The aim of this article is to explore Georg Simmel's concept of the blasé attitude and to contrast it with the notion of intelligent teachability, derived from Aristotelian–Thomistic tradition. Here, Stanisław Gałkowski and Paweł Kaźmierczak view these two accounts through the lens of contemporary virtue epistemology, which helps to demonstrate their relevance to present‐day educational theory, and to order the attitudes in question as intellectual counterparts of vice, akrasia, self‐control, and virtue. There are two main criteria for how to distinguish these four states: (1) motivation to have epistemic contact with reality, and (2) the proper balance between receptivity and autonomy in learning. Taking the formation of intellectual character to be an important educational goal, Gałkowski and Kaźmierczak highlight the role of the teacher as an exemplar of mental disposition.

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The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.

Artykuł przedstawia główne założenia koncepcji Mariana Zdziechowskiego, szczególnie koncentrując się na ich wychowawczych implikacjach. Jego wizja świata i człowieka, inspirowana, jak sam pisał, przede wszystkim chrześcijaństwem i romantyzmem, jest na wskroś pesymistyczna. Pesymizm Zdziechowskiego ma charakter metafizyczny; obserwując dzieje ludzkości i kultury ludzkiej widzi on towarzyszący nieuchronnie człowiekowi ból, cierpienie, rozpacz i śmierć, utożsamia wręcz byt i cierpienie na płaszczyźnie ontologicznej. Niemniej, Zdziechowski znajduje w pesymizmie duży potencjał twórczy, wywodzi z niego nie tylko swoją konserwatywną myśl społeczną, ale przede wszystkim odwołuje się do niego podczas formowania swoich idei wychowawczych akcentujących konieczność rozwoju i podejmowania odpowiedzialności. “Pessimism as a Creative Force”: Educational Ideas of Marian Zdziechowski The article presents the main assumptions of Marian Zdziechowski’s conception, focusing especially on their educational implications. His vision of the world and man, which was inspired, as he himself wrote, mainly by Christianity and Romanticism, is thoroughly pessimistic. Zdziechowski’s pessimism is metaphysical in its nature. Observing the history of humanity and human culture, he sees pain, suffering, despair, and death inevitably accompanying man, and he even identifies existence and suffering on an ontological level. Nevertheless, Zdziechowski finds great creative potential in pessimism; not only does he derive from it his conservative social thought but, above all, he refers to it when forming his educational ideas which emphasize the need for development and for taking responsibility.

This article looks into possible models of the philosophical foundations of the rights of the child, which invoke engage various anthropological ways of understanding humanity, pointing to the differences in the classic and post-Kantian philosophical approaches.