Contents: Preface. Introduction: Philosophy and Precision. Part I. Being and Essence. 1. On What Seems Not to Be. 2. On the Controversy about Universals. 3. On Forms of Objects. 4. On Good, Necessity and Sufficiency. 5. On Essence. Part II. Truth and Nonsense. 6. On the Definition and Criteria of Truth. 7. On Linguistic Categories. 8. On Questions. 9. On Semiotic Function of Conditionals. 10. On Nonsense. Part III. Understanding and Silence. 11. On Misunderstandings about Understanding. 12. On Definition, Explication, (...) and Paraphrase. 13. On Reasoning. 14. On Simplicity. 15. On Silence. Conclusion: Science and Creation. References. Index of Names. Index of Subjects. (shrink)

The paper depicts the philosophical views of F. Bochwic (1799-1856) which are as follows: ontology, anthropology, epistemology, ethics, and education. The world, according to Bochwic, was created by God (creationism) and is divided into two spheres: spiritual and carnal (ontological dualism). The factor that unites them is man. His purpose, as a free creature, is his tendency to perfection. The sources of human knowledge are the following: unreliable senses and reliable conscience (intuitionism). Conscience is the source of our presentiments with (...) regard to: the existence of God, immortality of the soul, God\'s justice, and moral orders obligatory for all people (axiological absolutism): the order to make good and avoid evil, the order to love oneself and the neighbour, and the order to obey one\'s parents and superiors. The philosophical views of Bochwic lay at the grounds of his educational doctrine. According to it, education should instil civil virtues in adolescents and be versatile, balanced, varied, imitative, kind, and permanent. (shrink)

Academic ethos is a set of norms that are binding for a scholar as such. (1) A scholar should especially take up useful research, do it guardedly (so without infringing higher values), formulating well asked questions, using effective methods of searching for true and sufficiently justified answers to those questions — and expressing the research results in an exact, adjusted to the object of the research, simple, forcible, concise and beautiful language. (2) A scholar should undertake vital, i.e. new, fundamental, (...) creative and difficult research. (3) Conducting research should be accompanied by passion, concentration, reliability, imagination, and self-criticism. 4) A scholar should be a guide,minder and supervisor for his pupils and co-workers. (5) A Catholic scholar should also be expected to behave in a morally impeccable way, and if he does not meet this expectation, at least he should feel ashamed of it. (shrink)

After recalling the fact that many Polish philosophers participated in national insurgences of the 18th and 19th centuries, the paper presents the philosophical standpoint held by representatives of the lost generation of Professor Władysław Tatarkiewicz’s pupils, killed during the Warsaw Uprising of 1944. The main features of this standpoint were: optimism, realism, creativism, and, first of all, patriotism.