Goethe wrote: „Mankind walks steadily forward, but the person remains the same”. Customs as a normative tradition ways of behavior are the important social community and have the power to unwritten laws. Are primarily trans­mitted orally or by imitation, once established are very slow to change. The article discusses the problem of looking at the reality of the two opposite poles.

Gender aspects of creativity by Joseph Conrad in English studies.

The article is devoted to the analysis of gender discourse in the artistic heritage of the English classics, a Pole by birth, Joseph Conrad, by modern studies, often in coverage of racial, national, political, postcolonial and other issues.

The purpose of this article is to reconstruct Sartre’s critique of selected elements of Freud’s psychoanalysis as far as the emotions theory is concerned. I am analysing those assumptions of Freud’s teachings which became subjected to Sartre’s critique and why. I also point out the fact that some of the elements of psychoanalysis where emphasised by Sartre as important for the development of the emotions theory. My deliberations are based largely on Sartre’s Sketch for a Theory of the Emotion.

Transformation or Transmission? Humanities Education Facing the Problems of “Displacement” in Pedagogical Relation

In my paper I discuss in pedagogical context the mechanism which Freud referred to as “transference”, and expand this subject with pedagogically relevant commentaries of Jacques Lacan who has proposed to inscribe the Freudian concept of transference into the wider context of the functioning of the authority comprised by the problematic of knowledge as such. The aim of this examination is not only to draw attention to numerous psychoanalytical insights into man’s existence in culture that may enrich pedagogical reflection with new intellectual stimuli, but also to show both positive, and negative sides of the mechanism of transference in education (consisting respectively in facilitating the process of learning and debilitating it) and in this way consider from a different perspective the ambivalence of the teacher’s authority in the classroom.