Retoryka jak narzędzie badania naszych myśli: czym jest téchne rhetoriké?

Retoryka jest nie tylko metodologią nauk humanistycznych; jest najważniejszą z nauk, jaką zostawili nam antyczni myśliciele. Określa ona nie tylko metody argumentacji z przesłanek niepewnych, jest nie tylko teorią tekstu, ale przede wszystkim – jest narzędziem do organizowania naszych myśli i przygotowywania tekstów, których celem ma być przekonywanie, ale tak, aby uzyskać wiedzę a nie mniemanie (Kant). Jednakże jak wiemy, język, którym się posługujemy, jest niezwykle zawodny. Ostrzegali przed tym i Platon, i Arystoteles. Zarazem oni zbudowali podwaliny téchne rhetoriké, której kształt systemowy zawdzięczamy Kwintylianowi. Retoryka – jak twierdzili jej zarówno antyczni, jak i współcześni badacze – nie jest słownikiem chwytów (Volkmann); jest raczej analogonem logiki (Volkmann). Jak powiada Wilhelm Windelband, „dzięki gramatyce i retoryce poznaliśmy prawidłowe reguły myślenia”. Autor sięga nie tylko do tradycji badań nad retoryką, ale i nad językiem, głównie odnosząc się do tradycji Koła wiedeńskiego (Der Wiener Kreis). Acz dorobek współczesnego językoznawstwa, a także współczesnych badań nad filozoficznymi podstawami badań nad językiem będą uwzględnione, to jednak perspektywa zarówno wyznaczona przez Immanuela Kanta, jak i badaczy z kręgu Der Wiener Kreis jest dominująca. Celem niniejszego studium jest nie tylko przypomnienie tezy Windelbanda, ale i jej pełniejsze dowiedzenie.Rhetoric is not only a methodology of the humanities; it is the most important science given to us by ancient philosophers. It defines the methods of argumentation from the uncertain, the theory of texts, but more importantly – it is a tool for organizing our thoughts and preparing works which aim for persuasion – getting the knowledge, not the opinion (Kant). However, as we know, the language we use is extremely unreliable. Plato and Aristotle warned us against that. At the same time, they built the foundations of téchne rhetoriké, which systemic shape we owe to Quintilianus. Rhetoric, as both – ancient and modern scholars have claimed, is not a grammar dictionary; it is rather an analogue of logic (Volkmann). As Wilhelm Windelband says: “thanks to grammar and rhetoric we have learned the correct rules of thinking”. The author draws not only from the tradition of research on rhetoric, but also from language theory – mainly referring to the tradition of the Viennese Circle (Der Wiener Kreis). As far as the achievements of contemporary linguistics and contem¬porary research on the philosophical foundations of language research are taken into account – the perspective set by both Immanuel Kant and researchers from the Der Wiener Kreis circle is dominant here. The purpose of this study is not only to remind Windelbad’s thesis, but also to prove it wholistically

Stanisław Lem a kwestie wiary

W kolejnym interdyscyplinarnym tomie dokumentującym działalność uniwersyteckiego Ośrodka Badawczego Myśli Chrześcijańskiej zaprezentowano teksty pracowników różnych uczelni: KUL, UKSW, WSD w Łodzi, UW, UMCS oraz UŁ. Prace te stanowią efekt refleksji kręgów akademickich nad relacjami między tytułowymi kategoriami (kultura – myśl – edukacja), podejmowanej z perspektywy różnych dziedzin nauki – teologii, religioznawstwa i literaturoznawstwa. Autorzy odwołują się do wielorakich kontekstów kulturowych świadczących o dialogu Kościoła ze światem kultury i nauki, takich jak: myśl papieska, ekumenizm, teologia piękna i duchowości, inspiracje chrześcijańskie w literaturze, dyskurs religijny. Tytuł tomu zaczerpnięty został z adhortacji papieża Franciszka, który kieruje swoje przesłanie także do kręgów akademickich. W jego przekonaniu zarówno dziedziny nauki, jak i kategorie myślenia mogą stać się narzędziami ewangelizacji, a teologia – pozostawać w dialogu z innymi naukami i ludzkim doświadczeniem

Bolesław Leśmian i problemy komunikacji

Przedmiotem rozważań będzie jeden wiersz Bolesława Leśmiana Dziewczyna z tomu Napój cienisty. Dotychczasowe interpretacje ale i opisy tego dziełka wydają się niewystarczające. Ich autorzy nie wzięli pod uwagę problemów dość banalnych, a mianowicie – kwestii komunikacji. Jest to przecież wypowiedź, może raczej komunikat, który niesie określone treści i odwołuje się do jakiejś uprzedniej wiedzy odbiorcy. Wiedza ta oparta jest na tradycji klasycznej (Wergiliusz, Owidiusz), ale nawiązuje do pewnych wątków znanych i z twórczości samego Leśmiana np. Przygody Sindbada Żeglarza, ale i przewijających się w twórczości współczesnych mu twórców (np. W. Gomulicki, A. Asnyk). Stąd konieczność zastosowania klasycznych narzędzi metody filologicznej. Komunikat jest zbudowany w wierszu w sposób dość prosty, może jednak sprawić kłopot, gdy będziemy go analizować pobieżnie. Narzędzia komunikatywistyczne pozwalają na jego precyzyjny opis. Sam utwór to realizacja tzw. Światopoglądu balladowego opisanego już przez Stefana Lichańskiego. Zarazem Dziewczyna nie jest zaprzeczeniem wartości marzeń; ostrzega tylko, że nie każde z nich da się zrealizować. Trzeba bowiem ostrożnie wybierać bramę Snu

Editorial

Editoria

Kształcenie na odległość — kilka uwag na marginesie problemu

The problem of the quality of distance learning — or e-learning — has not had much importance attached to it thus far. After all, distance learning is at least 200 years old — if not more — and e-learning is nothing new, either. However, they were a kind of “addition” to the educational process. However, as a result of the current world-wide pandemic, the situation has changed rapidly. From what was in essence an auxiliary form of learning, has suddenly become a basic form. Thus, what has affected both higher education and, above all, secondary, primary and pre-school education is something new. This is due to the suddenness of introducing both methods (techniques) of education, and not because of their technical side. Since this problem has become the subject of a large number of different kinds of statements, and even the first book devoted to this issue has been published — it is worth looking at these issues again and try to present a few more general comments. The main thesis of the article is: the technical help side is basically correct; the problems are: i) preparing teachers for this form of teaching, ii) preparation of full-text databases adapted to secondary school curricula, iii) adaptation (in secondary schools) of e-education programs, e.g. to university syllabuses (with links to specific texts, not entire databases), iv) “Rebuilding” the way of educating teachers so that they learn these technical skills from the university or improve them via additional courses and training.The problem of the quality of distance learning — or e-learning — has not had much importance attached to it thus far. After all, distance learning is at least 200 years old — if not more — and e-learning is nothing new, either. However, they were a kind of “addition” to the educational process. However, as a result of the current world-wide pandemic, the situation has changed rapidly. From what was in essence an auxiliary form of learning, has suddenly become a basic form. Thus, what has affected both higher education and, above all, secondary, primary and pre-school education is something new. This is due to the suddenness of introducing both methods (techniques) of education, and not because of their technical side. Since this problem has become the subject of a large number of different kinds of statements, and even the first book devoted to this issue has been published — it is worth looking at these issues again and try to present a few more general comments. The main thesis of the article is: the technical help side is basically correct; the problems are: i) preparing teachers for this form of teaching, ii) preparation of full-text databases adapted to secondary school curricula, iii) adaptation (in secondary schools) of e-education programs, e.g. to university syllabuses (with links to specific texts, not entire databases), iv) “Rebuilding” the way of educating teachers so that they learn these technical skills from the university or improve them via additional courses and training

Rhetorical Criticism: Introduction to Method

Rhetorical Criticism has its roots in two traditions. The first is the tradition of téchne rhetoriké and its beginning is in the works by Plato and Aristotle (for part of the scholars the early days of r.c. are in the time of Hellenistic period and in the work by Marc Fabius Quintillian). The second is the tradition of Herbert A. Wichelns' article The Literary Criticism of Oratory from 1925. From the time of Wichelns rhetorical criticism developed in an extremely dynamic and has become one of the most important analytical methods of all of the “products" of language not only in the public/ political oratory, and also penetrated into art criticism (in the broadest sense of the term). In this issue I will try to explain both the history and methods used in rhetorical criticism. I think that this is one of the most interesting and compelling research methods, not only the linguistic creations, but all objects of human symbolic activity. Also − one of the best ways to discover the intentions of the author and used sometimes the persuasion as a techniques of manipulation of the audience. In the issue I present the history of rhetorical criticism from the Antiquity (Plato's Ion and Aristotle's Poetic and Rhetoric) to the contemporary, and the methods used in rhetorical criticism. These methods are tree kinds: the tradition of speech communication, the tradition of rhetoric/ composition, and the different programs using at the universities in the USA. In conclusions I suppose that the rhetorical criticism is one of the most effective methods of analysis all kinds of texts, not only language texts but also works of art. This follows from the fact that rhetoric should be understood more broadly − as a science of patterns and processes of communication. I remain in keeping with ancient tradition, because Quintilian described it as follows: Rhetorice est inveniendi recte et disponendi et eloquendi cum firma memoria et cum dignitate actionis scientia [Quint., V.10.54 − Rhetoric is the knowledge/ science on how to correctly find, arrange and utter words (i.e. make utterances in good language form), using good memory, and present any text with dignity]. It brings back the opinion of Chaim Perleman, who said in The Realm of Rhetoric: [...] rhetoric covers the vast field of nonformalized thought: we can thus speak of “realm of rhetoric". It is in this spirit that Professor Walter Jens of the University of Tübingen described as “the once and future queen of the human sciences" [alte und neue Königin des Wissenschaften]

Sarmatism or on a certain problem in the study on the polish culture (discussion article)

Sarmatism is a concept with an exceptionally bad reputation; what is worse – there is a duality in it (it is something a bit embarrassing, and yet it also contains positive, or even valuable elements), which is very difficult for researchers to deal with. Sarmatism is not only “a cultural formation developed at the end of the 19th century”, but it is an extremely important and permanent element of our tradition. At the same time – in a sense, it was ultimately shaped in the 19th century, and not, as we commonly believe, in the 17th century. It is something very disturbing, and this is precisely because of its specific “long life”. Adding my voice to this discussion about our tradition, I must begin by answering the question: what is Sarmatism? It should be recalled that Sarmatism is understood as: 1. a geographical and ethnographic concept, 2. style, 3. cultural formation, 4. ideology. The first three meanings, in principle, are not in doubt; while the latter is the most problematic. The article is focused on a broad analysis of this understanding of Sarmatism. Understood in this way, it is based on values adopted a priori: patriotism, honesty, religiousness, respect for tradition and faithfulness of the vassal oath towards the senior. In conclusion, I write that Sarmatism and all Polish culture had a culture-forming role in restoring Europe to the countries of Sarmatia Asiatica (that I will recall the Miechowitas formula). Like other researchers, I see all the limitations and shallows of Sarmatism, but above all – and that is why Juliusz Słowacki and Cyprian Norwid were quoted – I suggest to see the greatness of Sarmatism. Maybe it is time we would start looking at our past not only critically but alsowith love, seeing in it what caused that and in the 17th century also often was seen and acknowledged – our right to be an equal member of the family of European nations

Czy protreptyk wart jest przywrócenia w edukacji szkolnej?

This article is based on a study by Mason Marshall Reading Plato’s Dialogues to Enhance Learning and Inquiry. Exploring Socrates’ Use of Protreptic for Student Engagement. The author makes, inter alia, analyses of the Plato’s dialogue Euthyphro and emphasizes the ways of promoting and encouraging Socrates used for self-evaluation and conscious reflection in the interlocutor. By focusing his work on Socrates’ use of protreptic, Marshall proposes a practical approach to reading Plato, illustrating how his writings can be used to enhance intrinsic motivation amongst students and help them develop the thinking skills required for democratic and civic engagement. The article shows how to practically apply a protreptic in didactics; it also points to the work of Ole Fogh Kirkeby who writes about similar matters and justifies the use of traditional teaching methods in a modern school.This article is based on a study by Mason Marshall Reading Plato’s Dialogues to Enhance Learning and Inquiry. Exploring Socrates’ Use of Protreptic for Student Engagement. The author makes, inter alia, analyses of the Plato’s dialogue Euthyphro and emphasizes the ways of promoting and encouraging Socrates used for self-evaluation and conscious reflection in the interlocutor. By focusing his work on Socrates’ use of protreptic, Marshall proposes a practical approach to reading Plato, illustrating how his writings can be used to enhance intrinsic motivation amongst students and help them develop the thinking skills required for democratic and civic engagement. The article shows how to practically apply a protreptic in didactics; it also points to the work of Ole Fogh Kirkeby who writes about similar matters and justifies the use of traditional teaching methods in a modern school