http://hdl.handle.net/11089/20866 Tue, 07 Apr 2026 05:04:52 GMT 2026-04-07T05:04:52Z https://dspace.uni.lodz.pl:443/bitstream/id/6de9d727-bb62-4d3a-9ba6-3277c38afba2/ http://hdl.handle.net/11089/20866 http://hdl.handle.net/11089/20902 Dydaktyka – między filozofią a polityką Moroz, Jacek; Świrko-Pilipczuk, Janina; Szwabowski, Oskar Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/11089/20902 2017-01-01T00:00:00Z http://hdl.handle.net/11089/20901 Filozofia jako dydaktyka, dydaktyka jako filozofia. Od racjonalności instrumentalnej do „oświecenia”? Wieczerzyński, Mariusz The aim of this article is to look at philosophy as a didactic practice in which didactic is seen as critique. Both are immanent to philosophical reflection as a whole. I would like to start with an analysis whether the structure of philosophical thought determines the didactic results (e.g. the Socratic method, philosophy as linguistic competence) and using critical theory I will analyze the possible ways of overcoming instrumental rationality. I will mainly contribute to the works of M. C. Nussbaum. I will then look at the relations between theory and practice, between instrumental and involved, between subjective and objective reason with contributions to M. Horkheimer and T. W. Adorno. The case to consider would be whether teaching philosophy should remain a shallow discipline with only historical approach or can it be presented as a problem-solving device thanks to introducing critical thought. Can it be a remedy to the enlightenment that results in a goal – oriented formal rationality? Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/11089/20901 2017-01-01T00:00:00Z http://hdl.handle.net/11089/20899 O ścisłych związkach pedagogiki z etyką Leś, Tomasz The purpose of this paper is to provide grounds for the thesis on close relations between pedagogy and ethics. These relations can be both accidental and necessary in their form, however, the latter are definitely more significant in terms of implications for the pedagogy as a discipline. This is because pedagogy can be considered as (practical) ethics. The thesis will be supported by reference to both practical and strictly philosophical arguments. The final part of the paper will show the consequences of this specific identification of the aforementioned relations for pedagogy as a discipline. Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/11089/20899 2017-01-01T00:00:00Z http://hdl.handle.net/11089/20898 Filozofia edukacji Kazimierza Twardowskiego z perspektywy analitycznej Goncharenko, Olga The reflection on philosophical foundations of pedagogy is characteristic feature of the analytical tradition in philosophy. The creative work of Kazimierz Twardowski, famous polish philosopher, is an integral part of this tradition. His papers together form the analytical project, which lay the ground for the formation of a particular style of philosiphizing in pedagogical dimension. These features are most clearly manifested in problematizing the relation between philosophy and pedagogy, in the analysis of pedagogical concepts, in the critic of irrationalism in pedagogy, in the coordination with scientific criticism in pedagogy. Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/11089/20898 2017-01-01T00:00:00Z