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The Technology of the Cute Body

100%
Gn J.
Eidos. A Journal for Philosophy of Culture
|
2018
|
vol. 2
|
issue 4(6)
14–26
EN
This article considers the appeal of the cute body and its ambiguous relationship with the lovable. While cuteness is an aesthetic that is subjectively determined and expressed, it can also embellish a body with features that are standardized by systems of commodification. The cute body possesses a diminutive and vulnerable charm, but it is also an object that is augmented to solicit the subject’s love and control. Hence, the aesthetic of cuteness may seem to disempower the object, but it is likewise, an acute seduction that bears witness to the craft or technē that captures the subject. Developing a framework for cuteness as a stylistic device or technology embedded in the subject-object relationship, the article argues that the qualities and experience of the lovable constitute a condition of the affected subject, who must bear the paradox of embracing and effacing the object’s difference.
2

Possibility of Friendship between Religions

86%
Mitias M.
Dialogue and Universalism
|
2021
|
issue Special Supplement
9-38
EN
The majority of theologians, philosophers, and religious leaders have, during the past five decades, either argued or taken it for granted that the primary aim of interreligious dialogue is mutual understanding and that the purpose of realizing this aim is mitigation of alienation, hatred, and violence between the religions and hopefully cooperation on worthwhile projects. On the contrary, the author of this paper argues that the primary aim of interreligious dialogue should be to create a bond of friendship between the various religions of the world. In his attempt to establish the validity of this proposition, the author, first, advances a concept of “collective subject” as a condition for the possibility of friendship primarily because friendship is viewed as a relation between two human subjects; second, he introduces a general concept of friendship whose main elements are good will, mutual affection, and social service; and, third, he argues that religions can, qua collective subjects, establish a bond of friendship between them.
3
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Inkluzje i ekskluzje podmiotu w zbiorze Bez ciebie Anny Augustyniak

75%
Wądolny-Tatar K.
Poznańskie Studia Polonistyczne. Seria Literacka
|
2018
|
issue 33
171-184
EN
The main concept of Anna Augustyniak’s poetic volume (Bez ciebie, Warsaw 2014) is based on poetics and semantics of a number of categories: deficiency, body, affection, journey. They make an entanglement, which shows the metamorphosis of feminine lyrical subject, at first being mentally, emotionally and sensually disconnected (excluded by itself) from the environment though love, later again connected with world through the journey in geographically-cultural and spiritual dimension. In this case, the strong affection (falling in it and out of it after the parting) can be treated analogously. Construction and titles of several poems included in volume create an enumerative series describing the condition of subject (condition “without”), both as addiction and as deliverance, inclusion and exclusion. “Traveling erotics” – as Alicja Jakubowska-Oż.g named these poems – are also an individual realisation of a convention of literary genetics. A poem appears as a body of inclusion, which encloses a story of love.
4

Obrada motiva smrti u nastavi književnosti

72%
Božić S.
Slavica Wratislaviensia
|
2019
|
vol. 168
615-629
EN
The motif of death in teaching literature This paper includes a survey of the affective and cognitive limitations in the students’ perception of the motif of death, particularly when it appears as the main theme in literary works analyzed in class. The author explores the frequency of such texts in the curriculum and provides specific psychological-pedagogical findings, which should be considered and applied. Furthermore, the paper contains certain methodological solutions applicable in some stages of interpretation that refer to the analysis of the motif of death. The solutions, on the one hand, take into consideration the values and the significance of the work itself, and on the other hand, the age of students and their individual characteristics (such as personality, sensibility, the experience of the death of their loved ones or its lack). The insights and suggestions are related to the results of an online questionnaire conducted among teachers of literature about their approach to the motif of death in teaching, which is presented in this paper.
RU
Aнализ мотивa смерти на уроках литературы в школе В статье рассматриваются аффективные и когнитивные ограничения в восприятии мотивa смерти школьниками, особенно в том случае, когда этот мотив является одним из ведущих в литературном произведении, анализируемом на уроке литературы. Исследуется количество таких текстов в учебной программе, анализируются определенные психолого-педагогические знания, которые надо учитывать в учебном процессе. Предлагаются методические рекомендации по интерпретации мотива смерти. С одной стороны, эти рекомендации учитывают ценность и значение самого литературного текста, а с другой — возраст и другие индивидуальные характеристики учащихся (характер, чувствительность, опыт/отсутствие опыта). Выводы и предложения в статье сопоставляются с результатами проведенного среди преподавателей литературы онлайн-опроса, касающегося методики интерпретации мотива смерти на уроках литературы. В статье представлены результаты проведенного опроса.
5
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What Is Moral Competence and Why Promote It?

58%
Nowak E.
Ethics in Progress
|
2016
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vol. 7
|
issue 1
322-333
EN
This short review paper focuses on Georg Lind's approach to the moral competence as described in his recent book (2016) How To Teach Morality? Promoting Deliberation and Discussion, Reducing Violence and Deceit. Berlin: Logos Verlag. Lind's dual-aspect approach is discussed as one of the leading conceptions of personal moral competence and moral cognition today. Intuitionist approach and "embodied cognition" are not enough, the author (E. Nowak) claims. As participants of social contexts and institutions, we need manifest, discoursively articulated reflection, self-reflection, and conversation. However, Lind's hypothesis of two leyers of morality, i.e., a conscious and unconscious finds evidence in cognitive sciences too. Lind's approach is not as reductionist as that of radical cognitivists. On the contrary, it combines all relevant aspects of moral cognition discussed right now, worldwide – when cognitive sciences flourish and the challenges for moral mind grow up dramatically.    
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