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Samotność twórcy. Wychowawczy i antywychowawczy aspekt samotności

100%
Wójcik W.
Horyzonty Wychowania
|
2013
|
vol. 12
|
issue 23
37-53
EN
Making good use of the experience of solitude and revealing struggle which great creators faced within the relations with the world and with themselves play an important role in pedagogical practice. The following paper shows this work on one’s own solitude and lack of understanding on the example of the selected fragments of a biography of an eminent Polish scholar Józef Maria Hoene-Wroński. The tool used in this research is an appropriately expressed anthropology of solitude based on the analysis of the selected fragments of the Book of Genesis, J. Kaczmarski’s poem “Pusty raj” (“Empty Paradise”) and the experience of solitude by S. Kierkegaard. Primary and secondary solitude is distinguished and their place in the process of education is shown.
PL
Duże znaczenie w praktyce pedagogicznej ma umiejętne wykorzystanie doświadczenia samotności i pokazanie zmagań, jakie w obszarze relacji ze światem i z samym sobą mieli wielcy twórcy. W artykule tej pokazuję tę pracę nad własną samotnością i niezrozumieniem przez innych na przykładzie wybranych fragmentów biografii wielkiego polskiego uczonego Józefa Marii Hoene-Wrońskiego. Narzędziem stosowanym w tych badaniach jest odpowiednio ujęta antropologia samotności na podstawie analizy wybranych fragmentów z Księgi Rodzaju, wiersza J. Kaczmarskiego Pusty raj oraz doświadczenia samotności S. Kierkegaarda. Wyszczególniam pierwotną i wtórną samotność i pokazuję ich miejsce w procesie wychowania.
2
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Fenomen polskiej szkoły matematycznej a emigracja matematyków polskich w okresie II wojny światowej

100%
Wójcik W.
Zagadnienia Filozoficzne w Nauce
|
2013
|
issue 53
11-52
PL
In the paper I try to describe the phenomenon of the Polish School of Mathematics. It requires the presentation and analysis of the many factors that have had an influence on its creation and development. It is impossible to do so in such article yet I try to show, however, its essence and strength through an analysis up until the point that World War II brutally ended its development. I focus on the mathematicians who were forced to emigrate and created important mathematical centres in other countries. Thus, the program and atmosphere of Polish Mathematical School was continued.
3
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Aktualność hlondiańskiej idei Apostolstwa Emigracyjnego

100%
Wójcik W.
Studia Polonijne
|
2012
|
vol. 33
169-179
PL
In 1926, when Cardinal A. Hlond assumed the office of Primate of Poland whose see is in Gniezno and Poznań, the number of Polish emigrants exceeded 6 million and was still rising. In the USA there were already about 800 Polish parishes. In other countries Polish pastorate was only being formed, or there was none. Primate Hlond knew the problems and needs of the emigrant pastorate of those times. At the first convention of Poles living abroad he informed its participants that “the Polish Episcopate through the Primate of Poland tries to give the pastorate abroad a new organization and new forms, that is: a central management of the apostolate abroad, organization of the apostolate in Poland, and organization of the apostolate abroad”. The Hlondian ideas are carried out by the Institute of Emigration Pastorate (1984) and the Emigration Apostolate Movement (1985) in Poznań, numbering about 4 thousand members and supporters both in Poland and abroad. The Movement brings together apostles, communities and institutions devoted to emigration apostolate, and especially: the apostolate of prayer, the parish apostolate, the culture apostolate and the apostolate of ties with the Motherland.
4
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Wprowadzenie

50%
Wójcik W.
Zagadnienia Filozoficzne w Nauce
|
2013
|
issue 53
5-10
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