The article presents the concept of community as a sociological category, there are various ways to define it, the importance of sentiment, moral order, identification and contact in its meaning is emphasized. A learning community is identified as a group of people in contact with each other, having a sense of bond, awareness of their own identity and individuality, as well as experiencing mutual support, recognition and belonging. The determinants of the process of shaping such a community in the school are indicated and the focus is on school-related factors. The teacher’s role in creating a school culture conducive to creating a learning community is emphasized. The teacher’s knowledge and skills, his personal characteristics and attitude to life are emphasized, as well as the teacher’s motivation for continuous learning, self-reflection and self-evaluation of everyday practice. As a result of the analysis, it is found that the creation of a learning community at school is fostered by the culture of cooperation, dialogue and creativity, and at the same time this type of organizational culture can be influenced by the learning community.

Proponuję spojrzenie na zjawisko migracji zagranicznych, a zwłaszcza na doświadczenia rodzin z nich wynikające w sposób zdecydowanie szerszy, niż ma to miejsce w wielu analizach, zwłaszcza pedagogicznych. Jest to spojrzenie wynikające z przyjęcia transnarodowej perspektywy interpretacji przemieszczeń zagranicznych. Takie podejście badawczo-analityczne pozwala na odejście od jednostronnego, negatywnego oceniania konsekwencji rozłąki rodzin spowodowanej migracją zagraniczną jej członków. Ukazuje ono ujemne skutki rozłąki rodzin, ale przedstawia także rodzinę jako wspólnotę, która funkcjonuje ponad granicami państw oraz ponad jej dotychczasowymi ujęciami.Przedmiotem prezentowanych badań są rodzinne i indywidualne doświadczenia wynikające z migracji zagranicznej małżonków i rodziców. Podstawowym celem naukowym jest rozpoznanie doświadczeń rodzinnych warunkowanych rozłąką spowodowaną migracją zagraniczną oraz poznanie czynników, które sprzyjają utrzymaniu rodziny jako wspólnoty lub powodują jej rozpad.

Identity dramas written into the cultural borderland. Educational implications

In addition to the positive borderline effect, which is often presented in the literature, this text presents the dilemmas and tragedies of the individual, family and community, taking place on the border of cultures, religions and ethnicities. The methodological basis is the concept of the interpretation of the borderland and multi-range identity, through which I read and describe the fate of Emilia Moszczańska Kosiur Niewęgłowska presented by Grzegorz Dżus in the book “Banderowka”, published in 2020. The narration of the book’s main character allowed for presenting the process of shaping the family, individual and social identity. In this process, in the face of experiencing suspicion, helplessness, fear and humiliation, such questions dominate as: Who am I? Who am I to be? How am I to be? The author draws attention to the problem of the narrator’s internal dialogue, points to its value in the educational and humanistic context. He emphasizes how difficult but important, in the process of shaping identity, is the mediation of three areas of identity and the liberating oneself from the stigma of alienation experienced from all sides.

The idea of restorative justice cities on the example of Wrocław

The article aims to present the idea of restorative justice cities and attempts to apply restorative practices by local government institutions and nongovernmental organizations in Wrocław, as well as ways of involving local communities in solving social problems and conflicts affecting city residents. It refers to the concept of restorative justice, which becomes an effective tool for repairing social relations by rebuilding interpersonal bonds, it also plays an educational role, contributing to the revitalization of communities and building a civil society. The article points to the importance of local and environmental communities which, as victims of crimes or conflicts, but also as entities co-responsible for their causes and effects, may be involved in the remedial process in various ways.

Belgium as a Laboratory of Bipolar Federalism

Having moved away from unitarism, Belgium is described as a federal state of communities and regions. A large number of interpreters of the Belgian Constitution believe that federalism is an essential element of its constitutional identity. However, a more detailed analysis is needed to interpret the political system of this state. The breakdown of the unity of the political community at the national level as well as the doubt about the existence of a political nation are of crucial importance. A striking identity and growing separateness of the two linguistic groups, Flemish and Walloon, are decisive factors behind the originality of the political system of modern Belgium. In the article, I point out that the distinctive feature of the Belgian federalism involves the bipolarity and domination of the constitutional mechanism based on co-determination and co-operation of the two linguistic groups as the actual subjects of the power in the state. The predominance of this mechanism has significant systemic effects, including the renunciation of reforms to rationalize parliamentarism. The article also shows the importance of the Constitutional Court, hitherto underestimated, in maintaining the Belgian unity.

Community in the discourse of pedagogy and intercultural education

The article presents the community as a category inscribed in the narrative of intercultural pedagogy, as an interdisciplinary pedagogical subdiscipline and educational practice. The concept of community and sociological approaches to this category were described, highlighting the variety of approaches and possible epistemological interpretations. Common features of various definitions of a community were indicated: goals and norms shared by members of the community, recognized values and accepted means of achieving them. Particular attention was paid to the concept of community in communitarianism, which treats the identity of an individual as a derivative of tradition assimilated by him in the course of socialization and the social functions he performs. The community was shown as a space of interpersonal relations in which the category of the Other was immanently inscribed. The relationship of the Self with the Other was referred to the source responsibility that the Self discovers as the sphere of freedom. The importance of hospitality, justice and creative understanding in the dialogical relationship with the Other was described. Openness to dissimilarity, readiness to recognize it and respect for the Other, as an inalienable element constituting a community and enabling the achievement of non-selfish Good, were also exposed.

The purpose of this article is to present Hugo Grotius’s views concerning the idea of freedom. It must be pointed out that the idea of freedom was not the subject of a separate thought, except for the freedom of the seas, which Grotius dedicated a separate work. Theses on freedom were formulated in the light of other issues such as natural law or the essence and scope of state power. For this purpose, the first part of the article presents a historical background. In the second part, Grotius’s views will be presented in three contexts. First, freedom of the individual as power over oneself. Second, freedom in political terms, as a relationship of community. Finally freedom in the global aspect, as freedom of navigation, trade and migration.