Temat: self-knowledge - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Przyznanie się. Teoretyczne trudności związane z przypisywaniem sobie działań
The Acknowledgment. Theoretical Difficulties Concerning Self-allocation of Acts
Autorzy:: Giebułtowski, Jerzy
Piłat, Robert
Tematy:: admission
speech acts
self-consciousness
self-knowledge
agency; Pokaż więcej
Data publikacji:: 2012-01-01
Powiązania:: https://bibliotekanauki.pl/articles/1048638.pdf Link otwiera się w nowym oknie
Źródło:: Filozofia Chrześcijańska; 2012, 9; 51-70
1734-4530
2450-0399
Pojawia się w:: Filozofia Chrześcijańska
Opis:: This paper deals with validity conditions of admission to an act. We shall look at admission first as a speech act that has a certain gravity as a legal act. We reconstruct Searle’s success condi- tions for admission and supplement them with particular legal conditions in legal acts of admission and pleas. We focus on the preparatory conditions of admission and we show difficulties involved in fulfilling these conditions.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 2.

Tytuł:: In Search for the Adaptive Self: A Model of Adaptive Self-Concept
Autorzy:: Jankowski, Tomasz
Bąk, Wacław
Tematy:: adaptive self
self-concept
self-knowledge
self-awareness
quiet ego; Pokaż więcej
Data publikacji:: 2021-03-19
Powiązania:: https://bibliotekanauki.pl/articles/1731272.pdf Link otwiera się w nowym oknie
Źródło:: Roczniki Psychologiczne; 2020, 23, 4; 309-328
1507-7888
Pojawia się w:: Roczniki Psychologiczne
Opis:: The main aim of this article is to present a descriptive social-cognitive model of the adaptive self-concept (ASC) which integrates knowledge concerning the relationship between two aspects of the self—self-awareness and self-knowledge—and optimal functioning. We propose that adaptive self-awareness is moderately frequent, non-ruminative, focused on inner states, and motivated by curiosity. Adaptive self-knowledge is defined as accurate, complex, integrated and consisting of easily accessible self-beliefs, both abstract and concrete. The broader context for the ASC model is discussed, including its regulatory and interpersonal functions and factors which influence ASC development. The limitations of the model are discussed and suggestions are made for future investigations. Funding Information: This research was supported by a grant from the National Science Centre (NSC; 2015/19/B/HS6/02216).
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 3.

Tytuł:: Sokrates a etyka biznesu (Rozważania o etycznych źródłach odpowiedzialności)
Socrates and Business Ethics (Considerations on the Ethical Origins of Responsibility)
Autorzy:: Podrez, Ewa
Tematy:: business ethics
Socrates
responsibility
self-knowledge; Pokaż więcej
Data publikacji:: 2008-05-15
Powiązania:: https://bibliotekanauki.pl/articles/964255.pdf Link otwiera się w nowym oknie
Źródło:: Annales. Etyka w Życiu Gospodarczym; 2008, 11, 1
1899-2226
2353-4869
Pojawia się w:: Annales. Etyka w Życiu Gospodarczym
Opis:: The presented work attempts to show a link between business and global responsibility with the Socratic idea of self-knowledge. The today’s ethics discusses the fundamental issues of the man’s place in the world. The human existence is one of the causes of the contemporary crisis. This crisis between man and the world obliges us to raise a radical question of the ethical origins of individual and global responsibility for the quality of life, including also the future human generations. This question requires going back to the historical and ethical considerations about the Socratic project of good life. The starting point for the Socratic ethics is an interpersonal and inner-personal dialogue; the subsequent result of that is man’s practical wisdom of how to build his own life together with others. Socrates argues that the key issue of responsibility is awakening of self-awareness and the way to achieve this objective is dialogue.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 4.

Tytuł:: Memory, Imagery, and Self-Knowledge
Autorzy:: Stokes, Dustin
Tematy:: memory
imagery
self-knowledge
perception
mind; Pokaż więcej
Data publikacji:: 2019
Powiązania:: https://bibliotekanauki.pl/articles/2199956.pdf Link otwiera się w nowym oknie
Źródło:: Avant; 2019, 10, 2
2082-6710
Pojawia się w:: Avant
Opis:: One distinct interest in self-knowledge is an interest in whether one can know about one’s own mental states and processes, how much, and by what methods. One broad distinction is between accounts that centrally claim that we look inward for self-knowledge (introspective methods) and those that claim that we look outward for self-knowledge (transparency methods). It is here argued that neither method is sufficient, and that we see this as soon as we move beyond questions about knowledge of one’s beliefs, focusing instead on how one distinguishes, for oneself, one’s veridical visual memories from mere (non-veridical) visual images. Given the robust psychological and phenomenal similarities between episodic memories and mere imagery, the following is a genuine question that one might pose to oneself: “Do I actually remember that happening, or am I just imagining it?” After critical analysis of the application of the transparency method (advocated by Byrne [2010], following Evans [1982]) to this latter epistemological question, a brief sketch is offered of a more holistic and inferential method for acquisition of broader self-knowledge (broadly following the interpretive sensory-access account of Carruthers [2011]). In a slogan, knowing more of the mind requires using more of the mind.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 5.

Tytuł:: Poziom kontroli własnego działania u młodzieży w zależności od jej samooceny oraz poczucia umiejscowienia kontroli
Autorzy:: Puchała, Weronika
Tematy:: adolescence, self-knowledge, self-esteem, locus of control, action control level; Pokaż więcej
Data publikacji:: 2009
Powiązania:: https://bibliotekanauki.pl/articles/637249.pdf Link otwiera się w nowym oknie
Źródło:: Psychologia Rozwojowa; 2009, 14, 3
1895-6297
2084-3879
Pojawia się w:: Psychologia Rozwojowa
Opis:: Adolescents’ action control level versus their self-esteem and locus of controlThe aim of this research was to analyse the relationship between adolescents’ self-knowledge (general self-esteem level, self-esteem coherence, self-esteem certainty) and locus of control, on the one hand, and action control level (decision-related action control level – AOD and action control level during performing an activity – AOP) on the other. 119 eighteen-year-old students of two Warsaw secondary schools participated in the study. The methods used to analyse the hypotheses were: 1) M. Tukałło and R. Wiechnik’s Self-Knowledge Inventory, 2) R. Drwal’s Locus of Control Questionnaire “Delta” and 3) J. Kuhl’s Action Control Scale. SPSS pack (Pearson’s ‘r’ correlation method, regression method, Pearson’s partial correlation method) was used for the purpose of statistical analysis. The results of the research point to a statistically signifi cant correlation between self-esteem and decision-related action control as well as between locus of control and decision-related action control. Moreover, the findings demonstrate that locus of control and general self-esteem are not correlated with action control during performing an activity. However, the study confirmed a significant, but not very strong, correlation between action control during performing an activity and global self-esteem, intellectual self-esteem and self-esteem certainty.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 6.

Tytuł:: Dialogiczność jako warunek konstytuowania się podmiotu. Refleksje wokół Sporu o podmiotowość
Dialogical Preconditions of the (Self)Constitution of the Subject. Rethinking Dispute over Subjectivity
Autorzy:: Skrzypczak, Alicja
Tematy:: subjectivity
consciousness
identity
dialogue
self-knowledge
self- constitution; Pokaż więcej
Data publikacji:: 2016
Powiązania:: https://bibliotekanauki.pl/articles/781159.pdf Link otwiera się w nowym oknie
Źródło:: Ethics in Progress; 2016, 7, 1; 284-298
2084-9257
Pojawia się w:: Ethics in Progress
Opis:: The aim of the paper is to show the conditions of subjectivity constitution in terms of dialogue and the figure of the Other. The analytical and hermeneutical approach I hold is the foundation of interdisciplinary attempt to describe possible concepts of shared relation of the terms: consciousness, subjectivity and identity. The three appear to be recognized only in the ethical situation. It requires taking responsibility for the Other, for giving him the identity which mirrors one’s subjectivity. In this way the subject learns the limits and chances for gaining self-knowledge. The paper also presents a new approach towards redefining the definition of subjectivity, which includes artificially and medically enhanced entities.
Celem artykułu jest ukazanie warunków konstytucji podmiotów w zakresie dialogu i postaci Innego. Stosowane przeze mnie podejście analityczne i hermeneutyczne stanowi zakres interdyscyplinarnej próby opisywania relacji między różnymi terminami relacji: tożsamości, podmiotów i tożsamości. Te trzy przedstawione są rozpoznawane tylko w etycznej sytuacji. Wymaga wzięcia udziału w Innym, nadania mu tożsamości z uwzględnieniem jego podmiotowości. W ten sposób podmiot poznaje granice i szanse na zdobycie samowiedzy. Artykuł przedstawia także nowe podejście do przedefiniowania jednostek podmiotowych , które obejmują zastosowanie sztucznej i medycznie wzmocnionej.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 7.

Tytuł:: Self-education – old problem, new challenges
Autorzy:: Maria, Ledzińska,
Tematy:: self-education
self-knowledge
personal standards
internal attention
dialogue.; Pokaż więcej
Data publikacji:: 2020-01-23
Powiązania:: https://bibliotekanauki.pl/articles/896754.pdf Link otwiera się w nowym oknie
Źródło:: Psychologia Wychowawcza; 2019, Supplement; 24-39
0033-2860
Pojawia się w:: Psychologia Wychowawcza
Opis:: While joining a social debate about self-education, the Author turns attention to the continuity of reflection initiated by the Ancient and undertaken contemporarily by representatives of different divisions of humanities. The Author underlines, that a starting point in a process of self-education is getting to know oneself, which requires engagement of internal attention, thinking, and dialogues with one’s surroundings as well as with oneself. She proposes a thesis, that cultural changes from the turn of the twenty first century – connected with expansion of information technology – foster self-education as long as they are accompanied by self-reflection.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 8.

Tytuł:: Podmiotowa i przedmiotowa perspektywa tożsamości osobistej we współczesnym świecie
Subjective and objective perspectives of personal identity in a contemporary world
Autorzy:: Brygoła, Elwira
Tematy:: identity senses
personal identity
self-concept
self-experiencing
self-knowledge; Pokaż więcej
Data publikacji:: 2013
Powiązania:: https://bibliotekanauki.pl/articles/1178430.pdf Link otwiera się w nowym oknie
Źródło:: Polskie Forum Psychologiczne; 2013, XVIII, 3; 284-302
1642-1043
Pojawia się w:: Polskie Forum Psychologiczne
Opis:: The article is a theoretical review of former and actual conceptions of personal identity that after Seymour Epstein (1991) may be concerned from two perspectives: (1) the subjective and (2) the objective. The first one refers to affective manner of self-experiencing and displays in identity senses, such as – for example – sense of self-continuity, sense of distinctiveness from other people, or sense of self-unity (that are more characteristic for traditional identity) and sense of self-openness, sense of inner variability, sense of self-changeability (that are more characteristic for so called fluid identity). The literature gives many elements of subjective identity and one of the aims of this article is to gather these different elements and to propose some kind of grouping them depending on socio-cultural context of individual’s living. The propose of grouping of identity senses is hypothetical and demands empirical verification. In the article the second, objective perspective of personal identity is also presented, and as a conclusion there is a postulate to integrate in research on identity these two perspectives, especially in a context of contemporary world that is very varied, complex and dynamic.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 9.

Tytuł:: Edukacja dla samowiedzy
Education For Self-Knowledge
Autorzy:: Karczewski, Leszek
Tematy:: education
emotional intelligence
intrapersonal communication (self-knowledge); Pokaż więcej
Data publikacji:: 2005
Powiązania:: https://bibliotekanauki.pl/articles/468842.pdf Link otwiera się w nowym oknie
Źródło:: Prakseologia; 2005, 145; 75-84
0079-4872
Pojawia się w:: Prakseologia
Opis:: Contemporary education do not prepare students to intrapersonal communication although it seems to be fundamental nowadays. The author reminds well-known personality conceptions of G. Allport (the proprium), D. Goleman’s conception of emotional intelligence, and G. Hofstede’s conception of software of the mind, which could be more successfully adopted to education. The last part of the paper presents results of the authors inquire on discussed problems in 100 students opinions.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 10.

Tytuł:: Dialectic, Drama and Self-Knowledge in Plato’s Charmides
Autorzy:: Mouzala, Melina G.
Tematy:: dialectic
drama
self-knowledge
Plato
Charmides
Socrates; Pokaż więcej
Data publikacji:: 2016-03-30
Powiązania:: https://bibliotekanauki.pl/articles/507272.pdf Link otwiera się w nowym oknie
Źródło:: Studia Gilsoniana; 2016, 5, 1; 179-194
2300-0066
Pojawia się w:: Studia Gilsoniana
Opis:: Charmides is a dialogue highly indicative of the importance that the prologues to Plato’s works have for our understanding of the whole spirit and philosophical content of each dialogue as a whole. It is representative of the Platonic tendency to always combine philosophical content with dramatic form through narrative and drama, in order to enhance the reader’s and audience’s insight into the inquiries of his philosophical work. Following this line of presentation, the prologue of Charmides prefigures the understanding of the central themes of the dialogue; focusing on the depiction of Socrates as a therapist and of Dialectic as a therapy or a kind of remedy, which through the process of dialectical engagement and interaction reestablishes the relation of each interlocutor to his own self. The Apollonian ideal of self-knowledge (know thyself) is construed as a “greeting” of the god to worshipers who enter the temple, not as a moral counsel or as a piece of advice. This distinction implies the difference between a knowledge conveyed from without and a knowledge discovered by insightful inner search of one’s self. Within the passages 165c to 175a, sōphrosunē is presented and examined as “the knowledge of what one knows and what one does not know.” It has been claimed that in this part of the dialogue, the Socratic model of self-knowledge is subjected by Plato to the Socratic elenchus, where he attempts to make a criticism of it. I believe that this section of the dialogue is an extended excursus, aimed towards introducing and examining a model of self-knowledge different from that of Socrates, Critias’ model of self-knowledge. This model of self-knowledge poses a whole series of philosophical problems; the relation between the subject and the object of knowledge, the possibility of their identification or the distinction between them, the possibility of the existence of an internal and external object of knowledge, the relation of this model of self-knowledge with other kinds or domains of knowledge, and the question whether external knowledge or knowledge of other knowledges is a constituent of knowledge of knowledge. The question of the possibility of knowledge of knowledge is not definitely rejected, especially if we consider that in all of this discussion there is a hint towards the way in which philosophy works and relates to other kinds of knowledge. I believe, however, that in the last part of the dialogue, where the knowledge of good and bad emerges, Plato again meets Socrates and becomes reconciled with him. The only knowledge that is useful and beneficial is knowledge of good and bad. In this way Plato chooses to put forward a self-conscious model of self-knowledge, which does not presuppose, as Critias’ model does, the critical examination of knowledge or the critical distance from knowledge. This self-conscious model of self-knowledge is connected with the knowledge of good and bad. On the one hand doing of good presupposes knowledge of good and bad and on the other, “doing one’s own things” presupposes self-knowledge. The possibility of knowing good and bad is ensured by each person, either through looking deep within himself or by orientating towards the Idea of the Good itself.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Informacja

Wyszukujesz frazę "self-knowledge" wg kryterium: Temat