Wyniki wyszukiwania - Biblioteka Nauki

1

In search of the idea of a Catholic university

100%

Kostyło P.

|

nr 3-4

40-54

EN

Aim: The author hereof pursued two goals. In the first part, the history of founding a Catholic university in Dublin in the mid-nineteenth century by John Henry Newman was presented, while in the second part the author presented two key issues taken up by Newman in his well-known and respected work entitled The Idea of a University – the question of the value of, firstly, liberal education and, secondly, denominational education. Methods: The methods used by the author are situated in the field of the history and philosophy of education. The historical dimension is the reconstruction of the facts accompanying Newman’s activity in Dublin, while the philosophical dimension – the analysis of selected threads of the paper entitled: The Idea of a University and the reflection on their relevance in modern times. Results: As a result of the conducted research, the complexity of the social and religious situation in which the English clergyman operated, as well as the strengths and weaknesses of the arguments included in above-mentioned paper were clearly revealed.

2

Notes on liberal (arts) education discourse

65%

Kontowski D.

|

nr 2

345-360

EN

The following essay discusses liberal (arts) education from critical discourse analysis perspective. After a historical and philosophical introduction, three examples of liberal education discourse are discussed: 1) ‘liberal arts’ vs. ‘liberal education’, 2) ‘liberal arts’ and ‘neoliberal arts’ and 3) descriptions of liberal education at Wagner College in 1970 and 2013. The article concludes with a general reflection on liberal education in the current educational landscape and a tentative agenda for using the critical discourse analysis toolbox in further studies.

3

Edukacja liberalna we współczesnej myśli politycznej

63%

Grygieńć J.

|

nr 3(96)

7-27

EN

The article is devoted to the problem of the place ascribed to liberal education (and most of all to humanities as constituting its essential part) in contemporary political thought. In times when many rightist as well as leftist thinkers diagnose a crisis of liberal democracy and its educational system, displaying much anxiety about the still-lowering level of citizens’ willingness to participate in a public sphere, some of them propose their diagnosis of such situation and postulates of reform aimed at raising the level of citizens’ engagement in democratic life. One of the means to achieving that goal is implementation of the idea of liberal education, which might work in favor of students’ character development, their acquisition of a holistic view of reality, and their consciousness of the fact of overlapping character of relations binding individual and communal wellbeing. The article aims at presenting theoretical ways of defending humanities in face of contemporary restatement of the role of liberal education in Western societies. The course of argument is following: firstly the transition made in XXth century from “liberal education” to “education to liberalism” (resulting in specialization and vocational character of science) will be traced. Then the opinions of critics to such model of education will be shown, focusing on the representatives of three political doctrines: republicanism, communitarianism and liberalism. In case of each of these group of thinkers their characteristic attitude towards humanities, will be displayed.

4

The Perennial Wisdom of St. Thomas Aquinas and the Great Books Tradition

63%

Erb H. M.

|

tom 10

|

nr 1

103–133

EN

In this article I argue for the pedagogical complementarity of the perennial wisdom of St. Thomas and Mortimer Adler’s dialectical method of the Great Books, where the Great Books highlight the ministerial function of the imagination to the will and intellect in the order of learning. Characterized by communal inquiry, the thought of St. Thomas and the Great Books are shown to be well matched instruments of the special Providence by which we direct one another to our proper end. A review of key Thomistic dispositions of teaching and learning, the nature of authentic conversation, and various objections and replies to the Great Books method of education and its alliance with the thought of St. Thomas focus the analysis. Several points of contact enrich the task of liberal learning. The Great Books are seen to supply students of St. Thomas with the spontaneous play of associations, rapprochements and comparisons as they strive to apply texts to the practices of virtue and truth seeking, while the perennial wisdom directs the students’ personal exegesis through the rigor of philosophical principles, logic, and distinctions.

5

Moral Education in the Perspective of Liberal Education, Natural Law and the Modern Doctrine of Social Contract

63%

Rutkowski J.

|

2019

|

tom 2/44

161-173

EN

This article includes an analysis of relationship between concepts of moral education, liberal education and natural law. It shows how classical Greek philosophy influenced Christian thought. Moreover, there is consideration regarding what has changed in the understanding the concept of virtue.

PL

Artykuł zawiera analizę relacji między pojęciami kształcenia ogólnego, wychowania moralnego oraz prawa naturalnego. W tekście pokazano również wpływ klasycznej filozofii greckiej na myśl chrześcijańską. Ponadto, prześledzono zmiany rozumienia pojęcia cnoty.

6

Johna Henry'ego Newmana teoria edukacji katolickiej

51%

Surmiak W.

Roczniki Teologiczne

|

2021

|

tom 68

|

nr 3

95-113

EN

In this paper it will be explained that there is some ambiguity over how much Newman’s arguments for liberal education are actually grounded in more general theological arguments about the distinctive nature of Catholic education. In what follows it will be argued that Newman's work is helpful in drowning attention to one of the central problems within the theory of Catholic education, namely what ought to be the relationship between educational and (Catholic) theology.

PL

W niniejszym artykule zostaną wyjaśnione kwestie związane z pewną ambiwalencją dotyczącą sposobu argumentacji przez Newmana potrzeby „wolnej” edukacji (liberal education), a także w jaki sposób różnicuje się ona na gruncie teologicznym w stosunku do całości edukacji katolickiej. Przedstawione zagadnienia są argumentem za tym, że rozprawy Newmana stanowią bardzo pomocne źródło dla opisu jednego z centralnych problemów wewnątrz teorii wychowania katolickiego, a mianowicie należytej relacji pomiędzy teorią edukacji a samą teologią (katolicką).