The rapid development of the internet and the growth of the cyberspace is the most significant phenomenon of our times. The cyberspace puts pressure on all of us to adapt to its constraints. Its influence is also palpable in philosophy, and on the teaching of philosophy in particular, and there is increasing pressure to adapt philosophical education to the internet format. This paper argues that such pressure is not necessarily conducive to better education in philosophy, which requires more discursive and (...) abstract reasoning. (shrink)

The rapid development of the internet and the growth of the cyberspace is the most significant phenomenon of our times. The cyberspace puts pressure on all of us to adapt to its constraints. Its influence is also palpable in philosophy, and on the teaching of philosophy in particular, and there is increasing pressure to adapt philosophical education to the internet format. This paper argues that such pressure is not necessarily conducive to better education in philosophy, which requires more discursive and (...) abstract reasoning. (shrink)

A modern society cannot function without experts in every field and without high level specialists. Before any undertaking is initiated, an issue of effectiveness emerges, one which only they may ensure. At the same time, however, it tends to be forgotten that there is no such thing as ‘just effectiveness’; there is only effectiveness in meeting the targets adopted. Technocracy, in itself, does not issue any social objectives. On the one hand, this is in accordance with the liberal approach, which (...) demands the neutrality of the state; on the other hand, however, it may lead, at the very least, to dangers to democracy, to the possible collaboration of technocrats with a totalitarian government, with this group possibly resorting to populism and, third, to an attempt to govern on their own by demagogy, making the voice of public opinion subject to its rule. (shrink)

2. [1] Światy możliwe. Projekty -- [2] Światy możliwe. Interpretacje.

ABSTRACT The paper undertakes a critical analysis of the so-called Presupposition of the Spiritual Exercises of St. Ignatius Loyola, which prescribes the benevolent interpretation of the other’s words. We aim to identify the anthropological and epistemological background of the pedagogical guidelines contained therein and to explicate the intellectual and moral virtues needed to put them into practice. We argue that practising the Presupposition is both virtuous and mutually beneficial in pedagogical practice.