|
1.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Janusz Kostrzewski
Janusz Kostrzewski
Kronika życia i pracy naukowo-dydaktycznej doc. dra hab. Marii Grzywak-Kaczyńskiej
Kronika życia i pracy naukowo-dydaktycznej doc. dra hab. Marii Grzywak-Kaczyńskiej
view |
rights & permissions
| cited by
|
|
|
rozprawy |
2.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Czesław Walesa
Czesław Walesa
Proba zastosowania teorii Piageta do interpretacji intelektualnego rozwoju człowieka dorosłe
An attempt to apply Piaget’s theory in the interpretation of the intellectual development of adults
view |
rights & permissions
| cited by
Intellectual development in Piaget’s theory can be described and explained with the help of functional characteristics (such as assimilation, accomodation and adaptation), structural characteristics (such as schemes, structures and stadia) as well as of the factors contained in development (maturity, physical, logical and mathematical experience, social communication and balance). The concepts contained in Piaget’s theory seem to be very useful in the description, explanation and assemblage of research concerned with certain aspects of the intellectual development of adults such as the ability to form a proper attitude towards a given reality of problems, the processes of creativity, understanding one another, etc. The testing of the intellectual development of the adult contains great theoretical and practical difficulties.
|
|
|
3.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Czesław Walesa
Czesław Walesa
Eksperymentalne uczenie dzieci pojęcia stałości cech przedmiotow
The Experimental Teaching to Children of the Consistency of Characteristics in Objects
view |
rights & permissions
| cited by
The factors forming logical thinking in children were the cause of a great controversy resulting from a confrontation between the theory and research presented by J. Piaget and his Geneva school and P. J. Galpierin with his Moscow school. This dispute has inspired the present research on the experimental teaching of logical operations to children. This article includes a part of the inquiries involving the experimental teaching to children of the consistency of characteristics in objects.75 children aged 4, 5 or 6 years were tested in uniform cycles consisting of three stages:1. The age, the mental development and the level of the child’s concept of the consistency of the mass and weight of the object were important features in the choice of children to be tested. A control group was carefully assorted.2. Specially worked out instructions were to be learned by the children and their progress was checked after a week’s interval.3. The effects of the learning were subsequently checked one month from the end of learning.After one week of learning, stadium III was attained by 90% of the 6-year olds, more than 50% of the 5-year olds and none of the 4-year olds. The greatest difference was detected between the children aged 4 and those aged 5.From the results of the inquiries it appears that the position of the Geneva school supporting the primacy of the factors determining maturity in the development, of logical operations has proved to be more correct though only applies to children 4 years old or younger. The opinion of the soviet psychologists which gives priority to the teaching method seems to be successful only in children aged 5, 6 or more.
|
|
|
4.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Anna Hunca
Anna Hunca
Wpływ uczenia na rozwoj operacji klasyfikowania u dzieci w wieku od 4 do 7 lat
The Influence of Teaching on the Operation of Classifying in Children of 4 To 7 Years of Age
view |
rights & permissions
| cited by
This article presents an effort to detect the influence of teaching on the operation of classifying in children, The author states what acts of the intellect needed for classifying concrete objects are adopted by children from 4 to 7 years of age. The author also inquires into the importance of the so-called Piaget’s phenomena in the intellectual development of the child.For a period of six days, a certain number of children were taught to classify toys. The number of children tested was 102 (26 aged 4, 28 aged 5, 24 aged 6 and 24 aged 7). The results of the research imply the following conclusions:Despite the fact that systematic teaching did indeed precipitate the development of the child’s ability to classify, the attained progress was proportional to the initial level of the children of the different ages before the test was applied. The children did not surmount the abusive reactions called Piaget’s phenomena and retained only the knowledge of the characteristics of the objects and their influence without receiving any changes in their mental structure.
|
|
|
5.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Franciszek Bujak
Franciszek Bujak
Wpływ elementow werbalnych i obrazowych na strukturę procesu tworzenia się pojęć u dzieci w wieku 10-12 lat
The Influence of Verbal and Figurative Elements on the Structure of the Process of the Formation of Concepts in Children from 10 to 12 Years of Age
view |
rights & permissions
| cited by
The aim of the experimental research reported in this paper is an investigation of the formation of concepts in children from 10 to 12 years of age and its conditioning of the material on which this process is based, this material possessing a verbal or figurative structure.The research technique applied was composed of two equiponderant tests differentiating only in their kind of operative material.The conclusions deducted from the results of the research are the following:1. The way of conceiving images of an object by children 10 to 12 years old is different from the way of conceiving a verbal description of an object containing the same number of elements. In the case of figurative material the conception is synthetic for words, by their semantic function, concentrate the attention of the persons tested on particular traits of the objects and thus lead to an analytical conception of these objects.2. Children from 10 to 12 years of age use the information attained by a verbal description in a more consistent way than that received figuratively.3. Figurative material, despite the fact that it is perceived synthetically although superficially, allows for a more rapid analysis and renewed rational synthesis than an analytical conception of the verbal material contained only in the synthesis in itself.A proof of this is the greater rapidity with which figurative material is conceived.4. The degree of the comprehension of the essence of the concept expressed by a verbal definition is higher in the application of verbal material although, in itself, the process of the formation of concepts of this material is considerably slower because of the difficulties involved in an intellectual synthesis.
|
|
|
6.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Adam Biela
Adam Biela
Rozwiązywanie problemow w aspekcie teorii informacji
The Information Theory Aspect of Problem Solving
view |
rights & permissions
| cited by
The task undertaken in this article is an explanation of the problem solving using in the information theory point of view sometimes called the statistical theory of communication structure point of view. This attempt was inspired on one hand by the desire to exploit the methods of this information theory in the psychological research on problem solving and on the other hand is an interpretation of the terms of these methods on the grounds of „thought psychology”.Assuming that the solving of problems is a process of communication (ie. the flow of communication) between the subject of this act and the problematic pole (ie. the pole formulated within a problematic situation), the author has indicated a way to construct an ideal model of informing in order to preserve the cognitive subject in a concrete problematic situation (of the experimental type).The author has assigned this model the role of a measuring tool which means that it can measure the degrees of informativity possessed by the real cognitive behavior of the subject in problematic situations. The procedure itself of comparing this behavior with the ideal was found to be a way of measuring the informativity of this behavior. The goal of the procedure of measuring the degrees of informativity consists of the possibility to discover the direction that the deviation of the real behavior from the ideal adopts.In applying its methods on the basis of deeper methodological reflexion, the theory of information offers psychologists the following elements: first of all, the possibility for a more adequate insight into the psychological mechanisms in the cognitive behavior of the subject in problematic situations; secondly, it creates an element of unity in the empirical data on problem solving.In addition, the author judges that an ideal model of information should be used as well in experimental psychology and in psychometry as an elaboration of the objective methods applied in the analysis of results attained in tests studying the mind.
|
|
|
7.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Zdzisław Chlewiński
Zdzisław Chlewiński
Ogolny schemat uwagi
The General Scheme of Attention
view |
rights & permissions
| cited by
The objective sought in this article is a presentation of the general scheme of the functionings of attention as well as a specification of the main factors which play a fundamental role in the selection of stimuli. Proposals of various schemes of attention puit forth by different authors have been taken into consideration. Consequently, the broadest concept of a selection mechanism offered by Broadbent has been fully discussed as well as its functioning, this being done with the help of experimental research. The author also points out the limitations of such a concept. He presents a new scheme of the functioning of a selection mechanism as well as its cooperation with the whole activity of the organism. The results from psychological and neurophysiological research support these proposals. The author judges this kind of scheme of attention useful in the work of psychologists who do experimental research on attention. With a comprehension of the functioning of the attention mechanism, one can grasp the reason why, despite the action of numerous (stimuli, we react to only a chosen few. The aim of the author’s experimental research is a specification of particular factors which condition the functioning of this mechanism. This scheme indirectly permits us to decipher the mechanism of human perception.
|
|
|
8.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Jozef Stachyra
Jozef Stachyra
Z badań nad rozwojem umysłowym dzieci głuchych
The Mental Development of Deaf Children
view |
rights & permissions
| cited by
In the present paper a general view was taken of some examinations on the mental development of deaf children. The examinations were of comparative character because they were then confronted with those carried on hearable children. The author’s own results of the tests as well as the observations of various psychologists are also presented. In the first part of the paper the author gives a general survey of the mental development of deaf children. Then he presents the results of his examinations on the Correlation of the mental development of deaf children to sex, ethology of deafness, a degree of deafness and a social background of the deaf (country, town). The results of the tests carried by means of the scales of Raven, Wechsler, Grace Arthur, Snijders-Oomen, Godenough and Leiter were closely examined.The results show that certain features of intelligence of deaf children, especially in their qualitative respect, are different than those of hearable children. This dissimilarity is marked by the deficiency of speech and verbal thinking and connected with them some other experiences and orientation of the deaf.The mental development of deaf children is shaped on the basis of concrete objects and therefore their mental processes achieve a specific character. The tests of the mental development against sex show lower intelligence quotient of girls. However, this is not a rule. Similarly, the tests demonstrate the higher I. Q. in children with congenital deafness then with acquired one It was also found that hard-of-hearing children display the higher results of the mental development than those with complete deafness. Taking into consideration the correlation of the mental development of deaf children to their social background (country, town) no authoritative conclusions can be drawn because the already carried examinations are not sufficient and depend on many additional variables.
|
|
|
9.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Janusz Kostrzewski
Janusz Kostrzewski
Wyniki badań dojrzałości społecznej 1530 dzieci w wieku od 2 do 30 miesięcy dokonanych polskim przekładem skali Edgara A. Dolla
The Development of Social Maturity in 1530 Infants Aged from 2 to 30 Months Measured by the Polish Translation of Vineland Social Maturity Scale
view |
rights & permissions
| cited by
The paper aims: 1. to present the development of social maturity in 1 530 infants aged from 2 to 30 months measured by Polish translation E. Doll’s Vineland Social Maturity Scale; 2. to ascertain whether the American norms can be applied to Polish children without any alterations; 3. to find if there are any differences in the level of social maturity of children living in town and those living in the country; 4. between that of boys and girls; 5. to compare our results with those by Edgar E. Doll’s; 6. to present results of our investigation on the reliability and validity of the Lublin adaptation of the Vineland Social Maturity Scale for children aged from 2 months to 5 years. 1The report is based on the examinations of 1 530 children aged from 2 to 30 months, coming from 10 voivodeships (districts) chosen at random. Half of them were girls, half were boys. Half of the children lived in town, the other half in the country. Each of the 19 age levels comprised 78—84 infants. Furthermore 56 infants were put through 616 tests during their first year of life. There were also 240 children tested, aged from 13 to 59 months.After a thorough statistic analysis of the material the author came to the following conclusions which answer to the questions constituting the aim of the report:1. Rough Quotient of Social Maturity (S. Q.) in 1530 infants aged from 2 to 30 months, tested using the Polish translation of the original version of the Vine- land Social Maturity Scale. E. Doll’s, range from 71.7 (in 3 months old infants) to 124.0 (in 18 months old children) and the standard deviation from 16.6 (in 12 months old infants) to 30.5 (in 3 months old infants). The mean S.Q. of the infants from each of the 19 age levels, the standard deviation and other items are contained in table 4. The mean S.Q. of the whole tested group of 1530 infants amounts to 104.7, and the standard deviation is 28.6. The mean S.Q. is significantly above 100 (from the statistical point of view; P < 0.02). It may therefore be concluded that the items constituting the original version of E. Doll’s scale in the Polish translation are too easy for our infants aged from 2 to Zo months, and the American norms too low. It is not so, however with all the age levels. S.Q.’s of infants aged from 2 to 5 months range from 71.1 to 85.2. They are significantly lower than 100. This implies that the items for these age levels are too difficult and that the American norms are too high for those infants; they are also too difficult for American infants as E. Doll’s investigations seem to prove (see 4, p. 376). On the other hand the S.Q.’s of children aged from 14 to 30 months range irom 115.6 (14 months) to 124.0 (18 months). They are significantly above 100 (P < 0.02 or 0.01; see table No 4). The tests proposed at these age levels appear there-fore too easy for our infants. Finally the mean S.Q.’s in infants aged from 6 to 12 months ranges from 96.2 (6 months) to 105.5 (9 months). They do not differ significantly from 100. The items assigned for those age levels seem appropriate for the testing of our infants.2. Our investigations show that the rough S.Q.’s reckoned according to the rules given by E. Doll are not comparable in the same infant at different periods of life, in children ait different periods of their lives also in children of particular age levels. The standardized S.Q.’s however are comparable. The data contained in columns 3 and 6 of table 5 are tlie basis on which the standardized S.Q.’s have been calculated.3. The mean S.Q. of 765 town-children amounts to 105.4 and that of 765 country-children to 103.9. The existing difference of 1.5 points to the disadvantage of country-children is statistically insignificant. Hence the conclusion that town-children aged from 2 to 30 months do not differ from country-children of the same age as regards their general social maturity measured by the Polish translation of Vineland Social Maturity Scale.4. The mean S.Q. of 765 girls amounts to 106.1 and that of 765 boys to 103.2. So the scale is to the advantage of girls by 2.9 points. Girls are more socially mature than boys; the difference is, however, statistically insignificant.5. Though there is a certain difference between the mean S.Q. of Polish children (104.7) and that of American ones of the same age, to the advantage of our children, this difference (3.5 points) is statistically non significant.6. A Lublin adaptation of the Social Maturity Scale was made for children aged from 2 to 59 months. Investigations show that the Lublin adaptation of the scale seems to be sufficiently reliable (i.e. stable) from 5 to 12 months. The stability was measured after 3 months. The coefficient of correlation for children aged 1 year 5 months and 1 year 11 months (0.87) and for those aged 3 years 6 months to 3 years 11 months (0.81) is high. The reliability (test-retest coefficient, without an interval, or Dependability Coefficient) of the Lublin adaptation of the scale for children from 1;5 to 1;11 year (0.92) and those aged from 3;6 to 3;11 years (0.93) is high.As the results of our preliminary investigations seem to show that the Lublin adaptation of the Social Maturity Scale designed for children aged from 2 to 59 months is a sufficiently dependable (test-retest coefficient, without an interval), stable (test-retest coefficient after an interval), homogenic and valid (validity coefficients vary from 0.64 to 0.74; P < 0.001), after the 5th month of the infants’ life. Further investigations should be carried out on the Lublin adaptation of the scale.
|
|
|
10.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Tadeusz Witkowski
Tadeusz Witkowski
Pomoc terapeutyczna w kontakcie międzyosobowym
The Helping Relationship
view |
rights & permissions
| cited by
The problem treated in this article has to do with the helping relationship and the conditions indispensable for its existence as seen by Carl Rogers. They are the following:1. The client (the person treated by the helping relationship) must recognize the full meaning of his (or her) problems and be conscious of them.2. The counselor must show complete congruence or genuiness toward the client.3. He must manifest an unconditional positive regard toward the client.4. The counselor must show an emphatic response and comprehension toward the client at an identical degree of intensity of the affective expression in the latter.5. The client must fully experience the congruence, the affective attitude and empathy of the counselor.The conditions mentioned above have been taken into consideration in discovering a possible application of this theory within the contact between persons seeking help in family assistance centres and the counselors employed there. These conditions apply likewise to the contact between marriage partners.
|
|
|
11.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Władysław Prężyna
Władysław Prężyna
Kryzys religijny a cechy osobowości
The Modification of Personality Traits Due to Religious Crisis
view |
rights & permissions
| cited by
During the period of adolescence young people often experience a crisis in their religious convictions. Factors appearing in the development of the person or his environment are the usual cause of this crisis. However, in this article, the author has analized the relationship between the occurrence of this crisis and personality traits.Three groups were distinguished in the inquiries: group B consisted of persons who had not experienced any crisis (N = 80); group K included personswho were still experiencing the crisis (N = 50); and group P consisted of persons who had experienced the crisis but who had already resolved it (N = 80). The persons interviewed all had a university education, their average age being 25 years, from different levels of society. The personality traits were tested by the Polish version of R. B. Cattell’s 16-factor Personality Questionnaire.Statistically significant differences were detected between groups B and K in relation to seven factors. They involved the following: the degree of Submission (E-), the degree of Desurgency (F-), the Super-Ego Strength (G), the level ofUnconventionality (M +), the degree of Radicalism (Qi), the degree of Will-Control (Q3-) as well as the degree of Nervous Tension (Q4+). Whereas betweenthe groups B and P the differences appeared in the factors: F, I, M, Qx and Q4.Consequently, the religious crisis that comes about in adolescence greatly depends on the personality, not being only caused by ethiological and environmental elements or those of constitutional nature.
|
|
|
12.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Boguchwał Winid
Boguchwał Winid
Rodzice we wspomnieniach dorosłego pacjenta nerwicowego
Parents in the Recollection of Adult Neurotic Patients
view |
rights & permissions
| cited by
60 patients with obsessional syndrome were treated by psychotherapy. A negative opinion about their parents dominated in the group of patients with psychastenic and psyehoinfantile personality. They complained that the parent’s behavior was either moralizing and anancastic or anxious and nervous. It seems that daughters are more sensitive to the mother’s frigid attitude while sons suffer mostly from abnormal relationship between the parents. Although the faulty educational attitudes of parents for the formation of personality difficulties of the patients with obsession cannot be neglected, nevertheless one must equally take into account some developmental factors. Among psychastenie patients who dominated in the examined group the most commen characteristic was the difficulty inspired by fear during the weaning period. This difficulty causes the predominance of a passive attitude which in turn, renders difficult a correct recognition of the outer world. A characteristic of the psyehoinfantile personality is obedience and unconscious agreement with the parents. These patients however complain of limited freedom. It seems that in family consulting, the counselor must focus his attention on the difficulties in the development of the child’s personality, because a very passive subordinate attitude accompanied by inhibition is very often accepted by the parents as a sign of good up-bringing and is not recognized as an abnormal state.
|
|
|
13.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Antoni J. Nowak
Antoni J. Nowak
Symbol w ujęciu Igora A. Carus
The Symbol as Seen by Igor A. Caruso
view |
rights & permissions
| cited by
The article commences with a definition of Depth Psychology which, for I. A. Caruso, is the study of the natural process of becoming a person. I. A. Caruso links the problem of the symbol with perception. The symbol consists of a dynamic force which reunites in itself sensual and sur-sensual, spiritual and material forces. It is the mediator between the conscious and the subconscious psychical forces. The symbol is also related to the link between the subject and the object. The formation of the symbol can also be of egogeneous nature (concrete perception). The symbol is also ambivalent because it is, at the same time, an explanation of perception and its relative obscurity. The symbol only communicates to us a small part of the reality surrounding us. Only in the next world will we be fully conscious of reality through the subject.In comparing I. A. Caruso’s concept of the symbol w7ith that of S. Freud and C. Jung, we may state that psychoanalysis concentrated itself above all on the explanation of the symbol. The content of the symbol may be perceived philogenetically, as it occured in the collective subconscious of Carl Jung. It can also be understood in relation to the life of an individual (S. Freud), of the family (L. Szondi) or of society (E. Fromm, K. Horney, H. St. Sullivan). The freudist interpretation of the symbol aborded the direction toward allegory and its confusion was an obstacle for Freud in perceiving the strength of the symbol. For Jung the symbol was a substrate and he clearly distinguished it from the sign in its semiotical meaning. Caruso’s attitude lies between the two. For him the link manifests itself in authentic symbolic personalism which occurs in the tie between the subject and the object. The symbol is not only a way of perceiving, of explaining but also serves as an element creating new symbols to a complete synthesis in man.
|
|
|
14.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Teresa Kukołowicz
Teresa Kukołowicz
Poradnictwo wychowawcze na rzecz rodziny
Educational Consulting for the Family
view |
rights & permissions
| cited by
Consulting as an aid to the family is entirely determined by the goal towards which it is orientated, the substance of this goal and its present needs.The objective of this kliind of consulting is assisting ithe family in the education of its members. There are many factors involved in consulting rendering the task a wide and difficult one. One must take into iconsiideration the characteristics of the parents, their relationship, their attitude towards the child, the inter-generation relationship, the psychical characteristics of the child and lastly, the social factors influencing the family. Therefore this consulting must consist of prophilaxis, moral support and therapeutical treatment.The fundamental icourse of action is counsel. This takes into account advice on how to act as well the influence of cooperation offered to the person seeking help in the modification of his behavior.The efficaoity of the counsel depends on the client’s attitude toward the child, toward the problem and toward ithe counselor.
|
|
|
15.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Maria Braun-Gałkowska
Maria Braun-Gałkowska
Z zagadnień oddziaływania telewizji
The Influence of Television Upon the Children’s Personality
view |
rights & permissions
| cited by
Due to the enormous evolution of the mass-media, television as one of the more activ ones, a whole new set of sociological and psychological questions comes into being. The question inspiring this research was the following: Television is a source of information and distraction demanding a special kind of reception; it introduces a new style of home life and modifies the way of spending leizure time. Consequently, does it alter the personality of children and, if so, what kind of alterations are these?To answer this question two groups of children were chosen: „television” and „non-television” groups (of 200 persons each). Both groups were identical environment-wise but differed in their contact with television. These children were tested by the R. B. Porter and R. B. Cattell Personality Test, the Overt Anxiety Inquiry and the California Mental Maturity Test.Following statistical analysis, the results were as such:1. In central Warsaw (where the inquiries were made) there were no considerable changes in the personalities of the children influenced or not influenced by television. However, great statistical differences were detected in connection with some particular personality features.2. Television had a negative influence on the children for it greatly diminished their orientation in space and their comprehension of abstractions.3. On other personality features it acted as a tranquilizer or completely banished irritability.Considering the dynamic growth of its popularity, television threatens to take possession of all society. The personality traits of those children already under the influence of television will slowly manifest themselves for good in all children there being nothing to control this evolution.
|
|
|
16.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 4
Jerzy Strojnowski
Jerzy Strojnowski
O kształceniu psychoterapeutow w Paryżu
The Education of Psychotherapists in Paris
view |
rights & permissions
| cited by
Many posts of psychotherapy are now in full operation in Paris and there exists a well-developed system of educating psychotherapists. A few of such institutions are mentioned here along with their addresses and a short account of their activity.The Institut of Cooperation and Synthesis for the Instruction and Practice of Psychotherapy (LTnstitut de Cooperation et de Synthese pour l’Enseignement et la Pratique de la Psychotherapie) is a coordinative center acting with the cooperation of numerous associations and centers of psychotherapy. Its didactic activity consists in popularizing and informing others of the various methods of psychotherapy in applied associated organisations.The Institut of Psychoanalysis (lTnstitut de Psychanalyse) educates psychotherapists according to the principles of classical freudist psychoanalysis. At present, its didactic program has developed systematically and its activity has been enriched by the work of many psychoanalysists and numerous public medical and educational institutions.The Institut for the Formation of Family and Social Psychopedagogists (lTnstitut de Formation en Psycho-Pedagogie Familiale et Sociale) educates social workers and offers them a psychotherapy-oriented program applying mainly the technique of group dynamics.The Medical and Psychological Association of Assistance to Religious Orders (l’Association Medico-Psychologique d’Aide aux Religieux) has organized a formation cycle for the superiors and educators of different religious orders offering them the psychological knowledge needed in creating a positive spiritual atmosphere for the noviciates to develop their personality and establish correct interpersonal relations.Because of the underestimation of psychotherapy in Poland, resulting in an inadequate evolution in this field, the only effective way of attaining a satisfactory growth of this science is to heighten the possibilities for a certain number of psychotherapists to study in the leading foreign centers (among others, in Paris).
|
|
|
17.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 3
Stanisław Adamczyk
Stanisław Adamczyk
Arystotelesowisko-tamistyczna zasada ruchu wobec współczesnych nauk przyrodniczych
Principle of Motion of Aristotle and St Thomas and Contemporary Natural Science
view |
rights & permissions
| cited by
The article is a continuation of the paper Aristotle's Idea of Motion in „Roczniki Filozoficzne”, vol. 17 (1969), no. 3. Aristotle and Thomas Aquinas stressed several times the significance of a principle of motion: „anything that moves is moved by something else”. This is a metaphysical principle resulting from a principle of compatibility. The author polemizes with these who question the universality of a principle of motion, referring usually to contemporary physical theories. In Poland K. Kłósak and T. Wojciechowski: 1. postulate revision of Aristotle’s definition of motion, 2. they restrict a range of a principle of motion, 3.they accept a possibility of self-activating in microcosmos phenomena, for instance, dying-out of radioactive substances.The author polemizes with the mentioned above authors pointing out a constant validity of Aristotle’s and St Thomas’ principle of motion. Some Thomists (S. Ziemiański) hold that the defence of a principle of motion should be undertaken first of all in philosophy. The author, referring to the texts of Aristotle and Thomas Aquinas, shows the everlasting significance of this principle in the field of philosophy as well as in natural science. This also was the method of St Thomas who, in Contra Gentiles, proved the universality of a principle of motion on the basis of metaphysical arguments (theory of act and potentiality) and physical ones.The author, referring to contemporary physicists (E. Fermie, A. Haas, J. Chojnacki) points out hat they do not promulgate the idea of self-activating in the strict sense. This idea is not even proved by radioactivity phenomenon, for instance, emission of alpha, beta, gamma rays is entirely spontaneous because there exist such external factors as cosmic radiation or interatomic transformation which initiate this phenomenon, Physical law of inertia also agrees with the metaphysical principle of motion — still valid in macrocosmos and microcosmos.
|
|
|
18.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 3
Koinirad Rudnicki
Koinirad Rudnicki
Obserwacyjne dane o ewolucji we wszechświecie
Observational Data About Cosmic Evolution
view |
rights & permissions
| cited by
There is tendency in cosmogony to call evolutionary changes such qualitative changes which are directional and irreversible. The problem of evolution of individual celestial bodies has to be distinguished from that of the evolution of the Universe considered as a whole. In the latter problem cosmogony is inseparable from cosmology. In both problems the accepted philosophical attitude plays a crucial role. Facts proving the existence of the cosmic evolution can be classifiexl as follows: 1 — distributed in time direct observations of evolution, 2 — data about motions of celestial bodies, 3 — comparison of various objects Which can be suspected of being of the same kind but in various stages of evolution, 4 — observations of regions of space in various distances which consequently — because of the finite speed of light — are of various age, 5 — taking use of relationships between megacosmical and microcosmical constants. Only data under 2, 4 and 5 can give evidence of the evolution of the Universe as a whole. No uniform, consistent picture of the cosmic evolution exists at present.
|
|
|
19.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 3
Stanisław Mazierski
Stanisław Mazierski
Relatywizacja przeistrzenii i czasu w szczegolnej teorii względności
Relatevisation of Space and Time in Special Theory of Relativity
view |
rights & permissions
| cited by
The present paper aims at stressing these aspects in special theory of relativity which are concerned with a relative character of space and time, that is, it attempts to examine the sense of the theorem which speaks that time and space are relative.In Einstein’s theory there are relative and absolute quantities. Stability of velocity of light belongs to absolute quantities (laws of nature), and space, time, motion, mass belong to relative ones. The notion of simultaneity is not of absolute character, either. While stating that space and time are . relative we suggest that (a) measurements of these quantities are relative because they depend on reference frame in which they are done, (b) measurements of time imply measurements of space.Space and time cannot be treated separately. Space-time event has a physical meaning and we assign to it four numbers: three space coordinates and one time coordinate.Though the results of time and space measurements are relative, laws of nature remain absolute being constant relations between physical quantities. Special theory of relativity, through relativity of measurements comes to formulate absolute regularities and thereby to describe physical real world independently from cognitive subject.
|
|
|
20.
|
Roczniki Filozoficzne:
Volume >
19 >
Issue: 3
Michał Heller
Michał Heller
Zasada Macha w ujęciu Wheelera
Mach’s Principle in Wheeler’s Formulation
view |
rights & permissions
| cited by
J. A. Wheeler made an attempt to reformulate the boundary condition problem in General Relativity. According to him Mach’s Principle has to be understood as a selection rule of these solutions which are consistent with the boundary conditions of certain type. Yet, one must remember that the a priori assumed boundary conditions for the field equations appear to be an absolute, and therefore anti- -Machian, element of the theory. Also well known theorems about the singularities in General Relativity strongly point against the possibility of Wheeler’s programme realization.
|
|
|