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Literatura dotycząca powojennych przesiedleń na tzw. Ziemie Odzyskane — przegląd koncepcji badawczych i próba definicji

100%
Gieba K.
Zagadnienia Rodzajów Literackich
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2016
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vol. 59/118 z. 2
75-89
EN
The article is a review of selected concepts concerning Polish literature of post–war resettlement of so-called Recovered Territories (1945−1989). The review allows to characterize the literary narrative about postwar dislocations in terms of its most important features. Its also allows to attempt to define this literature.
2
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EKPHRASIS – A SUGGESTION OF PARALLEL READING “TEXT-IMAGE”

75%
Banea A. M.
Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
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2009
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vol. 1
183-198
EN
The papers aims at answering the question: “What is an ekphrasis?” by enumerating a series of definitions that have been given to the concept. The article begins with some general remarks on the relation between a literary and a visual work of art, followed by an etymological and chronological frame of the concept / term ekphrasis. Special emphasis is laid upon ekphrasis theorists like Murray Krieger, Linda Hutcheon, A. W. Hefferman, Dan Grigorescu, Erwin Panofsky. Ekphrasis is not the only way by which one may associate literature and painting, the alternative being represented by picturality and iconicity. On a narratological / meta-narratological / meta-narrative level, it equally involves a complementarity between trans-textuality, transposition, intertextuality, commutability (Kristeva, Genette, Baudrillard). The three techniques do not exclude each other; on the contrary, they interact and cooperate in the act of reading and interpretation. Ekphrasis is the art of describing works of art, a verbal representation of a visual representation.
3
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Metanarracja mobilizacji. Ponowoczesność jako bezruch?

51%
Klimczyk W.
Diametros
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2013
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issue 37
51-68
PL
O ponowoczesności czyta się często na łamach codziennej prasy i można mieć wrażenie, że jest to słowo-wytrych pozbawione w zasadzie znaczenia. Ten stan rzeczy nie oznacza jednak, że problem rozważany przez Jean-Françoise Lyotarda w Kondycji ponowoczesnej jest już kwestią całkowicie przebrzmiałą. Wydaje się wręcz, że ponowoczesność zbanalizowana domaga się podwójnie wytężonego namysłu, gdyż zapoznaje swoje niepokojące oblicze, które w artykule zostaje nazwane metanarracją mobilizacji. W tym kontekście ponowoczesność, wbrew Lyotardowi, wcale nie nastała. Co więcej, sam Lyotard może być odczytywany jako filozof nowoczesny. W jego pismach obecna jest wszak ideologia mobilizacji. Być może, by rozprawić się z bolączkami współczesności, należy wyjść poza logikę poróżnienia i myśleć w perspektywie demobilizacji. Artykuł przynosi zarys takiego właśnie myślenia.
EN
The term “postmodernity” is nowadays so often used, also in the popular media, that it has become, in principle, devoid of any specific meaning. However, it does not mean that Jean-Françoise Lyotard's considerations in The Postmodern Condition are no longer relevant. On the contrary, the more banal the problem of postmodernity becomes, the more carefully we need to investigate it because in the shadow of the trivial hides a disquieting aspect of the world we live in. This aspect is called in the article the metanarrative of mobilization. In this context, postmodernity, against Lyotard, has not yet come. What is more, Lyotard himself can be considered as a modern philosopher because his writings are liked with the ideology of mobilization. In order to deal with contemporary disturbances one needs to think beyond the logics of the differend, think in terms of demobilization. The article is a sketch of such thinking.
4
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Historical Master Narratives and the Master Narrative of the Bulgarian Middle Ages

51%
Daskalov R.
Studia Ceranea
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2020
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vol. 10
259-280
EN
The article is a brief and schematic presentation of the notion of a “master narrative” and of the master narrative of the Bulgarian Middle Ages, which is the subject a detailed book of mine in Bulgarian. This master narrative was constructed starting with what is known as “Romantic” historiography (from Monk Paisij’s “Istorija Slavjanobolgarskaja” [Slavonic-Bulgarian History] in 1762 to Vasil Aprilov’s writings in the first half of the nineteenth century) but it was elaborated especially with the development of “scientific” (or critical) historiography first by Marin Drinov (1838–1906) and mainly by the most significant Bulgarian historians from the “bourgeois” era: Vasil Zlatarski (1866–1935), Petăr Mutafčiev (1883–1943), and Petăr Nikov (1884–1938). Then it was interrupted by the (crude) Marxist counter-narrative of the late 1940s through the 1960s. Starting in the late 1960s there was a gradual return to the nationalism of the master national narrative, which reached a peak with the celebration of the 1,300th anniversary of the founding of the Bulgarian state in 1981. The same line continued after 1989 (stripped of the Marxist vulgata), yet some new tendencies appeared.
5
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Pedagogika ogólna w ponowoczesnym świecie

38%
Śliwerski B.
Forum Pedagogiczne
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2018
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vol. 8
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issue 1
21-41
EN
The author presents the problem of theoretical „general” pedagogy in the post-modern world. It is expressed in the absence of "one" theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of the individual interpretations can be superior to any others. There are no ‘better’ and ‘worse’ theories. I present new approaches to pedagogy as: - a science of pedagogical sciences (metapedagogy); - as comparative pedagogical thoughts;- as a meta-science, or the science of all sciences about upbringing and education.
PL
Autor podejmuje problem teoretyczności pedagogiki ogólnej w ponowoczesnym świecie, która wyraża się w braku „jednej” teorii, jednego metajęzyka do opisu i wyjaśniania podstawowych pojęć i procesów oraz do stworzenia teoretycznych fundamentów pod rozwój szczegółowych nauk pedagogicznych. Każda próba wyniesienia uniwersalnego projektu czy metanarracji staje się nieuprawomocnioną interpretacją zjawisk czy teorii oraz wolą zdobycia władzy. Żadna z pojedynczych ich interpretacji nie może być nadrzędna nad inną, nie ma też „lepszych” i „gorszych” teorii. Przedstawiam nowe podejścia do pedagogiki ogólnej jako: - nauki nauk pedagogicznych (metapedagogiki); - jako komparatystyki myśli pedagogicznej;- jako metanauki, czyli nauki wszystkich nauk o wychowaniu i kształceniu.
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