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„Wiem, że nic nie wiem" – horyzonty poznawcze uczniów a kompetencje studentów filologii germańskiej

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Laskowski M.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2015
|
issue 14
77-94
EN
The article discusses the cognitive horizons of pupils and competence of students of German philology. The author focuses on foreign language teaching purposes in the context of the curriculum, specific objectives arising from key competence in specific objectives related standard O-quirements examination, the results of the final exams of German language in 2014 and competences studen-shapes of the first year of German philology. These elements are closely related to the specific knowledge that determines success in the lernprocess. Without knowledge there is no logical action. She is the guarantor of Socrates moral and ethical conduct. Saying, "I know that I know nothing" wanted to point out that the way to get to know the wisdom of man is aware of its smal-money and thereby declared that it is only a lover of wisdom, that is, philosopher and seeker of truth, and he is not aware that he could teach. We close the way for the development, if we think that everything we know best. To properly assess this fact, it should be first-operate nafo certain degree of knowledge. His famous words mean so aware that if you do not know something, it means that I have knowledge of their own ignorance. Socrates came out with the assumption that knowledge is the largest-hush and most valuable virtue and came out with the assumption that if I know - I have knowledge of what is good and what is bad, I can not do wrong. The task of the teacher is to strive for such a state that none of his students did not take literally never say I know that I know nothing.
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