Ludzkie wady jako wyzwania etyczne i wychowawcze. Rozważania na kanwie dziejopisarstwa Wincentego Kadłubka

Author(s): Alicja Żywczok / Language(s): Polish Issue: 4/2020

The article presents a hermeneutic interpretation of a less known part of the literary output of Wincenty Kadłubek, medieval thinker and chronicler, whose work belongs, in the author’s view, to a cultural heritage of particular importance for Polish history. The author provides a detailed discussion not only of negative moral dispositions (their manifestations, causes, and effects) as opposed to virtues, but also of the criteria which make it possible to effectively identify and distinguish different kinds of vices. An analysis of such negative dispositions seems helpful in eliminating them from both individual and social life. The aim of the presented research is to answer the following questions: What negative moral dispositions does Kadłubek identify and how does he evaluate them? What are the manifestations, causes, and effects of the vices he describes? How, in his view, should such dispositions be prevented and eradicated in the process of educating the younger generation? What ethical and educational message can be drawn today from the chronicler’s literary output?

Research Ethics: A Perspective of South Asian Context

Author(s): Bibek Dahal / Language(s): English Issue: 1/2020

Research ethics is concerned with ethical issues that can arise while conducting research. Social science research entails a combination of three equal entities: process, context and human agency. In each study, these entities demand rich interaction with each other. Generally, research ethics questions the interrelation between the research context and the human involvement established within that context. The research context and interaction between researcher and research participants lead to variations in the construction of knowledge, while research ethics plays a major role throughout all undertakings. In this narrative review paper, I have critically reflected my arguments on behalf of research ethics as a context-specific issue. I argued that the one-size-fits-all approach of research ethics is not viable by presenting ethical practices from the South Asian perspective. The paper is organized in three specific sections – ethical theories, research ethics and its contextual practices. Research ethics is very much a private affair and directly linked to the personal outlook of the researcher towards others. The ethical issue in research is not generic, but specific to the research context, i.e. the context of the research determines what form of behaviour is ethical and what is not. I explore the idea that the South Asian context may have its own system to conduct research ethically, as in euro-western and indigenous systems.

Wokół edukacji moralnej w Polsce na tle doświadczeń i tendencji anglosaskich

Author(s): Andrzej Zybała / Language(s): Polish Issue: 1/2020

The author’s text addresses the issue of the place of moral education in the educational agenda in Poland, including in the scientific literature. He describes the dynamics of the debate around this issue, the meanings given to it, the continuity vs. the discontinuity in how it is approached. The author proposes the hypothesis that the issue of upbringing/moral education has not been a priority in the educational agenda after 1990. This is due to at least two factors: (1) the lack of historical continuity in the presence of this dimension of upbringing/education in the school system as well as in public life, as it has been in Western countries, and (2) the non-standard shaping of moral issues in the school system (strong permeation of religious and national-independence issues).

Teaching Academic Honesty and Ethical Standards

Author(s): Anna Błaszczak / Language(s): English Issue: 1/2020

The considerations presented in this paper refer to the idea of developing academic honesty and introducing ethical standards in research among high school students of the International Baccalaureate Diploma Programme. The mission of the International Baccalaureate Organization is to form a better world through education. One of the ways to achieve this is to create international educational programmes that include the development of a respectful, principled and caring attitude among their students. Teaching about academic honesty and ethical standards in research as well as introducing these principles in everyday school life is the best way to put these rules into practice. In the following paper, the regulations of the International Baccalaureate on academic honesty in general and ethical guidance for psychology in particular will be presented, followed by examples of good practice from one of the IB schools, the Międzynarodowe Liceum Paderewski in Lublin, Poland.

Integration of Learning and Neuroscience Theories with AI-based Technologies in Intelligent Learning System in Accordance of Whiteheadian Tradition and Contemporary Process Theory

Author(s): Rossitza Kaltenborn / Language(s): English Issue: 2/2021

The purpose of the article is to present the possibility of integrating basic learning theories into the Extended Intelligent Learning System for data processing, optimization, adaptation and decision making in learning, which is based on the combination of teacher and intelligent tutor with artificial intelligence implemented, which supports the target formation, learning strategy, pedagogy and control. As a framework for the creation of the integrative model of theories, process philosophy is used, which enables a better understanding and explanation of the different paradigms and their functional combination. The article explores the strengths and weaknesses of selected theories and focuses primarily on constructivism, as numerous studies on learning theories have found that a constructive approach to learning is at the heart of many models in both traditional and digital learning in the Era of Big Data. The article explores certain influential learning theories, including the AI methods, their advantages, flaws and fields of intersection with neurosciences in terms of their application in intelligent training systems. The goal of developing the integrative model is to realize the learner's potential in personalized knowledge formation in an intelligent learning environment and to enhance the efficiency of learning.

Learning Emotion Concepts: Further Thoughts on Emotional Granularity

Author(s): Marina Bakalova / Language(s): English Issue: 2/2021

This paper reveals the importance of learning emotion concepts due to the efficiency of emotional granularity during the categorization of emotions. There are two ways of learning emotion concepts that can contribute to emotional granularity. First, we can learn emotion words. Second, we can learn the implicit content of our emotion concepts, i.e. how emotions feel to us. In order to complete the second task, we need to acquire vivid awareness and vivid memory of the implicit content of our emotion concept. I claim that only after completing the second task can we learn emotion words in a way that is efficient for the categorization of emotions. The problem with that claim is that we do not know how to study the implicit content of our emotions, and how to obtain vivid awareness of it. In this article, I sketch a basic solution to this problem. The article has three parts. In the first part, I outline Lisa Barrett’s Conceptual Act View in order to reveal the functional role of emotion concepts in our brains. In the second part, I explain Anna Wierzbicka’s classical attempt to define emotion concepts. In the third part, I suggest how it is possible to study the fine-grained details of our emotional experience in a scientific way. The goal of developing the integrative model is to realize the learner's potential in personalized knowledge formation in an intelligent learning environment and to enhance the efficiency of learning.

Learning with ANIMA

Author(s): Rosen Lutskanov / Language(s): English Issue: 2/2021

The paper develops a semi-formal model of learning which modifies the traditional paradigm of artificial neural networks, implementing deep learning by means of a key insight borrowed from the works of Marvin Minsky: the so-called Principle of Non-Compromise. The principle provides a learning mechanism which states that conflicts in the processing of data to be integrated are a mark of unreliability or irrelevance; hence, lower-level conflicts should lead to higher-level weight-adjustments. This internal mechanism augments the external mechanism of weight adjustment by backpropagation, which is typical for the standard models of machine learning. The text is structured as follows: (§1) opens the discussion by providing an informal overview of real-world decision-making and learning; (§2) sketches a typology of decision architectures: the individualistic approach of classical decision theory, the general aggregation mechanism of social choice theory, the local aggregation mechanism of agent-based modeling, and the intermediate hierarchical model of Marvin Minsky's “Society of Mind”; (§3) sketches the general outline of ANIMA – a new model of decision-making and learning that borrows insights from Minsky's informal exposition; (§4) is the bulk of the paper; it provides a discussion of a toy exemplification of ANIMA which lets us see the Principle of Non-Compromise at work; (§5) lists some possible scenarios for the evolution of a model of this kind; (§6) is the closing section; it discusses some important differences between the way ANIMA was construed here and the typical formal rendering of learning by means of artificial neural networks and deep learning.

Pepka Boyadjieva, Petya Ilieva Trichkova (2021). Adult Education as an Empowerment. Re-imagining Lifelong Learning through Capability Approach, Recognition Theory and Common Goods Perspective. Pallgrave Mcmillan, 354 рages

Author(s): Nina Ivanova Dimitrova / Language(s): Bulgarian Issue: 2/2021

Moral Paradoxes of Emerging Technologies in the Education Sector

Author(s): Maya Trynyak,Oksana Yakymchuk / Language(s): English Issue: 27/2021

The authors formulated and answered the question, “Can emerging technologies in education be evaluated from the point of view of morality?” The authors used the methods and tools of normative ethics and cognitive psychology, i.e., the comparative-analytical method, axiological method, as well as tests, questionnaires, correlation research, observation method, and bibliographic method. The essence of the concepts “moral worth” and “disclosedness of arete” as the supreme moral value, were investigated. A universal and defining criterion for moral evaluation was established, i.e., the actions disclosing arete are of the supreme value from the point of view of morality. The authors found that the influence of emerging technologies on the disclosure of arete creates moral paradoxes. Moral paradoxes exclude the possibility of developing objective and sustainable criteria for evaluating emerging technologies and, accordingly, their acceptance/prohibition in the education sector. Uncertainty is asserted as a criterion for evaluating emerging technologies.

LA PAROLE OPERANTE COMME SPECIFICATION DE L’INTENTIONNALITE MOTRICE CHEZ MERLEAU-PONTY

Author(s): Jan Halák / Language(s): French Issue: 2 Suppl./2021

Operative Speech as a Specification of Motor Intentionality in Merleau-Ponty. This paper outlines Merleau-Ponty’s interpretation of higher-order cognition as a fundamentally embodied process that is enacted by motor subject situated in natural and cultural environment. More specifically, I exemplify Merleau-Ponty’s interdisciplinary approach to cognition on his interpretations of motor intentionality, operative speech, and mathematical reasoning, which are based on neuropathology, linguistics, and gestalt psychology, respectively. In this analysis, I aim to show that the body is involved in cognition as an operator of the phenomenal structuration of the environment even at the level of linguistic, rational, and abstract experience.

O filozofiji, umjetnosti i budućnosti visokoškolskoga obrazovanja - Predavanje povodom prijema u sastav inozemnoga članstva Akademije nauka i umjetnosti Bosne i Hercegovine 20. prosinca 2022.

Author(s): Žarko Paić / Language(s): Croatian Issue: 1-2/2023

Poštovane članice i članovi Akademije nauka i umjetnosti Bosne i Hercegovine, iskazali ste mi veliku čast i priznanje prijemom u Vašu instituciju kao inozemnoga člana iz područja humanističkih znanosti. Moja zahvalnost Vama jest još veća zbog toga što sam u proteklih trideset godina treći inozemni član iz Hrvatske iz redova filozofa, nakon izbora visoko cijenjenih i iznimno uvaženih – pok. prof. dr. Danila Pejovića i prof. dr. Branka Despota. Budući da ovaj prijem u ANUBIH uistinu obvezuje u svim aspektima znanstvenoga djelovanja, dopustite mi da svojim skromnim prilogom povodom ovog svečanog događaja pokušam u formi predavanja izložiti svoje postavke o filozofiji, umjetnosti i budućnosti visokoškolskoga obrazovanja.

Eğitim Yönetiminin Epistemolojik Temelleri Bağlamında Bilgi Sorunsalı

Author(s): Nurşen Akdoğan / Language(s): Turkish Issue: 21/2024

Definitions related to Educational Knowledge are made through its elements. There are three elements of knowledge: the knowing mind as the knowing subject, the thing that is the subject or object of knowledge, and the product event thing that arises from the relationship between the knowing mind and the thing that is the subject. Dec. Therefore, information can be defined in three different ways. The first Decription is made through the product/thing arising from the relationship between the one who knows the information and the known thing. This type of identification can be called a three-element or conditional understanding of information. The second type of identification deals with information through the knowing state of mind. This definition can be called the understanding of knowledge as a process of intellectual development. The third type of definitions examines information through what is its subject. This definition of knowledge can also be called the understanding of knowledge, which defines knowledge with its object (Cevizci, 2015). The definition of knowledge adopted by the researcher actually reflects how he treats information and how he makes sense of reality. For this reason, it is necessary to study the approaches related to information definitions in detail. It would be appropriate to express the definitions for information more clearly with examples. According to the understanding of knowledge as the process of intellectual development, knowledge is the process of development of consciousness and the study of this process. In this aspect, it is subject to some classifications. Accordingly, the knowledge at the lowest level is called prediction (eikasia), and the one at the highest level is called true, eternal-eternal knowledge (episteme). The subject of epistemology is the study of the transition of consciousness from one state to a higher state. His understanding of knowledge is based on the historical development of knowledge. Based on this, it is possible to state that knowledge does not actually have a stationary structure, but rather has a developmental feature. Therefore, it may be more useful for researchers and practitioners to know which class is included in the knowledge acquired and produced in educational management research. The Problem of Knowledge in the Context of its epistemological foundations.

Philosophical Foundations of Education Development in the Era of Industry 5.0

Author(s): Oksana Yakymchuk / Language(s): English Issue: 33/2024

The research solved the socio-philosophical explication of the problem of industrial revolutions in the history of the development of human civilization, focusing on the issues of education development. The content and socio-cultural prerequisites of the formation of Industry 1.0 ‒ 3.0 have been conceptualized in connection with human civilization’s corresponding economic and educational landscapes. The study showed that Industry 4.0 and Education 4.0 are subordinated to it and revolve around developing technologies (in particular, digital ones), focusing on developing scientific and technological progress. The education paradigm of Education 4.0 pragmatically concentrates on the real socio-cultural situation (information technologies expansion, flexibility for labor market challenges, hard and soft skills, etc.). It was demonstrated that the concept of Industry 5.0 is an attempt to deepen the achievements of Industry 4.0, bringing to the fore the idea of human-centeredness and sustainable development. It was shown that the humanization of civilizational progress and technological progress should occur through rethinking the education paradigm, which should act as an essential transit tool in the era of Industry 5.0. The dynamics of the formation of Industry 4.0 and the short-term perspective of the transition to Industry 5.0 naturally require the involvement of the philosophy of education as a tool for formulating modernization steps in the educational sphere, which should be characterized by systematicity and deep futuristic orientation. It was demonstrated that the basic principle for the philosophy of education for Industry 5.0 is the idea that Industry 5.0 successively deploys the technical and economic achievements and principles of Industry 4.0, with a particular emphasis on human-centeredness and the sustainable development of humanity. Education 5.0 is a holistic philosophical theory, educational policy, and a teacher who can implement in practice the principles of Industry 5.0.

Wielowymiarowa duchowość człowieka w myśli Stefana Kunowskiego (1909–1977)

Author(s): Anna Breś / Language(s): Polish Issue: 3/2024

This article analyzes the concept of human spirituality in the thought ofStefan Kunowski. Kunowski approaches human spirituality as a mul-tidimensional phenomenon, viewing it through the lens of interwovenand complementary dimensions: rationality, freedom, the capacityfor valuing, creativity, and religiosity. Educational activities shouldaim for the integral development of the human person, encompassingboth the material and spiritual aspects of life. The article exploresthe multifaceted aspects of human spirituality within the context ofpedagogical practices, drawing on Kunowski’s vision.The goal of this analysis is not to critique or evaluate the perspec-tives presented but to connect them through a common belief in thepotentiality of the individual and the resulting need to create ap-propriate conditions for the development of the student’s spirituality.Spirituality, perceived as a stable core of personal actions, embodieshuman potential in personal, social, and cultural dimensions. The ed-ucational process should strive for the harmonious development ofthe student, aiming for an integral formation of their humanity, which includes attention to both material and spiritual aspects. The articleconcludes with pedeutological reflections on the understanding of spirit-uality within the broader context of discovering the ultimate meaningof human existence.

WHAT SOCRATES LEARNED FROM PARMENIDES. PART 1. PARMENIDES’ GYMNASIA AND SOCRATES’ INTELLECTUAL VIRTUES

Author(s): Annie Larivée / Language(s): English Issue: 56/2024

This is the first of two studies in which Iexamine Plato’s account of Parmenides’ contributionto Socrates’ education. This account suggests, I argue,that Socrates became a virtuoso of the elenchos and theembodiment of fundamental intellectual virtues thanksto the gymnasia depicted in the Parmenides. I showhow Parmenides’ eightfold routine is not a method ofphilosophical investigation strictly speaking; rather, itis a skill-building exercise that relies on memory andwhose virtue is partly defensive. My demonstration isbased on three sets of distinctions required to do justiceto the preparatory character of Parmenides’ gymnasia.The first differentiates three types of intellectualvirtues, the second two kinds of training methods, andthe third, three telic modes.

WHAT SOCRATES LEARNED FROM PARMENIDES. PART 2. HYPOTHESIS, ANTILOGY, AND PHILOSOPHICAL SELF-DEFENSE IN THE PHAEDO

Author(s): Annie Larivée / Language(s): English Issue: 56/2024

My first study identified the cognitiveabilities and argumentative skills developed by thegymnasia presented in Plato’s Parmenides. Since thecorrespondence with the intellectual virtues Socratesdisplays in other dialogues is too remarkable to be acoincidence, I concluded that Socrates must havetrained with Parmenides’ eightfold routine in hisyouth. My second study supports this conclusion bydrawing attention to textual evidence found in thePhaedo. The autobiographical account Socrates sharesin that dialogue indicates how the gymnasia impactedhis intellectual development, mostly through the actionof hypothesizing. This strategic move used by theEleatics transformed the originally sectarian way So-crates related to Forms and enabled him to protect histheory from attacks in a secure yet non-dogmatic way.

KEEPING TOUCH WITH REALITY ON THE RESPONSIBILITY OF EDUCATORS IN THE POST-TRUTH ERA

Author(s): Sylwester Zielka / Language(s): English Issue: 2/2024

The paper aims to draw attention to the issue of responsible education in thepost-truth era. Reaching such a goal involves (1) introducing a distinction be-tween the ways of addressing the issue of post-truth, (2) determining the socialconditions which favor the occurrence of post-truth as a phenomenon on a massscale, and (3) discussing the most common ways in which a society may protectitself against the negative consequences of post-truth, among them responsibleeducation, which is the most effective tool in this respect. The author exten-sively discusses the essence of responsibility within the educational process.Using the method of text analysis, he also investigates available modes of post-truth discourses, which leads to the conclusion that media-focused educationremains an insuffi cient instrument of struggle against fake news. Therefore,education focused on seeking the truth as common good is needed.

ЛОГІЧНИЙ СТИЛЬ АНАЛІЗУ ТЕКСТОВОЇ ТА ІНШОЇ ІНФОРМАЦІЇ ДЛЯ РОЗВ’ЯЗАННЯ ТЕСТІВ НА ЗАГАЛЬНІ КОМПЕТЕНТНОСТІ

Author(s): Zhanna Pavlenko,Oleksandr Klykov / Language(s): Ukrainian Issue: 3/2024

The article substantiates the effectiveness of using the logical style of analyzing text and other information for solving test tasks in conditions of time shortage. For this, a general classification of tasks was carried out, visual and other methods of their solution were selected, a generalized solution method based on the coding of available information, analysis and comparison of logical structures to identify contradictions, violations of completeness and integrity, etc.

Protocol de evaluare a disgrafiei

Author(s): Daniela ROMILĂ / Language(s): Romanian Issue: 1/2024

Handwriting is a motor perceptive skill acquired through practice (Feder, Majnemer, 2017) which, once it became automatic and organized, is a valid tool that facilitates the development of ideas. Writing difficulties are considered as reasons for guiding school children towards assessment, therapy and intervention services. This research aims to investigate the psychomotor peculiarities of children with dysgraphia and to develop a protocol for the assessment of dysgraphia based on empirical evidence. For the structure of the evaluation protocol, samples such as the Nepsy battery (Korkman, Kirk, Kemp, 1998), psychomotricity assessment samples, and samples for evaluating the accuracy and speed of writing on a horizontal and vertical plane by using the Wacom Intuos Pro tablet and the SMART board were used. The research targets third-grade students from two schools in the city of Mediaş, who were selected in a controlled manner to establish the control group and other randomly selected students for the target group, thus selecting 22 research participants.

POLUOBRAZOVANJE KAO OTUĐENI DUH: ADORNO VIA HEGEL

Author(s): Natascha Schmelz,Predrag Krstić / Language(s): Serbian Issue: 3/2024

The authors of this paper aim to reconstruct and present Adorno’s understanding of half-education as an alienated spirit. For this purpose, the introductory part reflects on the emergence of the modern concept of Bildung, to highlight the discursive support upon which Adorno critically builds. The second part of the paper is dedicated to the reference Adorno critically relies on, although this time personified: it is about Hegel’s understanding of spirit, alienation, and education. The third part of the paper elaborates on the “ideological”, namely those socio-historical and socio-psychological conditions that Adorno believes are epochally determinative for the decline of education into half-education. The final part of the paper stresses the necessity and relevance of thinking about (half-)education in its antinomic character as presented by Adorno.