The main goal of this paper is to reconstruct David Hume’s theory of action from the perspective of the second book Of the Passion in his work A Treatise of Human Nature. My paper will proceed in three steps. In the first part I present the main assumptions of Hume’s views on action together with a general outline of his theory. I show that for Hume action has a uniform character and that there is a constant relation between action and the motive which can be understood as desire or aversion. Next, in the second part, the main elements involved in the process of human activity will be outlined, such as: passions, will, liberty, and reason. Although Hume emphasizes that the passions are the main motive of action, since they have the power to initiate and withhold action, reason also plays an important role. In order to come to a better understanding, I will consider the functions which these elements are playing in human action and some of the problematic issues which are connected with them such as, whether each of the passions can motivate a person to action, what the relationship between passions and will is, and what kind of relation between passions and reason can be found. Finally, in the third and last part of my paper, I will conclude with a schematic outline of human action and the relation between different components engaged in the process of action.

The presented article analyses the issue of university students’ passion and flourishing in the context of the moderating and mediating role of resilience. Research has shown that passion is related to flourishing, and ego resilience explains this relationship significantly among people with high and average scores. Mediation analysis showed a positive relationship between harmonious passion and resilience coping, consequently affecting flourishing. Thus, higher levels of harmonious passion in students correlate with higher levels of resilient coping, which is associated with greater flourishing. The conclusions suggesting a negative relationship between obsessive passion and flourishing and no relationship with resilience are equally important.

The purpose of this paper is to reveal practical creative activities within the framework of recognizing and developing passion and creative abilities of students aged 13 to 16 years of age, implemented at the Talent Academy of the Youth University of Real Education (MUER). The presented cyclical program initiated by the PRO Foundation is being implemented with the support of academic instructors from higher education institutions located within the Białystok Science and Technology Park. The initiative is an example of voluntary and free, non-formal education focused on expanding students’ development resources. The goal of the program is to develop key practical competencies of youth, including creative, social, and civic, which are necessary for functioning in real life. The paper assumes that the Talent Academy is an example of educational practice that creates a specific climate conducive to developing its students’ creativity and passion. For this purpose, an analysis was conducted of forms and methods of working with project participants in the context of the constituent elements of the selected creative climate concepts (Ekvall, 1996; Ekvall & Ryhammar, 1999; Hunter et al., 2005; Karwowski, 2009, 2019).