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Prezydent na trudne czasy: analiza psychologiczno-społeczna

100%
Skarżyńska K.
Studia Politologiczne
|
2016
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vol. 42
124-140
EN
This article presents the results of studies – conducted in various countries around the world, including Poland – on the cognitive, personality, and social characteristics of a president that differentiate the effects of a presidency and how their office is exercised. The types of changes that presidents undergo while in the process of exercising their authority (i.e. the so-called metamorphic effects of power) and the mechanisms of those changes are also shown, along with the factors that determine the magnitude and speed at which those mechanisms operate. The author provides evidence for the complexity of how presidential style and execution are conditioned, and warns against committing the so-called fundamental attribution error, i.e. overestimating the role of personality in regulating the behavior of politicians. Interdisciplinary studies indicate that a president’s effectiveness is significantly ameliorated first and foremost by their openness. The weight of a president’s psychological characteristics increases in difficult situations, while the strength and extent of power’s metamorphic effects are dependent on the certainty and stability of their position in the power structure and its transparency.
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THE PROBLEM OF DISCURSIVE OPENNESS IN THINKING ABOUT UPBRINGING AND EDUCATION

63%
Miczka-Pajestka M.
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
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2018
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issue 17
27-34
EN
The article discusses the problem of discursive openness in thinking about postmodern upbringing and broadly understood education. Particular attention has been drawn to considerations concerning postmodernist pedagogy and philosophy, yet with reference to the broad perspective of the postmodern reality. Furthermore, the author of the article discusses the issues related to the general discourse in the area of the aforementioned sciences and the openness appearing in them, along with the matters connected with the dialectics and the teaching of philosophy in the context of the postmodernist approach to and reflection on openness in both a scientific and socio-cultural discourse. Reference was also made to the thoughts of, among others, Tomasz Szkudlarek, Henry Giroux, Theodor Adorno, Jean-François Lyotard.
PL
W artykule rozważony został problem dyskursywnego otwarcia w myśleniu o ponowoczesnym wychowaniu i szeroko pojętej edukacji. Zwrócono uwagę zwłaszcza na rozważania na gruncie pedagogiki postmodernistycznej i filozofii, jednak w odniesieniu do szerokiej perspektywy rzeczywistości ponowoczesnej. Poruszono również kwestie związane z powszechnym dyskursem w obszarze wspomnianych nauk i ujawniającym się w nich otwarciem, ale też łączące się z dialektyką i nauczaniem filozofii w kontekście podejścia postmodernistycznego i refleksji nad otwarciem zarówno w dyskursie naukowym, jak i społeczno-kulturowym. Odwołano się do myśli m.in.: Tomasza Szkudlarka, Henry’ego Giroux, Theodora Adorno, Jeana-Françoisa Lyotarda.
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