Wyniki wyszukiwania - Biblioteka Nauki

1

Religion and its Educational Function in the Contemporary Global Village. The Islamic Perspective

100%

Azadboni R. M.

Dialogue and Universalism

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2024

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nr 3

13-24

EN

The quality of intersubjective communication in today's world, which is different from the past world, due to the development of communication tools and technology is so wide and deep that spatial distances have become almost unaffected. Then the question arises if we can talk about the educational function of religion in such a world. The general explanation of this function is that the religious educational system realizes educational goals by keeping people away from particular conditions and places which are against the goals of education. In today's world, where it has become difficult, in fact almost impos- sible to keep people away from certain situations and places, how can religion have an educational function. Religious educators, traditionally, attempted to fulfill educational goals by imposing certain conditions and principles. The purpose of this article is to ex- amine this problem from the Islamic perspective. The author tries to display why in the contemporary global village there is no conflict between the educational function of reli- gion and the structure of intersubjective communication.

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Shakespeare on the page in Romania: before and after 1989

88%

Volceanov G.

Theatralia: Revue současného myšlení o divadelní kultuře (Theatralia: The revue of contemporary thought on theatre culture)

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2021

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tom 24

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nr Special_Issue

33-46

EN

This article aims to identify the evolution of Shakespeare's reception in Romania – not as a powerful icon of world drama, i.e., not from the viewpoint of performance criticism, but as the subject of reference books written in Romania in the Communist and the post-Communist age, respectively. The history of Shakespeare monographs and collective volumes produced in the interval examined here has three distinct phases: (1) the first, spanning from 1945 to 1965, reveals the strong influence of Russian Bolshevik ideology; (2) in the second phase, overlapping Nicolae Ceauşescu's national-Communist dictatorship, Shakespearean criticism, paradoxically, appears to be freed from the impositions of Communist ideology; (3) the postCommunist decades witness the emergence of at least two generations of Shakespeare scholars who write mostly in English, either for a foreign readership (participating in the newly developed cultural exchanges of the 'global village') or for Romanian readers that are speakers of English – hence, a gap appears between the works of local Shakespeare scholars and the national culture.

3

Mass man?

75%

Niewińska J.

Studia Socialia Cracoviensia

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2013

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nr 2(9)

87-92

PL

„Gdzie jest wiedza, którą utraciliśmy w wiadomościach?” – pyta abp Józef Michalik, cytując Eliota. I jest to ważne pytanie. Człowiek ma w sobie głębię, którą zaspokoić może tylko Bóg. „Trzeba pracować dla odzyskania głębi – tej głębi, która właściwa jest ludzkiej istocie. Tej głębi, która wzywa jego umysł i serce […]. Jest to właśnie głębia prawdy i wolności, sprawiedliwości i miłości. Głębia pokoju” (Jana Paweł II).

EN

“Where is the knowledge we have lost in information?” asks archbishop Józef Michalik, quoting Eliot. And this is an important question. Man’s profundity can only be fulfilled by God. “One needs to work in order to regain the profundity – the profundity which is characteristic of a human being. The profundity which calls on his mind and heart [...]. It is the profundity of truth and freedom, justice and charity. The profundity of peace.” (John Paul II).

4

Mass man?

75%

Niewińska J.

Studia Socialia Cracoviensia

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2013

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tom 5

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nr 2

EN

“Where is the knowledge we have lost in information?” asks archbishop Józef Michalik, quoting Eliot. And this is an important question. Man’s profundity can only be fulfilled by God. “One needs to work in order to regain the profundity – the profundity which is characteristic of a human being. The profundity which calls on his mind and heart [...]. It is the profundity of truth and freedom, justice and charity. The profundity of peace.” (John Paul II).

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Sztuka architektury jako przekaźnik informacji ?

51%

Wojewódka J. , Giżewska J.

Systemy Wspomagania w Inżynierii Produkcji

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2020

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tom Vol. 9, iss. 1

135--144

PL

Współczesny świat stał się globalną wioską. Doszło do momentu, w którym komunikacja może odbywać się w czasie rzeczywistym pomiędzy rozmówcami niezależnie od dystansu, jaki ich dzieli. Obraz „płaskiej ziemi” nabrał nowego, symbolicznego znaczenia. Skutkiem czego, posiadamy dostęp do nieograniczonej ilości komunikatów z całego świata. W konsekwencji, przekazywane informacje tracą swoje indywidualne cechy, poprzez ich nadmierne upowszechnienie. Co za tym idzie tracą również część znaczenia i siłę oddziaływania. W skutek czego odbiorcy nie czują już wartości przekazów i wszystko staje się ogólnie względne. Niestety podobny obraz zunifikowania i zatracania indywidualnego charakteru przekazu obserwujemy od lat również na polu sztuki (w tym architektury). Warto zatem zastanowić się, co opowie o nas architektura kolejnym pokoleniom ? Czy można ją traktować jako nośnik informacji? Przemyślenia zilustrowane zostały kilkoma przykładami architektonicznym – obiektów zarówno zrealizowanych jak i koncepcyjnych (w formie pracy dyplomowej).

EN

The modern world has become a global village. There has been a point where communication can take place in real time between the callers regardless of the distance that separates them. The image of the "flat earth" has acquired a new, symbolic meaning. As a result, we have access to an unlimited number of messages from around the world. Consequently, the information transmitted loses its individual characteristics through its excessive dissemination. Hence, they also lose some of their significance and impact. As a result, recipients no longer feel the value of messages and everything becomes generally relative... Unfortunately, a similar picture of unifying and losing the individual character of the message has also been observed in the field of art (including architecture) for years. Therefore, it is worth considering what architecture will tell us about next generations ? Can it be treated as an information carrier? The thoughts were illustrated by several examples of architecture – both completed and conceptual objects (in the form of a diploma thesis).