Wyniki wyszukiwania - Biblioteka Nauki

1

Gadamerova hermeneutika a rozumějící sociologie

100%

Ďurďovič M.

Filosofický časopis (Philosophical Journal)

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2008

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tom 56

|

nr 4

509-531

EN

The article investigates the possibility of broadening Gadamer’s hermeneutical theory of the interpretation of a text also on the theory of the interpretation of human action. As a model for the development of hermeneutical inquiries, the author uses the theme of a understanding sociology. The successive parts of the article are aimed at analysing the conception of a understanding social action in Max Weber; at the subsequent critique and phenomenological development of this conception in the sociological theory of action of Alfred Schütz; and finally, and above all, at a differentiated inquiry into the problem of understanding the action of the other whose sociological treatment is, in the article, related to the more fundamental philosophical conception of understanding, as it was presented in Gadamer’s hermeneutics. The study, as a whole, shows not only that Gadamer’s concepts of horizon, the merging of horizons, and the hermeneutical situation may be meaningfully related to the question of the interpretation of human action, but also that new perspectives of inquiry may be opened up for sociological and philosophical theories of action.

2

Andrzej Wierciński, Existentia Hermeneutica: Understanding as the Mode of Being in the World, LIT, Zürich 2019, pp. 512 (rev.)

87%

Portocarrero M. L.

Studia Philosophiae Christianae

|

2020

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tom 56

|

nr 1

157-160

PL

Andrzej Wierciński’s "Existentia Hermeneutica: Understanding as the Mode of Being in the World" is absolutely innovative in its reflection on the hermeneutic relationship between philosophy and theology. It represents a profound analysis of the whole tradition of philosophical hermeneutics and Catholic theology, which drew upon the former for a new account of the problematic of faith. ------------ Zgłoszono: 20/12/2019. Zrecenzowano: 11/01/2020. Zaakceptowano do publikacji: 29/01/2020

EN

Andrzej Wierciński’s "Existentia Hermeneutica: Understanding as the Mode of Being in the World" is absolutely innovative in its reflection on the hermeneutic relationship between philosophy and theology. It represents a profound analysis of the whole tradition of philosophical hermeneutics and Catholic theology, which drew upon the former for a new account of the problematic of faith. ------------- Received: 20/12/2019. Reviewed: 11/01/2020. Accepted: 29/01/2020

3

Pięć koncepcji dialogu

80%

Gadacz T.

Kwartalnik Pedagogiczny

|

2015

|

tom 60(2 (236))

75-91

PL

Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.

4

Kategoria godności człowieka w świetle hermeneutyki

80%

Bronk A.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2012

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nr nr 19

11-29

EN

The object of my elementary semiotical and methodological considerations is the place and the function of the concept of human dignity in the hermeneutics of Hans-Georg Gadamer. The notion of human dignity is used today frequently – alas, often uncritically – in many political and ideological discussions as a tool to promote certain kinds of social policy. I am above all interested in the many meanings of the notion of human dignity and the philosophical (ontological and epistemological)presuppositions that lie at the bottom of its use. What precisely do we mean when we say that human beings are characterized by a dignity? However, I will not determine precisely the different meanings,past and present, of “human dignity”, much less give a projecting definition of this notion. I devote attention – though only indirectly – to objective questions raised by the notion of human dignity and to their answers as well as to arguments in their favour. When we accept the hermeneutics as a philosophical anthropology then we see also that the notion of human dignity plays a peculiar function in it. In conclusionI state that the thesis that the human being has an ontologically distinctive way of existence finds adequate rational explanation and justification only in philosophy and a non-rational explication and a full justification in Christian theology.

5

Understanding, Expression and Unwelcome Logic

80%

Holub Š.

Studia Semiotyczne

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2020

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tom 34

|

nr 1

EN

In this paper I will attempt to explain why the controversy surrounding the alleged refutation of Mechanism by Gödel’s theorem is continuing even after its unanimous refutation by logicians. I will argue that the philosophical point its proponents want to establish is a necessary gap between the intended meaning and its formulation. Such a gap is the main tenet of philosophical hermeneutics. While Gödel’s theorem does not disprove Mechanism, it is nevertheless an important illustration of the hermeneutic principle. The ongoing misunderstanding is therefore based in a distinction between a metalogical illustration of a crucial feature of human understanding, and a logically precise, but wrong claim. The main reason for the confusion is the fact that in order to make the claim logically precise, it must be transformed in a way which destroys its informal value. Part of this transformation is a clear distinction between the Turing Machine as a mathematical object and a machine as a physical device.

6

Tradycja a rozumienie sztuki w filozofii Hansa-Georga Gadamera

80%

Czakon D.

Estetyka i Krytyka

|

2013

|

nr 3(30)

25-41

XX

This article is an introduction to the idea of tradition which is present in H.-G. Gadamer’s thoughts. The author analyzes tradition in the context of the art experience. In the first part the author of this paper describes tradition in the broader hermeneutic context. The author depicts tradition and, consecutively: understanding, hermeneutic experience, ‘historically effected consciousness’, horizon, authority, prejudice. The second part addresses specifically Gadamer's thoughts on the arts as an experience of tradition. Gadamer's hermeneutic theory is interpreted as a presumptive solution to the problem of contemporary culture.

7

Chrystocentryzm alegorii chrześcijańskiej w starożytnej hermeneutyce biblijnej

80%

Paciorek A.

The Biblical Annals

|

1997

|

tom 44

|

nr 1

29-42

PL

Der Aufsatz betrifft die in dem Altertum von christlichen und nichtchristlichen Autoren benutzte Allegorie. Die christliche Allegorie ist aber gar nicht dieselbe wie bei den anderen (heidniche Philosophie, Philo). De Unterschied besteht in Annahme der Historizität der betreffenden Aussagen, vor allem der in der Annahme der entscheidenden Bedeutung Christi für das Verstehen der ganzen alttestamentlichen Geschichte. Im Horizont der Hermeneutikprinzipien von Origenes ist das besonders überzeugend. Eben diese Hermenutikprinzipien lassen verstehen, wie weit die allegorische Interpretation in der Gesamtheit der alexandrinischen Exegese eingebaut ist.

8

Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu

80%

Milerski B.

Kwartalnik Pedagogiczny

|

2015

|

tom 60(2 (236))

56-74

PL

Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.

9

Znaczenie „doświadczenia hermeneutycznego” w ujęciu H.-G. Gadamera dla edukacji

80%

Teusz G.

Studia Edukacyjne

|

2019

|

nr 53

275-284

EN

The aim of the article is to present the meaning and essence of the “hermeneutical experience” in the H.-G. Gadamer’s perspective for the theory and educational practice. The topics address the relationship between pedagogy and philosophy, the presence of philosophical ideas in the reflection on upbringing and the practice of upbringing.

10

Hermeneutyka doświadczenia religijnego. Tropy i przyczynek do dyskusji

80%

Bondzio T.

Studia Ełckie

|

2021

|

tom 23

|

nr 3

327-339

EN

When we talk about the definition of “religious experience”, even in a theological approach, we can see justified ambivalence. The centuries-long reflection on this issue, from the analysis of biblical texts to patristic thought, the reflections of theologians, and the decisions of the Church’s Teacher’s Office, leads to a multiplicity and variety of conclusions. However, the leaps of development and changes with the category of experience do not contradict Revelation. The article does not exhaust the issue of religious experience in its entirety, but it does give a clear signal of the importance of the problem and contributes to further research in philosophy, psychology, and theology. The text presents the results of the research, which gives the possibility to apply them to contemporary theological thought. It can be seen that religious experience is not something static and finite, but is something dynamic and multidimensional.

11

Kliniczna hermeneutyka podejrzeń – topologiczna (bez)graniczność. Śladami Jacquesa Lacana

80%

Węc K.

Kwartalnik Pedagogiczny

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2015

|

tom 60(2 (236))

185-203

PL

The article is an attempt to introduce relationships between hermeneutics, pedagogy and psychoanalysis. The essential issue under consideration is the interpretation of topological figures as a particular tool allowing to perceive hermeneutics from the subject’s clinic perspective. The key importance for pedagogy here is the indication that both hermeneutics and psychoanalysis have a cognitive value recognising the subject in categories which exceed the traditional subject narratives, formulated from the perspective of the hermeneutic circle.

12

Kliniczna hermeneutyka podejrzeń – topologiczna (bez)graniczność. Śladami Jacquesa Lacana

80%

Węc K.

Kwartalnik Pedagogiczny

|

2015

|

nr 2(236)

185-203

EN

The article is an attempt to introduce relationships between hermeneutics, pedagogy and psychoanalysis. The essential issue under consideration is the interpretation of topological figures as a particular tool allowing to perceive hermeneutics from the subject’s clinic perspective. The key importance for pedagogy here is the indication that both hermeneutics and psychoanalysis have a cognitive value recognising the subject in categories which exceed the traditional subject narratives, formulated from the perspective of the hermeneutic circle.

13

Theology, Hermeneutics and Philosophical Poetics

80%

Kačerauskas T.

International Studies. Interdisciplinary Political and Cultural Journal

|

2012

|

tom 14

95-107

EN

The article deals with Heidegger’s attitudes towards theology. Heidegger, stating that existential philosophy and theology are incompatible, advances a thesis of not objectivating poetic thinking. Whereas, Ricoeur’s biblical hermeneutics is based on his theory of metaphor. The lingual act here means the destruction of the old outlook for the sake of the new one. In this dramatic way cognition occurs as a meeting. The poetic thinking of the late Heidegger is also based on a meeting that covers both horizontal coexistence and vertical direction. The author raises the question whether the poetic thinking of the late Heidegger is not theological?

14

Review: "De la philosophie réflexive à l’herméneutique. Philosophie française de la religion," edited by Joanna Barcik

80%

Grzywacz R.

Forum Philosophicum

|

2008

|

tom 13

|

nr 1

157-161

EN

The article reviews the book Od filozofii refleksji do hermeneutyki. Francuska filozofia religii [De la philosophie reflexive à l'herméneutique. Philosophie française de la religion], edited by Joanna Barcik.

15

Liturgical Division of the Torah as a Tool for Unit Delimitation. Preliminary Remarks

80%

Stanek T.

Poznańskie Studia Teologiczne

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2014

|

nr 28

15-31

PL

Podział tekstu Pięcioksięgu na mniejsze jednostki ma tradycję tak długą, jak jego formowa- nie. Najbardziej podstawowy podział to pięć ksiąg, ale także wewnątrz niego obserwuje się podział na mniejsze jednostki. Obok starożytnego podziału, wyznaczanego przez spacje petucha i setuma, w TM zaznaczono jeszcze inny - na czytania synagogalne. W I tysiącleciu istniały dwie tradycje czytań: „cykl palestyński", w którym cały Pięcioksiąg był czytany w cyklu trzyletnim, oraz „cykl babiloński", dzielący Torę na 54 sekcje, uzasadnione potrzebą przeczytania jej w ciągu jednego roku. Każdy z tygodniowych odczytów dzieli się dodatkowo na siedem części. Podział ten rządzi się własnymi prawami. Czytana perykopa pozostawia w pamięci pewne wątki, a szczególne znaczenie ma jej zakończenie. Wewnętrzny podział także odwołuje się do per- cepcji słuchacza, a więc również zakończenie poszczególnych części ma znaczenie dla kształtowa- nia świadomości słuchaczy. W artykule przedstawiono pięć różnych perykop według porządku ba- bilońskiego celem ukazania charakterystycznych rysów tego podziału.

16

Towards Norwid’s hermeneutics

80%

Kuziak M.

Studia Norwidiana

|

2016

|

tom 34 English Version

239-248

EN

This article is a review of the book by P. Abriszewska Literacka hermeneutyka Cypriana Norwida [Cyprian Norwid’s literary hermeneutics]. The book discusses the previous research of the issue, taken in the context of the Romantic, the 19th-century and the 20-th century hermeneutic thought. The review focuses on the reconstruction of the diversified and multilateral hermeneutic approaches to Norwid’s works proposed by the author of the publication. These hermeneutic approaches are linked with culture, literature, history and – to the smallest extent – with nature; all of them being part of the poet’s oeuvre.

17

Hans-Georg Gadamer – doświadczanie granicy języka

80%

Garncarek P.

Postscriptum Polonistyczne

|

2012

|

nr 2(10)

77-95

EN

The article discusses the usefulness and adequacy of hermeneutic theory of language by Hans¬ Georg Gadamer in glottodidactic process. It presents the attempt to define the phe-nomenon of language (in this case regarded as a foreign language) that is different than the linguistic one. It is a contribution to further search for different ways of defining a native language while teaching it at Polish faculties abroad. The aim of such search is to find an answer to the question: what is it that we teach?

18

METAPHOR FOREVER – EINIGE (WENN AUCH NICHT BAHNBRECHENDE) BEMERKUNGEN ZUR GESCHICHTE UND ZUM WESEN DES (LITERARISCHEN) PHÄNOMENS

80%

Wałowski P.

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

|

2010

|

tom 2

17-37

EN

Firstly, the analytic finger is pointed towards difficulties arising in the attempt to precisely define metaphor. The importance of the broadly understood context in which it appears is emphasized as indispensable for the emergence of (a given) metaphor’s meaning. Moreover, two theories, which appear to be the most essential points of reference in the discussion, are addressed: the ‘substitution theory’, which reverts to Aristotle’s model, and Max Black’s ‘interaction theory’, which presents the modern approach. Furthermore, the metaphor’s interpretative potential, including both its positive and negative connotations, is outlined. Finally, the role of metaphor in the literary discourse is discussed with reference to Paul Ricoeur’s texts.

19

Pięć koncepcji dialogu

80%

Gadacz T.

Kwartalnik Pedagogiczny

|

2015

|

nr 2(236)

75-91

EN

Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.

20

Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu

80%

Milerski B.

Kwartalnik Pedagogiczny

|

2015

|

nr 2(236)

56-74

EN

Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.