Świadek historii... w stulecie odzyskania Niepodległości... – z Ireną Wojnar rozmawia Adam Fijałkowski („Kwartalnik Pedagogiczny”)

2019 ◽  
Vol 63 (4(250)) ◽  
pp. 289-302
Author(s):  
Irena Wojnar ◽  
Adam Fijałkowski
Keyword(s):  
World War Ii ◽  
Life Story ◽  
Human Life ◽  
Nazi Occupation ◽  
The World ◽  
The Future ◽  
Personal Consciousness ◽  
Post War ◽  
The University ◽  
Civic Duties

Editor in Chief of “The Pedagogical Quarterly” discourses with Irena Wojnar, employed at the University of Warsaw since early post-war time. Her intellectual evolution (l’âge où l’on grandit) occurs in changing dramatic periods of our history, optimism of elementary school before the World War II, painful time of clandestine education during the Nazi occupation in Warsaw, hopes and illusions of the post-war epoch. In these periods, the essential inspirations for Irena Wojnar were successive books of Bogdan Suchodolski, with symbolic titles: Love life – be valiant (2nd ed. 1930), Whence and where are we going to? (1943) and Education for the future (1947). In the Polish school before the WWII, pupils were educated in the spirit of patriotism and civic duties, sensibility to the surrounding world and the service of humans. Tragic heroism of the WWII became the proof of those values. In the conditions of constant aggressive and permanent threat, quasi “against the night”, the fight with the occupant becomes the essential moral duty. For young people, pupils and students, when secondary and tertiary schools were closed by the Nazis, this duty signified participation in clandestine education supporting hope to preserve future order in the world and preparation of the future activity in the free Poland after the WWII. The end of the WWII created a chance for the future shape of the world in line with our humanistic values. It was the period of the reconstruction of Warsaw, destroyed during the WWII, becoming a city of “sorrow and dreams”. In the final part of the conversation there appears the general opinion that every individual life–story, beyond its individual aspects, reveals a more general educational idea. Human life runs across destiny and personal consciousness. Independently of our destiny, we have a chance to choose values important for us, to realise the “poetics of the self” (poétique du soi) based on our capacity to overcome own limitations and to increase goodness in the world.

Conclusion

2018 ◽  
Author(s):  
Jenny Andersson
Keyword(s):  
Human Life ◽  
Future Research ◽  
Human Influence ◽  
The World ◽  
The Future ◽  
Post War ◽  
Life Politics

What marks the idea of the future in the post-war period is not, as historians have suggested, a sudden shift from progress to decline after 1973, but rather, a struggle between conceptions of world temporalities as singular or plural. The chapters of this book have shown that the post-war period was marked by heterogeneous and often times directly rivalling conceptions of the world future. These were marked by the opposition between representations of the future as a teleological and foreseeable narrative of a stage driven logic of modernization, and representations of the future as infinitely plural—because of the variety of human life, politics, and imaginations. The world futures that emanated from the different strands of future research tell an important story of how conceptions of the world, and of human influence on that world, changed during the post-war decades.

Penerapan Rinfo Sebagai Media Pendukung Untuk Proses Pembelajaran Pada Perguruan Tinggi Raharja

CCIT Journal ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 101-115
Author(s):  
Untung Rahardja ◽  
Khanna Tiara ◽  
Ray Indra Taufik Wijaya
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Learning Tools ◽  
Integrated Learning ◽  
Civilizing Process ◽  
The World ◽  
The Future ◽  
Two Factors ◽  
Life Education ◽  
New Generation

Education is an important factor in human life. According to Ki Hajar Dewantara, education is a civilizing process that a business gives high values ??to the new generation in a society that is not only maintenance but also with a view to promote and develop the culture of the nobility toward human life. Education is a human investment that can be used now and in the future. One other important factor in supporting human life in addition to education, which is technology. In this globalization era, technology has touched every joint of human life. The combination of these two factors will be a new innovation in the world of education. The innovation has been implemented by Raharja College, namely the use of the method iLearning (Integrated Learning) in the learning process. Where such learning has been online based. ILearning method consists of TPI (Ten Pillars of IT iLearning). Rinfo is one of the ten pillars, where it became an official email used by the whole community’s in Raharja College to communicate with each other. Rinfo is Gmail, which is adapted from the Google platform with typical raharja.info as its domain. This Rinfo is a medium of communication, as well as a tool to support the learning process in Raharja College. Because in addition to integrated with TPi, this Rinfo was connected also support with other learning tools, such as Docs, Drive, Sites, and other supporting tools.

The Meanings of Life and Value Priorities of the Post-Soviet Society in the Republic of Belarus

2020 ◽  
Vol 63 (10) ◽  
pp. 25-37
Author(s):  
Alexander N. Danilov
Keyword(s):  
Sustainable Development ◽  
Role Model ◽  
Human Life ◽  
Modern Society ◽  
Modern Technology ◽  
Soviet Society ◽  
The World ◽  
Value Priorities ◽  
The Future ◽  
The Republic

The article discusses the meanings of life and value priorities of the post- Soviet society. The author argues that, at present, there are symptoms of a global ideological crisis in the world, that the West does not have its own vision of where and how to move on and has no understanding of the future. Unfortunately, most of the post-Soviet countries do not have such vision as well. In these conditions, there are mistrust, confusion, paradoxical manifestation of human consciousness. The main meanings that determine our life-world are: the desire of citizens for social justice and social security, the desire to figure out and understand the basic values of modern society, how honestly and equally the authorities act toward their fellow citizens, and to what extent they reflect their interests. The meanings of life, which are the answers to the challenges of the time, are embodied in the cultural code of each nation, state. The growth points of new values, which will become the basis for the future sustainable development of a new civilization, have yet to be discovered in the systemic transformative changes of the culture. In this process, the emergence of a new system of values that governs human life is inevitable. However, modern technology brings new troubles to humans. It has provided wide opportunities for informational violence and public consciousness manipulation. Nowadays, the scenario that is implemented in Western consumer societies claims to be the dominant scenario. Meanwhile, today there is no country in the world that is a role model, there is no ideal that others would like to borrow. Most post-Soviet states failed to advance their societies to more decent levels of economic development, to meet the challenges of the modern information age, and to provide the population with new high living standards. Therefore, in conditions of growing confrontation, we should realistically understand the world and be ready to implement changes that will ensure sustainable development of the state and society without losing our national identity.

The Image of the Future in the Situation of the Decline of Culture: Contemporary Russia from the Perspective of O. Spengle

2020 ◽  
Vol 65 ◽  
pp. 323-334
Author(s):  
Inga V. Zheltikova
Keyword(s):  
Contemporary Society ◽  
Creative Activity ◽  
Russian Culture ◽  
The World ◽  
The Future ◽  
History Of ◽  
Post War ◽  
Conservative Values ◽  
Open Question ◽  
Images Of The Future

The concept of O. Spengler suggests that the history of any culture goes through certain stages of development, the last of which is civilization. During this period creative activity in culture is replaced by mechanical imitation and lost connection with the culture formed by the «pra-phenomenon». The author correlates Spengler’s postulates with the processes of actual social reality and comes to the conclusion that contemporary Russia is going through the stage of civilization. The article raises the question of how the future is seen in this situation. The author uses the term “image of the future”, introduced by F. Polak to understand the disinterest of modern post-war Europe in its future. Thus, the lack of interest in the future can be recognized as another characteristic of the state of civilization. The existence in contemporary Russia of distinct images of the future is an open question. Using the methods of content analysis, the author comes to the conclusion that in Russian contemporary society there exists a retrospective image of the future, focused on conservative values, hierarchy of society and its closed nature to the world. Thus, it is concluded that it is wrong to talk about complete absence of images of the future in contemporary Russia. But the nature and content of these images demonstrate the low level of interest in the future, which also indicates the transition of Russian culture to civilization.

scholarly journals Zagorka Micic: On the occasion of her 100th anniversary

2003 ◽  
Vol 46 (1-4) ◽  
pp. 17-26 ◽  
Author(s):  
Radmila Sajkovic
Keyword(s):  
World War Ii ◽  
Edmund Husserl ◽  
100Th Anniversary ◽  
History Of Philosophy ◽  
World War ◽  
The World ◽  
History Of ◽  
The University

In this text the author reviews the life and work of Zagorka Micic, famous Serbian woman-philosopher, in honour of the 100th anniversary of her birth. She was one of the first students of Edmund Husserl, and her Ph. D. thesis was among the earliest ones in phaenomenology, which was waking in that time. Her cooperation with Husserl has continued for a decade. After the World War II Zagorka Micic worked as a professor of logic and history of philosophy at the University of Skoplje (now FYRM). Stressing her individual qualities, the paper is full of personal memories and reminiscences of mutual encounters.

scholarly journals Debates about the Polish eastern border after World War II in the Polish immigrant circle

2020 ◽  
pp. 62-71
Author(s):  
Tetiana Yelova
Keyword(s):  
World War Ii ◽  
Editorial Staff ◽  
World War ◽  
Annual Basis ◽  
The World ◽  
The Usa ◽  
Eastern Border ◽  
The Republic ◽  
Post War

The new geopolitical realities after the World War II saw the revival of the Polish state in a new form. The Republic of Poland appeared on the map of Central Europe, with about half of its territory being the so-called Recovered Territories, while the state borders moved west. The new eastern border of the post-war Poland ran along the Curzon line. The new post-war eastern border of Poland was being negotiated and agreed upon by the Soviet and the Polish authorities starting from 1944 on an annual basis, up to 1948. The last exchange of territories took place in 1951. The debates about the political map of Europe and the new eastern border of Poland, which became a new reality after the World War II, were held both at politicians’ offices and in various media outlets. The most prominent debate about the new Polish eastern border could be found on the pages of the Kultura immigrant periodical. The Polish immigrant public intellectuals Jerzy Giedroyc, Juliusz Mieroszewski, Josef Czapski and other members of the Kultura periodical editorial board were adamant about the need to recognize the Polish borders drawn after the World War II. Such a stance was unacceptable for the Polish Governmentin-Exile based in London and some immigrant circles in the USA. Starting from 1952, the Kultura editorial staff is consistent in its efforts to defend the principle of inviolability of borders drawn after the World War II, urging the Poles to give up on the so-called Polish Kresy (Kresy Wschodnie) and to reconcile with the neighbours on the other side of the new eastern border.

scholarly journals Aftershocks: Globalism and the Future of Democracy

2021 ◽  
Keyword(s):  
Social Services ◽  
Political Representation ◽  
Human Beings ◽  
Social Resilience ◽  
The World ◽  
The Future ◽  
The University ◽  
Global And Local ◽  
The City ◽  
Selection Of

This digital publication consists of a selection of 56 papers presented at the 16th International Conference of the International Society for the Study of European Ideas (ISSEI), held at the University of Zaragoza, 2-5 July 2019, the general theme of which was ‘Aftershocks: Globalism and the Future of Democracy’. Sponsored by The Aragonese Association of Sociology, the conference was well-attended – 170 participants from 28 countries met to discuss a wide variety of topics in 29 workshops. The feedback we received from participants confirmed that they had greatly enjoyed the venue of the conference, that they appreciated the warm welcome they had received and the congenial social atmosphere and opportunity to attend workshops on subjects that were not only in their own field of expertise. No one, of course, could have predicted that our world – our work and life as individuals, as communities and as nations – would change so suddenly and radically eighteen months after the conference, with the rapid and devastating spread of the Convid-19 pandemic. The current deepening global crisis along with the challenge of climate change and growing international tensions are a stark reminder of how vulnerable our societies, our civilization, and our species are. The shocks and aftershocks of these crises are felt today in every corner of the world and in every aspect of our global and local economies, and most obviously in the sociopolitical arena. As several of the conference workshops on the multiple crises Europe and the world face today – from the migrant crisis to the rise of populism and deepening inequality between rich and poor – showed – and as the Covid-19 pandemic has so cruelly brought home to us – we simply cannot take the achievements of human civilization for granted and must find ways to meet the fundamental social and political needs of human beings not only in our own neighborhoods, cities and countries, but ultimately in the world as a whole: their living conditions, livelihoods, social services, education and healthcare, human rights and political representation. Several of the workshops, as I mentioned, directly addressed these issues and emphasized the need for building social resilience based on tolerance, solidarity and equity. This too is why, as academics, we should continue to initiate and engage in collective reflection and debate on how to foster and strengthen human communities and human solidarity. Finally, I want to thank the participants and workshop chairs for their contribution to the success of the conference. It was a pleasure for me to work with the university organizing team and with ISSEI’s team in bringing this about, and I am particularly proud that my university and the city of Zaragoza hosted this conference.

Battling the Buddha of Love

2018 ◽  
Author(s):  
Jessica Marie Falcone
Keyword(s):  
Cultural Values ◽  
Life Story ◽  
Tibetan Buddhism ◽  
Uttar Pradesh ◽  
Full Scale ◽  
Rural India ◽  
The World ◽  
The Future ◽  
The Buddha ◽  
Resistance Movement

This ethnography explores the controversial plans and practices of the Maitreya Project, as they worked to build the “world's tallest statue” as a multi-million dollar “gift” to India. This effort entailed a plan to forcibly acquire hundreds of acres of occupied land for the statue park in the Kushinagar area of Uttar Pradesh. The Buddhist statue planners ran into obstacle after obstacle, including a full-scale grassroots resistance movement of Indian farmers working to “Save the Land.” In telling the “life story” of the proposed statue, the book sheds light on the aspirations, values and practices of both the Buddhists who worked to construct the statue, as well as the Indian farmer-activists who tirelessly protested against it. Since the majority of the supporters of the Maitreya Project statue are “non-heritage” practitioners to Tibetan Buddhism, the book narrates the spectacular collision of cultural values between small agriculturalists in rural India and transnational Buddhists from around the world. The book endeavors to show the cultural logics at work on both sides of the controversy. Thus, this ethnography of a future statue of the Maitreya Buddha—himself the “future Buddha”—is a story about divergent, competing visions of Kushinagar’s potential futures.

scholarly journals Places of Engagement

2018 ◽  
Keyword(s):  
Higher Education ◽  
Opinion Leaders ◽  
Global Approach ◽  
Current Trends ◽  
Vice Chancellor ◽  
The World ◽  
The Future ◽  
The University

In his book 'Higher Education in 2040 - A Global Approach' (2017) Bert van der Zwaan developed a thought-provoking vision of the university of the future, based on a thorough discussion of current trends and on a large number of conversations with leaders in higher education worldwide. This book, 'Places of Engagement', offer reflections on themes discussed by Van der Zwaan, written by twenty of his peers and other opinion leaders from around the world. The book was written in honour of Bert van der Zwaan at the occasion of his departure as Vice-Chancellor of Utrecht University. With contributions by John Sexton, José van Dijck, Karl Dittrich, Dilly Fung, Michael Crow and many others.

scholarly journals Introduction

Focaal ◽  
2015 ◽  
Vol 2015 (71) ◽  
pp. 3-5
Author(s):  
Graeme MacRae
Keyword(s):  
Special Issue ◽  
University System ◽  
Methodological Challenges ◽  
The World ◽  
The Future ◽  
The University

This theme section seeks to keep alive important debates about the place of anthropology in the world that have been raised periodically since the 1970s, and most recently in a special issue of this journal entitled “Changing Flows in Anthropological Knowledge” (Buchowski and Dominguez 2012). The three articles in this theme section consider the place of anthropology in the university system, the building of a world anthropology, and the methodological challenges of the new conditions in which we work. All three critically address the interface and relationship between areas of changing power/knowledge and their relevance to the future of anthropology: both its place in the world and its contribution to the world.

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