Plato gradually reaches the concept of the “Good itself” in the most extensive dialogue (apart from The Laws). The dramaturgy of Republic was included in the pedagogical idea. Plato’s own brothers, Glaucon and Adeimantus, representatives of the aristoia, want to hear from Socrates logically based instruction on what is really good and why, regardless of the prevailing public opinion in Athenian society. They both know that the most valued asset is the wealth and political influence that the use of force (...) provides. Thanks to this, you can effectively appear to be the fairest among citizens, despite the fact that you are extremely unjust. Appearances are highly valued in social life. Only minds exceptionally open to dialectics seek the truth, not content with appearances. Socrates introduces listeners to the knowledge of “the Good itself”, the “form of the Good”, as the most perfect object of knowledge and at the same time the highest principle. The Good, identical with the “One”, “is” above substance (509b). (shrink)

The objective of the article is to recall the European philosophical basis of the philosophical culture, inextricably connected with ancient Greece and its language. Plato’s philosophy is in the very core of the culture and its salient component is the doctrine of anamnesis. The elements of the doctrine are dispersed in numerous dialogues, particularly in Meno, Phaedo, Phaedrus, therefore they are given more attention. Platonic reflection on anamnesis is related to his view on the soul whose development is associated with (...) the process of cognizing, being essentially tantamount to recalling of what the soul saw before its imprisonment in the body. The role of myth in Plato’s philosophy, as well as in European culture as a whole, has been discussed, along with the main subject. On the background of the Platonic thought, examples of its reception in Polish Renaissance philosophy and in the poetry of the Romantic period has been presented. (shrink)

Przedmiotem artykułu jest ważna nie tylko w europejskiej tradycji symbolika związana z górską wspinaczką. Obrazuje ona wewnętrzną „drogę ku górze”, zarówno wysiłki poznawcze, jak i towarzyszące im kształtowanie charakteru. Uzupełnieniem artykułu są wypowiedzi znanych himalaistów związane z ekstremalnymi sytuacjami, jakie przeżywali w górach.

In the past centuries Maṇḍana Miśra was regarded as the most prominent figure of the advaita school of philosophy, to the extent that the whole system of advaita was frequently described by his name as ‘maṇḍana-matam’ (‘the view of Maṇḍana’). Nowadays advaita is almost exclusively associated, if not identified, with the name of Maṇḍana’s contemporary Śaṅkara. Both thinkers philosophizing along advaita lines, their views on the ultimate being, the highest bliss, ignorance etc. were substantially different. The present paper is intended (...) as a bird’s eye view on the whole of Maṇḍana’s legacy, including his Sphoṭasiddhi, being his contribution to the grammatical tradi­tion of Bhartṛhari. It is also aimed at finding the reason why in the hierarchy of eminent advaita thinkers Maṇḍana was eventually supplanted by Śaṅkara and his œuvre unacknowledged. (shrink)

Artykuł podejmuje zagadnienie prawdy w literaturze. Punktem wyjścia dla analiz jest koncepcja Romana Ingardena. Odmawia on dziełu literackiemu jako dziełu sztuki prawdziwości w sensie logicznym. Według Ingardena literackie dzieło sztuki jako przedmiot czysto intencjonalny niczego nie orzeka o świecie transcendentnym. Prawdę w dziele literackim można jednakże ujmować jako jej objawianie. -------------- Zgłoszono: 03/09/2020. Zrecenzowano: 22/10/2020. Zaakceptowano do publikacji: 10/11/2020.

This article contains a review of contexts used in school-didactics of literature. The definition of intertextuality, context and other theoretical problems are considered in the first chapter. Second chapter contains a review of each kind of contexts. At the beginning the author describes the literary contexts related to the analyzed by the means of allusion. He also writes about Bible and mythology. The following part consists of a review of auxiliary contexts, which belong to other sciences: history of literature, history, (...) philosophy, ethics, psychology,’ sociology and geography. The next part covers the texts of culture: aesthetics, theatre, film, music, painting, sculpture, architecture and museum-exhibitions. The last chapter contains suggestions of how to use contexts during Polish language lessons: their place teaching programs as well as presence on various educational stages. The final part of this work contains a description of problems and advantages connected to the usage of contexts in literature didactics. (shrink)

Śankara did not comment on the first s ū tra in his Brahmas ū trabh āṣ ya, which was a common practice in such cases; rather, he started by defining two terms: ‘superimposition’ and ‘ignorance’, in a special introductory chapter known to a wider audience as Adhy ā sabh āṣ ya. The question arises as to why he deemed it necessary to precede his commentary to the initial s ū tra with these additional elucidations. Bh ā mat ī, Vācaspati Miśra’s (...) commentary on Mah ā s ū trabh āṣ ya, seems to shed some light on the problem. According to the doctrine of advaita, the phrase ‘desire to know Brahman’ in the first s ū tra seems prima facie to have no meaning. Thus, the introductory commentary is an explanation of an idea of Brahman which is foreign to advaita. (shrink)

The issue of liberation is a recurrent theme in all schools of Indian classical thought. In case of advaita-vedānta it is deeply rooted in ontology. The problem of ontological status of the world was the bone of contention for two competing non‑dualist schools of vedānta — vivaraṇa and bhāmatī. Maṇḍana’s Brahmasiddhi can be regarded as an important source of inspiration for the latter. The present paper is an analysis of Maṇḍana’s statements pertaining to the issue of mukti in contrast with (...) those of Śankara, the exponent of advaita commonly considered the creator and the most prominent representative of the school. (shrink)

The article is an attempt to reconstruct the Stanisław Lem’s views on the relationship between science and faith presented in his The star diaries. The author discusses three stories: The twenty­‑second voyage, The twenty­‑first voyage, and The twentieth voyage. The following questions are considered during the analysis of these novels: Does theology (as depicted by Lem), despite having no competence in the area, attempt to solve scientific problems? Does Lem suggest that Christian claims are potentially falsifiable? Can science lay the (...) foundations of theodicy? The answers to these questions appear helpful in explicating three models of the relationship between science and faith embedded in Lem’s stories: conflict regarding content, conflict regarding form, and cooperation. (shrink)

Zawarta w niniejszym artykule dyskusja z tekstem Saula Smilansky’ego O wątpliwej moralności pewnych form modlitwy składa się z dwóch części. W pierwszej bronimy tezy, że fikcyjne przykłady prezentowane przez autora albo nie stanowią powszechnie akceptowalnych form modlitwy, albo dają się interpretować tak, że nie stanowią etycznego problemu. Życzenie komuś śmierci jest bowiem zawsze nieetyczne, ale w każdej wyobrażalnej sytuacji zagrożenia życia możliwa jest modlitwa o rozwiązanie, które nie pomnaża śmierci.W drugiej części bronimy tezy, że prezentowany w przykładach Smilansky’ego stosunek ludzi (...) do Boga w ogóle nie jest religijny, a w konsekwencji działania w nich opisane nie zasługują na miano „modlitwy”. Kiedy bowiem w naszym nastawieniu do Boga liczy się tylko to, że jest On zdolny zmienić bieg zdarzeń na naszą korzyść, a to, że jest On dobry umyka naszej uwadze, wówczas nie mamy na myśli Boga tradycji religijnej. W tym punkcie przywołujemy myślicieli należących do nurtu tzw. Wittgensteinowskiego fideizmu, których krytyka modlitwy błagalnej idzie być może zbyt daleko, skłania jednak do refleksji nad granicami właściwego stosunku do Boga. (shrink)

Artykuł przedstawia proces twórczy Wiesława Myśliwskiego. Skupia się szczególnie na dwóch aspektach pracy pisarza. Pierwszy z nich Myśliwski określa terminem „bezradność owocująca”, to stan, który bezpośrednio poprzedza pisanie. Drugi określiłam jako „teorię pierwszego zdania”, a pojęcie to utworzyłam na bazie wypowiedzi pisarza. Artykuł zawiera analizę pierwszych zdań powieści Wiesława Myśliwskiego. Sygnalizuję możliwość zestawienia „bezradności owocującej” z innymi, choć podobnymi, koncepcjami procesu twórczego m.in. Emila Ciorana czy Sandora Maraiego.

We address some frequently encountered criticisms of Radical Embodied/Enactive Cognition. Contrary to the claims that the position is too radical, or not sufficiently so, we claim REC is just radical enough.

This essay responds to an article, ‘Variation in university research ethics review’, published in this issue. It argues that the authors of that paper do not fully distinguish the usual function of university research ethics committees from that of a gatekeeper. The latter term more accurately describes the task they happen to have asked them to fulfil in the course of conducting some empirical research. Whilst they are not alone in making it, the result of this conflation is that the (...) reflections they offer are misguided. In this short comment I briefly discuss the distinction between a REC and a gatekeeper, and indicate how it impacts on the proposals sketched by Vadeboncoeur et al. (shrink)

In this article, the author contends that the current indemnity provided to REC members is unfair and is so badly drafted that it cannot be described as an indemnity at all. He contends that the Appointing Authorities should give guidance to clarify the scope of the indemnity or replace it. The author discusses potential legal claims by REC members against their Appointing Authority if this is not provided. The legal liability of REC members for negligence and other claims is also (...) discussed. The author provides a solution in a simpler form of indemnity framed by reference to actual claims that can be made against a REC member. (shrink)

The Association of Research Ethics Committees is one of the leading providers of training and education for members of Research Ethics Committees. The introduction of the research governance strategy and the increasing complexity of ethical review place great demands on research ethics committee members that in turn creates challenges for training providers. This paper presents the outcome of an audit of REC members' views about training. Findings demonstrate that REC members are not a homogenous group. Several distinct sub-groups, each with (...) particular training needs emerged. All showed a preference for short, easily accessible events in which there were opportunities for discussion. (shrink)

This paper shows how a radical approach to enactivism provides a way of clarifying and unifying different varieties of enactivism and enactivist-friendly approaches so as to provide a genuine alternative to classical cognitivism. Section 1 reminds readers of the broad church character of the enactivism framework. Section 2 explicates how radical enactivism is best understood not as a kind of enactivism per se but as a programme for radicalizing and consolidating the many different enactivist offerings. The main work of radical (...) enactivism is to RECtify, existing varieties of enactivism and other cognate approaches so as to strengthen and unify them into a single collective that can rival classical ways of thinking about mind and cognition. Section 3 shows how even seemingly non-enactivist explanatory offerings—such as predictive processing accounts of cognition—might be RECtified and brought within the enactivist explanatory fold. Section 4 reveals why, once RECtified, enactivist offerings, broadly conceived, qualify as genuine and revolutionary alternatives to classical ways of understanding cognition. (shrink)

In practice, the role of lay members of research ethics committees (RECs) often involves checking the accessibility of written materials, checking that the practical needs of participants have been considered and ensuring that a lay summary of the research will be produced. In this brief report, I argue that all these tasks would be more effectively carried out through a process of patient involvement (PI) in research projects prior to ethical review. Involving patients with direct experience of the topic under (...) investigation brings added value beyond the contributions typically made by lay REC members, who are often not patients themselves. This is because PI tailors the design and conduct of research to the specific interests and concerns of the people who will actually take part in a project and make use of its findings. If a project has PI in its early stages, then a similar input from lay REC members could at best result in duplication of effort and at worst create the potential for conflict. The rationale for lay REC membership will therefore need to change from ‘contributing a patient perspective’ to ‘ensuring transparency and public accountability in REC decisions’. This has implications for addressing more strategic questions about lay REC membership, including who is best recruited to the role and how they should be expected to contribute in practice. (shrink)