The basic notional category and the leading motif of the presented study is social experience of candidates for teachers. The reflection is grounded on the social psychology of development in the context of the reality experienced by the individual, the meanings applied to experiences (Tyszkowa, Przetacznikowa, Brzezińska), and in the perspective of intercultural education (Lewowicki, Nikitorowicz). In the undertaken discussion, the author refers to the results of extensive multivariate research conducted in 2011–2012 in several academic environments which differ in location (the centre – the borderland) and in socio-economic potential. This constitutes the background against which the determinants are indicated of preparing future teachers for work in multicultural conditions.

Political parties that operate in the public space are classified, inter alia, according to the criterion of their ideological convergence (Mair, 2010; Gallagher, Laver, Mair, 2011). If we look at the convergence through the prism of the values declared by the parties, then the adaptation of Shalom H. Schwartz’s circular model makes it possible to explain many correlations. Ideological convergence must then be considered a derivative of the rules of compliance and conflict that Schwartz described. These become the starting point, the basis for selecting further axioms and, consequently, a guideline (imperative) in constructing political agendas. The article aims to show that the mentioned rules define party agendas, and the circular model can be used for analytical purposes. The manifestos of the pirate parties selected from 11 countries were used as an example. The method applied in the article is the meta-value matrix. Adapting the Schwartz model, it should be seen as a qualitative content analysis method.