The article deals with the moral aspect of war. The writer points out the actual danger of total war and its consequences, as well as the reflection of this danger in social consciousness and in the development of the pacifistic movement. Further he emphasizes the importance of the ethical reflection relating to the phenomenon of war. This reflection has a long tradition and may be found both in philosophic and moral literature and in letters. Nowadays the social-political literature and the (...) military one are especially rich in ethic opinions. This requires not only a further development of the mentioned reflection from definite positions, particularly from the Marxist ones, with regard to the scale and the strength of the socialist anti-war movement, but also analyses relating to the essential contents of the mentioned reflection in the course of history and in the present time. (shrink)

The question of professional ethics is one of outstanding significance today „ the author thinks, linking as it does theoretical moral considerations with constructive social didactic practice. Drawing attention to the recently observable efforts to determine moral obligations for various professional groups, the author discerns three controversial problems, namely, – the problem of the sense and nature of moral didactics, the essence of professional ethics, and, the utility of moral codes.

American metaphysics of race In the 1990s, a debate about the race began in the United States, in which many philosophers are involved. In philosophy, this debate has become known as the metaphysics of race. The aim of this article is to outline positions that have formed in the area of the metaphysics of race as a separate, mainly American, current of philosophical thought - realism (naturalistic and constructivist) and anti-realism - and to indicate the most important arguments invoked by (...) their most outstanding proponents to justify their metaphysical positions, as well as the counter-arguments of their opponents. The article also discusses the normative aspect of this dispute, very important from the moral and social point of view, listing two main positions on this level: eliminativism and conservatism regarding the presence of racial terms and concepts in public discourses. In the final parts of the article, the relations between metaphysical positions and normative directives formulated by the participants of the debate are considered, and critical arguments concerning the philosophical value and social importance of this trend of thinking are presented. (shrink)

???? Wydawnictwo von Borowiecky : Jak pisze autor we wstępie do czwartego, niniejszego, wydania tej książki, „metafizyka jest dyscypliną filozoficzną, która identyfikuje to, co podstawowe i pierwsze w samej rzeczywistości”. Metafizyka jest więc nauką o rzeczywistości, o tym, co realnie istnieje. Elementarz metafizyki uczy filozoficznego rozpoznawania rzeczywistości, uczy właśnie jej identyfikowania. Dzięki niemu uzyskujemy umiejętność wskazywania na byt i jego pryncypia, uczymy się odróżniać realny byt od wytworów, w tym także od pojęć, usprawniamy się w wiedzy i mądrości. Elementarz metafizyki (...) jest nieocenioną, ale też i wciąż niedocenioną, pomocą w dziedzinie poznania i myślenia, wreszcie definiowania. Dzięki tej książce nauczymy się nie tylko postrzegać rzeczywistość, ale też rzeczowo i jasno o niej rozprawiać… © Wydawnictwo von Borowiecky. (shrink)

One can say about two sources of philosophy of nature created at the Catholic University of Lublin. One of them was the Theological Faculty at the Warsaw University in the 50s of the previous century. The scientific climate functioning in it induced Rev. Stanisław Mazierski to put through a profound examination the traditional style which then dominated in cultivating philosophy of nature. That analysis showed necessity of opening philosophy of nature to achievements of the contemporary science, especially of mathematical and (...) physical structure. The second source constitutes the Faculty of Natural Sciences of the Mary Curie- Skłodowska University in Lublin and the Holy Cross Mountains. Rev. Włodzimierz Sedlak, bewitched by nature, by its mysteries and by contemporary science investigating them, and endowed with the enormous intuition, interlocked a lot of scientific domains, forming a whole and proposing a fascinating view of the world. Some people were alarmed by it, some others were even resentful of it. The both above-mentioned sources, mutatis mutandis, exist till the present day. Each of them, in spite of their dissimilarity (taking into account at least different personalities of the both protagonists of philosophy of nature created at the Catholic University of Lublin) demands philosophy of nature to be an unconventional, and made in novel fashion, form of \"philosophizing over this nature\". These both styles of \"philosophizing over nature\" have been enriching themselves and have been evolving and prospering. They are present and alive among continuators of the protagonists\' work. The contemporary philosophy of nature, being still created in Lublin, is the only one, when comparing it to that of performed at other universities of this country and of the world outside. (shrink)

We try to define the essential features of the Fregean paradigm. Then we demonstrate that Suszko's non-fregean logic, Wolniewicz's ontology of situation and Barwise-Perry's situational semantics go meaningfully beyond the fregean paradigm: what is presupposed in all of these theories is that as semantic correlates of sentences serve certain objects which are not logical values of these sentences.

We investigated teachers' and children's experiences of philosophy with children by analysing the content of interviews with primary school teachers and discussions with groups of primary school pupils. The results show that regular philosophy sessions with children can have an impact on teachers’ view of themselves as educators, their approach to teaching and their personal development. From the children’s point of view, the most important and meaningful aspect, aside from the content of philosophical discussion, was the opportunity to think together (...) in an open-ended way. A key component of the collective construction of meaning was uncertainty, which is an integral feature of philosophical discussion. These findings link with the idea of “citizen as agent” in a variety of ways. Philosophising with children leads to a more collaborative and democratic teaching style, giving children the space to bring their own interests and activities to the discussion. This aligns with pupils’ enjoyment of the openness and uncertainty of philosophical issues, their appreciation of the opportunity to engage with different ideas and viewpoints, and their willingness to rise to the challenge of revising their own positions and changing their thinking. (shrink)