Lab

Trivium Research Group

About the lab

Trivium Research Group
Title of the Project:
School Failure, Resilience, and Basic Learning Processes Involved in the Student's Academic Performance: a Study of their Relationship
Grant from Santander Bank
13.000 euro
B516AR04
https://blogs.uao.es/congreso-palabra/
https://czasopisma.ignatianum.edu.pl/index.php/jpe/index
http://apcz.umk.pl/czasopisma/index.php/SPI/issue/view/1103/showToc

Featured projects (1)

Project
1. Develop methodologies of study into the main reasons for learning difficulties as well as propose solutions for prevention, especially regarding primary school area literacy development. 2. Fostering resilience in young learners from different approaches and methodologies.

Featured research (5)

The paper proposes the philosophy of education based on Josef Seifert's metaphysics of the person. The following aspects of his personalist stance are taken into consideration: the mind-body relationship, the uniqueness and transcendence of the person, aitiology of the person, the criteria of adequate personalism and his debate with Thomism. The implications of Seifert's crucial propositions for the philosophy of education and are drawn, encompassing the intellectual, volitional and affective aspects of education. Here the focus is on the transcendent or trans-entelechial dimension of educational process. Finally, the relational character of education is analyzed, referring to the triad: teacher – student – subject matter, and including the horizon of God – the Supreme Personal Being.
An important element of Alasdair MacIntyre’s virtue ethics is his concept of practice. His statement that teaching is not a practice in itself, but is always instrumental to other practices, aroused controversy among the philosophers of education. The paper elaborates on the notion of practice and presents arguments for and against the abovementioned thesis. Some particular goods internal to teaching are identified in the process, and its complex and social nature is ascertained, which, MacIntyre notwithstanding, leads to the conclusion that teaching is a practice in its own right. This, in turn, helps to delineate teacher's ethical profile.
Artykul ma celu wydobycie pedagogicznych implikacji z koncepcji wartości oraz komplementarnego wobec niej pojecia cnoty w ujeciu Dietricha von Hildebranda. W pierwszej cześci artykulu zarysowana zostala szeroka panorama dorobku Hildebranda. W drugiej – omowiono jego koncepcje wartości w kontekście tradycji realistycznej fenomenologii. Trzecia cześc wskazuje na sfere cnot jako niezbywalny obszar realizacji wartości moralnych. W cześci czwartej postulowana jest zaleznośc koncepcji wychowania od zalozen antropologiczno-etycznych. W tej perspektywie z Hildebrandowskich koncepcji wartości i cnoty wynikają wysokie wymagania pod adresem wychowawcow.

Lab head

Marcin Kazmierczak
Department
  • Faculty of Humanities
About Marcin Kazmierczak
  • Marcin Kazmierczak graduated from Spanish Philology at the Jagiellonian University in Cracow and obtained his PHD in Literary Theory and Comparatistics at the Autonomous University of Barcelona. Since 2003 full professor of literature at the Abat Oliba CEU University in Barcelona of which he was vice-chancellor for 12 years. Director of the Research Group “Family, Education and Inclusive School. (Trivium)” https://blogs.uao.es/investigacion-trivium/, recognized by the Generalitat de Catalunya and sponsored by the Bank of Santander. His principal research lines include the relationship between the literary texts and education, philosophy and ethics.

Members (4)

Rafael Rodríguez-Ponga
  • Universitat Abat Oliba CEU
Krzysztof Biel
  • Akademia Ignatianum w Krakowie
Pawel Kazmierczak
  • Akademia Ignatianum w Krakowie
Cintia Carreira Zafra
  • Universitat Abat Oliba CEU