The paper presents the results of quantitative research using the diagnostic poll method, carried out as part of an international project which involved 440 teacher students from the Polish-Belarusian borderland. The research focused on self-assessed level of information management, team work skills, and recognition of one’s own time perspective. The text only refers to one aspect of the competence, i.e., attitude to time. The findings show that the participants function in three temporal dimensions. The majority of the respondents are future-oriented. More than half of them sometimes waste time doing something meaningless. The vast majority of the students act upon the belief that what will happen to them in the future only depends on their effort, but many also declare a fatalistic attitude to life and the belief they have made wrong decisions in the past. In the article, we suggest the need to equip young people with instruments allowing them to create themselves, their lives and the world around them in the context of the foresight concept.

W artykule zostały poddane analizie naukowe badania komparatystyczne ukraińskich uczonych dotyczące rozwoju pedagogiki w Rzeczypospolitej Polskiej oraz doświadczenia tego kraju w reformowaniu systemu edukacji w kontekście eurointegracji. Podkreślono, że dla ukraińskich uczonych polskie doświadczenia są najbardziej aktualne i interesujące, o czym świadczą liczne publikacje w czasopismach naukowych oraz dysertacje. Określono i przeanalizowano ponadto podstawowe grupy tematyczne takich badań, jak: rozwój edukacji uniwersyteckiej; edukacji międzykulturowej; profesjonalne przygotowywanie przyszłych nauczycieli; modernizacja edukacji zawodowej; transformacje w systemie edukacji szkolnej; nauczanie i wychowywanie uczniów; analiza sylwetek postaci historycznych, które włożyły wielki wkład w rozwój nauk pedagogicznych; nowe podejścia do zarządzania systemem edukacji. Odwołano się do fundamentalnych badań polskich uczonych w zakresie wymienionej problematyki. Sformułowano wniosek, zgodnie z którym polskie szkoły naukowe, reformy w dziedzinie edukacji są katalizatorem naukowych idei ukraińskich uczonych w dziedzinie pedagogiki, wzorem modernizowania edukacji w kontekście jej europejskiego rozbudowywania.

The study presents an assessment of the achievements and problems of intercultural pedagogy as an important educational (sub)discipline, which has been developing intensively in Poland – particularly since the 1990s. Against the background of a crisis of multicultural education, a new suggestion was presented aimed at overcoming its drawbacks in the form of the theoretical assumptions and practical solutions of intercultural education. However, understanding and accepting intercultural education depends on many factors – e.g., historical experiences, the developmental level of societies and the socio-political system. This necessitates presenting the essence of intercultural education as well as formulating its message both in Poland and worldwide.

Tożsamość jest jedną z kluczowych kategorii, która z uwagi na zmiany kulturowe, światopoglądowe czy ideologiczne uzyskała swoiste reprezentacje interpretacyjne w dyskursach oraz przestrzeni społecznej. Zmiany te skłaniać powinny do refleksji nad dotychczasową percepcją, a także recepcją fundamentalnych kategorii pozwalających zrozumieć, czym współcześnie jest tożsamość i jakie jest jej osadzenie w źródłach podmiotowości rozumianej w perspektywie wykładni Heideggerowskiego bycia-w-świecie (Dasein) czy Lacanowskiego pragnienia oraz relacji do Innego. Egzemplifikacja tych ontologicznych i fenomenologicznych reprezentacji nie jest przypadkowa, nie jest też wyborem dyskursu nazywanego z nieukrywaną dziś dezaprobatą – postmodernistyczną manierą uznawaną w swej ignorancji za (post)prawdę. Wyłonienie przedstawianych w tekście fenomenów kulturowych jest celowym ukazaniem spektrum takiego rodzaju hermeneutyki, która pozwala na uwzględnienie współczesnego rozumienia człowieka jako bytu uwikłanego w postęp technologiczny, określanego przez interes poznawczy i jednocześnie poddanego konieczności emancypacyjnej jako niezbywalnego prawa jednostki wyznaczającego jej miejsce w świecie i dla świata. Z drugiej strony mamy do czynienia z podmiotem, który niezmiennie uwikłany jest we własną historię rodzinną, lęki egzystencjalne czy jednostkowe kompleksy wynikające z nieadekwatności wobec otaczającej rzeczywistości i niepewnych relacji z Innym.

Artykuł jest prezentacją współczesnych działań artystycznych, które mogą być postrzegane jako odpowiedź na tęsknotę współczesnego człowieka za żywym doświadczeniem. Odbiorcy pogrążeni w wirtualnym świecie mediów społecznościowych, twitterowych dialogów, w kulturze nadmiaru i nadobecności obrazów poszukują wizualnej ciszy. Komunikacja zapośredniczona medialnie wzmaga potrzebę kontaktu z „żywym” człowiekiem. Z drugiej strony zaś współczesny odbiorca, przyzwyczajony do aktywnego bycia w świecie, tego samego oczekuje od sztuki. Sztuka musi „się dziać”, aby przyciągnąć uwagę. Punktem centralnym procesu twórczego przestaje być dzisiaj niezależne dzieło sztuki (tworzone przez artystę - interpretowane przez odbiorcę), a staje się nim wydarzenie, które powstaje, trwa/ rozwija się i kończy w wyniku działań wszystkich podmiotów zaangażowanych w proces: zarówno artysty/artystów, jak i odbiorcy/odbiorców. Wyraźnie dziś widoczne jest przeniesienie uwagi z „uprawiania sztuki” na „doświadczanie sztuki”. Odpowiedzią na potrzeby współczesnego odbiorcy mogą być projekty artystyczne związane ze zwrotem performatywnym, ze sztuką partycypacyjną, sztuką społeczności, a także sztuką-jako-pedagogiką. W artykule omówione zostały wybrane projekty artystyczne należące do powyższych kategorii, w kontekście ich pedagogicznego potencjału.

Pedagogy as a metaphor for constitution-making

In the doctrine of constitutional law, metaphors appear in many analytic works. Pedagogy can be used as a metaphor for constitution-making because of many similarities between the teaching process and the formation of constitutional law. One should recognize the great role of learning in the process of creating legal regulations. The pedagogical impact of law includes influencing the behaviour of individuals and of the society.

The aim of the article is to show the stages of the development of pre-school education in Poland in the 20th century, which set the directions for further changes in the pre-school area. The article was prepared on the basis of available historical sources in the form of specialist press, guides, and methodological manuals, as well as analysis of the literature on the subject. The work identifies and distinguishes innovative views and methods in the field of former pre-school education, which may constitute a form of contemporary pedagogical inspiration. The aim of this article consciously combines two important aspects, i.e., acquiring historical knowledge and its modern applications. The text discusses the history of pre-school education in Poland in the 20th century and shows its reminiscences in contemporary social and educational space. The text is an attempt to show the importance of pre-school education in the modern system, and drawing the reader’s attention to the achievements of Polish preschool education in the context of changes and needs of society in the area of care for pre-school children. The article is not an exhaustive study, but rather a contribution to considerations in this area.

This study explored multicultural pedagogy in pre-school education and how it plays an important role in strengthening the social interactions among children. The Multicultural Pedagogy approach in teaching children has established the multi-ethnic (PERPADUAN/Unity) pre-school. It is a qualitative study with data drawn from observation and interview sessions aimed to identify strategies in nurturing social interaction among multi-ethnic children. Through purposive sampling, a teacher with twenty-five children and parents from various ethnicities were selected. This study revealed that practising multicultural pedagogy reflects the diversity of ethnics strengthening social interaction. The teacher exposed the children to the cultures of every ethnic group to ensure they have understood other cultures from different ethnicity. When the children are exposed to the elements of different cultures, a sense of acceptance and tolerance attitude can be fostered. This strategy nurtured national integration, encouraging interactions among multi-ethnic children, stimulating acceptance and tolerance between children and creating a school environment that reflects the diversity of ethnicities. Core multicultural elements have been found in the PERPADUAN/Unity School. Overall findings from the current study provide new evidence illustrating how multicultural pedagogy implemented strengthens social interaction in early childhood education.

This paper offers a reflection on educational discourse with particular focus on pedagogical discourse about youth. It begins with terminological and methodological assertions. Making a distinction between the discourse of educational practice and pedagogical discourse, I attempted to identify some types of discourse about youth which have become prominent in pedagogical research. To grasp the characteristics of the discourse I referred to quite a wide selection of pedagogical texts which provide data about the ways of problematisation of the theme of youth. They included monographs devoted to youth, research reports and articles from pedagogical periodicals, published in the last decade. My research tools in the qualitative analysis of the texts were two basic analytical categories: ideological dominants (the concept of youth, dominant values attributed to young age and youth) and interrogative dominants (fundamental practices of formulating questions about youth, problematisation, and typical conceptual categories). The typology of discourses about youth derived from empirical studies was used to construct a theoretical model of the analysis of integration of knowledge about youth. The concluding section poses several questions pointing at some potentially interesting areas for future research into heterogeneous sources of knowledge about youth.

The article deals with the problem of parameterisation in social sciences and humanities. Questioning the accuracy (and, most of all, the effectiveness) of strictly qualitative assessment of previous publication activity (expert assessments) leads to a concentration on quantitative criteria made as objective as possible; the most important of these criteria is based not on publication, but on quotability, which is considered to reflect the reception of the works of a given researcher. On the basis of indicators applied to a representative sample of professors from the fields of sociology and pedagogy, an analysis of publication record and its influence on science was made with the use of quotability (in the framework of Google Scholar database), and the result was subsequently compared to the results of Professor dr hab. Ryszard Borowicz (recognized in both fields).

Getting Lost in La Foresta-Radice-Labirinto: Calvino and the Pedagogy of Landscape for Children

The paper examines La Foresta-Radice-Labirinto (1981), a fairy tale which is one of Italo Calvino’s latest and lesser known works. In what can be regarded as his testament, Calvino looks back on and revives the ecological commitment of his literary production and his attention to the complex relationship between nature and culture, which has been a prominent leitmotif of his writings (from The Baron in the Trees to The Cloud of Smog, and from the adventures of Marcovaldo to the Invisible Cities). The paper offers a detailed symbological and eco-critical analysis of the text, in order to examine an ‘ecology of mind’ as developed by Calvino, invariably sensitive to hybridisation and to the ongoing and often difficult relation between historical and environmental mutations. In doing so, the paper lists and explores the construction of images-icons and figures-types that make up what Calvino calls ‘a pedagogy of imagination’. The paper focuses on Calvino’s dedication to education through fairy tales as a primary form of experience, capable of conveying universal messages to a young readership, and on his longing for an authentic exposure to the environment, where getting lost means finding oneself and where chaos leads to a new order, founded on an ethical search for a more harmonious union of city, human beings and nature.

On the pedagogical strategy of Florian Znaniecki eliminating intercultural antagonisms for the civilization of the future

The author presents the pedagogical strategy of F. Znaniecki, discovered by himself, which ramains important for intercultural pedagogy, and which was expressed by the philosophically thinking sociologist only in 1929. It is a controversial pedagogical idea, treated as a condition for overcoming intercultural antagonisms in the mode of a new quality of support for subjective development of children and different than usual in upbringing. This is connected with the simultaneous indication of the importance of educationally critical attitude towards the cultural condition of adults, which requires correction by wise people. The text uses new readings of the writings of the classic sociology, although read differently than shown by its common philosophical, pedagogical and sociological interpretations. This thread is more fully discussed and documented in the author’s book, entitled “Claims and transactuality in the humanities. Florian Znaniecki: the legacy of ideas and its cracks”. Znaniecki’s key pedagogical postulate, important interculturally, is the suggestion of the need to move from raising children in the mode of intra-group socialization to supporting their self-education open to recognizing their own passions, to cultural diversity and stimulating the ability to use the encounter with otherness, in recognition of the naturalness of diversity, in recognition of the naturalness of differentiation, albeit without antagonisms. At the same time, education (bringing-up) in this approach is paradoxically to concern mainly adults, with the correction of their claims, including against the absolutization of their own aggressive prejudices, taken over under the influence of socialization dichotomizations. An attempt is made to evaluate the intercultural pedagogical strategy outlined in this way, which from the very beginning has not met with the sufficient recognition of pedagogy, nor has it been properly evaluated. Znaniecki’s strategy is confronted mainly with the approach of R. Rorty, J. Habermas, as well as M. Buber, H. Gadamer, A. Maslow and M. Kundera. The author points to the traces of the legitimacy of inscribed the attitude of T. Lewowicki in the not sufficiently well recognized aspirations of F. Znaniecki himself, following the reflections in the Jubilee Book dedicated to the former for his 80th anniversary.

Around social problems – or in search of pedagogy in the discourses of youth organizations operating in Poland

In the article, the results are presented of the research on discursive constructions of social problems and their solutions, which are undertaken by selected youth organizations operating in Poland. Six of them were analyzed: AIESEC Poland [in Polish: AIESEC Polska], ATD Fourth World Poland [ATD Czwarty Świat Polska], UNESCO Initiatives Centre [Centrum Inicjatyw UNESCO], Center for Intercultural Initiatives Horizons [Centrum Inicjatyw Międzykulturowych Horyzonty], All-Polish Youth [Młodzież Wszechpolska] and National Radical Camp [Obóz Narodowo-Radykalny]. The article provides answers to the following research questions: 1) What do selected youth organizations consider to be a problem? 2) By what discursive strategies do they formulate problems? 3) What actions are they taking to solve the problems? The analysis of the content and applied discursive strategies covered a total of 696 texts of various genres and volumes (including programs, statutes, newsletters, entries in social media). The results of the analyses allowed for a description and comparison of the researched organizations using the categories of pedagogy and its different types (pedagogy of the current time, ethno-pedagogy, pedagogy of fear, pan-pedagogy and folkpedagogy), revealing similarities and differences in the scope of issues considered by organizations as problematic, including those related to (multi)cultural issues.

In the paper, taking into account the empirical research of different authors, the chosen pedagogical, sociological as well as psychological aspects of the on-line teaching and learning processes in the university education are presented. It has been shown that the use of on-line education causes a significant influence on the didactic process in contemporary university. The typical features of the asynchronous learning networks have been discussed in the framework of cognitive psychology, based on the constructivist theory of learning by Jerome Bruner, cognitive constructivist theory by Jean Piaget and the social constructivist theory by Lev Vygotsky. Special attention has been focused on chosen critical variables for successful on-line learning and such groups of problems as: networked collaborative classrooms, community-building paradigm and types of networked interactions. The functions fulfilled by teachers in the asynchronous learning: organizational, social and intellectual, and their competences, have been described.

Whoever reflects upon the development and reasoning of pedagogical thoughts and actions faces the problematic subject. ‘The’ subject seems to figure as the basis of it all. Whilst all other key terms and categories are constantly open to negotiation, the ‘subject’ presents itself as self-evident rather than as an entity to be argued at length. Yet, some questions remain unanswered. Why is this the case? Furthermore, what kind of subject do we refer to? In this article the central issues concerning ‘The Subject and Pedagogy’1) as well as first findings of this ongoing research by the author are being discussed. The main focus is not on the results. What is of crucial importance with regard to the following text are the allusions to the apories which accompany any paradigm of the subject. This holds true of every single stage: the subject of philosophy, the subject of pedagogy and the pedagogues’ subject.