Search results

1

K chápání interkulturního dialogu

100%

Svoboda J.

Filosofický časopis (Philosophical Journal)

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2009

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vol. 57

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issue 5

761-766

EN

The aim of this contribution to the discussion of intercultural dialogue is to point to two diametrically different approaches to the adoption of critical standpoints – between negativism and positive criticism – that is, between the attitude of passivity and the attitude of active courage to do. Because positive criticism – unlike mere negation – enables an opening out of thematic space to new possibilities, it is also capable of transforming the narrowly understood war–peace polarity into reality of a different quality, and, at the same time, to give it a new, so to speak global, meaning. In this way inter-cultural dialogue, not forgetting its reliance on historical contexts and the postulations of its own traditions, achieves its own justification.

2

K Hrubcovu pojetí interkulturního dialogu

100%

Bláha P.

Filosofický časopis (Philosophical Journal)

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2009

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vol. 57

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issue 1

105-109

EN

This contribution attempts to show the problematic character of certain assumptions that lie behind Marek Hrubec’s reflections on intercultural dialogue. The problematicity concerns, above all, the question of what are the conditions of the need of such a dialogue and whether it is an adequate reaction to the rising demands of a globalised world. The serious simplifications which this need gives rise to are pointed out.

3

Interkulturní boj o uznání

63%

Hrubec M.

Filosofický časopis (Philosophical Journal)

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2009

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vol. 57

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issue 2

263-269

EN

This paper is a contribution to the debate on intercultural dialogue, especially among Western, Confucian, and Islamic interpretations, presented in the volume An Intercultural Dialogue on Human Rights: Western, Islamic, and Confucian Perspectives that I edited last year. I stress the issue of mutual recognition among people from varying cultural backgrounds. I reply to Petr Bláha’s polemical analysis of my paper Preconditions of an Intercultural dialogue on Human Rights (which is part of the mentioned volume) and I concentrate on four themes which are the focus of Bláha’s analysis. These are, first, the topic of violence and human aggressivity, second, ahistorical explanation, third, criticism of my four models of cultural, political and other arrangements, and fourth, the macro-regional validity of the acceptance of democracy. I criticize, above all, the way Bláha gives up any attempt to solve the problems connected with violence.

4

„Profesorowie też potrafią bębnić”. Od demokratyzacji doświadczenia muzycznego po dialog międzykulturowy

51%

Chęćka-Gotkowicz A.

Estetyka i Krytyka

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2013

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issue 1(28)

29-41

EN

This article considers Kathleen Marie Higgins’s theory of musical experience. She examines the features of human perception that enable music’s ability to provoke the sense of a democratic, shared, crosscultural experience. Drawing on philosophy, psychology, anthropology, and ethnomusicology, Higgins provides a new understanding of what it means to be musical.

5

Jakiej podmiotowości potrzebuje nowoczesny świat? Wokół Senowskiej refleksji na temat wartości azjatyckich

51%

Augustyniak P.

Prakseologia

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2014

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issue 156

325-335

EN

The article is an attempt to analyze and determine problem assertions contained in A. Sen’s essay Human Rights and Asian Values. The essential thesis of the article is that, in his vision of the universality of the values which constitutes the basis of human rights, Sen is a hostage of a typically Western way of thinking. This should lead to a search for an in-depth dialogue with Eastern spiritual traditions, such as Buddhism, for example.

6

Dialog międzykulturowy w społeczeństwach pluralistycznych

51%

Paleczny T.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2014

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issue 1(27)

107-132

EN

Multiculturalism is the wide social and ideological context for the transcultural and cross cultural relations. The model of intercultural dialogue is an essence of fundamental patterns creating common two direction interactions not only in the symbolic sphere but as well in the field of political and economical bonds among different cultural groups. Intercultural dialogue as the consequence of pluralism in the multicultural societies is not only the form of intercultural communication, it serves also as a structural model of building the citizen democratic society. This model can exist within the appropriate forms of cultural orientations and identities among members multicultural societies. The paper is dealing with the main rules and factors characterizing theoretical model of intercultural dialogue.

7

Polsko-serbski dialog teatralny. Novy Sad 14–17 X 2011

51%

Raszewska M.

Pamiętnik Teatralny

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2012

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vol. 61

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issue 3-4(243-244)

167–172

8

Dialog interkulturowy na lekcji języka angielskiego w kontekście polskim

45%

Sobkowiak P.

Neofilolog

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2012

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issue 38/1

107-128

EN

This article attempts to persuade the reader that in order to prepare our learners for using foreign languages (FL) efficiently in the global, multicultural world, FL pedagogy needs to reconsider its long-established goals of teaching and adopt a more openended, intercultural (IC), processoriented approach. Thus, the objective of language training, apart from the traditional work on the four skills, should be raising awareness of difference and diversity between representatives of various cultures and engaging learners in the process of decentering, acquiring desirable attitudes to otherness, fostering empathy, developing their ability to mediate, promoting tolerance, and benefiting rather than suffering from IC experience. The dialogic approach, which will be discussed in the paper, seems to be tailormade to achieve this. In the empirical part of the article, the author reports the results of qualitative research which involved observations of English lessons in several high schools in Poznań, Poland. The study aimed at answering the questions whether and to what degree a homogeneous FL classroom in Poland is conducive to developing IC sensitivity and competence. The results demonstrate that IC dialogue plays a marginal role and teachers do not engage learners in discussion, analysis or reflection about the interrelationships between language, identity, culture and communication. If culture appears in the classroom, it is taught in a very traditional way, namely it is limited mostly to transferring declarative knowledge about various aspects of foreign culture/s.

9

Theatre and performance as healing forces – saving the Open Society? A case study of The Workcenter of Jerzy Grotowski and Thomas Richards and Subpoetics performative endeavours as ways of enhancing empathy and building intercultural dialogue in the light of critical pedagogy

44%

Mackenzie D.

Kwartalnik Pedagogiczny

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2020

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vol. 65(3 (257))

66-84

EN

In the various versions of democracy’s orientations around the world nowadays, we can discern cracks, but still not a crucial break from the project of (an) open society. The inner reality of this phenomenon can be deciphered and dealt with in many ways. The two case studies (The Workcenter of Jerzy Grotowski and Thomas Richards as well as Subpoetics International) analysed in the article, present theatre as healing and pedagogical forces, which can save the core of Open Society. Generally speaking, this can be achieved by strengthening intercultural dialogue and empathy while applying strict rules of the craft and technique. The two mentioned theatre-performance groups present high-functioning varieties of open society and also focus on the threats and obstacles which may be encountered in contemporary society. Beyond varied activities, the Workcenter and Subpoetics also carry out educational and workshop-based work connecting people from all paths of life and all around the world, creating an international network, which is both healing and creative. In both cases they are groups producing works of very powerful physiology and intensity, which seek the human truth in troubled times.

10

Možnosti a východiska dialogu mezi islámem a Západem

44%

Svoboda J.

Filosofický časopis (Philosophical Journal)

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2010

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vol. 58

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issue 1

87-91

EN

The aim of this article is to point to some problematic aspects of intercultural dialogue between Islam and the West which stem from the general character of the process of globalisation. The right of individual cultures to conceive this general process of modernisation from the point of view of their own cultural perspective brings with it the danger of discrimination in basic normative specifics. For this reason it is necessary to open up potentialities and to seek points of departure for wider inter-normative agreement

11

Ideals and Values: Pivots to Meaningful Intercultural Dialogue

44%

Ogbujah C. N.

Dialogue and Universalism

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2017

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issue 1

67-81

EN

Humankind’s natural disposition for social engagement makes the acquisition of in-terrelationships imperative. Life without ideals and values would utterly be brash and garbled like the cacophony of a “broken record.” This paper highlights the centrality of ideals and values within the spectrum of interactions between peoples, and demonstrates that intercultural dialogue is neither possible nor purposeful without some ideals and values acknowledged by all.

12

Володислав Федорович та Артур Ґротґер. Забуті сторінки однієї приязні

44%

Nabytovych I.

Studia Polsko-Ukraińskie

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2019

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vol. 6

115-134

XX

The article explores the history of the relationship of Volodyslav Fedorovych and Artur Grottger, an almost forgotten page of Ukrainian-Polish intercultural dialogue of the last quarter of the nineteen century. Their friendship undoubtedly had an influence on both of their lives, and it remains an important demonstration of Ukrainian-Polish intercultural and interpersonal dialogue on the border of the two cultures of the two nations. The first of the two aforementioned men was a famous Ukrainian philanthropist, the third head of Prosvita society, a member of the Polish circle in the lower house of the Viennese Parliament. Artur Grottger died at the age of thirty; however, he became a symbol of Polish Romanticism and a champion of the Polish rebellion in January 1863. Volodyslav Fedorovych spent two years in the capital of the Habsburg Monarchy, studying in a privileged educational institution for children of noble families – Collegium Theresianum. At the same time, Volodyslav attended lectures at the University of Vienna. Vienna, one of the cultural capitals of Europe, awakened his interest in paintings and art in general. In Vienna, he met the famous Polish painter Artur Grottger, who was to introduce him later to the Ukrainian painter Kornylo Ustyanovych. Later on, Ustyanovych will become a cult figure in Galicia. The article recounts a story of his cousin Alexandra. Volodyslav was in love with her. She died very young, but Grottger managed to draw a portrait of her.

13

Worldviews and Intercultural Philosophy

44%

Evanoff R.

Dialogue and Universalism

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2016

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issue 4

119-132

EN

Having a better understanding of what worldviews are and how they function may be able to contribute to the resolution of conflicts which arise when people from differ-ent cultures holding different worldviews interact with each other. This paper begins by examining the nature of worldviews and how they might be approached from the perspective of intercultural philosophy. The paper then turns to meta-philosophical questions regarding the disciplinary boundaries, goals, and methods of intercultural philosophy with respect to worldviews. Attention is given to the possibility of adopting a constructivist, dialectical approach to cross-cultural dialogue on worldviews.

14

Intercultural Dialogue as a way out of the present crisis.

44%

Ferrarotti F.

Academicus. International Scientific Journal

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2023

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vol. 14

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issue 28

9-28

EN

We live in a technical age. That is to say, modern societies have adopted technological innovation as a guide-principle. But technique is a perfection without an aim. It can only control its internal operations. It is the eternal return of the identical. Hence, a general feeling of social disorientation and anxiety. Moreover, in a nuclear age such as ours, there is no guarantee of survival for mankind. From a diachronic historical process, we are in a synchronic one. All cultures are to be considered at the same level. The only way out is dialogue, intercultural relations, based on a concept of «cultural co-tradition».

15

Leopold, Husserl, Darwin and the Possibility of Intercultural Dialogue

38%

Brown C.

Dialogue and Universalism

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2023

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issue 2

273-288

EN

Baird Callicott et al. have argued that Aldo Leopold developed a descriptive technique that has something in common with phenomenology and that it would not be farfetched to explore A Sand County Almanac as a kind of Heideggerian clearing in which usually unnoticed beings come to light. They further suggest that Leopold describes animal others as fellow subjects who co-constitute the world and that through his method of observation, description, and reflection Leopold reveals a “multi-perspective experience of a common environment” that discloses an inter-species intersubjectivity comparable to Husserl’s more formal descriptions of intersubjectivity. I shall argue that the similarities between Husserl and Leopold are stronger and deeper than Callicott et al. suggest. Husserl’s method is designed to expose what has been hidden by “ideological positivism,” while Leopold’s method is designed to reveal what has been concealed by what he labels “conventional physics. Both agree that what we might today call a “scientistic worldview” denies, devalues, and dismisses subjectivity, meaning, and value from rational discourse. In Husserl’s view this leads to cultural crisis and barbarism, while in Leopold’s view it leads to ecological catastrophe. For Husserl the only alternative is a cultural renewal rooted in a rethinking of the dominant scientistic worldview while for Leopold the alternative lies in the construction of a new ethical system. These two alternatives are deeply compatible. Finally, I will discuss the ways in which Husserl’s understanding of the intentionality of our subjective experiences and Leopold’s integration of the evolutionary and ecological kinship of humans and non-humans with the social sciences have important implications for the possibility of intercultural understanding and dialogue and thereby allow us to overcome the thesis of incommensurability that denies the possibility of meaningful intercultural understanding and dialogue.

16

Potrzeby, możliwości i konteksty wprowadzenia do nauczania języka polskiego jako obcego treści związanych z prawami człowieka

38%

Pałucka-Czerniak I.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

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2021

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vol. 28

353-363

EN

The article discusses the introduction of subjects related to human rights to the language training cycle of foreigners studying Polish as a foreign language. The presented reflections are based on the results of projects implemented at the University of Zielona Góra in the period of 2017-2020. The recipients of these activities are mainly adult foreigners who, with great enthusiasm and mutual benefit, accept the extension of teaching content to include human rights issues. Talking on these topics is always associated with revealing the ideology and social philosophy adopted by the listeners (consciously or not). It activates listeners and allows for seamlessly transition from teaching vocabulary and grammar structures to relatively natural communication. It seems beneficial to expand the thematic vocabulary and communication roles by those forms that would teach the communication behaviours needed by foreigners in various situations in which their rights may be violated. The introduction of elements of human rights knowledge to teaching Polish language can create a broad and functional basis for intercultural dialogue, which has a great impact on learning motivation, shapes attitudes of activity and openness, and enriches interaction.

PL

Artykuł omawia wprowadzenie tematyki związanej z prawami człowieka do cyklu kształcenia językowego cudzoziemców na zajęciach języka polskiego jako obcego. Prezentowane refleksje bazują na wynikach projektów realizowanych na Uniwersytecie Zielonogórskim w latach 2017–2020. Odbiorcami tych działań są głównie dorośli cudzoziemcy, którzy z dużym entuzjazmem i obopólną korzyścią przyjmują poszerzenie treści nauczania o zagadnienia z praw człowieka. Rozmowa na te tematy zawsze wiąże się z ujawnianiem przyjętej przez słuchaczy (świadomie lub nie) ideologii, filozofii społecznej. Aktywizuje słuchaczy i pozwala płynnie przejść od nauczania słownictwa i struktur gramatycznych do względnie naturalnej komunikacji. Wydaje się korzystne poszerzenie słownictwa tematycznego i ról komunikacyjnych o te formy, które uczyłyby zachowań komunikacyjnych potrzebnych cudzoziemcom w rozmaitych sytuacjach, w których może dochodzić do łamania ich praw. Wprowadzenie elementów wiedzy z zakresu praw człowieka do nauczania języka polskiego może stwarzać szeroką i funkcjonalną podstawę do dialogu międzykulturowego, który ma duży wpływ na motywację do nauki, kształtuje postawę aktywności i otwartości, a także wzbogaca interakcję.

17

„Okręt ludzi szczęśliwych…” – czyli o pielgrzymowaniu i migracji w relacji podróżnej Hanny Mortkowicz

38%

Niesporek-Szamburska B.

Postscriptum Polonistyczne

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2019

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issue 2 (24)

85-105

EN

The paper presents Hanna Mortkowicz’s account of her trip to Palestine enti-tled W Palestynie. Obrazy i zagadnienia [In Palestine. Images and Issues] (1936) as a text read after many years, which can be inscribed, in dialogue with contemporary reportage (e.g. by Paweł Smoleński), in the intercultural dialogue currently in progress. The study shows how Mortkowicz opens the reader to the problem of migration. The writer does this by focusing her accounts on a group of Jews fleeing from Nazism – eternal wanderers, coming to Palestine in search of a new homeland. Text analysis shows how, thanks to Mortkowicz’s use of numer-ous narrative strategies and description techniques, such as: focalisation, per-sonal narrative, and accumulation of space or time, she introduced her readers to the experience of newly¬ arrived refugees, people who are on the border be-tween social existence and non¬ existence. In fact, a study of the text makes it possible to find that this forgotten title can provide reading matter to be used in the context of contemporary intercultural education.

18

Film w dialogu kultur. Społeczny wymiar kina międzykulturowego

38%

Konieczna E.

Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura

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2019

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issue 4

36-46

EN

The subject of the article is the role of films in intercultural dialogue. Filmmakers follow the causes of intra-cultural tensions, talk about the impossibility of assimilation, nostalgia for their country, or family relations. Contemporary cinema takes part in the dialogue of cultures, critically analyses complex intercultural relations and provides an important voice in the discussion of values resulting from diversity. By talking about intercultural relations, filmmakers contribute to strengthening the dialogue of cultures. Dialogue with other cultures also requires educational measures, and one of the educational tools to respect cultural diversity is film.

PL

Przedmiotem rozważań zwartych w artykule jest rola filmów w dialogu międzykulturowym. Filmowcy śledzą przyczyny napięć wewnątrzkulturowych, opowiadają o niemożności asymilacji, nostalgii za krajem ojczystym czy relacjach rodzinnych. Współczesne kino bierze udział w dialogu kultur, krytycznie analizuje skomplikowane relacje międzykulturowe i stanowi ważny głos w dyskusji o wartościach wynikających z różnorodności. Opowiadając o relacjach międzykulturowych, filmowcy wnoszą wkład w umacnianie dialogu kultur. Dialog z innymi kulturami wymaga także podjęcia działań edukacyjnych, a jednym z narzędzi edukacji do poszanowania kulturowej różnorodności może być film.

19

The Impact of Natural Disasters on Intercultural Dialogue and its Reflection in Dave Egger’s Zeitoun

38%

Fakhrudinova E., Konovalova Z.

Dialogue and Universalism

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2023

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issue 2

169-183

EN

The paper addresses the issue of intercultural dialogue and its importance for ecological humanism and how this problem is reflected in American literary nonfiction at the beginning of the 21st century (as exemplified by nonfiction novel Zeitoun by Dave Eggers). The authors of the article come to the conclusion that the successful resolution of modern socio-ecological crises requires practical humanism and the actualization of the principles of ecological philosophy. The most important component of the dialogue among cultures at all levels is the moral component, since it is mutual recognition and respect for norms, customs, traditions, ideals, eternal moral values that are the basis for the mutual enrichment of cultures, as well as the socio-political, environmental and economic stability of society as a whole. The book Zeitoun by Eggers demonstrates the importance of intercultural dialogue especially in situations in which entire nations face global ecological disaster.

20

Hate speech and identity politics. An intercultural communication perspective

38%

Wasilewski K.

Przegląd Europejski

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2019

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vol. 2019(3)

175-187

EN

Mowa nienawiści i polityka tożsamości. Perspektywa komunikowania między kulturowego Mowa nienawiści na stałe wpisała się we współczesny dyskurs polityczny. Co więcej, doprowadziła do zmiany samej struktury komunikowania. Dzięki mediom społecznościowym, mowa nienawiści przedostała się do sfery publicznej, gdzie łączy użytkowników za pośrednictwem różnego rodzaju akcji społecznościowych, co z kolei pozwala jej na konstruowanie i dekonstruowanie tożsamości. W konsekwencji, mowa nienawiści podważa same fundamenty społeczeństwa wielokulturowego. Tymczasem, powodzenie takiego społeczeństwa zależy od jego zdolności do zaangażowania po-szczególnych jednostek do dialogu międzykulturowego. Z kolei mowa nienawiści wyrzuca poza nawias społeczeństwa wszystkie głosy sprzeciwu, pogłębiając tym samym polityczną polaryzację. Artykuł przedstawia zatem innowacyjną i szeroką analizę mowy nienawiści z perspektywy komunikowania międzykulturowego. Posiłkując się dostępnymi badaniami i literaturą przedmiotu, Autor stawia tezę, iż mowa nienawiści, jako komunikacyjny fenomen, nie tylko zakłóca dialog międzykulturowy, ale także prowadzi do dezintegracji społeczeństwa wielokulturowego.

Refine search results

K chápání interkulturního dialogu

K Hrubcovu pojetí interkulturního dialogu

Interkulturní boj o uznání

„Profesorowie też potrafią bębnić”. Od demokratyzacji doświadczenia muzycznego po dialog międzykulturowy

Jakiej podmiotowości potrzebuje nowoczesny świat? Wokół Senowskiej refleksji na temat wartości azjatyckich

Dialog międzykulturowy w społeczeństwach pluralistycznych

Polsko-serbski dialog teatralny. Novy Sad 14–17 X 2011

Dialog interkulturowy na lekcji języka angielskiego w kontekście polskim

Theatre and performance as healing forces – saving the Open Society? A case study of The Workcenter of Jerzy Grotowski and Thomas Richards and Subpoetics performative endeavours as ways of enhancing empathy and building intercultural dialogue in the light of critical pedagogy

Možnosti a východiska dialogu mezi islámem a Západem

Ideals and Values: Pivots to Meaningful Intercultural Dialogue

Володислав Федорович та Артур Ґротґер. Забуті сторінки однієї приязні

Worldviews and Intercultural Philosophy

Intercultural Dialogue as a way out of the present crisis.

Leopold, Husserl, Darwin and the Possibility of Intercultural Dialogue

Potrzeby, możliwości i konteksty wprowadzenia do nauczania języka polskiego jako obcego treści związanych z prawami człowieka

„Okręt ludzi szczęśliwych…” – czyli o pielgrzymowaniu i migracji w relacji podróżnej Hanny Mortkowicz

Film w dialogu kultur. Społeczny wymiar kina międzykulturowego

The Impact of Natural Disasters on Intercultural Dialogue and its Reflection in Dave Egger’s Zeitoun

Hate speech and identity politics. An intercultural communication perspective