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1
Content available Komizm jako rewizjonistyczna kategoria historycznoliteracka
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Michalski M.
Świat Tekstów. Rocznik Słupski
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2007
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tom 5
193-204
EN
In my paper I present some arguments why comical texts were underestimated in history of literature. There are terminological, axiological, bound with context and ideological problems with the comicality. I propose to review a history of literature from 18th according to 4 comical discourses: satirical, ironical, grotesque and parodying. First one (typical for the 18th) is related to Hobbes theory of laughter and expresses subjects dominance over a criticized object, that is laughed at. Irony in its romantic type is aimed at subject itself and its laughter is auto ironical. Twenties century grotesque reveals subject as immersed in an absurd world. Grotesque laughter is hysterical. Subject in parody (typical for postmodernism) is immersed in textual world and laughs, because recognizes well-known and recontextualized conventions.
2
Content available Na marginesie „Kulturowej teorii literatury” 2
100%
Michalski M.
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2014
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nr 1/2014 "(Mało)miejskość"
193-206
EN
The author reviews the monograph Cultural Theory of Literature, recapitulating the contents of the book, discussing the methodological proposals of its authors and assessing the potential application of the proposed tools to interpret the literary text. These critical considerations are embedded in the wider context of reflection on the condition of contemporary theories of literature.
3
Ryszarda Berwińskiego wędrówki po pamięci ludu. Rozważania o osobistym zawodzie w narodowej sprawie
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Michalski M.
Sensus Historiae. Studia interdyscyplinarne
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2011
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nr 4(5)
83-96
EN
In this text I would like to analyze the romantic attitude towards the so called “literature of the peasants”. The person in question is Ryszard Berwiński (1819-1879), a poet, a folklorist, a social and political activist. The analysis is concentrated on his poems, novels as well as scholarly essays about beliefs and superstitions of the peasants. Berwiński is an example of a mystical folklorist, who believed in true, pure and original character of a creation of the peasants and especially their oral tradition. He believed that it went back to the pre-Christian era, and that it preserved a true spirit of the nation. Berwiński, as many others in that times, traveled through villages. He called these travels a national pilgrimage. The places he visited were connected with historical monuments and historical events dated back to the Middle Ages. He believed that the stories he collected contained some true historical facts and true spirit of that times. He transformed them into poetical form (e.g. poetical novel Bogunka na Gople). He hoped that such literature will renew the social and national identity. He also hoped that such literature will be useful for peasant in the process of including them into political life. Berwiński as a social and political activist observed that his hopes and believes were wrong. He changed fundamentally his opinion about the potential power of the peasants. His disappointment was especially connected with the true and pure nature of the literature of the peasants. In his scholarly and erudite study about folklore he noticed that beliefs, customs and oral tradition are imitative and are constructed by clergymen and noblemen.
4
Content available Podmiot między syntezą a definicją – dyskurs Janusza Sławińskiego
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Michalski M.
Jednak Książki. Gdańskie Czasopismo Humanistyczne
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2015
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nr 4/2015 O Młodej Polsce mniej znanej
253-272
EN
The paper presents some aspects of discourse of Janusz Sławiński, especially focused on subjectivity and style. The evolution of his theoretical concepts and style was also analyzed.
5
Content available Antysemityzm na Uniwersytecie Stefana Batorego w Wilnie
100%
Michalski M.
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nr 4(39)
165-182
6
Content available Konceptualizowanie pandemii, czyli dlaczego nie będziemy wiedzieli, co przeżyliśmy
100%
Michalski M.
Jednak Książki. Gdańskie Czasopismo Humanistyczne
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2022
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nr 14
6-20
EN
The article aims to describe the conceptualization of pandemic discourse taking place in humanistic reflection. The author analyzes the statements of Giorgio Agamben, Niall Ferguson, Ivan Krastev, Jean Luc Nancy, Slavoj Žižek, Piotr Augustyniak, Inga Iwasiów and Tomasz Stawiszyński. He describes the trends appearing in their texts regarding the assessment of the causes of the pandemic and forecasts its further consequences, and also briefly analyzes the ways of describing it. Finally, the author formulates conclusions about the humanities – pessimistic in terms of its diagnostic and prognostic capabilities – and poses questions about its current status and potential.
7
Content available Kryzys ekologiczny jako edukacyjne wyzwanie poznawcze
100%
Michalski M.
Chowanna
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2021
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nr 2(57)
1-15
EN
In his article, Maciej Michalski discusses cognitive barriers and other challenges that have strong impact on proecological education. People find it difficult to understand the issue of the ecological crisis because of the common cognitive fallacies and logical errors as well as the complexity of this crisis. For these reasons, proecological education is finding it difficult to transmit and acquire knowledge as well as to ensure its verification and operationalization. As a result, proecological education requires new educational practices, different to those which are used in other areas of education. In particular, it requires an integration of different school courses and the development of the skill of critical thinking, moral sensitivity, and civic responsibility.
PL
W artykule omówione zostały bariery i problemy poznawcze wpływające na edukację proekologiczną. Kwestia kryzysu ekologicznego jest niezwykle trudna do zrozumienia dla każdego człowieka, między innymi ze względu na błędy i pułapki myślowe, a także z powodu złożoności tej problematyki. W edukacji rodzi to problemy z przekazywaniem wiedzy dotyczącej ekologii, jej przyswojeniem, weryfikacją i operacjonalizacją. Edukacja proekologiczna wymaga zatem innego rodzaju działań niż te podejmowane w pozostałych obszarach kształcenia, wymaga integracji nie tylko międzyprzedmiotowej, lecz także związanej z nauką krytycznego myślenia oraz kształtowaniem wrażliwości moralnej i obywatelskiej.
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