Wyniki wyszukiwania - Biblioteka Nauki

1

The role of categorization in understanding

100%

Piłat R.

Nauka

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2017

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nr 3

PL

In this article, I am examining the role of categorization in understanding. The problem arises from well-known distinction between explanation and understanding, which has been for a century pursued in hermeneutic tradition. Categorization belongs to explanatory endeavor and its role in understanding is unclear. In order to delimit the scope of inquiry I am focusing on the weakest kind of categorization, so called categorization ad hoc. I am examining the hypothesis to the effect that categorization plays its role in hermeneutic circle as some sort of pre-understanding. Eventually, however, I reject this hypothesis. It is because it leads to hermeneutic paradox: The notion of pre-understanding has a meaning only in the context of full-fledged understanding, which is an unattainable ideal. Such ideal cannot be used as a personal criterion of the quality of one’s understanding. There is a tension between the feeling of understanding and the scarcity of personal means to justify this feeling. I am suggesting that similar, albeit weaker effect occurs also in more elaborate, scientific categorizations. What is really wrong in the passage from categorization to understanding is some form of self-understanding: We do not know whether we understand better, or at all when we put some categorical order onto our experience. We do not seem to have the required meta-understanding.

2

Pięć koncepcji dialogu

100%

Gadacz T.

Kwartalnik Pedagogiczny

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2015

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nr 2(236)

75-91

EN

Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.

3

Werbalizacja rozumienia pojęć przez dzieci jako wykładnik kształtowania znaczeń

88%

Wojciechowska j.

Studia Slavica

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2013

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tom 17

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nr 1

139-146

EN

The paper briefly discusses the process of meaning verbalization by children understood as the exponent of meaning shaping. The author, basing upon the consecutive stages of the development of child’s speech presented by Leon Kaczmarek, demonstrates the specific features to be found in each of the stages. The theoretical discussion was completed with a number of examples taken from the author’s own research activity. Additionally, the salience of culture conditioning in the process of gaining of one’s language competence was focused upon.

4

ILPT as effective means of studies of persons of ripe years to the foreign speech

88%

TSYMBAL S.

Edukacja-Technika-Informatyka

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2014

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tom 5

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nr 1

273-278

EN

It registers in the article, that the major psychical function of man is speech – basic means of intercourse of people. By means of speech a man passes to other people the opinions, feelings, desires, experience, induces them to those or other acts and actions.

5

Tożsamość narracyjna: Człowiek jako „zwierzę samointerpretujące się”. Koncepcja tożsamości narracyjnej Charlesa Taylora

88%

Bociek K.

Miscellanea Anthropologica et Sociologica

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2016

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tom 17(2)

63-70

PL

Artykuł jest poświęcony koncepcji tożsamości narracyjnej stworzonej przez CharlesaTaylora, współczesnego kanadyjskiego filozofa polityki i religii. W ujęciu tym szczególniemocno podkreśla się znaczenie perspektywy temporalnej oraz horyzontu etycznegow procesie kształtowania tożsamości człowieka, a także akcentuje się jej dialogiczny charakter.Podmiotowość będzie tu zatem nierozerwalnie związana z określonym horyzontemrealizowanego i afirmowanego dobra, zaś podmiot będzie postrzegał swój sposóbprzeżywania jako ciągłą narrację. Istotą tezy Taylora, który chce przypomnieć ponowoczesnemuczłowiekowi o tym, co stanowi o zapomnianej przez niego pełni jego tożsamości,jest więc przekonanie, że „człowiek jest zwierzęciem dokonującym autointerpretacji”– istotą, której tożsamość uzależniona jest od sposobu, w jaki pojmuje ona samą siebie.Osoba ludzka może i powinna zaangażować się we wzbogacającą przemianę tożsamościi uaktywnić zapomniane rezerwy moralne.

6

Kolistość rozumienia a dwoistość poznania, czyli po co Heideggerowi Kant

88%

Hoły-Łuczaj M.

Estetyka i Krytyka

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2012

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nr 4(26)

135-150

XX

This article aims to show that formulated by Immanuel Kant distinction between spontaneity and receptivity of perception as two inseparable aspects of it is one of the most important themes in the Heidegger’s reception of Kantian philosophy, since it allows Heidegger to express the principle of circularity of understanding. Martin Heidegger, referring to Kant’s concept of perception, explains that man as there-being (Dasein) is able to see being (Sein) in beings (Seiende) only if one regards them as being (seiende), what one does according to his own being. The analysis of Kant and the Problem of Metaphysics (1929) and the What is a Thing (1935) presented in the article investigates this particular topic.

7

Narrative identity: Human as a ‘self-interpreting animal’. Charles Taylor’s concept of narrative identity

88%

Bociek K.

Miscellanea Anthropologica et Sociologica

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2016

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tom 17(2)

63-70

EN

The article is devoted to the concept of narrative identity created by Charles Taylor, a contemporaryCanadian philosopher of politics and religion. This approach places particularemphasis on the meaning of temporal perspective and ethical horizon in the process offorming personal identity, and also stresses its dialogical nature. Subjectivity is thereforeinseparably connected here with a certain horizon of realized and affirmed good, whereasthe subject perceives his way of living as a continuous narration. The essence of a thesisproposed by Taylor, who wishes to remind the postmodern individual of what constitutesthe fullness of his/her identity, is therefore a belief, that ‘human is a self-interpreting animal’– a being, whose identity depends on the way in which he/she defines himself/herself. The human person can and should be involved in enriching identity transition, and activatingforgotten moral reserves.

8

Понимание текстов неявного смыслообразования

75%

Имаева Е.

Acta Neophilologica

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2012

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nr XIV/2

13-19

EN

Studies into fiction and its linguistic specifies are frequently done from the perspective of comprehension. In this study comprehension means finding and construing senses. Therefore the entire text is the area for building up senses. The sense of the text is explained as a configuration of ties and relationships among various elements in a situation emerging as a result of some activity or communication at the moment when that situation is being created or recreated by a person who adequately understands the text. In the article the figurative sense of the prose by Boris Pasternak and the semantic diversity of the language in the prose by Henry James and the comedy by William Shakespeare are shown. In prose semantic vagueness and polysemantic ambiguity are connected. The process of understanding the texts of implied sense is described. A complementary principle in the system of language tunes down and brings together the multicoloured canvas of the text. The naturalistic meticulousness is contrasted to the overall whole. Determination arouses the reader’ s curiosity and encourages him to look for the inexplicitly expressed sense of the text. Today, given the available findings of extensive scholarly research, it is imperative to probe into the issues surrounding sense from new offbeat angles and vantage points.

9

PUPILS’ PROBLEMS OF LISTENING COMPREHENSIONAT ENGLISH LESSONS

75%

Кобченко І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 9(53)

260-265

EN

The urgent problem today is English language learning across Ukraine because nowadays Ukraine is joining the European Union so it means the co-operation between member states. Among the many languages in the EU English is one of the official and working languages. During our research it has been stated that the pupils often are faced with different problems while learning English. But listening comprehension in English is more difficult and more important for learners to master. They can look up unknown vocabulary in dictionaries and use reference books when reading and writing a text in English, which is impossible when listening in English. In addition, the teaching of listening has attracted a greater level of interest in recent years than it did in the past. University entrance exams, school leaving and other examination now often include a listening component, acknowledging that listening skills are a core component of second language proficiency. There have been a number of attempts to define the listening skill in the literature. In this article we offer some definitions of listening of some foreign researchers. The goal of the article is to find out the reasons why listening is difficult and to give some ideas on how to tackle them. We have analyzed the problems of listening comprehension during English lessons at schools. The reasons why some pupils find listening in English language difficult vary just as much. There are some of them: they just don’t know the most important words; they are trying to understand every word; they don’t recognize the words that they know; they have problems with different accents; they have a mental block; they are distracted by background noise; they can’t tell the difference between the different voices; they can’t cope with not having images. It was proved that listening plays a crucial role in the communication process, in general and in language learning in particular. Nowadays we have a lot of opportunities to improve our language. Some important conclusions were made concerning the effectiveness of the improving of students’ listening comprehension. The main of them is the Internet. So, in this article we suggest some useful websites for English learners.

10

Rozumění a jednání. Fenomenologická analýza v perspektivě Heideggerovy ontologie pobytu

75%

Ďurďovič M.

Filosofický časopis (Philosophical Journal)

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2014

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tom 62

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nr 1

77-99

EN

The aim of the article is to interpret Heidegger’s theory of understanding as a specific contribution to the investigation of human action. First, Heidegger’s notion of understanding as practical copying is explained and is distinguished from the analytic theory of action based on the concept of intention. Second, the possibility of grasping intentional action as an answer to the situation of disturbed understanding is analysed against the background of Heidegger’s concept of the worldliness of the world. The article attempts to supplement Heidegger’s conception. The genesis of intentional action may be sought in the notion of the identity of self-understanding that is grounded in Dasein’s elaboration of the overall interpretation of the world and in Dasein’s explicit reflexion of the possibilities of his or her own existence. In this context, the relationship between the analysis of action and the lifeworld concept is outlined and it is stressed that theoretical reflection may play an important role in deliberation over possibilities of action. At the end of the article, Gadamer’s concepts of dialogue and play are employed to highlight some conditions that result from social dimension of action and restrict the formulation of intentions. The article approaches Heidegger’s notion of understanding in an unorthodox way: through a hermeneutical dialogue with different interpretative and philosophical positions.

11

My Own Body as a Form of Otherness in Paul Ricoeur's Philosophy

75%

Żarowski M.

Human Movement

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2012

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tom 13

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nr 1

70-77

EN

The philosophical rehabilitation of the body and corporeality, as undertaken by Paul Ricoeur, may be inscribed as a critique of the model of modern subjectivity as prefigured in the Cartesian Cogito of self-consciousness, self-awareness and substantial identity. This dominating paradigm of thinking cannot be preserved any longer in the face of Nietzsche and Freud, as well as of contemporary linguistics. This model reduced corporeality as a residuum of what is other than I to a handy object of scientific and technological exploration. Whereas, according to Ricoeur, otherness is not something that only accidentally happens to ego. It is not an unessential element and a negative aspect of a subject's and person's identity. Becoming oneself and understanding oneself take place in the medium of the Other. Otherness is for the identity of human ego something internal and originary, reaching us in a sphere of what is truly our own. The hermeneutics of being oneself, rejecting an appearance and the temptation of direct cognition, consists in the analysis of three figures of Otherness, which seem to be consecutively: my own body, the Other and Conscience.Under the influence of the Husserlian distinction of "my own body" and "a body among other bodies", as well as the Heideggerian existentials describing "being-in-the-world", Ricoeur postulates, in a way similarly to Marcel and Merleau-Ponty, a reinterpretation of traditional understanding of both subjectivity and objectivity, as well as the very cognitive act of doing so. Its pre-reflexive foundation was uncovered by existential hermeneutics. The phenomena of being a body and having it appear to be problematic to the utmost, thus opening access to originary relationships between a man and the world as a correlation of bodily intentionality.

12

Humanistyczny Model Wspomagania Rozwoju poprzez zrozumienie świata życia człowieka

75%

Kaja B. M.

|

EN

The paper presents the Humanistic Model of Assisting the Development. Understanding the dynamic and changing relationship between the human and the world, as perceived from the time perspective by the aided person, constitutes the basis of the aided development. In this process the feedback is focused on the concept of life – the system of opinions and beliefs concerning life – which includes the following subsystems: knowledge about life, values – directions of the life path, life goals, goal realization schemes, attitude to the self, attitude to the others, moral control of actions, heuristics of the global assessment of life and time perspective. The concept of life is created as a result of understanding and experiencing the relationality of the world available thanks to consciousness. In order to make actions and their effects (events) available to consciousness, one has to ascribe meaning to them. Obtaining access to the ‘world’ of meanings of a person in a problematic situation is a key element in understanding such people, and one of the cognitive methods is dialogue with the aided person, which helps those who want to understand. The aim is to change the concept of life in order to solve the problem. This method can be supplemented with selected techniques focused on the development of skill and ability if the aided person thinks that their effects will help to fulfi ll the concept of life.

13

Elementy estetyki w Wilhelma Diltheya ujęciu człowieka i kultury

75%

Musioł A.

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2012

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nr 4

89-96

EN

The cultural crisis at the turn of the 19th and 20th centuries expressed the impossibility of qualifying the truth in its absolute conditions, perception and understanding from the committed cognitive attitude of the subject: the human beings whose every action is subject to the influence of history and the way it forms their outlook on life. The remedy for cultural collapse expresses itself through the hegemony of naturalism and the reproach of the lack of full objectivity; methodological self-knowledge in the humanities is a form of authenticity which most distinctly reflects the spontaneous individual’s work, perceived in compliance through the foundations of humanistic descript_ive psychology. The individual, though conditioned by social determinants – and recognizing this – reaches far inside her own spirit to confirm the creative activity, which itself does not recur across a continuous extension of axiological perspectives – as well as of experience and understanding the perception of reality. Skillful, well-versed aesthetically, engaging with the argument from the borderland of the theory of literature, poetry and art also determined with the three categories: Ausdruck – Erleben – Bedeutung, the analysis of the product of the culture additionally qualifies not only the definition of all materially and spiritually acquired possessions of humankind produced by the historical process, but institutes also a manner for perceiving the human being. The conscious subject historically realizes herself in the continuity of life, which determines – as Dilthey suggests – the basis of all human occurrences and experiences. Life in its multidimensionality reveals the creative power of the human being as it appears in the realization of aims which is placed before her. There is an expression of psychical contents which express the human relation to the world; with the intensification sign which – as Zbigniew Kuderowicz suggests – grants the sense to circumjacent objects that change it by converting and acting intelligible in order to form a cultural environment. Taking into account the foundations of anthropology in Dilthey’s Lebensphilosophie, the author represents the attempt to define the human being and her form in reality of the epochal crisis as proposed by the German philosopher of culture.

PL

Kryzys kultury przełomu XIX i XX wieku, wyrażający się w niemożności określenia prawdy absolutnej, uzależnia jej postrzeganie i rozumienie od postawy zaangażowanego poznawczo podmiotu: człowieka, którego wszelkie działanie podlega wpływowi historii i kształtującym się w niej światopoglądom. Zgodnie z założeniami humanistycznej psychologii deskryptywnej, człowiek w poznaniu sięga w głąb własnego ducha i w sposób twórczy wyraża swoją niepowtarzalność poprzez ciągłą rozbudowę perspektyw aksjologicznych oraz przeżyciowo - rozumiejące postrzeganie rzeczywistości. Jak twierdzi Dilthey, życie w jego wielowymiarowości objawia kreatywną moc człowieka uzewnętrzniającą się w realizacji stawianych celów. Jest ekspresją treści psychicznych, wyrażających ludzki stosunek do świata; wyrazem intensji, które nadają sens otaczającym przedmiotom, przekształcając je i umożliwiając ich rozumienie. W analizie wytworów kultury (materialnego i duchowego dorobku ludzkości) Dilthey akcentował trzy kategorie: ekspresja (Ausdruck ), przeżycie (Erleben) i znaczenie (Bedeutung). Uwzględniając założenia filozofii życia Diltheya, w artykule przedstawi am zaproponowaną przez niego próbę zdefiniowania człowieka i jego kondycji w kulturowej rzeczywistości epokowego przesilenia.

14

Understanding Others: The Coherentist Method in Intercultural Communication

75%

Ivanova A. M.

Dialogue and Universalism

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2015

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nr 2

191-202

EN

The article introduces theories of epistemic justification to the problems of under-standing in communication. Two dominant approaches in contemporary epistemolo-gy—foundationalism and coherentism—are applied in intercultural discourse. Since the intended meaning of utterances in communication is reached through inference, beliefs about the intended meaning are justified with respect to the evidence of communicative behaviour and context. Tracing the difficulties of intercultural dialogue, the article ar-gues that the coherentist method of justification is more useful than foundationalist one. Coherentism is consistent with the open-mindedness and unprejudiced reasoning, both of which are crucial parts of intercultural competency.

15

Paragrafické prostředky komunikace v encyklopedickém textu

63%

Janovec L. , Pastuchovitsch J.

Studia Slavica

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2014

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tom 18

|

nr 2

197-208

EN

The study proceeds from the formerly acknowledged assumption that various types of non-verbal (paragraphic) means are used for comprehension of verbal text. Many scientists (e.g. Refomatskij, Gorelov, Volkov, Kostygynová, Plotnikov etc.) paid attention to description of these sign units. Their conceptions appear to be diverse, nevertheless we can trace certain unifying semiotic standpoints among them. In this work we focus above all on use of paragraphic means in technical texts. Their use is dependent on objectives, which should be fulfilled within the text (e.g. photograph has due to its iconicity primarily documentary character) but also on type of technical text. Our attention is driven mainly to encyclopaedic texts. Encyclopaedic texts include also broad scale of texts with different topics, recipients, level of specialty, therefore for the analysis we chose only three representatives (one strictly technical cultural encyclopaedic text, focused on Belorussian literature, and two didactic encyclopaedic texts, the first also focused on literature, the second focused on physics). As the results of our research show, in the analysed texts apart from photographs we can find also other paragraphemes, their presence and frequency depends on the type of the text. Their use emerges also from the length and topic of the entry. Number of occurrences of paragraphemes of certain type in different texts are further compared and presented in tables.

16

Autor, dzieło i czytelnik w świetle potrójnej mimesis Paula Ricoeura

63%

Kaplita M.

Estetyka i Krytyka

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2013

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nr 2(29)

115-137

EN

This paper concerns the theory of triple mimesis formulated by the contemporary French philosopher, Paul Ricoeur, in his three-volume book Time and Narrative. It is a hermeneutical interpretation of Aristotle’s classic definition of mimesis from his Poetics. Ricoeur’s argument is aimed at proving that the way an imitative transformation of the reality in a narrative operates actually presupposes a circular relation between the living experience and the narrative, which mutually determine each other. The main aim of this paper is to answer the question of how the communication between the author, the work, and the reader should be viewed in the context of triple mimesisand what factors determine our understanding of a mimetic work of art

17

Pytanie o aktualność Humboldtowskiej idei uniwersytetu z perspektywy współczesnych zadań humanistyki

63%

Hanuszkiewicz W.

Kwartalnik Pedagogiczny

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2016

|

nr 3(241)

63-76

EN

The article takes up an issue of the Humboldt’s idea of university in two perspectives. In the first part of the analysis, in reference to the Max Weber’s lecture Wissenschaft als Beruf, we present the reasons for the failure of the Humboldt’s program due to the changes in the structure and function of the science, which occurred in the 19th century. In the second part, however, we depict the transformation of Humboldt’s program that was carried out by Wilhelm Dilthey. His justifying of humanities (Geisteswissenschaften) has retained, from today’s perspective, its topicality. It can be demonstrated with the aid of investigations of Jürgen Habermas, Eva Illouz and Hans Joas. Dilthey’s solutions, which continue the Humboldtian tradition, can be used to define the role and tasks of the humanities in the contemporary education model based on the idea of lifelong learning.

18

Kwestia intuicji intelektualnej w metafizyce

63%

Piętka D.

Studia Philosophiae Christianae

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2011

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tom 47

|

nr 1

185-204

EN

The article presents problems of intellectual intuition in metaphysics from a semioticpoint of view. There are various types of intuition in philosophy: rational intuition,irrational intuition, and sensual intuition. All of them are immediate ways of cognition.Classical metaphysics uses intellectual intuition as its main method of discoveringand justifying judgements. The main problem of intellectual intuition is the problemof the intersubjective approach to the object of metaphysics. The chief aim of thispaper is the objectivization and rationalization of intellectual intuition in the field oflanguage. The semantic notion of meaning and pragmatic notion of understanding arethe fundamental tools used to translate the issue of intuition from the level of object tothe language level. This operation allows us to look at intuition in a non–psychological manner. It enables objectivization of the method of the intellectual intuition in the lightof the understanding of meanings.

PL

Artykuł przedstawia kwestię intuicji intelektualnej z semiotycznego punktu widzenia. Istnieją różne typy intuicji w filozofii: intuicja racjonalna, intuicja irracjonalna i intuicja zmysłowa. Wszystkie one są bezpośrednimi sposobami poznania. Metafizyka klasyczna stosuje intuicję intelektualną jako swoją główną metodę odkrywania i uzasadniania sądów. Podstawowym problemem intuicji intelektualnej jest kwestia intersubiektywnego podejścia do przedmiotu metafizyki. Głównym celem artykułu jest obiektywizacja i racjonalizacja intuicji intelektualnej na gruncie języka. Semantyczne pojęcie znaczenia i pragmatyczne pojęcie rozumienia są podstawowymi narzędziami wykorzystanymi do przełożenia problematyki intuicji z poziomu przedmiotowego na poziom językowy. Operacja ta pozwala spojrzeć na intuicję w sposób niepsychologiczny. Umożliwia to obiektywizację metody intuicji intelektualnej w świetle rozumienia znaczeń.

19

The lingual mediation of Being and the infinite process of understanding: Gadamer’s radicalization of Heidegger’s question of Being

63%

Wiercinski A.

Studia Philosophiae Christianae

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2014

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tom 50

|

nr 1

249-275

EN

The extent of Heidegger’s crucial influence on Gadamer’s philosophical hermeneutics became fully visible only relatively recently with the discovery of the young Heidegger. Early Heidegger’s hermeneutics of facticity as an attempt to understand human existence had a profound impact on Gadamer. Gadamer’s hermeneutics opens up the horizon of mediation between the manifestation of Being and human understanding. Language, as the mediation between human beings and the world, discloses their original belonging together: In itself, the word is mediation; the word mediates itself. Gadamer’s radicalization of Heidegger’s question of Being leads him to the fundamental question of human understanding.

20

Co to znaczy rozumieć? Alfreda Schütza koncepcja świata życia jako perspektywa poznawcza i metodologiczna

63%

Zemło M.

Roczniki Nauk Społecznych

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2016

|

tom 8(44)

|

nr 4

67-94

PL

W niniejszym artykule zostały nakreślone ramy, w których można prowadzić dyskusję na temat kategorii rozumienia, uwzględniając propozycje, które wyszły spod pióra Alfreda Schütza. Wstępnie także ta dyskusja została zainicjowana. Dotyczyła ona uwarunkowań decydujących o możliwości rozumienia, jak i samego rozumienia. Kwestię rozważono w dwóch kontekstach: działania przebiegającego w świecie życia oraz procedur badawczych podejmowanych przez uczonego. Poglądy Schütza starano się zarysować nie tylko w sposób referujący, lecz także na stworzonej kanwie prezentacyjnej zasygnalizować słabe punkty lub kontrowersje, jakie budzą się w związku z jego ustaleniami, a odnoszą się do kluczowej kategorii. Niniejsze ustalenia można zatem traktować jako zaproszenie do głębszych studiów nad inspirującymi pismami reprezentanta „socjologii fenomenologicznej”.

EN

The following article sets the parameters in which one can introduce the discussion about the category of understanding, establishing the propositions which were conceived by Alfred Schütz. It encompasses the reasoning and grounding principles of the ability of understanding to exist as well as the concept of “understanding” itself. The question at hand was considered in two contexts: those of the efforts of someone within the life-world and the research methodology undertaken by researchers. The aim was to give a general idea of Schütz’s viewpoint in a referral manner to bring to light the weak points and controversies which are presented in connection with the key category of understanding.