Wyniki wyszukiwania - Biblioteka Nauki

1

Wychowanie do wartościowania w kontekście pluralizmu

100%

Nowak M.

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2000-2001

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tom 28-29

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nr 2

5-27

EN

The reflection on the theme of formation to valuing in the context of pluralism entails several important areas of analysis. First of all, the social and cultural dimension of the process of formation has been stressed. This implies both a necessity to properly choose values in formation and to take into account social consequences of the strategies how to teach them. The concepts of formation and values have been explained here, and particular principles according to which select values in the process of formation have been described. The formative situation under the conditions of the pluralism of values has been characterized in particular detail, including requirements and approved valuing attitudes in this context. A complex context of pluralism calls for adequate strategies of formation to valuing, among which we find: strategy of dissonance, strategy of testimony and strategy of stimulation. The strategies under consideration are directed towards a desirable formative effect, such as: greater sensitivity of the disciple to values, a coherent order of the selected values, coherence between the selected system of values and the realized attitude.

2

Dieudonné operators on the space of Bochner integrable functions

100%

Nowak M.

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nr 1

279-282

EN

A bounded linear operator between Banach spaces is called a Dieudonné operator ( = weakly completely continuous operator) if it maps weakly Cauchy sequences to weakly convergent sequences. Let (Ω,Σ,μ) be a finite measure space, and let X and Y be Banach spaces. We study Dieudonné operators T: L¹(X) → Y. Let $i_{∞}: L^{∞}(X) → L¹(X)$ stand for the canonical injection. We show that if X is almost reflexive and T: L¹(X) → Y is a Dieudonné operator, then $T∘i_{∞}: L^{∞}(X) → Y$ is a weakly compact operator. Moreover, we obtain that if T: L¹(X) → Y is a bounded linear operator and $T∘i_{∞}: L^{∞}(X) → Y$ is weakly compact, then T is a Dieudonné operator.

3

Order-bounded operators from vector-valued function spaces to Banach spaces

100%

Nowak M.

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tom 68

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nr 1

109-114

EN

Let E be an ideal of L⁰ over a σ-finite measure space (Ω,Σ,μ). For a real Banach space $(X,||·||_X)$ let E(X) be a subspace of the space L⁰(X) of μ-equivalence classes of strongly Σ-measurable functions f: Ω → X and consisting of all those f ∈ L⁰(X) for which the scalar function $||f(·)||_X$ belongs to E. Let E(X)˜ stand for the order dual of E(X). For u ∈ E⁺ let $D_u ( = {f ∈ E(X): ||f(·)||_X ≤ u})$ stand for the order interval in E(X). For a real Banach space $(Y,||·||_Y)$ a linear operator T: E(X) → Y is said to be order-bounded whenever for each u ∈ E⁺ the set $T(D_u)$ is norm-bounded in Y. In this paper we examine order-bounded operators T: E(X) → Y. We show that T is order-bounded iff T is $(τ(E(X),E(X)˜),||·||_Y)$-continuous. We obtain that every weak Dunford-Pettis operator T: E(X) → Y is order-bounded. In particular, we obtain that if a Banach space Y has the Dunford-Pettis property, then T is order-bounded iff it is a weak Dunford-Pettis operator.

4

Dunford-Pettis operators on the space of Bochner integrable functions

100%

Nowak M.

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nr 1

353-358

EN

Let (Ω,Σ,μ) be a finite measure space and let X be a real Banach space. Let $L^Φ(X)$ be the Orlicz-Bochner space defined by a Young function Φ. We study the relationships between Dunford-Pettis operators T from L¹(X) to a Banach space Y and the compactness properties of the operators T restricted to $L^Φ(X)$. In particular, it is shown that if X is a reflexive Banach space, then a bounded linear operator T:L¹(X) → Y is Dunford-Pettis if and only if T restricted to $L^∞(X)$ is $(τ(L^∞(X),L¹(X*)),||·||_Y)$-compact.

5

Wychowalność człowieka podstawą sensu i znaczenia wychowania

100%

Nowak M.

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nr 2

5-20

EN

The paper points to one of the basic categories in scientific pedagogy which is „educatability.” It played an important role in the origins of pedagogy as a discipline of science and was combined with the acceptance in the point of departure, as a special hypothesis, that there are possibilities to form man. Assuming this possibility, J.F. Herbart (1776-1841), the father of scientific pedagogy, worked out his concepts of formation and general pedagogy. According to him, „educatability” (Die Bildsamkeit) is the basic category of pedagogy (Algemeine Paedagogik, 1806). As the contemporary pedagogical thought seeks more and more often an answer to the question about the sense and meaning of education, stumbling at the same time on the byways of its utopian and idealistic approaches, the category of „educatability” may become one of the ways to make the pedagogical practice and theory real and sensible. Like over two hundred years ago this category has become the ground upon which to build the scientific reflection in pedagogy. In the same manner this paper suggests that it may turn out very helpful to bring it back and remind. It can help us explain the contemporary problems connected especially with the discovery of the sense and possibility to educate man. The paper concentrates first on the discussion around the problem of educatability over the history of human thought. Listing its main representatives and its stages (from the ancient until the modern times), it exposes two standpoints characteristic of that „debate about the educatability of man”: „pedagogical optimism” and „pedagogical pessimism.” It also points to the contemporary solutions of that problem in „pedagogical realism” that characterizes, among other things, the Christian approach to the issue of man's educatability. Following the line of the latter standpoint, that paper discusses in detail the structure of the process of man's educatability, pointing to the basic elements and factors of the process of the person's educatability. The approach to „educatability” as a category giving sense to education and pedagogy is listed among the basic problems of the research of general pedagogy. Here we ask not only about the essence of education and its specific character, but also about the possibility and conditions of the process of education and about its sense and meaning (its noetic dimension).

6

Personalistyczna koncepcja szkoły i dydaktyki

100%

Nowak M.

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nr 2

5-24

EN

The paper deals with the question of the personalistic conception of didactics and school, a conception which is arousing ever more interest with both theoreticians and practitioners. Having defined briefly the very personalism, the paper goes on to present the main assumptions of the personalistic school and didactics, and the purpose of the present paper. The purpose being not so much showing some concrete solutions, but giving only criteria of didactic thinking and acting. According to the character of didactics in personalism, it is rather a criteriology in reference to the work and tasks of school. Now translating the above assumptions into the didactic and school problems, the paper outlines the conception of school and a didactic activity which is being pursued in it. We find here also essential aspects of a knowledge about this activity (it is didactics. The paper points at the basic aspects of the latter’s interests and tasks as regarded within a broader context of aims and tasks that the school has, ranging from the so-called perennial personalism (St. Augustine and St. Thomas Acquinas) to the personalism of our times (from E. Mounier). Stressing the fact that man is person, the personalistic conception of school and didactics is very close to and often mistaken with the popular conception of active teaching and the socalled new schools that have been popular since the beginning of the 19th century. E. Claparéde and C. Frainet are regarded as the main representatives of the new schools. Comparison and polemic with some contemporary proposals and standpoints adopted by the new schools and active teaching allow us to form an opinion about the specific character of the personalistic conception of didactics and school. It may also be helpful in shaping a sensitivity and mentality necessary for the practical work and theoretical reflection in education.

7

Topological properties of the complex vector lattice of bounded finitely additive mesures

100%

Nowak M.

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nr 2

EN

Let $\Sigma$ be a $\sigma$-algebra of subsets of a non-empty set $\Omega$. Let $ba(\Sigma)$ be the complex vector lattice of bounded finitely additive measures $\mu:\Sigma\rightarrow\mathbb{C}$. We study locally solid topologies on $ba(\Sigma)$. We develop the duality theory of $ba(\Sigma)$, provided with locally convex-solid topologies.