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Ripensare il paradigma. Osservazioni sulla cultura umanista nel romanzo "La linea del colore" di Igiaba Scego
No full textThe article entitled “Rethink the paradigm. Observations on the humanistic culture in the novel "La linea del colore by Igiaba Scego” aims to show that the novel by the Italian contemporary writer is a critique of the paradigm of humanistic culture. This thesis is based on frequent references in the novel to the art of the humanist era and to classical culture. The analysis shows that the novel points out that the definition adopted as the basis of humanism excludes people who are of a race other than white, a gender other than male, and people who have the status of a slave or immigrant. The novel points to the discriminatory, androcentric and Eurocentric nature of the culture of humanism.The article entitled «Rethink the paradigm. Observations on the humanistic culture in the novel La linea del colore by Igiaba Scego» aims to show that the novel by the Italian contemporary writer is a critique of the paradigm of humanistic culture. This thesis is based on frequent references in the novel to the art of the humanist era and to classical culture. The analysis shows that the novel points out that the definition adopted as the basis of humanism excludes people who are of a race other than white, a gender other than male, and people who have the status of a slave or immigrant. The novel points to the discriminatory, androcentric and Eurocentric nature of the culture of humanis
Братья-ворчуны и всеобъемлющее единство: образ «идеального еврея» как выражение национального самосознания русско-еврейской интеллигенции в конце XIX -- начале XX века.
No full textThis article examines how Russian-Jewish intellectuals of the late nineteenth and early twentieth centuries – liberals, Zionists, and Bundists alike – constructed the figure of the “ideal Jew” as a model of national self-consciousness. Despite ideological conflicts, these groups shared a vision of a modern Jew who embodied both Russian and Jewish cultural orientations. The ideal Jew was imagined as an educated, socially responsible individual, capable of elevating the Jewish masses, articulating communal values, and serving as a prototype for collective regeneration. Tracing this figure from the Haskalah of the 1860s and 1870s, through the rise of Jewish nationalism after 1882, and into the post-1917 emigration, the article shows how attitudes toward Russian culture, diasporic identity, and nostalgia shaped the evolving conception of Jewish selfhood. By analyzing literary criticism, historiography, social theory, and journalism, it reveals a persistent pattern of synthesis, Russian and Jewish, cosmopolitan and national, underpinning intellectual debates across generations.W artykule analizuje się, w jaki sposób rosyjsko-żydowscy intelektualiści końca XIX i początku XX wieku – liberałowie, syjoniści i bundowcy – konstruowali obraz „idealnego Żyda” jako wyraz narodowej samoświadomości. Pomimo różnic ideowych grupy te podzielały wyobrażenie o nowoczesnym Żydzie, łączącym rosyjskie i żydowskie orientacje kulturowe. Idealny Żyd postrzegany był jako osoba wykształcona i społecznie odpowiedzialna, zdolna podnosić poziom żydowskich mas, formułować wartości wspólnoty oraz stanowić model dla zbiorowej odnowy. Śledząc ewolucję tego wyobrażenia od epoki rosyjskiej Haskali lat 60.–70. XIX wieku, przez rozwój żydowskiego ruchu narodowego po roku 1882, aż po emigrację po 1917 roku, artykuł ukazuje, w jaki sposób stosunek do kultury rosyjskiej, tożsamości diasporycznej i nostalgii kształtował koncepcję żydowskiego „ja.” Analiza krytyki literackiej, historiografii, myśli społecznej i publicystyki ujawnia trwały motyw syntezy – rosyjskiej i żydowskiej, kosmopolitycznej i narodowej – leżący u podstaw debat intelektualnych kolejnych pokoleń.В статье исследуется, как русско-еврейские интеллектуалы конца XIX – начала XX века – либералы, сионисты и бундовцы – конструировали образ «идеального еврея» как выражение национального самосознания. Несмотря на идейные разногласия, эти группы разделяли представление о современном еврее, сочетающем русскую и еврейскую культурные ориентации. Идеальный еврей мыслился как образованный и социально ответственный человек, способный возвышать еврейские массы, формулировать ценности общины и служить моделью для коллективного обновления. Прослеживая эволюцию этого образа от эпохи русской Гаскалы 1860–1870-х годов через становление еврейского национального движения после 1882 года и до эмиграции после 1917 года, статья показывает, как отношение к русской культуре, диаспорной идентичности и ностальгии формировало концепцию еврейского «я». Анализ литературной критики, историографии, социальной мысли и журналистики выявляет устойчивый мотив синтеза – русского и еврейского, космополитического и национального – лежащий в основе интеллектуальных дискуссий нескольких поколений
Jeszcze jeden koniec filozofii
No full textThe text is a review of Jan Hartman’s book Twilight of Philosophy, in which he propounds the thesis of the inevitable end of the “cultural project called philosophy.” He conducts a metaphilosophical analysis of the unauthorised claims of philosophy, which has constituted its autonomous object as “philosophising” by imposing it on the humanities. Hartman argues that it is not a matter of self-reflection or self-criticism of philosophy, for it is precisely this attitude that sustains the pernicious belief in its unique role. Philosophy exhausts its “rhetorical resources,” loses out to science in social impact. It is a mere literary conceptualisation of the world, and lives on today thanks to universities and publishing houses. In the name of intellectual honesty, it is necessary to accept the cultural fact that there is an end to philosophy and nothing will reverse it.Tekst jest recenzją książki Jana Hartmana Zmierzch filozofii, w której głosi on tezę o nieuchronnym zakończeniu “projektu kulturowego zwanego filozofią”. Prowadzi metafilozoficzną analizę nieuprawnionych roszczeń filozofii, która ukonstytuowała swój autonomiczny przedmiot, jakim jest “filozofowanie”, narzucające go humanistyce. Hartman argumentuje, że nie chodzi o samorefleksję czy samokrytykę filozofii, gdyż właśnie taka postawa podtrzymuje zgubne przekonanie o wyjątkowej jej roli. Filozofia wyczerpuje swoje “zasoby retoryczne”, przegrywa z nauką w społecznym oddziaływaniu. Jest zaledwie literackim konceptualizowaniem świata, żyje współcześnie dzięki uniwersytetom i wydawnictwom. W imię uczciwości intelektualnej należy pogodzić się z kulturowym faktem, że następuje kres filozofii i nic go nie odwróci
Academics’ Motivation to Learn Foreign Languages: The Case of English
Full text linkTeaching and research are central aspects of university scholars’ work. To provide a high quality of teaching and research, scholars are required to continually learn and develop professionally. Only recently have some empirical studies that focused on academics’ motivations and emotions attempted to explain key outcomes related to their research, teaching, and professional development. This study adopted a self-determination lens to explore academics’ motivation to learn foreign languages, an area that has hardly been scrutinized due to an assumption that academics are highly motivated. The sample consisted of 593 academics (330 women) from nine public and one non-public higher education institutions in Krakow, Poland. The participants also self-rated their level of proficiency in English, French, German, Spanish, and Russian. The results from the Polish version of the Language Learning Orientations Scale—intrinsic motivation, extrinsic motivation, amotivation (LLOS-IEA) (Noels et al., 2000) showed that these university academics were characterized by both intrinsic motivation and the most internalized form of extrinsic motivation (identified regulation). These have been considered to be optimal forms of motivation with positive outcomes. Statistically significant differences were found between scholars’ motivation to learn languages and age, gender, and job seniority. The analysis performed for English indicated that scholars rated themselves as having a proficient level (C1) in reading and an independent level (B2) in writing skills
Learning Style Preferences, Strategy Use and Chinese Undergraduate EFL Students’ English Achievements
Full text linkResearch shows that both learning style preference and strategy use are important factors affecting second/foreign language (SL/FL) learning, and that both may vary, as learners are different. Yet, studies on learning style preferences and their interaction with strategy in relation to SL/FL learning outcomes are limited. The present study thus examined Chinese undergraduate EFL (English as a FL) students’ preferences for learning styles, use of learning strategies and their predictive effects on their English achievements. Analyses of 439 questionnaires revealed the following major findings: (1) the whole sample, regardless of gender, displayed no major preference for any learning style and generally preferred the kinesthetic style the most, followed by tactile, auditory, visual, group and individual styles respectively; (2) the whole sample, regardless of gender, demonstrated a medium to high level of use of the six types of learning strategies, and used metacognitive strategies the most frequently, followed by cognitive, social, compensation, memory and affective strategies, respectively; (3) cognitive strategy use significantly positively predicted all samples’ English achievements, additionally, memory strategy use and the tactile style significantly predicted female students’ English achievements, and (4) no significant difference was observed between genders in learning styles or strategy use except for group learning. These findings further pinpoint the importance of learning styles and strategy use in second/foreign language learning, which thus deserve continuous research
Uncovering Procrastination in Language Teaching: Self-Efficacy, Anxiety, and Situational Influences
Full text linkThe study employed a mixed-methods approach to investigate the relationship between English language teachers’ teaching efficacy, emotional experiences, and situation and task-related procrastination. It aimed to explore both self-reported teaching self-efficacy beliefs and the factors influencing language teachers’ procrastination behaviors and emotions during task delay. A total of 305 Croatian EFL teachers participated in this study. Descriptive, correlation, and directed content analyses were carried out. According to the findings, the Croatian language teachers viewed themselves as highly effective in the classroom and they also reported engaging in procrastination infrequently. When inquired about language proficiency-related anxiety, they admitted having experienced it sporadically. Those confident in utilizing instructional strategies and implementing classroom management strategies procrastinated less and reported lower anxiety levels. Qualitative analysis revealed that demotivating or fatiguing tasks, especially administrative and testing-related ones, instigated procrastination, among others. When procrastinating, the teachers reported primarily unpleasant emotions, such as anxiety, nervousness, frustration, and guilt
Переосмысление политического с другими животными Дариуш Гзыра и Патрык Шай беседуют с Евой Мейер
Full text linkThe interview with Eva Meijer that Dariusz Gzyra and Patryk Szaj conducted considers the political aspects of relationships between humans and non-human animals. It aims at reconsidering “the political” along with other animals (in contrast to speaking simply “about” animal politics.) In the course of the interview, the following issues are raised: the political turn in animal studies, the progressive development of animal studies over the years, non-human languages and their role in political participation, the advantages and disadvantages of liberal democracy when it comes to interspecies politics, the “from the ground up” method in political theory, the political task of literature, the role of political parties and other institutions in a systemic change, animals as working-class members, the entangled empathy that, perhaps, involves not only sentient animals but also non-sentient beings.Wywiad z Evą Meijer przeprowadzony przez Dariusza Gzyrę i Patryka Szaja traktuje o politycznych aspektach relacji pomiędzy ludźmi a zwierzętami pozaludzkimi. Jego celem jest ponowne przemyślenie tego, co polityczne, wspólnie z innymi zwierzętami (w przeciwieństwie do zwykłego mówienia "o" polityce zwierzęcej). W trakcie wywiadu podejmowane są następujące kwestie: zwrot polityczny w studiach nad zwierzętami, postępujący rozwój studiów nad zwierzętami na przestrzeni lat, języki pozaludzkie i ich rola w partycypacji politycznej, zalety i wady demokracji liberalnej odnośnie do polityki międzygatunkowej, metoda "od podstaw w górę" w teorii politycznej, polityczne zadania literatury, rola partii politycznych i innych instytucji w zmianie systemowej, zwierzęta jako członkowie klasy pracującej, splątana empatia, która może obejmować nie tylko zwierzęta zdolne do odczuwania, ale także byty niebędące sentientami. В интервью Дариуша Гзыры и Патрыка Шая, взятом у Евы Мейер, обсуждаются политические аспекты отношений между людьми и живыми существами, не принадлежащими к человеческому роду. Цель беседы – переосмыслить политическое вместе с другими животными (в отличие от простого разговора «о» животной политике). В интервью поднимаются следующие темы: политический поворот в исследованиях животных (animal studies), развитие этих исследований в последниегоды, внечеловеческие языки и их роль в политической жизни, преимущества и недостатки либеральной демократии в контексте межвидовой политики, метод «снизу вверх» в политической теории, политическая функция литературы, роль политических партий и других институтов в условиях системных изменений, животные как члены рабочего класса, а также запутанная эмпатия, касающаяся не только чувствующих животных, но и нечувствующих форм жизни
