Książki/rozdziały (WPPKiA)

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    Kościół katolicki wobec wielkiej migracji ludnościowej w 2015 r.
    (Zakład Poligraficzny Uniwersytetu Warmińsko-Mazurskiego, 2016) Sztychmiler, Ryszard; Szczot, Elżbieta
    Kościół katolicki zawsze troszczył się o migrantów zgodnie z nauczaniem Chrystusa i Apostołów. W XX wieku wydane zostały przez Stolicę Apostolską dokumenty, na podstawie których migranci otoczeni zostali opieką duszpasterską. Kościół w Polsce angażuje się w duszpasterstwo emigrantów, a także wspiera ich finansowo, organizując między innymi zbiórki pieniężne. Z polecenia Konferencji Episkopatu Polski prowadzona jest pomoc uchodźcom w miejscu ich przebywania (poza Polską) przez Papieskie Stowarzyszenie – Pomoc Kościołowi w Potrzebie (Kirche in Not – sekcja Polska). Caritas Polska na ten cel przekazała w ostatnich latach kilka milionów złotych. Działają też ruchy społeczne wspomagające migrantów. Np. z charyzmatu i duchowości Chrystusowców zrodził Ruch Apostolatu Emigracyjnego (RAE działa od 1985 r.). Following the teachings of Christ and the Apostles the Church has always cared for migrants. In the 20th century the Holy See issued documents in which it took migrants under its pastoral care. In Poland the Church is involved in the pastoral care of emigrants and it also supports them financially by organizing fundraising, among others. The Pontifical Society – Aid to the Church in Need (Kirche in Not – Section Poland), acting on behalf of the Polish Episcopal Conference, helps refugees in their place of residence (outside Poland). Over the past few years Caritas Poland has given several million zloty for this purpose. There are also some social movements which support migrants, such as Ruch Apostolatu Emigracyjnego (RAE, operating since 1985) which was born of the chrism and spirituality of the Society of Christ.
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    Obowiązek rodziny i szkoły w zakresie przygotowania do małżeństwa
    (Wydawnictwo Uniwersytetu Śląskiego, 2013) Szczot, Elżbieta
    The article is entitled: “The obligation of family and school in preparation for marriage.” It presents the issues concerning further preparation for marriage addressed primarily to parents and, to some extent, school. The issues explained in the article concern the concept of preparation, the source of duty of the parents, the difficulties of the modern world adversely affecting parents and their children, as well as specific tasks to be performed by future parents entering a sacramental marriage. The article brings up an important issue of the school education and its role in schools, and pointed to the importance of the subsidiarity principle in the educational process. The conclusions indicate that the preparation for marriage taking place in the family and school, is one of the most important duties of the congregation and the whole ecclesial community. Love and responsibility are main pillars and factors of the preparation. In ihrem Beitrag stellt die Verfasserin die mit der Vorbereitung für Ehe verbunde nen Probleme dar. Diese Pflicht lastet vor allem auf den Eltern und in gewissem Maße auf der Schule. Es werden hier also behandelt: die Vorbereitung und deren Ursachen, die sich auf Eltern und deren Kinder negativ auswirkenden Probleme der Außenwelt, konkrete Aufgaben, die von den Ehepartnern als künftigen Eltern nach der sakramenta len Trauung erfüllt werden müssen. Die Verfasserin bemüht sich auch, die die Schulaus bildung und die Erziehung in der Schule als einen Hilfserziehungsprozess, betreffenden Fragen anzusprechen. Die von ihr gezogenen Schlüsse deuten darauf hin, dass die so wohl in der Familie, wie auch in der Schule erfolgende Vorbereitung für Ehe eine der wichtigsten Pflichten jeder ekklesischen Gemeinschaft und allen Gläubigen sei. Liebe und Verantwortung sind die Hauptgrundlagen und Hauptfaktoren dieser Vorbereitung.
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    Prawo międzynarodowe publiczne. Studia i materiały, t. 2
    (2019) Stasiak, Kinga; Staszewski, Wojciech Szczepan; Szarek-Zwijacz, Anna
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    Po ciszy. Rozważania o komunikacji opartej na kontekście
    (Towarzystwo Naukowe KUL, 2019) Kuncewicz, Dorota; Sokołowska, Ewa; Sobkowicz, Jolanta; Kuncewicz, Dariusz
    The Shannon-Weaver model of communication, which dates back to 1948, ranks surprisingly well - or rather its popularized version - in the social Sciences and humanities. This is evidenced for example by Roman Jakobson’s model of communication, which is classic in linguistics, as well as by numerous seminars and books that refer to this model and its derivatives as a benchmark and an ideal to strive for. However, once we take a look at Shannon’s article "A Mathematical Theory of Communication," published in The Bell System Technical Journal, doubts about the application of this model in interpersonal communication arise, and they seem justified and obvious. The vocabulary itself should make us highly cautious ("pair of wires, a coaxial cable, a band of radio frequencies, a beam of light"). There are clear indications that referring to the Shannon-Weaver model in interpersonal communication is either a misunderstanding or a proof of failure to understand the concept. Although researchers later made attempts to modify the model, the results cannot be considered very successful, as has been confirmed by a number of critical analyses for years present in the literature. The model's popularity and resistance to criticism, understood as being present in training and teaching despite a clearly critical assessment, thus seems to result not so much from the accuracy of the description as from its correspondence to man's dream of control and a simple view of reality, reduced to an orderly, categorized and simple system. The model’s assumptions that it is possible to have a perfect, precise, flawless and effective communication are in line with our disagreement to disability, weakness, or dependence; with our refusal to accept that our imperfection, intuitive-ness, emotionality or irrationality significantly determine our humanity. It is extremely difficult for us to face the fact that all the things we would gladly eliminate from our lives are those that not only allow us to survive and build a common part of the world with others, but often help us to live our lives more happily. If the premise we have formulated is correct, it will be necessary to reverse a vector in thinking about communication. Perhaps it is the complexity of communication - and not its simplicity, precision and schematicity - that makes communication possible. Maybe it is not the context of an utterance that determines its code, but on the contrary - the code has a supportive function in determining the contexts within which we communicate. And maybe we communicate not in spite of so-called communication disturbances, but thanks to them - thanks to so-called errors? Maybe communication is, above all, a long-term and strenuous process of building common contexts in conversations and social encounters, in other words building a common part of the world. In its assumptions, the mathematical model is consistent with the current socio-cultural trends, which do not value work or effort, but are based on the belief that you can get everything without doing anything or very little. Thus, these trends fit well and even dangerously strengthen solutions that do not foster, but rather hinder personal development. It is especially evident in the upbringing and educational contexts. Although there is quite a lot of talk about active listening, at the same time there are no requirements or expectations that the recipient should increase his/her vocabulary and that those who want to participate in social communication are obliged to know the language code at a certain level. Without so formulated a requirement and its enforcement, communication-oriented active listening can become a tool to perpetuate lack of communication. If each element of the code can be asked about and each can be considered incomprehensible, then the course of such "conversation" is reduced to absurdity. The virtually sole responsibility of the message sender relieves the message recipient from making any effort. Thus, the child is given tools to reject the responsibility for communication (adults should make themselves more precise), and which allow him/her to take on a role that does not belong to him/her -that of making adults accountable. And yet, almost every word can be shown as imprecise if its context is not taken or is only partially taken into account. This is not about balancing the responsibility of the child with that of the adult, but about the right to expect the child to put some effort into his/her development. This is the way to participate in interpersonal communication within the community in which he/she lives, while also respecting the voices ofhis/her ancestors. The mathematical model is not applicable in the field of counselling and psycho-therapy either. The mathematical model of communication would not accept the thesis that ambiguity, errors and distortions that occur, as well as the inability to achieve precision in defining meanings, make sense. Nor would it be acceptable to say that spouses communicate excellently when the therapist is convinced that they are making major communication errors. And indeed, such an assumption is helpful in the counselling and therapy of couples. It is helpful because it is the starting point for the therapist to learn the language the couple has developed for themselves. Without understanding this unique language, assistance is more difficult, sometimes only superficial. However, there is a certain contradiction or paradox in people. Although on the one hand we dream of simplicity and an easy-to-follow description pattern, at the same time we long for mystery, for touching something that overwhelms us - some-thing that is beyond our comprehension. Something that cannot be easily catalogued or arranged according to a defined scheme, something that escapes our control, but is intuitively perceived as important, and indeed extraordinary. The approach to con-text-based communication, proposed in this book, refers precisely to such a longing, and to such a relationship between an individual and the world that is reflected in language. Having this idea in mind, we developed a series of activities presented in the last part of the book. We conducted them among school children or students in order to draw their attention to the complexity of communication and to give them a chance to admire the language and its mystery, as well as to make them notice the importance of silence, which speaks, and the importance of the words which remain unspoken. At the same time, we wanted - by providing these activities - to give young people an opportunity to experience that "in order to set thoughts in motion, it is necessary to have contact with real art.’’
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    Prawnokarne granice nowatorskiej interwencji medycznej
    (Towarzystwo Naukowe KUL, 2019) Gałązka, Małgorzata