Wyniki wyszukiwania - Biblioteka Nauki

1

Cierpienie, rozdarcie, niespełnienie: destrukcyjny Eros w dziele F. Dostojewskiego

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Kruszelnicki M.

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nr 1

12-44

EN

My paper discusses the idea of destructive eroticism in the work of Fyodor Dostoevsky. Eros is posited here as manifesting in two, opposite forms: the Christian virtue of agape consisting in a humble service to a beloved person, and the Greek eros which in Dostoevsky is transformed into destructive love, one steeped in egoism and sadistic-masochistic impulses. I want to argue that destructive eroticism is for Dostoevsky of greatest interest, while love conceived as agape serves in his work only as a minor, normative projection, a tribute paid to the Russian Orthodox worldview. In my analysis I refer to Georges Bataille’s philosophical thought to combine the pattern of unfulfilled and ruinous love in Dostoevsky with his conviction that irrational aspects of man, his penchant to evil and transgression can be seen as a measure of the intensity and authenticity of one’s spiritual life. Contrary to religious interpretations of Dostoevsky, I argue that the author of Crime and Punishment prefers to cast his protagonists into the limbo of suffering, anguish and distress and therefore he ultimately rejects the possibility that human beings can content themselves with a mediocre life in which existential complacency is bought at a price of resignation from dangerous passions of which one could say that were “worth a life”.

2

(Nie) Chcieć być wszystkim. Stawrogin i najgłębsza otchłań Dostojewskiego

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Kruszelnicki M.

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nr 24

195-218

EN

This paper proposes a new interpretation of Niyevsky’s novel The Devils. This reading opposes the very influential line of interpretation employed in wkolai Vsevolodowich Stavrogin – a relentlessly intriguing character in Fyodor Dostoorks of thinkers working within the current of Russian symbolism and “cultural renaissance” from the beginning of the 20th century. The author argues that this “religious” interpretive tradition contributes to one of the greatest misunderstand-ings concerning Dostoyevsky’s work in that it oversimplifies its ambivalence and obscures one of Dostoyevsky’s darkest insights into the human soul, initially revealed in Notes From the Under-ground and from that time on recurring in each of his major novels. In the first part of the article, several classic Russian interpretations of Stavrogin are examined in order to show their common tendency to morally judge Stavrogin from the Orthodox point of view, recognize his greatest sin in the lack of faith in God and for that reason see before him only the perspective of self-disintegration and inevitable death. The author argues that “religious” interpretations do not explain the mystery of Stavrogin. What is more, they homogenize the complexity of his character and offer an all-to-easy solution to the vital philosophical problem which reiterates in Dostoyevsky’s entire mature fiction and which finds its greatest artistic representation in Stavrogin himself.

3

Zbrodnia Raskolnikowa – wieczna zagadka

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Kruszelnicki M.

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2017

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nr 13

EN

The article focuses on one of the major mysteries concealed in Fyodor Dostoevsky’s oeuvre up to the present day, namely the main cause of a double murder committed by Raskolnikov in Crime and Punishment. I present selected scholarly interpretations of Raskolnikov’s deed, some of them being already classical and ever inspiring for subsequent readings of the novel, some using extremely persuasive argumentation on one of Raskolnikov’s possible motives. Each of these readings becomes an object of my commentary and critical assessment as I indicate those fragments in Dostoevsky’s novel which undermine their claim to provide an ultimate solution of Raskolnikov’s reason for crime. This presentation leads to the conclusion that Crime and Punishment is unusually open for interpretations, which probably have more to say about the philosophical identity of their authors rather than about Dostoevsky’s intentions in creating his famous protagonists. Eventually I claim that the novel’s main secret – Raskolnikov’s motive for murder – is never to find its one, satisfactory explanation and that this is what makes a literary work a true, immortal masterpiece.

4

Natura (nie)odzyskana. Pan Knuta Hamsuna

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Kruszelnicki M.

Przestrzenie Teorii

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2017

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nr 28

EN

The Norwegian novelist Knut Hamsun’s outstanding early novel Pan. From Lieutenant Thomas Glahn’s Papers (1894) is often acknowledged as a manifestation of the specificity and profundity of Hamsun’s perception of nature. Contrary to the prevailing opinion, I argue that the novel’s main protagonist cannot be simply seen as the happily fulfilled “man of nature” for whom he wishes to pass. In a critical dialogue with the post-Romantic interpretations of Pan and drawing on some classic philosophical traditions (i.e. Rousseau, Schiller) as well as the modern Norwegian scholarship, I explore the psychological dimension of Hamsun’s masterpiece and present Glahn as an individual who attempts to erase or at least mystify within a personalized narrative the conflict between the objective world and his subjective perception of reality. This predicament seems essential to understanding Glahn’s character and ipso facto Hamsun’s less obvious position in the philosophical debate on the essence of modernity conceived as “Disenchantment”. By carefully following Glahn’s narratives centered on his experience of nature, I reveal their artificial and simulating character. Such a reading allows me to argue that Hamsun’s Pan concurs in a subtler language of literature with the philosophical acknowledgement, dating back to Rousseau, of the impossibility of the individual’s return to the pre-modern time, as if to the realm of original, transcendental sense and immediacy of our experience of the world. The horizons of the modern – perhaps suffice to say: mature? – historicized and highly reflexive consciousness cannot be transgressed; the Romantic sensitivity, in its naïve search for the authentic experience of nature as a source of the self and the sense, can only regain it in discourse, which amounts to positing nature as a beautiful appearance and thus compensating for one’s dramatic feeling of alienation from nature and being conceived of as a metaphysical “wholeness”.

5

Tutoring, mentoring, coaching – troskliwe oblicze władzy (ćwiczenia z krytyki Foucaultiańskiej)

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Kruszelnicki M.

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nr 1(69)

45-65

EN

My goal in this paper is to strengthen the critical awareness of educators working within the discourse of lifelong learning. In my analysis of the main assumptions and aims of the discourses of tutoring, mentoring and coaching, I employ Michel Foucault’s critical concepts such as disciplinary and pastoral power, bio-power, normalisation and optimisation of individuals, subjectivisation, and techniques of the self. I further argue that the Foucauldian critique of these “methods” of education, newly bred within andragogy and counselling, allows one to identify them as menacingly effective strategies of power, which works towards generating a new model of human subjectivity, socially and economically desired in the era of rabid capitalism. My intention is not to condemn the theory and practice of the new educational methods, such as tutoring. What interests me is to demonstrate that, thanks to tools offered by M. Foucault’s texts, lofty goals of the very idea of lifelong learning can have its second, more ambivalent side, which not all pedagogists can or want to consider. In a creative dialogue with the assumptions of the emancipatory pedagogy I try to outline an alternative space for a discussion about the policy of lifelong learning and its subsequent inventions – a discussion that perhaps shows less enthusiasm from the one in publications of some lifelong learning theoreticians, but regarding the critical and philosophical aspects it is embedded deeper.

PL

Celem tego tekstu jest wyostrzenie świadomości krytycznej dyskursu całożyciowego uczenia się. Opierając się na myśli M. Foucaulta i posługując wypracowanymi przezeń pojęciami, takimi jak: władza dyscyplinarna, władza pastoralna i bio-władza, normalizacja i optymalizacja, ujarzmienie, zarządzanie mentalnością, techniki siebie, badam główne założenia i cele tutoringu/mentoringu/coachingu i próbuję je kwestionować poprzez dostrzeżenie w nich technik władzy skrycie pracującej na rzecz trenowania nowego, społecznie i ekonomicznie pożądanego typu podmiotowości w dobie turbokapitalizmu. Moją intencją nie jest potępianie teorii i praktyki nowych metod kształcenia, takich jak tutoring. Co mnie interesuje, to pokazanie dzięki narzędziom oferowanym przez teksty M. Foucaulta, że szczytne cele, jakie przyświecają samej idei lifelong learningu mogą mieć swoją drugą, bardziej ambiwalentną stronę, którą nie wszyscy pedagogowie umieją czy chcą uwzględnić. W twórczym dialogu z ustaleniami pedagogiki emancypacyjnej usiłuję zatem zarysować alternatywną przestrzeń dla dyskusji o polityce całożyciowego uczenia się i jej kolejnych wynalazkach – dyskusji wykazującej być może niższy poziom entuzjazmu od tego, jaki płynie z publikacji niektórych teoretyków kształcenia ustawicznego, za to osadzonej głębiej pod względem krytycznym i filozoficznym.