O prawach epistemicznych z punktu widzenia edukacji

This paper aims to answer four questions concerning epistemic rights and how they function in the context of education: (1) What are epistemic rights and how can they be characterised? (2) What is the status of the young generation in the context ofentitlement to epistemic rights? (3) How and to what extent do epistemic rights function in the educational system? (4) What tasks for education are derived from the recognition of epistemic rights? The characterisation of epistemic rights presented in the paper is based on the findings of Lani Watson, an expert on this subject. It has been supplemented by the views of selected philosophers and researchers who represent different scientific disciplines and are interested in this concept and the issues revolving around it.Celem artykułu jest próba udzielenia odpowiedzi na cztery pytania postawione w związku z problematyką praw epistemicznych i ich funkcjonowaniem w sferze edukacji: (1) czym są prawa epistemiczne i jak można je scharakteryzować? (2) jaki jest status młodego pokolenia w kontekście przysługiwania praw epistemicznych? (3) w jaki sposób i w jakim zakresie prawa epistemiczne funkcjonują w systemie edukacji? (4) jakie zadania dla edukacji wynikają z uznania ważności praw epistemicznych? Przedstawiona w tekście charakterystyka praw epistemicznych opiera się na ustaleniach znawczyni tego zagadnienia, Lani Watson, uzupełnionych o poglądywybranych filozofów oraz badaczy reprezentujących inne dyscypliny naukowe, zainteresowanych tym obszarem problemowym

Do educational scientists care about relativism? : some of the philosophical consequences of thesis on paradigmatic character of contemporary educational science

Th e subject of this article is an analysis of the problem of relativism in educational science in the context of thesis on paradigmatic character of this science. Th omas Kuhn’s account of paradigm must be discussed in the fi rst place, as well as the arguments for the recognition of its relativistic character. Th e elaboration of this issue opens the way for refl ections on the reception of Kuhn’s views in educational science. Due to the modifi cation of the concept of the paradigm justifi ed by the specifi cities of social sciences it is complicated to state precisely, whether educational scientists present certain variations of relativism as a result of accepting the assertion that educational science is founded on paradigms

Wątki liberal education w filozofii anarchizmu metodologicznego Paula K. Feyerabenda

The paper aims at analyzing the conception of Austrian philosopher of science, Paul K. Feyerabend, for compatibility with the fundamental determinants of the conception of liberal education. The considerations are centered around attempts to answer the question of whether it is possible to indicate themes characteristic for Anglo-Saxon interpretation of the category of liberal education in the philosophy of methodological anarchism. The analysis begins with a brief presentation of the philosophical views of Feyerabend, including, in particular, the findings on the role and place of science amongst other ways to achieve knowledge, the idea of epistemological pluralism and the conditions for acceptability of cognitive perspective characteristic for humanities. Further investigations are focused on the conception of liberal education, with particular emphasis on its subjective and objective aspects. Characteristics of abovementioned topics give rise to the analysis of the title problem. The investigations are concluded with an affirmative answer to the question of relationship between methodological anarchism and the conception of liberal education, and indication of issues that require further study.Celem artykułu jest analiza koncepcji austriackiego filozofia nauki Paula K. Feyerabenda pod kątem zgodności z podstawowymi wyznacznikami koncepcji liberal education. Rozważania skoncentrowane są wokół próby odpowiedzi na pytanie, czy w filozofii anarchizmu metodologicznego odnaleźć można wątki charakterystyczne dla anglosaskiej wykładni kategorii edukacji liberalnej. Analizę otwiera skrótowa prezentacja filozoficznych poglądów Feyerabenda, obejmująca w szczególności ustalenia dotyczące roli i miejsca nauki pośród innych sposobów osiągania wiedzy, ideę pluralizmu epistemologicznego oraz warunki możliwości przyjęcia humanistycznej perspektywy poznawczej. W dalszej kolejności rozważania skoncentrowane są wokół koncepcji liberal education ze szczególnym uwzględnieniem jej przedmiotowego i podmiotowego aspektu. Charakterystyka wskazanych zagadnień daje asumpt do analizy problemu tytułowego. Dociekania zamyka twierdząca odpowiedź na pytanie o związki anarchizmu metodologicznego z koncepcją liberal education oraz wskazanie zagadnień wymagających dalszego opracowania

Time perspective and experience of depression, stress, and loneliness among adolescents in youth educational centres

Time perspective is of key significance in overcoming an identity crisis in adolescence. Re-search using the Zimbardo Time Perspective Inventory (ZTPI) was conducted on a group of 311 adolescents (aged 13-18) in several youth educational centres in south-eastern Poland. The research was designed to identify the significance of time perspective when it comes to levels of depression, stress and loneliness experienced in conditions of institutional rehabilitation and education. Linear regression analysis demonstrated the following: a positive past focus reduces the intensity of anxiety and depression; a positive past and future focus results in reduced depression, loneliness and stress; the experience of stress combined with depression enhances the significance of time perspective for the feeling of loneliness; and a low level of family loneliness reduces depression

Framing a Knowledge Base for a Legal Expert System Dealing with Indeterminate Concepts

Despite decades of development of formal tools for modelling legal knowledge and reasoning, the creation of a fully fledged legal decision support system remains challenging. Among those challenges, such system requires an enormous amount of commonsense knowledge to derive legal expertise. This paper describes the development of a negotiation decision support system (the Parenting Plan Support System or PPSS) to support parents in drafting an agreement (the parenting plan) for the exercise of parental custody of minor children after a divorce is granted. The main objective here is to discuss problems of framing an intuitively appealing and computationally efficient knowledge base that can adequately represent the indeterminate legal concept of the well-being of the child in the context of continental legal culture and of Polish law in particular. In addition to commonsense reasoning, interpretation of such a concept demands both legal expertise and significant professional knowledge from other domains

What makes the question relevant from the educational point of view? : reflections on the subject universe of education

Czy z faktu, że pytanie badawcze formułuje pedagog, można wnioskować, że jest to pytanie pedagogiczne? Co sprawia, że pytanie jest traktowane jako relewantne z pedagogicznego punktu widzenia? Jakie znaczenie ma w tym kontekście sposób myślenia o rozwoju pedagogiki jako dyscypliny naukowej? Celem artykułu jest próba sformułowania odpowiedzi na powyższe pytania, które postawiono w związku z refleksją nad zakresem i zawartością uniwersum przedmiotowego pedagogiki. Wyróżnienie dwóch podstawowych sposobów myślenia o rozwoju tej dyscypliny jako ekspansji i kontynuacji-pozwala wydobyć i zaakcentować różnice w określaniu tego, "co pedagogiczne", a co posiada przełożenie na zakres i treść pytań badawczych formułowanych przez pedagogów.Is a question asked by an educational researcher an educational question? What makes the question relevant from the educational point of view? What is the significance of the way of thinking about the development of educational studies as a scientific discipline? The aim of the article is an attempt to formulate answers to these questions. They have been articulated in the context of reflection on the scope and content of the subject universe of educational studies. Distinguishing two basic ways of thinking about the development of this discipline - as an expansion and continuation - allows to bring out and highlight the differences in defining what is educational, and what has a reflection on the scope and content of research questions posed by educational researchers