Real Gymnasium and its Importance in the Context of Rebirth of Poland in 1918 – Poznan Case

2019 ◽  
Vol 11 (2) ◽  
pp. 77-94
Author(s):  
Justyna Gulczyńska
Keyword(s):  
Twentieth Century ◽  
General Education ◽  
Natural Sciences ◽  
The Real ◽  
Education School ◽  
The Subject ◽  
Type Of School

The subject of the article is the real gymnasium and its implementation in Poland after the restoration of its independence in 1918. Real gymnasium is a type of institutional education, functioning in the nineteenth and the beginning of the twentieth century. It was a secondary general education school that typically emphasizes mathematics and natural sciences. Its goal was to educate in a practical, useful and polytechnic spirit. This type of school was developed in Poland under Prussian partition, but also since Poland’s independence.

Topography of Representation

1994 ◽  
Vol 19 (2) ◽  
pp. 118-133
Author(s):  
Michal Kobialka
Keyword(s):  
Twentieth Century ◽  
Social Practices ◽  
Everyday Practice ◽  
Human Beings ◽  
The Real ◽  
Institutional Structures ◽  
Mode Of Operation ◽  
The Subject ◽  
State Of Affairs

Representation carries a promise of a performative act. As Mark Taylor observes, in contrast to the so-called constative utterances which describe facts, a promise realizes ‘a state of affairs that did not exist prior to the language event’ or, as is the case here, prior to the events unfolding in a theatrical or any other space. Such an act signifies that the ‘I’ or ‘we’ making a promise understands or knows the problem or the text, plays the part of the agent authorized by a convention or its systems to execute a promise, and the act requires that representation assumes the function of reality maker that produces the real by simulating verisimilitude. For this process to be complete, the mode of operation needs to be clearly delineated by cultural or social practices and institutional structures that safeguard the promise, its execution, and its use.Even though the general tenets are still dominant in everyday practice, the concept of representation has been championed and problematized ever since the fragmentation and the split within the subject became evident in the twentieth century. The ‘I’ and ‘we’ ceased to be valued as universally defined nouns. As a corollary, the promise of representation was no longer able to express the subject's desire to impose linear transfer and ideological order upon both human beings and the objects of their creation (theatre and drama). Once the subject was undone, the order of representation disseminated into pieces scattered throughout space. It became dispersed in contradictory meanings, which now could be assigned to objects that had been kept outside of its boundaries.

scholarly journals Personal and Communicative Qualities of Teachers, Defining the Subject-Subject Interaction with Students

2020 ◽  
Vol 9 (3) ◽  
pp. 215-224
Author(s):  
Rano I. Sunnatova ◽  
Keyword(s):  
General Education ◽  
Psychological Support ◽  
School Level ◽  
High School Level ◽  
Psychological Service ◽  
Education School ◽  
Teachers And Students ◽  
Emotional Component ◽  
The Subject ◽  
Supporting Teachers

The relevance of the topic under study is conditioned by the dissatisfaction of both teachers and students with their relations with each other, which primarily blocks the formation of subjectness, student activity, including that in educational activities. The purpose of the study presented in the article is to study the possibility of predetermining constructiveness of interaction between teachers and students through personal and communicative qualities of teachers. Presumably, the constructive characteristics of teachers’ self-attitude can predetermine formation of professionally significant communicative characteristics: accepting personality of others as they are (lack of personality evaluation); building trust with students; creation the feeling of confidence in one’s capabilities in another person; teacher’s ability to stop him/herself from putting pressure on another person and rejection of manipulation, which, in turn, acts as a condition that predetermines the subject-subject interaction with students. The study was carried out on a sample of teachers (n = 72) of the middle and high school level of a Moscow general education school and students in grades 7–11 (n = 402) of the same school using the author’s methodology called “Features of self-attitude”, which includes the following scales: “faith in oneself” – allowing to study the constructiveness/destructiveness of self-attitude; mindfulness; autosympathy; self-esteem; self-management, and the technique called “Communicative qualities of teachers.” The results of correlation analysis using the Spearman’s coefficient confirmed the hypotheses. The obtained empirical data on the influence of the emotional component of the teacher’s self-attitude on the type of interaction with students allows us to state that there is a need for introduction of psychological support into the practice of supporting teachers’ activities. Traditionally, psychological service has been more focused on students and their parents, while personality of a teacher, who is definitely one of the most important subjects in education, does not get any proper psychological support.

scholarly journals A Non-Naturalised Methodology for Social Sciences

2020 ◽  
Vol 20 (2) ◽  
pp. 168-194
Author(s):  
Omobola Olufunto Badejo
Keyword(s):  
Social Sciences ◽  
Twentieth Century ◽  
Critical Analysis ◽  
Natural Sciences ◽  
Scientific Methods ◽  
Secondary Sources ◽  
Key Issues ◽  
The Subject ◽  
Philosophical Argumentation ◽  
Philosophy Of Social Sciences

At the rise of the twentieth century, armed with the success of natural sciences, the school of naturalism argued that the appropriate methodology for all disciplines, including social sciences, is that of natural science. The paper argued that social sciences cannot be naturalised and has its own appropriate methodology. The paper examined the arguments for naturalism and non-naturalism of the method of philosophy of social sciences. The paper employed both primary and secondary sources of data. Data collected were subjected to critical analysis and philosophical argumentation. The results showed that the nature of social sciences is such that it cannot be subjected to only scientific methods. The paper concludes that there is a need for a methodology that understands the subject matter of social sciences to address issues in social sciences. The paper addressed some key issues in philosophy of social sciences. Keywords: Methodology, Natural sciences, Naturalism, Social sciences.

Carl Gustav Jung as a historical–cultural phenomenon

2010 ◽  
Vol 2 (2) ◽  
pp. 141-150
Author(s):  
Luigi Zoja
Keyword(s):  
Twentieth Century ◽  
Natural Sciences ◽  
Scientific Discipline ◽  
Technical Knowledge ◽  
Cultural Issues ◽  
Collective Phenomena ◽  
Cultural Phenomenon ◽  
Psychoanalytic Technique ◽  
Sense Of Time ◽  
The Subject

It can be argued that psychoanalysis was one of the most import revolutions of the twentieth century. It arose out of the person's need to reflect on his/her inner space. Essentially, the psychoanalytic technique is talking, an ancient human skill that locates the person as both the subject and the author of history, culture and society. Analytical psychology, with its specific sensitivity to cultural issues, cannot claim that it is a scientific discipline, in the sense that it has developed technical knowledge according to natural sciences; however, it has contributed substantially to developing a unique field of study within which one can reflect on individual and collective phenomena as they interact with each other and within their sociohistorical contexts. This article offers a reflection on our contemporary globalised world, with its subjective and changed sense of time and space; it is argued that a return to a Jungian humanism may enable us to grasp the complexities of people's interrelationship with the sociocultural realities within which they live.

Introduction: The Mystery

2012 ◽  
Author(s):  
Jan Philipp Reemtsma
Keyword(s):  
Twentieth Century ◽  
Moral Issues ◽  
The Real ◽  
Form Of Life ◽  
The Subject ◽  
The Many ◽  
The One ◽  
Do So

This introductory chapter reflects on the question often uttered by people when they hear of people doing reprehensible things, “How one earth….” It argues that we have always known that humans are capable of committing atrocities that leave us speechless. The real question, the one behind the screen, is: how is it possible that murderers became our “ordinary” fathers? The question is tortuous because it necessitates in us an excruciating ambivalence while confronting us with a set of unresolved moral issues. And it continues to do so despite the many real and fictionalized revolutions of 1968 and the innumerable attempts at literary reckoning with our fathers and grandfathers. The chapter also argues that the form of life we have taken to calling modernity not only ought not to have been compatible with the occurrence of violent excess in the twentieth century; once it did occur modernity at least ought to have perished as a result. Our persistent trust in modernity despite our knowledge that it is other than we presumed is the subject of this book.

Max Weber

2016 ◽  
Author(s):  
Sheldon S. Wolin
Keyword(s):  
Twentieth Century ◽  
Social Science ◽  
Subject Matter ◽  
Max Weber ◽  
Natural Sciences ◽  
The Political ◽  
Empirical Inquiry ◽  
The Subject ◽  
The Prestige

Max Weber is widely regarded as one of the founders of twentieth-century social science and probably its greatest practitioner. Modern and ancient theorists commonly believed that founding was the most notable action of which political man is capable. Thus, to found a form of social science entails an act of demarcation that indicates the subject matter peculiar to the science, the kind of activities that are appropriate (e.g., empirical inquiry), and the norms that are to be invoked in judging the value of the results produced by the activities. This chapter analyzes the political nature of Weber's activity as a founder. It suggests that laying the foundations of social science was a possible action only because of the prestige of the natural sciences.

Social innovation for modified consumption by means of the school subject Art and craft

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anita NEUBERG
Keyword(s):  
General Education ◽  
Primary Schools ◽  
Social Innovation ◽  
School Subject ◽  
Art And Design ◽  
The Core ◽  
Causal Mechanisms ◽  
The Subject

In this paper I will take a look at how one can facilitate the change in consumption through social innovation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and craft, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: "How can we, based on the subject of Art and craft in primary schools, facilitate the change in consumption through social innovation?”

Cloud, Precinct of the Theological-Historical

2018 ◽  
Vol 20 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Joan Copjec
Keyword(s):  
Twentieth Century ◽  
German Idealism ◽  
Islamic Philosophy ◽  
Switch Point ◽  
Late Work ◽  
The Subject ◽  
Imaginal World ◽  
Unity Of God

Regarded by many as the pre-eminent Islamicist of the twentieth century, Henry Corbin is also the subject of much criticism, aimed primarily at his supposed overemphasis on the mythological aspects of Islamic philosophy and his idiosyncratic privileging of the concept of the imaginal world. Taking seriously an unusual claim made by Steven Wasserstrom in Religion after Religion that the redeployment of Schelling's concept of tautegory by Corbin reveals all that is wrong with his work, this essay seeks to defend both the concept and Corbin's use of it. Developed by Schelling in his late work on mythology, the concept of tautegory turns out to be, for historical and theoretical reasons, a revelatory switch point. Not only does it make clear why the imaginal ‘locus’ is key to understanding the unity of God – the oneness of his apophatic and revealed dimensions – it also gives us profound insights into the links connecting Islamic philosophy, German Idealism, and psychoanalysis, which all take their bearings from the esoteric or mystical idea of an unconscious abyss.

ICO as a Business Financing Tool: Myths and Reality

2018 ◽  
Vol 11 (2) ◽  
pp. 41-51 ◽  
Author(s):  
I. Ya. Lukasevich
Keyword(s):  
Corporate Finance ◽  
Digital Economy ◽  
Real Sector ◽  
The Real ◽  
Objective Information ◽  
Advantages And Disadvantages ◽  
Russian Economy ◽  
The Subject ◽  
Business Financing ◽  
Made In

The subject of the research is new tools for business financing using the initial coin offering (ICO) in the context of the development of cryptocurrencies and the blockchain technologies as their basis. The purpose of the work was to analyze the advantages and disadvantages of the ICO in comparison with traditional financial tools as well as prospects, limitations and problems of using digital financial tools. Conclusions are made in relation to possibilities, limitations and application areas of digital business financing tools, particularly in the real sector, taking into account the specifics of the Russian economy and legislation. It is shown that the main problems of using the digital financial tools are related to the economic sphere and caused by the lack of adequate approaches to evaluation of assets as well as the shortage of objective information. The problems and new tasks of corporate finance in the digital economy are defined.

Hygiene and Sex Education of General Education School Pupils

Soviet Review ◽  
1984 ◽  
Vol 25 (3) ◽  
pp. 3-21
Author(s):  
A. G. Khripkova ◽  
D. V. Kolesov
Keyword(s):  
General Education ◽  
Sex Education ◽  
Education School
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