Le mécanisme sémantique du paradoxe de langue peut être défini comme consistant en la coïncidence de deux relations fondamentales, celle d’opposition et celle de jonction, qui s’établissent entre les mêmes unités de sens (sèmes) actualisés sur l’axe syntagmatique du discours. L’article se concentre sur l’une de ces relations, celle de jonction, et plus spécifiquement sur une de ses réalisations au niveau morpho-syntaxique (en langue française), à savoir sur la coordination. Celle-ci constitue en effet une manifestation prototypique du rapport jonctif s’établissant entre les sèmes opposés dans les paradoxes. Or, la réalisation de ce rapport à travers les structures coordinatives ne se limite pas à la seule construction explicite X ET Y, mais s’extrapole sur d’autres structures morpho-syntaxiques, implicitement coordinatives, telles que la coordination par MAIS, la juxtaposition « coordinative » et autres. Un cas intéressant est celui de la structure coordinative explicite (emploi de la conjonction ET) où les éléments opposés, bien que formellement joints, ne le sont pas effectivement, l’interprétation paradoxale de la séquence étant bloquée par d’autres facteurs, notammenet de nature sémantique.
Welfare reforms are carried out by government to solve problems of citizens and to improve their quality of life. However, social interventions also generate various consequences, that are unintended and unanticipated. The aim of the article is to investigate and to systemize such controversial and paradoxical outcomes. Basing on the historical facts, they were divided into three groups: (1) expanding the problem that was to be solved (2) expanding the opposite problem to the solved one, (3) expanding other problem. These outcomes are arguments against welfare programs, that were formulated already by classical researchers (T.R. Malthus, G. Bentham, D. Ricardo, H. Spencer), and currently are being maintained and developed by modern scholars. They focus mainly on: moral hazard, freeriding, incentive traps, and crowding-out individual engagement.
The main goal of the article is to propose such oxymoronic word combinations that accurately designate the phenomena of paradoxical character which were identified in international empirical research devoted to competency management. The research project was cofounded by the Erasmus+ Program of the European Union and covered Poland, Spain and Austria. A research reflection that appeared as a consequence of data analysis in the scope of competency management strategies inclined the author to divide the oxymora into paradoxical and nonparadoxical. At the same time the final result of the conducted considerations is an attempt to introduce such nonparadoxical oxymora to management language as hierarchical egalitarianism, flexible formalization, present future, collectivistic individualist, female masculinity, individualistic collectivist, and male femininity.
Paradoxes in the management of human capital are the subject of this article. The text contains theory-cognitional part which systematises knowledge about paradoxes in management and empirical part based upon the survey research conducted in the group of 45 Polish managers. The aim of research was the identification of the most important paradoxes in the area of people management in enterprises in the perception of the highest senior staff. Due to the lack of representativeness in the number of participants in experiment, the research had a pilote nature. The results are treated as a starting point to word hypothesis for further and deeper research. The paradoxes in managers’ appraisal are: the necessity of reaching high and measurable effects with simultaneous taking into account humanistic dimension of management on board, building and keeping high level of the engagement of employees loosely related to an employer because of time employment; the necessity to reconcile employee short working time in a company with the provision of access to key information and sensitive organisational knowledge.
Zeno’s arguments are generally regarded as ingenious but downright unsound paradoxes, worth of attention mainly to disclose why they go wrong or, alternatively, to recognise them as clever, even if crude, anticipations of modern views on the space, the infinite or the quantum view of matter. In either case, the arguments lose any connection with the scientific and philosophical problems of Zeno’s own time and environment. In the present paper, I argue that it is possible to make sense of Zeno’s arguments if we recognise that Zeno was indeed a close follower of Parmenides, who wanted to show that, if the plurality of beings existed, then various absurd consequences would follow. He intended to highlight the compact and inarticulate nature of the being, and the human character of the system of world partitions producing the entities and the objects on which our knowledge is based.
As the research and observations conducted by the authors of the study show, management in the public sector is often determined by the struggle for domination between particular parties, politicians or persons performing public functions. If a few years ago you could meet representatives of public sector organizations at various levels at scientific conferences, now this phenomenon is an exception and the conducted research, results of these studies and recommendations that critically describe the surrounding reality are rejected. Therefore, showing the surrounding reality during classes in schools and universities, as well as relating it to history and emphasizing the resulting paradigms seems most appropriate.
The category of reflection has a long tradition in education. The aim of this article is to focus on the reasons for the difficulties of putting this construct into practice and on educational consequences of this, as well on some paradoxes in education today. Among the main reasons for the difficulties are discussed: the interpretation of reflection, the disregard for the specifics of the profession of the FL teacher in curriculum standards and administrative regulations and the negative influence of market-oriented ideology on education and teacher training. The lack of comprehension of, and/or the mis-interpretation of the idea of reflection have negative consequences for education and teacher training. The article concludes with some suggestions for the teacher and pupil education, including a broadly understood idea of reflection.
PL
The category of reflection has a long tradition in education. The aim of this article is to focus on the reasons for the difficulties of putting this construct into practice and on educational consequences of this, as well on some paradoxes in education today. Among the main reasons for the difficulties are discussed: the interpretation of reflection, the disregard for the specifics of the profession of the FL teacher in curriculum standards and administrative regulations and the negative influence of market-oriented ideology on education and teacher training. The lack of comprehension of, and/or the misinterpretation of the idea of reflection have negative consequences for education and teacher training. The article concludes with some suggestions for the teacher and pupil education, including a broadly understood idea of reflection.
Gedenken ist vergessen: Paradigmen, Probleme und Paradoxien literarischer Erinnerung an die Shoah Der vorliegende Beitrag präsentiert die literatur-und erinnerungsgeschichtlichen Entwicklungen, die seit dem Ende des Zweiten Weltkrieges für die literarische und literarhistorische Auseinandersetzung mit der Problematik der Shoah bestimmend wurden und an denen sich eine junge Generation von Autorinnen und Autoren in Polen und Deutschland inzwischen kritisch abarbeitet. Der Beitrag geht zuerst den dominierenden Paradigmen des literarischen Shoah-Diskurses, d.h. dem Darstellungsverbot und dem Topos der Unsagbarkeit nach, um dann die methodischen Probleme, die sich aus dem Gebot des Schweigens und dem individuellen und moralischen Zeugnisbedürfnis ergeben, zu erörtern. Die Paradoxien in der literarischen Erinnerungsgeschichte werden im abschließenden Teil an der essayistischen Erzählung von Doron Rabinovici Gedenken ist vergessen (2008) exemplifiziert.
PL
Wspominanie zostało zapomniane: Paradygmaty, problemy i paradoksy literackiej pamięci o Szoah Niniejszy artykuł przedstawia literackie i historyczno-memorialne tendencje, które od zakończenia II wojny światowej kształtowały sposoby zajmowania się problematyką Zagłady w literaturze i do których nadal odnoszą się krytycznie młode pokolenia pisarzy i pisarek w Niemczech i w Polsce. Artykuł rozważa na wstępie dominujące paradygmaty literackiego dyskursu o Szoah, tj. zakaz przedstawiania oraz topos niewyrażalności, a następnie omawia problemy metodologiczne, które wynikają z nakazu milczenia oraz indywidualnej i moralnej potrzeby zdania relacji. Paradoksy literackiego kształtowania pamięci ukazane zostają w ostatniej części na podstawie eseistycznego opowiadania Dorona Rabinovici pt. Gedenken ist vergessen [Wspominanie zostało zapomniane].
Среди формулируемых в последние десятилетия разнообразных видений российского будущего, обращает на себя внимание – предлагаемая некоторыми представителями западни-чески ориентированной части интеллигенции – дихотомическая формула: конец или новое начало истории России. Несмотря на то, что субъективный замысел ее авторов выражает ради-кальное дистанцирование от российского прошлого, ряд содержаний, присутствующих – пред-полагаемых – в мыслительных структурах их концепций демонстрирует симптоматичное по-добие ментальных оснований, структур и условий, совместно создающих как раз это прошлое, механизмы его продолжения и саморепродукции.
EN
Among the formulated in the last decades various visions of the Russian future, attention is drawn to – presented by some representatives of the Occidentalistically oriented part of the intelligentsia – the dichotomous formula: the end or the new beginning of the Russian history. Although the subjective intent of its authors expresses a radical distance to the Russian history, some content presented – assumed – in the mental structures of their idea shows the symptomatic similarity to the mental foundations, structures and conditions that contribute to history, the mechanisms of its continuation and self-reproduction.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.