Wyniki wyszukiwania - Biblioteka Nauki

1

Podmiotowość i „przemieszczenie” w komiksie Lucy Knisley

100%

do Carmo Moreira V.

Paidia i Literatura

|

2020

|

nr 2

115-120

EN

In certain way, “displacement” refers to the change. It is the action of a body that moves from a certain space to another. In addition to its obvious physical implications, in the case of human displacement, there are also great subjective implications. In this way, displacement can be of other orders, as symbolic, metaphysical and mental, we can also consider even maturation as the displacement from one psychic state to another. In this case, the present work aims to analyze the different figurations of the concept of displacement present in the work: Displacement - A travelogue by Lucy Knisley, as well as the affiliation of the work to a narrative tradition perpetrated by authors who take the daily genre and the trip report as a means of subjective construction of reality, both in literature and in comics. In order to do so, will be used authors who studied the writing of female authors, having the travel narrative as a research horizon, such as Sonia Serrano and Miriam Adelman; as well as authors who focus on the specificities of the comic language that, under the aegis of “graphic novel”, engender an aesthetic construction that privileges the autobiographical narrative (Santiago Garcia and Hilarry Chute). We intend to highlight the richness that the comics bring to the symbolic construction of the genre “travel diary/narrative” through its peculiarities of self-representation.

2

Subjetividade e “Deslocamento” na obra homônima de Lucy Knisley

100%

do Carmo Moreira V.

Paidia i Literatura

|

2020

|

nr 2

109-114

EN

In certain way, “displacement” refers to the change. It is the action of a body that moves from a certain space to another. In addition to its obvious physical implications, in the case of human displacement, there are also great subjective implications. In this way, displacement can be of other orders, as symbolic, metaphysical and mental, we can also consider even maturation as the displacement from one psychic state to another. In this case, the present work aims to analyze the different figurations of the concept of displacement present in the work: Displacement - A travelogue by Lucy Knisley, as well as the affiliation of the work to a narrative tradition perpetrated by authors who take the daily genre and the trip report as a means of subjective construction of reality, both in literature and in comics. In order to do so, will be used authors who studied the writing of female authors, having the travel narrative as a research horizon, such as Sonia Serrano and Miriam Adelman; as well as authors who focus on the specificities of the comic language that, under the aegis of “graphic novel”, engender an aesthetic construction that privileges the autobiographical narrative (Santiago Garcia and Hilarry Chute). We intend to highlight the richness that the comics bring to the symbolic construction of the genre “travel diary/narrative” through its peculiarities of self-representation.

3

Le désir

94%

Barbaras R.

Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)

|

2019

|

tom 59

147-156

EN

The present essay represents an attempt at a new philosophical reflexion on the phenomenon of desire. Drawing on the phenomenological background, namely, on Husserl’s idea of intentionality and the universal a priori of correlation, but also on Merleau-Ponty, Levinas and others, the author proposes to define the perceiving subject in its relationship to worldly reality precisely as desire and lack, thus highlighting what he calls an ontological dimension of desire.

4

Subjectivity, as an important component of educational process in higher educational institutions

94%

PRYGODII M.

Edukacja-Technika-Informatyka

|

2014

|

tom 5

|

nr 1

433-438

EN

The analysis of the content of subjectivity as a philosophical and pedagogical problems of modern science. Discloses the nature and role of subjectivity in the modern educational process of higher educational establishment.

5

The subjective dimension of Security Education

94%

Drabik K.

Security and Defence Quarterly

|

2018

|

tom 21

|

nr 4

23-37

EN

Subjectivity in education is not a new issue. It defines the position and role of participants in educational processes (teacher, students). However, education combined with problems of security may raise some doubts in interpretation. It is about identifying the subjects of security. If you adopt the premise that a set of security subjects is not restricted to man and social groups, then security education should also consider other subjects. Moreover, the hazard society, as a product of the postmodern era involves the need for scientific research and public discussion about man as the subject in the process of education and social relations in general.

6

Consciousness, Subjectivity, and Gradedness

94%

Jonkisz J.

Studia Semiotyczne

|

2021

|

tom 35

|

nr 1

9-34

EN

The article suggests answers to the questions of how we can arrive at an unambiguous characterization of consciousness, whether conscious states are coextensive with subjective ones, and whether consciousness can be graded and multidimensional at the same time. As regards the first, it is argued that a general characterization of consciousness should be based on its four dimensions: i.e., the phenomenological, semantic, physiological and functional ones. With respect to the second, it is argued that all informational states of a given organism are subjective (as they are biologically individuated), but not all are necessarily conscious. Finally, where the third question is concerned, in each of the four dimensions of consciousness a graded element is identified: quality of information in the phenomenological one, abstractness in the semantic one, complexity in the physiological one, and usefulness in the functional one. The article also considers certain consequences of the solutions proposed, as well as some practical applications of the 4D-view of consciousness.

7

The subjective dimension of security education

94%

Drabik K.

Security and Defence Quarterly

|

2018

|

tom Vol. 21, No. 4

23--37

EN

Subjectivity in education is not a new issue. It defines the position and role of participants in educational processes (teacher, students). However, education combined with problems of security may raise some doubts in interpretation. It is about identifying the subjects of security. If you adopt the premise that a set of security subjects is not restricted to man and social groups, then security education should also consider other subjects. Moreover, the hazard society, as a product of the postmodern era involves the need for scientific research and public discussion about man as the subject in the process of education and social relations in general.

8

„Nie tańczysz sama przed lustrem. Oni na ciebie patrzą!”. Taniec brzucha jako afektywna strategia uczestnictwa w kulturze w filmie „Czerwony jedwab”

94%

Łapińska J.

Prace Kulturoznawcze

|

2016

|

tom 20

143-153

EN

The article analyses the film portraits of women performing belly dancing (Satin Rouge, 2002 Raja Amari). The film tells the story of awoman who after the death of her husband indulges in entertainment rather unsuitable for aGod-fearing Arab woman: belly dance in aTunis nightclub. The article focuses on dance as an affective strategy of participation in culture. Belly dance understood as aconscious work on one self and abody allows women to express their subjectivity and feel like an individual entity. Female dancing body has the power to affect — the ability to influence other bodies and to express oneself — and thus may create room for negotiation within the hegemonic discourse of men’s power over women in the Arab world.

9

The infraspace. (il)legal and a-legal spaces as producers of subjectivity

94%

López Zaldívar M.

IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych

|

2016

|

tom 28/1

370-385

EN

The subjectivity can be produced by the spaces; Foucault analyzed that in the hospital, the school and the prison. However, all of those places are legal. Based on that and inspired by the “spatial turn”, this text questions if only legal spaces can produce subjectivity or which other spaces can produce it as well. To answer the latter, it is exposed the legal spaces cannot be considered as the equivalent to “everywhere” due to the fact that there are other spaces that exist but are not visible from the legal perspective of the space or the spatial perspective of the legal. Then, I name the spaces that exist parallel to the legal spaces as infraspace. The infraspace is an (il)legal-a-legal space that works as the counterpart of the legal space and can produce subjectivity as well but in different terms. The infraspace is proposed as the space that complements the spatial possibilities that can produce subjectivity. Therefore, subjectivity can be produced by spaces that are legal, illegal or a-legal.

10

DIE BESCHREIBUNG ALS „COLPORTEUR” DER TEMPORALITÄT: DIE „EGLISE DE SAINT HILAIRE” (Marcel Proust) UND DAS HAUS DER FAMILIE BUDDENBROOK (Thomas Mann)

94%

Hergheligiu R.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

|

2009

|

tom 1

204-217

EN

In the present study the author undertakes an exemplification of Angelika Corbineau-Hoffman’s theses concerning the parallelism between certain object descriptions and the evolution of the process of involuntary memory in Marcel Proust’s work. The author reminds of Corbineau-Hoffman’s commentaries regarding the state of fugit irreparabile tempus triggered by Proust’s description of the church of St. Hilaire and develops a parallel analysis of Thomas Mann’s description of the Buddenbrooks house towards the end of his novel. The conclusion underlines the analogy between the manners in which Proust and Thomas Mann use description as a temporal device.

11

“WHO ARE YOU, WHO AM I?” Does a psychologist need philosophy to better understand the sexual abuse of minors?

94%

Kusz E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

|

2022

|

tom 12

|

nr 1

213-236

EN

This article attempts to look at the issue of sexual abuse from an anthropological point of view because the attempts by various scholarly disciplines to describe and analyze the phenomenon of sexual abuse, including attempts to identify causes and effects, do not provide clear answers to the question of the nature of what happen in sexual abuse. The first steps of the analysis show the need for a philosophical reflection, and point to the directions of such a reflection which can help to understand that the harm inflicted on a young victim by sexual abuse consists in a damage at the “core of the person,” of his own subjectivity, of his own “self.” It is an “anthropological harm or damage” resulting from “becoming an object” for the abuser. It interrupts the process of becoming an autonomous subject who understand himself and is able to enter in a dialogical relationship with others. The gist of the damage of child sexual abuse remains hidden behind the tangible long-term effects. These effects are often insurmountable during the victim’s lifetime. It indicates that we are dealing with damage to “who I am” – damage to the being of a sexually abused person. So, the person harmed in this way knows neither who I am – the person who experienced this harm, nor who you are – the perpetrator who harmed him and, in a sense, who the other is in general. Understanding the “anthropological harm” inflicted by sexual abuse clearly shows the challenge of the process of transitioning from the experience of “becoming an object” to discovering and rebuilding one’s own subjectivity, one’s own self, without denying the harm. Anthropological reflection concerns also the person of the perpetrator, who turned out to be the “bearer of evil.” Here, we have questions about intentionality, about responsibility for one’s actions, but also about the whole misery of a human being who, by objectifying another person, probably reduces himself to an object. Also, in the case of the perpetrator, understanding the process of becoming a perpetrator may help in the process of his resocialization, that is, the process of restoring his experience of his being as a free person open to meeting the other “you” who must not harmed.

12

Jakiej podmiotowości potrzebuje nowoczesny świat? Wokół Senowskiej refleksji na temat wartości azjatyckich

94%

Augustyniak P.

Prakseologia

|

2014

|

nr 156

325-335

EN

The article is an attempt to analyze and determine problem assertions contained in A. Sen’s essay Human Rights and Asian Values. The essential thesis of the article is that, in his vision of the universality of the values which constitutes the basis of human rights, Sen is a hostage of a typically Western way of thinking. This should lead to a search for an in-depth dialogue with Eastern spiritual traditions, such as Buddhism, for example.

13

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

94%

Zahorska M.

Kwartalnik Pedagogiczny

|

2014

|

nr 1-2(231-232)

155-166

EN

In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.

14

Metoda jako sebevztah pojmu

94%

Karásek J.

Filosofický časopis (Philosophical Journal)

|

2013

|

tom 61

|

nr 5

681-704

EN

The work is a contribution to the understanding of the structure and status of Hegel’s dialectic methods. In accordance with other commentators (Cramer, Düssing, Henrich, Horstmann), the author propounds the interpretation of Hegel’s logic as a theory of subjectivity sui generis. In a critical response to an article by H. F. Fulda, the author attempts to demonstrate that Hegel’s use of the term “pure determination of thought” (and similar terms) and their mentalistic interpretation do not imply a psychologisation of Hegel’s logic.

15

La societa post - moderna e i confini della soggettivia

94%

Parente F.

Civitas et Lex

|

2016

|

nr 4(12)

45-53

EN

The technology applied to human has accentuated the protection of common rights, that envisage a legal globalization with a human face, it focuses on the process of developing the person and his values. The problem involves not only economic issues, but also cultural, ethical, religious and political, that often lead to an antinomy between the various fundamental rights guaranteed by the Constitutions. The law, un fact, as an individual expression of ethics and social responsibility, should drive economic and technological development in a truly human and inclusive dimension that assumes essential valence. In this perspective, giving that human rights derive from the dignity and worth of the person, it must be concluded that the individual is the central subject of human rights and fundamental freedoms.

16

ФОРМУВАННЯ СУБ’ЄКТНОГО ДОСВІДУ МЕТОДИЧНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ В УМОВАХ ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

94%

Грицай Н.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

nr 2(56)

17-24

EN

The content of future biology teachers’ methodological training provides the system of methodological knowledge, abilities and skills, methodological training experience and emotionally valuable relations. Learning of this system provides the formation of professional and personal qualities of the teacher, his/her professional development. Individual experience provides personal interpretation of certain knowledge derived from observation and practice. The article aims to clarify the essence of the concept of «subjective experience» and defining features of its formation in future teachers of biology at higher education institutions. Individual subjectivity appears in selectivity and individual perception of reality. Communication, activity, knowledge and observation are the sources of subjective experience. Knowledge, skills and abilities, values, emotional attitude and reflection are the main components of subjective experience. Subjective experience of the methodology is a set of methodological knowledge, modes of actions and skills gained and proven during the professional and educational activities. Socially derived and personal (subjective) experience must be agreed for improving the effectiveness of training future teachers. Implementation of this approach contributes to individualization of educational activity, increasing importance of students’ knowledge, development of methodological and individual style. The analysis of scientific sources and practice of teaching at higher education institution proved the possibility of gaining minimal experience of teacher training at higher education institution. However, gaining this experience is only possible through real approach to the profession. Teaching practice in schools is very important for the formation of subjective experience of the future teachers. During this practice they act as teachers and carry out different types of educational activities. Usage of practice-oriented technologies, such as the technology of training context, methodological workshops technology, case-tech and others are very important. Such technologies help students to engage in professional activity, to compare the proposed information with individual experience and express their own ideas. The development of a system of professionally-oriented objectives for the formation of methodological subjective experience of future biology teachers can be researched in future.

17

Podmiotowość w Duchu utopii Ernsta Blocha. Powinowactwa, kontynuacje i krytyki

94%

Czajka-Cunico A.

Heteroglossia - studia kulturoznawczo-filologiczne

|

2020

|

nr 10

187-198

EN

The text outlines the conception of subjectivity that the philosopher Ernst Bloch (1885-1977) presented in his work published 100 years ago: Spirit of Utopia (Geist der Utopie, 1918). After a short reconstruction of the context in which this conception arose (the reception of German idealistic thought: Kant and Hegel, the discussions with the philosopher and poetess Margarete Susman and others) the paper describes its elaboration in the work of Bloch (Traces, 1930, Heritage of Our Times, 1936), its receptions and criticisms (for example the narrative counterproposals by Siegfried Kracauer and Bert Brecht) as well as some transcultural affinities (among others with Stanisław Brzozowski, a Polish philosopher of culture).

18

Społeczeństwo cywilne w Polsce po 25 latach

94%

Nowak M.

Przegląd Zachodni

|

2014

|

nr 3(352)

131-151

EN

The article is the author’s own description of the evolution of forms of organized activity of Poles based on a four-field interpretative matrix inspired by the assumptions of the so-called old institutionalism. The author analyzes one by one the following issues: 1) paradox of exogenous sources of evolution of the institutional framework of a civil society and a simultaneous continuity of the phenomenon; 2) consequences of subjecting the non-governmental sector to the model of financing based on the principle of subsidiarity; 3) motives and motivations for engaging in the activity of an organization; and 4) strategies of action which (do not) include organized forms of activity. The author identifies factors responsible for the underdevelopment of the non-governmental sector in Poland twenty-five years after political and economic system transformation compared to central European post-communist societies. The empirical basis of the analysis comprises data contained in the „Social Diagnosis” ("Diagnoza społeczna"), reports of the Centre for Public Opinion Research, applications of research projects realized in Poznań in 2005 and 2010 as well as international comparative analyses developed in the milieu of scholars participating in the "Johns Hopkins Comparative Nonprofit Sector Project".

19

Rzecz myśląca maszerująca. Przyczynek do krytyki teorii ideologii tout court

94%

Sokolski M.

Nowa Krytyka

|

2012

|

nr 29

267-286

EN

This paper is meant to be a brief account on Louis Althusser's theory of ideology formulated in Ideology and ideological state aparatusses and on its epistemic conditions of possibility. As such, it can also be seen as a sort of its critique in a Kantian sense. The author traces functional and structural analogies between Althusserian notion of "subject of interpellation" and Cartesian concept of subjectivity. In conclusion, Althusser's theory of ideology is shown to be strictly a post-Cartesian one. As such, it is perhaps not well suited to analyze non- or pre-Cartesian societies. But more importantly, we may ask: is it possible to think of some radically different, post-Cartesian, and thus post-capitalistic future while still using Cartesian categories?

20

Racjonalność, normatywne zaangażowanie i autonomia podmiotu

94%

Kwarciński T.

Prakseologia

|

2014

|

nr 156

297-325

EN

Amartya K. Sen is criticised for a modification of mainstream rational choice theory by an introduction of the commitment concept. This kind of modification sometimes is treated as a mistake. This article attempts to interpret the Amartya Sen’s concept of rationality. The means to this end will be an analysis of the ways of explanation of socalled Sen’s mistake. Three critical approaches to Sen’s concept of rationality made by Philip Pettit, Daniel Hausman and Geoffrey Brenan will be examined. In conclusion Sen’s concept of rationality, which includes the concept of commitment, should be interpreted as an approach which provides a subject with an autonomous expression of oneself, agency, responsibility and skills of critical thinking.