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EN
The XXI century witnesses the origination of various projects whose objective is to take into consideration the dialogue among cultures in the information-communication space. One can see an example of such project in the series of social commercials made in the form of animated films promoting the multifarious culture of Russia and praising the diversity of its every region. The project is entitled Multi-Rossija. The films constitute ideal material to shape the linguistic competence of students and obliterate barriers in intercultural communication during Russian language lessons on the basis of the dialogue of cultures.
EN
The myth of Paris, formed in the Russian literature of the 18th – early 19th centuries, is an expression of the mythological consciousness in which the ‘space – time’ dichotomy is cyclical: it is a myth of eternal return. This Parisian myth was based on a set of oppositions between the cultural and intellectual orientations in the two countries. The Russian consciousness was characterized by a sense of lack of liberty and by inclination for reflection and hesitation, whereas the enlightened France prided itself on the clarity and concreteness of its thinking and was highly aware of its pioneering role in the political and cultural world of its time. Therefore, the Russian Parisian myth was accompanied by the motifs of travel, escape, release – an ‘eternal return’ to a dream. Several generations of Russian writers, from Trediakovsky to Pushkin, impressed it on the mythological consciousness of their readers by establishing an image of Paris as a feast of life, as a city of exceptional power of expression.
EN
The article deals with the problems of dialogue of cultures and ideas in prose pieces by Ivan Rukavishnikov (1877–1930), a Russian poet of the Silver Age, writer, cultural activist and translator. Rukavishnikov’s works are characterized by ideological and aesthetic tendencies typical of the Russian culture at the turn of the 20th century. In contemporary research parallels have been drawn between the prose of Rukavishnikov and that of Fyodor Dostoyevski, Fyodor Sologub, Valery Bryusov, Andrei Bely, Mikhail Albov and Vladimir Nabokov, among others. Rukavishnikov’s early verse is marked by the motifs of death, illness and loneliness. The majority of Rukavishnikov’s poems describe the poet’s feelings and emotions through images of weakness, disappointment, sorrow, suffering, fatigue and weariness, typical of the ‘lost generation’ poets. The same motifs are characteristic of his prose. The autobiographical persona from the lyrical poetry has a correspondent in the novel “The Damned Family” – the autobiographical figure of Viktor Makarovich, an artist and a typical individualist, focused on his personal feelings. As the author’s “porte parole”, Makarovich discusses art topics with other characters in the novel, and sometimes with himself. These artistic and intellectual discussions reflect the essence of actual Silver Age literary polemics. In the article the author also analyzes Rukavishnikov’s interest in Hindu ideas and culture, expressing the human longing for truth and perfection (manifest in the second part of the collection “The Close and the Distant”). By referring to the ancient philosophy the writer raises universal and timeless questions. These questions do not belong only to the spiritual and physical world of Rukavishnikov as a representative of the Russian Silver Age, but remain topical nowadays as well.
EN
The article deals with various types of dialogue of cultures in the songs by Veronika Dolina. The genre of “author song” (Russian and Soviet singer-songwriters’ works) is analysed as a special kind of dialogue with listeners as well as with history and culture. In particular, the author interprets and places in intertextual context three songs by Dolina: ‘The Aunt Told Me’, ‘On the Death of A. D. S.’ and ,The Cardinal Is Still Young’.
EN
The purpose of this paper is to discuss the role of new findings on the mechanisms of learning and the development of information technology. The authors draw attention to the role of the teachers who feel inspired by the work and who want to modify the glottodidactics workshop, to stimulate curiosity of students, to develop their independence and create conditions for the development of formal education and the need for long-life-learning. Two concepts take on a fundamental importance: the dialogue of cultures and strong links between language and culture, expressed in principle - “language through culture, culture through language”.
EN
The research deals with the analysis of effective strategies for forming sociocultural competence. Based on the analysis of research papers of Ukrainian researchers various methodological approaches to forming future specialist’s sociocultural competence are highlighted. Sociocultural changes in the process of eurointegration predetermine establishment of new type of intercultural relations. For future agrarians new possibilities and prospects of collaboration with foreign countries appear, that envisages expansion of penetration into the foreign culture, development o the dialogue of cultures, cooperation between people and understanding other cultural values. Person’s development, readiness to intercultural communication is not possible without sociocultural knowledge, abilities and skills. Practical abilities and skills of future agrarians’ sociocultural competence can be formed during professional practice abroad at the leading world farms. Future agrarian’s sociocultural competence provides possibility to be aware of sociocultural sings of authentic language environment, to forecast possible sociocultural obstacles in the process of intercultural communication and methods of their removal; to adapt oneself to other cultural environment; envisages mastering the system of national and human values, tolerant attitude toward the cultural values of other people, display respect to cultural acquisitions of the native country, positive attitude toward partners from communication, and also realization of national meaningfulness. In the context of our study interdisciplinary ties between social and humanitarian disciplines are defined as the main pedagogical condition for forming future agrarians’ sociocultural competence. Studying such disciplines as Foreign Language, Ukrainian for Specific Purposes, Ukrainian Culture, Ukrainian Studies, Sociology provides cognition of native and foreign countries, national character and mentality; develop person’s qualities. Multilateral development of personality envisages an orientation on interdisciplinary approach, that is development of the integral system of forming competent specialist by facilities of all educational disciplines, using didactics resources of these disciplines. The subject to further research will focus on the determination of other organizational and pedagogical conditions for forming future agrarians’ sociocultural competence.
EN
Aim: Presenting the challenges and tasks of intercultural education in the context of disseminating knowledge about the functioning of various ethnic, national, and religious groups in the First Republic of Poland. Methods: A literature analysis in the field of humanities and social sciences, its interpretation in the context of the assumptions and ideas of intercultural education. Results: Broadening and deepening knowledge in the field of the processes of shaping a multicultural society in the First Republic of Poland in relation to the present day. Conclusions: Knowledge for understanding and interpreting contemporary problems related to ethnic and religious conflicts, the war in Ukraine, nationalism, and growing antagonisms between states.
EN
One of the most important vectors of Ukraine’s contemporary development is its active policy in bilateral relations with the leading European countries, since such a policy opens the way for recognition of its European identity and forms unlimited opportunities for international cooperation on a mutually beneficial basis. Among the closest partners and the most reliable allies of Ukraine was and remains Poland, because here, hundreds of thousands of Ukrainians live, work and study without any special problems. In addition, the strengthening of strategic partnership with Poland contributes to the practical realization of the European choice of Ukraine. On the other hand, Poles are interested in the territorial integrity, independence and European orientation of Ukraine, seeing it an ally in confronting external threats. In connection with the aforementioned one of the most important directions of the study of the state and prospects of modern Ukrainian-Polish relations is the elucidation of the sources and methodology of their comprehension comprehension. Although any classification is conditional, it is still worth trying to identify the main sources whose potential is intended to strengthen the relations between the two countries and outline the methodological aspects of their use in order to strengthen Ukrainian-Polish cooperation. First of all, such sources should include the following. 1. The ideological and theoretical work of the representatives of Ukraine and Poland, aimed at finding ways to deepen mutual understanding between the two peoples. At the same time, particular attention should be paid to strategic considerations expressed on both sides, as well as reservations about the risks that accompany bilateral relations. Along with this, the important points for studying are the positions of people who are distinguished for their diligence, openness to mutual respect and mutual understanding. The ideological and theoretical potential of Ukrainian and Polish intellectuals, aimed at convergence, the dialogue of the cultures of the two countries, still needs to be properly studied and systematized, and can serve as an important basis for the state-building efforts of Ukraine and Poland in the future. 2. External and domestic legal acts and documents of strategic direction aimed at strengthening of bilateral relations. This vector of relationships was already established at the turn of the 20th - 21st centuries in the relevant international legal and internal documents: the Declaration on the Principles and Main Directions of Ukrainian-Polish Relations (October 13, 1990); Treaty on Good Neighborhood, Friendly Relations and Cooperation (May 18-19, 1992); Agreement on the legal status of the Ukrainian-Polish border (January 12, 1993); Communique on the results of the meeting of the Consultative Committee of the Presidents of Ukraine and the Republic of Poland (September 27-28, 1995); Joint Statement for Understanding and Integration (May 21, 1997); Security Strategies of the Republic of Poland (2000); National Concept of Strategic Partnership Relations with the Republic of Poland (July 27, 2001); in a paper presented by the Polish political experts «The Eastern Policy of the Union in the Perspective of its Expansion through the States of Central and Eastern Europe - the Polish Point of View» (October 2003). Sufficiently strong legal and regulatory framework for bilateral relations between Ukraine and Poland is evidence of a gradual strengthening of political, economic, international legal and cultural cooperation. At the same time, a number of problems remain inadequate. First of all, it concerns border cooperation, common historical heritage, education, labor migration, etc. 3. Institutional system for the provision and coordination of mutual strategic interests of the two states. Today, this coordination is jointly carried out by: the Advisory Committee of the Presidents of Ukraine and the Republic of Poland; Ukrainian-Polish Mixed Commission on Trade and Economic Cooperation; Ukrainian-Polish and Polish-Ukrainian parliamentary groups; Permanent Ukrainian-Polish Conference on European Integration; Polish Institute in Kyiv; Ukrainian-Polish, Polish-Ukrainian forums, Foundation Research Center Poland-Ukraine and others. In addition, there are a number of research structures in each of the countries that are highly specialized in the Polish-Ukrainian and Ukrainian-Polish issues. Accordingly, this direction should be monitored and the current evaluation of the effectiveness of these or other structural units should be carried out on the subject of a real impact on the quality of bilateral relations. At the same time, mutual understanding should be sought on the basis of openness, dialogue, compromise, and the avoidance of the formation of structures focused on unilateral consideration of disputed problems. 4. State-political decisions in the field of security policy, anti-hybrid foreign-policy threats. A real threat to the entire European security system was the aggressive policy of Russia in 2014. Under these conditions, Ukraine was the leading outpost of protecting European values and democratic order. Systemic comprehension of the existing experience in a vital military-strategic sphere will help to optimize the directions of further cooperation, in particular on such important issues as: the final determination by Ukraine of the transition to international standards in the military sphere; exchanging experience of reforming the troops and maintaining their combat readiness at an appropriate level; combining the efforts of all EU countries in combating hybrid threats, as well as conducting a single foreign and security policy; consolidated actions of the European states in relation to the offending state (point of application of sanctions, embargo, etc.); to develop, on the basis of the UN, a common position on the unconditional implementation by all countries of the world of the requirements of international law and the search for ways to improve it in order to resolve non-standard situations; the study of the NATO countries by the unique Ukrainian experience of functioning the state in a hybrid war. 5. The ideological and theoretical potential of public events (scientific conferences, debates, discussions, official meetings) that promote reconciliation with respect to controversial historical events, the dissolution of persistent stereotypes. From time to time, the recurrence of historical hostility between the two neighboring countries is given significant, including at the official level. First of all, these are the negative manifestations of mutual opposition, such as: the war of monuments to the dead Poles and Ukrainians; the dissemination at the level of mass consciousness of outdated stereotypical ideas humiliating national dignity; attempts to politicize the policy of memory through speculation on the tragic events of the past, in which the representatives of both nations suffered; the criticisms of the Polish radicals about the re-establishment of the Commonwealth at the borders of 1939 and the ill-conceived statements of some Ukrainians, which prompted «to forget about Poland for 25 years». The realization by Poland of offensive historical politics in Ukraine creates a reciprocal reaction in the issue of Ukraine’s implementation of its policy of memory and causes various kinds of distortions. Therefore, under the current conditions, monopolization of the policy of memory at the state level, without involving the general public, is extremely dangerous for the future. This remark applies to both Poland and Ukraine. Thus, despite current problems, today we have every reason to state the significant level of Ukrainian-Polish cooperation. At the same time, in the bilateral relations between Ukraine and Poland it is worth looking first and foremost on positive things, consolidating in the mass consciousness what unites the two Eastern European countries, to highlight the views of people who for years build a Polish-Ukrainian understanding: translate books, establish scientific cooperation, restore cemeteries, collect help for soldiers who guarantee European security in eastern Ukraine. The progressive forces of both countries, regardless of the various kinds of provocations, should be abstracted from the insinuations of the marginal environment, reveal wisdom in assessing historical events, and determine common priorities not only for the medium term, but also for the long-term perspective. The level of mutual relations between the two countries depends on the possibility of realizing the needs of national minorities - Ukrainian in Poland and Polish in Ukraine. In addition, the strengthening of intergovernmental cooperation will contribute to establishing closer cooperation between Ukrainian and Polish societies in general, which depends largely on the future of both countries in the European House of Spies.
EN
The article attempts to discuss the international scientific conference of the European Forum for Religious Education in Schools (EuFRES). The 20th Forum took up the topic of "Dialogue of Cultures in Europe - a Challenge for School Teaching of Religion". The basic assumptions of EuFRES were presented along with the course of several days of deliberations that took place in Vienna in April 2022. The European Forum for Religious Education in Schools is an international and independent body of pedagogical and religious research and exchange of experiences in the field of school teaching of religion. Forum representatives have been meeting and conducting intentional dialogue for four decades. The fruit of the last, post-pandemic debate turned out to be valuable conclusions and postulates on the subject of interpersonal and interreligious dialogue as a challenge for school teaching of religion. In the educational dialogue, there are no ready-made recipes that could be easily applied, but there are values, attitudes and qualities that must be acquired and developed. On the basis of experience, research and the constantly developing debate of theoreticians and practitioners of education and upbringing, this does not seem to be an easy task, but one that is necessary for a culture of dialogue to be developed and promoted and without which there can be no dialogue of cultures in a globalized and information society. In this context, an important goal of religious education is to help students develop the skills of dialogue understood as an expression of respect and recognition of the value of another person. Everyone involved in the education process is obliged to constantly develop competences in the field of active participation in dialogue. Teachers, students and their parents should participate in shaping the attitude of dialogue. Formation should combine elements of theory and practice, and it should also provide a holistic harmonization of the cognitive, emotional, communicative and spiritual levels.
PL
Artykuł podejmuje próbę omówienia międzynarodowej konferencji naukowej Europejskiego Forum Nauczania Religii w Szkołach (EuFRES). XX Forum podjęło temat „Dialog kultur w Europie – wyzwanie dla szkolnego nauczania religii”. Zaprezentowano podstawowe założenia EuFRES oraz przebieg kilkudniowych obrad, które odbyły się w Wiedniu w kwietniu 2022 roku. Europejskie Forum Nauczania Religii jest to międzynarodowe i niezależne gremium pedagogiczno-religijnych badań oraz wymiany doświadczeń w obszarze szkolnego nauczania religii. Przedstawiciele Forum spotykają się i prowadzą intencyjny dialog od czterech dekad. Owocem ostatniej – popandemicznej debaty – okazały się cenne wnioski i postulaty na temat dialogu międzyosobowego i międzyreligijnego jako wyzwania dla szkolnego nauczania religii. W dialogu wychowawczym nie ma gotowych recept, które można po prostu zastosować, ale konieczne są wartości, postawy i cechy, które trzeba nabyć i rozwinąć. Na kanwie doświadczeń, badań i stale rozwijającej się debaty teoretyków i praktyków edukacji i wychowania nie wydaje się to łatwym zadaniem, ale niezbędnym dla kultury dialogu, która ma być rozwijana i promowana, bez której nie może być mowy o dialogu kultur w zglobalizowanym i informatycznym społeczeństwie. W tym kontekście istotnym celem edukacji religijnej jest niesie uczniom pomocy w rozwijaniu umiejętności dialogu, rozumianego jako wyraz szacunku i uznania wartości drugiej osoby. Wszystkie osoby zaangażowane w proces edukacji są zobowiązane do permanentnego rozwijania kompetencji w zakresie aktywnego uczestnictwa w dialogu. W kształtowaniu postawy dialogu powinni uczestniczyć nauczyciele, uczniowie oraz ich rodzice. Formacja powinna łączyć w sobie elementy teorii i praktyki. Powinna także zapewniać holistyczną harmonizację poziomu poznawczego, emocjonalnego, komunikacyjnego i duchowego.
EN
The article discusses the relationship between the phenomena clash of cultures and dialogue of cultures. The paper presents the basic theoretical findings on the issue of clash of cultures in the social sciences, and pointed out some examples of the importance of research on the collision of cultures. Also it emphasized tolerance and dialogue aspects of the clash of cultures, which served to discuss the presence of the discussed issues on the basis of communication and intercultural education and in circulation outside the scientific community. Attention was also drawn to the results of clash of cultures, implying a relationship with the dialogue of cultures. Complement argument is the presentation of a concrete example clash of culture – Polishness with Sovietness in 1939–1941 in the eastern territories of the Second Polish Republic, and the like were present in the elements providing for a possible dialogue.
PL
W artykule zostały omówione związki między zjawiskami zderzenia kultur i dialogu kultur. Zaprezentowano w nim podstawowe ustalenia teoretyczne dotyczące problematyki zderzenia kultur w naukach społecznych, wskazano wybrane przykłady i znaczenie badań nad zderzeniami kultur. Ponadto został zaakcentowany tolerancyjny i dialogotwórczy aspekt zderzenia kultur, czemu posłużyło omówienie obecności poruszanej problematyki na gruncie komunikacji i edukacji międzykulturowej oraz w obiegu pozanaukowym. Zwrócono również uwagę na rezultaty zderzenia kultur implikujące związek z dialogiem kultur. Uzupełnieniem wywodu jest prezentacja konkretnego przykładu zderzenia kulturowego – polskości z sowieckością w latach 1939–1941 na ziemiach wschodnich II RP i tego, jak były w nim obecne elementy świadczące o możliwości podjęcia dialogu międzykulturowego.
EN
The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 63 (2015), issue 1. A complex political game, differences in the level of development of the political, social and aesthetic thought, different customs, and also frequently a language gap—all these conspired against the Polish-French dialogue in the sphere of culture in the years 1573-1574. The article analyzes the opportunities for both parties to get to know each other during the Polish episode of Henri de Valois: a visit by the Polish group of envoys to Paris in the summer of 1573, and a poetical exchange between Philippe Desportes and Poles, including Jan Kochanowski, that closed the Henri period. The exchange, up till the recent times called univocally a “duel,” turns out to be, in the case of Adieu à la Pologne and Gallo crocitanti ἀμοιβή the starting of a real, albeit ephemeral dialogue beyond the political and everyday reality, one on the level of art.
EN
Towards the progressing process of globalisation, of disappearing border spatial and temporary, permeations of cultures extremely leading the opened and authentic intercultural dialogue is significant. Implementing the dialogue of cultures already on the level of the early education is justified, then it is combining with the forming of attitudes of the tolerance and the respect. Simultaneously it is important in order to develop the cultural identity and the national identity, with implication of what keeping feeling the own individualis. A presentation of the academic achievements associated with the cross-cultural education, as well as the current tendencies in the development of this area and appearing problems concerning the need of leaving to cultural borderlands is a purpose of the article.
PL
Wobec postępującego procesu globalizacji, zanikania granic przestrzennych, wzajemnego przenikania się kultur, niezwykle istotnym jest prowadzenie otwartego i autentycznego dialogu międzykulturowego. Wyzwaniem nowych czasów staje się więc potrzeba rzetelnej edukacji wielokulturowej już na poziomie wczesnej edukacji promującej dialog kultur, połączonej z kształtowaniem postaw tolerancji i szacunku. Nieodzowna jest także potrzeba budowania tożsamości kulturowej i narodowej dającej poczucie własnej indywidualności. Celem artykułu jest prezentacja dorobku naukowego związanego z edukacją międzykulturową, a także aktualnych tendencji w rozwoju tego obszaru i pojawiających się problemów dotyczących potrzeby wychodzenia na pogranicza kulturowe.
EN
In the article tolerance is under study as an integral part of intercultural communicative competence which in an era of globalization has become an important factor in formation of a personality capable to challenge constant changes in economic environment and international labor market. The author stresses the necessity of development intercultural competence by means of intercultural communication in the students majoring in economics.
PL
W artykule przedstawiono konieczność podjęcia badań nad tolerancją jako integralnym komponentem międzykulturowych kompetencji komunikacyjnych, które w dobie globalizacji stały się waŜnym czynnikiem w kształtowaniu osobowości i są w stanie podołać wyzwaniom, jakie stawiają ciągłe zmiany w środowisku gospodarczym i międzynarodowym rynku pracy. Autor podkreśla konieczność rozwoju kompetencji międzykulturowych za pomocą komunikacji międzykulturowej u studentów na kierunku ekonomia.
EN
The recent civilization transition generates socio-cultural challenges for humanitari-an policy. How to learn to live in a multicultural world in the face of increasing globali-zation, integration and the information revolution which multiply differences? What cultural concept can be the basis for the transformation of education and humanitarian policy? The article deals with the dynamics of the comprehension of cultural strategies by applying the concepts of interculturality, multiculturality and transculturality. It is concluded that the concepts of transculturality and transversality are descriptively and normatively suitable to form a new educational policy and, in result, a global cultural citizenship.
PL
W artykule podjęto zagadnienie relacji między dialogiem kultur a dialogiem religii. Analiza pojęcia religii i pojęcia kultury pokazała, że ich treści są ze sobą ściśle powiązane. Nie ma religii bez kultury ani kultury bez religii. Dlatego pojawiający się czasem postulat zastąpienia dialogu międzyreligijnego dialogiem międzykulturowym jest bezpodstawny. Dialog kultur bez dialogu religii jest niemożliwy. Aby dialog mógł zaistnieć, muszą być spełnione odpowiednie warunki. Jednym z nich jest dążenie do prawdy. Prawda ma jednak charakter inkluzywny, a nie ekskluzywny. Dlatego w religii nie ma miejsca na przemoc w imię prawdy. Dla chrześcijan prawda ma charakter osobowy. Jest nią Jezus Chrystus – Zbawiciel „polifoniczny” (Klemens Aleksandryjski).
EN
The article deals with the relationship between the dialogue of cultures and the dialogue of religions. The analysis of the concept of religion and culture shows that their contents are closely related to each other. There is no religion without culture nor culture without religion. Therefore, demand emerging sometimes to replace interreligious dialogue with intercultural dialogue is unfounded. A dialogue of cultures without a dialogue of religions is impossible. In order for a dialogue to take place, appropriate conditions must be met. One of them is the pursuit of truth. However, the truth is inclusive, not exclusive. Therefore, in religion there is no room for violence in the name of truth. For Christians, truth has a personal character. It is Jesus Christ, the “polyphonic” Saviour (Clement of Alexandria).
PL
Artykuł poświęcony jest badaniu recepcji starożytności w twórczości pisarzy białoruskich w Białymstoku. Rozważane są główne kierunki recepcji antyku w literaturze białoruskiej ХХ wieku, produktywne modele apelu autorów białoruskich w Polsce do rozumienia klasycznych metakodów. Temat staro-żytności nie jest głównym tematem twórczości białostockich autorów, dzięki temu udało się rozszerzyć zasięg autorów, przeanalizować twórczość pisarzy należących do różnych pokoleń i scharakteryzować dwa charakterystyczne kierunki recepcji starożytności: folklor i książka, oparta na dwóch koncepcjach rozwoju literatury białoruskiej. Recepcja starożytności jest uważana za ważną część białorusko-polskiego dialogu międzyetnicznego i międzykulturowego.
RU
Статья посвящена изучению рецепции античности в творчестве бело-русских писателей Белостока. Рассматриваются основные направления рецепции античности в белорусской литературе ХХ в., продуктивные модели обращения белорусских авторов в Польше к осмыслению классических метакодов. Тема античности не является основной для творчества белос-тоцких авторов, благодаря этому была возможность расширить охват авто-ров, проанализировать творчество литераторов, принадлежащих к различным поколениям и охарактеризовать два характерных направления рецепции античности: народно-фольклорное и книжное, основывающихся на двух представлениях о пути развития белорусской литературы. Рецепция античности рассматривается как важная часть белорусско-польского межнационального и межкультурного диалога.
BE
Артыкул прысвечаны вывучэнню рэцэпцыі антычнасці ў творчасці бела-рускіх пісьменнікаў Беласточчыны. Разглядаюцца асноўныя напрамкі рэцэпцыі антычнасці ў беларускай літаратуры ХХ ст., прадуктыўныя мадэлі звароту беларускіх аўтараў у Польшчы да асэнсавання класічных метакодаў. Тэма антычнасці не з'яўляецца асноўнай для творчасці беластоцкіх аўтараў, дзякуючы гэтаму была магчымасць пашырыць ахоп аўтараў, прааналі-заваць творчасць літаратараў, якія належаць да розных пакаленняў і ахарак-тарызаваць два характэрныя кірункі рэцэпцыі антычнасці: народна-фальклорны і кніжны, якія грунтуюцца на двух уяўленнях аб шляхах развіцця беларускай пісьменнасці. Рэцэпцыя антычнасці разглядаецца як важная частка беларуска-польскага міжнацыянальнага і міжкультурнага дыялогу.
EN
The article is devoted to the study of the reception of antiquity in the works of Belarusian writers in Bialystok. The main directions of the reception of antiquity in the Belarusian literature of the twentieth century, the productive models of the appeal of Belarusian authors in Poland to the comprehension of classical metacodes are considered. The topic of antiquity is not the main one for the work of Bialystotsky authors, thanks to this it was possible to expand the coverage of authors, analyze the work of writers belonging to different generations and characterize two characteristic directions of the reception of antiquity: folklore and book, based on two ideas about the development of Bela¬rusian literature. The reception of antiquity is regarded as an important part of the Belarusian-Polish interethnic and intercultural dialogue.
17
Content available Esej sinologiczny o Norwidzie
38%
EN
The review is an attempt at defining the genre of Krzysztof Andrzej Jeżewski's book Cyprian Norwid a myśl i poetyka Kraju Środka (Cyprian Norwid versus the thought and poetics of China). By referring to the disproportions between Norwidian and oriental contexts, as well as to numerous loose reflections, apparently reminding scientific conclusions, the text goes towards the ultimate suggestion to understand the work as an essay – in its first part, and as a collection of interpretative impressions – in the second one. Special attention is paid to those issues that in Norwid's work probably come from other sources (e.g. patristic), and are shown as ones taken from, or at least compatible with the spirit of Orient.
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