About existing and non-existing authority in subjective and objective aspect

Author in the given article is considering the issues of subjective and objective aspects of authority. He is wondering about different degrees of oppressiveness of state power, and he concludes, that it results from adopted opposising man concepts. Finally, he argues, that as a result of division of power suggested by Montesquieu, subject – sovereign (ruler, people) overshadows, what results in stabilization of the function, which means empowerment.

The leader of the safety

Analysis of achievements of theories about the safety and management studies is pointing at resemblances in appearing paradigms. New paradigm associated with such notions is one of them as: boundless organization, flexibility, networks of the value, subjective thinking, deliberate management in the face of the tolerance of uncertainty. All exchanged variables refer to issues of power and conducting which it face is changing in the era information, orientated to computer latest achievements, easiness of communicating, dynamic space. One should rank the confidence, the openness, the credibility and the responsibility among core values of this era. For her representatives are seeking authority, but every authority is a subject of the criticism from their side. The structure of behaviours is never for straights rescuing the described personality model, but the compilation of characteristics of people and of social situations. In such different reality everyone who wants to lead the field must act. In the area of the safety he has a particular dimension. Own development of the leader of the safety, based on exchanged elements is becoming an obvious duty. Elaborating this problem constitutes the subject of the present text.

The text presents a weighty problem of the authority in pre-school education, which as an element of educational practice plays a decisive role in the process of generating cultural awareness of the child. The direct subject of the analysis are fragments of teacher-student dialogues that focus on the problem of authority; its practical exemplification is St. Francis (also the patron of the kindergarten in which the research was carried out). The teacher is participation in the process of transmitting knowledge about authority and in creating an emotional relationship between authority and student is particularly interesting. The problem of authority, which was essential for the article, turned out to be important for recognizing the importance of the so-called pedagogy of authority within which the child’s identity is at stake. In this sense, the article is a contribution to the discussion on the construction of the child’s subjectivity in the institutional context.

The article aims to show the importance of the teacher’s authority in the modern school. The authors present a different view from the one well established in the literature looking at the problem of the formation of teachers’ authority. In addition to the definitions relating to the professional competence and cognitive abilities, a significant aspect of the analysis was focused on the teacher’s ability to form and shape the student’s sense of belonging to school. The paper also includes the research findings univocally indicating that the teacher is a highly regarded authority if they can build and maintain positive relationships in the classroom between them and students as well as between the students themselves, especially the ones manifesting difficulties in the current social functioning.

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

Biographers usually focus on the analysis of a person’s life fortunes. According to recognised sociologists, philosophers and scientists – experts on history psychology, rarely do they analyse a selected aspect of interpersonal relations based on available historical resources. What was the essence of the bond between Piłsudski and his close companions? What was characteristic for those relations and what were their determining aspects in various periods of Piłsudski’s activity? Those are the questions that are being answered in this article. The author undertakes to reconstruct the evolution of relations between Józef Piłsudski and his companions based on numerous memoirs by his associates. His assets in competition for the leadership position, his features of character and even physical appearance are being analyzed. Objective factors, like war success, which helped him reach for authoritarian rules in Poland are pointed out. Some important questions are being answered: Who were the people that recognized his authority? Who was able to oppose him? A strong sense of historic mission to rebuild the country within Piłsudski’s circle, originating from common values shaped by national culture, has been pointed out. It is characteristic that despite the changes Piłsudski’s relations underwent, they consistently preserved the commanding character between the leader and his agents. These were formed by numerous factors, but undoubtedly the strong will of Piłsudski remained crucial. He was extremely successful in consistent building relations based on his own authority, which still resonates among his countrymen.

EU member states: a new paradigm of sovereignty? An outline of the issue

Political and economic integration of countries taking place within the European Union leads to the modification of certain traditional features of the state’s sovereignty, such as, for example, exclusive judiciary competence within the state’s territory or independent financial, budget and fiscal policy. This calls for the analysis whether, and if so, to what extent, being the EU member state influences the country’s sovereignty. There are two contrasting views regarding this matter: some theoreticians claim that this integration limits or even eliminates the country’s sovereignty, while others argue that countries retain their sovereignty, and integration is the manifestation of sovereignty. The aim of the article is to reflect on these theories in the context of a new paradigm of EU member states’s sovereignty, which takes into account new relations between such agents as an individual, society, nation, or state.

Dysfunctionality of Election Protests in Poland in the Standard of Fair Elections

Fair elections are one of the foundations of electoral axiology in a democratic state ruled by law. Every citizen has the right to protest, and the justification of the citizen’s complaint is the public interest. An election protest is a legal measure to control the held General elections and its purpose is to protect the public interest in the electoral process. The standard of fair elections is not only a context for legal solutions strictly derived from the Constitution or the Electoral Code. The juridical architecture of electoral protests in Poland generally creates an effective mechanism to address obvious and flagrant violations of the law but remains dysfunctional from the perspective of the fair election standard. Nor does it provide an instrument to prevent a slide into electoral authoritarianism due to violations of the minimum criteria of democracy.

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.

The author analyzes the notion of authority in this study, describing authority from various aspects. She is presenting the results of research into the formative authority of an educator from the perspective of interactive relations in a formative group as well as of his/her approach to pupils and of formative style.