A PRACTICAL VIEW Between Myth and Logos – through Socrato’s Antipodes of School Knowledge

Iweta Baranowska 1
1 -
MAeS
2011; 12 (1):
ICID: 1093926
Article type: Original article
IC™ Value: 3.00
Abstract provided by Publisher
 
This article describes the main problem of knowledge in the contemporary Polish school system through a contrast with the theory of knowledge course in the IB education model. It starts with Socrato’s philosophy, which expresses the transition from myth to logos, and emphasises the need of individual searching for certain knowledge – gained from particular experience, rather than from authority. Is Socrato’s advice to search only for knowledge that is based on everyone’s reason and make independent decisions still applicable? Does the school offer appropriate conditions to create the cognitive habits mentioned above? Can the omnipresent rush in information society be useful with regard to the process of gaining knowledge? Is so called „easy to gain knowledge” able to satisfy the appetite of modern human cognition? The question on this form of philosophy as a subject of tutoring is also addressed – is this of greatest importance when we recognise a low level of philosophical culture in the Polish education system, or, in contemporary Polish society in general? In summary, the above reflections are an attempt to answer the following question: is contemporary education able to respect the conditions of a globalised society? Or does it continue to replay those cognitive habits which are based on scholastic, dogmatic knowledge? Does the contemporary education policy recognise problems of knowledge in a social reality which is perceived to be changing dynamically?
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