scholarly journals Criza cunoașterii de sine

2021 ◽  
Vol 39 (2) ◽  
pp. 66-74
Author(s):  
Victoria Gonța ◽  
Elena Roșcan
Keyword(s):  
Moral Values ◽  
The Self ◽  
Component Part ◽  
Human Being ◽  
Knowledge Process ◽  
Surrounding World ◽  
The Subject ◽  
Self Knowledge

This article addresses the subject of self-knowledge as a necessity for the personaldevelopment process in achieving the own life ideal. We have set out to consider whether the self-knowledge process is an approach that occurs naturally, as a trend towards the integrity of a human being or synergy with the surrounding world, up to the union with transcendence or a preoccupation, a conscious, eff ervescent search, that requires interest and eff ort in developing the potentialities until the fulfi lment of the achieved self at the highest level. Is this process a component part of motivation in achieving success within profession, our relations with others or our development actions, from intuitive structures of individual thinking and primary conduct of group and society integration, to elements of metacognition, creativity and society integration through high moral values?

Individualisation as a social-cultural process and morality

2020 ◽  
Vol 29 ◽  
pp. 11-33
Author(s):  
Janusz Mariański
Keyword(s):  
Subject Matter ◽  
Moral Values ◽  
Moral Relativism ◽  
The Other ◽  
Human Being ◽  
Cultural Process ◽  
Self Development ◽  
The Subject ◽  
Moral Choices ◽  
Individual Human

In this article, the issue of structural individualisation, which is one of the results of social modernisation, is adopted as the subject-matter. In the processes of individualisation, it is, first and foremost, the importance of an individual human being and matters relevant to their life, including the obligation to make constant choices in all the aspects of life, that is placed emphasis upon. In the aspect of values, the process of individualisation means transfer from values seen as responsibilities (related to duties) to values connected with self-fulfilment (self-development). The consequence of individualisation is the significant changes in the realm of morality: departing from traditional moral values and standards, permissivism and moral relativism, the destruction of normativity, and the secularisation of morality. On the other hand, it creates the opportunity to determine one's own moral choices and shapean autonomous moral personality.

scholarly journals SELF-KNOWLEDGE: AN IMPORTANT FACTOR FOR IMPROVING TEACHERS' EMOTIONAL RESPONSIVENESS IN LIFELONG EDUCATION

2021 ◽  
Vol 4 ◽  
pp. 136-149
Author(s):  
Ilga Kusnere
Keyword(s):  
Personal Growth ◽  
Real Life ◽  
The Self ◽  
Professional Activity ◽  
Lifelong Education ◽  
Educational Work ◽  
Knowledge Process ◽  
Emotional Responsiveness ◽  
Methodological Tool ◽  
Self Knowledge

The quality of a teacher's professional activity is closely tied to personal growth. Personal growth, however, is influenced by self-knowledge (K. G. Jung 1994, 2001; Wilber 2010, 2013; Plotkin, 2020; Dispenza, 2015, 2016). Nowadays, there is a shift in the approaches of upbringing and educational work – from a child-focused approach to a child-centered one (OECD, 2019). Therefore, one of the currently relevant skills is getting to know oneself in order to cooperate more successfully with others and be able to accept real-life situations. The results obtained confirm that through the self-knowledge process, teachers get to experience their own personality growth. Categories such as empathy, attitude, and daringness are identified in personal growth.The research shows that by experiencing the procedural activities of self-knowledge with the help of “Get to know yourself!” method and methodological tool developed by the author, teachers improve their emotional responsiveness.The results of the study show that through the experiences gained in the self-knowledge process, teachers learn to integrate new models of action into their pedagogical activities. The aim of the study was to show the importance of self-knowledge in improving teachers' emotional responsiveness in lifelong education, by using the method "Get to know yourself!" developed by the author of the study.The objectives of the study were literature examination and evaluation and work with the target audience by using the author's method and methodological tool "Get to know yourself!".Methods: Literature studies, survey, observation. 

Reading Plato’s Mind

2020 ◽  
pp. 87-106
Author(s):  
Tad Brennan
Keyword(s):  
Personal Knowledge ◽  
Psychological Profile ◽  
Human Being ◽  
The Subject ◽  
Self Knowledge ◽  
The Individual

This chapter distinguishes two Platonic interests in self-knowledge: the ‘thin’ self-knowledge that a human being is a rational soul using its body as a tool (the Delphic self-knowledge made prominent in the Phaedrus, First Alcibiades, and elsewhere), and the ‘thick’ self-knowledge of the particular accidental psychological profile of an individual. The two are contrasted in four ways: the thin applies to the entire species, makes no reference to irrational parts, offers no etiology of contingencies, and makes no special use of first-personal knowledge; the thick applies to individuals, incorporates details about the irrational soul, explains the individual through a narrative of the events that shaped them, and is first-personal in making the object of self-knowledge identical with the subject of that self-knowledge. This richer, thicker form of self-knowledge is illustrated with extensive examples from the Republic and Seventh Letter.

scholarly journals The Culture of the XVIIIth Century and the Return to the Human Being

2018 ◽  
Vol 10 (4) ◽  
pp. 90-102
Author(s):  
Gleb K Pondopulo
Keyword(s):  
Immanuel Kant ◽  
18Th Century ◽  
The Self ◽  
Creative Work ◽  
Human Being ◽  
Johann Gottfried Herder ◽  
Giambattista Vico ◽  
Cultural Process ◽  
The Subject ◽  
Definition Of

Analyzing the works of Giambattista Vico, Jean-Jacques Rousseau, Johann Gottfried Herder and Immanuel Kant, the article searches into the typological peculiarities of the 18th century culture, shows a fundamental refocusing of the whole cultural process from the cosmological idea to the anthropological one, gives the humanist reasons of culture and the definition of its personalized form, reveals the self-identification of a human being not as the object but the subject of learning and creative work.

Self-Knowledge, Self-Perception, and Perception of One’s Body in Stoicism

2020 ◽  
pp. 187-209
Author(s):  
Jean-Baptiste Gourinat
Keyword(s):  
The Body ◽  
The Self ◽  
Whole Body ◽  
Human Being ◽  
Self Perception ◽  
Body And Soul ◽  
Self Knowledge

While self-knowledge is usually considered to be knowledge of our soul by our soul, this is not the case in Stoicism. There is hardly a debate on self-knowledge in Stoicism, because there is no perception of myself as something different from my own body. The Stoics tend to identify the self with the ruling part of the soul, but they have no certain knowledge about it. Self-perception is the perception of the whole body and soul as a unity and of the parts of the body and the soul, and this allows a human being to rule his/her own body, but it is neither perception nor knowledge of the ‘self’. Since a human being is a complete mixture of a body and soul, it knows itself as an animated body, and this kind of knowledge is quite different from the form of self-knowledge involved in most of ancient philosophies.

scholarly journals Cuidado de sí y cuidado del otro. Aportes desde M. Foucault para pensar relaciones entre subjetividad y educación

2011 ◽  
Vol 17 ◽  
Author(s):  
Silvana P. Vignal
Keyword(s):  
The Self ◽  
Political Dimension ◽  
The Subject ◽  
Self Knowledge ◽  
Taking Care

RESUMENLa cuestión del «conocimiento de sí» como opuesto a la «experiencia de sí mismo» aparece problematizada en las primeras clases de La hermenéutica del sujeto. El estudio de Foucault sobre la experiencia de sí es realizado a partir del análisis de prácticas antiguas, que se traducen en «ocuparse de sí» y «cuidar de sí mismo». Nos interesa a partir de estas lecturas trabajar la dimensión ético-política del cuidado de sí, en su vínculo con el cuidado del otro. La pregunta que hacemos en una lectura desde el presente es ¿por qué educar? ¿Por qué insistir en la educación?PALABRAS CLAVESConstitución del sujeto, cuidado de sí y cuidado del otro, educación, pedagogía, psicagogia, parrhesi.AbstractThe issue of «self knowledge» in opposition to the «experience of the self» appears as a problem in the first classes of The Hermeneutics of the Subject. Foucault’s study on the experience of the self is made on the basis of the analysis of antique practices which can be translated into «taking care of oneself» and «caring about oneself». Based on these lessons, our interest is to work on the ethical-political dimension of the caring about oneself, on its link with caring about others. The questions we ask from a present analysis are: Why do we have to educate? Why do we have to insist on education?Key wordsConstitution of the subject, care about the self and the others, education, pedagogy, psicagogia, parrhesi

scholarly journals THE SIMPLICITY OF SELF-KNOWLEDGE AFTER AVICENNA

2018 ◽  
Vol 28 (2) ◽  
pp. 257-277 ◽  
Author(s):  
Peter Adamson
Keyword(s):  
The Self ◽  
Central Problem ◽  
Wide Range ◽  
Subject And Object ◽  
The Subject ◽  
Self Knowledge ◽  
Object Of Knowledge

AbstractAlongside his much-discussed theory that humans are permanently, if only tacitly, self-aware, Avicenna proposed that in actively conscious self-knowers the subject and object of thought are identical. He applies to both humans and God the slogan that the self-knower is “intellect, intellecting, and object of intellection (‘aql, ‘āqil, ma‘qūl)”. This paper examines reactions to this idea in the Islamic East from the 12th-13th centuries. A wide range of philosophers such as Abū l-Barakāt al-Baghdādī, Faḫr al-Dīn al-Rāzī, al-Šahrastānī, Šaraf al-Dīn al-Mas‘ūdī, al-Abharī, al-Āmidī, and Naṣīr al-Dīn al-Ṭūsī raised and countered objections to Avicenna's position. One central problem was that on widely accepted definitions of knowledge – according to which knowledge is representational or consists in a relation – it seems impossible for the subject and object of knowledge to be the same. Responses to this difficulty included the idea that a self-knower is “present” to itself, or that here subject and object are different only in “aspect (i‘tibār)”.

Practical Authority and Self-Knowledge

2021 ◽  
pp. 32-57
Author(s):  
Michael Sevel
Keyword(s):  
Practical Knowledge ◽  
The Self ◽  
The Subject ◽  
Self Knowledge ◽  
The Mind ◽  
Reason For Action

This paper develops an account of practical authority with a view to understanding why obeying authority is somehow problematic. While an authoritative directive may provide a reason for action, as is often thought, it also supplies the content of an intention to act. In this sense, an authority is the author of the content of a subject’s practical knowledge, the knowledge with which the subject acts when obeying. As a consequence, under modestly idealized conditions, a person in authority has knowledge of the mind of the obedient subject in a way that breaks down the self-other asymmetries the subject has to her own mind vis-à-vis others, the sort of asymmetries which philosophers have taken as central to the concept of a person. This consequence suggests a novel explanation of why practical authority is problematic and the obstacles to achieving its legitimacy.

scholarly journals Paul Ricœur e o humanismo jurídico moderno: O reconhecimento do sujeito de direito

2011 ◽  
Vol 2 (2) ◽  
pp. 106-117
Author(s):  
Hilda Bentes ◽  
Sergio Salles
Keyword(s):  
Paul Ricoeur ◽  
The Self ◽  
Human Being ◽  
Moral Dimension ◽  
Paul Ricœur ◽  
The Subject

This article aims to analyze the constitution of a subject of right capable of respect and esteem through the concept of capacity elaborated by Paul Ricœur. It intends to evaluate the capable, emancipated human being, the self that has an ethical and moral dimension and that is susceptible of ethical and juridical imputation, as it is explained in “Who is the Subject of Rights?” in The Just.   There is an erratum for this article located here. 

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