Rousseau i Tocqueville: przeciwstawne wizje republikańskiego wychowania

It is legitimate to speak about two philosophies of education as presented by Jean-Jacques Rousseau. The first of the philosophies was elucidated in Emil, or on Education and its aim was to provide principles governing the process of upbringing of the man. Philo-sophical grounds for the second one were comprised in The Social Contract, however description of the education itself is delivered by Considerations on the Government of Poland. This concept refers to the civic education, education of the political community mem-ber. Alexis de Tocqueville depicts vision of education that varies fundamentally from the both grounded in Rousseau’s writing. Toc-queville’s vision stays at odds with the philosophy given in Emil, because it concerns civic aspects of the education. It is also not com-pliant with the concept stemming from Considerations, due to the fact that it stresses the role of other than state subjects in the edu-cation. The article comments on all three concepts of education out-lined above and finally relates them to the concept of positive and negative liberty provided by Isaiah Berlin.It is legitimate to speak about two philosophies of education as presented by Jean-Jacques Rousseau. The first of the philosophies was elucidated in Emil, or on Education and its aim was to provide principles governing the process of upbringing of the man. Philo-sophical grounds for the second one were comprised in The Social Contract, however description of the education itself is delivered by Considerations on the Government of Poland. This concept refers to the civic education, education of the political community mem-ber. Alexis de Tocqueville depicts vision of education that varies fundamentally from the both grounded in Rousseau’s writing. Toc-queville’s vision stays at odds with the philosophy given in Emil, because it concerns civic aspects of the education. It is also not com-pliant with the concept stemming from Considerations, due to the fact that it stresses the role of other than state subjects in the edu-cation. The article comments on all three concepts of education out-lined above and finally relates them to the concept of positive and negative liberty provided by Isaiah Berlin

Development and Validation of the General Learning Motivation Regulation Scale for Chinese High Middle School Students

Motivation regulation has a profound effect on the students’ learning and associated achievement. Yet, to date, there is a lack of a brief and valid approach for systematically assessing the regu­lation of learning motivation from the perspective of psychometrics, especially for the high middle school students. This study develops a general scale for quantitatively assessing the learning motiva­tion regulation of high middle students, based on the combination of literature analysis and open‑ended interviews in china General Learning Motivation Regulation Scale for Chinese High Middle School Students (GLMR‑CHMSS). A total of 2,304 questionna­ires of high middle school students were included for item analysis and exploratory factor analysis, and another 2,304 questionnaires of high middle school students were subjected to confirmatory fac­tor analyses and a validation and reliability test. The scale con­sisted of 24‑items that can be divided into four factors: intrinsic motivation regulation, extrinsic motivation regulation, volitional behavioural regulation, and self‑efficacy regulation. As indica­ted by the confirmatory factor analysis with the control group, the four‑factor structure model of the GLMR‑CHMSS fitted well (χ2 /df=7.839, RMSEA=0.054, CFI=0.918, TLI=0.908). In ad­ dition, using academic achievement as the empirical validity crite­rion, the scores of each factor of GLMR‑CHMSS and the scale sco­re were significantly correlated with academic achievement were the reliability indicators. This study show cases a novel and va­lid tool for mesuring the degree of learning motivation regulation of high middle school students in China

Edukacja jako zadanie otwarte. Edukacja do samodzielności. Warsztaty z dociekań filozoficznych. Teoria i metodyka Aldony Pobojewskiej wsparciem metodycznym w kryzysie edukacji

The publication of Aldona Pobojewska Edukacja do samodzielności. Warsztaty z dociekań filozoficznych. Teoria i metodyka is an important work, supporting educator’s theoretical workshop and practice, that offers an original method of “workshop in philosophical inquiry” (WDF) embedded in Matthew Lipman’s philosophy and in his project Philosophy for Children. The method targets education to specific current problems of the social world, including the ethical world, and indicates the need for the development of social competencies via discussion and for the shaping of autonomy attitude, both moral and intellectual. Interdisciplinary character of WDF method allows the reader and the person leading the class to accept various perspectives: philosophical, psychological and pedagogical. However, as the author claims, the philosophical perspective is the one exposed the most in the publication. WDF is used for initial reflection on general problems associated with a given discipline and for strengthening competencies that constitute the future intellectual capital. It is the answer for the question of a possibility of escaping the current education crisis, the encouragement to express opinions on the expectations towards contemporary education and the way of participating in decisionmaking process concerning its shape. Therefore, the aim of the method is responsibility founded on participation and mutual trust as well as on conscious development of key competencies in the process of self-determination.The publication of Aldona Pobojewska Edukacja do samodzielności. Warsztaty z dociekań filozoficznych. Teoria i metodyka is an important work, supporting educator’s theoretical workshop and practice, that offers an original method of “workshop in philosophical inquiry” (WDF) embedded in Matthew Lipman’s philosophy and in his project Philosophy for Children. The method targets education to specific current problems of the social world, including the ethical world, and indicates the need for the development of social competencies via discussion and for the shaping of autonomy attitude, both moral and intellectual. Interdisciplinary character of WDF method allows the reader and the person leading the class to accept various perspectives: philosophical, psychological and pedagogical. However, as the author claims, the philosophical perspective is the one exposed the most in the publication. WDF is used for initial reflection on general problems associated with a given discipline and for strengthening competencies that constitute the future intellectual capital. It is the answer for the question of a possibility of escaping the current education crisis, the encouragement to express opinions on the expectations towards contemporary education and the way of participating in decisionmaking process concerning its shape. Therefore, the aim of the method is responsibility founded on participation and mutual trust as well as on conscious development of key competencies in the process of self-determination

Some remarks on applications of analogy within intercultural dialogue

In this article I present some applications of analogy with reference to intercultural dialogue, firstly as a process in which the familiar structure of a direct experience in one situation improves awareness of an expected experience within another structure. Secondly, I follow the Enrique Dussel’s approach according to which where analogy is the key element of a true dialogue. In the paper conceptions of Ryszard Kapuściński, Martin Buber, Józef Tischner are presented in the context of intercultural dialogue and are applied to Yuko Abe’s analysis of students exchange experiences.In this article I present some applications of analogy with reference to intercultural dialogue, firstly as a process in which the familiar structure of a direct experience in one situation improves awareness of an expected experience within another structure. Secondly, I follow the Enrique Dussel’s approach according to which where analogy is the key element of a true dialogue. In the paper conceptions of Ryszard Kapuściński, Martin Buber, Józef Tischner are presented in the context of intercultural dialogue and are applied to Yuko Abe’s analysis of students exchange experiences

Revolutions as disasters of misconceived political projects of social mutations

The study reviews the book You say you want a revolution? Radical idealism and its tragic consequences by D. Chirot (Prince­ton, Princeton University Press, 2020) and, at the same time, ad­vances a viewpoint on social revolutions based on Thoreau’s im­perative of the separation from evil. Why most social revolutions have dangerous and painful consequences while their promoters claim that the revolution will alleviate human suffering and will bring happiness? The study identifies more sources of the tragic consequences of revolutions than the radical idealism as suggest­ed by Chirot. In contrast with the ideological, structural and in­dividual violence of communist revolutions shaped by Marxist conception the study explores the value of Thoreauvian’s heuristic for the achievement of peaceful, non‑violent revolutionary changes. Self‑reliance i is assumed to be a vital engine of peaceful revolution­ary changes

Educating epistemological principles, virtues and research skills. Review on Marina Klimenko’s textbook “Research Methods in the Social Sciences”: Book review of: Marina Klimenko (Dept. of Psychology, University of Florida), “Research Methods in the Social Sciences”, William England Sentia Publishing 2020

proving university students’ research skills, research integrity and best standards for scientific excellence is crucial for all disciplines. Marina Klimenko, a senior lecturer at the University of Florida, developed an innovative digital textbook entitled Research Methods in the Social Sciences (2020) with the focus on investigative psychology. The edition was powered by the e-learning portal and published by Sentia Publishing. The author’s own epistemological and research expertise is combined here with her competence in higher education didactics. Klimenko’s textbook seems to be perfectly tailored for prospective researchers – and useful for various disciplines representing the social sciences and humanities.proving university students’ research skills, research integrity and best standards for scientific excellence is crucial for all disciplines. Marina Klimenko, a senior lecturer at the University of Florida, developed an innovative digital textbook entitled Research Methods in the Social Sciences (2020) with the focus on investigative psychology. The edition was powered by the e-learning portal and published by Sentia Publishing. The author’s own epistemological and research expertise is combined here with her competence in higher education didactics. Klimenko’s textbook seems to be perfectly tailored for prospective researchers – and useful for various disciplines representing the social sciences and humanities

Does the Nobel Prize reflect current scientific and academic values?

This opinion paper puts forward arguments that reflect how science’s most elite prize, the Nobel Prize may be, despite its grand stature, somewhat out of touch with the functionality of grassroots science. There is a disconnect between limited fields of study to which the prize is awarded and the interdisciplinary nature of complex research. This is the first weakness. The second limitation is the focus on a single individual, occasionally on two or three when the prize is divided, even though much research is frequently collaborative. This is particularly true in the biomedical and natural sciences, which tend to involve individuals with multiple skills, each or all of whom may be equally deserving of the Nobel Prize, given their collective participation. The Nobel Prize also tends to display poor cultural, linguistic and gender representation and/or bias. Finally, retractions of papers by select Nobel Prize laureates suggest that even these elite academics are not immune to the ills of science and academic publishing and that affect all scientists in a complex global web

A review of involution and its psychological interpretation

In recent years, the concept of involution has been widely spread, and more and more articles begin to use the concept with its extended meanings to discuss social problems in China. Howev-er, there is little discussion on the evolving meanings of involution, which makes the use of the concept quite arbitrary. In the early stage of the development of involution, it was a concept based on econom-ic theory and the tendency of the generalization of the concept calls for more systemic discussion across academic disciplines. In order to take a new perspective to understand employee performance, espe-cially some deviant or withdrawal behaviors, this paper analyzes the specific meaning of the concept and the possible psychological fac-tors behind it. After the theoretical discussion of the concept, this paper also tries to seek solutions to effective motivation at workplace.In recent years, the concept of involution has been widely spread, and more and more articles begin to use the concept with its extended meanings to discuss social problems in China. Howev-er, there is little discussion on the evolving meanings of involution, which makes the use of the concept quite arbitrary. In the early stage of the development of involution, it was a concept based on econom-ic theory and the tendency of the generalization of the concept calls for more systemic discussion across academic disciplines. In order to take a new perspective to understand employee performance, espe-cially some deviant or withdrawal behaviors, this paper analyzes the specific meaning of the concept and the possible psychological fac-tors behind it. After the theoretical discussion of the concept, this paper also tries to seek solutions to effective motivation at workplace

‘The way we judge’ Observers’ assessing of elder care decisions of adult children who had been abused by the parents and the ultimate attribution error

 In this essay I want to concentrate on observers’ baseline assumptions on how we should be, or should have become in order to be accounted as morally ‘good.’ I will point out the significance for adult children who decided to not care for their elder parents. In three selected studies I show that observers, in trying to explain the decisions of others, or their moral development, respectively moral standing, misjudge or ignore their own implicit baseline assumptions. These assumptions are symptomatic of an implic­it belief in all of us that wishes to see that ’good begets good’ for most of us, and infers, thereafter, that ‘bad begets bad’ for some who would show ‘no good.’ It is this implicit belief that guides the observers to make assumptions about the morally doubtful upbringing of a person, or their negative behavior that they wish to explain by flaws in the person’s personality. This biased belief says “it is this way, and only this way”, but, in fact, one cannot be certain about it. The baseline assumptions that observers bring along are basically the biased observer’s points of view which can be explained with the ultimate attribution error. In this essay I want to concentrate on observers’ baseline assumptions on how we should be, or should have become in order to be accounted as morally ‘good.’ I will point out the significance for adult children who decided to not care for their elder parents. In three selected studies I show that observers, in trying to explain the decisions of others, or their moral development, respectively moral standing, misjudge or ignore their own implicit baseline assumptions. These assumptions are symptomatic of an implic­it belief in all of us that wishes to see that ’good begets good’ for most of us, and infers, thereafter, that ‘bad begets bad’ for some who would show ‘no good.’ It is this implicit belief that guides the observers to make assumptions about the morally doubtful upbringing of a person, or their negative behavior that they wish to explain by flaws in the person’s personality. This biased belief says “it is this way, and only this way”, but, in fact, one cannot be certain about it. The baseline assumptions that observers bring along are basically the biased observer’s points of view which can be explained with the ultimate attribution error