Kazimierz Ajdukiewicz is known primarily as a logician and methodologist. Ethics was a side discipline to his scientific research, which he lectured at Lvov University in the 1930s. Assuming that ethics is a philosophical science, he tried to systematise its contemplations according to the scientific principles developed at the Lvov–Warsaw School of thought. However, in his research he also took into account the philosophical tradition which recognised ethics as one of the chief branches of philosophy. Ajdukiewicz’s submission of ethics to the requirements of logic was related to an attempt to analyse its core concepts. Consequently, an outline of the original ethical concept was developed, but never developed into a system.
In this article the author presents the contemporary understanding of the subject of moral education. Furthermore, he presents the historical development of the concept of moral education in Poland. He concludes that the current model of moral education in Poland was developed as early as the 18th century.
In this article, the author attempts to identify the sources of good and evil as undertaken by the Lvov-Warsaw School of Philosophy (LWSP) founded by Kazimierz Twardowski. Such attempts were undertaken by both Twardowski himself and his closest students and associates; Władysław Witwicki, Tadeusz Kotarbiński. Tadeusz Czeżowski, and Kazimierz Ajdukiewicz. The best-known approach is Kotarbiński’s independent ethics in which the author refers to Aristotle perceiving such potential in the characteristics of each individual as to distinguish elementary qualities in the form of opposites including opposition to good and evil. According to this approach, man acts in an evil manner because he stops following the natural voice of his own heart and instead implements set proposals provided by external factors. In the opinion of the author, the proposals formulated within the LWSP can form the basis for a rational explanation of the atrocities committed during World War II which modern ethics, being focused on neutral metaethical issues, fails to do.