Wyniki wyszukiwania - Biblioteka Nauki

1

Teologia w służbie językoznawstwa. Nowe perspektywy w badaniach nad najstarszymi polskimi tekstami

100%

Rojszczak-Robińska D.

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nr 18

115-122

EN

The article examines how the inclusion of a theological perspective can change the interpretation of certain provisions and linguistic phenomena. Awareness of and knowledge about the sources of Rozmyślania Przemyskie, gives us the ability to reconstruct the process of formation of mediaeval texts. Some sources of Rozmyślania, the Scripture and the writings of the Fathers of the Church, are also fundamental for theological studies. At first, I only consider one fact: the author of Rozmyślania created his own harmony of the gospels, solely for the purpose of this particular text. As a result, we might differently perceive the language of many portions of Rozmyślania (in particular, its syntax). We may be interpreting some stylistic issues differently, or differently transcribe the text (and therefore differently interpret the tension between the text, which remains to the present day, and the supposed original text, the process of creating which we are now trying to reconstruct).

2

Dwa bałwany rozmawiają o... sztuce

100%

Kamisińska D.

Estetyka i Krytyka

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2013

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nr 3(30)

55-70

XX

The text is an attempt to draw attention on the artificially created and overly publicized „crisis” in contemporary art, and related to this, signaled by art critics and artists, the need to redefine the status of the artist, the characteristics and location of art works, as well as the recipient’s participation in the creative process. The pretext for the discussion was a picture of Norbert Schwontkowski Two artists talk about... and also the opinion of Arthur C. Danto, that „the art will always have something to do, if the artists are content with that.” Imaginary confrontation of artistic views of two discussing snowmen does not lead to clear conclusions, which, perhaps, once again confirms our belief that the art, especially the one that has „something to do,” is better to be created than to argued about.

3

Conformism and Education. How Should Schools Educate?

86%

Karikó S.

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tom 7

23-33

EN

More and more books, studies and articles have been warning us recently that we are experiencing a period of history in which conformism is increasing in prevalence; as if conformism was becoming the underlying principle of social and institutional existence and adaptation. Similarly, this phenomenon is present in the field of education, what is more, the easily conformable student has become a general ideal. Education seems to prefer mass production of students who are compliant and obedient. We are no longer surprised when we encounter phrases such as the NAT (NAT: Nemzeti Alaptanterv: National Curriculum) -compatible curriculum, EU-compatible education and management, or a Euro-compatible value system. It is clear that teaching and education are constantly facing the problem of conformism. Considering this, it is sad and incomprehensible that educational psychology is so insensitive to this topic and that different educational superstitions have such a strong hold in the fields of educational politics, research and pedagogical practice. For the sake of differentiated education it is time we considered the original meaning of conformism and the dilemma of conformism/non-conformism. The American liberal thinker, William Penn, pointed out three hundred years ago that citizens give up their freedom and culture. Ernst Fischer summarised that in the statement: conformism is the submersion of Self in Everyman. From this original and classical definition we can conclude that conformism, no matter how fashionable and powerful it may be, is a pejorative and extreme phenomenon. In and through conformism an individual gives up his/her autonomy and always adjusts his/her opinion and behaviour to something else. We also have to understand that non-conformism is not a positive alternative to conformism. Conformism means adapting without conviction, and likewise, non-conformism is not-adapting without conviction. Both are harmful and extreme forms of behaviour, neither can exceed the other. So education has to fight against both the compliant, obedient, i.e. conforming student and the rebellious youth, who always says no for the sake of saying no. Our goal is to help, with much more efficiency than before, the development of the process whereby the youth will acceptingly reject and at the same time rejectingly accept the influences of the world.

4

Rodin, czyli świat. Dwie kosmogonie – Rainera Marii Rilkego i Georga Simmla

75%

Popiel M.

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nr 29

15-29

EN

The article is a comparative analysis of the modernist aesthetics of creation. It describes how Rilke and Georg Simmel discovered August Rodin’s rules of modern perception, sensitivity and creative imagination. In the work of both writers we see them striving to interpret works of art as a creative process that is the effect of their astute diagnosis of contemporary culture. A new approach to aisthesis restores value to aesthetic experience and opens up broader learning opportunities.

5

Proces twórczy i sekrety błędów

72%

Dziadek A.

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nr 38

101-113

EN

This text presents a very special creative process, which is an absolute exception in world literature. It is about the formation of My Century by Aleksander Wat and about various types of errors that were revealed during the preparation of the new edition of this work. The errors that appear in previous editions of My Century are of a varied nature. These are primarily “memory errors” of the author himself, there are also errors resulting from faulty listening to the recordings or technical faults in several recordings, and finally errors that are difficult to classify and explain, and which may be associated with exceptional difficulties with establishing the facts.

6

Rola wyobraźni w procesie twórczym a zagrożenia współczesnego świata

72%

Dąbrowski M. , Chęć-Małyszek A.

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2016

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tom T. 12, nr 1

65--80

PL

We wszystkich obszarach aktywności twórczej wyobraźnia, jest niezbędnym elementem w życiu i funkcjonowaniu człowieka. W wielu sytuacjach życiowych jest ona nieodłącznym elementem wykorzystywanym w sposób mniej lub bardziej świadomy. Pozwala tworzyć wyobrażenia, które nie mają odpowiedników w żadnym z wrażeń, stanowiąc podstawę twórczości wszelkiej aktywności człowieka. Wyobraźnia jest naturalnym przedłużeniem wzroku, specyficzną zdolnością do wywoływania obrazów, pobudzającą do twórczego myślenia i działania. W dzisiejszych czasach człowiek nieustannie bombardowany jest coraz większą ilością dźwięków i obrazów, które „zagłuszają” naturalny rozwój wyobraźni. Szybki postęp technologiczny, którego jesteśmy świadkami, nie pozostaje bez wpływu na rozwój twórczego myślenia, tworzy bariery ograniczające człowieka.

EN

In all areas of creative activities imagination is an essential element of life and man’s functioning. In many situations in our life it is an inherent element used in many cases more or less consciously. It allows you to create images that have no equivalents in any impressions presenting the basis for creativity and all human activity. Imagination is a natural extension of sight. It is a peculiar ability to form images, encouraging creative reflection and activities of young people. Nowadays a human being is constantly bombarded with an increasing numberof sounds and images, which “choke” the natural evolution of imagination. The fast technological progress, that we witness does not remain without influence on the development of creative thinking, it creates barriers that can restrain a human being.

7

Książki pisane przez sztuczną inteligencję - teraźniejszość oraz refleksje i pytania o przyszłość

58%

Jaskowska B.

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nr 3

39-64

EN

The purpose of the article is to present the issues related to the use of artificial intelligence in artistic creation, with a particular focus on the writing of literary texts, and to reflect on the future of this phenomenon. The methods of literature analysis and diagnostic survey were used. The basic features of artificial intelligence are introduced, as well as areas of its application in the arts. Ethical and legal issues in this regard are addressed. Examples of the use of GPT-type computational models in the generation of informational and scientific texts are presented, and selected AI-based applications: Sudowrite, Grammarly, Copy.ai and Jasper are characterized. Literary projects created using artificial intelligence were reviewed, and the future of this phenomenon was analyzed. The considerations are supplemented by a survey conducted among students of the Institute of Information Sciences at the University of Pedagogy on the perception of artifacts created with artificial intelligence.

PL

Celem artykułu jest przedstawienie problematyki związanej z wykorzystaniem sztucznej inteligencji w twórczości artystycznej, ze szczególnym uwzględnieniem pisania tekstów literackich, a także zastanowienie się nad przyszłością tego zjawiska. Wykorzystano metody analizy piśmiennictwa oraz sondażu diagnostycznego. Przybliżono podstawowe cechy sztucznej inteligencji, wskazano również obszary jej zastosowania w sztuce oraz podjęto temat zagadnień etycznych i prawnych w tym zakresie. Przedstawiono przykłady wykorzystania modeli obliczeniowych typu GPT w generowaniu tekstów informacyjnych i naukowych oraz scharakteryzowano wybrane aplikacje bazujące na AI: Sudowrite, Grammarly, Copy.ai i Jasper. Dokonano przeglądu projektów literackich powstałych przy wykorzystaniu sztucznej inteligencji oraz poddano analizie przyszłość tego zjawiska. Rozważania uzupełniono badaniem ankietowym przeprowadzonym wśród studentów Instytutu Nauk o Informacji Uniwersytetu Pedagogicznego na temat percepcji artefaktów powstałych przy udziale sztucznej inteligencji.