The paper aims at reconsidering the problem of existence and recognition of the past in modernistic philosophy. For Henri Bergson, duration is one of the most enigmatic constituents of human existence. In 1896, when he tackled the question of memory, Bergson reached for the basic philosophical questions posed at the very beginning of the Early Greek thought, then asked by Berkeley’s radical empiricism (so called Berkeley’s razor) and subsequently by Kantian Transcendentalism. All these questions have led to the existential analysis (...) of duration which allows for the new foundation of the idea of remembrance and finally the phenomenon of memory. Bergson has treated memory as one of the most important manifestations of vital force (fr. élan vital). The paper culminates with the analysis of artefact as the foundation of the Archaeology of Knowledge. Polish bergsonism and its references to the issue of memory were presented in a poem written by Bolesław Leśmian. (shrink)

Author: Paź Bogusław Title: ONTOLOGY VERSUS METAPHYSICS. GENESIS, DEVELOPMENT AND DIFFERENT FORMS OF THE MODERN THEORY OF BEING (Ontologia versus metafizyka? Geneza, rozwój i różne postaci nowożytnej teorii bytu) Source: Filo-Sofija year: 2011, vol:.15, number: 2011/4, pages: 817-847 Keywords: ONTOLOGY, MODERN METAPHYSICS, ESSENCE, ESSENTIALISM, IDEA, REPRESENTATIONISM, RATIONALISM Discipline: PHILOSOPHY Language: POLISH Document type: ARTICLE Publication order reference (Primary author’s office address): E-mail: www:The paper presents the process of modern metaphysics transforming into the ontology. The major points of this process (...) became: 1) scholastic sources of Catholic metaphysics represented by Fonseca, Suarez, Śmiglecki on the one side and Protestant metaphysics, represented by Goclenius and Clauberg, on the other; 2) Descartes’ epistemology of representation and 3) Leibniz’s rational and pluralistic metaphysics (monadology). The climax of the transformation process appears to be “Philosophia prima sive ontologia” (1729), a masterpiece being written by Wolff, where the first system of the ontology (science about being as possibility) was presented as a discipline independent from the traditional metaphysics. However starting with the Kant’s works ontology no longer was the discipline of knowledge about the real world but has being turned into a field of aprioristic categories of thinking about an existence and the physical world. (shrink)

The paper focuses on the role of the Institute of National Education set up in 1997 within Radio Maryja, an intellectual formation chosen by right-wing politicians. The Institute is interested in reforming education; it also questions the existing assumptions of education transformations relating to the model of the moral-shaping school or the societal role of pedagogical sciences. It engages in a variety of education forms, including National Education School, the Academy of Ethical Upbringing, the Academy of Social Abilities, the Summer (...) School of Polish Culture, professional development classes as well as symposia and popular scientific lectures. The Institute is present in publishing. Moreover, it is responsible for organizing summer holidays and pilgrimages; it co-operates with the Redemptorists during retreat meetings. Yet another branch of the Institute is Feliks Koneczny Thought Club and the Maksymilian Kolbe School of Journalism. In the light of its prominence, the discussed movement should be able to contribute significantly to the debate on the education transformation. (shrink)

The book is an attempt at explaining to the nation the ideas of Frege's Grundlagen. It is wordy and trite, a paradigm case of a redundant piece of writing. The reader is advised to steer clear of it.

My purpose in this paper is to demonstrate that metaphor should be viewed as a gradable conceptual phenomenon, and to elucidate further the notion of minimal metaphoric mapping between subordinate level concepts dominated by the same basic level category, which I called “syntaphor” in my previous studies. Since the concepts involved in metaphor represent different conceptual distances, metaphor appears to be gradable, starting from the lowest level of syntaphors through the level of close metaphors, to the level of distant and (...) maximally distant metaphors, which have been the focus of interest in most cognitive studies of metaphor so far. In Section 1 I describe briefly an approach to metaphor from the point of view of the theory of categorization, whereby metaphor is defined in terms of mappings between concepts rather than domains. Section 2 presents the notion and four degrees of conceptual distance between the concepts involved in metaphor based on the subordinate, basic and superordinate levels of categorization. In Section 3 four kinds of metaphor are distinguished depending on three degrees of conceptual distance between the source and the target concepts: distant metaphors, close metaphors and syntaphors. The role of syntaphors is further discussed in polysemy and novel metaphors. Some of the crucial aspects of syntaphors are highlighted when they are compared with image metaphors. The most important implications of the study for the theory of metaphor are presented in Conclusions. (shrink)

Startery Podlaskiej Gospodarki. Analiza Gospodarczych Obszarów Wzrostu I Innowacji Województwa Podlaskiego: Sektor Rehabilitacji Geriatrycznej (Podlasie Economy Starters. Analysis of Economic Growth and Innovation Areas of Podlaskie: Geriatric Rehabilitat Bogusław Plawgo, Magdalena Klimczuk, Mariusz Citkowski, Marta Juchnicka & Andrzej Klimczuk Wojewódzki Urz¸Ad Pracy W Białymstoku (2009) .

The first Ukrainian translation of the text by Boguslaw Wolniewicz " Let's protect schools". Boguslaw Wolniewich is a new figure in Ukrainian information space. This Warsaw professor and visiting professor at a number of leading American and European universities, a member of the International Wittgenstein Society, also known for his journalistic activities, including appearances in the press, radio and television, and lectures on YouTube where he became a real star of the Internet. The main areas of his thought were logic, (...) metaphysics, ethics, philosophy of religion and philosophy of law, but he gained the most recognition as the creator of the ontology of the situation, as translator and commentator of Ludwig Wittgenstein, as well as a critic of freudianism, phenomenology, postmodernism, marxism and religious fundamentalism. In his opinion, school reform cannot destroy the authority of a teacher – even for the sake of introducing the latest foreign educational models. Wolniewicz defends the ideals of the classical school, which should give students scientifically sound knowledge, not just practical recipes for survival in society. He emphasizes that the main task of the school is education, and education can appear in it only as a valuable by-product – as doping. The school educates only through learning: through its content, its level, its requirements and its appropriate organization. Wolniewicz warns against the dominance of bureaucracy in the school, and sees the mission of the state in ensuring educational autonomy. A school should not be a profit-oriented institution or a means of building the personal career of an official. (shrink)

More Info: B. Plawgo, A. Grabska, M. Klimczuk-Kochańska, A. Klimczuk, J. Kierklo, J. Żynel-Etel, Startery podlaskiej gospodarki. Analiza gospodarczych obszarów wzrostu i innowacji województwa podlaskiego: sektor produkcji oprogramowania komputerowego (Podlasie economy starters. Analysis of economic growth and innovation areas of Podlaskie: software production sector), Wojewódzki Urząd Pracy w Białymstoku, Białystok 2011.

The subject of the analysis is within the category of an educational lie. According to Maria Ossowska, this might be understood as either a justified or permitted misleading of someone, or the maintaining an illusion for either one’s own or another’s sake. Looking at different categories of these distortions of truth, we find that they are used not only for a child’s upbringing or the benefit of the topic, but for withholding or modifying the information about the reality or educational (...) concept. Cheating is an example of an educational lie and it combines someone’s opinion with truth, but would be falsely incompatible with factual knowledge and truthful understanding. Pupils who cheat mislead the teacher and, in the instructor’s ignorance, are led to believe that those pupils have, in fact, knowledge reflected in the exam. Likely the teacher is being cheated as well the student for different reasons. The educational lie has another dimension (when we take into account the sham activity) the quasi teaching or the pseudo-education. This occurs when educators/teachers offer their pupils/clients something different from what should be. The pretence takes place along with the authentic process of learning or completing educational tasks. (shrink)

Prezentowany artykuł stanowi próbę własnego podejścia do filozofii nauki. Autor występuje przeciwko tradycyjnemu, scjentyzującemu stanowisku w tej dyscyplinie filozoficznej. Negatywnym odniesieniem dla pracy są także nieortodoksyjne filozofie nauki, budowane przez Kuhna, Fayerabenda i Amsterdamskiego oraz niektóre aspekty fenomenologii transcendentalnej Husserla. Pozytywnym źródłem prezentowanego artykułu jest współczesna hermeneutyka filozoficzna. Autor próbuje także przedstawić wstępne tezy własnej, tzw. humanistycznej filozofii nauki oraz prezentuje jej główny problem epistemologiczny, związany z deontologizacją i ontologizacją poznania.

W Cambridge 21 grudnia 2013 r. zmarł Peter Thomas Geach – wybitna postać filozofii brytyjskiej i wielki przyjaciel Polski. Imię jego będę tu pisać po polsku, bo wiem, że byłby z tego rad. Znał nasz język i chętnie używał polskiej formy swojego imienia. Był polskim patriotą. Była to postać wielce charakterystyczna...