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Helmuth Plessner: Philosophical Anthropology as Social Critique

100%
Czerniak S.
Dialogue and Universalism
|
2018
|
issue 4
9-28
EN
The author goes out from Helmuth Plessner’s book Die Grenzen der Gemeinschaft to show how the basic categories of Plessner’s philosophical anthropology, especially the eccentric position conception, apply to his critique of community-oriented societies like communism and fascism. Plessner saw the alternative to a community-based society in a model where social bonds took place by association, and in which the anthropological a priori enjoyed the optimum conditions for self-expression(in such dimensions of the public sphere as ceremony, prestige, diplomacy and tact).This social model also allows the full establishment of social roles in the anthropological sense, something that is annihilated by community-type societies. The author also addresses the different ways in which the “social role” category is interpreted by Plessner (the anthropological approach) and Ralf Dahrendorf (a functionalistic approach drawing on Marxism and the concept of alienation, which Plessner felt unfamiliar with), and concludes with a few concrete and methodologically grounded objections to Plessner’s theory.
2
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Muzikoterapia hudba ako rapeuticky prostriedok

80%
Akimjak A.
Student niepełnosprawny. Szkice i rozprawy
|
2019
|
issue 19(12)
197-209
EN
Music teaching is a compulsory subject in the curriculum of a basic artschool. For most pupils, however, this subject is not attractive. It is up to the teacher toraise the interest in pupils by appropriate didactic procedures and to point out the necessityof musical learning to develop musical abilities of the pupils.
PL
Výchovno-vzdelávací proces prešiel v 20. storočí zásadnými zmenami a vývojom. Už pri letmom pohľade na množstvo alternatív didaktických postu-pov a vyučovacích metód vidíme, že žiaden akokoľvek prepracovaný a dokonalý systém nie je univerzálny a jedine správny. Hudba a predmet hudobná náuka je pre žiaka v mladšom školskom veku predovšetkým hrou, v ktorej môže uplatňovať svoj poznávací a objaviteľský inštinkt. Vyjadruje ňou svoje pocity, zážitky, svoj vnútorný svet a spätne hudba obohacuje jeho osobnosť. Pomáha mu vytvárať životnú energiu a pocit radosti. Hudobné hry sú preto veľmi odporúčanou činnosťou. Môžeme ich realizovať v akejkoľvek etape vy-učovacej hodiny i v rámci všetkých hudobných činností.
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