Political thought of polish underground national movement during World War II

Nationalists were one of the numerous Polish political movements during World War II. Actively engaging in the fight against the occupying forces, they suffered heavy losses, but does not prevent them in the creation of significant heritage in the field of political thought. The aim of the article is to present the political thought of Polish national movement during the Second World War. Historical, qualitative and comparative methods were used. The whole has been divided into several parts,, in which author examines the with issues of political thought as: Polish war aims, vision of state borders, ratio to national minorities, vision of the political system, economic vision, vision of national security, education and upbringing. The whole article has to show how rich the heritage of those generations.

Globalization processes stimulate the emerging of new cultural borderlands including, among many others, cyberspace and global cites. They create complex socio-cultural spaces of participation which can be described in the categories of diversity, instability, hybridity and creolization as well as multiple forms, ways, contents and institutions of socialization. The aforementioned changes impact the perception of the “place” category, the contemporary meaning, includes not only the physical space but also its history and cultural traditions. They also create new challenges and conditions for the processes of identity forming. Identification with the culturally diverse milieu can support development of the culture borderland identity. In certain conditions there can also be created a culturally uprooted protean identity or be neo-tribal identity of a bulwark defender. The above – mentioned processes and phenomena challenge contemporary education by creating new chances as well as jeopardizing socialization of youth.

Celem opracowania jest zwrócenie uwagi na znaczenie, jakie aktualnie młodzi ludzie przypisują oddziaływaniom socjalizacyjno-wychowawczym dziadków. Głównym obszarem rozważań staje się rodzina jako miejsce międzypokoleniowej transmisji wartości oraz międzypokoleniowych kontaktów. W celu ukazania szczególnego rodzaju kodu kulturowego przekazywanego w środowisku rodzinnym autorka przywołuje fragmenty narracji studentów, zwraca uwagę na fakt, że problematyka stosunków międzypokoleniowych dziadkowie–wnuki, osadzona na pograniczu wielu dyscyplin, jest także przedmiotem zainteresowań edukacji międzykulturowej.

In this article, through the prism of broadly understood education, we attempt to analyze one of the extremely important and needed contemporary issues, which are intercultural competences. We assume that in the process of shaping them, in addition to content selection, methods of education are also very important. The above thesis is supported by the example of the „Kochana nasza klaso” project implemented by Dariusz SzadaBorzyszkowski at the prison in Bialystok. Such activities can constitute an interesting offer addressed to participants of intercultural activities, based on education, involving in educational and socialization elements. They are also extremely effective in social rehabilitation activities.

Celem tego opracowania jest zwrócenie uwagi na znaczenie, jakie aktualnie przypisują młodzi ludzie oddziaływaniom socjalizacyjno-wychowawczym dziadków. Głównym obszarem rozważań staje się rodzina jako miejsce międzypokoleniowych kontaktów. W celu ukazania szczególnego rodzaju relacji międzygeneracyjnych autorka odwołuje się do wyników badań zespołowych przeprowadzonych na pograniczu polsko-czeskim. Środowisko rodzinne stanowi najważniejszą przestrzeń, w której żyje człowiek, uczestnicząc w jej przetrwaniu, zachowaniu ciągłości i rozwoju. Za Robertem Mertonem autorka przyjmuje rozumienie rodziny jako najważniejszego pasma transmisyjnego, służącego przekazywaniu wzorców kulturowych następnemu pokoleniu.

In the article, I focus on the elements of school’s culture, which is present in the narrative of the child’s student, embedding my reflections in the psychocultural approach to education (J.S. Bruner) and the Goffman’s model of total institutions. The collision of the child’s world, created by the culture of the family environment with the culture of the school, brings with it many tensions and imperatives for the constant reconstruction of meanings so far (un) present in his biographical experience. The analysis and interpretation of the child’s narrative interview in a constructivist approach has allowed to gather knowledge about patterns of behavior, prohibitions, precepts, expectations and values that the school culture overtly or covertly imposes on the child, socializing him/her into the role of a student. The cultural aspects taken up in the child’s narrative show what elements of the school’s cultural world represent opportunities and threats for the development of his or her identity and personality towards a sense of causality and values.

Aktualnie antropologia pedagogiczna staje się integralną dyscypliną w procesie edukacyjnym. Człowiek jest badany z punktu widzenia historii i kultury, w okresie przemian politycznych i ekonomicznych oraz na każdym poziomie rozwoju społecznego. Współczesny świat jest niezwykle różnorodny i niejednoznaczny. Narastają nierówności społeczne na wszystkich poziomach, rośnie liczba ubogich, pojawiły się nowe światowe problemy migracji i uchodźców. Zobowiązuje to również antropologię pedagogiczną, aby pomagała pedagogom w szybkim i skutecznym rozwiązywaniu palących problemów związanych z edukacją i wychowaniem. Artykuł pokazuje, jak prace naukowe rosyjskiego filozofa Jerzego Szczedrowickiego mogą pomóc współczesnej antropologii pedagogicznej. Podano ogólną ocenę wkładu J. Szczedrowickiego w rozwój antropologii pedagogicznej i zwrócono uwagę na aktualność praktyk naukowych naukowca, które nie straciły aktualnie na znaczeniu i mogą być wykorzystywane zarówno w pedagogice, antropologii pedagogicznej, jak i edukacji międzykulturowej.

A family with a skipped generation: the lived experiences of grandparents raising grandchildren

Aim: In the last decade, many countries around the world have seen an increase in the number of skip-generation families in which grandparents take over the responsibility of raising grandchildren. The phenomenon described is also becoming more common in Poland. This article presents selected results of a study aimed at better understanding the experiences of grandparents raising grandchildren in skipped generation families. Methods: Participants were purposively selected from grandparents raising grandchildren living in skipped generation families in the Podlaskie Province. Data were collected through semi-structured in-depth interviews with 20 participants. The use of a biographical perspective in the research provided detailed narratives of the life experiences of older grandparents in skip generation families. Results and conclusions: The grandparents’ stories show the duality of experience consisting simultaneously of stress/satisfaction, sadness/joy, being seen/not seen. Addressing the issues faced by grandparents living in households with the skipped generation is important as it can reduce stress levels. Therefore, it is necessary to develop a model of support for grandparents raising grandchildren in skipped generation households which could be relevant for adapting to a new life situation and increasing psychological well-being.

Empathy of future teachers and their intercultural sensitivity

This article is empirical. It presents the results of a study aimed at determining the level of empathy and intercultural sensitivity of future teachers. Preparation of teachers to fulfil the pedagogical role of school, especially in the current situation caused by the war in Ukraine and the enrolment of approximately 200,000 Ukrainian children into the Polish education system, involves the necessity of adequate training of candidates for this profession. What is significant in this context is the definition of empathy, which should be understood as the ability to respectfully understand the other person and the inner power that guides and motivates an individual to pro-social behaviour. Another important element of that definition is cultural sensitivity understood as an indicator of cross-cultural communication ability, manifested in the readiness to interact with people from different cultures. The study was conducted employing a diagnostic survey with the use of a revised version of the Empathic Understanding Questionnaire by Andrzej Węgliński and the scale of intercultural sensitivity developed by Guo- Ming Chen and William Starosta in the Polish adaptation of Dariusz Majerk and Mariusz Korczyński. The survey involved students in pedagogical faculties from various higher education institutions in Poland. The results of the study reveal the need for pedagogical preparation of future teachers to fulfil their professional role to the highest possible extent.

About encounter. In searching of spiritual dimension in educational-didactical relation

The purpose of this essay is to point out how important for righteous educational – didactical course the problem of encounter is. The method applied by author relies on analyzing the concept of encounter from the perspective of humanities and social studies. Thanks to that, there can be pointed out the essential (spiritual-metaphysical) aspect of encounter as an interpersonal event by reference to ontological category, of which example could be the space of interrelationship. The author assumed that an encounter is unquestionably a positive occurrence. The reference in this reflection is an issue of spiritual potential of homo sapiens and what comes with it – the culture condition of human population. Recently it is characterized rather weak, whereas the undisputed preeminence – domination of mass culture, which annihilates the spiritual element. For every humanist this situation is a justified reason for concern. Going back to the fundamental matter – strengthening the position of high culture, remembering that human being is an animal symbolicum and can not focus only on meeting the needs of a lower rank. Notwithstanding spirituality is demanding. It makes high demands, for the highest price, which the human has to pay that is the question of abjuration and that only a few can afford. All hope maintains in teachers – idealists who adoring the ideals of high culture will strengthen their spiritual existence and furthermore in educative process inspire and pass on values and ideals to their students, pupils. Conclusion which comes to mind after the analysis is following: a true educational – didactical relation can occur only then and exclusively when it will be in consequence of an encounter set on the spiritual foundation, of which the main beneficiaries will be students and pupils.