Mit totalitaryzmu i Platońska filozofia demokracji

A certain trend in political philosophy has associated Plato with a totalitarian tradition, which is disputed in this paper. The author argues that Plato could be included in the political philosophy of a democratic type, referring to the interpretation of the theory of ideas, presented in the text. This interpretation involves a certain understanding of the idea of the Good and the two principal methods of defining it, as well as ‘Plato’s dilemma’ (the Good above the Demiurge versus the Demiurge above the Good), and a peculiar Platonic way to resolve this dilemma. Additionally, the author confronts Plato’s dilemma with the axiological duality of the cultural message conveyed by the Old Testament. The author develops a hypothesis that especially (albeit not exclusively) as the author of The Republic, Plato laid the foundations for the political philosophy in general, but also, despite the disapproval of the Athenian democracy he manifested, for the philosophy of democracy, perceived as a kind of order, based on defining the Good by means of dialogue and the prevalence of so-defined Good over any kind of ‘Demiurge’, including a political Demiurge

Searching for effective and efficient way of knowledge transfer within an organization

In this paper three models of knowledge transfer in organization are considered. In the first model (A) the transfer of chunks of knowledge among agents is possible only when the sender has exactly one more chunks of knowledge than recipient. This is not dissimilar with bounded confidence model of opinion dynamics. In the second model (B) the knowledge transfer take place when sender is "smarter" than recipient. Finally, in the third scenario (model C) we allow for knowledge transfer also when sender posses the same or greater number of chunks of knowledge as recipient. The simulation bases on cellular automata technique. The organization members occupy nodes of square lattice and they interact only with their nearest neighbors. With computer simulations we show, that the efficiency and the effectiveness of knowledge transfer i) for model C is better than for model B ii) and it is worse for model A than for model B.Comment: 8 pages, 5 figures (in 19 files), for 10th International Conference on Agents and Artificial Intelligenc

Szymon Ossowski, W kierunku urynkowienia. Zagrożenia dla liberalnej demokracji w Polsce, Wydawnictwo Naukowe WNPiD UAM, Poznań 2011, ss. 201.

Szymon Ossowski, W kierunku urynkowienia. Zagrożenia dla liberalnej demokracji w Polsce,  Wydawnictwo Naukowe WNPiD UAM, Poznań 2011, ss. 201

Wiwat Konstytucja! Niech nas uczy nadal: An Analysis of the Interpretation of Poland’s Constitution of 3 May on the Eve of its Bicentennial

U-M Library Undergraduate Research Award - Global Award, Maize Award for Single-Term ProjectsSince its adoption in 1791, the Ustawa rządowa (Government Act) of the Polish- Lithuanian Commonwealth, colloquially referred to as the Konstytucja 3 Maja (Constitution of 3 May), has been at the epicenter of debate. Just as with similar paramount legislation, the intentions and interpretation of the document have been in question since its conception. This phenomenon was especially present within the Polish context because, for most of its history following the adoption of this Constitution, Poland did not exist as an independent and sovereign nation. The largest contributing factor to the historic memory surrounding the May 3rd Constitution can be attributed to the subsequent partitions and foreign occupations of Poland, which suppressed, and in some cases actively banned, celebrations of the Constitution.2 This interdiction guaranteed that, with every passing anniversary of May 3rd, the Constitution was elevated to an almost martyr-like status. Therefore, the vision of Poland the Constitution promised has not only been repeatedly interpreted throughout Polish history, but has arguably become representative of a mysticized, unattainable ideal. This paper will explore the May 3rd Constitution, and what it represented to the Polish people, in 1991—the bicentennial of its inauguration. 1991, however, represents much more than just the two-hundred-year anniversary of the Constitution. Only five months earlier on December 22nd, Lech Wałęsa, co-founder and leader of Solidarność (Solidarity), the first non-Communist labor union in the Eastern bloc, was sworn into the office of President of Poland—an event many consider the formal end of the Communist People’s Republic of Poland (PRL), and the beginning of today’s Republic of Poland. 1991 was therefore a crucial year in Poland’s postcommunist development. Because the bicentennial of the Constitution was occurring simultaneously with this development, many influential figures began employing the document to further their own vision of a post-communist Poland. By analyzing articles regarding the May 3rd Constitution from three contemporary prominent Polish newspapers, each representing a different segment of Polish political ideology (Christian democratic, left-wing, and centrist), this paper will demonstrate how, by 1991, the Constitution symbolized a venerable Polish tradition, and how the rhetoric of this tradition was used during this pivotal stage of post-Communist development.https://deepblue.lib.umich.edu/bitstream/2027.42/144513/1/Paradowski-Wiwat Konstytucja! Niech nas uczy nadal.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/144513/2/Paradowski-Bibliography.pdfDescription of Paradowski-Wiwat Konstytucja! Niech nas uczy nadal.pdf : Term paperDescription of Paradowski-Bibliography.pdf : Project bibliograph

How do general psychological processes inform FLL pedagogy? Presenting a new instructional framework

Learning invariably proceeds by relating new facts to the already familiar and present in the conceptual structure. In the context of FL study the familiar is, of course, the student’s mother tongue. Drawing on the learner’s L1 (or another mastered tongue) and showing comparisons and contrasts between the languages mirrors, facilitates and accelerates the processes which occur independently in his/her mind. At the same time, when in a new situation, we look for familiar orientation points and similarities owing to our instinctive need for safety. This is also why the target language should literally be taught in the framework of the learner’s L1. Instruction in the Language Interface Model (LIM; Gozdawa-Gołębiowski 2003a,b, 2004a,b, 2005) proceeds from an explication of how relevant rules operate in the students’ L1 through an explanation of corresponding L2 rules and subsequent interface formation, modifying the L1 rule to accommodate L2 data, with practice first expecting the learner to apply the FL rules to L1 examples before moving to more traditional exercises, to finally end with competence expansion – integrating the two competences, leading to the development of multicompetence and allowing for the obliteration of the rules governing the structure of the utterance from the learner’s conscious mind

W sprawie „dekalogu” etyki politycznej liberalnej demokracji

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