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1

Wiedza osobista uczniów jako punkt zwrotny w teorii i praktyce dydaktycznej

100%

Klus-Stańska D.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

7-20

PL

The article presents the students’ personal knowledge as a crucial element of the learning and teaching process. The discovery of personal knowledge by psychologists caused a paradigmatic turn in the theory of teaching. While the conceptions inspired by behaviourism do not take into consideration the personal knowledge and notice/see only the public knowledge assigned by the formal curriculum and textbooks, the constructivist conceptions place personal knowledge very high among the factors significant for the learning process. However, its status is still controversial as far as we treat it not only as a starting point for learning but as a final point determining personalisation of new knowledge as well. To explain this mechanism, the author uses the notions of „a mental gentling of the public knowledge” and „a cognitive partnership”.

2

Rachunkowość zasobu wiedzy przedsiębiorstwa

75%

Niemczyk L.

Gospodarka Narodowa. The Polish Journal of Economics

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2011

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vol. 248

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issue 5-6

105-122

EN

The article lays down the theoretical foundations of an accounting process known as the accountancy of knowledge. This new discipline of financial accounting involves the process of communicating financial information about a knowledge-based business entityto users including shareholders and managers. The communication is generally in the form of financial statements that show in monetary terms the knowledgeresources under the control of management. Research related to the accountancy of knowledge involves the application of two methods-semiotic and axiomatic, Niemczyk says. In the semiotic method, two key terms, “knowledge” and “assets,” are used. The author looks at the analogy between these terms, distinguishing the traditional narrow meaning of the term “assets” from its broad definition that also covers knowledge. The author uses the term “assets” in the broad sense-as understood in an alternative approach to the theory of economics developed by medieval Italian mathematician Luca Pacioli, known as the father of modern accounting. Niemczyk draws the following conclusions from his research: (1) the term “accountancy of knowledge” has been introduced into economics; (2) the subject matter of the accountancy of knowledge has been defined and the theoretical foundations of the process have been formulated; (3) new accounting tools and terms have been developed, such as “balance of personal knowledge,” “competence assets,” “intellectual capital,” and “marketing assets;” (4) basic methodology has been proposed for estimating the economic value of professional experience. According to Niemczyk, the promotion of accountancy-of-knowledge standards can contribute to stimulating the development of a knowledge-based economy. A business following the principles of the accountancy of knowledge obtains a wealth of information needed for managing knowledge and key competencies, the author says. The accountancy of knowledge shows that the theory of financial accounting, despite its centuries-old tradition, remains a dynamic discipline open to new ideas.

3

Pasje intelektualne i ich selektywna funkcja w koncepcji poznania naukowego w Personal knowledge Michaela Polanyiego

71%

Szkonter O.

Semina Scientiarum

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2013

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vol. 12

EN

This paper shows philosophical views of Michael Polanyi, in the context of his greatest work Personal knowledge: Towards a post-critical philosophy. In his study, Polanyi presents the original concept of science and knowledge, which include tacit components, such as: the personal, tacit knowledge, personal engagement, intellectual passions and participation in the scientists community, which shares the same tradition, language, frameworks and culture. All that makes the philosophy of Polanyi situated against the concept of objectivity in science which excludes personal participation in act of knowing and creating knowledge. As one of the most important factors in science formation Polanyi considers intellectual passions, which have heuristic, selective, persuasive functions. The present article is a summary of the main idea of the intellectual passions, in respect of their selective function in science. As Polanyi maintains, scientific passions have a logical function which contributes an indispensable element to science. They charge objects with emotions, making them repulsive or attractive and help distinguish between demonstratable facts which are of scientific interest, and those which are not. Furthermore, scientific passions depend ultimately on a sense of intellectual beauty, which can never be dispassionately defined, as well as the beauty of a work of art or the excellence of a noble action.

4

Vědecká praxe jako osobní poznání: epistemologický odkaz Michaela Polanyiho

63%

Pudil M.

Teorie vědy (Theory of Science)

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2022

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vol. 44

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issue 1

89-115

EN

Continuously from the 1940s, Michael Polanyi comments on topics that have resonated later since the 1960s in the works of his fellow theorists of science, philosophers of natural sciences, and epistemologists (for the purposes of this study, only T. S. Kuhn and K. R. Popper are mentioned). First part of this article provides a brief reconstruction of Polanyi’s concept of „personal knowledge“ which focuses mainly on the interconnection of the individual level of scientific research with its social dimension. My aim is to evaluate the potential of this concept for the interpretation of research fields where sciences are in close contact with other disciplines. I am convinced that Polanyi’s original approach to the problem of reality (or degrees of reality as he puts it) should be read as an advocacy of diversity of thought. In my interpretation, Polanyi carries out some form of philosophical therapy of science and its self-concept, which, like the whole of Western society, has undergone dramatic changes over the last century.

CS

Michael Polanyi se od čtyřicátých let 20. stol. vyjadřoval k tématům, která od let šedesátých rezonovala v dílech jeho kolegů teoretiků vědy, filosofů přírodních věd a epistemologů (pro účely této studie se zde zmíním pouze stručně o T. S. Kuhnovi a K. R. Popperovi). První část předložené studie zrekonstruuje stěžejní body jeho konceptu „osobního poznání“ (personal knowledge), který se zaměřuje na propojení perspektivy individuální úrovně vědeckého zkoumání s jeho sociálním rozměrem. Cílem je jeho náhledy zhodnotit zejména z hlediska potenciálu, jaký mají pro interpretaci výzkumné práce v oborech na pomezí vědy a dalších disciplín. Jsem přesvědčen, že neotřelý pohled na otázku reality (a její stratifikace), se kterým Polanyi přichází, lze číst jako obhajobu diverzity myšlení. Polanyi v mé interpretaci provádí jistou formu filosofické terapie vědy a jejího sebepojetí, které v minulém století procházelo, stejně jako celá západní společnost, dramatickými proměnami.

5

Józefa Życińskiego koncepcja racjonalizmu umiarkowanego: epistemologiczna i doxalogiczna funkcja podmiotowego commitment

55%

Liana Z.

Zagadnienia Filozoficzne w Nauce

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2020

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issue 68

117-184

PL

One of the main problems of modern rationalistic theories of science is the non-eliminability of the subjective factor in the development of science. Temperate rationalism of Newton-Smith was an attempt to solve this problem. J. Życiński developed his own version of temperate rationalism in which the subjective factor played much more substantial role. In the article I am presenting his specific idea of the personal commitment as a necessary condition for rationalism and science. In the first section I proceed to reconstruct ˙ Życiński’s argument leading him to the conclusion of this epistemological necessity. Next in the section 2 I present his idea of the epistemological uncertainty principle as a consequence of the subjective commitment. In sections 3 and 4 I explore axiological and pragmatic aspects of the Życiński solution. Finally, in the section 5 I do compare his temperate rationalism with Newton-Smith’s proposal in the context of the Polanyi’s idea of personal knowledge showing differences in their respective approach to the role of the subjective factor in science and rationalism.

6

Kłopoty z wiedzą niejawną (tacit knowledge) w poglądach Michaela Polanyiego

51%

Zmyślony I.

Zagadnienia Naukoznawstwa

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2012

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vol. 48

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issue 1 (191)

49-65

EN

The aim of the article is characteristic of some basic ordeals in reconstruction of Polanyi’s idea of tacit knowledge, as well as exposition of its typical ways of understanding. Paper consists of seven points: (1 – 3) contains an analysis of author’s texts in aspect of typical ways of usage of the term and some other meaning-related categories; in (4) some major methodological challenges facing its definition are picked out, while in (5) main ways of interpretation elaborated by author’s researchers are being expound; (6) focuses on relation between idea of tacit and explicit knowledge, while (7) highlights the role of tacit knowledge in process of problem- -solving.

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1 Gospodarka Narodowa. The Polish Journal of Economics

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1 Zagadnienia Naukoznawstwa

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