Artykuł przedstawia wybrane wartości chrześcijańskie, odgrywające zasadniczą rolę w wychowaniu i kształtowaniu osobowości człowieka – miłość bliźniego, prawda, rodzina. Ponadto mawia rolę środowisk wychowawczych – rodziny, szkoły, Kościoła – w procesie wychowywania i budowania tożsamości kulturowej.

Próba rekonstrukcji modelu Nowego Dziennikarstwa wynika z obserwacji symptomów kryzysu dziennikarstwa jako zawodu i misji (odpowiedzialność społeczna). Na podstawie wypowiedzi dziennikarzy i teoretyków można bowiem ustalić hierarchię wartości dziennikarstwa poważnego, na które jest coraz większe zapotrzebowanie społeczne. Nowe Dziennikarstwo jest najczęściej opisywane jako dziennikarstwo świadome, uwzględniające spektrum potrzeb i poglądów odbiorców, zaangażowane, niezależne, funkcjonujące w sferze publicznej, wiarygodne, pełniące rolę edukacyjną. Należy podkreślić, że cechy te odnoszą się przede wszystkim do publicystyki. W artykule uwzględniono stanowiska badawcze m.in. S. Michalczyka, B. Hennessy’ego, P. Manciniego, S. Russa-Mohla, S. Bratkowskiego, R. Kapuścińskiego.

Political aspirations of the Kazakhstani youth

In the article data presented from the sociological research conducted in 2015 indicate that the participation of youth in politics and the interest is very low. Monitoring of political orientations in the projection on regional identity showed some significant differences: the youth of the “Northern”, “Western” and “Eastern” regions is with a tendency to the “troubled” perception of the political situation, while respondents of “Southern” and “Central” regions with the “neutral” assessment of and with a high degree of political tolerance and displaying the ability to political discourse. The political profile of young Kazakhs is characterized by a greater degree of uncertainty. Also, the boundaries of political preferences are blurred: the main factors of the formation of the ideological and political positions are to the greater extent cultural (preferences and stereotypes) rather than social factors.

W opracowaniu scharakteryzowano przemiany w zakresie wartości cenionych przez dzieci i młodzież z pogranicza polsko-czeskiego – odwołując się do sformułowanych przez R. F. Ingleharta hipotez niedoboru i socjalizacji. Zakładają one – po pierwsze – że priorytetowe wartości jednostki odzwierciedlają jej środowisko społeczno-ekonomiczne, a przedmiotom, których jest w nim stosunkowo niewiele, nadaje się subiektywnie wyższą wartość i – po drugie – podstawowa struktura wartości jednostki odzwierciedla warunki, w jakich została ona wychowana.
Przeprowadzenie badań w latach 1990–1991 oraz 2014–2015 – z wykorzystaniem strategii porównań podłużnych, opartej na kryterium czasu – umożliwiło poznanie czynników oddziałujących na preferencje aksjologiczne młodego pokolenia, jak również przedstawienie względnej dynamiki zmiany i uchwycenie wyznaczających ją mechanizmów.

Artykuł przedstawia tematykę związaną z realizacją projektu badawczego podejmującego zagadnienie podmiotowości i tolerancji wśród młodzieży na pograniczu kultur. Młodość jest czasem określania swojej tożsamości, która jest trudna do określenia w okresie zmian globalnych i lokalnych. Przedstawiono wartości preferowane przez młodzież wiejską regionu oraz ich wizję świata i próby określenia własnego miejsca w społeczeństwie. Badania były wspólnym projektem polsko-czeskim, w którym badano młodzież i lokalnych liderów wiejskich.

Partnership and social dialogue are fundamental values for relations between administrative entities, because due to the nature and importance of these, they have been coded by the rational legislator in the principles of law expressed in the Constitution. Due to the relationship between administrative law and its principles and constitutional law, the postulate of including social partners in the decision-making processes of the executive authority can be observed, which is exemplified by the functioning of entities implementing joint actions in the scope of administrative programming acts.

W poszukiwaniu socjologicznych podstaw pedagogiki religii autor artykułu zwraca uwagę tylko na wybrane kwestie, jak teorie socjologii religii (część teoretyczna) i socjalizację religijną oraz nauczanie religii w szkole (część empiryczna). Takie pojęcia jak religia, religijny, religijność stanowią przedmiot rozważań zarówno socjologii, jak i pedagogiki religii. Socjologiczne teorie religii, socjologiczne teorie przemian religijności we współczesnym świecie mogą być przydatne w budowaniu pedagogicznych koncepcji religii i religijności, właściwych dla pedagogiki religii. Empiryczna socjologia religii - poprzez swoje badania - uwrażliwia wszystkie podmioty edukacyjne na nowe zjawiska religijne i kościelne, zmieniające się ustawicznie w nowych uwarunkowaniach społeczno-kulturowych. Współpraca między pedagogiką i socjologią religii jest możliwa i potrzebna, ale powinna być niesłychanie ostrożna. Każda dyscyplina naukowa ma swoją odrębność teoretyczną i metodologiczną. Socjologizacja pedagogiki religii byłaby czymś niewskazanym, a socjologiczna pedagogika religii - czymś absurdalnym.

Fanaticism as an educational problem

Education is such an introduction into values thanks to which they become a constant point of reference in action, and in this way the habit of referring to the norms indicated by these values and their application is perpetuated. However, unconditional, ruthless and passionate compliance with the norms is a symptom of fanaticism. Referring to two philosophical concepts, the article is an attempt to answer the question of how to educate people to opt for the values while avoiding shaping a fanatical attitude in the educated person. The approach of L. Kołakowski and R. Rorty, emphasizing the principle of inconsistency, and the approach of A. MacIntyre pointing to the virtue ethics are analyzed.

In this article the authors considered problems of the realization of youth policy in the Republic of Kazakhstan. There are some factors which objectively complicate the realization of youth policy in Kazakhstan: the lack of social-political ideology which could be able to play the part similar to the role of communist ideology in the USSR or liberal-democratic one in the USA, the domination of ethnic identity over the civil one; the system of values, which unites community, must not only be a subject for general consensus in the society but gather the youth together emotionally, appealing to an irrational beginning in individual and massive psychology; the problem of social growth of the youth. Mostly, the youth in Kazakhstan can be divided into two groups: socially safe and socially unsafe. In the article analysis methods and content analysis were used as well as the results of sociologic researches.

Values in preschool age. About things that are important to children

Values in everyone’s life are an integral part of their existence. They guide their actions. They influence the decisions made. They help interpret their own behaviors and actions of others. Preschool age is a period when moral development begins, there are things that are more or less important to the child. It is therefore worth discovering what is important to preschool children. In order to learn about the values that are important to preschool children, a study was conducted involving 70 six-year-old children attending selected Bialystok kindergartens and preschool departments. The method used in the study was the analysis of work products and the tool was drawing analysis. The study took place during the children’s stay at the facility. The data obtained allowed to answer the research problem: What values do six-year-old children consider important in their lives? The most important value for the children surveyed is family. Then play, toys and God as the creator of the world. The empirical data obtained can be a valuable source of information, allowing to adjust the education and upbringing process in such a way as to respond to the child’s nearest area of development.

Stop and think. Thinking against fanaticism

Piotr Kowzan’s polemic proved that the issue of fanaticism remains an important educational problem, but also more broadly: a social one. Formulating a response to a polemic allows for rethinking and clarifying some themes. It also turns out to be important to return to the very definition of fanaticism as well as to point out that the problem is important because fanaticism threatens primarily people of value: those who perceive values and are actively engaged in their realization. In our response to the polemic, we try to point out three issues that are important in our opinion. Firstly, we emphasize that fanaticism is always harmful, and although this harmfulness is not always significant, even in the best case, fanaticism is harmful at least to the fanatic himself. Secondly, we oppose the claim that countering fanaticism can be as destructive as fanaticism itself. Thirdly, we maintain the claim that the basic symptoms of fanaticism are: an inability to make any compromises and a rejection of the very possibility of making an exception to an accepted rule of action. In conclusion, we recall Hannah Arend’s vitally important call to maintain a balance between activity and reflexivity.

In recent years, the European Union (“EU”) has faced unprecedented challenges in the rule of law. Besides apparent dangers, it has also offered the Union, its institutions and member states important space for new openings, self-rediscovery, and revisiting certain integration paradigms. This analysis argues that the “rule of law/value crisis” in the EU has created the same space for the Court of Justice to take on the paradigmatic jurisprudential shift from the market to the union of law and values. It posits that the European discourse must revisit the theory of supranational adjudication and offer a new reading of the Court’s mandate and function within the evolving supranational governance and design. In this process, reference to Art. 19 TEU and its connection to Art. 2 TEU have a special explicatory and axiological significance.

Youth and the values of the democratic social order. A report from dynamic and comparative studies

The text is a presentation of the preliminary results of team research on the attitude of students towards the value of the renewal of social order, reconstructed in Piotr Sztompka’s “renewal decalogue”. On the basis of the results of the exploration carried out 30 years ago on “Youth in relation to the values and norms of social life”, a new scientific research was designed. It was carried out at several Polish and Ukrainian universities, in a group of students from several faculties. Ten values and forty norms of social life were assessed twice on a six-point scale. The respondents were first asked to indicate to what extent they considered certain values of social life as personally important and how they influenced their lives in various social situations. Then, they had to assess to what extent the given norms are noticed in their environment and are present in contemporary social life. The research report contains the results of the exploration of only a part of the study cohort, 272 students of pedagogy from Polish universities and 91 students from pedagogical universities in Ukraine. The obtained results were additionally compared with those obtained three decades earlier in a group of students of the same faculty.