Zasadnicza teza tekstu brzmi, że możliwość totalnego chaosu empirycznego, która jest rozpatrywana w ramach eksperymentu unicestwienia świata, nie jest możliwością realną, lecz możliwością logiczną. Według Husserla hipoteza totalnego chaosu empirycznego pozostaje w związku z zasadniczą nieadekwatnością doświadczenia świata, która nie wyklucza możliwości nieistnienia świata. Unicestwienie świata jako efekt całkowitego załamania się doświadczenia świata mogę jednak przyjąć tylko hipotetycznie i taka fikcyjna możliwość nie ma charakteru możliwości realnej, ponieważ absolutny fakt mojego doświadczenia poprzedza wszelkie możliwości, nadając im dopiero znaczenie możliwości realnych. Doświadczenie w swej pierwotnej strukturze obejmuje zarówno doświadczenie świata, jak i doświadczenie ego cogito i jest jednym, absolutnym doświadczeniem, tak że możliwość globalnego chaosu empirycznego okazuje się jedynie pustym eksperymentem myślowym i jako taka możliwość ta pozostaje w zasadniczej analogii do możliwości niepoznawalnych rzeczy samych w sobie. Słowa kluczowe: fenomenologia transcendentalna, eksperyment unicestwienia świata, doświadczenie świata, doświadczenie ego cogito, realna możliwość, logiczna możliwość
{"title":"Nieadekwatność doświadczenia a możliwość chaosu w fenomenologii Husserla","authors":"Piotr Łaciak","doi":"10.12775/rf.2023.016","DOIUrl":"https://doi.org/10.12775/rf.2023.016","url":null,"abstract":"Zasadnicza teza tekstu brzmi, że możliwość totalnego chaosu empirycznego, która jest rozpatrywana w ramach eksperymentu unicestwienia świata, nie jest możliwością realną, lecz możliwością logiczną. Według Husserla hipoteza totalnego chaosu empirycznego pozostaje w związku z zasadniczą nieadekwatnością doświadczenia świata, która nie wyklucza możliwości nieistnienia świata. Unicestwienie świata jako efekt całkowitego załamania się doświadczenia świata mogę jednak przyjąć tylko hipotetycznie i taka fikcyjna możliwość nie ma charakteru możliwości realnej, ponieważ absolutny fakt mojego doświadczenia poprzedza wszelkie możliwości, nadając im dopiero znaczenie możliwości realnych. Doświadczenie w swej pierwotnej strukturze obejmuje zarówno doświadczenie świata, jak i doświadczenie ego cogito i jest jednym, absolutnym doświadczeniem, tak że możliwość globalnego chaosu empirycznego okazuje się jedynie pustym eksperymentem myślowym i jako taka możliwość ta pozostaje w zasadniczej analogii do możliwości niepoznawalnych rzeczy samych w sobie. \u0000Słowa kluczowe: fenomenologia transcendentalna, eksperyment unicestwienia świata, doświadczenie świata, doświadczenie ego cogito, realna możliwość, logiczna możliwość","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leszek Kołakowski był jednym z tych polskich filozofów, który wytrwale i z pasją oddawał się myśleniu metafizycznemu przez całe swoje życie. Niezaprzeczalną jego zasługą jest, na co zwraca uwagę Barbara Skarga, że jak mało kto dokonał „głębokiej destrukcji metafizyki, obnażając wszystkie jej nieuprawnione uroszczenia” (B. Skarga, Sceptycyzm metafizyką podszyty, „Tygodnik Powszechny” 43/2002.). Ostateczne stanowisko Kołakowskiego w kwestii metafizyki jest trudne do rekonstrukcji. Po pierwsze, reprezentuje on „niekonsekwentny sceptycyzm”, który nie jest metodą badawczą prowadzącą do jednoznacznych konkluzji. Po wtóre, znaczącą trudność odnajdujemy w jego sposobie pisania – eseistyce. Jednak czytelnik pism Kołakowskiego dostrzeże, że zawsze kierowała nim uczciwość intelektualna, a rozległość prowadzonych przez niego analiz i zachwyca i wydobywa interesujące implikacje. Tak też jest w przypadku jego refleksji na temat metafizyki. W niniejszym artykule podjęta zostanie próba prześledzenia dróg namysłu o charakterze metafizycznym Leszka Kołakowskiego ze szczególnym uwzględnieniem tez zawartych w jego dwóch pracach: Horror metaphysicus i Obecność mitu.
{"title":"W stronę metafizyki Leszka Kołakowskiego","authors":"Agnieszka Biegalska, Krzysztof Stachewicz","doi":"10.12775/rf.2023.26","DOIUrl":"https://doi.org/10.12775/rf.2023.26","url":null,"abstract":"Leszek Kołakowski był jednym z tych polskich filozofów, który wytrwale i z pasją oddawał się myśleniu metafizycznemu przez całe swoje życie. Niezaprzeczalną jego zasługą jest, na co zwraca uwagę Barbara Skarga, że jak mało kto dokonał „głębokiej destrukcji metafizyki, obnażając wszystkie jej nieuprawnione uroszczenia” (B. Skarga, Sceptycyzm metafizyką podszyty, „Tygodnik Powszechny” 43/2002.). Ostateczne stanowisko Kołakowskiego w kwestii metafizyki jest trudne do rekonstrukcji. Po pierwsze, reprezentuje on „niekonsekwentny sceptycyzm”, który nie jest metodą badawczą prowadzącą do jednoznacznych konkluzji. Po wtóre, znaczącą trudność odnajdujemy w jego sposobie pisania – eseistyce. Jednak czytelnik pism Kołakowskiego dostrzeże, że zawsze kierowała nim uczciwość intelektualna, a rozległość prowadzonych przez niego analiz i zachwyca i wydobywa interesujące implikacje. Tak też jest w przypadku jego refleksji na temat metafizyki. W niniejszym artykule podjęta zostanie próba prześledzenia dróg namysłu o charakterze metafizycznym Leszka Kołakowskiego ze szczególnym uwzględnieniem tez zawartych w jego dwóch pracach: Horror metaphysicus i Obecność mitu.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"22 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study presented here is to show that Jasper’s idea of university is intended to present a defence of philosophical life of a university against its reduction to a merely utilitarian concept. Jaspers follows up on the enlightened role of philosophy within university education and develops it in the conditions of the dark twentieth century. He views philosophical life as a precondition for preserving university as a place of a close bond between science and humanity, which turned out to be much needed at a time of the rise of Nazism in Germany. The study shows the crucial importance of philosophy, science and education in Jaspers' thought for the preservation of a free university. This study shows, within a historical context, the restoration of university in democratic conditions after the end of the Nazi Era.
{"title":"Jaspers’s Struggle for the Idea of the University","authors":"Ales Prazny","doi":"10.12775/rf.2024.02","DOIUrl":"https://doi.org/10.12775/rf.2024.02","url":null,"abstract":"The aim of the study presented here is to show that Jasper’s idea of university is intended to present a defence of philosophical life of a university against its reduction to a merely utilitarian concept. Jaspers follows up on the enlightened role of philosophy within university education and develops it in the conditions of the dark twentieth century. He views philosophical life as a precondition for preserving university as a place of a close bond between science and humanity, which turned out to be much needed at a time of the rise of Nazism in Germany. The study shows the crucial importance of philosophy, science and education in Jaspers' thought for the preservation of a free university. This study shows, within a historical context, the restoration of university in democratic conditions after the end of the Nazi Era.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"24 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main aim of our paper is to identify the potential limits of Socratic dialogue in moral education. These limits will be identified using a) the original ancient writings preserving several versions of Socrates’ dialogue, and b) modern writing on the Socrates’ dialogue in moral education. We will determine whether these limits are to be found in the writing of Plato or Xenophon, or rather in the problems and paradoxes of this type of education. We assume that a historical exploration of the original Socratic philosophy will help us to more easily identify the limits and problems in moral education. However, our intention is not to reject the Socratic dialogue as such, but merely to point out some of the potentially controversial aspects of its use in moral education.
{"title":"Limits of Socratic Dialogue in Moral Education","authors":"Zuzana Zelinová, Michal Bizoň","doi":"10.12775/rf.2024.04","DOIUrl":"https://doi.org/10.12775/rf.2024.04","url":null,"abstract":"The main aim of our paper is to identify the potential limits of Socratic dialogue in moral education. These limits will be identified using a) the original ancient writings preserving several versions of Socrates’ dialogue, and b) modern writing on the Socrates’ dialogue in moral education. We will determine whether these limits are to be found in the writing of Plato or Xenophon, or rather in the problems and paradoxes of this type of education. We assume that a historical exploration of the original Socratic philosophy will help us to more easily identify the limits and problems in moral education. However, our intention is not to reject the Socratic dialogue as such, but merely to point out some of the potentially controversial aspects of its use in moral education.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"27 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jan Patočka was one of the first philosophers in Czechoslovakia who, in addition to other areas of philosophy, also dealt with the philosophy of education. These ideas of his, concerned with the philosophical view of education, are still relevant today. The starting point of this study is, above all, Patočka's basic thesis, which states that a teacher who forms his/her pupils in a fundamental way must him/herself have a certain attitude towards the world and his/her life clarified, which means creating his/her own life schedule that gives his/her life meaning. For Patočka, this meaning is the result of a daily struggle to continually acquire it. It is the formation of this world view, which the teacher then transmits to his/her pupils, that is, according to Patočka, the purpose of education as such. It thus prepares the teacher for the responsible exercise of his/her profession so that he/she can perform it adequately as a humanly valuable personality. This is a crucial moment in which philosophy can go beyond a purely theoretical approach to the world towards a practical application in the educational process.
Jan pato ka是捷克斯洛伐克最早的哲学家之一，除了哲学的其他领域外，他还研究教育哲学。他的这些关于教育的哲学观点在今天仍然具有现实意义。首先，本研究的出发点是pato ka的基本论点，即一个从根本上形成他/她的学生的老师，他/她自己必须对世界和他/她的生活有一定的态度，这意味着创造他/她自己的生活时间表，使他/她的生活有意义。对pato卡来说，这种意义是每天不断努力获取它的结果。正是这种世界观的形成，教师然后将其传递给他/她的学生，也就是说，根据pato卡，教育的目的本身。因此，它准备教师负责任的行使他/她的专业，使他/她能够充分履行它作为一个人类有价值的人格。这是一个关键时刻，哲学可以超越纯粹的理论方法，走向在教育过程中的实际应用。
{"title":"Teacher as Philosopher? Patočka's Philosophical View on Education","authors":"Róbert Stojka","doi":"10.12775/rf.2024.03","DOIUrl":"https://doi.org/10.12775/rf.2024.03","url":null,"abstract":"Jan Patočka was one of the first philosophers in Czechoslovakia who, in addition to other areas of philosophy, also dealt with the philosophy of education. These ideas of his, concerned with the philosophical view of education, are still relevant today. The starting point of this study is, above all, Patočka's basic thesis, which states that a teacher who forms his/her pupils in a fundamental way must him/herself have a certain attitude towards the world and his/her life clarified, which means creating his/her own life schedule that gives his/her life meaning. For Patočka, this meaning is the result of a daily struggle to continually acquire it. It is the formation of this world view, which the teacher then transmits to his/her pupils, that is, according to Patočka, the purpose of education as such. It thus prepares the teacher for the responsible exercise of his/her profession so that he/she can perform it adequately as a humanly valuable personality. This is a crucial moment in which philosophy can go beyond a purely theoretical approach to the world towards a practical application in the educational process.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"25 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is focused on the topic of how to practice philosophy and support creativity in kindergartens and elementary schools with the help of fairy tales, in particular with the help of the story of Pinocchio. Emphasis is placed on Lipman's activity of philosophy for children, which he tried to connect with Vygotsky's theories. The aim of the article is to show the importance of developing critical thinking in the form of dialogue in connection with creative thinking, which Gianni Rodari focused on. Rodari was based on Vygotsky's theory of imagination as a process of the human mind, which is a characteristic of all human being.
{"title":"PHILOSOPHY AND CREATIVITY WITH CHILDREN: LIPMAN, VYGOTSKY, RODARI.","authors":"Lenka Naldoniová","doi":"10.12775/rf.2024.05","DOIUrl":"https://doi.org/10.12775/rf.2024.05","url":null,"abstract":"The article is focused on the topic of how to practice philosophy and support creativity in kindergartens and elementary schools with the help of fairy tales, in particular with the help of the story of Pinocchio. Emphasis is placed on Lipman's activity of philosophy for children, which he tried to connect with Vygotsky's theories. The aim of the article is to show the importance of developing critical thinking in the form of dialogue in connection with creative thinking, which Gianni Rodari focused on. Rodari was based on Vygotsky's theory of imagination as a process of the human mind, which is a characteristic of all human being.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"53 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135763710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge of philosophy is commonly imparted in various philosophy courses, and the teaching process may take multiple forms, ranging from a historical overview to interdisciplinary approaches. However, the theoreticians of education across different subjects and disciplines often turn to philosophy, and they adopt some philosophical assumptions about their field to set up warranted goals and methods of teaching, delineate subject matter, and identify skills they hope to impart. Due to this process involving lengthy theoretical discussions and intellectual exchanges, teachers pass on specific philosophical attitudes even if they are not explicitly teaching philosophy. This paper examines an intersection between history education and philosophy in particular. The focus is on philosophical theories of history that history educators directly address. The paper navigates a specific roadmap portraying the development of the philosophical approaches to the knowledge of the past, discusses diverging traditions, and shows their potential contribution to reaching educational goals.
{"title":"Is It Possible Not to Teach Philosophy?","authors":"David Černín","doi":"10.12775/rf.2024.08","DOIUrl":"https://doi.org/10.12775/rf.2024.08","url":null,"abstract":"Knowledge of philosophy is commonly imparted in various philosophy courses, and the teaching process may take multiple forms, ranging from a historical overview to interdisciplinary approaches. However, the theoreticians of education across different subjects and disciplines often turn to philosophy, and they adopt some philosophical assumptions about their field to set up warranted goals and methods of teaching, delineate subject matter, and identify skills they hope to impart. Due to this process involving lengthy theoretical discussions and intellectual exchanges, teachers pass on specific philosophical attitudes even if they are not explicitly teaching philosophy. This paper examines an intersection between history education and philosophy in particular. The focus is on philosophical theories of history that history educators directly address. The paper navigates a specific roadmap portraying the development of the philosophical approaches to the knowledge of the past, discusses diverging traditions, and shows their potential contribution to reaching educational goals.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"26 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135765225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study has the character of a critical reflection of the assumed combination of cognitive and affective goals of teaching philosophy in the environment of higher secondary education. Official state documents work with this connection as unproblematic, but the author tries to problematize this link between cognitive and affective and focuses on the current deficits in achieving affective goals in the teaching of philosophy. The article finds its inspiration for a different approach to achieving them in the pragmatism of Richard Rorty and Richard Shusterman.
{"title":"Affective Goals in Teaching Philosophy in Higher Secondary Education: Reality, Criticism, Perspectives","authors":"None Lukáš Arthur Švihura","doi":"10.12775/rf.2024.07","DOIUrl":"https://doi.org/10.12775/rf.2024.07","url":null,"abstract":"The study has the character of a critical reflection of the assumed combination of cognitive and affective goals of teaching philosophy in the environment of higher secondary education. Official state documents work with this connection as unproblematic, but the author tries to problematize this link between cognitive and affective and focuses on the current deficits in achieving affective goals in the teaching of philosophy. The article finds its inspiration for a different approach to achieving them in the pragmatism of Richard Rorty and Richard Shusterman.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135763860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present paper discusses selected issues of evaluation in the teaching of philosophy. It deals with the issue under consideration on a general level since we do not differentiate between high school and college study performance assessment. Critical reflection focuses on the proper mode of evaluation in teaching the history of philosophy as and in the disciplines of systematic philosophy. In doing so, the close interrelation between the history of philosophy and its disciplines is considered. Three basic evaluative approaches are distinguished. These vary depending on whether the assessment is of the history of philosophy, logic, or other philosophical disciplines. The question of whether a philosopher or a philosophy teacher not directly involved in discussing philosophical issues is better as an evaluator is also investigated. Furthermore, the paper also articulates the reasons for preferring the first option.
{"title":"Selected Problems of Assessment in Teaching Philosophy","authors":"Marián Ambrozy","doi":"10.12775/rf.2024.06","DOIUrl":"https://doi.org/10.12775/rf.2024.06","url":null,"abstract":"The present paper discusses selected issues of evaluation in the teaching of philosophy. It deals with the issue under consideration on a general level since we do not differentiate between high school and college study performance assessment. Critical reflection focuses on the proper mode of evaluation in teaching the history of philosophy as and in the disciplines of systematic philosophy. In doing so, the close interrelation between the history of philosophy and its disciplines is considered. Three basic evaluative approaches are distinguished. These vary depending on whether the assessment is of the history of philosophy, logic, or other philosophical disciplines. The question of whether a philosopher or a philosophy teacher not directly involved in discussing philosophical issues is better as an evaluator is also investigated. Furthermore, the paper also articulates the reasons for preferring the first option.","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"7 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135763966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction to the Issue","authors":"Ondrej Marchevsky","doi":"10.12775/rf.2024.01","DOIUrl":"https://doi.org/10.12775/rf.2024.01","url":null,"abstract":"-","PeriodicalId":36471,"journal":{"name":"Ruch Filozoficzny","volume":"35 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135763438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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