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7 ARGUMENT: Biannual Philosophical Journal

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Krytyka kultury jako teoria racjonalności. Wokół Filozofii form symbolicznych Ernsta Cassirera

100%

Hanuszkiewicz W.

nr 2

355-370

The publication of the first, comprehensive Polish translation of Ernst Cassirer’s Philosophy of symbolic forms raises the question about the validity of the research project presented in this work. The author of the paper claims that Cassirer created a coherent research program that can be read as a very interesting theory of the crisis of culture understood as the fundamental moment of the manifestation of human rationality, without which human culture-forming activity would not be possible at all. From this perspective, the crisis of culture - one of the leading threads in the humanities and social thought in the period between the First and Second World Wars - is not identical with the decline of Western culture, but should be treated as a starting point for a critical theory of rationality, which can also be applied within the perspective of the contemporary philosophy of culture.

Concepts of pedagogy as an applied philosophy: Paul Natorp, John Dewey and Sergius Hessen

100%

Hanuszkiewicz W.

nr 2

201-223

Paul Natorp, John Dewey and Sergius Hessen are usually considered to represent three different philosophical and pedagogical doctrines developed at the turn of the Twentieth century. These are, respectively: neo‐Kantianism, pragmatism and humanistic pedagogy widely rooted in Wil‐ helm Dilthey’s philosophy. Contrary to this common classification, Hessen himself described his own concept of pedagogy as an applied philosophy as a continuation of Natorp’s thought. However, Hessen also noted that an approach very similar to his one can be found (with some restrictions) in John Dewey’s theory. In this case, the fundamental issue is to determine the relationship between philosophy and pedagogical theory and practise. The main part of this article will identify the specificity of this relationship: the specificity implied by the concept of pedagogy understood as applied philosophy. The concept of pedagogy, understood as an applied philosophy in its theoretical and practical aspects, is the basis for critical reconstruction of social life in general. It is the opinion shared by all three philosophers that this type of reconstruction should be based on the communal dimension of basic social interactions, that is, on the communal dimension of work. The only way for the renewal of a different form of social life leads through regaining through them an essential communal dimension of human work. All three authors agreed that to regain the communal dimension of human work by another form of social interaction would only be possible when certain conditions are present; that is, when work will be permeated by individual creativity. The presence of such conditions shall be ensured by the educational community. Thus, the educational community should be a starting and end point for any critical social reconstruction as well as for the pedagogy understood as an applied philosophy.

Introduction to the issue

63%

Hanuszkiewicz W. , Sznajder P.

nr 2

267-270

Introduction to the issue: Pedagogical theories and philosophy

63%

Hanuszkiewicz W. , Szklarska A.

nr 2

181-182

Spis treści

44%

Jakubczak M. , Hanuszkiewicz W.

nr 1

1-4

Spis treści

44%

Hanuszkiewicz W. , Szklarska A.

nr 2

177-180

Introduction to the issue

44%

Hanuszkiewicz W. , Sznajder P.

tom 8

nr 2