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Abstract

The author, as a former pupil of the title figure of this paper, and as a leading his cooperator in numerous creative works, recalls memoires and presents an analysis of the personality of late professor of architectute, J. Tadeusz Gawłowski. The paper represents both – objective and official features of chronicle, hence also introduces readers into more personal secrets of the outstanding architect: creator, scholar and academic teacher – being simultaneously a picturesque and friendly person. He was connected mainly with Kraków University of Technology, but sharing also his activity in order to fulfill needs of three other, important academic schools.
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Abstract

Wprowadzenie wyjaśniające do tematu wojen i konfliktów zbrojnych jako czynników kształtujących ład międzynarodowy odnosi się do zasadniczej terminologii i problematyki, z uwzględnieniem ich przedmiotu, zakresu znaczeniowego i kontekstu narracyjnego. Dotyczy to takich zjawisk i faktów historycznych jak wojna, konflikt, sztuka wojenna, walka, pokój, ład międzynarodowy, przełomy i cykle hegemoniczno/ geopolityczne, które są najczęściej definiowane i przyjmowane przez pryzmat poszczególnych dyscyplin naukowych, m.in. historii, socjologii, prawa, politologii, stosunków międzynarodowych i wojskowości. Zatem nie stanowią domeny doświadczeń stricte militarnych. Odwieczna wykładnia określa bowiem wojnę jako narzędzie i środek do osiągnięcia politycznego celu jakim jest pożądany pokój. Konflikty międzynarodowe zaś występują tu głównie nie jako podrzędne wobec wojny starcia militarne, a jako kategorie niezgodności między stronami dążącymi do dominacji religijnej, etnicznej, gospodarczej, społecznej itp. Postrzeganie zjawiska pokoju zdeterminowane kantowskim „wiecznym pokojem” należałoby natomiast interpretować jako okresy geopolityczne/hegemoniczne, wyznaczane osiągnięciami militarnymi dla utrzymania lub zdobycia dominacji (władzy, panowania).
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Abstract

The ideas of pluralism, their various theoretical developments and ideological concretizations, as well as their promotion and the attempts at implementing them in social practice, constitute a current signum temporis. Pedagogical reflection seems to be particularly sensitive to the issue of pluralism, to its understanding and practising, to multidimensional references of pluralism to the world of values. This especially concerns the values and conflicts of values which are close to various forms of educational activity. What is considered – more or less critically – in pedagogical reflection are different aspects and consequences of the idea of pluralism concerning the currently existing ideas. Simultaneously, the multitude of the ideas of pluralism is taken into account – the ideas which refer to the broadly treated sphere of pedagogical activities and institutions. Pedagogical reflection also considers the threats which co-occur with pluralism or are aimed against it and which are carried by pluralism itself, e.g. in the sphere of education. An expert in the contemporary pedagogical thought and practice, Bogusław Śliwerski, asks: “Will we manage to save the world of pedagogical thought, the pedagogy open to difference, to pluralism (not to be mistaken for another illness which is relativism)?”. By confronting pluralistic perspectives of pedagogy with current ideological and social challenges, he makes this question one of the leading issues in pedagogical and metapedagogical studies. What seems to be heard in this question as well is the appeal to save the world of pedagogical thought as an open world characterized by pluralism, doing this through honest reasoning conducted from different standpoints and perspectives. The assumption of this question comprises the axiologically consolidated belief that it is worth “to save the world of pedagogical thought, the pedagogy open to pluralism”. This is also an inspiration to undertake the (presented in this text) thought concerning the pluralistic perspectives of pedagogy and various faces of pluralisms in the critical recognition of metapedagogical reflection in the case of the Polish pedagogical thought after 1989.
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