Peace is non–violence and there is only one way to achieve it: peace as structural and interpersonal non–violence. The daily non–violence is as instructive as the spectacular actions of Mahatma Gandhi and Martin Luther King. Peace education is better based on demonstration what we “can” than to postulate of what we should do. The Peace Studies prefer a resource–oriented approach to education instead of a deficit–oriented. Our central thesis is that the youth is living in a kind of transculturality, the best conditions for peacebuilding. Considering the increasing sensitivity we expected that latest in 2075 we will make the war a taboo. The central key to solve conflicts nonviolently is conflict transformation in trusting a spiritual third power in between the opponents, even secularized people. The peace education has to help us to discover the third in nonviolent activities. There is a lot of difficult issues that the non–violence has to reflect in future, including elimination of the extreme violence, reconciliation, an impact of economy, the peacebuilding’s relevance of structural measures. 

The article presents a proposal of the psycho-pedagogical transcultural diagnosis model of migrant’s problems. A ground to this type of models and procedures, based on the main assumptions of contemporary theories of transculturalism, creates a consequence of the fact, that it is one of the most significant characteristics of our times, as well as the fact that the transculturation process among this social group is currently a very dynamic one. In the model presented hereby (due to the practical and innovative nature of pedagogy and in response to the need of diagnostic models and procedures modification postulated by migration experts) the specificity of progress and blockades symptoms of immigrants’ adaptation were also taken into account - with regard to phases of adaptation and integration processes in the social, psychological, didactic, care and educational spheres.

eTwinning – a tool for creating a transcultural society

Significant changes in education that occurred as a result of the COVID-19 pandemic, especially in terms of organization, in the form of the transition to distance learning, significantly increased the interest of teachers and schools to use the international eTwinning platform. The main task of the eTwinning program is to encourage international exchange by building a network of cooperation and interaction between students and teachers from various European countries. This, in turn, according to the author, is a way to build a transcultural society. Going beyond the current understanding of culture as a homogeneous creation, the author uses W. Welsch’s concept of transculturalism and Wittgenstein’s understanding of culture as a way of being and the result of intercultural interactions. Therefore, the article is devoted to the using of the eTwinnig tool in the process of shaping a transcultural society. There are also some presented examples of international eTwinning projects that have already been completed and are in the process of being implemented with the direct goal of acquiring intercultural competences by all its participants and those for whom this is an indirect goal, carried out while performing other tasks.

Transpedagogy or student-professor discourse on transculturality

This article is the germ of the concept of transcultural pedagogy based on reflections of female pedagogy students at [author’s] University related to the lecture “Introduction to transcultural pedagogy”. This lecture was given in the academic years 2021/2022 and 2022/2023 by the author of the text; it was probably the first lecture in Poland dedicated entirely to the application of the idea of transculturality into pedagogy. In principle, it was attended by second-year female students of the following master’s degree courses: Pre-school and Early School Education and Special Needs Education (additionally, a few fourth-year female students of Pre-school and Early School Education took part in the course on an optional basis). At the end of the course, the students produced essays on their perception of transcultural pedagogy. They gave written permission to make use of their work for scientific analysis, being aware that their perspective would be presented as a voice in the discussion on transcultural pedagogy in Poland, to which Jerzy Nikitorowicz and Marta Guziuk-Tkacz (2021) invited. This analysis is a qualitative study. It employs elements of grounded theory methodology (Charmaz, 2009) in the way that categories and subcategories were generated from the analysis of student papers. The qualitative data analysis software QDAMiner Version 5.0.12 with an individual licence was used to generate categories and subcategories.