Search results

1

Program badawczy Luca Paciolego

100%

Niemczyk L.

Gospodarka Narodowa. The Polish Journal of Economics

|

2010

|

vol. 242

|

issue 9

83-96

EN

The paper examines an alternative approach to the theory of economics based on a work by medieval mathematician Luca Pacioli, Summa de arithmetica, geometria, proportioni et proportionalita, published in Venice in 1494. Luca Pacioli was an Italian mathematician and Franciscan friar, collaborator with Leonardo da Vinci, and seminal contributor to the field now known as accounting, for which he is often regarded as the “father of accounting.” While discussing Pacioli’s research, Niemczyk sets out to show that philosopher Kazimierz Ajdukiewicz’s key theorem that “the construction of every science ispermeated by a collection of axioms that accumulate subject knowledge” also applies to economics. The paper outlines the complex historical circumstances surrounding the publication of Summa de arithmetica-circumstances that strongly influenced the final shape of Pacioli’s work, Niemczyk says. The author describes the essence of Pacioli’s research program and examines its link with theories governing finance and banking, insurance and managerial accounting. The paper follows a methodology of scientific research programs proposed by Hungarian-born mathematician and philosopher Imre Lakatos (1922-1974), who argued that a theory may actually be a succession of slightly different theories and experimental techniques developed over time, that share some common idea, or “hard core.” Lakatos called such changing collections “research programs” and argued that scientists involved in such programs attempt to shield the theoretical core from falsification attempts behind a protective belt of “auxiliary hypotheses.” Historically, one prominent example of a research program in economic sciences was that undertaken by Adam Smith in his 1776 work entitled An Inquiry into the Nature and Causes of the Wealth of Nations, Niemczyk says. The beginnings of Luca Pacioli’s research program date back to the publication of Summa de arithmetica. Today, after five centuries of consistent development, Niemczyk says, Pacioli’s program covers several scientific disciplines and specialties, including economics, accounting, finance, banking and insurance. Pacioli’s economic language features the kind of precision that is normally found in physics, and the axiomatic foundations of his research program make it possible for today’s economists to express themselves using logical formulas and mathematical equations, Niemczyk concludes.

2

O potrzebie opisu i kształtowania świadomości językowej współczesnych Polaków

72%

Miodunka W. T.

Język Polski

|

2017

|

vol. 97

|

issue 3

5-18

PL

Artykuł rozpoczyna się od przeglądu polskich prac na temat świadomości językowej. Wśród nich wyróżniają się dwie monografie historyczne, które odnoszą się do świadomości całego społeczeństwa polskiego – od X do XV wieku (K. Maćkowiak 2011) oraz w okresie 1918–1939 (M. Sagan-Bielawa 2014). Autorzy innych prac analizują świadomość polskich grup społecznych, żyjących współcześnie. W części drugiej autor przedstawił definicje świadomości językowej K. Maćkowiaka i M. Sagan-Bielawy oraz cechy świadomości językowej według P. Scherfera (1983), a także definicję postaw wobec języka A. Markowskiego (1999). Mimo że wielu autorów proponowało wcześniej prowadzenie badań świadomości językowej Polaków, nie powstał żaden program takich badań. Dlatego autor proponuje siedmiopunktowy program badań świadomości językowej współczesnych Polaków, także tych mieszkających poza Polską. Artykuł kończy część poświęcona kształtowaniu świadomości językowej w przyszłości. Autor omawia tu prace analizujące fakt, że ok. 70% polskich migrantów europejskich nie przekazuje języka polskiego swoim dzieciom, uważając go za niepotrzebny.

EN

The article opens with a review of Polish research devoted to language awareness. Two monographs adopting a historic perspective seem particularly important, one characterising language awareness in the Polish society from the 10th to the 15th century (K. Maćkowiak 2011) and the other in the years 1918–1939 (M. Sagan-Bielawa 2014). The remaining body of reviewed research investigates language awareness among various Polish groups living contemporarily. This part is followed by a discussion of the definitions of language awareness proposed by K. Maćkowiak and M. Sagan-Bielawa, the features of language awareness by P. Scherfer, as well as attitudes towards language by A. Markowski. Despite numerous earlier suggestions of the necessity to conduct research on language awareness among Polish people, no program of such research has to date been proposed. In the present article, W. Miodunka puts forward a seven-point program to guide further research into language awareness among Polish people, including those who live abroad. The article concludes with reflections on how to shape language awareness in the future. Here, the author takes into account research demonstrating that about 70% of Polish emigrants in Europe do not transmit Polish to their children, deeming it unnecessary. Those parents should be educated on the benefits resulting from bilingualism and on the many advantages offered to multilinguals in Europe.

3

Filozofia nauki a historia nauki

72%

WOLEŃSKI J.

Prace Komisji Historii Nauki PAU

|

2014

|

vol. 13

99-115

PL

Artykuł analizuje relacje pomiędzy filozofią nauki i historią nauki. Rozważane są dwa podejścia do filozofii nauki, jedno reprezentowane przez formalną metodologię nauk i drugie – przez historycznie zorientowaną teorię nauki. O ile pierwsza koncepcja traktuje historię nauki jako niezbyt istotną dla filozofi i nauki, orientacja druga uważa, że pierwsza jest kluczem do drugiej. Najlepiej wyraża to znane powiedzenie Imre Lakatosa: „Filozofia nauki bez historii nauki jest pusta, historia nauki bez filozofii nauki jest ślepa”. Artykuł bliżej rozważa koncepcje Thomasa S. Kuhna i Imre Lakatosa jako sztandarowe wersje historycznej metodologii nauki. Autor argumentuje, że są to raczej historiozoficzne wizje nauki niż historie nauki.

EN

The paper focuses on relations between philosophy of science and history of science. Two models of science are considered. The fi rst is provided by formal methodology (philosophy) of science. It assumes that (1) there exists an eff ective criterion of demarcation between science and non -science (in particular, pseudo -science); (2) science manifests itself in the same manner in all historical epochs; (3) science as a result (in particular, a system of propositions), not science as an activity, is the primary subject of philosophical investigations; (4) philosophy of science concentrates mostly on the context of justifi cation, not the context of discovery. Consequently, formal logic provides analytic devices for philosophy of science and history has a secondary importance. The second approach, the historical philosophy of science (or historicisms in the philosophy of science), denies the assumptions (1)–(4). Hence, the history of science is of the utmost importance for the philosophy of science. More specifi cally, history of science provides empirical data for the philosophy of science. As Imre Lakatos once said (it is a paraphrase of Kant) “Philosophy of science without history of science is empty, history of science without philosophy of science is blind”. According to Lakatos, a rational reconstruction of the history of science constitutes the main task of the philosophy of science. The adjective “rational” indicates here that this reconstruction must be guided by principles elaborated by philosophical refl ection. Lakatos’s own proposal in this respect is captured by his famous idea of research programs as units organizing concrete scientifi c investigations and their development. The methodology of research programs is Lakatos’s answer to Kuhn’s philosophy of science as based on the concept of the paradigm of scientifi c activity accepted by scientists in a particular period. Lakatos objected that the acceptance of paradigms is, according to Kuhn, too irrational. In fact Lakatos wanted to combine Popper’s idea of the logic of scientific discover and Kuhn’s historicism. There are several objections to historicism. Disregarding one of the standard critical observations, namely that concerning the ambiguity of the terms “research program” and “paradigm”, one can observe that the concepts of the external history of science and the internal history of science are unclear in philosophical theories of science off ered by Kuhn and Lakatos. Similar remarks apply to Paul Feyerabend’s rule “Everything goes” as admitt ing any methodology of scientific investigations. Since the representatives of historicism are almost exclusively interested in the internal history of science, they overlook the external history of science and blame it as naïve and consisting of popular stories concerning accidental circumstances related to great discoveries (Newton’s apple or killing of Archimedes). The author argues that this att itude is unjustifi ed. Clearly, any elaboration of the actual history is selective and thereby must appeal to some criteria of selection. On the other hand, too excessive use of philosophy in historical reconstruction converts history of science into historiosophy (speculative history) of science.

4

Master’s Training as a Part of Young Researcher’S Professional Development: British and Ukrainian Experience

58%

Bidyuk N.

Comparative Professional Pedagogy

|

2014

|

vol. 4

|

issue 3

19-25

EN

The problem of the professional development of young researchers in terms of Master’s training has been analyzed. The analysis of the literature references, documental and other sources gave grounds to state that the basic principle of Master’s professional training is a research-oriented paradigm. The necessity of using the innovative ideas of foreign experience for improving the quality of Master's education due to European approaches has been proved. It has been stressed that the main task of Master’s programs is the preparation of young researchers for the next stage of their career both in research activities and success achievement in various fields of employment, assistance and creation of opportunities as well as optimal conditions for their contribution to the research of a particular scientific field or discipline. An important source for defining strategic priorities of solving the problems of Master’s professional training is studying and analyzing theoretical and practical experience of leading countries (USA, Australia and UK). The features of Masters’ research training in the British experience and the ways of supporting and developing the research activities and fostering Master's professional development in UK and Ukraine have been studied. It has been considered that Master’s training should be realized on the basis of such theories as social, human, intellectual and cultural capital, career orientation, constructive and cognitive concepts, continuing education and adult education, learner-centered education, comparative studies.

Refine search results

1 Comparative Professional Pedagogy

1 Gospodarka Narodowa. The Polish Journal of Economics

1 Język Polski

1 Prace Komisji Historii Nauki PAU

1 Bidyuk N.

1 Miodunka W. T.

1 Niemczyk L.

1 WOLEŃSKI J.

1 2017

2 2014

1 2010

Program badawczy Luca Paciolego

O potrzebie opisu i kształtowania świadomości językowej współczesnych Polaków

Filozofia nauki a historia nauki

Master’s Training as a Part of Young Researcher’S Professional Development: British and Ukrainian Experience