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Meditation on mourning from the ante mortem perspective

100%
Pucko Z.
Progress in Health Sciences
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2015
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vol. 5
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issue 1
192-197
EN
As commonly known the notion of mourning refers to the experience that occurs in a human’s mind after the death of someone close to him/her. Meanwhile, in the light of the contemporary discourse the term of mourning gains a different perspective. The new look at the feeling of mourning shows that it can occur when someone loses an important value such as health, or a child of one’s own. Each of the situations when someone loses a person or thing important to him/her causes different constellation of feelings to arise and dictates new pace. However, within these differences some similarities can be picked out, which show a common denominator. That common denominator determines the curiosity of the feeling of mourning experienced during a lifetime, before the actual hora mortis comes.
2
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Refleksyjna problematyzacja1 tego, co filozoficzne w tym, co pedagogiczne oraz tego, co pedagogiczne w tym, co filozoficzne

100%
Gara J.
Kwartalnik Pedagogiczny
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2017
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vol. 62(1 (243))
61-78
PL
The author presents the thesis according to which pedagogy, as a scientific discipline needs philosophy to build contexts and to deepen its own research subject, whereas philosophy does not need pedagogy to build contexts and to deepen its own research subject,. For this reason, between the contemporary philosophy and pedagogy, treated as scientific disciplines, we have a constitutive asymmetry of mutual “exchange” and mutual influence. The search for mutual complementarity of philosophical and pedagogical thought must be done at a higher level of integration in the horizon of thinking about the historical, social, cultural or civilizational. It is here, where it exposes the fact of nonreducible dimension of experience of mutual easements and necessity of philosophy and pedagogy; the philosophical in the pedagogical, and the pedagogical in the philosophical. The old Greek idea of paideia invariably becomes a non-problematic meeting place and penetration of the philosophical and the pedagogical.
3
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Biography and Social Research

88%
Ferrarotti F.
Academicus. International Scientific Journal
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2022
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vol. 13
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issue 26
9-26
EN
This essay tries to show the scientific validity of the biographical approach in social research. In a sense, it is the realization that nobody would talk about his or her intimate existential experiences, or Erlebnisse, to a tape-reading machine. The object of sociology is not an object. It is a person, a human being living in society, and as such it must be dealt with.
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To, co w cieniu. Między intelektualnym wysiłkiem milczenia a sztuką zagadywania. Szkic o filozofii i poezji wobec strachu przed tym, co można (by niechcący) powiedzieć i usłyszeć

88%
Kolarzowa R.
Kwartalnik Filozoficzny
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2022
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vol. 50
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issue 1-4
131-144
EN
The problem put there by the Author is the character of the relationship between philosophy and literature (poetry in particular) in regard to the Holocaust: its cultural origins, contexts, and repercussions. The discussion of this issue is not limited to deliberating over guilt and responsibility; rather, the primary question here is what Alan Rosenberg and James R. Watson recognized as a philosophical indifference to the Holocaust, or even as an attempt at normalizing it for the sake of theoretical consistency. But Kolarzowa does not see indifference in the silence of philosophy; and argues with the attempts to interpret it as shame. Instead, she views it as a strategy of avoiding the key themes connected with the relationship between rationality, science, and structures of beliefs and the Holocaust itself, the existential experience of its survivors, or the resources of post-memory. In contrast to researchers from the ‘Holocaust and Genocide Studies’ circles, she points out that this avoidance strategy is not all silence – it also manifests itself as chatter, as splitting hairs over methodological subtleties and conceptual (and ethical) distinctions, thus drawing attention away from fundamental issues. As evidence to support this hypothesis she quotes the persisting patronizing attitude of philosophy as regards literature, specifically the literature that both formulated a proper diagnosis before the Holocaust and also attempted to at least register a part of the individual and collective trauma. Philosophy, therefore, has granted itself a disciplinary role of policing statements about the Holocaust without actually speaking up in its own name.
5
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Will a human always outsmart a computer? An essay

75%
Olszewski A.
Zagadnienia Filozoficzne w Nauce
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2022
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issue 73
259-280
EN
The title question of the paper has its empirical origin in the form of an individual’s existential experience arising from the personal use of a computer, which we attempt to describe in the first section. The rest of the entire paper can be understood as a philosophical essay answering the question posed. First the connection between the main problem of the article and its “premonition” by mankind, which was expressed in the form of ancient myths and legends, is briefly suggested. After shortly discussing the problems that early considerations of AI focused on, i.e. whether machines can think at all, we move on to reformulate our title question, about the possibility of outsmarting AI. This outsmarting will be understood by us in a rather limited way as to prevent a machine from completing its implemented task. To achieve this objective, after softly clarifying the basic terms, an analogy is built between the “outsmarting” of a machine by a human (the target domain) and the playing of a mathematical game between two players (the base domain), where this outsmarting is assigned a “winning strategy” in the certain game. This mathematical model is formed by games similar to Banach-Mazur games. The strict theorems of such games are then proved and applied to the target of the analogy. We then draw conclusions and look for counter-examples to our findings. The answer to the title question posed is negative, and it is not clear how far it should be taken seriously.
6
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(Dia)logiczny horyzont doświadczenia edukacyjnego, społecznego i kulturowego

63%
Gara J.
Studia z Teorii Wychowania
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2018
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issue 2 (23)
23-40
PL
Kategoria doświadczenia edukacyjnego, społecznego i kulturowego odsyła nas do „międzyludzkiej przestrzeni styczności”. Doświadczenie takie zawsze ostatecznie odnajduje swe rzeczywiste ramy odniesienia w przestrzeni, która ma charakter publiczny (otwarty). Przestrzeń publiczna jako odwrotność przestrzeni prywatnej zakłada zaś bezpośrednią styczność tego, co znane i bliskie z tym, co nieznane i obce. Otwarty charakter przestrzeni publicznej z założenia wymaga więc uznania tego, co wyraża się w racjach intersubiektywności i transparentności myślenia i działania. W tym też kontekście nastawienia dialogiczne rozpatruję przez pryzmat kategorii „Niewymierności”, z kolei samą intersubiektywność i transparentność rozpatruję przez pryzmat kategorii „Nieoczywistości”.
EN
The category of educational, social and cultural experience is inseparably linked to the spaces of interpersonal contact. Such experience always finally finds its actual frame of reference in a space that is public (open). Public space, as the reverse of private space, implies direct contact between what is known and close and what is unknown and foreign. Thus the open character of public space by very definition requires recognition of what is expressed by the notions of inter-subjectivity and transparency of thought and action. In this context, the author discusses the dialogical attitudes through the category of „Unquantifiability”, while in turn the categories of intersubjectivity and transparency are considered from the perspective of „Non-obviousness”.
7
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Between Bilingualism and Intertextuality (Someone Else’s Word As a Subtext): From Bierdiaev to Gazdanov

32%
Cymborska-Leboda M.
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
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2018
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issue 3
EN
The article presents a manifold function of bilingualism in the works of Russian emigration writers and thinkers in Paris. The phenomenon of bilingualism and the role of someone else’s word are considered contextually, in connection with the Russian intellectual elite’s orientation towards the dialogue with French culture as part of Le Studio Franco-Russe. Examples of the occurrence of someone else’s/foreign word (including aphorisms) as a semantic subtext activator are analysed and interpreted in philosophical texts (N. Bierdiaev, V. Lossky) and in literary ones of the Nobel prize winner I. Bunin and G. Gazdanov, connected with “existential tradition”. The subject of detailed investigation is the sense-generating function of a quote in French from Stendhal’s Le Rouge et le Noir in Gazdanov’s short story Счастье, which activates the overt or covert presence of the anthropological concept of happiness known in European culture (Pascal, Saint Augustine). Other intertextual traces are also found, making references to the European reflection on two types of cognition – on the value of feelings and emotions in cognizing the world and in interpersonal relations (Nietzsche, Jung).
PL
Celem artykułu było podjęcie namysłu nad motywacją i funkcją bilingwizmu w tekstach przedstawicieli rosyjskiej diaspory w Paryżu. Fenomen bilingwizmu rozpatrywany jest kontekstualnie, w powiązaniu z problemem kontaktów międzykulturowych, z orientacją na dialog i wymianę wartości, która znalazła wyraz w ramach Le Studio Franco-Russe. Interpretacji poddano wybrane przykłady bilingwizmu i intertekstualności w: (1) tekstach filozoficznych: w książce N. Bierdiajewa z 1927 r. oraz szkicu W. Łosskiego z 1956 r., w którym chwyt dwujęzyczności służy konfrontacji dwóch odmiennych poglądów na naród rosyjski; (2) tekstach artystycznych – w opowiadaniu noblisty I. Bunina W Paryżu (funkcja powiedzeń francuskojęzycznych, wyrażających dystans bohatera wobec swojego doświadczenia egzystencjalnego) oraz w twórczości G. Gazdanowa. Analizie poddano przykłady bilingwizmu w powieści Wieczór u Claire jako strategii pisarskiej uruchamiającej podtekst semantyczny (obraz świata zakorzeniony w języku) oraz sprawczą funkcję obcego słowa. Przedmiotem szczególnej uwagi uczyniono cytat z powieści Stendhala Czerwone i czarne dwukrotnie pojawiający się w opowiadaniu Gazdanowa Schastie. Stwierdzono, że intertekstualność jawna i ukryta służy tu uobecnianiu cudzego konceptu antropologicznego, przywołującego europejską tradycję myślenia o szczęściu (św. Augustyn, Pascal), jak również waloryzacji dwóch typów poznania (dychotomia: intelekt – uczucie, odsyłająca do refleksji Nietzschego i Junga).
RU
Цель статьи – постановка вопроса о мотивировке и функциях двуязычия в текстах представителей русской эмиграции в Париже. Феномен билингвизма рассматривается контекстуально и соотносится с проблемой межкультурных контактов и воздействий – с установкой на диалог и обмен ценностей, нашедших подтверждение в рамках Le Studio Franco-Russe. Анализируются и подвергаются интерпретации выбранные примеры билингвизма и интертекстуальности (1) в философских текстах: в книге Н. Бердяева 1927 г., где цитатность и ориентация на иноязычное связывается со стратегией приобщения и расширения чужой мысли, а также в очерке В. Лосского, в котором диалогически сопоставляются две точки зрения на русский народ; (2) в художественных текстах: в рассказе нобелианта И. Бунина В Париже (встраивание французских поговорок для выражения дистанции к «своему» как «чужому» и осмысления экзистенциального опыта героя) и в творчестве Г. Газданова (Вечер у Клэр, Счастье, Ночные дороги). Дается обоснование писательской ориентации на французский язык – соприкосновение с неизвестным (с Иным) и открывание новых форм познания и выражения. Предметом истолкования становится функция повторяющейся французскоязычной цитаты из Le Rouge et le Noir Стендаля в рассказе Газданова Счастье. Интертекстуальность («код уже читанного») интерпретируется как причастность к чужому антропологическому концепту (идея счастья). Это подтверждается анализом тропологического языка произведения и символического поля дихотомии: интеллектуальное познание – познание чувством, отсылающей к философемам Паскаля, Ницше и Юнга.
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