Wyniki wyszukiwania - Biblioteka Nauki

1

Affectivity And Time: Towards A Phenomenology Of Embodied Time-Consciousness

100%

Pokropski M.

Studies in Logic, Grammar and Rhetoric

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2015

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tom 41

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nr 1

161-172

EN

In the article, I develop some ideas introduced by Edmund Husserl concerning time-consciousness and embodiment. However, I do not discuss the Husserlian account of consciousness of time in its full scope. I focus on the main ideas of the phenomenology of time and the problem of bodily sensations and their role in the constitution of consciousness of time. I argue that time-consciousness is primarily constituted in the dynamic experience of bodily feelings. In the first part, I outline the main ideas of Husserl’s early phenomenology of consciousness of time. In the second part, I introduce the phenomenological account of bodily feelings and describe how it evolved in Husserl’s philosophy. Next, I discuss the idea of bodily self-affection and the affective-kinaesthetic origin of consciousness’ temporal flow. In order to better understand this “pre-phenomenal temporality”, I analyse the dynamics of non-intentional, prereflective bodily self-affection. In the third part, I try to complement Husserl’s account by describing the specific dynamics of bodily experience. In order to do so, I appeal to Daniel Stern’s psychological account of dynamic bodily experience, which he calls the “vitality affect”. I argue that the best way to understand the pre-phenomenal dynamics of bodily feelings is in terms of the notion of rhythm.

2

Adolescent Immigrant Students’ Learning of Second Languages

100%

Castaño Garrido C. , Garay Ruiz U.

The New Educational Review

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2013

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tom 33

215-224

EN

The objective of this study is to analyse the results of an educational intervention with adolescent immigrant students, focusing on the degree of influence that the affective factor, attitude, school adaptation and the use of Web 2.0 tools, specifically video blogs, have on oral practice within the process of teaching-learning a second language. Both quantitative and qualitative techniques were used for data collection, management and analysis. Out of all the results obtained, the most relevant is that carrying out a language teaching-learning process based on the aforementioned variables promotes a more positive attitude in adolescent immigrant students towards oral language practice and a greater involvement at school and in their teaching-learning process. By way of conclusion, respecting these affectivity-related variables gets these types of students, who are new to the education system, on the right track to a more satisfactory oral practice.

3

O hneve, alebo čo ponúka Heideggerova filozofia afektivity

88%

Démuth A.

Filosofický časopis (Philosophical Journal)

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2024

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tom 72

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nr 3

415-429

EN

The article presented here thematizes Heidegger’s view of affectivity, experience and passions in the context of his reading of Nietzsche’s philosophy. Following the basic plan of Heidegger’s analysis of moods (especially fear and anxiety) in Being and Time, the author attempts to show us what Heidegger’s phenomenology of affectivity would have enabled us to see in the phenomenon of anger if Heidegger had elaborated it. The author analyzes anger as a social and moral emotion through the prism of what “angry” phenomena have in common; what we perceive when we are angry; and what it is for us that anger is even about. In conclusion, anger is presented as something existential that not only uncovers existence itself, but above all the relationship of our will to phenomena that are not acceptable to us.

4

Material culture of multilingualism and affectivity

88%

Aronin L.

Studies in Second Language Learning and Teaching

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2012

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tom 2

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nr 2

179-191

EN

Affectivity is an important dimension in humans’ social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism – material culture.

5

Cognitive and emotional predictors of episodic and dispositional forgiveness

88%

Mróz J. , Kaleta K.

Polish Psychological Bulletin

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2017

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nr 2

143-153

EN

The study examined the importance of cognitive (positive orientation, basic hope) and emotional (positive and negative affectivity, emotional control) variables for state and trait forgiveness. One hundred and thirty nine participants completed six inventories in Polish version: HFS (Thompson et al., 2005), TRIM (McCullough et al., 1998), P-Scale (Caprara et al., 2012), BHI-12 (Trzebiński & Zięba, 2003a), SUPIN (Polish version of PANAS; Watson, Clark, & Tellegen, 1988), CECS (Watson & Greer, 1983). Results showed that dispositional forgiveness (general and positive) was associated with cognitive and emotional predictors, whereas episodic forgiveness primarily with certain emotional variables. In addition, the results indicated that emotional predictors merely participate in the process of reducing unforgiveness, whereas cognitive and emotional variables were shown to be necessary for full forgiveness.

6

Material culture of multilingualism and affectivity

88%

Aronin L.

Studies in Second Language Learning and Teaching

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2012

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tom 2

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nr 2

179-191

EN

Affectivity is an important dimension in humans’ social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism – material culture.

7

Vtělení: subjekt a tělo v díle Emmanuela Levinase

88%

Novotný K.

Filosofický časopis (Philosophical Journal)

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2014

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tom 62

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nr 2, Special No: Za hranicemi tváře. Levinas a socialita

99-116

XX

In his late philosophy, Levinas finds that the human being, along with his body, is constituted by “sensibility as proximity, as signification, as one-for-the-other, which signifies in giving”; otherwise he or she is not human. For Levinas, therefore, it is also an affectivity, which, in its bind to the Other, opens up as a sensitivity to the Other. The Other is what animates affectivity. In Otherwise than Being or Beyond Essence, “the passage to the physico-chemico-physiological meanings of the body”, that is prepared by “sensibility as proximity, as signification, as one-for-the-other”, as the materialization of the body, is now exclusively reabsorbed in ethical signification. Nevertheless, the article shows some other figures of incarnation in the earlier works of Levinas as well: the position and the enjoyment.

8

United in Multilingualism. A Few Words About the Didactics of Multilingualism.

75%

Kucharczyk R.

Lublin Studies in Modern Languages and Literature

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2017

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tom 41

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nr 2

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

EN

Multilingualism is intrinsically linked with the European Union. Therefore, many European documents contain recommendations concerning its promotion, especially in the context of education. This paper describes the main axes of the European language policy. It also presents a suggested strategic model of developing plurilingual competence, which is one of the principal objectives of contemporary language teaching. The central point of the proposed model is the acquisition by pupils of the ability to make a conscious inter-language transfer, which requires them to create a set of strategies based on the resources of the language repertoire. This implies directing the didactic activities to the development of the ability to learn and emotional management that accompanies it, which requires the student to adopt a reflective attitude.

FR

Le numéro contient uniquement les résumés en anglais.

RU

Том не содержит аннотаций на английском языке.

9

Success: From failure to failure with enthusiasm

75%

Gabryś-Barker D.

Studies in Second Language Learning and Teaching

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2014

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tom 4

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nr 2

301-325

EN

In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.

10

Success: From failure to filure with enthusiasm

75%

Gabryś-Barker D.

Studies in Second Language Learning and Teaching

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2014

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tom 4

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nr 2

301-325

EN

In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.

11

Na cestě k relačnímu výkladu afektivity: k dialogu mezi teoriemi vtělené kognice a fenomenologií

63%

Halák J.

Filosofický časopis (Philosophical Journal)

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2023

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tom 71

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nr 2

251-270

EN

The aim of this article is to briefly introduce and critically analyze the dialogue between phenomenology and contemporary theories of embodied cognition in relation to the study of affectivity. The author explains how these theoretical approaches interpret the dynamic relationship between affective experiences on the one hand and bodily behavior and intersubjectively observable processes taking place in the environment on the other. He first summarizes the positions of Joel Krueger and Giovanna Colombetti, who draw on the theories of extended cognition and enactivism, and then compares them with Merleau-Ponty’s phenomenological approach. In this way, there are found to be inconsistencies in Krueger’s and Colombetti’s approaches, whose resolution, in the author’s opinion, requires the working out of a rigorously “relational” interpretation of affectivity. From this point of view, affectivity is not understood as an internal phenomenon causally linked to external material factors, but strictly as a dynamic relationship between a sense-making agent and his or her meaningful environment.

CS

Cílem tohoto článku je krátce představit a kriticky analyzovat dialog mezi fenomenologií a současnými teoriemi vtělené kognice ve vztahu ke zkoumání afektivity. Autor vysvětluje, jakým způsobem tyto teoretické přístupy interpretují dynamický vztah mezi afektivními zkušenostmi na jedné straně a tělesným chováním a intersubjektivně pozorovatelnými procesy probíhajícími v prostředí na straně druhé. Nejdříve shrnuje pozice Joela Kruegera a Giovanny Colombettiové, kteří čerpají z teorií rozšířené kognice a enaktivismu, a poté je srovnává s Merleau-Pontyho fenomenologickým přístupem. V koncepcích Kruegera a Colombettiové tak vycházejí najevo rozpory, jejichž řešení si podle názoru autora vyžaduje vypracování důsledně „relační“ interpretace afektivity. Z tohoto hlediska je afektivita chápána nikoli jako vnitřní fenomén kauzálně propojený s vnějšími materiálními faktory, nýbrž přísně jako dynamický vztah mezi tím, kdo uskutečňuje „výkon smyslu“, a jeho či jejím smysluplným prostředím.

12

Phenomenology of Intuitive Judgment: Praecox-Feeling in the Diagnosis of Schizophrenia

63%

Moskalewicz M. , Schwartz M. , Gozé T.

Avant

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2018

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tom 9

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nr 2

63-74

EN

This paper argues that intuition plays a role in the diagnosis of schizophrenia and presents its phenomenological rationale. A discussion of self-assessment questionnaires and empirical studies in the clinical setting provides evidence that despite the prevalence of operational diagnosis, the intuitive judgment of schizophrenia continues to take place. Two related notions of intuitive diagnosis are presented: Minkowski’s diagnostic by penetration and Rümke’s praecox feeling. Further on, the paper explores and clarifies the phenomenology behind the praecox feeling. First, it is argued, intuitive diagnosis is neither a feeling nor an experience, but a typification operating at an implicit level. Second, it is not simply subjective as spatially it takes place in the in-between of the clinical interaction. Finally, it is not just momentary, but temporally extended, and, hence, partly reflective. The paper suggests that intuitive diagnosis requires critical testing on the side of the psychiatrist to either confirm or falsify it through reflective operations. In conclusion, the merits and shortcomings of intuitive vs. operational diagnosis are presented.

13

Ad altiora vel mirabiliora. Richard of Saint Victor on Admiration and Affection

63%

Płotka M.

Rocznik Tomistyczny

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2022

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nr 11

193-210

PL

Celem artykułu jest przedstawienie i omówienie koncepcji afektywności w ujęciu Ryszarda od św. Wiktora. Dokładniej, artykuł próbuje pokazać, w jaki sposób afektywność jest płaszczyzną, platformą i jednocześnie narzędziem w duchowej przemianie człowieka. W pierwszej części omówione zostanie tło historyczne powstania szkoły Św. Wiktora, a w szczególności zostanie ukazana sylwetka samego Ryszarda. Kolejne dwie części będą dotyczyły problemu afektów: oczyszczenia afektów i przygotowania ich do ekstazy (część druga) oraz angażowania afektów podczas ekstazy (część trzecia). Artykuł przedstawia ogólne rozumienie afektywności przez Ryszarda. Następnie artykuł skupia się na alegorii tropologicznej z dzieła Beniamin maior i pokazuje, jak przemiana uczuciowości staje się warunkiem koniecznym przemiany moralnej w koncepcji Ryszarda i w konsekwencji – przygotowania do mistycznej ekstazy. Celem trzeciej części jest odpowiedź na pytanie, w jaki sposób afekty uczestniczą w mistycznej ekstazie i jaką rolę odgrywają w tym zakresie.

14

COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY

51%

Gabryś-Barker D.

Neofilolog

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2019

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nr 52/1

139-157

EN

The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter’s achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Sağlam, Sali, 2013). This should shed some light on whether the trainees’ perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers’ training programmes.

15

„Krev k hrdlu stoupá, s mým se mísí slovem“: lidské mimo lidskost a poetika nesnesitelného K válečné poezii Jana Zahradníčka

51%

Vojvodík J. , Wiendl J.

Slovo a smysl - Word & Sense

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2016

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tom 13

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nr 25

30-61

EN

The period of the German occupation, the ‘Böhmen und Mähren’ Protectorate and World War II constitutes a specific cultural, social, intellectual, as well as emotional and affective ’space’ of confrontation with extreme states and experiences — which are then variously articulated and shapes by art, as well as reflected in art theory and philosophy of art. The current debate on the crisis of humanism and the newly aroused theoretical interest in anthropological, philosophical and aesthetic phenomena such as affectivity, pathos, and the performativity and mediality of emotions and affects, puts into a new light also the issue of the relationship between art and violence in Czech art, and in particular poetry, of the wartime period. Our main question in this context is: How should one explain that even amongst the horrors of war, occupation, and brutal violence, in confrontation with inhumanity, cruelty and suffering, highly impressive aesthetic works are created? Can the unimaginable be represented? The authors seek to provide at least a partial answer by presenting an analysis of the wartime poetry of Jan Zahradníček from his Korouhve, especially of his Žalm roku dvaačtyřicátého (Psalm of ’42).

16

Realizm fenomenologiczny Dietricha von Hildebranda wobec realizmu metafizycznego św. Tomasza z Akwinu

51%

Pichola E.

Rocznik Tomistyczny

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2017

|

tom 6

121-132

EN

What follows is an introductory investigation into phenomenological realism represented by Dietrich von Hildebrand, who builds his system on the rational intuition supported with spiritual affectivity in the form of intentional responses. In that context we turn our attention to metaphysical realism represented by St. Thomas Aquinas. Even both authors are strongly committed to what really exist we notice the entirely different philosophical grounds they employ. For that we focus on these essential features of two aforementioned schools to show whether they could be considered as paralell, complimentary or rather incomparable when cognitive realism is considered.

17

Działania nauczycieli języków obcych a założenia dydaktyki wielojęzyczności

51%

Kucharczyk R.

Neofilolog

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2022

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nr 58/1

65-84

EN

The article presents the result of our own research conducted among foreign language teachers. The aim of the study was to diagnose the extent to which the surveyed teachers implement the assumptions of multilingualism didactics, the focus of which is the ability to make positive inter-language transfer. Making such a transfer requires the student to develop - with the support of the teacher - a range of strategies based on the resources of their own linguistic repertoire, which is not possible without the ability to manage their own learning process and the emotions that accompany it, and to adopt a reflective attitude based on their previously acquired foreign language learning experience.