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Piękno i brzydota jako kulturowe wyznaczniki oceny osób niepełnosprawnych : (na przykładzie Poczwarki Doroty Terakowskiej)
Get PDFThe article begins with the attempt to define the notion of the beauty and ugliness and showing different categories ofvaluing them, for example the esthetics value, social value. The analysis of the novel Poczwarka by Dorota Terakowska enables the research into the notions as the cultural indicators to judge the disabled people. The sick child’s ugliness (appearance, behaviour and gestures) which is breaking the criteria of esthetics functioning in the society, shows the disturbing image of negative attitude which the society have towards the disabled people who do not look good and the anslysis of the hypothetical material that proves social tolerance towards such attitudes.Projekt Operacyjny Polska Cyfrowa POPC.02.03.01-00-0039/1
On the structure of the gynoecium and fruit of the genus Hydrocharis L. (Hydrocharitaceae)
Get PDFThe material presents the results of a study of the gynoecium and fruit structure of the genus Hydrocharis L. The structure of the female generative organs of Hydrocharis dubia (Blume) Backer was studied and described for the first time. The structure of the gynoecium and fruit of the genus Hydrocharis was analyzed from the standpoint of the theory of peltate carpel. It is shown that the receptacle take part in the development of fruit. Histogenesis and the anatomical structure of the fruit wall was studied and described. It has been found that it is more appropriate to consider the Hydrocharis fruits as lower hexamerous hemiparacarpous berries and gynoecium, from which they develop, should be described as a lower hexamerous hemiparacarpous too. The close phylogenetic relationships of genera Hydrocharis and Stratiotes L. have been shown on the basis of comparative carpology data
Elżbieta Talik / Jak trwoga, to do Boga? Psychologiczna analiza religijnego radzenia sobie ze stresem u młodzieży w okresie dorastania. Sopot 2012
No full textAnalysis of styles and defence mechanisms in type D personality
Get PDFThe aim of this study was to investigate the defence styles of individuals with type D personality. The study involved 62 individuals: 31 were respondents diagnosed with the coronary heart disease and 31 healthy subjects (without any cardiovascular system conditions). The average age in both groups was 61 years. Three research techniques were used in the study: a survey including demographic and medical parameters, a questionnaire for the evaluation of the type D personality - DS14 designed by Denollet; Defense Style Questionnaire DSQ-40 designed by Bond and Wesley (1996). The subjects with the distressed personality made use of all defence styles, but they chose the least adaptive the most often. The non-adaptive style, imaginatively-distorting style and self-sacrificing style were presented more frequently by individuals with the distressed personality, while the adaptive style was chosen more often by respondents not demonstrating any traits of the type D personality. Meanwhile, the non-adaptive style prevailed in both study groups. The type D personality is associated most strongly with such defence mechanisms, as: somatization, consumption activities, projection, sublimation, acting out, regression, reaction formation, social withdrawal, fantasy and isolation. The defence mechanisms of suppression and inhibition are not specific for the distressed personality
Just a decent human being – an attempt to describe the artist’s attitude
No full textFrom the early years of his activity, the figure of Witold Lutosławski was considered by the music environment as an informal leader of Polish musicians and as a moral authority. In the memories of the participants of music life of PRL (People’s Republic of Poland), Lutosławski had a major influence on the attitudes and even on the course of the most important matters in our field of social activity. While the knowledge about the creativity, composing technique and influence of Lutosławski’s music on the music creativity of the second half of the 20th century becomes deeper thanks to the work of many researchers of Lutosławski’s output, the human memory as the main source of knowledge about the attitude, nature and personality of Lutosławski blots out and we have to hurry to preserve its passing testimony. This is done by the author of this article. One of the most important sources of social attitude of Lutosławski is surely a family tradition. Lutosławski for many years actively took part in the works of the Repertoire Committee of the festival “Warsaw’s Autumn”, he was involved in the works of the Polish Music Publishing house in Cracow and provided help to young composers. In his numerous statements he stated that we all live in such circumstances in which a man must not avoid the question how to act. However, he did not feel competent enough to offer people any
recipes for life. his recipe for life was most of all to act decently. And this is how he acted
The formal and technical issues in Witold Lutosławski’s clarinet pieces
No full textIn my article I focused on formal and technical issues of Witold Lutosławski’s works. His pieces for clarinet constitute a satisfying for researchers fragment of composer’s early works. They allow to analyse Lutosławski’s sound language. Conclusions derived from this analysis will bring us closer to understanding the arcanas of composer’s technique. I will analyse two chamber pieces for clarinet: Dance Preludes and Trio for oboe, clarinet and bassoon. The formal-verbal plan of the trio originates from traditional models. In this sense the trio ranks among the neoclassical course of the post-war works of Polish composers. It can be seen particularly clearly with reference to the form of work and the tempo (agitato) relation between the parts – three parts are kept in the following tempo: 1st part – Allegro moderato, 2nd – Poco Adagi and 3rd – Allegro giocoso, Rondo. the individual touch of this work is the use of polymeter, which clearly introduces additional aspect dymanizing the course of piece. The structural precision and carefully refined details are among features which according to me are apparent in works of the composer. this phenomenon emerges in wide material references, symmetries between individual particles and the way of treating the instrumental parts. In Dance Preludes Lutosławski uses folk material in solo part of clarinet whereas the accompanying music is shaped entirely independently with modern means. The cycle of five miniatures is based on changing of the mood – even Preludes are full of life and striking whereas odd Preludes are nostalgic and calm. Dance Preludes are one of the most popular works of the composer and at the same time the last of his work which show the influence of folk music
Stefan Swieżawski’s Ideal of (Educating and Upbringing) the Historian of Philosophy and his Relations with the Lvov-Warsaw School
No full textThe paper is concerned with the ideal of the historian of philosophy as it was described by Stefan Swieżawski
(1907-2004) in his writings. With respect to this issue two questions were raised. The first refers to the reconstruction
of this ideal. The sources were Swieżawski’s three works: ’Czy studia uniwersyteckie umożliwiają
zdobycie kultury humanistycznej?’ (1962), ‘Zagadnienie historii filozofii’ (1966), and ‘Etos historyka filozofii’
(1988). Their analysis revealed the definite intellectual skills and knowledge as well as moral skills that were
in his view necessary for the historian of philosophy. The second question is related to the significance and influence
of Swieżawski’s relations with the Lvov-Warsaw School, especially with Kazimierz Twardowski, founder
of this school, and Kazimierz Ajdukiewicz, on his ideal of the historian of philosophy.Artykuł jest poświęcony ideałowi historyka filozofii, jaki nakreślił w swych pracach Stefan Swieżawski (1907-
-2004). W odniesieniu do tego problemu podjęto przede wszystkim dwie kwestie. Pierwsza z nich to odtworzenie
owego ideału. Za podstawę źródłową posłużyły trzy prace autorstwa Swieżawskiego: Czy studia
uniwersyteckie umożliwiają zdobycie kultury humanistycznej? (1962), Zagadnienie historii filozofii (1966)
oraz Etos historyka filozofii (1988). W oparciu o ich treści przedstawiono określone sprawności intelektualne
i wiedzę oraz sprawności moralne, jakie jego zdaniem powinien posiadać historyk filozofii. druga kwestia
dotyczy znaczenia i wpływu związków Swieżawskiego ze Szkołą Lwowsko-Warszawską, w szczególności
z założycielem tej szkoły, Kazimierzem Twardowskim, oraz Kazimierzem Ajdukiewiczem, na sformułowany
przez niego ideał pracy badacza dziejów filozofii
Criticism of Irrationalism in the Lvov-Warsaw School and its Educational Expression
No full textIn philosophical debates carried out by the academics from the Lvov-Warsaw School (L-WS) the arguments
against irrational conceptions took a particular place. Kazimierz Twardowski and his disciples rejected those
conceptions for philosophical and extra-philosophical reasons. in the article the author presents the sources
of European irrationalism of the beginning of the 20th century and the ideas of the selected philosophers –
irrationalists with whom the representatives of the L-WS discussed. While presenting that discussion, the author
shows the main lines of the arguments developed in the LW-S. The critical approach to irrationalism was also
present in pedagogical texts of the LW-S representatives. What was characteristic to the LW-S educational
assumptions was the emphasis put on the precision of thinking and the efficiency of acting, not on desire to
transmit to pupils a particular worldview. it was the expression of a consequent attitude of that group of
academics, the attitude called at times maximalist as regards the form, and the minimalist as regards the
content.W filozoficznych sporach tocznych przez uczonych ze Szkoły Lwowsko-Warszawskiej (SL-W) szczególne
miejsce zajmowały spory z koncepcjami irracjonalistycznymi. Kazimierz Twardowski i jego uczniowie odrzucali
te koncepcje zarówno ze względów filozoficznych, jak i pozafilozoficznych. W artykule przedstawiono źródła
europejskiego irracjonalizmu początku XX wieku oraz wybranych filozofów – irracjonalistów, z którymi
dyskutowali przedstawiciele SL-W. Omawiając tę dyskusję, wskazano na główne linie argumentacji rozwijanej
w SL-W. Krytyka irracjonalizmu ujawniła się również wyraźnie w tekstach pedagogicznych omawianych myślicieli.
Tym, co charakteryzowało założenia wychowawcze w SL-W, był nacisk kładziony na ścisłość myślenia
i sprawność działania, nie zaś dążenie do wyrobienia w uczniach określonego poglądu na świat. Był to wyraz
konsekwentnej postawy intelektualnej tej grupy uczonych, opisywanej niekiedy jako postawa maksymalistyczna
co do formy i minimalistyczna co do treści
What kind of education in the face of the crisis of culture? Between ideology and philosophy of individual meanings
No full textContemporary times being a consequence of socio-cultural changes, which result in a condition called the
crisis of culture, are becoming an inspiration for asking questions, also about education and its future.
Thinking about the future of education directs the reflection about education category from its contemporary
understanding towards the past, where the presence of two other categories reveals: ideology and philosophy.
The article shows the status of philosophy in relation to the authoritarian and nonauthoritarian ideology
as well as a short characteristic of philosophy of education described in the literature as nonauthoritarian,
namely: progressivism and reconstructionism. Furthermore, a postulate concerning a certain kind of attitude
in education, which the author in some way supports, is also put forward. The article is just an exemplification
of a possible interpretation of the title question and that interpretation, which is inevitably subjective, is the
natural way to philosophy of individual meanings.Współczesność, będąca konsekwencją procesów społeczno-kulturowych zmian, które skutkują stanem określanym
jako kryzys kultury, staje się inspiracją do stawiania pytań, także pytań o edukację i jej przyszłość.
Myślenie o przyszłości edukacji kieruje namysł nad ową kategorią od jej rozumienia współczesnego ku przeszłości,
gdzie uwidacznia się obecność dwóch innych towarzyszących jej kategorii: ideologii oraz filozofii. Ukazany
zostaje status filozofii w relacji z ideologią autorytarną oraz nieautorytarną, a także krótka charakterystyka
filozofii edukacji określanych w literaturze jako nieautorytarne, a więc: progresywizmu i rekonstrukcjonizmu.
Wysunięty zostaje także postulat swego rodzaju postawy w edukacji, któremu autorka niejako sama ulega.
Artykuł stanowi bowiem jedynie pewną egzemplifikację możliwej interpretacji tytułowego pytania, interpretacji
nieuchronnie obarczonej subiektywizmem, uwieńczonej filozofią osobistych znaczeń