O ścisłych związkach pedagogiki z etyką

The purpose of this paper is to provide grounds for the thesis on close relations between pedagogy and ethics. These relations can be both accidental and necessary in their form, however, the latter are definitely more significant in terms of implications for the pedagogy as a discipline. This is because pedagogy can be considered as (practical) ethics. The thesis will be supported by reference to both practical and strictly philosophical arguments. The final part of the paper will show the consequences of this specific identification of the aforementioned relations for pedagogy as a discipline

Time travel as a narrative laboratory

Time travel is one of the most popular themes in science fiction. Usually it is discussed from a perspective of technological and scientific possibilities for the realization of fantastic visions. Researchers focus on logical paradoxes implied by traveling back in time. The author of this article, inspired by David Wittenberg’s Time Travel: The Popular Philosophy of Narrative, draws attention to metanarrative functions of time travel theme, which becomes a challenge for writers and narrative techniques.Time travel is one of the most popular themes in science fiction. Usually it is discussed from a perspective of technological and scientific possibilities for the realization of fantastic visions. Researchers focus on logical paradoxes implied by traveling back in time. The author of this article, inspired by David Wittenberg’s Time Travel: The Popular Philosophy of Narrative, draws attention to metanarrative functions of time travel theme, which becomes a challenge for writers and narrative techniques

Wisdom as an aim of education : theory, practice, main problems

Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply

The ideas of the Polish Lvow-Warsaw School in educational research by the example of the Kazimierz Sośnicki's conception

Th is article concerns the selected theoretical research by Kazimierz Sośnicki in the fi eld of Educational Th eory in the context of his relations to the Polish Philosophical Lvow-Warsaw School. Author argues on the thesis that his way of doing research is closely related to the way philosophical problems are analyzed by the school. Firstly, Sośnicki worked on improving culture of logic and precise thinking among students; secondly, his way of doing research was based on the postulates of the school - precise, systematic, non-normative analysis of concepts and conceptions from diff erent areas of science and philosophy; thirdly, he proposed a comprehensive program which provided grounds for application of philosophical analysis in educational research