THE LVOV-WARSAW SCHOOL AND ITS INFLUENCE ON POLISH PHILOSOPHY OF THE SECOND HALF OF THE 20TH CENTURY

2006 ◽  
pp. 41-83
1970 ◽  
Vol 9 (1) ◽  
pp. 295-297
Author(s):  
Paweł Stanisław Czarnecki

After a brief look at Drafts on Polish philosophy of the twentieth century you could get the impression that this is a work dedicated to the most recent works of Polish philosophy. However after a moment of consideration, it seems hard to believe that a contemporary philosopher would write a history of twentieth century philosophy which could be considered neither as his history nor his philosophy. The distinction between history and philosophy in this case is not accidental since Wojciech Słomski does not try to present a completely closed view of philosophical thought in the last century but aims at expressing that which he himself considers most valuable in contemporary Polish philosophy. It turns out that despite first impressions, we are not dealing with a systematic lecture, maintaining a cold and impartial approach to the subject but with a text written by an independent philosopher who cannot write differently about philosophy than Wojciech Słomski has done. For this reason too, the philosophy in Drafts is a living philosophy, made up of the most current propositions considered by W. Słomski as more important than the task of executing clear distinctions and pigeonholing of presented views into categories created by philosophers.


2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  

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