Search results - CEJSH

1

Epizody wspólnego zaangażowania biograficznego jako źródło mądrości życiowej

100%

Kuryś-Szyncel K.

Studia Edukacyjne

|

2019

|

issue 55

109-124

EN

The aim of the article is to introduce the author’s category of joint biographical involvement episodes (EWZB) into the space of educational discourse, especially in relation to adult education (including academic teacher training). The proposed EWZB category derives from the work of Rudolf Schaffer on episodes of joint engagement and is enriched with knowledge on biographical learning. The author notes that one of the volitional goals of adult learning is the desire to acquire wisdom, understood as an aspect of personality development in adulthood, and the basis for building it is learning based on the co-experience of both one’s own and Others’ biographies.

2

Do individual wisdom concepts depend on value?

93%

Kałużna-Wielobób A.

Polish Psychological Bulletin

|

2014

|

vol. 45

|

issue 2

112-127

EN

Psychological wisdom concepts were reviewed. 304 people aged 18-85 were tested with use of a questionnaire aimed at learning individual (popular) wisdom concepts. Popular wisdom concepts take into account broad declarative and procedural knowledge, life experience of a person and the features of his/her character. Explicitly, under a half of respondents take the following wisdom criteria into account (also acknowledged by the psychological concepts): balancing own profits with concern for others and relation to existential problems, such as sense and direction of life. The respondents lack the consciousness that wisdom is associated with: acting for common (global) good, deep and conscious reflection of value system (consciousness of subjective value system relativity, reflecting on the issue of objective values), the consciousness of limited nature of knowledge and logical thinking and developing relativistic and dialectic thinking. 5 clusters were differentiated, representing popular wisdom concept types. In order to verify the hypothesis about the connection between popular wisdom concepts and the value system of the research participants, value questionnaires were used: Scheler’s (SWS) and Schwarz’s Portrait Value Questionnaire (PVQ). The hypothesis was confirmed. Popular wisdom concepts (what people consider to be wisdom) are connected with values appreciated by them.

3

Weisheit Gottes nach Thomas von Aquin

93%

Paszyński J.

Forum Philosophicum

|

2008

|

vol. 13

|

issue 2

253-265

DE

Thomas von Aquin geht davon aus, dass Gott die erste und einzige Ursache der Wirklichkeit ist, und somit alle Vollkommenheiten der geschaffenen Seienden in Gott auf eminente und vollkommene Weise zu finden sind. Deswegen ist die Weisheit aufgrund der Analogie als Eigenschaft Gottes zu verstehen, und zwar als Wesenseigenschaft. Diese Weisheit besteht in der Erkenntnis, mit der Gott sich selbst erkennt. Die Weisheit bezieht sich auch auf die zweite Person der Trinität, die als das gezeugte Wort die Weisheit des Vaters ist. Betreffs des Schöpfungswerkes ist Gott als Schöpfer nicht nur causa efficiens der Seienden, sondern auch causa exemplaris und causa finalis. Mit der causa exemplaris ist die Weisheit Gottes gemeint.

4

Uniwersytet w czasach marnych

93%

Gadacz T.

Kwartalnik Pedagogiczny

|

2016

|

vol. 61(3 (241))

35-47

PL

In the article I show the link between the crisis of the contemporary university and the crisis of the European humanity. It is expressed by an imbalance between the material and the spiritual dimensions of life and the domination of the hedonic, utilitarian and vital value above the aesthetic, moral and intellectual values. However, in science it is expressed in the shaping for the 19th century domination of science over the humanities. Its effect is to displace the theory in Greek meaning, understood as the admiration for the truth, goodness and beauty, by the theory understood as a useful scientific hypothesis. Crowding out of education, understood as the acquisition of human competency, through the education understood as equipping entities of the work in practical competence. In the article I put a postulate that the university should again become a space of free thought, independent of the pressures of politics and the economy. It should free itself from the bureaucratic yoke and regain the confidence to be able to give a full, universal education.

5

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

93%

Leś T.

Kwartalnik Pedagogiczny

|

2018

|

vol. 63(1 (247))

48-68

PL

Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.

6

Uniwersytet w czasach marnych

93%

Gadacz T.

Kwartalnik Pedagogiczny

|

2016

|

issue 3(241)

35-47

EN

In the article I show the link between the crisis of the contemporary university and the crisis of the European humanity. It is expressed by an imbalance between the material and the spiritual dimensions of life and the domination of the hedonic, utilitarian and vital value above the aesthetic, moral and intellectual values. However, in science it is expressed in the shaping for the 19th century domination of science over the humanities. Its effect is to displace the theory in Greek meaning, understood as the admiration for the truth, goodness and beauty, by the theory understood as a useful scientific hypothesis. Crowding out of education, understood as the acquisition of human competency, through the education understood as equipping entities of the work in practical competence. In the article I put a postulate that the university should again become a space of free thought, independent of the pressures of politics and the economy. It should free itself from the bureaucratic yoke and regain the confidence to be able to give a full, universal education.

7

Deep Magic and Modern Magic

93%

Ghivirigă T.

Linguaculture

|

2014

|

vol. 2014

|

issue 2

79-85

EN

The paper discusses C. S. Lewis’ position on, and criticism of, magic vs. wisdom and the type of “fast” magic that the (post-)modern world has fallen prey to and ends by returning to the alternative that Lewis-and other writers such as his friend and contemporary J. R. R. Tolkien and more recent ones such as Tery Pratchett-suggest as a more propitious alternative.

8

Wise functioning and coping strategies in adolescents: Age as an intervening variable

93%

Małgorzata S., Wojciech R., Agnieszka M., Laura K., Świątek A. H.

Psychologia Wychowawcza

|

2018

|

issue 55(13)

104-120

EN

As we know relatively little about the development of wisdom in youth, the following study was designed to examine whether and how wise functioning would predict coping strategies in adolescents. As layperson’s implicit theories of wisdom suggest that wisdom varies by age, we wanted to see if and how age might correlate with wisdom, and examine the role of age as a mediator between wisdom and coping. Consequently, this article provides some initial evidence indicating that wise thinking, behaving, and age are related to coping strategies. It seems that wise individuals act when confronted with adversity and obstacles, focusing on the benefits that follow from stressful events. At the same time, they try to avoid using responses that are commonly considered less adaptive or immature: denial or substance use. These choices may be related to the equilibrium between knowledge and doubt that is believed to be the core of wisdom. Therefore, being wise lies not in what is known, but rather in the way in which the knowledge is used in everyday life and experienced as time passes by.

9

Weisheit als Wissenschaft über Gott nach Thomas von Aquin

93%

Paszyński J.

Forum Philosophicum

|

2007

|

vol. 12

|

issue 2

393-407

DE

Thomas geht davon aus, dass die Weisheit, gemäß der aristotelischen Definition, in der Erkenntnis der ersten Ursachen besteht. Nach Thomas ist die Theologie diese Weisheit, weil sie die Erkenntnis (Wissenschaft) über Gott als erste Ursache des ganzen Universums ist und zugleich die Erkenntnis über alles in Bezug auf Gott als ihren Ursprung und Ziel. Angenommen, dass für Thomas die Theologie die Weisheit ist, kann die logische Struktur seines Hauptwerkes Summa theologica anders wie gewöhnlich interpretiert werden und zwar, nicht nach dem neoplatonischen Schema: exitus—reditus, sondern als Realisation des Programms der Theologie als Weisheit.

10

Wise functioning and coping strategies in adolescents: Age as an intervening variable

93%

Szcześniak M., Rodzeń W., Malinowska A., Kaliczyńska L., Świątek A. H.

Psychologia Wychowawcza

|

2018

|

vol. 55(13)

104-120

EN

As we know relatively little about the development of wisdom in youth, the following study was designed to examine whether and how wise functioning would predict coping strategies in adolescents. As layperson’s implicit theories of wisdom suggest that wisdom varies by age, we wanted to see if and how age might correlate with wisdom, and examine the role of age as a mediator between wisdom and coping. Consequently, this article provides some initial evidence indicating that wise thinking, behaving, and age are related to coping strategies. It seems that wise individuals act when confronted with adversity and obstacles, focusing on the benefits that follow from stressful events. At the same time, they try to avoid using responses that are commonly considered less adaptive or immature: denial or substance use. These choices may be related to the equilibrium between knowledge and doubt that is believed to be the core of wisdom. Therefore, being wise lies not in what is known, but rather in the way in which the knowledge is used in everyday life and experienced as time passes by.

11

Wisdom as Information. Towards an Integrational Model of Wisdom

93%

Targowski A.

Dialogue and Universalism

|

2016

|

issue 4

163-185

EN

The purpose of this investigation is to define, first, wisdom from the point of view of the cognitive approach, and, second, to integrate this definition with the aspects of wis-dom as defined by the semantic, cognitive, psychological approaches as well as to a certain degree by the philosophical approach. The research is based on an interdiscipli-nary view of the main aspects of wisdom’s development and their interdependency. Among the findings are: wisdom is information reflecting good judgment and choice; it is the final cognition unit in the Semantic Ladder and has different levels of scope and quality depending on the four minds, namely basic, whole, global and universal mind, which are supported by the art of living, understood as the reflection of behavioral as-pects of wisdom within the philosophical framework of the hierarchy of possible pur-poses of one’s life. Practical implications: Wisdom can be accomplished in all phases of living. Social implication: The quest for wisdom should be achieved by teaching wisdom once it is defined. Originality: This investigation, by providing an interdiscipli-nary and civilizational approach, allows for the teaching and application of wisdom in a typical manner as is done by other disciplines and their issues.

12

Symbole religijne i metafory mądrościowe Laozi

82%

Korczak A.

Przegląd Religioznawczy

|

2019

|

issue 3/273

EN

There are both religious symbols and wisdom metaphors in Dao De Jing by Laozi. They suggest that the ultimate reality is above the human intellect. The most important metaphor is Dao – “Way”. The metaphor of “the mother” of the world plays a very important role. This metaphor suggests that wisdom consists in penetrating the source of all being. The metaphor of the “Heaven Gates”, which indicates the transition from common sense to the supernatural. The metaphor of “the child” suggests that wisdom is not about accumulating knowledge, but on spiritual integration. The metaphor of yin, or metaphysical femininity, plays a very important role.

13

Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”

81%

Depta-Marel D.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(2 (236))

305-317

PL

In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).

14

Sagesse: Savoir vivre au pied d’un volcan by Michel Onfray

81%

Welter B.

Studia Gilsoniana

|

2020

|

vol. 9

|

issue 2

325-331

EN

This paper is a review of the book: Michel Onfray, Sagesse: Savoir vivre au pied d’un volcan (Paris: Albin Michel, 2019). The author highlights that: (1) by arguing that Roman philosophy surpasses Greek thought on account of its practicality, Onfray sees Roman masculine virtue as part of a solution to the postmodern, post-Christian condition; (2) Onfray’s book provides Christians with understanding why many are tuning out to the Christian message even while feeling dissatisfied with the modern post-Christian world.

15

Key concepts in philosophical counselling

81%

Šulavíková B.

Human Affairs

|

2014

|

vol. 24

|

issue 4

574-583

EN

This article explores various interpretations of philosophical counselling. These interpretations are determined by the nature and status of the key concepts from which they are derived. The first is “critical thinking”, which a number of authors have based their conceptions on; just two examples are mentioned in the article-Elliot D. Cohen and Tim LeBon. Many philosophical practitioners, especially those whose philosophizing is influenced by Socrates, use critical thinking, and indeed believe that it is what philosophical practice is all about. Pierre Grimes is another example of someone who has been influenced by Socrates. Eckart Ruschmann and Ran Lahav believe that interpreting world beliefs is the basis of philosophical counselling. Others think philosophical counselling stems from interpretations of the concept of “wisdom”. The article also discusses Ran Lahav’s more recent views and those of Gerald Rochelle. The concept of “virtues” is discussed in relation to the work of Arto Tukiainen, Lydia B. Amir and Jess Fleming.

16

Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”

81%

Depta-Marel D.

Kwartalnik Pedagogiczny

|

2015

|

issue 2(236)

305-317

EN

In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).

17

Operacjonalizacja zarządzania wiedzą w świetle badań wydziału zarządzania Politechniki Warszawskiej

81%

Zawiła-Niedźwiecki J.

Informatyka Ekonomiczna

|

2014

|

issue 1(31)

91-100

EN

This article presents the concept which is a generalization of the solution developed in the project advisory for a large district utilities company organizing the first systematic management of corporate knowledge in the field: technology research, construction techniques and building networks and devices, organization of production, organization of services. As a result of the findings a novel approach to knowledge processing has been proposed. It is a part of a wider program of development of the concept of sustainable management based on the balanced selection of management techniques.

18

Postęp, pycha, pokora: Ksenofanes z Kolofonu a Hezjod

81%

Kubok D.

Folia Philosophica

|

2014

|

vol. 32

PL

There is a broadly shared belief among historians according to which the ideas of Xenophanes of Colophon (and especially fragment B 18 in Diels Kranz) should be understood as the earliest expression of the idea of progress, a belief in possibility of discovering possibilities of betterment. On the other hand, Hesiod’s story of five generations is usually recognized as a model example of quite the opposite thesis, stressing regress, the fall of humanity. This contradiction is highlighted by the fact that Xenophanes criticises the views on gods from Homer’s and Hesiod’s writings. In this paper I analyse Works and Days by Hesiod as well as remaining fragments of Xenophon’s writings. It seems that Hesiod is first of all interested in diagnosis of the sources of human misery and suffering, and not in describing some historical process of degradation of man. Contrary to this, Xenophanes develops a philosophical framework mostly consisting of epistemological reflection that calls for rejection of the hubris of reason which coincides with hasty and dogmatic judgement of both gods and the world itself. The two thinkers agree that the human fortune, however dependent on gods-established necessity, lays to a degree in man’s own hands thanks to humbleness, piety and wisdom. Thus, their standpoints are not contradictory in historical philosophical perspective, quite the opposite, they agree in belief in progress, in betterment.

19

KOZMOGONICKÁ „PRÁVNICKÁ LOŽ ” AKO LOŽ V SLUŽBÁCH DOBREJ VECI V SLOVANSKÝCH MÝTOPOETICKÝCH TRAD-ÍCIÁCH

81%

Golema M.

Conversatoria Litteraria

|

2016

|

vol. 10

|

issue -

393-407

SL

Complex relations of a lie and a human world are a big topic in literature and myths. Firstly this topic is open in a broader and more general sense with a ques-tion on a lie being a defect or a competence. Next the author applies philological and historic approach in reading ancient Indo European and particularly Slavon-ic mythological traditions and he observes an unusual type of the lie closely re-lated to wisdom and authority. He tries to add heavenly wily lawyers, which lie or commit perjury with beneficial cosmogonic or sociogenic effect, to the Dumézil´s catalogue of unusual characters of Indo European mythology. Some characters from selected Slavonic mythopoetic traditions are pointed out.

20

Structuring Knowledge Management – Classical Theory, Strategic Initiation And Operational Knowledge Management (part I)

81%

Zawiła-Niedźwiecki J.

Foundations of Management

|

2015

|

vol. 7

|

issue 1

253-266

EN

The article is the generalization of experience of the implementation project, which has been treated as well as a research field. The results are presented in two parts. The first part includes: a description of the classical approach to knowledge management and shows the concept of structure of process of knowledge management with a description of the procedure in each step of the process. The key idea is to divide the process in three spirals of actions: spiral of perfecting the collection of knowledge; spiral of the perfecting of the formulation of knowledge; spiral of perfecting the utilization of knowledge. Part II of this paper is article Structuring Knowledge Management – Levels, Resources And Efficiency Areas of Knowledge Management (DOI: 10.1515/fman-2015-0042).

Refine search results