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1

Język, logika a rozumowanie – teoria reguł czy modele umysłowe?

100%

Białek M., Szkoła Wyższa Psychologii Społecznej w Warszawie

Acta Universitatis Lodziensis. Folia Psychologica

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2008

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vol. 12

EN

In present research there was shown the issue of connection between reasoning and logical competence. The point of view of rules theory and mental models theory concerning discussed range of problems was presented and subsequently the prediction of rules theory was verified. The results of the survey conducted on 70 people: 37 students of philosophy and 33 students of other courses at University of Lodz let us reject rules theory as a predictive to the proceedings of reasoning process and induce to accept an alternative theory explaining the proceedings of the discussed process. The adduced research proved that the level of logical competence does not differentiate the surveyed with respect to the level of reasoning’s correctness and it does not influence the constancy of selection of the reasoning’s patterns.

2

Leadership and mental models. Study of school principals’ awareness

100%

Mazurkiewicz G.

Zarządzanie Publiczne

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2012

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issue 4(20)

27–48

EN

The main purpose of the proposed paper is to analyze paradigms (theoretical frames) of leadership owned and used by school principals. The analysis is based on the results of the research conducted for the purpose of defining and describing the school principals’ way of thinking about leadership for education. For the purpose of building framework for research it was assumed that four leadership paradigms might be defined. Leadership might be understood through classic paradigm of leadership (domination of the significant person or elite group); or transactional paradigm (influence and negotiations); or visionary paradigm (called sometimes charismatic where the most import ant is clear vision); or organic paradigm (existing in multicultural and diverse world where leadership is flexible and leaders change dependently on a situation) Three methods have been used: interview with 99 principals of schools (of different type), observation in the same number of schools and analyses of the blogs (written on-line by school principals). It is common to ignore the mental models (or paradigms) used by people what brings certain outcomes for every initiative. It is necessary for policy making, change projects or developmental initiatives to recognize and take under consideration the diversity of possible perspectives (mental models) owned by those who are working in the concerned area, in this case head teachers. Civilization changes influence context and demands towards schools. Those challenges impact the modernization of schools. One of the common expectation towards management are more open - participative mode of the decision making process and the involvement of employees in sharing responsibilities. Unfortunately different initiatives towards inclusion of employees into management and leadership processes bring rather disappointing results because they ignore ideologies and assumptions of people who decide about school functioning. Analysis of the results of the research should improve the understanding of the school reality by showing strategies and decisions adequate to the state of “educational consciousness”.

3

Where are Sunspots? The Practical Method of Galileo as an example of Mental Model

89%

Sierotowicz T.

Zagadnienia Filozoficzne w Nauce

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2019

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issue 66

129-141

EN

After the publication of Sidereus Nuncius, in the controversy with Ch. Scheiner, Galileo developed several arguments on behalf of the hypothesis that sunspots are contiguous to the surface of the Sun, and presented them in his Istoria e dimostrazioni intorno alle macchie solari e loro accidenti (Rome 1613). One of them, named by Galileo a Practical Method, advocates very clearly the correctness of the hypothesis. In the paper the method in question is briefly described. It is argued that the Practical Method is not a thought experiment, but rather a mental model proposed precisely in order to solve the problem of sunspots’ location.

4

Evolved Mechanisms Versus Underlying Conditional Relations

88%

Astorga M. L.

Studies in Logic, Grammar and Rhetoric

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2015

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vol. 40

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issue 1

241-253

EN

The social contracts theory claims that, in social exchange circumstances, human reasoning is not necessarily led by logic, but by certain evolved mental mechanisms that are useful for catching offenders. An emblematic experiment carried out with the intention to prove this thesis is the first experiment described by Fiddick, Cosmides, and Tooby in their paper of 2000. Lopez Astorga has questioned that experiment claiming that its results depend on an underlying conditional logical form not taken into account by Fiddick, Cosmides, and Tooby. In this paper, I propose an explanation alternative to that of Lopez Astorga, which does not depend on logical forms and is based on the mental models theory. Thus, I conclude that this other alternative explanation is one more proof that the experiment in question does not demonstrate the fundamental thesis of the social contracts theory.

5

The Problems of the Mental Logic with the Double Negation: The Necessity of a Semantic Approach

88%

López-Astorga M.

Studies in Logic, Grammar and Rhetoric

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2016

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vol. 46

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issue 1

143-153

EN

The double negation has always been considered by the logical systems from ancient times to the present. In fact, that is an issue that the current syntactic theories studying human reasoning, for example, the mental logic theory, address today. However, in this paper, I claim that, in the case of some languages such as Spanish, the double negation causes problems for the cognitive theories mainly based on formal schemata and supporting the idea of a universal syntax of thought in the human mind. Thus, I propose that, given those problems, semantic frameworks such as that of the mental models theory seem to be more appropriate for explaining the human inferential activity.

6

Wpływ dziedzictwa kulturowego na normy społeczne wobec edukacji na obszarze dawnej Galicji

63%

Smak M.

Studia Socjologiczne

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2018

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issue 4(231)

24-47

PL

Artykuł przedstawia odpowiedź na pytanie, czy współczesne zróżnicowanie postaw wobec edukacji odzwierciedla podziały zaborowe. Odwołując się do teorii długiego trwania instytucji Douglasa Northa, teorii zmian w systemach edukacyjnych Margaret Archer oraz teorii postaw Alberto Simpsera, przedstawione są argumenty łączące dzisiejsze postawy wobec edukacji ze sposobem wprowadzania instytucji nowoczesnego państwa w XIX wieku. W artykule przeanalizowano obecne postawy wobec edukacji na obszarze dawnej Galicji, porównano je z wynikami z Prus i zaboru rosyjskiego. Na podstawie badań oraz dostępnej literatury można stwierdzić wpływ wzoru wdrażania elementów państwowości na modele mentalne mieszkańców społeczności lokalnej. Przeanalizowano sposób budowania instytucji, oparty na poszanowaniu społeczności lokalnej, angażujący nauczycieli w działalność społeczną, który przekłada się na satysfakcję z działania instytucji, a także katalizuje zaufanie między mieszkańcami danego regionu. Analiza opiera się na badaniach ilościowych i jakościowych przeprowadzonych w trzech miastach znajdujących się na terenach dawnych zaborów oraz na reprezentatywnym badaniu rodziców uczniów.

EN

The provides presents the answer to the question whether contemporary diversity of attitudes towards education reﬂects divisions from XIX century. Referring to North’s theory of the long duration of institution, Archer’s theory of changes in the educational systems of and Simpser’s theory of attitudes, it is agrned that today’s attitudes towards education and the pattern of introducing institutions of modern state in the nineteenth century are linked. The article analyses current attitudes towards education in former Galicia, comparing them with those in the area of former Prussia and Russia. The model of implementation of state elements is found to have impact on the mental models of inhabitants of the local community. The patterns of institutions building, based on respect for the local community, engaging teachers in social activities that generates satisfaction with the functioning of institutions as well as trust between the inhabitants of the region, are analyzed. The analysis is based on quantitative and qualitative research.

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2 Studies in Logic, Grammar and Rhetoric

1 Acta Universitatis Lodziensis. Folia Psychologica

1 Studia Socjologiczne

1 Zagadnienia Filozoficzne w Nauce

1 Zarządzanie Publiczne

1 Astorga M. L.

1 Białek M.

1 López-Astorga M.

1 Mazurkiewicz G.

1 Sierotowicz T.

1 Smak M.

1 Szkoła Wyższa Psychologii Społecznej w Warszawie

1 2019

1 2018

1 2016

1 2015