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CATECHESIS DIRECTED TO ASKING QUESTIONS - FORMATION OF 'THE ATTITUDE OF QUESTION-ASKING' IN PUPILS (Katecheza ukierunkowana na stawianie pytan - ksztaltowanie 'postawy pytajnosci' wsrod uczniow).

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Mendyk M.

Roczniki Pastoralno-Katechetyczne (Pastoral and Catechetical Annals)

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2011

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issue 3(58)

183-191

EN

Catechesis that is open to man and his development is in close contact with the catechized one, who not only profits from it, but at the same time takes part in creating it. In the field of revealing problems, as well as of asking questions, the catechized ones, especially young people, have to overcome several difficulties: first they have to realize the problem, then to formulate it, and finally, to put it into words in the face of the catechist, or even of the whole group. Each of these stages encounters some difficulties. Especially, when particular stages are accompanied by fear connected with formulating the problem itself, or fear of the reaction of the group. In all these stages the catechist should help the catechized one: he should facilitate the realization of the existing problem, then he should help to formulate it, and especially to ask the question. There is a possibility that the catechist, using the proper introduction, will lead the catechized one to the situation in which he will feel the problem and formulate the question. Contemporary catechesis may only be realized in the form of a dialogue of the catechized ones and the catechist, in their mutual openness to reality and to each other. The dialogue is inherent in the essence of catechesis.

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Wielokulturowość, dialog, pogranicze. Krzysztofa Czyżewskiego koncepcja etosu pogranicza w kontekście teorii wielokulturowości i dialogu

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Pawlus S.

Euro-Facta

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2010

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vol. 2. Kultura a komunikacja

211-269

EN

In today’s world we can observe a considerable rise of society’s cultural diversity. Western societies are more and more internally differentiated and the word multiculturalism has become a part of our glossary for good. This phenomenon is, by many, seen as a threat to their own identity and integrity. A xenophobia, a fear of strangers appears. The alternative for this seems to be to blur diverse identities and efface differences between various groups. In connection with the emergence of these phenomena rise a need for a theoretical reflection aiming to resolve these problems. The matters of multiculturalism, dialogue and alterity call for explanation. The purpose of this article is to take into consideration dilemmas connected with the phenomenon multiculturalism by reaching into the fields of arts that are concerned with these problems – especially social sciences, philosophy of dialogue, and also Krzysztof Czyzewski’s conception. At first, the article reaches into the beginnings of the European reflection on the variety of cultures: deals with the issues of ethnocentrism and cultural relativism, examines the European culture’s way to dispose of its own ethnocentric closure and takes into consideration difficulties related with accepting a purely relativistic model of perceiving other cultures. Afterwards this work presents various conceptions and definitions of the term multiculturalism, as learning to know them helps to understand this phenomenon better. After outlining this background, the article reaches to the philosophy of dialogue, to seek, in the concepts of Buber, Rosenzweig, Levinas, and Tischner, answers to the dilemmas related to the necessity of living in modern, diversified communities. Philosophers of dialogue teach how to properly understand dialogue and the meeting with the other. In the philosophical perspective, they outline new thinking, which demands to see the essence of humanity in relation I-You, I-Other. The article tries to show how they emphasize, in different ways, the need to respect the autonomy of the other, which can not be rejected during the meeting. They interpret any attempt to blur the difference of the other, as a camouflaged way to convert what is strange and foreign to something mine and accepted. This leads thereby to identification of the other with me and to violation of its otherness. The work ends with Czyzewski’s concept of the ethos of the borderland. It becomes like a buckle that closes all previous considerations, showing how to solve the dilemmas of identity and otherness in multicultural areas. Ethos of the borderland, a kind of code of life at the intersection of cultures, religions and nations, sets the path of mutual recognition of each other’s identity in order to build agreement. It is not afraid of differences, and instead of removing them, it affirms them, to erect above them a bridge of meeting. The ethos teaches to perceive the existence of different cultures as a chance of mutual enrichment of various others. Forgotten, but present through the ages in the lands of Central Europe, the ethos of the borderland, rediscovered by Czyzewski, seems to be the answer to many of the numerous questions that increasingly multicultural Europe asks itself.

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Wstęp

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Rebes M.

Euro-Facta

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2010

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vol. 2. Kultura a komunikacja

5-6

EN

This review includes briefly presentation of each article and set question about relation between culture and communication.

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COMMUNICATION-PRAGMATIC STATUS OF PERSONAL PRONOUNS IN CONTEMPORARY SPOKEN COMMUNICATION

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Kesselova J.

Slovenská reč (Slovak Language)

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2005

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vol. 70

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issue 3

129-141

EN

The more official and informative the dialogue is, the less explicit is auto-reference, i.e. the speaker is identified by other means than pronouns. There is also a very close relation between the manner of auto-reference and the choice of the linguistic means when we address a communicative partner. The analyses of the dialogue texts shows, that the more marked is explicit auto-reference, the more is the pronoun 'You' used communicatively; the more implicit is auto-reference, the more marked is the need to use other means than 'You' when addressing the partner. The more official and informative is the dialogue, the more pronouns, that indicate the third person absent in the dialogue, are used. Non-marked anaphoric reference is mostly used in such cases. The inference reference we regard as the specific one.

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Dialog zbawienia w kontekście Roku Wiary

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Turowski W.

Rocznik Teologii Katolickiej

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2012

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vol. 11

79-92

EN

A dialogue of salvation the Church has today aims not only at interpersonal contacts to know each other, people’s wishes and views. It is something more, because it bears the features of the unity and dialogue within the Holy Trinity. For those who believe, Jesus is the image of such a dialogue. His person much af ects the quality of dif erent dialogues the world is having nowadays. Today Christianity and the person of Jesus Christ are pushed on to the sidelines and belittled, and even fought. The Year of the Faith in the Church is a good opportunity for rel ecting on its nature and message. It is an opportunity to grasp the saving dialogue God has with his people. The leading theme set by Benedict XVI for this year is a challenge for all the members of the Mystical Body of Christ. Hence it is necessary to have a saving dialogue with the contemporary world through a priestly reception of the sources of faith and one’s personal testimony of faith.

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SOCRATES’ DIALECTIC THERAPY ACCORDING TO PLATO’S APORETIC DIALOGUES

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De Bravo Delorme C.

Filozofia (Philosophy)

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2019

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vol. 74

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issue 3

169 – 180

EN

The paper’s aim is to claim that Socrates’ philosophy according to Plato’s dialogue should be taken as a dialectic therapy. Socrates’ dialectic therapy as a care of the self is not an isolated inspection of the individual conscience. As long as the Socratic therapy is dialectical, the possibility of the interlocutor’s self-transparency is possible through dialogical cooperation. This self-transparency is not the possessing of the good, but the very dialogue and mutual examination of the self. The therapeutic dialogue demands that the interlocutor be able to recognise himself in the dialectic of defining what he wants. Therefore, the dialogue enables the person to know his own good through the dialogue’s activity.

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O potrzebie dyskusji o historii, także Polskiej Marynarki Wojennej

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Drzewiecki A.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2012

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issue 3

7-26

EN

We want to see the history as a kind of "vitae magistra", so let's put the question of whether we are prepared for it? This is a fundamental issue that provokes the author of this article to pose a number of questions about the condition of our history as a field of knowledge and the object of research. The requested need to debate seems obvious, but the social reality suggests that history is more and more often a subject of the political game, a kind of race to conquer the next areas of history and to interpret them according to the criteria that have little to do with research methodology or the available sources. It is not without reason, these considerations came to include also the Polish navy which – detached from the socio – economic reality – gets bogged down in the myths of the Polish presence at sea. Only open discussion, free from political passions can lead to a better understanding of our national history, and cure us from the complexes which we tend to co-develop.

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O dialogu (a raczej jego braku) miedzy psychologami akademickimi i psychoterapeutami

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Chrząstowski S.

Psychologia Społeczna

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2008

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vol. 3

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issue 4(9)

313-317

EN

This article is a continuation of the discussion started by Witkowski and Fortuna. Both authors deserve recognition for bringing to our attention how relatively easy it is to popularize pseudo-scientific methods. On the other hand, it does not mean that these pseudoscientific methods will immediately find wide recognition among psychotherapists. The author of this commentary wonders why some pseudo-scientific methods can be popularized so easily. The authors’ argument, that the functioning of pseudo-therapy is possible due to the indifference of academic psychologists, is an oversimplification. The author discusses the various roots of this phenomenon such as, for example, lack of dialogue between practitioners and academics. The language of science is often too insular for practitioners who look for concepts that can be implemented in their work and not those that meet criteria of science. The role of academics does not consist in supervising psychotherapists but in answering questions posed by practitioners and by providing assistance in assessing which methods used in psychotherapy are evidence-based.

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MEETING THE 'OTHER' IN THE INTERCULTURAL DIALOGUE

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Kabzinska I.

Etnografia Polska

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2008

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vol. 52

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issue 1-2

21-41

EN

The word dialogue is becoming very popular nowadays, but it is also being abused. Quite often every talk is described as a dialogue, though the talk to be called a dialogue should fulfill some criteria. Some of the dialogue's features are: the search for the common view of certain matters, the confrontation of attitudes, acquaintance with the argumentation and activities of the participants, also asking questions and giving the answers. The essential is the skill of patient listening, the will to communicate, mutual respect and acceptation. For Ethnologists/Cultural Anthropologists the most important is the intercultural dialogue. It allows the better understanding of how 'Others' perceive the world, helping this way to avoid prejudices, intolerance and looking at the world by the prism of stereotypes. The authoress points out the relationship between intercultural dialogue, the tolerance and acceptation. She focuses on the role played by the dialogue in the evolution of societies and conditions which make it difficult or even impossible. Significant section of the article discusses the interdenominational dialogue.The article describes the features, aims and levels of such dialogue The relation to the other human and the way we perceive ourselves in such relation determine the adoption of certain attitude towards the dialogue. The ability to listen the 'Others', necessary to lead the dialogue is a testimony of the high regard for 'Them'. There is an urgent need to pass from theoretical discussions over the dialogue's nature to social practice. EU Parliament announced 2008 as the European Year of the Intercultural Dialogue. The authoress points out this initiative didn't gain prominence and was not popularized (e.g. by media).It seems like the chance to spread the idea of intercultural dialogue was wasted. Even though the dialogue is considered to be one of the European values, a distinguishing feature of Europe, we experience too little manifestations of it in social practice. The authoress presumes this situation is going to change rapidly as researchers' interests in the various forms of dialogue will soon intensify.

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K ÚLOZE DIALOGU V LEIBNIZOVĚ MYŠLENÍ

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Makovský J.

Filozofia (Philosophy)

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2018

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vol. 73

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issue 7

540 – 554

EN

In the present text, we explore the idea of dialogue at the heart and roots of the Leibnizian philosophy and present show its connection with the doctrine of the continuum. We shall argue that a dialogue, political, religious as well as doctrinal, constitutes the starting point of the Leibnizian conciliatory "humanist metaphysical" method of his demonstrations catholicae. We shall see also that the idea of dialogue constitutes the metaphysical foundation as well as the practical goal of the most famous project by Leibniz, the caracteristica universalis, "Methode de la Certitude et de l'Art d'Inventer pour finir les disputes, et pour faire en peu de temps des grands progres". The connecting role of the dialogue within the Leibnizian thought is explained on three levels. First, on the level of metaphysics, we shall analyse from the metaphysical perspective the possibilities and limits of the dialogue in the horizon of human knowledge. Next, on the level of method, we shall discover the function of dialogue in the dynamics of the human invention. Finally, on the level of the drawing on Leibnizian writings, we shall document the virtues of the dialogue, as compared to the geometrical method.

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Twórczosc i życie Janusza Tarnowskiego

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Łyszkowska E.

Rocznik Andragogiczny

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2012

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vol. R. 2012

386-403

EN

The article is dedicated to the memory of the deceased priest Professor Janusz Tarnowski, who left behind an enormous huge scientific achievements. Janusz Tarnowski was primarily the author of a new trend of Christian personal and existential education, which the primary base is a dialogue and Christian education. In his pedagogical activity was a continuator of Janusz Korczak’s ideas enriched with the approach of dialogue and coexistence with God. He wrote about antipedagogical behavior and shown how to bring up correctly giving an example of his co-pupils cases. As a man who survived two wars, and served the ordained ministry in the Warsaw Uprising he paid a particular attention to education for peace, which according to him, starts from the family home. Janusz Tarnowski was in the first place a priest, tireless in spiritual leading. He supported also clergy and catechists by numerous studies and reflections connected with dilemmas of their professions.

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Echeverria E., Hannam P.

Pedagogický časopis (Journal of Pedagogy)

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2013

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vol. 4

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issue 1

111 – 125

EN

In a time of advancing neoliberal educational practice globally (e.g. Roxborough, 1997, McCafferty, 2010), in the provision of public sector education as well as in assumptions regarding public educational purposes and curriculum development; this paper looks to a broader definition of education (e.g. Biesta, 2009). Authors argue that pedagogical proposal of the Community of Philosophical Inquiry as in the work of Matthew Lipman (e.g. 2002) and Ann Sharp, a model of educational praxis existent in over 60 countries world-wide, can enable the advancement of a vision for deliberative democracy (Lipman, 1998) and social justice and contribute to educational theory and practice in ways which develop communicative rather than individualistic notions of autonomy (Code, 2006, p.170.). Philosophical inquiry, especially as discussed in this paper with adolescents, equips students with the tools to become more critical, to develop a more social and global awareness and consequently enable them to make more reflected moral judgments (Hannam & Echeverria, 2009, p.114). Drawing on practical examples from the direct experience of the authors in the UK and Mexico, as well as building on 40 years of research world-wide, an argument is developed for embedding philosophical thinking into all educational environments as a means of forming transformative intellectuals (Giroux, 1988) and enabling a raising of awareness with regard to the consequences of the tacit acceptance of neoliberal educational policies. Furthermore, drawing on the writing of Hannah Arendt (1998) a view is advanced which suggests that deliberative and participatory democratic structures can be developed in our societies where the opportunity for careful thinking as well as conscious action taking can take place.

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CATECHESIS DIRECTED TO ASKING QUESTIONS - FORMATION OF 'THE ATTITUDE OF QUESTION-ASKING' IN PUPILS (Katecheza ukierunkowana na stawianie pytan - ksztaltowanie 'postawy pytajnosci' wsrod uczniow).

Wielokulturowość, dialog, pogranicze. Krzysztofa Czyżewskiego koncepcja etosu pogranicza w kontekście teorii wielokulturowości i dialogu

Wstęp

COMMUNICATION-PRAGMATIC STATUS OF PERSONAL PRONOUNS IN CONTEMPORARY SPOKEN COMMUNICATION

Dialog zbawienia w kontekście Roku Wiary

SOCRATES’ DIALECTIC THERAPY ACCORDING TO PLATO’S APORETIC DIALOGUES

O potrzebie dyskusji o historii, także Polskiej Marynarki Wojennej

O dialogu (a raczej jego braku) miedzy psychologami akademickimi i psychoterapeutami

MEETING THE 'OTHER' IN THE INTERCULTURAL DIALOGUE

K ÚLOZE DIALOGU V LEIBNIZOVĚ MYŠLENÍ

Twórczosc i życie Janusza Tarnowskiego

SOCIOLOGY OF DIALOGUE (Socjologia dialogu)

THROUGH COMMUNICATION TO THE COMMUNITY: THE POLITICAL IMPLICATIONS OF MARTIN BUBER’S PHILOSOPHY OF ART

ŽIVOT JAKO ROZHOVOR

DIALOGUE ON THE PATH OF THE SPIRITUAL LIFE OF SPOUSES (Dialog na drodze zycia duchowego malzonkow)

STEREOTYPY V ŽIDOVSKO-KŘESŤANSKÝCH VZTAZÍCH

Intertextualita v procesu osvojování: raná dětská řeč

The Personalistic Aspect of Truth and Dialogue in the Context of Karol Wojtyła’s Philosophy: John Paul II’s Ethics of Media

ANXIOUS AFFINITIES: HOW THEATRICAL PERFORMANCE CAN GENERATE A PLATFORM FOR INTERPERSONAL DIALOGUE

PHILOSOPHICAL INQUIRY AND THE ADVANCEMENT OF DEMOCRATIC PRAXIS