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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12128/6335
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dc.contributor.authorMaliszewski, Krzysztof-
dc.date.accessioned2018-09-25T06:44:36Z-
dc.date.available2018-09-25T06:44:36Z-
dc.date.issued2016-
dc.identifier.citationChowanna, T. 2 (2016), s. 217-230pl_PL
dc.identifier.issn0137-706X-
dc.identifier.issn2353-9682-
dc.identifier.urihttp://hdl.handle.net/20.500.12128/6335-
dc.description.abstractThe “reality” is an important category of pedagogical thinking. Education generates enormous layers of simulations today. But realism as an epistemological stance – at least in some shots – it is not able to meet this category. The text shows the dysfunctionality of disputes and reviews in the humanities (including those in pedagogy) that are carried out according to the dualistic division of the epistemological basis in philosophy between realism and idealism. Paradoxically, it could dissuade the interest in reality as a crucial category for education and pedagogical thought. The tradition of realism is worth to read again and look for its potential, but it can’t mean building a museum in the midst of debates in the humanities. You need to open realism to a dialogue and an experience.pl_PL
dc.language.isoplpl_PL
dc.rightsUznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/pl/*
dc.subjectphilosophy of educationpl_PL
dc.subjectrealitypl_PL
dc.subjectrealismpl_PL
dc.subjectperspectivepl_PL
dc.subjectsubjectivitypl_PL
dc.subjectdesire of presencepl_PL
dc.title(Nie)koniecznie realizm : uwagi krytyczno-afirmatywne do perspektywy realistycznej w pedagogicepl_PL
dc.typeinfo:eu-repo/semantics/articlepl_PL
dc.relation.journalChowannapl_PL
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