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The Images of Dance in Polish and Ukrainian Illustrated Books for Children – Manners of Depiction and Functions

100%
Ohar E., Staniów B., Michułka D.
Filoteknos
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2019
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issue 9
171–191
EN
The article presents images of dance in Polish and Ukrainian picturebooks for children. The authors consider that motif of dance serves not only to present the culture and customs of a given society, but it is also a starting point to more profound, existential, and universal deliberations. Texts which are analyzed in the article show in a broader, psychological perspective of consideration, that dancing also represents experiences of a person and their emotions and have a special place in children’s subculture: it is a kind of play, gamble but above all it’s a ritualization of children’s behaviors, which is expressed in combination with music (a pattern of gestures and movement). The article illustrates a dance described in the literary text, to create visual images of a dance/dances, emphasizes rhythmicity of a poetic text, shows characters in motion, to enhance dynamism in the illustrations, presents shared happiness, unity or a happy ending and popularizes national culture. In conclusion article shows different functions of dance in literary texts and the pictures: 1). entertaining/ludic (includes comedy, humor, caricature portrayal of characters, strange poses of dancers); 2). emotive/ expressive (depictions of dance represent various emotions); 3). aesthetic – educational; 4). informative/cognitive.
2

“Lying, poets tell the truth …”. “The logical status of fictional discourse” by John Searle – a still possible solution to an old problem?

84%
Cyzman M.
Logic and Logical Philosophy
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2011
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vol. 20
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issue 4
317-326
EN
The purpose of this article is to consider an answer to the ques- tion whether Searle’s idea of sentence in a literary text is still relevant. Understanding literary utterances as specific speech acts, pretended illocu- tions, is inherent in the process of considering the sentence in a literary text in broader terms. Accordingly, it appears necessary to outline it. Ref- erence to other ideas formulated both in the theory of literature as a speech act [R. Ohmann, S. Levin] as well as in logic, ontology and the theory of literature [J. Pelc, H. Markiewicz, R. Ingarden] will render it possible to adequately place and assess Searle’s theory. Confronting Searle’s theory with the order in a literary work (the relation between the text and the literary work, the status of the presented world, the issue of reference and fiction) will in turn render it possible to determine how empirically adequate Searle’s theory is.
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Wczesna stymulacja dzieci z zespołem Downa – budowanie dróg nerwowych podczas ćwiczenia wszystkich funkcji poznawczych

84%
Kuśnierz M., Orłowska-Popek Z.
Logopedia
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2019
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vol. 48
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issue 2
347-360
PL
Autorki artykułu sięgają po trudny, a jednocześnie fascynujący temat stymulacji rozwoju dziecka z zespołem Downa. Charakteryzują liczne trudności związane z dodatkowymi wadami towarzyszącymi zespołowi i wskazują na błędny sposób myślenia, często wynikający z dokonywania przeglądu dość odległej literatury, w której zostaje zaprezentowany stereotypowy wzór rozwoju dziecka z trisomią 21, niemający nic wspólnego z najnowszą wiedzą neurobiologiczną. Autorki, korzystając z własnego doświadczenia klinicznego oraz sięgając po literaturę przedmiotu, formułują tezę, że wszechstronną stymulację należy rozpocząć od pierwszych dni życia dziecka z zespołem Downa, a budując program terapeutyczny, warto korzystać z różnych metod i technik oddziaływań, w tym także językowych. W artykule zostają przedstawione również przykładowe ćwiczenia, które mogą być wykorzystane w czasie terapii dzieci z zespołem Downa.
EN
This article brings up a difficult and yet fascinating subject of stimulating the development of a child with Down syndrome. Authors of the article discussed numerous difficulties associated with additional defects accompanying the syndrome. They also pointed at a false way of thinking about the stereotyped development of a child with the trisomy 21 in quite distant literature which isn’t answering the new neurobiological knowledge. Authors exercised their own clinical experimentation as well as reached for the literature on the subject and formulated the thesis that the stimulation should begin in the first days of living of the child with the Down’s syndrome, and when building the therapy program it is worthwhile using various methods and techniques, including linguistic. Authors described also exercises which can be used in therapy.
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