Paulina Sosnowska, Arendt i Heidegger. Pedagogiczna obietnica filozofii

Journal Title: Kwartalnik Pedagogiczny - Year 2017, Vol 62, Issue 2

Abstract

-<br/><br/>

Authors and Affiliations

Tadeusz Gadacz

Keywords

Related Articles

Czeskie doświadczenia w obszarze pedagogiki przeżyć

Outdoor and adventure education in Poland is still developing and begins to function outside the community of practitioners. Polish researchers mostly rely on the English-language studies, which are based on the British...

Lęk jako przykład emocji ograniczającej działalność rekreacyjną oraz wspomagającej proces szkolenia trenerów outdoor

In the last two decades extreme sports have been gaining popularity. Easy access to equipment and technological development affects a larger number of people practising such disciplines as rock climbing or skydiving. The...

„To learn with” in the view of the holistic, relational and inclusive education

The text is an attempt at illustrating the category “to learn with…” in three approaches: holistic, inclusive and relational. Each of them brings in interesting solutions to work with children which originate in a constr...

Wykorzystanie edukacji przygodą w radzeniu sobie ze stresem choroby nowotworowej

The occurrence of neoplastic disease is a serious and unsuccessful change in a man’s life situation. Support in coping with neoplastic disease is therapeutic education that is understood as allowing patients to acquire s...

„Nie łzawe wspomnienia dawnych bojów, ale realna nauka z przeszłości”. O świętowaniu rocznicy niepodległości w szkołach II Rzeczypospolitej refleksji kilka

The article discusses the question of celebrations of Poland’s Independence Day – November 11th. The tradition of celebrating state holidays in Polish schools dates back to the era of the National Education Commission, w...

Download PDF file
  • EP ID EP215878
  • DOI -
  • Views 59
  • Downloads 0

How To Cite

Tadeusz Gadacz (2017). Paulina Sosnowska, Arendt i Heidegger. Pedagogiczna obietnica filozofii. Kwartalnik Pedagogiczny, 62(2), 300-309. https://europub.co.uk/articles/-A-215878