This article describes the theoretical concept of constitutional change. The cases of constitutional changes and amendments since 1989 have been analyzed in the text. The historical approach is used as a background for the current Polish events conceptualization.
The theories formulated by Y. Raznai, R. Albert, B. Ackermann, S. Griffin, D. Landau are applied for purpose of the analysis. The authors consider the problems of: constitutional change, constitutional amendment and dismemberment, constitutional moment, as well as a kind of constitutionalism, which is connected to an abuse of power by the parliamentary majority (illiberal constitutionalism).
This paper analyses following issues: the conceptualization of constitutional amendment procedure and constitutional change in formal and informal ways as well as the constitutional moment. Moreover, the Polish academia opinions on the amendment and change are presented. Eventually, the identification of the recent Polish systemic events from a theoretical perspective and the summary of the research are provided.
The assessment of current events takes into account the historical background – the transformation started in 1989 and ended with the adoption of the 1997 Constitution. The conclusion is connected to identification of the constitutional moments which legitimize or not the transformation of the system.

The purpose of this article is an attempt to show the development of Polish social work based on the works of Prof. Ryszard Borowicz. In the text were subjected to scientific reflections definitions and the main categories of research described by the author, which may be a starting point for the development of the theory and practice of social work (human dignity, work, equality and social justice, the auto-selection). The author devotes attention to questions of education and social work tasks facing contemporary social work. Text analysis R. Borowicz has allowed many findings. The main thing is that social work is transdisciplinary and interdisciplinary science that combines the traditions of different disciplines (especially sociology, pedagogy, social policy), the creation of social theory and practice should benefit from the experience of the world, but without forgetting the native and most importantly you need think about the future, and not focus on the present, because there will be more social problems and new needs that challenge for social work. Notably, many of the issues raised by the researcher is still valid and therefore worth reaching for his works and re-discover them.

In this paper I would like to present an interpretation of David Hume’s political theory. Therefore, a method of investigation can be recognized as hermeneutical one. Main threads which I would like to emphasize are: concept of stability, distribution of power, role of an opinion in political dimension and a conservative attitude toward a change. I claim that important lesson for political science can be taken from his theory. Generally speaking, this lesson consists in refusing the so-called political regime fetishism and focusing on the relevant issues of social stability. These issues are strictly determined by the opinions, hence the proper subject-matter of political science is identified with them. As one of the conclusions I propose a thesis that politics is, and ought only to be slave of opinions, what is an allusion to a famous sentence from A Treatise of Human Nature that the reason is, and ought only to be the slave of the passions.

Education as the Mirror of Culture

This article is an attempt to answer the question of relationships between culture and education, not only on the level of assumptions and declarations but also in various dimensions of social life and social science. The first issue is the question of the place of education in our country’s development strategies. The author compares two such strategies: one based on the notion of development dependent on financial markets, European Union policies, labour efficiency and Gross Domestic Product (the notion of continuity of the current development path as presented in official documents) and another notion, i.e. that of mental-cultural change. The author analyses the place and role of education in each of these notions of development. The second issue is axiology of education. The major task in this part of the paper is to present tensions and divergences between declared description of educational practices and theories that legitimise them on the one hand and the actually realised axio-normative orientation or other value-based human actions and choices on the other. The third problem is an attempt to show education and school in the process of cultural change. The subject of critical analysis is a dominant educational policy and practice, which is linked to the practically realised notion of the country’s development, and based on requirements of usefulness, effectiveness and applicability. As an illustration of this, the author examines opposition between humanities and technical sciences, which is constructed and maintained in public debate. Plenary speeches from the 2nd Congress of Education that took place in Warsaw in June 2013, are also subject to analysis in relation to this opposition. In conclusions, the author poses the question whether education remains perceived as a cultural practice or it has become yet another tool of production submitted to requirements of the market, economic development and GDP growth.