The article presents an analysis of the validity and reliability of the FAD-Plus scale by D. L. Paulhus and J. M. Carey, which is used to measure beliefs in free will, determinism, and the unpredictability of events. The results of three studies are presented. Based on the results of the first study, it was found that the tool has a consistent structure and that its 3-factor 16-item version is reliable. The second study revealed positive correlations between determinism and religious fundamentalism and belief in an unjust world as well as a positive correlation between belief in unpredictability and belief in an unjust world. The correlations of belief in free will with authoritarianism, belief in an unjust world, and religious fundamentalism were not significant. The third study revealed a positive correlation between belief in free will and positive emotions, a negative correlation between belief in determinism and positive emotions, and negative correlations of belief in determinism and belief in unpredictability with life satisfaction. The analysis of the FAD-Plus scale for the Polish sample proves that the 3-factor scale (the 16-item version) consisting of subscales measuring beliefs in free will, determinism, and unpredictability, is a parametrically satisfactory tool.
We think and act through language. It determines how we exchange ideas, express emotions and see the world. And as such, language has always been a motor for enlightenment and progress, but also a means of control. It expresses our identity, and that identity takes multiple forms, affecting and shaping our values and priorities, how we view the world and those around us. They also determine the language we use and this, not surprisingly, often becomes a source of political, social, cultural and ideological struggle. It also explains why, over the course of history, the wielders of power have sought to restrict or alter the use of language by controlling education, culture, social customs, awareness of history and perceptions of identity. Poles have their own experience of this from the time of the Partitions, when imperial rulers attempted to curb transmission of the Polish language. Yet the efforts are being witnessed today, notably in Russia's portrayal of events in Ukraine. Are there grounds for thinking struggles over language have become more extreme today, in the face of new ideological and social pressures, as powerful and well-resourced lobbies and interest-groups manipulate the confusion and self-doubt of the majority to advance their own agendas? If so, we should remind ourselves that the spread of permissive, self-willed Western mindsets is very far from universal. Indeed, such mindsets are widely contested; and while social media and mass culture have been used as vehicles for promoting radical change, they are also being used increasingly as channels for a more integral, conservative vision of the world and humanity. We need to think and speak with critical precision, with a healthy empirical scepticism - and reject the lazy reliance on epithets, categorisations, stereotypes and simplifications which the new ideological orthodoxies so often rely upon.
The article is an invitation to discuss the way of understanding human development as an actualization of individual’s potential. I present two opposite approaches to this particular problem: human development as choosing preferable potentials and also as striving to actualization of, in some way, every potential, especially these which concern the uniqueness of an individual. In the following parts of the article I locate the problem of human potential in three main discourses regarding: 1) human nature and its origin, 2) the possibility of full experience of individual lifespan 3) the possibility of influence through people on the content and the form of their actualizing potential. To the latter and strictly practical issue I pay most attention. I formulate five thesis regarding this issue. They may, in my opinion, be a starting point to discuss the general problem mentioned above. Therefore, they encourage to think about the mechanism of human development and the future environment of his life.
Celem artykułu jest zwrócenie uwagi na przebaczenie w aspekcie jego nieprzewidywalności (asystemowości) oraz zasygnalizowanie znaczenia tej kategorii dla edukacji i kształcenia nauczycieli. W tekście zostaje także ukazana możliwość praktycznego przeniesienia tej kategorii na grunt funkcjonowania szkoły jako instytucji, zgodnie ze znaczeniem, jakie nadaje przebaczeniu Hannah Arendt.
EN
The aim of the paper is to draw attention to the issue of forgiveness in terms of its unpredictability (non-system) and to emphasize the importance of this category for education and teacher training. The text presents also the possibility of practical application of this category to the school, on the basis of the concept of forgiveness, used by Hannah Arendt.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.