Since the late 1980s, there has been a considerable growth in the numer of Polish contributions to the Latin American archaeoastronomy. Much of this interest in archaeoastronomy is an outcome of the scientific activities of Professor Andrzej Wiercinski who in the 1970s was fascinated with the claims for sophisticated Megalithic astronomy advocated by early British archaeoastronomers. The paper provides a brief description of the greatest Polish achievements in the field of Latin American archaeoastronomy.

The origin of modern christian Aristotelianism founded first, in the positive and negative sense, the Renaissance philological-historical humanism. In the first case it provided hermeneutic methods which ensured a study of authentic Aristotelianism covered by the medieval scholastic syntheses. The application of Renaissance hermeneutics brought forth the revival of Aristotelian studies. They made efforts to read out the authentic heritage of Aristotle, therefore they referred to more literal interpreters, such as Alexander of Aphrodisia or Averroës. This practice aroused anxiety about (...) the conformity of the Aristotelian doctrine to the Christian doctrine and called for some steps to use the interpretations that satisfied this condition, i.e. the times of golden scholasticism in the form of the so-called of via antiqua. At the same time the role of Christianised Aristotelianism was stressed vis-à-vis philosophical pluralism which threatened the unity of Christian theology, especially neo-Platonism involved in various naturalistic trends. They made religion philosophical and threatened its identity through the relativization of the Biblical revelation. The latter was treated as one of the elements of mystic wisdom. On the other hand Renaissance humanism by stressing the role of philological-historical studies reduced the importance of philosophy, treated at most as a praxistic ethical reflection. No wonder then that the reform of the mid-15th century – initiated by Pope Nicholas V, a prominent humanist – made efforts to preserve the unity of the church doctrine in which philosophy would play the role of a rational foundation of religious faith. This reform tended on the one hand to the revival of the philosophical spirit, especially the maximalistically understood philosophy of Aristotelianism, on the other it sought to conform this Aristotelianism to Christianity. (shrink)

The paper seeks to present a conception of the didactics of logic according to Jean Alexis Borrelly, the author of among others Plan de réformations des etudes élémentaires and a textbook for logic Elémens de l’art de penser, ou la logique, réduite à ce qu’elle a d’utile. The legacy of Borrelly summarises the tendencies typical of the Enlightenment with regard to 1) reforms of education, 2) redefining values in the didactics of philosophy, and 3) modification in the then logic. The (...) presentation has a twofold structure. In part one I present some specific characteristics of Borrelly’s didactic plan against the background of school reforms. Part two is devoted to the teaching of logic: 1) the nature of logic in the didactic curriculum, 2) its realization in Borrelly’s textbook for logic, and that against the background of modern tendencies in reforming a conception of this discipline. This is in particular with regards to the theory and practice of the didactics of logic in Polish school reforms contemporary to Borrelly’s accomplishments. It has been pointed out that both at the declarative level and in the textbooks Borrelly’s conception is an example of eclectic achievements typical of the Enlightenment. They come to terms with the radical solutions, hostile to formal logic, with school requirements, a fact that makes Borrelly’s solution to be one of the standards characteristic, for instance, of the popular Logic of Port-Royal by A. Arnauld and P. Nicole. (shrink)

część I. Natura logiki -- część II. Kultura logiczna.

Część I. Koncepcje metafizyki -- Część II. Zarys teorii bytu.

The studies on the history of logic in the Polish schools of the Commission for National Education in the period of the Enlightenment that have been published up to date evaluate the educational practice with respect to its accordance to Condillac’s work. His textbook was indeed order by the Commission for its schools, and it was also evaluated highly, but it was not published in the Polish language. From the rules of the Commission and its didactic practice, which made use (...) of a series of the most eminent eclectic textbooks on logic then functioning in the European school, we can deduce that the Commission must have evaluated Condillac’s book as too one-sided. Aside to his approach, there functioned in then Polish school a number of other studies. The Commission exposed a textbook written by the French Jesuit, Claude Buffier, in the first place. Despite the fact that he was close to modern solutions, e.g. Descartes’ and Locke’s, nevertheless he showed respect for scholastic tradition. Accordingly, he presented a group of solutions well-known from the traditional approaches. He only emphasised, in the modern spirit, how important is the veracity of the premises of syllogism as the fundamental condition for the veracity of the conclusion. It follows that the role of the theory of reasoning was limited and at the same time the value of epistemological problems was stressed. (shrink)

The aim of the article is to outline the concept of transcendentalising reduction and to demonstrate what role it plays in Thomistic metaphysics. An adaptive interpretation has been used in the analyses by applying phenomenological thinking based on epoche reduction to Thomistic metaphysics. It was used to present the structure of transcendentalising reduction, which consists of several different epoché. Consistently applied, this reduction should lead to a neutralised concept of being as a subject of metaphysics expressed in the formula “being (...) as being”. In conclusion, we note that the proposed interpretation opens the door to further research in which phenomenology could be used in metaphysical studies to a greater extent than has been the case to date. (shrink)

There are three main ways to acquire the knowledge of the existence of God and the knowledge of His nature. These are either the arguments taking into account the nature of the world and our thinking about the world, or it is the argumentation trying to prove the authenticity of certain historical events, or it is a reference to particular types of experiences, called mystical experiences. In the case of Christian philosophy we will have to consider, firstly, the cosmological and (...) ontological arguments for the existence of God, and, secondly, the attempts to show the authenticity of reports of the events regarding Jesus of Nazareth and, thirdly, the arguments in favor of the objectivity of mystical experiences recorded in the history of Christian religion. In regard to all of the above-mentioned three sources of knowledge about God, I would like to ask the following questions. How do we know that all of them refer to the same object? On what basis can we say that even if these three 'ways to God' are correct, they refer us to the same being? Are they independent of each other, and if they depend on each other in some way, what are the relationships among them? If we were not able to demonstrate that the item referred to by the term 'God' in all of these three ways is the same object or being, it would represent a significant weakness in Christian theology and philosophy. I will try to outline what relationship may exist between these three sources of knowledge about God. Then I will attempt to describe the criteria connecting all these sources of knowledge. (shrink)

After a brief look at Drafts on Polish philosophy of the twentieth century you could get the impression that this is a work dedicated to the most recent works of Polish philosophy. However after a moment of consideration, it seems hard to believe that a contemporary philosopher would write a history of twentieth century philosophy which could be considered neither as his history nor his philosophy. The distinction between history and philosophy in this case is not accidental since Wojciech Słomski (...) does not try to present a completely closed view of philosophical thought in the last century but aims at expressing that which he himself considers most valuable in contemporary Polish philosophy. It turns out that despite first impressions, we are not dealing with a systematic lecture, maintaining a cold and impartial approach to the subject but with a text written by an independent philosopher who cannot write differently about philosophy than Wojciech Słomski has done. For this reason too, the philosophy in Drafts is a living philosophy, made up of the most current propositions considered by W. Słomski as more important than the task of executing clear distinctions and pigeonholing of presented views into categories created by philosophers. (shrink)