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ZWISCHEN REALITÄTSBLINDHEIT, LEID UND HOFFNUNG ODER DAS GEFÄHRLICHE SPIEL MIT DER WAHRHEIT. ZUM MOTIV DER BARMHERZIGEN LÜGE IN AUSGEWÄHLTEN WERKEN DER DEUTSCHEN LITERATUR

100%
Jurzysta A.
Conversatoria Litteraria
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2016
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vol. 10
|
issue -
149-178
DE
The article is devoted to the motif of a lie in selected works by German-language writers, and the texts analysed include Friedrich Dürenmatt’s Der Blinde, Stefan Zweig’s Die unsichtbare Sammlung and Jurek Becker’s Jakob der Lügner. A lie as an element used in literature has different representations: frauds, intrigues, betrayals and purposeful deceptions are accompanied by lies invoked by fear or necessity, and what matters in evaluation of the behaviour of the protagonists that lie are the reasons and motives of their decisions. The anal-ysis included is focused on a merciful lie, a lie caused by pity, which determines significantly the course of action and the protagonists’ lives, saves their health or even life; a lie that results from good and love for other people.
2

The Contribution of Sport as a Means of Inclusion in Discussions of Sustainable Development for Visually Disabled People

100%
Pereira R., Osborne R., Cabral S., da Silva C.
Physical Culture and Sport. Studies and Research
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2011
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vol. 53
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issue 1
10-17
EN
This study investigated how high-performance sport improved the quality of life and facilitated the inclusion of blind athletes in discussions about sustainable development at the Benjamin Constant Institute. It was also revealed that the blind still face discrimination, and that society associates the blind's visual disabilities with their other characteristics.
3
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Niewidoma kobieta, niewidoma pisarka. Tożsamości Jadwigi Stańczakowej

100%
Ładoń M.
Przestrzenie Teorii
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2020
|
issue 34
307-323
EN
The article concerns Jadwiga Stańczakowa, a blind journalist and writer, and friend of Miron Białoszewski. The author analyses Stańczakowa’s writing as an independent literary phenomenon deserving its own interpretation. Drawing on autobiographical and autoethnographic work by Maria Reimann, who is also an author with a disability, the author observes the emancipatory meaning of blindness. The text present three identities of Jadwiga Stańczakowa. First, the author shows her as a woman and asks if her blindness affected her femininity and sexuality. Secondly, the author interprets fragments of texts written by Stańczakowa during depression. Finally, she describes the writer’s identity, the most autonomous, although they all depend on Białoszewski.
4
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Human drama in art of the blind painters Sargy Mann and John Bramblitt and in Fr. Józef Tischner’s reflections

100%
Wołczyńska A.
Acta Universitatis Lodziensis. Folia Philosophica. Ethica – Aesthetica – Practica
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2018
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issue 31
127-142
EN
Nothing intrigues more than performing tasks that disability renders impossible. Overcoming physical limitations and mental restraints raises an interesting issue of the human creative potential broadly investigated by scientists and acutely experienced by the disabled. A cruel disease that leads to complete blindness appears even more dramatic when affects visual artists. A blind artist painter sounds an oxymoron, but the stories of Sargy Mann and John Bramblitt prove that a human being can always defy comfortable schemes. A sighted observer may be puzzled by complexity of this multipolar drama marked with painful turning points, but also, perhaps surprisingly, with a feeling of gain, sense, and reward. The artists’ personal and subjective perception of the loss inspires a discussion that presents universal values in a broader perspective. Beauty and truth, uncertainty and courage are to be found in the narrations of the artists above and the essays of a distinguished Polish philosopher Fr. Józef Tischner. The article portrays the silhouettes of the blind painters focusing on their artistic strive to a meaningful and rewarding life in the light of philosophical reflections based on the axiomatic concepts of beauty and truth.
5
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Blindness in the Beckettland of Malfunctioning

100%
Uchman J.
Text Matters: A Journal of Literature, Theory and Culture
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2018
|
issue 8
122-136
EN
Many of Beckett characters suffer from different kinds of disabilities and impairments, this being one of the ways of punishing them for “the eternal sin of having been born.” The article discusses blindness in Waiting for Godot, Endgame and All That Fall. In the first of these plays blindness afflicts Pozzo during the interval between the two acts, that is during a single night. Combined with the loss of his watch it is indicative of his entering the subjective realm of timelessness. The blindness of Hamm in Endgame and his inability to walk make him dependant on Clov who is unable to sit, which recalls Pozzo’s dependence on Lucky in the second act. Similarly, the blind Mr Rooney also must get help from other people to be able to move around. In the case of all three plays blindness must be perceived on a literal, as well as metaphorical level.
6

Dis/Abling Practices: Rethinking Disability

88%
Schillmeier M.
Human Affairs
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2007
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vol. 17
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issue 2
195-208
EN
The paper discusses how ordinary acts of everyday life make up the complex and contingent scenarios of disabilities that create enabling and disabling (dis/abling) practices. Drawing on qualitative empirical data the societal visibility and relevance of dis/abling practices are analyzed by connecting disability studies and sociological ideas with insights from Science and Technology Studies (STS). The essay explores how (visual) dis/ability is the outcome of human and non-human configurations and suggests that dis/ability can be understood neither as an individual bodily impairment nor as a socially attributed disability. Rather, dis/ability refers to complex sets of heterogeneous practices that (re-)associate bodies, material objects, and technologies with sensory practices. These practices, the paper concludes, draw attention to the multiple processes that (re-) concatenate the conduct of human affairs.
7
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„Ćwiczę widzenie”. O twórczości Jadwigi Stańczakowej

87%
Ładoń M.
Poznańskie Studia Polonistyczne. Seria Literacka
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2018
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issue 32
163-180
EN
Jadwiga Stańczakowa was a blind writer, who was more known as a friend of Miron Białoszewski than for her own literary work. Meanwhile, she is the author of several books of poetry, autobiographical prose and a diary. Miron Białoszewski was certainly master for her, thanks to him she began to write about his own blindness. Although that all her work was connected with Białoszewski, it is worth to hear her own voice, especially in the context of disability studies. In this article the author is trying to bring out the poetess of the Białoszewski’s shadows. First of all, the author pointed out that blindness was a magical experience treated as a basis of lirycs. But the dysfunction of sight has also been a cause of recurring depressions. The writing during this ‘double disease’ was particularly difficult and made sense of self-therapy.
8

The Associative Structure of the Mental Lexicon: Hierarchical Semantic Relations in the Minds of Blind and Sighted Language Users

75%
Mikołajczak-Matyja N.
Psychology of Language and Communication
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2015
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vol. 19
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issue 1
1-18
EN
This paper concerns the role of hierarchical semantic relations: class inclusion and partwhole relations as factors organising the mental lexicon, and the dependence of their importance on visual perception and visual memories, as demonstrated by the results of a free association task. 58 blind and 58 sighted language users were instructed to give associations for a list of 75 Polish nouns. Semantic analysis showed that more than 40% of the whole corpus of answers was related to stimuli through the part-whole or class inclusion relations. The results of the analysis indicated many similarities, concerning both types of relations, in the feedback obtained from the blind and sighted respondents. However, the blind participants showed a significantly stronger tendency to respond with inclusive terms (hyperonyms of the stimuli) than the sighted respondents. Th e results were interpreted in terms of the specificity of the compensation processes.
9
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Poruchy čtení u nevidomých dětí - dyslexie?

63%
Helebrantová P.
E-psychologie (E-psychology)
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2011
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vol. 5
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issue 4
42-54
EN
Reading disorders of blind children are not well known in the Czech Republic and research in this area is still at it´s start. This paper therefore provides an introduction to the problems of reading disorders of children with congenital severe visual impairment. It tries to answer the question whether a blind schoolchild can be diagnosed with dyslexia. The article describes the issues of reading disorders from prevention to diagnostics and also outlines the possible methods of working with failing braille readers. The text also deals with the relationship between the different techniques of reading Braille and failing in reading. An integral part of this work is a short summary of current international researches.
CS
Poruchám čtení u nevidomých dětí není v ČR věnována dostatečná pozornost a výzkum této oblasti je zatím na počátku. Tento příspěvek proto poskytuje úvod do problematiky poruch čtení u žáků s vrozeným těžkým zrakovým postižením. Snaží se odpovědět na otázku, zda i u nevidomého žáka můžeme diagnostikovat dyslexii. Článek mapuje tuto problematiku od prevence poruch čtení, přes jejich diagnostiku a také nastiňuje možné metody práce se selhávajícími čtenáři bodového písma. Klíčovou roli zde hraje analýza možných příčin poruch čtení Braillova písma. Text se také zabývá vztahem mezi různými technikami čtení bodového písma a selháváním ve čtení. Nedílnou součástí této práce je pohled na některé současné zahraniční výzkumy.
10

Czy ślepcy widzą lepiej? Motywy ślepoty i nadprzyrodzonego postrzegania w twórczości ukraińskich romantyków

63%
Ursulenko A.
Slavica Wratislaviensia
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2015
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vol. 161
137 - 147
EN
The article presents the relationship between the motifs of blindness and extrasensory perception in the works of Ukrainian Romantic poets. The author of the article shows the ancient lineage of the great blind men — soothsayers and poets-visionaries — and examines the multifaceted symbolism of blindness based on the literary images of blind kobzars, lirnyks and bandurists. The author focuses on the evolution of symbolism of blindness in the works of Taras Shevchenko.
11
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Pomoce dydaktyczne jako istotny element w edukacji uczniów z dysfunkcją wzroku

63%
Czerwińska K.
Człowiek - Niepełnosprawność - Społeczeństwo
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2013
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issue 4(22)
173-196
PL
Pomoce dydaktyczne są niezwykle ważnym elementem systemu kształcenia uczniów z niepełnosprawnością. Umożliwiają lub ułatwiają im poznanie rzeczywistości, szczególnie w przypadku zaburzeń określonego kanału percepcji. Podstawowym zadaniem pomocy tyflodydaktycznych jest dostarczenie jak największej liczby danych, które nie są samorzutnie percypowane w sytuacji osłabionego widzenia czy jego braku. Popularną klasyfikacją pomocy tyflodydaktycznych jest podział ze względu na wykorzystywanie zmysłów, który pozwala wyróżnić: materiały przekazujące informacje drogą wzrokową – tzw. zaadaptowane pomoce wizualne, materiały bazujące na kanale dotykowym – tzw. pomoce dotykowe, materiały, z których korzysta się za pomocą słuchu – tzw. pomoce dźwiękowe. Właściwości i funkcje poszczególnych typów pomocy tyflodydaktycznych są odmienne. Istotne jest, aby nauczyciel znał specyfikę różnych rodzajów materiałów dydaktycznych oraz potrafił właściwie dobierać i (lub) adaptować je do potrzeb edukacyjnych uczniów z dysfunkcją wzroku.
EN
Teaching aids constitute a very important element of the education system for students with disabilities. They make it possible or easier for them to learn about the world, particularly if one of the perception channels is disturbed. The basic role of teaching aids for students with visual impairments is to provide maximum information which is not spontaneously perceived because of impaired vision. Such aids are usually grouped into categories based on the sense through which they can be explored. And so there are devices and materials based on vision – called adapted visual aids, materials based on the sense of touch – called tactile aids, and materials based on the sense of hearing – called auditory aids. The categories differ from one another in their features and functions. It is critical that the teacher be familiar with teaching aids of various categories, and that she or he be able to appropriately select and/or adapt them to the needs of students with visual impairments.
12
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Sen oraz sny osób niewidomych

63%
Zaorska (https://orcid.org/0000-0003-4867-770X) M.
Człowiek - Niepełnosprawność - Społeczeństwo
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2019
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issue 3(45)
45-58
PL
istnienia ludzkości i interesuje do chwili obecnej nie tylko z powodu wątku tajemniczości, lecz także ze stricte naukowego puntu widzenia, po to, aby przybliżyć się do poznania fenomenu człowieka. W ramach przywołanej problematyki zagadnienie snu osób niewidzących od urodzenia wydaje się równie znaczące i fascynujące, dlatego też w treści artykułu zaprezentowano dylemat snu w kontekście ogólnym, w kontekście zidentyfikowanej już specyfiki snów osób niewidzących od urodzenia oraz na przykładzie zrealizowanych badań własnych, obejmujących cztery osoby dorosłe (dwie kobiety i dwóch mężczyzn) doświadczające konsekwencji niewidzenia od urodzenia. Słowa
EN
One can risk a statement that the problem of sleep has been of interest almost since the dawn of human existence. It remains interesting up until now, not only because of a thread of mystery, but also from the strictly scientific point of view and in order to get closer to the understanding the phenomenon of human being. The issue of sleep inpeople who were born blind seems equally significant and fascinating,. Therefore, the article presents the dilemma of sleep both from a general perspective and alsoin the context of dreams of people who were born blind. Four adults (two women and two men) experiencing the consequences of being blindfrom birth took part in the study.
13

Differences in Recognition and Judgement of Negative Emotions between Blind and Sighted People

63%
Sak-Wernicka J.
Roczniki Humanistyczne
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2016
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vol. 64
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issue 10: Glottodydaktyka
115-124
PL
Celem artykułu było zbadanie wpływu niepełnosprawności wzrokowej na umiejętność rozpoznawania i oceniania emocji podczas komunikacji. Przedstawione w artykule badanie z udziałem dorosłych osób niewidomych i widzących wskazuje, iż osoby niewidome mogą napotykać pewne trudności w rozpoznawaniu stanów emocjonalnych innych osób.
EN
This study was designed to investigate whether people who are blind are able to recognise and judge negative emotions during natural communication similar to people who are sighted. In the current study, blind, sighted and blindfolded participants were given two tasks and they were tested on their ability to recognise target emotions (the emotion recognition task) and to judge the intensity of the emotions (the emotion judgement task). The results revealed significant differences between the groups in the recognition and judgement of negative emotions. The study shows that people who are blind may encounter difficulties in recognising emotions and judging their intensity during natural communication. This may be related to their lack of access to the speakers’ gestures, facial expressions and body postures
14

Niewidomi we wspólnocie Kościoła

51%
Lipiec D.
Roczniki Pastoralno-Katechetyczne (Pastoral and Catechetical Annals)
|
2013
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vol. 5(60)
049-064
EN
The visually impaired person is created in the image of God, as is the person with normal vision. The impairment does not infringe on the dignity of the impaired. The impaired person is a fully-fledged subject, enjoying all the rights that relate to his/her belonging to the Church and society. The visually impaired are incorporated into the Church through Baptism. They undertake their Christian and personal vocation in the Church. The impairment makes the vocation of an impaired person unique. It is one of its kind and can me more difficult than that of a person with normal vision. The visually impaired are also called to participate in apostolic action – in the form they are fit for. Their apostolic activity mostly consists in giving the testimony of their Christian life, their acceptance of the suffering and devoting it to Christian causes, and in their prayer. The Church community offers them spiritual, psychological and material support.
15
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Etnograficzny tandem, czyli na ślepo w nieznane

51%
Pietrowiak K., Tworkowska S., Zdobylak J.
Tematy z Szewskiej
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2013
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issue Współpraca 2(10)/2013
25-63
PL
Tekst jest owocem współpracy między Kamilem Pietrowiakiem, prowadzącym badania etnograficzne na temat budowania dorosłości i samodzielności przez osoby niewidome (18–40 lat) oraz dwoma uczestniczkami badań – Sandrą Tworkowską i Joanną Zdobylak. Metodyczną i etyczną inspirację artykułu stanowią postulaty collaborative ethnography wyrażane przez Luke’a Erica Lassitera i badania społeczne przez wspólne doświadczenie Anny Wyki, według których warto dążyć do otwartej współpracy z uczestnikami badań na każdym etapie ich prowadzenia, w tym także w miarę możliwości pisać wraz z nimi wspólne teksty etnograficzne. Idąc za tą myślą, autorzy stworzyli wielogłosową prezentację wiedzy, odczuć i opinii na temat wybranych zagadnień związanych z życiem młodych osób niewidomych. Do poruszanych kwestii należą: wzajemne postrzeganie się i współżycie osób widzących i niewidomych; dominacja wizualnego modelu kultury; dostępność i dostosowanie różnych wymiarów świata do potrzeb osób niewidomych.
EN
The article is the result of collaboration between the author, whose ethnographical research focuses on the ways of building adulthood and self-reliance by blind people at the age of 18–40, and two of his consultants – Sandra Tworkowska and Joanna Zdobylak. Methodological and ethical inspiration for this undertaking are taken from in the Luke E. Lassiter’s conception of collaborative ethnography, as well as the idea of social research through shared experience promoted by Anna Wyka. According to these researchers, it is recommended to aim at open collaboration with interlocutors at all of the research stages, including writing ethnographic. Following these ideas, the authors created a polyphonic presentation of knowledge, feelings and opinions on the subjects connected with the life of the blind. These include the mutual perception and coexistence of the blind and the sighted, the domination of the visual model of culture and the accessibility of various elements of the world for needs of the blind.
16
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Another Form of Blindness – a Symptom of an Artistic Viewpoint: Glossing the Work of Marcel Duchamp

51%
von Graevenitz A.
Ikonotheka
|
2019
|
vol. 29
177-203
EN
Not blindness itself, but blindness as a symptom for an inner seeing and as a counterforce against a one-sided fixation on beauty and taste were the reasons why Marcel Duchamp from 1916 onwards was occupied with the theme of blindness. Two volumes of The Blind Man were displayed in 1917 on the exhibition of the Society of Independent Artists in New York. The second volume contained comments about the fact that Duchamp’s contribution of a Fountain, his now so famous ready-made Urinoir, signed “R. Mutt”, was rejected by the apparently jury-less committee. This means that the theme of blindness was expressed twice: no one could see the work and so his theoretical opposition against beauty and taste could not be illustrated by the Urinoir either. How Duchamp from then on also challenged the other senses, so as to avoid focusing only on the eyes, will be dealt with in this article as well. Arguments from the biography, philosophy, mythology, and iconography will be used to underpin the article’s main thesis. In this sense the question may be asked whether Duchamp was inspired in this group of his works by humorous etymological and literary references. In the end it will become clear that the theme of blindness in his work and artistic theory is highly paradoxical.
17
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Cognitive functioning of a blind student in a foreign language classroom

51%
Czerwińska K., Piskorska A.
Forum Pedagogiczne
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2018
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vol. 8
|
issue 2
211-226
PL
Niniejszy artykuł poświęcony jest specyfice funkcjonowania poznawczego niewidomych dzieci i nastolatków w zakresie postrzegania, uwagi, pamięci, przetwarzania informacji oraz Teorii Umysłu. Poruszone jest też zagadnienie jej wpływu na naukę języków obcych. Omówione są badania empiryczne dotyczące wpływu niepełnosprawności wzrokowej na funkcje poznawcze, a proces nauki języka obcego jest przedstawiony z punktu widzenia teorii, według których jest on wynikiem działań poznawczych zorientowanych na rozwijanie kompetencji komunikacyjnych. Sytuacja niewidomego ucznia na lekcji języka obcego jest omówiona zarówno z perspektywy trudności stojących przed niewidzącą osobą, ale także z punktu widzenia możliwości zmniejszenia luki pomiędzy osobami widzącymi i niewidzącymi dzięki treściom zawartym w podręcznikach do nauki języków obcych.
EN
This paper deals with the specific character of cognitive functioning of blind children and adolescents with respect to perception, attention, memory, information processing and Theory of Mind. It also discusses the impact of this specificity on foreign language learning. Empirical research on the influence of visual impairment on cognitive functions is discussed, and foreign language learning is presented from the viewpoint of theories which look upon this process as a result of cognitive operations, oriented towards developing communicative competence. The situation of a blind learner in a foreign language class is discussed both from the perspective of challenges a blind student has to face and also from the perspective of opportunities to diminish the gap between the blind and the sighted thanks to the content included in foreign language textbooks.
18
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The stigmatizing and stereotyping people with blindness. The opposite tendencies

51%
Śmiechowska-Petrovskij E.
Forum Pedagogiczne
|
2017
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vol. 7
|
issue 2
305-326
PL
Celem artykułu jest zaprezentowanie aspektów stygmatyzacji i stereotypizacji osób niewidzących w świetle teorii stygmatyzacji Ervinga Goffmana. Omówiono także tendencje przeciwstawne zjawiskom naznaczenia społecznego i tworzenia uproszczonych schematów poznawczych dotyczących tej grupy osób, wśród których należy wymienić rewizję języka potocznego i tekstów kultury w kierunku nieutrwalania zafałszowanego obrazu osób niewidomych. Na koniec przedstawiono także narzędzia i materiały przydatne w pracy pedagogicznej ukierunkowanej na tworzenie środowiska inkluzyjnego.
EN
The aim of the paper is to present aspects of stigmatizing and stereotyping the visually impaired people in the light of social stigma theory of Erving Goffman. Also discussed are the tendencies contrary to the phenomena of social stigma as well as the creation of simplified cognitive schemes related to people with blindness. These tendencies are for example: revision of common speech and cultural discourse to not to consolidate false image of people with blindness. At the end of the paper there are also presented practical tools and materials which can be useful in pedagogical practice.
19
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Preferencje osób z dysfunkcją wzroku w zakresie korzystania z informacyjno-komunikacyjnych technologii wspomagających

45%
Śmiechowska-Petrovskij E.
Forum Pedagogiczne
|
2017
|
vol. 7
|
issue 1
185-196
EN
The article discusses the issue of blind and visually impaired people’s preferences in choosing assistive technology. Assistive technology is an important tool for them as it helps in the process of education, communication and mobility by compensating the lack of visual information. The article, which is based on a research, shows possibilities and barriers of using AT by people with vision problems and places a special emphasis on the social factors determining preferences in choosing hardware and software. Review and analysis of empirical data allowes to formulate important conclusions for the practice of education and rehabilitation of the blind and visually impaired people.
PL
W artykule podjęto zagadnienie preferencji osób z dysfunkcją wzroku w zakresie korzystania z informacyjno-komunikacyjnych technologii wspomagających. Osoby niewidome i słabowidzące dzięki wykorzystaniu technologii wspomagających kompensują brak lub ograniczenie informacji dostarczanych kanałem wzrokowym, koniecznych do zdobywania wiedzy, komunikowania się i mobilności. W artykule omówiono możliwości i bariery wykorzystania technologii wspomagających przez osoby z dysfunkcją wzroku ze szczególnym uwzględnieniem czynników społecznych warunkujących preferencje wyboru sprzętu i oprogramowania – na podstawie badań (głównie zagranicznych) podejmujących te kwestie. Przegląd i analiza danych empirycznych posłużyły do sformułowania wniosków istotnych dla praktyki tyflopedagogicznej.
20
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Wiara oparta na znakach i cudach dokonanych przed zmartwychwstaniem w Ewangelii według św. Jana

38%
Gaida D.
Scriptura Sacra
|
2014
|
issue 18
89-102
EN
Signs and wonders in John’s theology play significant role because they may lead to true and lasting faith. Jesus said to the royal official: “Unless you see signs and wonders you will not believe” (J 4,48). In John’s Gospel signs and miracles performed by Jesus allowed to believe in him as a prophet, a man who is from God, the Messiah, the Son of God. Descending of the Holy Spirit on Jesus was for John the Baptist a sign that Jesus is The Son of God. The miracle of changing water into wine revealed glory of Jesus and caused that his disciples believed in him. Knowledge of Jesus about sinful life a Samaritan woman became for her a sign which led to acknowledge Jesus as a prophet. Jesus made her aware that he was Christ, the Messiah. The presence of Jesus among Samaritans and preaching his word made other believe in Jesus and recognize him as the Savior of the world. A sign of healing a royal official’s son showed the necessity of believing in his words. A miracle of feeding Five Thousand caused the crowd to look for him. People acknowledged Jesus as a prophet. A miracle of healing a man blind from birth made him believe in Jesus as the Son of Man. A resurrection of Lazarus became a sign which raised faith among the Jews who had seen what Jesus did. The chief priests and the Pharisees saw signs made by Jesus but they did not believe in him. People who faced signs and miracles and take dialogue with Jesus, come to believe in him. Jesus made miracles which were the answers for human poverty, misery and faith. Each of us has to take one’s own decision through believing in Jesus as the Messiah, God’s Son and you may have life in his name.
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