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Is the Language Constitutive for Thinking

100%
Ofman T.
Zagadnienia Naukoznawstwa
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2008
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vol. 44
|
issue 3-4
303-315
EN
In Rational Animals Davidson argues that language is constitutive for thinking, i.e. that thinking requires possessing the notion of thought or belief. This thesis is the point of departure for author's deliberations. He tries to show that on one interpretation this thesis leads to surprising consequences. Even if a child acquires a language, it is possible that he/she doesn't think, because it is not necessary to acquire the notion of thought to possess linguistic abilities. To deal with this difficulty the author suggests that the ability to think be redefined as the ability to manipulate internal representations.
2

ABOUT THE EFFECT OF RATIONAL, DIALECTICAL AND CRITICAL THINKING ON WISDOM

80%
Ruisel I.
Studia Psychologica
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2006
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vol. 48
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issue 2
81-93
EN
The essential characteristics of rational, dialectical and critical thinking are defined in relation to wisdom. Thinking influences wisdom through the quality of decision-making in the choice of strategies suitable for solving rather complex and badly defined problems. Rational thinking is closely related to a search for optimum alternatives and should be unbiased and objective. Dialectical thinking refers to knowledge of processes comparing or synthesizing facts, standpoints and opposite viewpoints. Critical thinking activates abilities and strategies that enhance the probability of desirable outputs, where definition of the desirable depends on an individual's varying goals and values. Acceptance of the principles of critical thinking considerably contributes to the regulatory role of wisdom. Critical thinking, together with wisdom, endeavors to bring men to acquire and use information more efficiently not solely in favor of selected groups, but also humanity as a whole.
3

THE GAPS IN PSYCHOLOGICAL KNOWLEDGE ON THINKING

80%
Nosal C. S.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
217-232
EN
In the large theoretical context of hierarchical organization of thinking as a form of cognition the gaps in psychological knowledge are presented. The basic source of this gaps is the tendency to analyse thinking as the consciously regulated, and step by step controlled mental activity. In this framework a little attention was concentrated on the unconscious processing and computational nature of thinking or its relation to basic cognitive processes. For this reason the main gaps in psychological knowledge are dealing with this area of understanding the mechanisms of thinking. The basic form of thinking (intuition, fantasy, opening and closing the conceptual structures) are described in the context of hierarchical organization of this process.
4

FINANČNÁ PSYCHOLÓGIA A JEJ KOGNITÍVNE PRÍSTUPY

80%
Stríženec M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2014
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vol. 17
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issue 3
-
EN
The survey presents foundations and definitions of the new psychological disciplines – financial psychology or psychology of money. Questions of personal finances related to financial literacy mental accounting and household finance ae addressed. The final part emphasizes the role of intuitive and critical thinking in this area.
5

TOTÁLNY OBRAZ. CHVÁLA MYSLENIA

80%
Sucharek P.
Filozofia (Philosophy)
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2016
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vol. 71
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issue 6
487 – 493
EN
The essay is an attempt to think about the problem of thinking and its status. We want to find out whether thinking – not a thinker! – can or cannot be proud of itself. What is thinking doing when it is thinking (about an idea)? What is thinking and where is the idea? We primarily focus on by what thinking is transformed and formed. The term “event” has been chosen for this task. Who has, however, seen the event? Is there any possibility to imagine experience or make the event present in any particular way? Can thinking, in a certain moment, adhere to an idea in such a way that it becomes the idea and that it occurs? And what happens with the idea when such an event occurs?
6

Thinking in Which We Act (Against Cavitation of Mythical Universality of Pedagogy)

80%
Zamojski P.
Kwartalnik Pedagogiczny
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2005
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vol. 50
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issue 4(198)
113-126
EN
The moment in which a theory is conceived as useless superstructure of activity, is critical for the understanding of thinking and acting as separated qualities. From one point of view this separation is being criticized, on the other hand, the proposal of making the connection assumes the separation, that was already rejected. Solving the problem requires reaching for the arguments against radical separation of thinking and acting and, to inquire about a possibility of some primary union of them. This is the moment in which the title category of 'thinking in which we act' emerges. Opposite to representing 'thinking of', thinking in which we act is understood as the space, the area, the 'horizon' within which different actions are undertaken. This way the dialog as a form of activity is a different action in the instrumental rationality, then it is in (e.g.) the hermeneutical - critical rationality.
7

How order of information affects reasoning

80%
Mackiewicz R., Johnson-Laird P. N.
Polish Psychological Bulletin
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2004
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vol. 35
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issue 4
197-208
EN
The theory of mental models predicts that the difficulty of deductive reasoning should depend in part on the order of processing the premises. Those orders that call for an initial construction of multiple models should be harder than those that call for an initial construction of only one model that can be merely updated from subsequent premises. Experiment 1 demonstrated effects of order in the evaluation of given conclusions, and it eliminated potential confounds, including the coherence of the sequence of clauses in the premises. Experiment 2 corroborated the prediction in a more complex task in which the participants drew conclusions for themselves. Order affected both the times they took to read the premises and the accuracy of their conclusions. The paper discusses the results in the light of current theories of reasoning.
8
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FILOZOFICKÉ ÚVAHY JANA AMOSA KOMENSKÉHO O ČLOVEKU A VÝCHOVE

70%
Hudáčová A.
ESPES
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2017
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vol. 6
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issue 1
14 – 21
EN
In the present study, we deal with the thinking of John Amos Comenius, who is considered to be not only a significant teacher but also a philosopher. In his work, Comenius focuses on the individual as well as the society with an emphasis on the upbringing of human. At the same time, he philosophically points to such a perception of the world that should help us to understand reality, cope with it, understand its meaning and find the place of human in this reality. Comenius regards the philosophy as the way to knowledge and understanding of human. He thinks about the philosophy in many of his works. Primarily, the contribution focuses on Comenius ́s philosophical and aesthetic thinking about society and education.
9

PHILOSOPHICAL INQUIRY AND THE ADVANCEMENT OF DEMOCRATIC PRAXIS

70%
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.
10

KRITICKÉ MYSLENIE MEDZI VOJNOVÝM AKTOM A ESTETIKOU EXISTENCIE

70%
Lacko N.
Slovenská literatúra (Slovak Literature)
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2011
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vol. 58
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issue 5
425 – 434
EN
In the article the author attempts to outline three different concepts of critical thinking which are - in his opinion - strongly present in the contemporary philosophical, aesthetical and social-scientific reflection. He characterizes the first concept in a somewhat radical way as Act of War. The concept is characterized by adopting a radical form of perspectivism and perceiving society or culture as something fundamentally constituted by power relations. Therefore the working methods typical of this type of thinking can preferably be described by means of local and temporary strategies and tactics. He considers the second type of thinking as a positive and creative pre-definition of premises of historical-political discourse, which is in the backgrounds of the previous type of thinking. The author borrows Michel Foucault´s term "the aesthetics of existence" to denominate this type of critical thinking. The essential characteristic of this type of thinking is - in his view - perceiving criticism as a historical-practical test of frontiers, as an experimental tool which enables us to create ourselves. He also takes marginal notice of the third type of critical thinking which is defined as an analytical research of the conditions of truthfulness critical thinking which perceives itself as a guard of the frontier that cannot be crossed. In order to illustrate all three types of critical thinking, the author finds it most appropriate to use Michel Foucault´s reflections.
11

Co wiemy o myśleniu w epoce kognitywizmu

70%
Bobryk J.
Kwartalnik Filozoficzny
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2014
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vol. 42
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issue 2
47-62
EN
The aim of the paper is to rethink the concept of thinking. The author attempts to show that, despite the recent developments of cognitive science, the present understanding of the phenomenon of human thinking is far from perfect. However, one can improve this understanding by using the conceptual apparatus of the Lvov-Warsaw school.
12
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MIND AND EMOTIONS. A CONTRIBUTION TO MIND-BODY PROBLEM (Umysl a emocje. Glos w debacie mind-body)

70%
Jastrzebski A.
Zagadnienia Naukoznawstwa
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2010
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vol. 46
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issue 2
333-347
EN
Are emotions capable of influencing our thinking? Where is their source? Those are the questions that are subject of a scientific research in the present paper, which has, as its aim, an interdisciplinary analysis of emotional states related to cognitive processes. The newest neuroscientific discoveries supply a lot of interesting information with regard to the human brain and central nervous system and their relationship with the higher mental functions like planning or knowledge. This research points out to a reciprocal influence between emotional states and cognitive processes, which is a step forward in the mind-body problem discussion.
13

THINKING STYLES, PERCEIVED STRESS AND LIFE SATISFACTION

70%
Bavolar J.
Studia Psychologica
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2017
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vol. 59
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issue 4
233 – 242
EN
This study investigates the relationship between rational and experiential thinking styles, perceived stress and life satisfaction in university students. The research sample included 259 students (56.8% females, Mage = 21.57) of psychology and informatics. Lower stress and higher life satisfaction are predominantly related to the thinking style preferred by the given gender – the rational style in males and the experiential style in females. More positive results in stress and life satisfaction were observed in the groups scoring higher in both styles compared to those scoring lower in both thinking styles. The relationships between thinking style preferred by the given gender and life satisfaction are mediated by the perceived stress. The present results indicate the possibility of increasing life satisfaction through changing information processing modes.
14

ZÁKLADNÉ ČRTY PASCALOVEJ FILOZOFIE ĽUDSKEJ KONEČNOSTI

61%
Palenčár M.
Filozofia (Philosophy)
|
2018
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vol. 73
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issue 3
201 – 211
EN
The French thinker Blaise Pascal was not only a gifted scientist, but also an author of many brilliant essays on man and God, which later inspired many philosophers and theologians. The aim of the article is to show the role the idea of human finitude played in Pascal’s thinking. It outlines Pascal’s specific understanding of the possibilities and limits of the essential human ability, namely thinking rationally, as well as the ontological-temporal aspect of human finitude – the problem of death and mortality. Further, it examines the central concepts of Pascal’s Pensées (among them thinking, dignity, diversion, boredom) and clarifies his conception of man as a thinking reed. Pascal’s essays are presented here as based on his creative reception of previous philosophical and religious thinking (stoicism, M. de Montaigne, St. Augustin, church fathers, R. Descartes and others), and also as an important inspiration for the authors of later centuries (e.g. dialectical thinking, philosophy of existence and existentialism etc.).
15

DRUHÝ A STRUKTURA ZKUŠENOSTI: MEZI BLANCHOTEM A LÉVINASEM

61%
Koubová A.
Filozofia (Philosophy)
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2009
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vol. 64
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issue 8
774-780
EN
The aim of the paper is the comparison of the conceptions of Emmanuel Levinas and Maurice Blanchot, which should serve as a basis of the further contemplation of the relationship between thinking and experience. The shared critical view of the phenomenological interpretation of experience leads both philosophers to an alternative conception, in which experience transcends thinking and in face of such an experience the reality is an alterity. However, the experience of alterity, which underlines the wholeness and temporal unity of all human thinking, is conceived differently, resulting in different conceptions of subjectivity: By Levinas the dominating role is played by humankind as the opposite of the nonhuman, while by Blanchot the dichotomy is dissolved. His conception is thus a challenge to conceive the experience, thinking and reality beyond the human/nonhuman dichotomy.
16

Historia jest historią ludzi

61%
Kula M.
Sensus Historiae. Studia interdyscyplinarne
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2011
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issue 2(3)
107-119
EN
Presented considerations were prepared to the International Convention of Christian Teachers, organized by Secrétariat International des Enseignants Secondaires Catholiques (SIESC), entitled “Community Spirit against the Ghosts of the Past” (Warsaw, July 2011). They concern teaching history and purposes it should serve which in relation to changes in contemporary world. The author thinks that teaching history should serve of understanding humanity and not only to limit oneself for reinforcing nationalist community. Teaching history should prepare for understanding complicated social phenomena by taking back to the history all kinds civilizations, of cultural and religious spheres. Teaching history should be led problem so that history doesn’t limit its role only to ideological-national tasks.
17
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ŠPECIFIKÁ FLORENSKÉHO PERSONALIZMU (SYMBOL AKO JEDINEČNÝ VZŤAH JAZYKA A OSOBY V SLOVANSKOM MYSLENÍ)

61%
Rusnák P.
Konštantínove listy
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2018
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vol. 11
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issue 2
168 - 178
EN
Florensky’s philosophy examines the notion of truth and, at the same time, the thought of a personal being and transcendence in the context of original themes of Slavic thought. The Christian concept of the person significantly enriches the noetic understanding of truth by the means of the interpersonal relationship characteristic for the context of Slavic cultures. Florensky understands truth as an existential relationship with a deeper meaning, actualized in a dialogue with a personal God. The main tendencies of the Russian personalist philosophy are the presence of verticality in relation to the horizontal relationship (relationship of one person to another) and the effort to link transcendence with factuality on the basis of which Florensky establishes his concept of a personal being. Only very intense love can overcome the contradictions in human life. There is no unity, no freedom and no truth outside love. Genuine understanding of Truth can take place only in love and it is further conceivable in love only. Basic characteristics of human being (freedom, love) cannot be categorised by means of rational thinking. Human being cannot be defined in terms of reasoning. Man can only be understood by means of intuition and by means of revelation through the symbol.
18

ARNOLD GEULINCX ON THINKING SELF AND THE HUMAN CONDITION

61%
Usakiewicz J.
Studies in Logic, Grammar and Rhetoric
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2009
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issue 15(28)
89-103
EN
Guelincx (1624-1669) is known as the one who laid the foundations for a modern theory of Occasionalism. He also belongs to a group of philosophers for whom the reference point was R. Descartes' system. However, in this paper we will concentrate neither on the theory of Occasionalism (even though we might mention it) nor inspirations by Descartes (even though they will, of course, arise). We will consider Guelincx's answer to the question: who am I?
19
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Świadomość a przedmiot obserwacji w filozofii Rudolfa Steinera

51%
Strzyżewska A.
Filo-Sofija
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2009
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vol. 9
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issue 9
99-113
EN
This paper presents the critical theory of Rudolf Steiner’s cognition. His early philosophical works were inspired by Kant’s philosophy. At that time, he attempted to find a synthesis between the sensory world and the mental/spiritual one. Steiner’s early thought represented the epistemological position characteristic of Kantian bio-philosophy. It was an influential current of gnoseology in the 19th-century. The author presents main notions of Steiner’s philosophical positions such as: perceiving, image, feeling and thinking.
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