CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

Filozofia a nauki szczegółowe. Konfrontacja z przedmiotami nauczanymi w szkole średniej

Author(s): Agnieszka Gondek,Artur Andrzejuk / Language(s): Polish Issue: 32/2/2022

The main thesis of this article concerns leading role of philosophy in process of youth education in high schools. Authors indicate that philosophy has a general role in high school education. On background of condition of modern Polish education and its undoubtful crisis one presents assumptions concerning concept of general education of young people. The consideration varies around subjects connected with philosophical education, with influence of philosophy on several subjects of school education and on development of a young person. Assumption that philosophy is capable of providing general or overall picture of the world and, in consequence, general education, is presented by the Authors on two grounds. The first one concerns emphasis on philosophical basics and sources in other school subjects and the other one indicates a proposal of introduction of certain philosophical system, which can be used as foundation of high school education. The Authors relate to classic Aristotelian realism, to realistic philosophy, which can cause correct development in schools, both intellectual an emotional. The Authors also accentuate the need to adapt of philosophical education to the needs of the youth, and their interests. The content of the article indicates that philosophy can be the basis and binder of exact science and can be the foundation of general education in high schools.

More...

Trudności w nauczaniu filozofii i sposoby ich pokonywania

Author(s): Joanna Kiereś-Łach / Language(s): Polish Issue: 32/2/2022

This article deals with teaching philosophy at school, the difficulties that arise in connection with this activity, and the ways of overcoming them. In the introduction, the author indicates why philosophical education is needed and what competences a teacher should have in order for his/her educational methods to be effective and meaningful. Then she points out some difficulties that may arise in teaching philosophy and offers suggestions for overcoming them. These are: the philosophical language, the choice of topics, literature, students' attitudes, the position of philosophy in relation to the empirical sciences and practical sciences. In the conclusions, the author indicates what philosophy is, why it is important to respect the principle of historicism and why teaching philosophy should be problematic (has an aporetic character), and not just a review of ideas and philosophical conceptions.

More...

Why and How Philosophy Should Be Taught in Secondary Education

Author(s): Thomas Michaud / Language(s): English Issue: 32/2/2022

This article is about why philosophy should be included in secondary education, this approach will mainly focus on concrete proposals for philosophy curricula and teaching in secondary education. A look is presented from the perspective of education in the United States, which does not necessarily have to fit in other countries. The author presents his arguments in favor of teaching philosophy in schools on the basis of the foundations of philosophy, the study of which gives a completely different understanding and perspective to the topics discussed in schools.

More...

Wychowanie według Jana Twardowskiego (1915–2006). Próba ujęcia filozoficznego na podstawie Wybranych utworów

Author(s): Adam R. Prokop,Michał Stachurski / Language(s): Polish Issue: 33/2/2023

The article is a research attempt to find the concept of education in the works of Jan Twardowski. The starting point is the selected works of the poet (O maluchach, Litania do uśmiechu, Spotkania), the reference is the philosophical concepts of education in three dimensions: religious, anthropological-ethical and social, while the background is classic human anthropology, in which his body, intellectual and spiritual spheres are distinguished. The aim, also in the context of biographical threads, is to show the legitimacy of the research undertaken and to sketch the basic accents of the concept of education in a specific hermeneutic optics. These, in turn, oscillate around such concepts as maturity, hope, relationship and truth, while axiological connotations allow us to refer to the limits of theology on the level of the philosophy of dialogue, as well as pedagogy and psychology in the field of emotions and development. The authors assume that Twardowski was an educator conscious of his tasks for most of his life, and that the essential elements of this reflection can be found, among others, in his literary works.

More...

Budućnost obrazovanja i pitanje o subjektu

Author(s): Mina Đikanović / Language(s): Serbian Issue: 38/2022

The author investigates the question of the future of education from the context of the subject of education. In contrast to (neo)humanistic tradition, contemporary educational tendencies show a distinctive inclination towards the adjustment of the educational principles with demands of the labor market, instead with the complete development of man. Thus, the idea of man as a subject of education is lost in the whole process and pupils and students become objects. It is, however, possible to regain subjectivity by including humanistic elements of education in the pragmatic model.

More...

Dela Blagoja Markovića u nastavi filozofije u međuratnom periodu

Author(s): Marica Rajković / Language(s): Serbian Issue: 38/2022

The aim of this paper is to present the most important work of Blagoje Marković, primarily the books Logics and Psychology, which were used as textbooks in philosophy in secondary schools in Vojvodina during the interbellum period. By direct insight into the textbooks, it is possible to reconstruct the actual curriculum of philosophy, as well as the theme units, which the subject of philosophy included. By presenting philosophically relevant parts of the textbook, specific topics, concepts and authors are broached as well, which clarifies the general stream in the philosophy of the Kingdom of SCS and the Kingdom of Yugoslavia, because the book which is prescribed as a textbook testifies not only to the specific teaching curriculum in schools but as well to a much wider scientific and philosophical atmosphere and philosophical tendencies when it comes to education.

More...

Prosvećeno stranstvovanje filozofa: Dositejevo rađanje u novom svetu

Author(s): Dragan Prole / Language(s): Serbian Issue: 39/2023

In the first part of the article, the author advocates the thesis that the Enlightenment does not abandon Christian anthropology, but rather corrects it by modifying a certain version of salvation. The former eternal life in the afterlife world has been replaced by a complete life in this world. The keyword of the 18th century, the idea of perfection, played a leading role. The leading idea of the article is that the process of enlightenment should be considered as fundamentally infinite, and it cannot be ended because there is no unequivocal answer about its purpose and how it should be completed. It is inexhaustible and incomplete due to its internal multi-layeredness within which different views can always be established, and hence polarization. That is why mutually opposing currents of enlightenment can be discerned. The paradox of the Enlightenment consists in the fact that the opposition is not somewhere on the other side of the Enlightenment movement. In the second part of the work, the author presents the idea that Dositej’s entire intellectual and human effort could be reduced to building a culture and humanity in which there will be no place for bullying, abuse, and ranting. A culture beyond violence, could be his leading slogan.

More...

Nova svetlost novog doba

Author(s): Una Popović / Language(s): Serbian Issue: 39/2023

This paper is an inquiry into the idea of knowledge and science, characteristic of the philosophy of the Enlightenment. These ideas are analyzed against the background of general tendencies of modern philosophy, preparing the path for the Enlightenment. The transformation of how the knowledge is comprehended will be presented through a short analysis of the light metaphor, now referring exclusively to natural cognitive powers. On the basis of such analysis, I will further shortly present the core idea of science, as it is advocated for in the Encyclopedia, as an open and essentially unfinished, but yet methodologically organized system of knowledge.

More...

Prosvetiteljske i antiprosvetiteljske perspektive: od prosvetiteljstva, preko kritike, do priče

Author(s): Nemanja Mićić / Language(s): Serbian Issue: 39/2023

The auto-reflexive moment of the language as such, which gets to stories as constituent parts of every experience and notion of reality, is also the moment which opens up the possibility for a different approach towards the established relations of power, on every social plane. It can be argued that stories deconstruct the negative sign of power, understood as a will to dominate. That kind of breakthrough can be interpreted from the position of progress, but in an altered form in comparison to the appeal to progress taken from the perspective of the Enlightenment project.

More...

Al-Farabi’s Philosophy on Education

Author(s): Saniya Edelbay / Language(s): English Issue: 2/2023

The article discusses philosopher Abū Naşr al-Fārābī’s reflections on the principles that should inspire education. Philosophy means critical thinking. Throughout history, leading philosophers have reflected on the challenges of education and have made their ideas on that topic an integrated part of their philosophical conceptions. Al-Farabi’s philosophical and educational reflections are particularly relevant and topical in the context of research into new models of education. This is of particular importance in relation to the current situation of Kazakhstan’s public education in the context of global challenges. Based on a number of methodological principles, the author presents an extrapolation of metaphysical concepts on education in al-Farabi’s thinking. A hermeneutical method of research is used to understand the essence of education in al-Farabi’s philosophy, and a comparative approach provides a set of methods of comparative analysis.

More...

Философстване и възпитание или защо разумът не делегира свобода

Author(s): Ilinida Markova / Language(s): English,Bulgarian Issue: 1/2024

What is unfreedom? How to achieve freedom through awareness of unfreedom? This article addresses the grounds of justice in the understanding of impossible freedom, the ideal of unfreedom. The paper also considers the features of human community that presuppose and predispose to the understanding that, in a private or public context, the individual must accept his/her unfreedom rather than rebel against imposed regulations. Freedom can and should only be thought of as impossibility, as the opposite of man’s being. Based on this social imperative, the conclusion is that the education of the adolescent can be diverse as an act or process, rich in all sorts of methods and means, and containing a variety of techniques and play patterns. However, it should lead to one common goal: the object of education is for the adolescent to become aware of its dependence on his/her peers, to accept the rules they have created, and, combining this discourse with his/her own uniqueness, to be able to offer society his/her personality just as they demand.

More...

Формирование концептуальных представлений о реальности на основе рефлексивной практики (опыт исследования)

Author(s): Vera Serkova / Language(s): Russian Issue: 3/2024

Introduction. The transition from ordinary perceptions of reality to conceptualized ones is a significant problem of philosophical education. The aim of this article is to identify the ways of this transition in the course of doctoral students' work with modern philosophical literature, to substantiate ontological and epistemological principles of understanding reality, and to summarize modern approaches to solving this problem. Materials and Methods. On the basis of teaching practice, which goes back to Socrates' Maieutic method, the principle of “pro et contra”, and substantially determined by the discussions of realists and anti-realists about the nature of reality, the ways of strengthening the discipline of judgment, improving the reflexive culture, clarifying the bases of one's own ideas about the world and formalizing them in a thoughtful system of judgments are revealed. The method of research into the formation of conceptual representations of reality involves analyzing the ways of transition from unconsidered opinions through the recognition of their insufficiency and unsatisfactoriness to such knowledge, which Plato called ‘theory’ (θεωρία), i.e. rationally constructed principles of analytics. In this methodological approach (communicativecompetence - in the modern formulation), the very sequence of cognitive acts is important: from ordinary ‘naïve’ perceptions - to a clear understanding of the complexity of the problem - then to the formation of questions in the audience that lead beyond a surface view of reality - and to the possible conceptual coherence and validity of perceptions of reality. Results. In the course of History and Philosophy of Science for doctoral students, the author proposed and justified the use of a three-level construct of moving from everyday representations of reality to conceptually meaningful ones. At the first level it was proposed to give an intuitive definition of the concept of ‘reality’; at the second level to analyze it, relying on sources from among those recommended by the lecturer or chosen independently, then briefly formulate the essence of realistic and anti-realistic approaches and identify the logic of one of them, and at the third level to move to the opposite position and present the relevant arguments. The author summarized the results of this procedure, which includes critical overcoming of ordinary statements about the nature of reality and dialogue between opposite conceptual solutions to the problem, and substantiated that such practice gives the effect of “awakened consciousness” and becomes the basis for readiness to conduct an internal dialogue on complex philosophical problems. Conclusions. The skills of reality analysis presented in the article develop and improve the reflexive practice of young researchers, clarify the basis of their own perceptions of the world, formalize them in a reasoned and critically elaborated system of judgments, and form their readiness to solve complex problems in science and philosophy.

More...

ÖĞRENENLERİN KENDİ VİDEOLARINI OLUŞTURMASININ ÜSTBİLİŞ VE MOTİVASYON AÇISINDAN İNCELENMESİ

Author(s): Emrah AVCIOĞLU,Omer ARPACIK / Language(s): Turkish Issue: 26/2023

This study was conducted to examine what students do in the planning, monitoring and evaluation stages of metacognitive regulation strategies while creating their own videos in ITP (Internet-Based Programming) course and the effect of video creation on their motivation. A case study was preferred as the method. Data were obtained from 12 students through interviews. According to the findings, learners who created videos realized that they learned the content better and used appropriate teaching methods and techniques in the planning, monitoring and evaluation stages of metacognition. It was seen that learning by creating videos was suitable for learners and could support individual and complete learning. In addition, in terms of motivation, the findings show that the sense of individual commitment, being under surveillance, and fulfilling responsibilities and duties can be a source of motivation.

More...

Zagadnienie wychowania w antropologii Konstantego Michalskiego

Author(s): Izabella Andrzejuk / Language(s): Polish Issue: 12/2023

Theory of upbringing of Konstanty Michalski is based on his understanding of man. Michalski claims that man is a spiritual-bodily unity in which we may distinguish the following parts: spirit, soul and body. Th e diff erence between spirit and soul is of functional character. Spirit is a function of soul in which man reaches contact with God. Human body is something foreign to spirit. Whereas soul is present in its function of informing human body and has a contact with body. Soul serves a function of an informant for the body. Such understood structure of man has infl uence on the process of upbringing. Michalski is convinced that the function of spirit is important for upbringing. Hence, we nurture a man to enable him to be a man in its fullness. Fullness, thus, can be attained when we approach God. For that reason pedagogy worked out by Michalski is Catholic pedagogy, and its roots we fi nd in the approach to God as the highest and absolute goodness.

More...

Święty Tomasz z Akwinu o znaczeniu prawdy i mądrości oraz roli nauczyciela w zdobywaniu wiedzy, czyli co ważnego może wnieść filozof średniowieczny do współczesnej edukacji

Author(s): Jacek Banaś / Language(s): Polish Issue: 12/2023

The aim of the article is to show what the medieval philosopher (Thomas Aquinas) can say about the importance of truth and wisdom and the role of the teacher in acquiring knowledge. Although Thomas lived in the Middle Ages, his solutions are very actual. The Angelic Doctor refers to wisdom as the goal of education. The return to wisdom can be an effective counterbalance to all reductionisms that want to see school as a place of preparation for exams, for a profession or a place to acquire only practical knowledge. Wisdom that helps to organize the known reality in the light of universal principles and ultimate causes can become a factor integrating fragmentary school knowledge. The question of wisdom, in turn, is closely related to the problem of truth. The classical and realistic approach to the issue of truth adopted by Thomas Aquinas is a strong argument in the discussion with the relativism of truth, also present in the school. Aquinas’ position is also a justification for the intelligibility of things and a postulate for cognitive maximalism. By distinguishing between discovery and teaching, Thomas demonstrates that the latter is proper to the teacher. The teacher does not directly produce knowledge in his student, but affects the natural mind of the student only through signs (e.g. words), from which the student reads intellectual intentions and reproduces them in himself. The certainty of knowledge does not come from the teacher but from God, because by His light we know the universal principles that are the guarantee and source of certainty for the student. In addition, from the teacher we do not learn the rules, but the conclusions that are derived from these rules. From this point of view, the role of the teacher is limited and humble to the role of the proper teacher and true master, who is God. As for the role of the teacher in the educational process, Thomas combines the traditional approach (the teacher as a master) with the progressive approach (the teacher as only an advisor). The teacher’s mission, however, is momentous because it requires him to rethink his knowledge in his field. Teaching is also, according to Thomas, a kind of spiritual almsgiving - it is therefore a work of mercy towards the lack of knowledge and wisdom in those taught.

More...

Realizacja zadań edukacyjnych i wychowawczych przez nauczyciela filozofii w szkole średniej

Author(s): Ewa Agnieszka Pichola / Language(s): Polish Issue: 12/2023

In her book titled Filozofia wychowania. Filozofia jako podstawa wykształcenia ogólnego w szkole średniej, [Philosophy of Upbringing. Philosophy as Fundament for General Education in Secondary School] Agnieszka Gondek shows that philosophy, or the propedeutics of philosophy, can positively contribute to the process of education and nurturing of youth in a contemporary school at the secondary level. In the four chapters its Author consequently supports her view that philosophy is the systematic study which provides criteria for reasonable thinking, and what follows, is indispensable for developing both intellectual and moral skills of young learners. The book offers a wide analysis of sources. Its starting point, the chapter one, are materials of scholars gathered in the Lwów- Warsaw philosophical school [Polish: szkoła lwowsko-warszawska], worked out in Poland within a period of the twenties and thirties of the twentieth century. Their common aim was to show that encounter with philosophy, understood as the rational school of thinking, should be considered as an indispensable intellectual tool in the process of teaching. Philosophy, through its concepts and principles, enables to fundamental skills such as critical thinking, ability to analyse, assess and comparing sources, formulating conclusions, expressing ideas, taking part in a debate, recognizing evidence, searching for reasons, relevance and precision. In the second chapter, whose concern is the propedeutics of philosophy, there are methods for the efficient teaching exposed. Also, in this context the responsibilities of teachers are discussed, as it is them whose professional attitude can train students to facilitate philosophy properly. The third chapter, concerning the philosophical education in the Polish secondary school after the systemic transformation in 1989, continues the topic of the role and shape of teaching philosophy, including the need for professional teachers. The fourth chapter presents the issue of correlation. According to the Author, consistency of philosophy with the school subjects help recognize the complexity of the issues and enable methodical consideration of knowledge as a whole. The book proves that philosophical methods can contribute to the overall development of young people. By doing philosophy they learn to think and perform rationally, communicate effectively, and what is no less important, act in a wise manner.

More...

Stop and think. Myślenie przeciw fanatyzmowi

Author(s): Jan P. Gałkowski,Stanisław Gałkowski / Language(s): Polish Issue: 1/2024

Piotr Kowzan’s polemic proved that the issue of fanaticism remains an important educational problem, but also more broadly: a social one. Formulating a response to a polemic allows for rethinking and clarifying some themes. It also turns out to be important to return to the very definition of fanaticism as well as to point out that the problem is important because fanaticism threatens primarily people of value: those who perceive values and are actively engaged in their realization. In our response to the polemic, we try to point out three issues that are important in our opinion. Firstly, we emphasize that fanaticism is always harmful, and although this harmfulness is not always significant, even in the best case, fanaticism is harmful at least to the fanatic himself. Secondly, we oppose the claim that countering fanaticism can be as destructive as fanaticism itself. Thirdly, we maintain the claim that the basic symptoms of fanaticism are: an inability to make any compromises and a rejection of the very possibility of making an exception to an accepted rule of action. In conclusion, we recall Hannah Arend’s vitally important call to maintain a balance between activity and reflexivity.

More...

Biophilosophy in the System of Higher Education as a Paradigm of the Preservation of Human Culture and Civilisation

Author(s): Halyna Berehova,Fabian Andruszkiewicz / Language(s): English Issue: 75/2024

The article attempts to solve the problem of updating higher education content to form a modern worldview of the individual through the interdisciplinary course “Biophilosophy”. Biophilosophical knowledge and cognition content is studied at the fundamental and applied levels using methods of description, explanation, and analysis. The obtained results make it possible to formulate conclusions and perspectives regarding updating the content of philosophical knowledge in higher education, where biophilosophy can be a new worldview paradigm for preserving human culture and civilisation.

More...

Voucherele școlare – între echitate și libertate

Author(s): Alexandra Lucia Teodorescu / Language(s): Romanian Issue: 13/2023

My paper will describe and explore the concept of school vouchers as it was proposed by the American thinker and economist Milton Friedman and, then, analyze how this concept is applied in different countries. Furthermore, I will present the underlying philosophical tension between equity and freedom involved in this. The paper will try to provide practical means through which the school voucher system could be used in Romania, especially in the current context of the crisis in the public school system. Conclusions will be drawn concerning the effectiveness of school vouchers on improving both public and private education as well as general social cohesion.

More...

Dítě z lesa jako filosofický problém: několik poznámek k filosofickému pozadí Itardovy Zprávy o Victorovi z Aveyronu

Author(s): Josef Fulka / Language(s): Czech Issue: 02/2011

The aim of the present paper is to examine certain philosophical issues which have set the tone of the philosophical reflection in eighteenth century France in relation to a specific case study: that of the „wild child“ known as Victor of Aveyron. Found in 1800 in central France, Victor was later transferred to the Parisian Institute of the Deaf ‑Mutes, where he became the object of educational activities of Jean ‑Marc Itard, a medical expert known for his works on the problem of hearing loss. Through a brief critical examination of the most notorious philosophical texts dealing both with the question of wild children and deafness (namely by Rousseau, Diderot and Condillac), we attempt to show that the specificity of Itard’s educational method consists in an application of the sensualist approach towards the human individual (as it is exemplified especially in the work of Condillac) on a concrete human subject, considered as a tangible proof of the inexistence of innate ideas. On this basis, we sketch several broader questions concerning the status of anomaly in the eighteenth century philosophical thought (namely, wild children and deafness), as well as some hypotheses on education and its fantasmatic aspects in general.

More...