Filozofia Publiczna i Edukacja Demokratyczna, 2016, Tom 5, Nr 1
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Browsing Filozofia Publiczna i Edukacja Demokratyczna, 2016, Tom 5, Nr 1 by Subject "democracy"
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Item Dialektyka solidarności a państwo prawa(Uniwersytet im. A. Mickiewicza w Poznaniu Wydział Nauk Społecznych, Instytut Filozofii UAM, 2016) Kaleta, Krzysztof J.The article concerns the significance of the idea of solidarity for the rule of law within contemporary constitutional democracies. The author presents, with reference to P. Ricouer’s philosophy, the dialectical nature of solidarity which mediatises ideals of love and justice. He also presents the solidarity’s place within liberal and republican political thought. The author points the limitations imposed on the idea of solidarity by the model of liberal constitutionalism. At the same time he emphasises that legal recognition related to liberal culture of human rights gains its social complement in the idea of solidarity. He argues that the idea of solidarity might determine the concept of legitimization of power in its modern formula. The idea of solidarity and the concept of rule of law both realise – in different ways and on different levels – the common values oriented towards elimination of arbitrariness of power and ensuring conditions for cooperation between members of political community. The constitutional justice may perform a leading role in fulfilment the idea of solidarity as it watches over distribution of political power and secures processes of free communication within political community.Item Edukacja demokratyczna według Hannah Arendt(Uniwersytet im. A. Mickiewicza w Poznaniu Wydział Nauk Społecznych, Instytut Filozofii UAM, 2016) Eliasz, KatarzynaAmong various modes of the vita activa considered by Hannah Arendt, the ability for action and particularly political action is the crucial one as it endows life with meaning and constitutes human freedom. The question I address in this essay is whether it is possible – according to Arendt – to create active citizenship by means of democratic education. In order to answer this question I consider three models of democratic education, two of which should be rejected if one agrees with Arendt’s assumptions. The third model, aimed at developing abilities to think critically, is the only one that can support those values, which are essential for a healthy democracy.