Artykuł omawia archiwum Kazimierza Sowińskiego przechowywane w Krakowie wraz ze spuścizną Oficyny Poetów i Malarzy z Londynu, zapisaną Uniwersytetowi Jagiellońskiemu przez Krystynę Bednarczyk. W 138 teczkach znajdują się dokumenty, które dzielą się na trzy grupy: 1. rezultaty prac nad edycją Vade-mecum Cypriana Norwida, pierwszym drukowanym wydaniem tego zbioru, przygotowanym przez Sowińskiego i wydrukowanym w Oficynie w 1953 r.; w archiwum pozostały cenne komentarze edytorskie, których Sowiński nie zdołał ukończyć na czas; 2. materiały związane z twórczością Tadeusza Sułkowskiego, z którym (...) Sowiński był związany wieloletnią przyjaźnią: listy, dokumenty z pobytu Sułkowskiego w obozie jenieckim Murnau podczas II wojny światowej, a także dokumentacja przygotowywanej edycji dzieł literackich Sułkowskiego; 3. teksty poetyckie Sowińskiego w kopiach zawierających liczne warianty, a także dokumenty powstałe w czasie jego dwudziestoletniej pracy w Radiu Wolna Europa, głównie teksty przygotowanych przezeń programów kulturalnych. Wszystkie trzy grupy dokumentów są interesującymi świadectwami pracy Kazimierza Sowińskiego jako poety, edytora i dziennikarza radiowego. (shrink)

OPER ACCESS. The correspondence between Meinong and Kazimierz Twardowski highlights the relationship between two philosophers who influenced the history of philosophy and psychology in Austria and Poland. The two correspondents discuss, among other things, their epistemological approach and the university politics of their times. In addition, there is an extensive introduction that places the correspondence in its proper historical and philosophical context.

When asked in 1962 on what he was working Kazimierz Ajdukiewicz replied: Several years ago Polish Scientific Publishers suggested that I pre pare a new edition of The Logical Foundations of Teaching, which I wrote 1 before 1939 as a contribution to The Encyclopaedia of Education. It was a small booklet covering elementary information about logical semantics and scientific methodology, information which in my opinion was necessary as a foundation of teaching and as an element of the education of (...) any teacher. When I recently set to preparing the new edition, I rewrote practically everything, and a booklet of some 100 pages swelled into a bulky volume almost five times bigger. The issues have remained practically the same, but they are now analysed much more thoroughly and the threshold of difficulty is much higher now. The main stress has been laid on the methods used in the empirical sciences, and within that field, on the theory of measurement and the methods of statistical inference. I am now working on the last chapter of the book, concerned with explanation procedures and theory construction in the empirical sciences. When that book, which I intend to entitle Pragmatic Logic, is com pleted I intend to prepare for the press Vol. 2 of my minor writings, 2 Language and Cognition, which will cover some of my post-war pa pers. (shrink)

A simple, journalist scheme indicates that knowledge qualif‌ied to be scientif‌ic directly and fundamentally changes – thanks to its technological applications – the social world. The author presents arguments indicating that things are not that simple for several reasons.Firstly, historians of science argue that many fundamental technologies were created without a clear reference to scientif‌ic knowledge, and the knowledge accumulated by technologists often arises outside the areas of scientific theory. Secondly, we also know that what is technically possible is not (...) necessarily socially possible – not least because of costs, cultural constraints or social practices that we are not willing to give up. Thirdly, it is increasingly clear that the increase in scientif‌ic knowledge is primarily the result of the decision to allocate more and more resources to applied research. This means, however, that the pursuit of knowledge results not so much from the pressure to seek scientif‌ic truth, but from the values that we consider important. Fourthly, this leads to a reorientation in science, which allows contesting the thesis about the objectivity of scientif‌ic cognition in various ways: due to methodological disputes conducted by philosophers of science, the so‑called ‘scientif‌ic method’ does not guarantee the objectivity of scientif‌ic cognition. Consequently, the Enlightenment vision of science, which collapsed under the pressure of post-modernism, ceases to be the basic frame of reference on which we try to improve our collective life. We need this frame only when we cannot imagine this life without appealing to authorities that allow the resolution of essentially undecidable disputes. (shrink)

In this paper I seek to analyse the following question: how is it that I am able, today, to succeed in fulfilling my goals? My analysis will, I hope, demonstrate that virtues are important because they facilitate this sort of fulfilment. An examination of the classical notion of virtue is thus called for, and this in turn suggests that, at least in certain cases, virtue is connected with luck—that these two belong together. This points towards a new form of contemporary (...) virtue ethics, whose distinctive character will be reflected in the particular significance it invests in the concepts of “qualification” and “competence.” Finally, we are led to Wittgenstein's assertion that “The world of the happy person is other than the world of the hapless person.”. (shrink)

Modern Polish philosophy has an impressive record as a powerful, innovating tradition, in many respects parallel to but independent of the development of analytical philosophy in Britain and America. Owing to an absence of adequate translations however, the work of its leading exponents has generally only been encountered second-hand. To remedy this, Quinton and Skolimowski have translated an introduction to philosophy written by Kazimierz Ajdukiewicz, probably the outstanding representative of the generation. Problems and Theories of Philosophy surveys concisely and, (...) so far as possible, systematically the main problems in epistemology and metaphysics and the most historically important of the solutions proposed to them. The book still reads freshly and displays many of the characteristic intellectual virtues of Polish philosophy: clarity and straightforwardness of presentation combined with a bracing rigour and precision. It is in no sense parochial to its Polish origins and can stand beside the classic English introductions to the subject as stimulating and lucid analysis of perennial philosophical problems and strategies. (shrink)

Społeczny charakter istoty osobowej człowieka wyrażony w antropologicznych wątkach historiozofii A. Cieszkowskiego wyznaczają dwa czynniki o charakterze normatywnym – prawo i moralność. Normatywność prawna reguluje zachowania zewnętrzne człowieka w skali międzyosobowych relacji społecznych oraz w wymiarze stosunków osobowo-grupowych i instytucjonalnych. Normatywność etyczna ma wyraz w wewnętrznych autoosobowych i interpersonalnych relacjach jako realizacja dobra moralnego. Osoba ludzka manifestuje przestrzeganie prawa poprzez obiektywizację w czynie (działaniu) treści normy prawnej. Obiektywizacje treści norm prawnych motywowane są funkcjonowaniem czynników rozumowych (racjonalnością). Obiektywizacje norm etycznych, przejawiające (...) się w postawie moralnej, motywowane są funkcjonowaniem woli. Całościowe wyposażenie osobowościowe człowieka wyznaczają czynniki racjonalne i wolicjonalne uzewnętrzniające się w czynie. Myślenie i działanie funkcjonuje komplementarnie, jako ontologiczna jedność w osobie ludzkiej oraz jako epistemologiczna i aksjologiczna nierozdzielna całość. "Socjum" osobowe człowieka jest zawsze zrelatywizowane do obiektywnych, tj. naturalnych i cywilizacyjno-kulturowych determinacji, tworzących historyczne warunki bytu człowieka. Istnienie osoby ludzkiej w jej dziejotwórczym czynie posiada znamiona egzystencjalnego zdeterminowania. (shrink)

This paper is an English translation of "The Metaphysics of Soul" by Kazimierz Twardowski.

Wspomnienie o Profesorze Czesławie Głombiku, badaczu filozofii polskiej.

In the article I discuss three types of non-formal curriculum: the hidden, informal and null curriculum. Their negative impact on the moral education of medical students and physicians is documented through the choice of examples from Polish medical schools and the statements of Polish physicians. I also justify the thesis that the teaching of medical ethics as ethics-as-tools is deeply rooted within the Polish moral cultural tradition. The polemic with Władysław Biegański serves as a means of showing the relation between (...) the medical moral tradition and the belief that medical ethic is of little importance in the moral education of medical students and doctors. I also indicate that the lack of references to medical schools as moral entities within moral education condemns physicians to the solitude of their personal conscience when confronted with moral decisions. This, in turn, promotes the idea of defining this conscience in opposition to the law. (shrink)

The text, first published here in virue of the survived original typescript, contains an outline of the sersies of lectures delivered by the founder of Lvov-Warsaw School in 1908 at John Casimir University. The notions like „thinking”, „presentation”, „memory”, „association” are objects of his minute inquiry.

During the first semester of the academic year 1930/31 in the John Casimir University in Lvov Kazimierz Ajdukiewicz delivered a series of lectures on logical semantics. In eight of them, now published for the first time, he presents - in the very clear manner - his fractional method of identifying syntactic categories, and he shows how to use this method to eliminate the antynomies of classes, relations and properties. The Ajdukiewiczian method had been appreciated among logicians and it is (...) considered widely one of the starting points of so-called categorial grammars. (shrink)

The article reviews the book Einführung in die Erkenntnistheorie [Introduction to Theory of Knowledge], by Ernst Gerhard.

. ACT, CONTENT, AND OBJECT OF THE PRESENTATION It is one of the best known positions of psychology, hardly contested by anyone, that every mental phenomenon ...