Search results

1

Profesijné záujmy: tradičné a súčasné vymedzenie pojmu

100%

Martončik M.

Československá psychologie (Czechoslovak Psychology)

|

2011

|

vol. 55

|

issue 1

49-55

EN

The interest concept in former authors (like Herbart, Dewey, Fryer, Strong and others) whose approaches can be considered to be traditional and approaches of contemporary authors to this concept (Savickas, Krapp, Silvia and others) are analyzed in the study. The causes of using the interest concept without the vocational attribute - contrary to the fact that the concept used in this way is related in its meaning to the vocational interest - are clarified. In the conclusion, an attempt at a synthesis in the form of a proposal of a definition taking into consideration both traditional and contemporary approaches to interests research is presented.

2

SOCIO-ECONOMIC STATUS ITS INFLUENCE ON ACADEMIC INTEREST OF SECONDARY SCHOOL STUDENTS IN MEGHALAYA: A QUALITATIVE STUDY

100%

Lamare T., Myrthong E.

Journal of Education Culture and Society

|

2020

|

vol. 11

|

issue 2

521-532

EN

Aim. The study intends to determine the influence of socio-economic status on academic interest of secondary school students in Meghalaya. The study was conducted in two districts of Meghalaya i.e., in East Jaintia Hills and West Jaintia Hills Districts. Method. The researcher used sequential explanatory design for collecting the necessary information. The procedure of data collection was that the researcher constructed a semi-structured interview schedule whereby it was validated by the experts in the field of education. In order to determine the influence of socio-economic status on academic interest of secondary school students, the researcher conducted an in-depth interview on 50 secondary school students who were studying in class X. These students were selected purposively from two districts of Meghalaya. The interview was conducted at school premises and the necessary information collected from students was recorded and transcribed to obtain the results. Results. Based on the interview conducted, the study found that socio-economic status did not influence the academic interest of the secondary school students; however, student’s high aspirations, their interest in various subjects, their ambitions, determination and will power to work hard in their studies influence their academic interest. Conclusion. Socio-economic status was not found to have influences on the academic interest of the secondary school students and on the whole the present study suggested for teachers and parents to work cooperatively in order to help students realize their goals and desires.

3

Low Interest Rates – A Real Threat to German Banks or First-Class Whining?!

100%

Hastenteufel J., Fuchs L.

Managerial Economics

|

2020

|

vol. 21

|

issue 2

127-156

EN

The current phase of low interest rates poses major challenges for banks. A continuous decline in the interest result, which is so important for the profitability of banks, has been observed for years, as it is becoming increasingly difficult for banks to generate sufficient income from the interest margin. This is partly due to the European Central Bank’s expansive monetary policy. However, other factors, such as advancing digitization, also play a role here. The structure of the German banking market and the mostly strong focus of German banks on interest-bearing business are also increasingly becoming a problem. Still, the question arises, whether the current phase of low interest rates is actually a serious threat to banks or whether they are complaining at a high level.

4

Cognitive states in the process of students’ intellectual activity

100%

Prokhorov A. O., Yusupov M. G., Plokhikh V. V.

The New Educational Review

|

2015

|

vol. 41

263-274

EN

Cognitive states are typical of students’ educational activity, which is accompanied by high activity of cognitive processes. Management of this activity is impossible without the knowledge of the structure, function, and mechanisms of actualization of cognitive states in various learning situations. The research relevance of the problem of cognitive states in the context of students’ intellectual activity is due to their unique role in the regulation of the thinking process, maintaining a steady focus on the solution of the problem within a certain period of time. The purpose of this article is to study the structure of the cognitive states that arises in the process of solving intellectual problems (through the example of carrying out R. Amthauer’s intelligence structure test). Leading methods to the study of this problem were tests with standardized questionnaires and retrospective self–reports. According to the results of factor analysis, ten key factors underlying the structure of the typical cognitive state of interest/mental stress have been identified. A system–forming factor of this condition has been emphasized, which is an “attitude” to intellectual activity in the context of the overall semantic orientation of the subject. The obtained results can be of interest to researchers in the field of psychology of emotions as well as to specialists involved in the diagnosis of students’ intellectual abilities.

5

Profesora Jana Bocia koncepcja interesu w prawie administracyjnym

89%

Wożniak M.

Opolskie Studia Administracyjno-Prawne

|

2018

|

vol. 16

|

issue 1 (1)

165-174

EN

This paper does not aspire to offer an overall presentation of Prof. Jan Boć’s contribution to the concept of interest, but is intended to point out several views of this author on the design of legal interest in administrative law, including an attempt to assess their validity.Some of these views now require revising, others give them a fresh look. Professor Jan Boć commented on the relationship between public law and private law, made successful attempts to define the relationship. In the area of Professor Jan Boc’s academic interests, there has always been the individual, and therefore the Professor devoted considerable space in his work to the construction of legal interest of the individual, which went beyond the traditional definition describing the conceptof public interest.

6

Kapitalizacja odsetek a zakaz anatocyzmu

88%

Balcerowiak P.

Prawo

|

2014

|

issue 316/1

17 - 30

EN

In the article the issue of the institution of interest capitalization with ban on anatocism has been looked into. Turning to the institution of the capitalization of interest, their legal nature has been outlined, showing therefore the duality of the presented side benefit. Given the following division of interest, the capitalization of equity and default interest have been separately delineated. Concerning the issue of the capitalization of equity, an attempt has been made to clarify the legal basis of charging interest. In addition, it has proven necessary to clarify doubts related to the maturity of the claims in the case of periodic interest capitalization. Whereas in the case of default interest, the legal notion of delay has been outlined, also explaining concerns about Article 481 § 1 of the Civil Code. Furthermore, the issue of its legal nature has been decided by indicating whether it should be classified as ius dispositivum, or perhaps, as ius cogens. Ban on anatocism cannot be discussed without addressing the doubts raised concerning its scope, namely whether it applies exclusively to default interest, or also to equity interest. An essential element in this discussion is to present the essence of derogation from ban on anatocism. Firstly, after the formation of arrears, parties may agree to capitalize the interest. Another exception refers to the concept of long-term loans granted by credit institutions. This formulation requires a thorough explanation: first, of the concept of long-term loans and then, of credit institutions. The third exception nis instituting legal action, in which it is legal proceedings that are the most questionable matter, from which it is possible to enforce the capitalized interest. Given the current legal regulation, it should be noted that it is not sufficient to resolve doubts concerning the normative character of the institution of interest capitalization with ban on anatocism. Such reasoning leads to suggest further proposals de lege ferenda.

7

РОЗВИТОК ХУДОЖНЬОЇ ТВОРЧОСТІ ДІТЕЙ 6-ГО РОКУ ЖИТТЯ НА ЗАСАДАХ ВІЛЬНОГО ВИБОРУ ОБРАЗОТВОРЧИХ ЗАВДАНЬ

88%

Trusch I.

Eunomia – Rozwój Zrównoważony – Sustainable Development

|

2018

|

issue 1(94)

305-313

EN

The article deals with theoretical and methodical aspects of the influence of free education on the development of creative abilities of children of the 6th year of life. The pedagogical conditions for the development of artistic creativity in children of the 6th year of life are determined and substantiated. The complex of classes for children of the 6th year of life is represented on the basis of a free choice of visual tasks, and the effectiveness of their influence on the development of artistic creativity of children has been experimentally tested. Classes are based on the age and individual characteristics of children based on the integration of different types of visual activities, different techniques and methods of image.

8

Evaluation of the Teaching Methods Used in Secondary School Biology Lessons

88%

Porozovs J., Liepniece L., Voita D.

|

2015

|

vol. 7

|

issue 1

60-66

EN

The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.

9

Zakaz lichwy w prawie państw Unii Europejskiej

75%

Bierecki D. J.

Pieniądze i Więź

|

2015

|

vol. 18

|

issue 4(69)

89-100

PL

Moralne potępienie lichwy znajduje swoje odzwierciedlenie w ustawodawstwach niektórych państw Unii Europejskiej. W ramach regulacji prawa prywatnego tych państw możliwe jest wyróżnienie dwóch zasadniczych modeli ustalania maksymalnej wysokości odsetek: modelu francuskiego i modelu niemieckiego. Ponadto w państwach tych obowiązują również regulacje prawa karnego, w świetle których lichwa stanowi przestępstwo. W Polsce, zawarte w Kodeksie cywilnym regulacje dotyczące maksymalnej wysokości odsetek ulegały zmianom na przestrzeni lat. Ostatnią dokonaną zmianą jest dodanie do tego aktu prawnego przepisów bezpośrednio odnoszących się do kwestii ograniczenia wysokości możliwych do zastrzeżenia w umowie odsetek za opóźnienie w spełnieniu świadczenia pieniężnego.

EN

Moral condemnation of usury is reflected in the laws of some countries of the European Union. In the framework of the rules of private law of these countries, it is possible to distinguish two basic models for determining the maximum amount of interest: the French model and the German model. Moreover, in these countries also apply rules of criminal law according to which usury is a crime. In Poland regulations contained in the Civil Code regarding the maximum amount of interest have changed over the years. The last amendment adds to the Civil Code the provisions directly related to the issue of restricting in contract an excessive height of interest for delay in meeting the cash benefit.

10

Basic Concepts of Security Sciences Theory in Security Studies from the Czech Perspective

75%

Piwowarski J., Porada V.

Security Dimensions: International & National Studies

|

2017

|

vol. 24(24)

30-49

EN

Security science in Czech Republic only postulate its scientific terminology. Difficulties in communication within and outside the newly created and evolving multidisciplinary scientific field is also reflected in the development and application of new concepts. Some concepts are already in place and are completely or at least partially understandable. They must be clearly defined and circumscribed. The problem does not lie in misunderstanding of terminology and specialized terminology specifying. The problem is, on the contrary in the vague and inconsistent use of terms most general, which are commonly used while part of a general, non-specialized language. Examples are the concepts of “security”, “interest”, “threat”, “risk”, “conflict” and others. Described unsatisfactory state of interdisciplinary shared a few overarching security terminology has led to the emergence of Czech security terminology.

11

Anatocism in the Czech Tax Law

75%

Feldek M.

Financial Law Review

|

2022

|

vol. 25

|

issue 1

179-186

EN

The paper examines legal disputes regarding the possibility of taking interest of interest (anatocism) payed by the tax administrators in the Czech legal order. The aim of this paper is to assess the outcome of the above-mentioned disputes and to determine whether the current legislation still allows taking interest on interest in tax law. Author draws conclusions mainly from case law of the Czech Supreme Administrative Court and uses analysis, synthesis and descriptive method.

12

Reprezentacja interesów regionu na przykładzie Związku Miast Bałtyckich

63%

Radek R.

Border and Regional Studies

|

2016

|

vol. 4

|

issue 1

75-92

PL

Reprezentacja interesów regionu na forum międzynarodowym jest niezwykle ważnym elementem wspierania i przyspieszania rozwoju społeczności lokalnych i regionalnych. Współdziałanie różnych podmiotów, w tym miast oraz innych struktur terytorialnych, przyczynia się do przezwyciężania słabości tkwiących w poszczególnych regionach i wykorzystywania istniejących szans. Niektóre struktury regionalne i transgraniczne radzą sobie dość dobrze i wypracowują skuteczny model reprezentacji wspólnych interesów, inne z kolei mają z tym spore problemy. Celem zasadniczym zaproponowanej analizy jest próba zweryfikowania tezy, iż Związek Miast Bałtyckich (Union of the Baltic Cities, UBC) pozwala skutecznie wspierać interesy regionu bałtyckiego i przyczynia się do przezwyciężania słabości tkwiących w tymże regionie oraz wykorzystywania istniejących szans, dzięki różnym wspólnym działaniom. Warto przypomnieć, że Związek Miast Bałtyckich jest aktywną siecią współpracy ponad 100 miast członkowskich, powstałą w celu rozwijania współpracy i wymiany doświadczeń pomiędzy miastami członkowskimi. Nadrzędnym celem ZMB jest dążenie do demokratycznego, gospodarczego, społecznego, kulturalnego, jak i przyjaznego dla środowiska rozwoju regionu Morza Bałtyckiego. Związek Miast Bałtyckich został powołany do życia na konferencji założycielskiej, która odbyła się w Gdańsku, w dniach 19-20 września 1991 roku, podczas której przedstawiciele 32 miast podpisali deklarację wyrażającą wolę utworzenia organizacji zrzeszającej miasta bałtyckie. Wieloletnia współpraca stanowi zatem doskonałą okazję do próby oceny dokonań tej struktury działającej ponad granicami państw.

EN

Representation of interests of the region in international forums is an extremely important element in supporting and accelerating the development of local and regional communities. The cooperation of various entities, including cities and other territorial structures, contributes to overcoming the weaknesses of the various regions and the use of existing opportunities. Some regional and cross-border structures can cope fairly well and work out an effective model for representation of common interests, while others have big problems. The main goal of the proposed analysis is to verify the thesis that the UBC (Union of the Baltic Cities, UBC) can effectively promote the interests of the Baltic region and contributes to overcoming the weaknesses of the region and using existing opportunities, through various joint actions. It is worth remembering that the UBC is an active cooperation network of over 100 member cities and was founded in order to develop cooperation and exchange of experiences between the member cities. The fundamental UBC goal is to strive for democratic, economic, social, cultural and environmental development of the Baltic Sea region. The UBC has been brought to life at the Founding Conference, held in Gdansk on 19-20 September 1991, during which representatives of 32 cities signed the Declaration expressing a wish to create an organization of Baltic cities. Long-term cooperation of this crossborderly operating structure is therefore an excellent opportunity to try the assessment of its achievements.

13

Zainteresowania formami aktywności ruchowej uczniów liceów ogólnokształcących Wrocławia

63%

Ściślak M., Rokita A., Kołodziej M., Kałużny K., Popowczak M.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2014

|

vol. 45

79-98

EN

Purpose. Forms of physical activity people take up depend on sex, place of residence, age, season of the year and many other factors. The aim of the study was to find out what forms of physical activity senior high school students in Wrocław are interested in, and analyze them. It was assumed hypothetically that their interests depend upon sex, age and school the participants attended. In order to verify this hypothesis, the following research questions were posed: 1. Which forms of physical activity are senior high school students in Wrocław interested in? 2. Which of them are girls interested in and which are boys interested in? 3. Which forms of physical activity are students in various grades interested in (grades one, two and three)? 4. Which forms of physical activity are students of one school interested in and do they differ from those of students attending other schools? 5. Do interests in forms of physical activity depend upon age, sex and school? Methods. The study comprised 789 students (486 girls and 303 boys) of grades 1–3 of six senior high schools in Wrocław. The basic research method was a diagnostic survey and the technique was a questionnaire. For the purpose of determining their interests in forms of physical activity, a standardized survey questionnaire was used: ‘Interests in the scope of physical activity’.

14

СПЕЦИФІКА АМЕРИКАНСЬКОЇ ПЕДАГОГІЧНОЇ ДУМКИ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТ.

63%

Куліченко А.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 8(42)

24-33

EN

The article deals with the peculiarities of the American pedagogical ideas at the end of the ХІХth – the beginning of the ХХth centuries, considering ideas of pragmatic pedagogy by such representatives as W. James, F. Parker, E. Thorndike, F. McMurry, P. Monroe. There are the following theoretical methods that are used in the article: analysis, synthesis, generalization, classification, interpretation of historical and pedagogical sources with the purpose to decide the status of the problem and its correlation with important scientific researches of our time. The author points out that the end of the XIXth century in the US has marked a turning point for the pragmatic pedagogy, which principles differ from the traditional educational paradigm. Besides, the article proposes the number of the brightest pragmatic pedagogy representatives. Among them there are W. James (the main aims of the new pedagogy are: to provoke interest – to foresee – to prepare – to impart knowledge – to fix a result – to promote further development; the best method of teaching is a comprehensive information review with the help of multiple repetition that, as a result, turns into a habit; the interest is a continuation of unconditioned instincts); E. Thorndike (education is an organization of stimulus and response; three laws of learning: the law of readiness, the law of exercise and the law of effect); F. McMurry (the factors that influence the educational process: achievement of certain goals, extrapolation of ideas, formulation and usage of ideas, evaluation of the statement correctness and importance, memorizing, providing with a positive attitude to knowledge, stimulation of personality development); P. Monroe (modification of the school curriculum according to the social development needs) and others. As for the prospects for further research, they are connected with the comparison of the American pragmatic pedagogy and Ukrainian pedagogy at the end of the ХІХth – the beginning of the ХХth centuries. We could distinguish similarities and differences, trace the implementation of the American educational ideas into the educational process of the Ukrainian schools during the named period.

15

Umowa o transfer wynagrodzenia za pracę

63%

Pakuła-Gawarecka P.

Roczniki Administracji i Prawa

|

2014

|

vol. 14/1

205-211

PL

W niniejszym artykule autorka omawia zagadnienia związane z umową o transfer wynagrodzenia, a w szczególności charakteryzuje ten rodzaj umowy, wskazuje podstawy prawne transferu wynagrodzenia, a także dokonuje oceny umowy we współczesnych stosunkach prawa pracy. Autorka uwzględnia w opracowaniu orzecznictwo Sądu Najwyższego.

EN

In the article „Salary transfer contract” the author discusses issues concerning salary transfer contract. In particular, the author describes this sort of agreement, clarifies legal basis of salary transfer contract as well as evaluates the contract existing in contemporary relations of employment law. The author takes into account actual jurisprudence of the Polish Supreme Court.

16

Historia aktualna — austriacka regulacja odsetek i lichwy w XIX-XX w.

63%

Bokwa K.

Studenckie Prace Prawnicze, Administratywistyczne i Ekonomiczne

|

2017

|

vol. 21

31-46

EN

This thesis aims to depict phemonena of interest and usury in private law using example of regulation of interest and usury in Austrian law. This issue was regulated in various ways from the mid-18th century until the World War 1. Subsequent legal acts are being analysed, referring to contemporary legal theories. Special emphasis is placed on the two aims of introducing full freedom of interest rate (in 1787 and 1868) which, however, proved to be ephemeral. Nevertheless, liberalising attempts resulted in modern depiction of usury in the Imperial decree of 1914, where it was identified with extortion; that creates a connection to the contemporary Polish regulation, to which reference is made in the end of the article.

17

Narracje w edukacji STEM

63%

Rostek I.

Edukacja Elementarna w Teorii i Praktyce

|

2019

|

vol. 14

|

issue 4(54)

39-48

PL

Edukacja STEM, patrząc z perspektywy wymagań współczesnego świata, stanowi istotne wyzwanie, związane z uczeniem zarówno osób, których ścieżki zawodowe związane będą ze STEM-em, jak i tych, które będą korzystały z wiedzy w tym obszarze „nieprofesjonalnie”, wyłącznie do rozwiązywania problemów życia codziennego. Nauczyciele i wychowawcy stają przed trudnym zadaniem związanym z wzbudzeniem zainteresowania uczących się systemem STEM, rozwijaniem rozumienia pojęć i procesów naukowych oraz wzmacnianiem zaangażowania w aktywność naukową. Istotnym narzędziem dostępnym dla edukatorów w realizacji tego zadania stają się narracje: wzbudzające poprzez atrakcyjną formę przekazu zainteresowanie, np. postaciami wybitnych naukowców czy genialnych odkryć; wprowadzające w sposób oszczędzający zasoby poznawcze zarówno w obszar podstawowej, jak i zaawansowanej wiedzy naukowej; wzmacniające zaangażowanie poprzez zaproszenie dziecka do aktywnego uczestniczenia w odkrywaniu nie tylko praw, ale i znaczenia, w tym także osobistego, nauki. Co również istotne, narracje mogą stać się użytecznym narzędziem budującym pozytywny obraz nauki jako świata dostępnego dla wszystkich, bez względu na płeć, wiek czy środowisko pochodzenia. Celem artykułu jest wskazanie jedynie kilku obszarów możliwych zastosowań narracji w edukacji STEM oraz zachęta do korzystania z różnorodnych materiałów narracyjnych w edukacji w tym obszarze, na różnych etapach kształcenia.

EN

Looking from the perspective of the requirements of the modern world, STEM education is a significant challenge related to teaching both people whose professional paths will be associated with STEM and those who will use knowledge in this area “unprofessionally” – only to solve everyday problems. Teachers and educators face a difficult challenge related to arousing the interest of learners in the subject of STEM, developing understanding of scientific concepts and processes, and strengthening the involvement in scientific activity. Narratives are becoming an important tool available to educators in the implementation of this task. They can arouse the students’ interest through an attractive form of presentation of, e.g. the figures of outstanding scientists or brilliant discoveries. Such forms of presentation can introduce both basic and advanced scientific knowledge, and, at the same time, save cognitive resources, strengthening the children’s involvement by making them actively participate in discovering not only the scientific laws, but also the meaning (including the personal one) of science. It is also important that narratives can become a useful tool for building the positive image of science as a world accessible to everyone, regardless of gender, age or origins. The purpose of this article is to indicate only a few areas of possible applications of narratives in STEM education, and to encourage the use of various narrative materials in education in this area at various stages of education.

18

How to make a lecture course an engaging learning experience?

63%

Lonka K., Ketonen E.

Studies for the Learning Society

|

2012

|

vol. 2

|

issue 2-3

63-74

EN

This paper investigates engagement and active learning in university mass education. It presents the results of an empirical study on the level of interest and the academic emotions that were experienced during an engaging lecture course, and how such variables were related to flow experience, self-study time, and study success.The participants (n=107) were Finnish first-year teacher students in an educational psychology lecture course. The data were collected by using a questionnaire that measured interest, academic emotions, sense of competence, challenge experienced, and self-study time five days before the final examination. Correlations among variables were measured, a step-wise cluster analysis and two ANOVA tests conducted.The participants were highly engaged and interested during the course. Interest, enthusiasm, sense of competence, and self-study time correlated positively with the grade awarded for the course. Three clusters (emotional profiles) were identified: engaged (36 %), unstressed (25 %), and anxious (39 %) student groups. Engaged students spent the most hours in self-study and received the best grades. Unstressed students were the least active in self-study and also achieved the lowest grades.Interest and sense of competence were decisive variables in successful studying during an engaging lecture course. Opportunities to develop blended learning environments that foster active learning in lectures were further discussed.

19

Dlaczego Arystoteles sprzeciwiał się pobieraniu procentu?

63%

Appelt K.

Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia

|

2015

|

vol. 49

|

issue 4

EN

The concept of interest belongs to the most intricate issues in economics. Even though it has been undertaken by the most prominent philosophers there is by far no consensus on its nature and origin. Aristotle proves that money – a medium of exchange – can not be a source of value which justifies charging the interest. St. Thomas Aquinas adds that the money utility comes down to its spending and, as a consequence, collecting interest is a claim for double payment and as such can not be justified. In modern times, along with an expansion of credit institution, the economists started questioning the arguments raised both by Aristotle and St. Thomas Aquinas. It has been proved that capital is productive and a source of interest on capital is the surplus of value of final goods over the value of commodities which had served to their production. The interest on capital has to be treated as a reward for risk or abstinence undertaken by an entrepreneur.A fundamental change in an approach to the concept of interest took place along with the 19th-century revolution of value. Both Jevons and von Böhm-Bawerk noticed that a source of interest on capital needs to be associated with a difference in value of future and present goods. The interest as such is not a monetary phenomenon. A theory of interest developed by the subjective school of economics seems to be the first one which does not question the Aristotle’s assumptions and it can be interpreted as an evolution of the Aristotle’s concept.

PL

Zagadnienie procentu należy do najczęściej podejmowanych zagadnień w teorii ekonomii. Główna oś dyskusji koncentrowała się wokół dylematu czy wierzyciel posiada prawo do pobierania procentu od pożyczki pieniężnej. Arystoteles dowodził, iż pieniądz ze swej natury nie jest płodny. Jako środek wymiany ułatwia wymianę dóbr i przyczynia się do zaspokojenia potrzeb. Nie jest źródłem wartości, która uzasadniałaby pobieranie procentu. Św. Tomasz z Akwinu rozwinął myśl Arystotelesa przedkładając dodatkowy argument, iż pieniądz należy do rzeczy, których użytek polega na ich zużyciu. Pobieranie procentu za użytkowanie pożyczki pieniężnej stanowi żądanie podwójnej zapłaty.W czasach nowożytnych, w związku z rozwojem stosunków kredytowych zaczęły pojawiać się traktaty rewidujące argumenty tak Arystotelesa i św. Tomasza. Dowodzono, iż kapitał ze swej istoty jest produkcyjny. Źródłem zysku z kapitału jest nadwyżka wartości dóbr wyprodukowanych za pomocą kapitału ponad wartość dóbr zużytych do ich produkcji. Z uwagi na powyższe zysk z kapitału można traktować jako wynagrodzenie za ryzyko podejmowane przez właściciela kapitału, jako cenę za użytkowanie kapitału względnie jako wynagrodzenie za wstrzemięźliwość kapitalisty. Teorie te jednak nie wyjaśniały źródła wzrostu wartości dóbr. ZZasadnicza zmiana w podejściu do procentu nastąpiła z rewolucją w teorii wartości. Jevons i Böhm-Bawerk dowiedli, iż źródła procentu należy szukać w różnicy w wartościowaniu dóbr teraźniejszych względem dóbr przyszłych. Procent wyraża agio dóbr teraźniejszych względem dóbr przyszłych. Procent nie jest więc zjawiskiem pieniężnym. Nie jest pieniądzem uzyskanym z pieniądza. Nie jest również ceną na użytkowanie pożyczki pieniężnej. Teoria procentu pierwotnego szkoły subiektywnej (de facto jako pierwsza teoria procentu) nie kwestionuje założeń Arystotelesa. Stanowi raczej jej rozwinięcie.

20

Wybrane skutki społeczno-polityczne nieuporządkowanych pożyczek

63%

Kucharski A.

Społeczeństwo i Polityka

|

2019

|

issue 3(60)

255-266

PL

Obowiązujący system monetarny jest oparty o pieniądz dłużny. Jego kreatorem są głównie banki komercyjne. System zaciągania długów w instytucjach prywatnych niesie ze sobą niebezpieczeństwo uzależnienia. Państwa zależne od swoich wierzycieli zawsze będą podatne na naciski polityczne. Problem jest tym większy, im bardziej system, w ramach którego pieniądze są pożyczane, wymyka się spod kontroli publicznoprawnej. Istotną rolę odgrywa w nim również poziom moralności obsługujących go ludzi. Wydaje się, że obecny system tworzenia pieniądza publicznego nie jest zadowalający, czego dowodem są powtarzające się cyklicznie kryzysy. Stąd konieczność zmian zarówno na płaszczyźnie instytucji, jak i etyki rynków fi nansowych.

EN

The current monetary system is based on debt money. Its creators are mainly commercial banks. The debt collection system in private institutions carries the risk of addiction. Countries dependent on their creditors will always be susceptible to political pressure. The problem is the greater, the more the system under which money is borrowed, escapes public- law control. An important role is also played by the level of morality of people serving it. It seems that the current system of creating public money is not satisfactory, a evidenced by repeat crises. Hence, there is the necessity of changes both at the level of institutions and the ethics of fi nancial markets.

Refine search results

Profesijné záujmy: tradičné a súčasné vymedzenie pojmu

SOCIO-ECONOMIC STATUS ITS INFLUENCE ON ACADEMIC INTEREST OF SECONDARY SCHOOL STUDENTS IN MEGHALAYA: A QUALITATIVE STUDY

Low Interest Rates – A Real Threat to German Banks or First-Class Whining?!

Cognitive states in the process of students’ intellectual activity

Profesora Jana Bocia koncepcja interesu w prawie administracyjnym

Kapitalizacja odsetek a zakaz anatocyzmu

РОЗВИТОК ХУДОЖНЬОЇ ТВОРЧОСТІ ДІТЕЙ 6-ГО РОКУ ЖИТТЯ НА ЗАСАДАХ ВІЛЬНОГО ВИБОРУ ОБРАЗОТВОРЧИХ ЗАВДАНЬ

Evaluation of the Teaching Methods Used in Secondary School Biology Lessons

Zakaz lichwy w prawie państw Unii Europejskiej

Basic Concepts of Security Sciences Theory in Security Studies from the Czech Perspective

Anatocism in the Czech Tax Law

Reprezentacja interesów regionu na przykładzie Związku Miast Bałtyckich

Zainteresowania formami aktywności ruchowej uczniów liceów ogólnokształcących Wrocławia

СПЕЦИФІКА АМЕРИКАНСЬКОЇ ПЕДАГОГІЧНОЇ ДУМКИ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТ.

Umowa o transfer wynagrodzenia za pracę

Historia aktualna — austriacka regulacja odsetek i lichwy w XIX-XX w.

Narracje w edukacji STEM

How to make a lecture course an engaging learning experience?

Dlaczego Arystoteles sprzeciwiał się pobieraniu procentu?

Wybrane skutki społeczno-polityczne nieuporządkowanych pożyczek