Cultural anthropology WNP-PE-AK-MGR

Objectives of the subject: to clarify the major phenomena of contemporary culture with the tools of classical philosophy.
Substantive content is twofold:
1) meta-subject: what are philosophical and sociological reflection on culture ?; various cultural sciences; history of cultural research (from anthropological topics to autonomous disciplines).
2) subject: description and interpretation of the fact of culture; areas of culture (science, art, religion, morality); contemporary cultural phenomena: multicultu
ralism, globalism, individualism, relativism, pragmatism.

Term 2024/25_L:

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

(in Polish) Opis nakładu pracy studenta w ECTS

STUDENT’S ACTIVITY and hour labour inputs Lecture hours ......................................... 30 Preparing for classes and reading ....... 30 Preparing a credit project....................... 30 __________________________________________ Total number of ECTS credits 3

Subject level

elementary

Learning outcome code/codes

NP2_W02; NP2_W07; NP2_W16; NP2_W19; NP2_U08

Type of subject

obligatory

Preliminary Requirements

Basic knowledge of philosophy, including ethics; sociology, psychology and pedagogy provided for in the study program.

Course coordinators

Maria Boużyk

Learning outcomes

K) A student should define and explain in philosophical language the phenomena of modern culture such as individualism, secularization, transformation of values. The student has a philosophical (theoretical) understanding of man as maker and the subject of culture.
(S) A student can formulate in philosophical language the problems relating to observed socio-cultural phenomena.
(C) A student is open to implementing theoretical problems of philosophy into his professional practice, thus achieving a greater awareness of culture and culture-building relationships.

Assessment criteria

– for grade 2 (unsatisfactory) – A student does not know the definitions of the basic concepts of philosophical anthropology, ethics.
- for grade 3 (satisfactory) – A student correctly demonstrates knowledge of the basic concepts of philosophy (ethics, anthropology), however has no ability to analyze the relationships between cultural phenomena selected in a philosophical description; a student is able to make basic comparisons of the language of language of the humanities, art and religion.
- for grade 4 (good) – A student not only properly presents knowledge of the basic concepts of philosophy (ethics, anthropology), but sees the elementary differences between the languages of the humanities, art and religion. Furthermore, a student is able to make basic comparisons of the philosophical interpretations of the facts of culture and that which occurred in the other humanities.
Students not only properly presents knowledge of the fundamental concepts of philosophy (ethics, anthropology) and has the ability to analyze the relationship between cultural phenomena selected in the description of the philosophical and distinguish of reality descriptions made in the language of science, art and religion, but is able to carry out basic comparisons cultural interpretation formulated in various the humanities (eg, philosophy with pedagogic).
- for grade 5 (very good) – A student not only compares various interpretation of the fact of culture(philosophical, educational, psychological, sociological, Cultural Studies) and knows the different languages of describing reality (science, art, and religion), but can draw conclusions from the made comparisons and relate them to contemporary culture and educational practice .

Bibliography

M. A. Krąpiec, S. Kamiński, Z. Zdybicka [i inni], Wprowadzenie do filozofii, Lublin 1996;S. Kamiński, Jak filozofować?, Lublin 1989;Tenże, Światopogląd, religia, teologia, Lublin 1998;M. Kurdziałek, Średniowiecze w poszukiwaniu równowagi między arystotelizmem a platonizmem, Lublin !996;M. J. Adler, Dziesięć błędów filozoficznych,Warszawa b.r; M.A. Krąpiec, J. Sochoń, Porzucić świat absurdów, Lublin 2002;S. Swieżawski, Istnienie i tajemnica, Lublin 1993;tenże, Święty Tomasz na nowo odczytany, Lublin;tenże, Dzieje europejskiej filozofii klasycznej, Warszawa – Wrocław 2000;E. Gilson, Bóg i filozofia, Warszawa 1961;tenże, Chrystianizm a filozofia, Warszawa 1958;S. Swieżawski, Wstępy do q. 75- 89 Sth 1, w: Św. Tomasz z Akwinu,Traktat o człowieku, Summa teologii 1, 75 - 89, przeł. i oprac. S. Swieżawski, Warszawa 1998;R. Darowski, Filozofia człowieka. Zarys problematyki. Antologia tekstów, Kraków 2002;W. Chudy, Drugie śniadanie u Sokratesa, Warszawa 2004;K. Wojtyła, Rozważania o istocie człowieka, Kraków 1999;Jan Paweł II, Encyklika Fides et ratio, Rzym 14.09.1998;M. A. Krapiec, U podstaw rozumienia kultury,RW KUL, Lublin 1991, ss. 265; tenże, Filozofia w teologii. Czytając Encyklikę Fides et ratio, Lublin 1999; tenże, O Filozofii, Lublin 2008;A. Maryniarczyk; Dla-czego tomizm? Lublin 2001;J. Ratzinger, Wiara, prawda, tolerancja, Kielce 2005;Z.J. Zdybicka, Jan Paweł II – filozof i mistyk, Lublin 2009;taż, Bóg czy sacrum, Lublin 2007;

Term 2024/25_L:

Handbook: M. A. Krapiec, U podstaw rozumienia kultury,1991.
as well as short extracts from the following texts:
1. Deklaracja Paryska: Europa w jaką wierzymy, 2017.
2. Ch. Delsol, Kamienie węgielne. Na czym nam zależy?, 2018,
3. Ch. Derber, Zaistnieć w społeczeństwie. O potrzebie zwracania na siebie uwagi, 2002.
4. E. Fromm, Zdrowe społeczeństwo, 2012.
5. B.Gogawa, Świat według Hollywood. Jak mądrze oglądać filmy, 2022.
6. C. Honoré, Pod presją. Dajmy dzieciom święty spokój!, 2011.
7. Jan Paweł II, https://www.ekai.pl/dokumenty/homilia-w-czasie-mszy-sw-odprawionej-dla-rodzin/
8. R. Knapiński, Biblia pauperum – rzecz o dialogu słowa i obrazu, „NAUKA” 4/2004, s. 133-164.
9. D. Korten, Świat po kapitalizmie. Alternatywy dla globalizacji, 2002.
10. M. A. Krąpiec, Człowiek–Kultura–Uniwersytet, 1982.
11. N. Postman, Zabawić się na śmierć, 2006.
12. R. Rorh, Od mężczyzny dzikiego do mężczyzny mądrego, 2009.
13. S. Swieżawski, Istnienie i tajemnica, 1993.
14. A. Świderkówna, Biblijna pochwała starości, „Znak” 6(2000)94-100.
15. J. Woroniecki, Szkoła narodowa a nauczanie języka ojczystego, w: W szkole wychowania. Teksty wybrane, 2008, 87-108.
16. K. Zanussi, Uczyń ze swego życia arcydzieło, 2018.
17. F. Znaniecki, Nauki o kulturze, 1971.

Notes

Term 2024/25_L:

Compulsory museum activities entitled. ‘Biblia pauperum": 2025-03-14 (NOTE: Friday), National Museum (10am-11.30am).
Museum class:. The museum lesson will be an integral part of a cultural anthropology class on the culture of image and word in their role of communicating values. In the era of digital culture, ubiquitous memes and fake news, a visit to the Medieval Art Gallery of the National Museum in Warsaw should make students reflect on contemporary ways of creating, circulating and receiving information. Today, we forget that knowledge is the foundation for viewing reality (I see as much as I know). Medieval art created in the key of the Biblia pauperum requires the viewer to look skilfully in order to read the values illustrated in it. The biblia pauperum, which was the outline for a faith lecture and a model for art in the Middle Ages, harmoniously integrated image and word. at the same time, the word as an expression of our cognition explains the image (I see as much as I know). The visit to the museum is intended to familiarise the students with the cultural significance of the coexistence of word and image, relevant for the preparation of their credit projects entitled. ‘Culture - a community of values’. Magda Kucza-Kuczyńska, MA, art historian, will guide the group through the Gallery of Medieval Art.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of WNP-PE-AK-MGR in USOSweb