Search results

1

Science and/or Miracle? The System Approach to Miracle Events

100%

Świeżyński A.

Open Theology

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2014

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vol. 1

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issue 1

EN

The system approach to the miracle is based on the conviction that the complex issues, requiring the interdisciplinary approach, should be captured in a system way. Thus, the problem of miracle, because of its interdisciplinary character, should be captured in a systemic way, because such approach enables the more adequate and comprehensive presentation of these issues. The system approach towards the epistemology of miracle is the attempt of the more adequate presentation of the relationship between the scientific-natural research and theological stage of recognizing the miracle. Because of using systemic categories, it is possible to present the common foundations (environment) of the system of scientific-natural knowledge and the system of theological interpretation, which can be described as the rationality of knowledge. The result of adopting the systemic epistemology of miracle is noticing the relations between the scientific-natural research and theological interpretation in their system complexity. Determining these relations leads to the more general conclusion that the natural sciences and theology as separate and autonomous systems of gaining the knowledge of reality do not have to be treated as the competing but rather as the complementary ones, with their methodological diversity and limitations in mind.

2

The study of basic everyday chemical knowledge... of undergraduate students of non-chemical branches of natural sciences

100%

Cieśla P., Nodzyńska M.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

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2018

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issue 8

3

Pedagogy – from common knowledge towards the synergy of experience, reflection and scientific knowledge

88%

Lewowicki T.

Nauka

|

2007

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issue 4

EN

The article presents a history of pedagogy initially as the area of philosophical reflection, then emerging more clearly as a separate branch of knowledge, and eventually an independent discipline embracing extensive and diverse scope of problems. The leading themes are the changes in the understanding of pedagogy and the ways cultivated in it. The problems of modern pedagogy and the condition of Polish pedagogical environments have been outlined. Also, the emphasis is laid on social obligation of pedagogical discipline and its links with educational practice.

4

Analyzing scientific knowledge in documents: The case of regulatory impact assessment

88%

Staroňová K.

Human Affairs

|

2014

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vol. 24

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issue 3

299-306

EN

Regulatory impact assessment (RIA) is seen as a tool for increasing evidence-based policy making and as such it is being integrated into decision-making procedures on a wide range of issues. Based on systematic consultation, clear criteria for policy choice, and economic analysis of how costs and benefits impact on a wide range of affected parties, this tool operates by using scientific knowledge and technical analysis rather than political considerations. Scientific knowledge can be used to achieve instrumental learning (Radaelli, 2009, OECD), policy change (Sabatier, 1999), to impact on decision making (Caplan, 1979; C.H.Weiss, 1999) but also to seek legitimacy from the policy environment (Edelman, 1985; Schrefler, 2010). This article suggests an analytical framework for analysing RIA documents with insight from knowledge utilization theories. We argue that in order to better understand the RIA itself, we need to look at institutional factors as well. The combination of institutional context variables and variables for RIA document content analysis which make up worldviews in this framework provide the basis for the document analysis and exploration of RIA in its context.

5

Rola nauczyciela edukacji wczesnoszkolnej w kształtowaniu (się) przyrodniczej wiedzy naukowej dziecka

87%

Banaszak M.

Studia Edukacyjne

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2017

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issue 44

387-398

EN

The text is about the competences of an early education teacher in developing the student’s natural science knowledge. Selected typologies of the teacher’s competences and a constructivist approach towards the student’s knowledge are presented. Moreover, the text shows that experience is a particularly effective method of improving the child’s skills and knowledge related to nature at an early education level.

6

Przyszłość nauki, przyszłość uniwersytetu. Fantastycznonaukowe prognozy zaniku wiedzy naukowej

87%

Brzostek D.

Poznańskie Studia Polonistyczne. Seria Literacka

|

2016

|

issue 28

13-33

EN

The predictions of science fiction play an important part in the cultural landscape of contemporary western culture, being integral to the popular culture (novels, movies, TV series, graphic novels). Science fiction narratives predict the future of society, technology, culture but also – the science itself and a university as a scientific institution. The aim of this work is to shed light on the depiction of the future of science, knowledge, and university in the science fiction works, predicting the ineluctable societal collapse. The essay focuses on the use of the scientific discourse and scientific knowledge in the chosen science fiction narratives by Stanisław Lem, Walter M. Miller jr., John Brunner, and Paolo Bacigalupi.

7

Evidence and Its Proof. Designing a Test of Evidence

75%

Riofrío J. C.

Forum Prawnicze

|

2019

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issue 3 (53)

14–32

8

Biographical narrative in the novel “Measuring the World” by Daniel Kehlmann

75%

egela I., Mehela K.

Journal of Modern Science

|

2019

|

issue 4 (43)

59-72

EN

The article studies the problem of biographical narrative in the novel «Measuring the World» by Austrian writer Daniel Kelman. The purpose of the research is to consider genre features of the work, to determine its literary structure, the narrative system in the context of postmodernist Austrian prose, and, in particular, the «magic realism» in Latin American literature; to illustrate how the ironic reinterpretation of traditional forms and postmodern play with mass literature cliches, the combination of an exciting plot and deep philosophical problems allow the writer to carry out the process of decoding, on account of the fact that each reader interprets the text in their own way, subject to their knowledge and worldview. Portraying the fate of two German science geniuses of the 19th century, the prominent mathematician Karl Friedrich Gauss and the outstanding naturalist Alexander Humboldt, the Austrian writer depicts two different world views: the theoretical, presented by Gauss, and the practical, introduced by Humboldt. Two different personalities, two different characters are associated with the metaphor «Measuring the world.» It is argued that the combination of two plot lines is something more than just a compositional technique that refers to the peculiar biocentrism on which the entire narrative is based. To achieve the research aim, the following methods are used: biographical, culture-historical, contextual, comparative typological, structural and functional, psychoanalytic. Based upon the analysis, the following results are obtained: it is concluded that the novel «Measuring the world» is one of the most successful German-language novels of recent decades, a striking example of an effective combination of the Austrian literary and artistic tradition with the achievements of the Latin American novel. Subsequently, we have a complex intertexture with ambiguous imagery relative to the contemporary patterns in Austrian prose with regard to the renovation of literary language and the transformation of genre forms.

9

Особливості впливу «відстороненої літератури» на українську культуру: погляд з сьогодення

75%

Ковальчук В. Ю.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

|

2012

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issue 1(3)

159-169

EN

Today’s development of spiritual life of humanity is marked by the phenomenon of appeal or returning to certain aggregate of religious and occult knowledge. Our culture has a tendency to oscillation between extremes, in particular, examining technical progress both as a means of liberation of humanity or as a means of oppression of that humanity. Analyzing the problem of essence and maintenance of the «removed literature», mainly literature apocrypha’s, we can see in it also an attempt to resist that technique and technologies which dominated from the 16th to the 18th centuries. In research of the Russian and Ukrainian scientists and ethnographers of the 19th century the concept of “otrechennaya literature”, and sometimes “zapreschennaya literature” was widespread . It underlines that position which was occupied by this literature in a civilized manner. The removed literature played an important role in a domestic culture in general, and in becoming of world view and religious consciousness, in particular. Already from the beginning of the 19th century, the Ukrainian and Russian researchers of history of orthodoxy, specialists in folk-lore and linguists appealed to the study and analysis of enormous layer of forbidden official state structures and church organizations of literature. In the middle of the 19th century, national consciousness of Ukrainian thinkers aimed to lead to originality and originality of domestic culture on European space. In fact, then, in a scientific environment westeuropian istoriosophical and philosophical systems, in particular hegelian, shellingian and the like spread and adopted, and scientists, welldisposed to uncritical borrowing, considered it necessary to underline it as an old historical tendency, as something inevitable. Today the theme of research of our cultural and historical inheritance attempts to find our real place in European history. Among the array of the translated literature a large role was played in the spiritual constituent of our culture calculation of Palei, “Secret secret” or “Aristotle’s vrata” (vrata in understanding are sections or heads), “Shestokril”, “Lestvica”, calculation of Astrology and Zodii and others like that.

10

Czy semantyka jest dyscypliną autonomiczną?

75%

Tokarski R.

Linguistica Copernicana

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2013

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issue 2(10)

201-216

EN

Due to social changes, but also as a result of human cognitive openness, when reconstructing the meanings of words, contemporary lexical semantics should depart from colloquiality as the only descriptive criterion. The present work proposes the formula of the open definition of meaning. Apart from the semantic-colloquial conceptual center it should also take into consideration simplified scientific knowledge about the world and human creative abilities to produce special semantic transformations of a word that are observable, for example, in artistic texts or language games. The meaning of a word, alike the structure of a concept, is relative and open.

11

Definicja i poziomy wiedzy naukowej

63%

Karandashev Y.

Psychologiczne Zeszyty Naukowe

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2018

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issue 2

67-78

PL

Analizując system „podmiot-podmiot-obiekt”, autor wprowadza własną definicję pojęcia „prawda o wiedzy”. Ta koncepcja różni się od klasycznej eliminując związane z nią sprzeczności. Następnie wprowadza się system podwójnych cech wiedzy umożliwiający jej dzielenie na rodzaje. Na tej podstawie określono poziomy wiedzy o nazwanych dalej poziomach metodologicznych.

EN

Analyzing system “subject-subject-object”, the author introduces his own definition for the concept “truth of knowledge”. This concept differs from classical one by eliminating contradictions inherent in it. Then he introduces the system of pair properties of knowledge enabling to divide it on the kinds. On this basis the levels of knowledge named as methodological levels are defined.

12

Zdrojový kód jako literární technologie? : O vytváření faktů v digitálním věku

63%

Hladík R.

Teorie vědy (Theory of Science)

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2017

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vol. 39

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issue 1

31-56

EN

The increasing use of digital technologies in scientific work and communication raises the question of the epistemological nature of knowledge thus produced. In this essay, I am employing the conceptual apparatus developed by Steven Shapin and Simon Schaffer for the analysis of the historical dispute between Robert Boyle and Thomas Hobbes over the ways of producing knowledge in natural philosophy, and applying it to digital research. Their concept of three knowledge-making technologies - material, literary and social - appear to be heuristically useful concepts for reflecting on digital technologies as well. The latter are presented in the essay not as a separate facts-producing technology, but as elements around which the existing scientific technologies are radically reconfigured. Particular attention is paid to the concept of code as a literary technology and the role of digital technologies in the humanities.

CS

Vzrůstající využívání digitálních technologií ve vědecké práci a komunikaci vyvolává otázku, jaká je epistemologická povaha takto vytvořeného vědění. V tomto eseji využívám pojmový aparát, který vyvinuli Steven Shapin a Simon Schaffer k analýze historického sporu mezi Robertem Boylem a Thomasem Hobbesem o způsob vytváření vědění v přírodní filosofii, a aplikuji jej na problematiku digitálního výzkumu. Jejich koncepty tří technologií vytvářejících vědění - materiální, literární a sociální - se ukazují jako heuristicky užitečné koncepty i pro reflexi digitálních technologií. Ty jsou v eseji představeny nikoliv jako samostatné technologie vytváření faktů, nýbrž jako prvky, kolem nichž se dosavadní vědecké technologie radikálně rekonfigurují. Zvláštní pozornost esej věnuje představě kódu jako literární technologie a roli digitálních technologií v humanitních vědách.

13

Pewniki i niepewności w rzemiośle intelektualnym: kontekst chrześcijańskiej etyki społecznej

63%

Prüfer P. E.

Społeczeństwo i Rodzina

|

2013

|

issue 4(37)

21-43

PL

Badacze naukowi prowadzą swoją działalność intelektualną, łącząc oryginalność twórczą z szacunkiem dla dotychczasowego dorobku. Wielu z nich próbuje wiązać opis i analizę z użytecznością społeczną wiedzy naukowej. Etyka społeczna chrześcijańska – określana także jako katolicka nauka społeczna – posiada wypracowaną metodę badawczą, realizowaną w trzech etapach: widzieć, ocenić, działać. Niniejszy artykuł jest próbą wykorzystania tej metody w analizie rzemiosła intelektualnego, w odniesieniu do działalności badawczej, zwłaszcza współczesnej. Metoda ta jest także poszerzona o koncepcję wyobraźni socjologicznej, wypracowanej przez klasycznych myślicieli dziedziny, zwłaszcza przez C.W. Millsa. Artykuł zawiera także propozycję autorskiego przesłania intelektualnego, mającego na celu: wyrażenie szacunku dla wszystkich, którzy trudzą się przy uprawianiu nauki, sformułowanie postulatu dla odważnego wyjścia poza własne schematy badawcze. Istotnym elementem postulatu jest zachęta otwarcia się na dbałość o użyteczność społeczną wiedzy naukowej oraz na jej etyczny wymiar.

EN

Scientists run their intellectual activity by combining creative novelty and respect for previous works. Many of them try to connect description and analysis with social utility of scientific knowledge. Christian social ethics – characterised also as catholic social studies – operates an elaborate research method which is conducted in three ways: see, judge, act. This article is an attempt to use this method in analysis of intellectual work in reference to research activity, especially contemporary research activity. This method contains also conception of sociological imagination, defined by classic thinkers of this field, especially by C.W. Mills. The article describes also a suggestion of the author’s intellectual message aiming to show respect for all those who are engaged in dealing with science, to formulate a postulate on courageous broadening own research schemes. The crucial part of the postulate is encouragement to being careful when social utility of scientific knowledge and its ethical character is concerned.

14

Is digital literacy improving science education?

63%

Verdugo-Perona J. J., Solaz-Portolés J. J., Sanjosé V.

The New Educational Review

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2015

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vol. 40

155-166

EN

Mass media, and especially digital media, have become an important tool of literacy and have increased their use in classrooms for educational purposes. This is of great interest in scientific literacy and Brossard and Shanahan (2006) developed an instrument to evaluate the understanding of scientific terms and basic science concepts. In this quantitative study we analyse the relationship between Spanish digital mass media and scientific literacy in pre-service primary teachers (N = 189). Results showed that these university students have a term knowledge level lower than the one found by Brossard and Shanahan in the USA. On the other hand, conceptual knowledge was not correlated at all to the term frequency in the Spanish digital newspapers considered. The conclusions suggest that participants do not use digital newspapers to improve their science education so a change in students’ use of those digital media from ludic to educational purposes is needed.

15

Nauka wobec wyzwań współczesnej rzeczywistości społeczno-politycznej

63%

Chodubski A.

Cywilizacja i Polityka

|

2016

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vol. 14

|

issue 14

21-29

EN

It is indicated in the lecture that science, as human activity that aims at the objective recognition of a person and his universe, is nowadays perceived as a fundamental power that generates the cultural and civilizational nature of mankind and the world around it. The widening horizon of cultural life has been changing and still changes the scientific and research challenges, including the way, in which science is defined. At present, scientific and technological progress, legal solutions, educational requirements, constantly generate new challenges for science and make it a productive force. The role of social and political sciences that until recently strived to make their ways to achieve the title of science that is a methodologically structured knowledge about human, society and the world, has been changing.At present, the place of social and political reality in the sphere of scientific cognition is perceived as dichotomous – on the one hand, due to the methodology of researches, including attempts to compare them with exact sciences, their scientific separateness is assessed critically; however, on the other hand, taking into account the worked out methods and ways of defining cultural and civilizational reality, explantation of occurrences, processes, humanistic and social values, they are set in the classical science studies, as a whole.

16

Problemy zarządzania spółkami celowymi powoływanymi przez uczelnie oraz samorząd w celu komercjalizacji badań naukowych – studium przypadku

63%

Mikiewicz U.

Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu

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2018

|

issue 543

98-109

PL

Prezentowane opracowanie miało na celu wskazanie ponadstandardowych ograniczeń w funkcjonowaniu spółki celowej powołanej przez dwie publiczne instytucje: uczelnię oraz samorząd do komercjalizacji badań naukowych istotnych dla funkcjonowania regionu. Oba typy instytucji – mimo teoretycznych podobieństw – mają odmienną charakterystykę ze względu na sposób funkcjonowania, wewnętrzne regulacje prawne, źródła finansowania działalności oraz metody zarządcze. Nasuwa się zatem pytanie o skuteczność zarządzania powołaną spółką celową zarówno na poziomie strukturalnym (liczba ciał kolegialnych oraz ich wpływ na działalność spółki), w warstwie właścicielskiej (sposób komunikacji między właścicielami spółki) oraz w aspekcie zarządczym, tj. możliwość podejmowania decyzji oraz osiągania celów przez zarząd. Dodając do tego istotę tworzenia spółek celowych przez podmioty publiczne (uczelnie), należy zadać pytanie o sens powołania tego typu organizacji.

EN

The presented study aims to indicate above-standard limitations in the functioning of a special purpose vehicle, set up by two public institutions: (1) a scientific institution and (2) local government to commercialize scientific research relevant to the functioning of the region. However, both types of institutions have different characteristic on the way of functioning, internal legal regulations, sources of financing of activities and management methods. This raises the question of the effectiveness of management of the special purpose vehicles, both at the (1) structural level (the number of collegial bodies and their impact on the company’s operations), the ownership layer (the way of communication between the owners of the special purpose vehicles) and in the management aspect, i.e. the ability to make decisions and achieve purposes by management Adding the major aim of creating special purpose vehicles by public entities (universities), the question should be asked about the sense of establishing a special purpose vehicle of this type of organization.

17

Między wiedzą naukową a mądrością w pedagogice – w obszarze filozofii wychowania

63%

Nowak M.

|

2016

|

vol. 19

|

issue 1

19-38

PL

Artykuł podejmuje problem tożsamości filozofii wychowania i jej specyfiki jako subdyscypliny pedagogicznej, postulując zarazem pewien model jej uprawiania, który może pozwalać na realizowanie jej w dawnych kategoriach nie tylko dyscypliny naukowej, ale także zawierającej i reprezentującej mądrość pedagogiczną. Cała zresztą filozofia, dążąc do spełniania wymagań wiedzy naukowej, zawsze dążyła do bycia źródłem mądrości w życiu indywidualnym i społecznym (idąc za dawną tradycją postrzegania roli filozofa jako mędrca) i nie zadawalała się jedynie wytwarzaniem wiedzy naukowej. Stwierdzenie Th. Kampmanna o filozofii znajdującej się między odwieczną mądrością a czasowo uwarunkowaną wiedzą posłużyło autorowi za podstawę do zaproponowania podejść w badaniach rzeczywistości wychowania (konkretnie metody fenomenologicznej, hermeneutycznej, dialektycznej i systemowej), które – podejmując wyzwania życia i opierając się na życiu (Lebenswelt) – pozwoliłyby na osiąganie mądrości pedagogicznej. Propozycja ta, nie wykluczając obecności także religii – „filozofowania w wierze” – jak postulował Gilson, zachęca do przechodzenia od danych naukowych (także nauk szczegółowych) do ujęć „bliskich życiu”, aspirujących do odkrywania „odwiecznych racji rzeczy” (aeternae rationes rerum), poprzez które możliwe byłoby dochodzenie do pedagogicznej mądrości.

EN

The article undertakes the problem of the identity of the philosophy of education and its specificity as one of the pedagogical disciplines at the same time, making it a model of the practice of growing, which could allow the implementation of it in old categories not only scientific discipline, but also containing and representing the pedagogical wisdom. Moreover, the whole philosophy, in order to meet the requirements of scientific knowledge, always sought to be a source of wisdom in the individual and social life (following the distant tradition of perception of the role of the philosopher as a Sage) and was not content only for the production of scientific knowledge. Affirming the statement of Th. Kampmann about the philosophy located between the age-old wisdom and temporarily conditioned knowledge, the author served as the basis for proposing approaches in basic reality of education (specifically the phenomenological method, hermeneutic, dialectical and systematical), which undertake the challenges of the life and based on the life (Lebenswelt), they would allow for the achievement of pedagogical wisdom. This proposal, not excluding the presence also of the religion – “philosophizing in faith” – as postulated Gilson, encourages the transition from scientific data (including specific sciences), for “close”, aspiring to explore “the age-old rights of the things” (aeternae rationes rerum), through which it would be possible to reach the pedagogical wisdom.

18

Эпистемическая ситуация как смысловая единица научного текста в стилистическом и риторическом аспектах (К развитию понятия)

62%

Kotjurova M. P.

Stylistyka

|

2016

|

vol. 25

485-497

EN

The article deals with the epistemic situation understood as a semantic unit of scientific texts. An epistemic situation comprises the substantial aspects of the content – ontological (represented by the terminized concept), methodological (how knowledge is acquired and in what form it is verbalized) and axiological (correlated with value characteristics of knowledge). A language system possesses a wide range of means that can explain the epistemic situation. The rhetorical analysis consists of determining the dominant characteristics of the text, conditioned by dynamics of the epistemic situation – the dynamics which help to appeal to the addressee.

19

Some remarks on the significance of paradox for science in the context of photometric paradox case

51%

Świeżyński A.

Studia Philosophiae Christianae

|

2018

|

vol. 54

|

issue 4

89-116

EN

A paradox is an argument that produces an inconsistency, typically within logic or common sense. Most paradoxes are known to be invalid arguments but are still valuable in promoting critical thinking. In astrophysics and physical cosmology, Olbers’ paradox (photometric; “dark night-sky”), named after German scholar Heinrich Olbers, is the argument that the darkness of the night sky conflicts with the assumption of an infinite and eternal static universe. If the universe is static and populated by an infinite number of stars, any sight line from Earth must end at the bright surface of a star, so the night sky should be completely bright. This contradicts the observed darkness of the night. Modern research on the essence of the photometric paradox (and attempts to neutralize it undertaken in the history of science) lead to the conclusion that its paradoxicality is resulting primarily from the precedence of human thought (ideas, theories) in relation to the possibility of its proper empirical verification. Therefore, the paradox of “dark night-sky” and attempts to overcome it may be instructive proof that something so plain and obvious, as available to anyone look at the starry night sky, sometimes, for respectively keen observer, give an opportunity to look ahead much further (and sometimes more accurately to reality) than empirical research allow at the moment. The photometric paradox created an opportunity for the unveiling of a new cognitive horizon by exceeding the existing scheme of thought and thereby acquiring new scientific knowledge, enriching the knowledge gained so far and deepening our understanding of Universe.

20

Umysł rozszerzony, poznanie rozszerzone, „nauka rozszerzona”

51%

Muszyński Z.

Filozofia i nauka. Studia filozoficzne i interdyscyplinarne

|

2015

|

vol. 3

265-280

PL

Zadaniem artykułu jest analiza trzech tytułowych kategorii: umysłu rozszerzonego, poznania rozszerzonego oraz „nauki rozszerzonej” i ukazanie zależności między nimi. Wszystkie te kategorie odwołują się do koncepcji rozszerzonego umysłu, zaś pojęcie nauki rozszerzonej jest propozycją zastosowania koncepcji umysłu rozszerzonego do analizy podmiotu badań naukowych, rezultatów badań oraz samego procesu powstawania wiedzy naukowej, a także rozumienia nauki i jej funkcjonowania.

EN

The paper analysesh three categories mentioned in the title: extended mind, extended cognition, extended science, and to reveal their interconnections. All the categories refer to the conception of extended mind, whereas the notion of extended science is a proposal of applying the conception of extended mind to analysing the subject of scientific research, results of the research and the very process of establishing scientific knowledge, as well as understanding science and its functioning.

Refine search results

Science and/or Miracle? The System Approach to Miracle Events

The study of basic everyday chemical knowledge... of undergraduate students of non-chemical branches of natural sciences

Pedagogy – from common knowledge towards the synergy of experience, reflection and scientific knowledge

Analyzing scientific knowledge in documents: The case of regulatory impact assessment

Rola nauczyciela edukacji wczesnoszkolnej w kształtowaniu (się) przyrodniczej wiedzy naukowej dziecka

Przyszłość nauki, przyszłość uniwersytetu. Fantastycznonaukowe prognozy zaniku wiedzy naukowej

Evidence and Its Proof. Designing a Test of Evidence

Biographical narrative in the novel “Measuring the World” by Daniel Kehlmann

Особливості впливу «відстороненої літератури» на українську культуру: погляд з сьогодення

Czy semantyka jest dyscypliną autonomiczną?

Definicja i poziomy wiedzy naukowej

Zdrojový kód jako literární technologie? : O vytváření faktů v digitálním věku

Pewniki i niepewności w rzemiośle intelektualnym: kontekst chrześcijańskiej etyki społecznej

Is digital literacy improving science education?

Nauka wobec wyzwań współczesnej rzeczywistości społeczno-politycznej

Problemy zarządzania spółkami celowymi powoływanymi przez uczelnie oraz samorząd w celu komercjalizacji badań naukowych – studium przypadku

Między wiedzą naukową a mądrością w pedagogice – w obszarze filozofii wychowania

Эпистемическая ситуация как смысловая единица научного текста в стилистическом и риторическом аспектах (К развитию понятия)

Some remarks on the significance of paradox for science in the context of photometric paradox case

Umysł rozszerzony, poznanie rozszerzone, „nauka rozszerzona”