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Antoni Stępień
Antoni Stępień
Co to jest metafilozofia
Co to jest metafilozofia
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Halina Bortnowska
Halina Bortnowska
Z problematyki metafdlożoficznej u Ducasse‘a
Z problematyki metafdlożoficznej u Ducasse‘a
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Zenomena Płużek
Zenomena Płużek
Psychologia w USA:
Wrażenia z podroży naukowej
Psychologia w USA
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Józef Majkowski
Józef Majkowski
Kierunki wspołczesnej psychologii religii i metody badań religijności
Les Courants de la Psychologie Religieuse Contemporaine et ses Methodes de Travail
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L'article est un chapitre d'line étude plus importante intitulée "Psychologie du sens religieux catholique". Ces courants se manifestent sous forme d'études phénoménologiques (au sens de relevé des faits de psychologie religieuse) et de toute sorte d'activités scientifiques permettant d'interpréter ces faits, qu'ils soient du domaine de la conscience ou de l'inconscient individuel et collectif.La psychologie contemporaine, dès qu'elle s'occupe du fait religieux, qu'elle soit expérimentale (behaviourisme et étude empirique du sens religieux) ou philosophique ou encore théologique est authentiquement une psychologie religieuse. Ses différentes formes passent insensiblement d'un domaine à l'autre. La méthodologie de la psychologie du sens religieuse obéit aux lois générales de la science psychologique. Elle possède cependant certaines caractéristiques propres conditionnées par l'objet de son étude. Ce dernier point fait l'objet d'une présentation détaillée dans l'article que nous résumons ici: il analyse les méthodes d'introspection, les différentes formes d'observation psychologique, les conditions d'expérimentation, les statistiques; il montre l'utilité de toutes ces disciplines pour la recherche dans le domaine du psychisme religieux.L'etude s'achève par la remarque que l'on ne peut identifier la méthode avec la science, négligeant les interférences des différentes disciplines, qui forment nécessairement un tout.
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Przeglądy
Przeglądy
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Janusz Kostrzewski
Janusz Kostrzewski
Metody badania rozwoju umysłowego małych dzieci ze szczegolnym uwzględnieniem wartości diagnostycznej i prognostycznej skali Psyche Cattell
„Methods of measuring infants' and young children's intelligence, and their value, with special consideration of the reliability and validity of Psyche Cattell's Intelligence Scale”
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At the beginning of his article the author outlines the development of the Binet-Simon Intelligence Scale and briefly discusses the existing translations and adaptations of this Scale in U. S. A., England, Belgium, Germany, Italy, Switzerland, Sweden, Hungary, Denmark, Spain and Poland. He pays special attention to the development of the first scales for measuring the mental development of infants and young children (Kuhlmann-Binet Intelligence Scale, 1922, Linfert-Hierholzer Scale for Measuring the Mental Development of Infants During the First Year of Life, 1928) and the value of those scales.The author discusses in great detail those scales for the measurement of the mental development of Infants and Young Children which are today numbered among the most representative: 'Merrill-Palmer Scale of Mental Tests', 1931, 'Minnesota Pre-School Scale', 1932, 'California First Year Mental Scale', 1933 and 'Northwestern Infants Intelligence Scale', 1949. He describes their reliability and predictive value.He devotes much space and attention to „Psyche Cattell's Infant Intelligence Scale", 1940. He describes the Scale in detail, gives the principles of examinations and analyses the tasks from the psychological point of view, and gives information on standardization data, its reliability and validity.As a result of this critical analysis the author comes to the conclusion that:There are today several representative scales for measuring of the mental development of infants and young children, but their scientific value varies. 'The Psyche Cattell Infant Intelligence Scale' and the 'Minnesota Pre-School Scale' are amongst the best of these.The Psyche Cattell Scale has very considerable diagnostic and prognostic value in the examinations of young children with normal psychical development tested after the 12-th month. The ealier the child is tested, the more doubtful is prognosis of future mental development as based on these tests (this refers to infants between the 2-nd and 12-tli months). It is possible that the prognostic value of the Scale for Infants and Young Children from the 2-nd to the 12-th months rises after the removal from the Scale of those tasks exclusively examining motor abilities, and the replacement of them by tasks correlating highly with intelligence. A group of Polish psychologists has recently done so experimentally.The author believes that Professor Psyche Cattell's sample on which the standardization was made (274 individuals) is too small, and therefore the sample is not representative for the American population. It is sufficient for first appraisal of the Scale, for which a further standardization Scale should be made.Since in Poland there were no scales for testing mental development of infants and young children attempts are being made to adopt 'the Psyche Cattell Scale' to Polish conditions. A series of experimental tasks have been devised (by J. Kostrzewski) and added to the original tasks. At the present time tests are carried out and material collected (by H. Młotkowska and J. Kostrzewski) which indicate further changes which will have to be introduced. The data are undergoing detailed analysis especially of their reliability, diagnostic and prognostic value in relation to Polish children.The author thinks that tests carried out on this Scale, on the dynamics of the mental development of normally developing children, and on the dynamics of the development of feebleminded children in defined clinical types such as post-encephalitic and meningoencephalitic oligophrenia, mongolism, cretinism, phenylopiruvic oligophrenia etc., are essential.He indicates the necessity of more extensive research on the changebility of the Intelligence Quotient in the P. Cattell Scale. Since the mental age and I. Q. depend on the environment it is essential to examine children coming from various social environments. The question arises: will the I. Q.'s depend considerably on the educational attainments of the parents? If this is so, in which month or year of the child's life can differences be noticed between children coming from different environments?When we are testing mental abilities, we must pay attention not only to quantitative results, but also qualitative. We must note the dispersion of the mental function. Is it significant, or not? The question arises whether too great a dispersion is not connected with a defined type of retarded development?Exhaustive research carried out on feebleminded children allows us to make a cautious prognosis of further development, which will depend on the defined clinical type (as with prognosis in postencephalitic oligophrenia, mongolism, cretinism etc).Where there are disturbances, besides psychological examinations, psychiatric, neurological, neuroradiological, E. E. G., endocrinological and other examinations are necessary to facilitate a full diagnosis.It seems to be useful to add to the 'P. Cattell Scale', information obtained by other methods: interview, case history including former illnesses, data on the environment, living conditions, parents' education and material situation, as well as the results of the Personality Rating Scale and the Vineland Social Maturity Scale.
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M. Łobocki
M. Łobocki
Z kroniki studium filozoficzno-psychologicznego na Wydziale Filozofii Chrześcijańskiej KUL
Z kroniki studium filozoficzno-psychologicznego na Wydziale Filozofii Chrześcijańskiej KUL
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Mieczysław Łobocki
Mieczysław Łobocki
Teoria kryzysu w charakterologii F. Künkla
Teoria kryzysu w charakterologii F. Künkla
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Maria Grzywak-Kaczyńska
Maria Grzywak-Kaczyńska
Podstawy afektywno-społeczne jako czynniki motywujące zachowanie sięczłowieka
Podstawy afektywno-społeczne jako czynniki motywujące zachowanie sięczłowieka
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Józef Pastuszka
Józef Pastuszka
Psychologia głębi
Psychologia głębi
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Tabula gratulatoria
Tabula gratulatoria
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Agnieszka Kijewska
Agnieszka Kijewska
Bibliografia prac prof. Edwarda I. Zielińskiego OFMConv
Bibliography of the Works of Prof. Edward I. Zieliński OFM Conv
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Agnieszka Kijewska
Agnieszka Kijewska
Jeden z dawnych mistrzów:
Biogram naukowy prof. Edwarda I. Zieliskiego OFMConv
One of the Old Masters
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Bogdan Dembiński
Bogdan Dembiński
Relacja Jedno–wiele jako filozoficzny fundament metafizyki Proklosa
The Relation: One/Many as the Philsophical Foundation of Proclus's Metaphysics
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The analysis inherent in this text is basic for the construction of Proclus’s system, namely the problem of the relation: the One/Multiplicity. This question is central and constitutes the most meaningful systems of Greek philosophy. The relation: the One/Multiplicity is the starting point in constructing metaphysical systems, it makes that all that is its consequence must have and has a relational nature. This eliminates thinking about the world in terms of isolated, autonomic, and unrelated objects. The considerations in question have shown the most important stages in the problems: the One/Multiplicity, starting from Plato, through Plotinus Porphyry, Iamblichus, down to Proclus.
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Janina Gajda-Krynicka
Janina Gajda-Krynicka
Logos: dyskurs czy dowód?:
Postaci dialektyki platońskiej
Logos: Discourse or Reason
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The problem discussed in the study is part of the polemics connected with the so-called “Platonic question,” to be precise, it seeks to prove that the so-called two Platonic “critiques” of the writing/text (Plato’s Phaedrus, 275 c ff., Letter VII 341 c ff.) are not sufficient evidence that, according to Plato, dialectic procedures to discover and know the first forms of being may be realised only in a sensu stricto dialogue, in the act of living speech, and they cannot be fixed in a writing/text. On the basis of the Platonic descriptions of dialectic procedures three forms of dialectic skill (διαλεϗτιϗή τέχνη) have been distinguished: synoptic dialectics, which is alwaysa kind of propedeuctics of research in the form of ordering the results of sense perception in sets and trying to find in them a criterion of possibility for this ordering in the form of something one; hypothetical dialectics that calls for a thesis whose object is the ontic status of this one, where it is, and how to verify this thesis in a reliable manner; and diairetic dialectics that allows to elicit from the most general concept some definitions of concrete objects. By analysing the descriptions of dialectic procedures in Platonic texts, numerous statements of the Philosopher himself in the mouth of Socrates, or the Guest of Elea, we may conclude whether these procedures are carried out exclusively in the philosopher’s intellect, and Platonic dialogues are their written form “for voices,” or else they have, among other things, didactic purposes.
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Marek Gensler
Marek Gensler
Antoni Andrzejowy – pierwszy szkotysta
Antinius Andreae - The First Scotist
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Antonius Andreae (ca 1280 – ca 1333) is an important figure in the early development of Scotist school but also an obscure one, known mostly for his professed fidelity to the doctrine of his Parisian teacher, John Duns Scotus. The analysis of his surviving texts that have survived up to date reveals (scant) information that allows for establishing a chronology of his most important works: De tribus principiis naturae, a commentary on the Metaphysics, a commentary on the Ars Vetus, and the Abbreviatio operis oxoniensis Scoti, as well as a (partial) reconstruction of his academic life after the return to his native Aragon from Paris. It also shows Antonius as a fierce opponent of Peter Auriol, whose views he finds to be especially repugnant to the teaching of Scotus.
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Józef Herbut
Józef Herbut
O uzasadnieniach przekonań religijnych
O uzasadnieniach przekonań religijnych
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Belief is a mental state, its content being the statement of a certain state of affairs. With respect to the manner they arise, we divide beliefs into spontaneous and reflexive. When we take into consideration their bases, we speak about basic beliefs and beliefs derived from others. The terms “spontaneous belief” and “basic belief” have various meanings, but they are equivalent with regard to their range.Contemporary religious spontaneous and basic beliefs have various forms. In the Christian religion we speak, among other things, about numinous beliefs, as described by R. Otto, and A. Plantinga’s properly basic beliefs. According to Otto, numinous experiences (of that which is tremendum et fascinans) are a source of firm beliefs for man, i.e. he has had contacts with some objective manifestations of divinity. Plantinga (whose thinking belongs to a more “naturalistic” strain) writes about properly basic beliefs, such that arise spontaneously in man (if he is not depraved by sinful life) who remains under respective circumstances. Such beliefs are the grounds for theistic derivative beliefs. The arguments for the truthfulness of the beliefs of the first and second type bring forth a series of questions, and they are constantly discussed by philosophers of religion.
Belief is a mental state, its content being the statement of a certain state of affairs. With respect to the manner they arise, we divide beliefs into spontaneous and reflexive. When we take into consideration their bases, we speak about basic beliefs and beliefs derived from others. The terms “spontaneous belief” and “basic belief” have various meanings, but they are equivalent with regard to their range.Contemporary religious spontaneous and basic beliefs have various forms. In the Christian religion we speak, among other things, about numinous beliefs, as described by R. Otto, and A. Plantinga’s properly basic beliefs. According to Otto, numinous experiences (of that which is tremendum et fascinans) are a source of firm beliefs for man, i.e. he has had contacts with some objective manifestations of divinity. Plantinga (whose thinking belongs to a more “naturalistic” strain) writes about properly basic beliefs, such that arise spontaneously in man (if he is not depraved by sinful life) who remains under respective circumstances. Such beliefs are the grounds for theistic derivative beliefs. The arguments for the truthfulness of the beliefs of the first and second type bring forth a series of questions, and they are constantly discussed by philosophers of religion.
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Elbieta Jung, Monika Michałowska
Elbieta Jung
Jak być sprawiedliwym?:
Ryszarda Kilvingtona komentarz do Etyki Arystotelesa
How to be Righteous?
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The article presents Richard Kilvington’s interpretation of Aristotle’s views on the concept of justice. Richard Kilvington was a fourteenth century philosopher and theologian who commented on various Aristotle’s works including the Nicomachean Ethics. Kilvington’s commentary on the Nicomachean Ethics was composed in 1325-1326 at Oxford University. It contains, among others, a question Utrum iustitia sit virtus moralis perfecta, which is devoted to the concept of justice. In his investigations Kilvington always uses logic as a major analytical tool, and mathematics as a method to discuss the issues and settle between opposite points of view, which is common for Kilvington’s commentaries. These techniques allow him to indicate all the contradictions in Aristotle’s analyses. Kilvington’s concept of justice clearly points to a twofold order: horizontal and vertical. In the horizontal one Kilvington’s distinguishes the virtue of absolute justice that is a perfect model for all kinds of justice. In the vertical one he presents a model of a just man that is such a man who is ‘perfectly harmonious’. He also indicates the order of justice existing in the world, visible in human relationships, and regulated by three kinds of justice viz. compensatory, distributive and political. Kilvington’s investigations complete Aristotle’s opinions on justice, however they remain in the field of Aristotelian analyses and his concept of morality implemented in society. In this question Kilvington consistently separates the supernatural order and the order of natural reason, and, in his ethics, he never refers to theological issues concerning the relation between God and the created world, which was uncommon for medieval theoretical practice.
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Stanisław Janeczek
Stanisław Janeczek
Z dziejów dydaktyki logiki w szkołach Komisji Edukacji Narodowej: Claude Buffier SJ
On the History of the Didactics of Logic in the Schools of the Commission for National Education: Claude Buffier S.J.
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The studies on the history of logic in the Polish schools of the Commission for National Education in the period of the Enlightenment that have been published up to date evaluate the educational practice with respect to its accordance to Condillac’s work. His textbook was indeed ordered by the Commission for its schools, and it was also evaluated highly, but it was not published in the Polish language. From the rules of the Commission and its didactic practice, which made use of a series of the most eminent eclectic textbooks on logic then functioning in the European school, we can deduce that the Commission must have evaluated Condillac’s book as too one-sided. Aside to his approach, there functioned in the then Polish school a number of other studies. The Commission exposed a textbook written by the French Jesuit, Claude Buffier, in the first place. Despite the fact that he was close to modern solutions, e.g. Descartes’ and Locke’s, nevertheless he showed respect for scholastic tradition. Accordingly, he presented a group of solutions well-known from the traditional approaches. He only emphasised, in the modern spirit, how important is the veracity of the premises of syllogism as the fundamental condition for the veracity of the conclusion. It follows that the role of the theory of reasoning was limited and at the same time the value of epistemological problems was stressed.
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Joanna Judycka
Joanna Judycka
Rogera Bacona krytyka średniowiecznych przekładów pism Arystotelesa
Roger Bacon's Critique of the Medieval Translations of Aristotle's Writings
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The paper opens with an outline of Roger Bacon’s linguistic interests. He claimed that the knowledge of languages is the propedeuctics of any knowledge because it is formulated in the Hebrew, Greek, and Arabic languages, and no translation can fully render the original text. There are also other reasons for which the knowledge of languages is necessary for the functioning of the Church, e.g. in the Liturgy or for missionary purposes. Bacon distinguished three stages of the command of a language, and the second is the skill of translation postulated for each person that studies philosophical and theological texts. This programme was too idealistic and, if only for the scarcity of original texts, it could not be carried out on a broader scale in medieval universities doomed to use Latin translations. And these translations were so negatively evaluated by Roger Bacon. He referred to his knowledge of some details that showed the translators’ incompetence.Then the paper discusses Bacon’s opinions on medieval translators. It indicates Bacon’s chronological mistakes and his lack of information with reference to many facts about the translator’s movements. It provides some possible reasons for Bacon’s ignorance and his harsh evaluation of that movement. There were the following reasons for that: he distanced himself from some learned information due to the fact that Aristotle had for many decades been condemned in Paris, there were excessive expectations in relation to the alleged astronomic and astrological knowledge of Aristotle, and its lack was painful for this scholar. He failed to be aware of the vagueness of Aristotle’s original text due to, among other things, only a rudimentary knowledge of Greek that Roger Bacon had, and Greek original texts were inaccessible. One may also mention a tendency typical of Bacon to trace causes of mistakes and his fear of being rush in creating authorities.Bacon’s testimony concerning William of Moerbeke is discussed in detail. This was done with a view to show that Bacon conveys some information that is not true and some that can be regarded as trustworthy or hypothetical in further research on the life and literary work of this medieval translator. The unique piece of information is that William of Moerbeke decided to revise the ancient translations of Aristotle’s writings. Bacon’s negative opinion about William’s translator’s skills must be treated as unjust, although contemporary research shows that, despite his indisputable accomplishments, William’s translations have some drawbacks. Accordingly, we cannot completely reject Roger Bacon’s testimony.
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