The ageing of European societies ensues, above all, from adverse demographic trends; it also becomes a cause of many disturbing phenomena involving marginalization, decreased social participation, professional and educational activity. There is increasing concern about the need to create a social capital for development. This paper will present data in regard to the situation of senior citizens in Poland and Europe. The material is based on the reports published by the European Committee and country strategy papers.

My paper deals with the significance of introducing the cultural component in foreign language teaching as well as the necessity of developing young people’s sensitivity to culture, especially to art and literature. In the article, the basic definitions and relevant terms connected with culture are discussed, according to the current status of glottodidactic knowledge. The question of how and to what extent should the cultural component be introduced in the school is also raised. Moreover, the aims of teaching cultural elements as well as their role and importance in foreign language learning are presented. In the final part of the text I describe an example of a practical pedagogical application of the cultural component, which can be used during English classes. This crosscultural studies project consists of three lessons, focused on a chosen aspect of British culture, namely the creation of two representatives of the 18thcentury art and literature. The presentation of this project supports the thesis that the combination of teaching language together with cultural elements is possible. It also serves as an example of how to achieve this aim and, simultaneously, how to make lessons both educational and untypical, which means more entertaining for the students. All in all, the aim of the article is to emphasise the need for aesthetic education as well as to raise teachers’ and educators’ awareness of the aforementioned problem.

This paper offers a reflection on educational discourse with particular focus on pedagogical discourse about youth. It begins with terminological and methodological assertions. Making a distinction between the discourse of educational practice and pedagogical discourse, I attempted to identify some types of discourse about youth which have become prominent in pedagogical research. To grasp the characteristics of the discourse I referred to quite a wide selection of pedagogical texts which provide data about the ways of problematisation of the theme of youth. They included monographs devoted to youth, research reports and articles from pedagogical periodicals, published in the last decade. My research tools in the qualitative analysis of the texts were two basic analytical categories: ideological dominants (the concept of youth, dominant values attributed to young age and youth) and interrogative dominants (fundamental practices of formulating questions about youth, problematisation, and typical conceptual categories). The typology of discourses about youth derived from empirical studies was used to construct a theoretical model of the analysis of integration of knowledge about youth. The concluding section poses several questions pointing at some potentially interesting areas for future research into heterogeneous sources of knowledge about youth.

Processes of selection of schools have already constituted the object of the Doctoral Dissertation of Professor Ryszard Borowicz, prepared under a scientific supervision of Professor Zbigniew Kwieciński, and also of his numerous books and papers published throughout his whole scientific career. One of the leading concepts applied in the projects carried out by Professor Ryszard Borowicz was the meritocratic concept. Application of that theory in the explanation of phenomena taking place in the contemporary education system has been subject of critical analysis. Besides, the possible directions of studies have been proposed concerning the selection of schools, including the university-level of education. A number of questions have been raised worth answering, especially in face of dynamic transformations taking place in the Polish society that are somehow a consequence of belief in education that was supposed to create stratification mechanisms enabling promotion of positively selected individuals, according to the relation “merit-award”. With consideration for the Professor’s achievements, and for current indicators, some phenomena have been presented that currently exist in the system and are directly related with the problem of selection of schools.

The purpose of this article is an attempt to show the development of Polish social work based on the works of Prof. Ryszard Borowicz. In the text were subjected to scientific reflections definitions and the main categories of research described by the author, which may be a starting point for the development of the theory and practice of social work (human dignity, work, equality and social justice, the auto-selection). The author devotes attention to questions of education and social work tasks facing contemporary social work. Text analysis R. Borowicz has allowed many findings. The main thing is that social work is transdisciplinary and interdisciplinary science that combines the traditions of different disciplines (especially sociology, pedagogy, social policy), the creation of social theory and practice should benefit from the experience of the world, but without forgetting the native and most importantly you need think about the future, and not focus on the present, because there will be more social problems and new needs that challenge for social work. Notably, many of the issues raised by the researcher is still valid and therefore worth reaching for his works and re-discover them.

The purpose of this article is to examine the role and importance of music in society. In particular, attention is paid on the educational value of art sound and musical skills of Poles and their participation in the musical culture. The main question is the question of the quality of these skills and socialization processes of individuals to music. The aim of the paper is also to discuss the institutional problems and obstacles of music education as well as to focus on the problem of the reproduction of the non-sensitive to music generations. The text is composed of four main parts. In the first of them there are discussed the general issues related to the role of music in society, including the process of acquiring musical skills and aesthetic dispositions (in the sense of Pierre Bourdieu), allowing individuals to take an active part in the musical life of the community. The focal point of the discussion also concentrates on such topics, as integration and communication power of music in society within the meaning of Alfred Schütz. The second part of the text contains the reflections on the educational role of music, including its ability to connect people, and shaping them socially desirable traits. The third part of the article refers to the issue of the musical competences of Poles, based on available quantitative data. The latter are useful to discuss the problem of intergenerational inheritance of weak music competences, and therefore the phenomenon of the reproduction of musical “illiteracy”. The fourth section provides some reflection on the specific consequences of music education system in Poland. In particular, the attention is paid to the issues such as the low level of participation in musical culture, and the regression of listening in the sense of Theodor W. Adorno.

This paper explores the possibility of using lateral thinking to enhance student learning in higher education. Teams of students formed during classes using the „six think- ing hats” method, a concept developed by (de Bono, 1985), analyse a problem posed by the lecturer. This problem involves solving a commonly used economic rule considered in a deterministic environment, the so-called economic order quantity (EOQ) model. Students divided into research teams first solve the problem classically, using elements of differential calculus. In the next stage, they solve the problem using process analysis, re-engineering principles, and a computer application. The most important feature of this stage is the analysis of the problem, so to speak, from the end, i.e., from the definition of the goal, which is to determine the optimal order size of goods in the supply chain at minimum cost. The six thinking hats method is extremely helpful at this stage. The key benefits for students using this type of teaching are related to verifying previous thinking in solving the problem and adopting a creative approach to solving the task. Empirical studies confirm that this type of teaching increases the attractiveness of the class and the satisfaction of acquiring creative thinking skills and provides the satisfaction of solving a complex research problem in a team. Student surveys with a small sample (

Significance of regional education in shaping regional identity before and in the pandemic times

The undertaken considerations concern the role of regional education in shaping the regional identity of children between 5–12 years old before and during the SARS-CoV-2 pandemic. The basis of scientific analysis is the experience of children and their mothers. Regional education should lead to the development of the individual and collective identity of an individual, root a young person in his own cultural heritage and enable him to function creatively in a multicultural society. An outcome of the conducted research indicates minor impact of regional education in the range of shaping a regional identity of examined children during the period before the pandemic and its exacerbating ineffectiveness in the Times of isolation and distance learning. Mothers propound the need of action in the area of regional education in order to make children aware of their responsibility for their place of residence, the local community, the protection and multiplication of the cultural heritage of the region. The research indicates the need of consideration both: the current condition of regional education in kindergarten and school space and its actual role in the process of shaping children’s and youth’s regional identity.

The article has determined that the introduction of mixed learning is not only the transfer of many elements of the educational process into the electronic environment but also the design of a professionally-oriented educational environment of universities and the instructional design of electronic courses. The hybrid electronic course of the discipline “Digital technologies in education and research” by the principle of the backward design was developed and tested. The given examples of students’ creative work were submitted in the form of projects, websites, blogs, web quests, and online conferences. Presents the main tips that need to be followed for effective development and implementation of blended learning.

Nowadays the issue of regional education is a very contemporary and necessary problem, seen as a future factor in cultural heritage, which can be treated as a contribution to preserving the continuity of traditional values. A look at how heritage can be protected using local perspectives in a globalized world through educational activities is also postulated by UNESCO’s global doctrines. In order to include this idea within the school education system, a certain transformation of the pedagogical reality must take place, which is a long-term process. That is why such projects are often carried out through non-formal education. Using the example of the project ‘Journey through Wooden Podlasie’, this study addresses the problem of protecting the cultural landscape and intangible heritage of Podlasie through education from an early age. Analysis of material collected, as well as the author’s own observations from the various projects carried out in the form of regional education, confirm the theory that there is a great need to implement programs of active heritage protection from scratch. Drawing inspiration from the past can be of great practical importance for future generations, and can serve to encourage children to be active participants in their environment.

The article describes quantitative changes in the educational area of the Polish borderland, based on the examples of Nysa, Prudnik, and Głubczyce districts. The demographic data, unfavorable for entire Poland, in the borderland regions are additionally burdened with migration from peripheral communes. It is reflected in the functioning of educational institutions. The analysis of the educational potential of the border areas based on data from the three districts indicates alarming demographic forecasts announcing their depopulation. Breaking that process seems impossible without external support. Thanks to co-financing under efficiently implemented EU projects, and, above all, the work of local leaders, many interesting initiatives were implemented to improve the quality of life in the border areas and their tourist attractiveness, which also gives hope for an economic revival. A positive aspect is that with the decreasing number of students, the number of departments also decreases, which gives hope for a better quality of care, upbringing, and education. However, the data show that reversing the negative trends requires great commitment.

The paper is part of the interdisciplinary considerations on the management of organisations and the participation of women in these processes. The presented approach combines the science of management with the sociology of education. It allows the analysis of macro-social aspects of women’s functioning and micro-social aspects related to the functioning of women at the top of corporate power. The article is based on a management survey published in 2019, which concerns issues of mutual relations between education, socialisation, and the place of women in the social structure or the selection of co-workers. It is qualitative research that does not allow for the generalisation of conclusions to the entire population of Polish managers (or, more precisely, managers working in Poland), but the representativeness of a typological nature has been preserved. It means that the interviewees represented distinguished types of managers, mainly due to the industry and the type of position. The study concerned the highest-ranking company managers, Chief Executive Directors (CEO), and members of the company’s boards with various academic diplomas.

Education as an Subject of Interest of Polish Political Parties in the Second Decade of the 21st Century. Analysis of Selected Election Programmes

The aim of this article is to reflect on the pluralism of plans and projects of the school education system in Poland at the end of the second decade of the 21st century and the positions of political parties regarding reforms of children’s and youth education. The hypothesis of the research in the article is the assumption that the electoral programmes of Polish political parties are characterized by a plurality of educational visions. They often are proposals for reforms adapting education to the tasks of the modern economy, market and social changes. The research method used in the article is the analysis of source documents, i.e. political party programmes, as well as their comparative analysis. The programmes of 14 political parties, valid in the second decade of the 21st century, were analyzed. These were in the order: Democratic Left Alliance (SLD), Labor Union (UP), Polish Labor Party – August 80 (PPP-S’80), Party Together, Spring, Green Party, Polish People’s Party (PSL), Democratic Party (SD), Civic Platform (PO), Modern Party, Law and Justice (PiS), Coalition of the Restoration of the Republic Freedom and Hope (KORWiN), Right Wing of the Republic, National Movement (RN).

Education and mobility. The role of education in the migration process as exemplified by the study of Poles living in Scotland

The paper is an attempt to answer the question about relation between education and mobility in condition of changing society. For this purpose was used survey research conducted amid post-accession migrants form Poland actually living in Scotland. The research was conducted in two stages, and participated in this 627 respondents living in varied part of Scotland. The first step was to conduct face-to-face interviews (258 respondents), while in the second stage was used CAWI method (Computer Assisted Web Interviews) (369 respondents). Collected empirical data has permitted to establish relation between degree level of education and migration motive of respondents. We can assume that factor explaining of that relation is cultural capital of man, which is collected during education process, in an institutionalized and embodied form. A ready-to-mobility attitude is a resource transmitted in socialization process. The longer individual attends to institutionalized form of education, the more often they manifested migration motivation focused on post-material values – willingness to meet a new challenge in live or assembling a new live experience connected to personal development.

On the pedagogical strategy of Florian Znaniecki eliminating intercultural antagonisms for the civilization of the future

The author presents the pedagogical strategy of F. Znaniecki, discovered by himself, which ramains important for intercultural pedagogy, and which was expressed by the philosophically thinking sociologist only in 1929. It is a controversial pedagogical idea, treated as a condition for overcoming intercultural antagonisms in the mode of a new quality of support for subjective development of children and different than usual in upbringing. This is connected with the simultaneous indication of the importance of educationally critical attitude towards the cultural condition of adults, which requires correction by wise people. The text uses new readings of the writings of the classic sociology, although read differently than shown by its common philosophical, pedagogical and sociological interpretations. This thread is more fully discussed and documented in the author’s book, entitled “Claims and transactuality in the humanities. Florian Znaniecki: the legacy of ideas and its cracks”. Znaniecki’s key pedagogical postulate, important interculturally, is the suggestion of the need to move from raising children in the mode of intra-group socialization to supporting their self-education open to recognizing their own passions, to cultural diversity and stimulating the ability to use the encounter with otherness, in recognition of the naturalness of diversity, in recognition of the naturalness of differentiation, albeit without antagonisms. At the same time, education (bringing-up) in this approach is paradoxically to concern mainly adults, with the correction of their claims, including against the absolutization of their own aggressive prejudices, taken over under the influence of socialization dichotomizations. An attempt is made to evaluate the intercultural pedagogical strategy outlined in this way, which from the very beginning has not met with the sufficient recognition of pedagogy, nor has it been properly evaluated. Znaniecki’s strategy is confronted mainly with the approach of R. Rorty, J. Habermas, as well as M. Buber, H. Gadamer, A. Maslow and M. Kundera. The author points to the traces of the legitimacy of inscribed the attitude of T. Lewowicki in the not sufficiently well recognized aspirations of F. Znaniecki himself, following the reflections in the Jubilee Book dedicated to the former for his 80th anniversary.

Message from the border and the need for education, or what it teaches young people multicultural reality

From the end of the summer of 2021, we have been receiving media messages showing the migration situation on the Polish-Belarusian border. The incoming images and information reveal the dramatic situation of people-refugees- migrants from the Middle East trying to reach Western European countries through our country. Deprived of humanitarian aid, they camp in the woods. Cold, hungry and sick, they expect help from the relevant services. The situation is very difficult, as it has a humanitarian and social dimension, but also, and perhaps above all, a political one. This image reaches adults, but also young people, who are not always able to understand the situation and the lack of help. Observing the attitudes of adults, young people take part in the lesson of indifference and acceptance of evil. The aim of this text is therefore to draw attention to the message received by the young generation and to identify what educational activities should be undertaken in educational environments in order to maintain responsibility and humanitarian values, which should dominate the educational and upbringing processes. So that in an increasingly multicultural world they become a common social practice.

About the need for increased intercultural education in the face of the right-wing populism in Poland

The phenomenon of right-wing populism, which has been spreading in Poland for several years, is deeply permeated with exclusive and anti-pluralist demagogy, which has consequences for public education in our country. In this context, an urgent socio-educational challenge is to counteract students’ fear of what is different and unknown, as well as to develop respect and empathy towards other people, i.e. their different worldview, culture and religion. The aim of this article is not to construct some ad hoc and one-off school and pedagogical initiatives in the face of populist lies and manipulation, but to create the conceptual foundations of an educational, interdisciplinary and, above all, anti-populist preventive system that would be thoroughly filled with the premises of intercultural education and educate young citizens who perceive pluralism as cultural and social value.

The article presents the relationship between the grit factor and the mental well-being of young people recruited from high school students in Podlaskie Voivodeship (n = 275). The study was conducted using the Short Grit Scale (SGS) by A.L. Duckworth, the Psychological Well-Being Scales (PWBS) by C. Ryff and the Cantril’s Ladder of Life Scale. The obtained results indicate significant positive relationships of grit with the current assessment of the quality of life and mental well-being in each of the six dimensions measured with C. Ryff’s PWBS tool (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). Since grit is a construct showing positive relationships with well-being and quality of life and a modifiable one – it can be shaped at an early stage of development – it should be considered as an important element when drawing future educational plans.

To a Matter of the Nature of Educational Law

The paper focuses on the legal nature of educational law. The current trend is an increase in the arithmetic progression of the quantity of brunches of the legislation. However, an increase in the branches of the legislation does not automatically lead to an increase in the branches of law. And if a certain branch of law always corresponds to a branch of legislation, then a branch of legislation does not always reflect a certain branch of law. This is quite justified in relation to educational law. Despite the fact that the term “educational law” is recognized as well-established, the issue of the status of educational law remains controversial. The paper emphasizes that the transformation of views on the relative nature of educational law has come a long way from complete rejection of educational law, when it was considered only a sub-branch of administrative law to attempts to justify educational law as an independent branch of law. It is carried out analysis of different approaches for determining the legal nature of educational law, namely: as a sub-branch of administrative law, as a complex branch of law, as a legal array, as an independent area of research, as a discipline, as a special part of information law. The author pays special attention to highlighting the strengths and weaknesses of representatives of various fields in justifying the status of educational law. Attention is drawn to the fact that none of the supporters of the separation of educational law as an independent branch of law has proved and shown why the issue of legal regulation of educational relations should be considered outside of administrative law. It is emphasized the need to include in the curriculum a separate course “Educational Law” in the pedagogical sector of education and postgraduate studies. This is not about the formation of a unified approach to the teaching of discipline “Educational Law”. The subject and system of the discipline should be determined by the target audience, as well as current trends in education.

One of the innovative perspectives to increase student involvement is gamification. The article aims to analyse selected motivational mechanisms in the context of gamification tools. The pragmatic nature of students (obtaining a better final grade, improving the organisation of the learning process) is compared with players’ experiences and the offered gamification models. While students’ goals relate mainly to effectiveness (study certificates, practical skills and knowledge with minimum effort), games are process-oriented (fun, engagement). The paper states that the differences may be apparent and proposes motivational tools that can make learners’ experience resemble players’ one. Particular attention is paid to the art of failure, autonomy, community and mandatory fun, which are discussed from the perspective of the theory of self-determination (competence, autonomy, relatedness) and cognitive dissonance (effort justification, insufficient punishment, counter-attitudinal advocacy paradigm). The article advocates voluntary participation or at least the choice of different educational paths and tools. Secondly, the paper encourages implementing features enabling students stress-free freedom to experiment and experience failure.