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In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models.

Artykuł ma na celu ukazanie tradycyjnych i współczesnych dylematów i paradoksów obecnych w zawodzie nauczyciela oraz zwrócenie uwagi na znaczenie rozwoju twórczego potencjału uczniów. Rola zawodowa i status nauczycieli ulega ciągłym przeobrażeniom, m.in. na skutek zmieniających się nieustannie realiów życia. Nauczyciel powinien nie tylko przekazywać gotową wiedzę, lecz uczyć jej zdobywania, wskazywać różne strategie uczenia się, rozwiązywania problemów, kierować wszechstronnym rozwojem uczniów, zwracać szczególną uwagę na rozwój osobowości i społecznych wartości wychowanków. Obecnie potrzebujemy zwłaszcza skutecznych działań edukacyjno-wychowawczych, mających na celu kształtowanie człowieczeństwa uczniów. Chodzi o ideę wyrażoną w greckiej paidei, a następnie w Powszechnej Deklaracji Praw Człowieka z 1948 r., polegającą na tym, że w nauczaniu i wychowaniu chodzi o wszechstronny rozwój człowieka, możliwie pełne urzeczywistnianie jego potencjału osobowego, wyposażanie go w niezbędną całościową wiedzę o świecie i o nim samym. Chodzi zatem zarówno o kształtowanie kultury osobistej ucznia i wychowanka, jak i o skuteczne wprowadzenie go w historycznie ukształtowaną kulturę oraz w świat uniwersalnych wartości, w tym wartości humanistycznych. I wreszcie – o udane przysposobienie go do życia indywidualnego i społecznego. Innymi słowy w tej idei chodzi o ukształtowanie człowieka o bogatej duchowości i rozbudowanej kreatywności, samodzielnej i krytycznej umysłowości oraz rozbudzonej wrażliwości moralnej i humanistycznej. Obecnie potrzeba nowoczesnej myśli pedagogicznej na miarę wielkich konstrukcji teoretycznych czołowych twórców „nowej pedagogii” ubiegłego stulecia, takich jak myśl pedagogiczna Johna Deweya, Stefana Szumana, Zygmunta Mysłakowskiego czy koncepcji edukacji permanentnej Bogdana Suchodolskiego.

Today, in the globalized world of the 21st century, the issue of leadership is topical and particularly important, hence it is not surprising that it is extensively analyzed in numerous publications. The role and significance of leadership primarily result from the fact that it has a great impact on the achievements of teams and companies, relations between people, their motivation to work, their openness to changes and new challenges, and a vision of the future development of the company.The theoretical part of the article first explains the concept of leadership and its significance, and next describes multiculturalism as a challenge for contemporary leadership in the context of managing intercultural teams. The empirical part presents the methodology of the study and the results obtained, which are followed by conclusions and recommendations.The research described in the article (ten telephone interviews) was conducted with international companies among managers who work with culturally diverse teams. At this stage the research is preliminary, and the author intends to conduct an in-depth study among managers of multinational companies in Poland and Spain that will investigate the role of leadership in managing multicultural teams.The main aim of the article is to demonstrate the importance of leadership in managing multicultural teams. Considering this aim, the following research question was formulated: How do Polish managers employed in multinational companies define leadership and how do they perceive the role of leadership in managing multicultural teams?

W zmiennym świecie i w bezprecedensowych sytuacjach nauczyciele stają przed nowymi wyzwaniami. Takim wyzwaniem stała się obecnie konieczność podjęcia nauczania zdalnego. Wielu z nich odczuwało z tego powodu presję oraz dystans wobec wykorzystywania narzędzi cyfrowych. Jedyną drogą było jednak stawienie czoła nieznanym obszarom oraz dostosowanie się do wymagań cyfrowego świata i cyfrowych tubylców-uczniów.Skuteczne prowadzenie nauczania na odległość, w atrakcyjnych dla uczniów formach, oznacza konieczność stałego doskonalenia własnych kompetencji tak, by chociaż w pewnym stopniu nadążyć za dynamiką zmian rzeczywistości.Wiosną 2020 roku pandemia COVID-19 wymusiła zmiany w każdej dziedzinie ludzkiej działalności, odciskając piętno także na działaniach edukacyjnych. Mimo problemów związanych z zawieszeniem zajęć w ramach tradycyjnego nauczania, wiele przeszkód udało się nauczycielom pokonać. Stan ten uwydatnił jednak sporo edukacyjnych słabości, a biegłe stosowanie nowoczesnych technologii w procesie dydaktycznym okazało się piętą achillesową wielu z nich. Pewne jest jednak, że niezależnie od tego jak proces edukacyjny będzie zorganizowany w przyszłości, umiejętne prowadzenie nauczania z wykorzystaniem komputera i Internetu stało się jednym z niezbędnych wymogów stawianych nauczycielom. Pewne jest też, że w wyniku konieczności szybkiego dostosowania się do zmian, mimo szeregu negatywnych konsekwencji, wielu nauczycieli przełamało lęk przed stosowaniem narzędzi cyfrowych i z powodzeniem będzie je nadal wykorzystywać w swojej pracy.

Recenzja książki: S.J. McKinney, R. McCluskey (eds.), A History of CatholicEducation and Schooling in Scotland. New Perspectives,London 2019: Palgrave Macmillan, pp. 207.

Recenzja książki: Anna Perkowska-Klejman, Poszukiwanie refleksyjności w edukacji. Studium teoretyczno-empiryczne, WydawnictwoAkademii Pedagogiki Specjalnej, Warszawa 2019, ss. 362.

Celem artykułu jest namysł nad wrażliwością człowieka i jej rozumieniem, jak również nad znaczeniem kształtowania wrażliwości dla jakości codziennego funkcjonowania. Problemem badawczym jest pytanie: Jakie jest oblicze wrażliwości człowieka? Struktura artykułu składa się z trzech części: teoretycznej i empirycznej charakterystyki wrażliwości oraz praktycznego wymiaru jej kształtowania w procesie wychowania.Teoria wrażliwości ma charakter interdyscyplinarny. W rozumieniu wrażliwości wyróżniono cztery komponenty: poznawczy, emocjonalny, działaniowy i moralny. Funkcję zintegrowania poszczególnych aspektów rozumienia wrażliwości przypisano teorii pedagogicznej. Badania empiryczne dotyczące wrażliwości ukierunkowane są na jej zdiagnozowanie oraz szukanie związków z innymi zjawiskami. Konstruowane są skale do pomiaru wrażliwości dzieci, młodzieży i człowieka dorosłego. Wskazano przykłady prac badawczych polskich i zagranicznych uczonych. Empiryczna charakterystyka wrażliwości wskazuje ją jako fenomen, który może być traktowany jako zasób służący sprawnemu funkcjonowaniu człowieka w życiu codziennym. Wnioski z teoretycznej i empirycznej charakterystyki wrażliwości potraktowano jako istotną przesłankę kształtowania wrażliwości w procesie edukacji i wychowania. Stanowią one część trzecią artykułu i mogą być wykorzystane do kreowania i korygowania praktyki wychowania.W tekście potraktowano wrażliwość jako silną stronę człowieka (cnotę), którą można i należy kształtować w procesie wychowania. Jest ona niezbędna do kształtowania pozytywnych relacji intrapersonalnych i interpersonalnych. Dewaluowanie wrażliwości można uznać za wskaźnik swoistego regresu człowieczeństwa.

Władysława Szulakiewicz, Pedagogika na Uniwersytecie Stefana Batorego, Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, Toruń 2019, ss. 215.

The paper presents traditional and contemporary interpretations of the metaphor, which appears in numerous scientific disciplines and different manifestations of everyday life. Metaphors and their meaning, not only linguistic, are invariably a subject of reflection and an inspiring area of research in many fields of science and academic disciplines, including anthropology, literature studies, philosophy, pedagogy, psychology, and psychotherapy. Metaphoricity has always been present in psychotherapy: from the first works of Sigmund Freud and emergent psychoanalysis to the present day. Milton H. Erickson noticed the particular relevance of metaphors in the therapeutic process. In practice, metaphors are often used as a method of interaction in situations when a client exhibits resistance. The specific language used in transactional analysis, a psychotherapeutic concept, is full of references to the colloquial speech and terminology used in fairy tales and mythology, which is a specific trademark of this concept. This specific language creates a unique opportunity to use therapeutic metaphors. The article lists a number of such notions. Additionally, metaphors can prove to be useful in teaching and education as beneficial features of the cognitive process. Among the authors interested in both transactional analysis and its applications in education, Giles Barrow uses the metaphor of an educator as a gardener—someone who follows the development of children and young people entrusted to his care and reacts to unfavorable circumstances in the best possible way. Educational transactional analysis should exploit the possibilities offered by metaphors more frequently and to a greater extent.

The aim of the article is to present the work of Leon Cyfrowicz, a student and lecturer at the Jagiellonian University, aimed at helping poor children and orphans under the care of the Krakow Charitable Society. His aim was to enable them to gain an elementary-school education and to prepare them for professional work. The article was based on source materials collected from the National Archive in Krakow and the Jagiellonian Library. Manuscripts of the minutes of meetings of the General Council of the Krakow Charitable Society were analyzed, as were the “Yearbooks of the Krakow Charitable Society.” Cyfrowicz’s publications were also used. A qualitative analysis of the source material was done.It was established that Cyfrowicz was involved in the activities of the “Departments of the Krakow Charitable Society”; he took an active part in the Society’s board meetings, was a member of the School Committee, and was responsible for the care, upbringing, and education of the children. On his initiative, the “Crafts Room” was established, renamed the School of Crafts. Combining scientific, professional, and charitable work is still a desirable form of human activity. The charitable work done by Cyfrowicz is an example of being involved in helping poor people, especially children, actively participating in the work of the Krakow Charitable Society.

The author’s basic intention is to sketch the short history of the foundation, its structure, and the goals of its activities, as well as the ways they are implemented by members of the Teaching Staff Association of Stefan Batory University in Vilnius. Another important intention of the article is to show the sources for the history of this Association, which can be used for further research. This Association was active in the period 1923–1939; it gathered academic teachers from Vilnius University. Its main goal was to support the development of science in general, and above all to help in the preparation of new, well-educated members of the staff not only for universities, but also for the other important institutions in the reborn Polish state. A no less important goal in the Association’s activities was to integrate the university environment around important scientific issues, as well as to care about the living conditions of the students and their families. The members of the Association were academic teachers of all faculties of Stefan Batory University. The information presented in this outline is the result of an analysis primarily of archival materials found in the papers and memoirs of one of the members of the Association, Tadeusz Czeżowski, who at the time of his arrival in Toruń from Vilnius was one of the founders of the University of Toruń. These materials are available in the Archives of the Nicolaus Copernicus University.

Recenzja książki: Paweł Kaźmierczak, Neoarystotelesowska filozofia edukacji w ujęciu Alasdaira MacIntyre’a, Wydawnictwo Naukowe Akademii Ignatianum w Krakowie, Kraków 2019, ss. 240.

Living love is the most human and universal experience. Love is a complex, multi‐faceted, psychological and spiritual reality. It is a universal and timeless value. It is associated with the greatest human need to be loved and the desire to love. Therefore, in the integral development of a person, love is the most important factor that shapes and integrates his/her personality. The essence of love is unchangeable, but the ways of experiencing and expressing it are very different. The development of conjugal love requires the growth of a marital bond. It is thanks to it that it is possible for two people to be united in love. A marital bond constitutes an essential element which integrates and shapes the multifaceted area of marital relationship, interaction and communication.Nowadays, in an era of consumerism and a lifestyle based more on civil partnerships, it can be seen that love and marriage are not treated as the values, they are often even spoken of with shame. Therefore, the aim of the article is to present theoretical issues related to the experience of love in a Christian perspective, especially from the perspective of a marital bond. Taking into account the complexity of this issue, only selected aspects will be shown. The various contexts of love and the experience of marital love will be discussed. The essence and value of the marital bond will be shown, as well as the aspect of developing the ability to love in the process of human education.

Recenzja książki: Piotr Magier. Metateoria pedagogiki chrześcijańskiej, Towarzystwo Naukowe KUL, Lublin 2019, ss. 230.

Artykuł niniejszy oparto o metodę analizy dokumentów, a dotyczy on programu readaptacji społecznej skazanych, polegającego na nawiązywaniu i wzmacnianiu więzi pomiędzy rodzicami a dziećmi. W artykule opisano cele programu, metody wykorzystywane w programie oraz sposoby i wyniki jego ewaluacji. Materiał badawczy poddany analizie stanowią zróżnicowane dokumenty zastane, przygotowane w procesie tworzenia i realizacji oraz ewaluacji programu, takie jak scenariusze zajęć, ankiety ewaluacyjne, arkusze obserwacyjne z lat 2016-2018. Artykuł opisuje innowacyjny program readaptacji osób osadzonych w zakładzie penitencjarnym, oparty o budowanie i wzmacnianie więzi między rodzicami a dziećmi. Współczesne programy readaptacji społecznej skazanych bazują na podstawowych środkach resocjalizacji wymienionych w art. 67 §3 kodeksu karnego wykonawczego z 1997, gdzie utrzymywanie kontaktów z rodziną i światem zewnętrznym wymienione jest obok: nauki, pracy, zajęć kulturalno-oświatowych i sportowych oraz terapii. Program "Teatr, Mama, Tata i ja" opiera się na współczesnym podejściu kognitywno-behawioralnym w psychologii i terapii, czerpie też z podejścia multisystemowego w terapii środowiskowej. Natomiast w kontekście ochrony praw dziecka oraz ochrony praw skazanych, zapewnienie kontaktów między rodzicami aresztowanymi lub odbywającymi karę pozbawienia wolności a ich dziećmi jest obowiązkiem instytucji penitencjarnej. The article is based on a method of analyzing documentation on a prisoner social rehabilitation programme, which is focused on repairing broken bonds and consolidating relationships between parents and children. The programme’s objectives are discussed here, along with its methodology and evaluation process. The research material comprises various documents developed as part of the planning, implementation and evaluation of the programme, including workshop plans and evaluation and observation sheets generated in 2016-2018. The innovative prisoner social rehabilitation programme is discussed in detail in this article on the basis of the building and consolidation of parental bonds. Most social rehabilitation programmes of this type are informed by the social rehabilitation methods listed in Art. 67 § 3 of the Penal Code (1997), in which maintaining contact with family and the outside world is listed next to learning, work, cultural and educational activities, sport and therapy. The "Theatre, Mummy, Daddy and Me" programme is based on contemporary cognitive and behavioural approaches in psychology and therapy, and addition also draws on a multi-systemic approach to environmental therapy. In the context of the need to secure children’s rights and protect prisoners’ rights, it is the obligation of penitentiary institutions to secure contact between the incarcerated parents and their children.

Celem niniejszego opracowania jest przybliżenie poglądów George’a Zygmunta Fijałkowskiego-Beredaya na temat roli kształcenia wyższego w nowoczesnym społeczeństwie, a szerzej – dostępu do edukacji i powszechnego charakteru instytucji edukacyjnych na każdym etapie kształcenia. Wybór takiej tematyki wynika z faktu, że wspomniany uczony znany jest przede wszystkim ze swojego wkładu w rozwój komparatystyki edukacyjnej. Jego rozważania dotyczące polityki oświatowej i założeń, które należałoby w tym obszarze przyjąć z punktu widzenia potencjalnych korzyści społecznych, nie były do tej pory przedmiotem naukowych dociekań. W badaniach nad omawianym zagadnieniem analizie poddano wybrane publikacje Beredaya, zarówno te o charakterze naukowym, jak i publicystycznym, a także materiały archiwalne, obejmujące teksty wystąpień, wykładów oraz korespondencję. Przeprowadzona analiza pozwala na sformułowanie wniosku, że Bereday był zwolennikiem jak najszerszego upowszechnienia dostępu do edukacji, także na poziomie akademickim, a potrzebę tę uzasadniał nie tylko argumentami natury praktycznej – odwoływał się przede wszystkim do sfery etyki i wartości humanistycznych. Tego rodzaju rozważania wydają się godne przybliżenia szczególnie współcześnie, kiedy dyskusja na temat kształtowania polityki oświatowej koncentruje się na aspektach utylitarnych, co może prowadzić do umniejszania znaczenia faktu, że dostęp do edukacji stanowi jedno z fundamentalnych praw człowieka, a w konsekwencji – do utrwalania nierówności w tym zakresie.

The aim of the article is to describe the integration of the activity of an academic teacher and pedagogy students/future teachers. The reference point for the analysis is engaged didactics, which is based on the integration of the cognitive/intellectual and axiological spheres with personality and developmental change from the perspective of subjectivity and autonomy of creativity within academic education, especially of students in terms of integration.In engaged didactics, the key concept is commitment, which is understood as a certain type of research discourse practice that primarily takes into account the emancipatory needs of specific groups of people. Researchers participating in this discourse engage themselves in projects aimed at social change, and not only at improvement of the position of the disadvantaged. On the other hand, the essence and boundary conditions of this practice is the sense of subjectivity of both the researchers and participants of social situations who voluntarily and with a sense of satisfaction participate in this type of activity.“Engaged didactics” is defined as a group of subjective didactic activities of an academic teacher and students that consists of developmental changes built on interpersonal communication, mutual trust, and service which trigger creative activity. The basis of these activities is the integration of knowledge acquired by the student, focused on the integral development of the person individually and socially. The perspective of the academic teacher and students is the integral development of the student as the primary goal of the school and the optimization of the conditions for its implementation.

Wychowanie jest całożyciowym procesem, któremu podlega człowiek od momentu narodzin aż do śmierci. Proces ten opiera się na ustalonym systemie wartości, który w pierwszej kolejności przekazywany jest dziecku przez najbliższe środowisko społeczne, jakim jest rodzina. Zachodzące w Polsce i na świecie przeobrażenia społeczno-kulturowe, ekonomiczne, polityczne oraz demograficzne pozwalają zaobserwować zmieniającą się na przestrzeni lat hierarchię wartości młodych ludzi. Szczególnie ważna jest transmisja tradycyjnych wartości egzystencjalnych, która odbywa się drogą dialogu międzygeneracyjnego. Zadanie to powinno być realizowane zarówno przez rodzinę, jak i środowiska społeczne, w których funkcjonuje młody człowiek. Szczególnie ważna w tym względzie jest instytucja szkoły. W artykule autorka prezentuje własny sposób realizacji w duchu wartości chrześcijańskich wieloetapowego i wieloaspektowego projektu o charakterze senioralnym, integrującego młodzież o różnych potrzebach edukacyjnych z osobami starszymi ze środowiska lokalnego.

One of the subjects comprising the education of future educators is the history of education. Within the framework of the classes, the students are taught the issues of the Polish and general history of education, namely, pedagogical practice and the history of pedagogical thought. Not only are the achievements of general pedagogy and its sub-disciplines taken into account, but so are very important achievements of philosophy, sociology, or psychology, due to the interdisciplinary nature of pedagogy.The article presents contemporary trends in the teaching of the history of education in selected academic institutions. The authors present a reflection on the significance of the history of education as a subject within pedagogical studies. In their analysis of syllabuses (curricula), they indicate two main tendencies: substantive and formal. The former concerns the subject matter of the classes conducted on the history of education, while the latter is connected with statutory and organizational changes which have led to fewer and fewer hours being allocated to this subject and the nomenclature of this course being changed. That is why it seems so important to reflect on the role of history education within pedagogical education, understood not only as providing knowledge, but also as a form of development and popularization of pedagogical culture.

In the relation addressed to his monastic confreres written in 1583, the Jesuit chronicler wrote that Tartu (Dorpat), where the Jesuit had recently moved to, was a city located in the most remote part of Livonia, as the territories belonging to today’s Latvia and Estonia were then called (Torpatum urbs est in extrema fere Livonia) (Kurtz 1925: 12).[1] The present article reminds us why the Jesuits arrived in these lands, which were little-known to Europeans at that time (and perhaps even today), and what Piotr Skarga wrote about them in his letters. The subject literature and archival sources available in Rome reveal that their arrival was aimed at the recatholicisation of Livonia undertaken by King Stefan Batory after his victorious wars with Russia. Regardless of the king’s obvious political goals, the Jesuits’ presence in the region was primarily linked with the evangelisation mission of the Order, whose tools included education, which, alongside direct pastoral work, was the leading form of its activity both in Livonia and elsewhere.[1] The book contains Latin relations called litterae annuae, which were sent by the Jesuits to Rome, and their German translation.

The aim of this article is to present examples of upbringing and educational activities undertaken in the pedagogical past that were published in the Ruch Pedagogiczny [Pedagogical Movement] journal in the years 1918–1939. The method of the qualitative analysis of the source material was applied to the “Articles” section of selected issues of the journal published in the period under study. It was found that Ruch Pedagogiczny published articles promoting upbringing and educational traditions which reminded the readers of the relationship between traditional and innovative approaches in the field of education. These articles described the changes to be introduced in elementary education and in teacher training at this level, and their aim was to encourage teachers to engage in professional self-development and to promote proactive, creative and patriotic attitudes. The history of education and upbringing was presented through the activities of individuals, schools and various institutions from Poland, Europe, and the world that were directly and indirectly connected with the education system and its reforms. The beginning of the 20th century witnessed a growing interest in innovative trends in education and upbringing. As can be seen from the results of the analysis of the articles published in Ruch Pedagogiczny, teachers’ attention was drawn to the need to learn about pedagogical novelties, although the pedagogical past was not neglected. Attempts were made to demonstrate the achievements of outstanding figures from the history of education and upbringing and to recall examples from the past in order to encourage readers to actively participate in the changes. Knowledge of the latest trends in education and upbringing and knowledge of the pedagogical past were to contribute to the improvement of teachers’ professional qualifications. Ruch Pedagogiczny can thus be seen as a source for studies on the history of schools and teacher training.

The history of the Jesuit college in Grodno has been presented in encyclopedic and tourist publications. Many issues have been developed by historians of architecture and culture. This allows one to refer to research in Russian, Belarusian and Polish without unnecessary repetition. This article presents the results of a study on the presence of the Society of Jesus on the border of present-day Lithuania, Poland and Belarus. Apart from the architectural ensemble of the Jesuit College in Grodno (Hrodna), other tangible traces of the cultural heritage of the Jesuits in this territory are poorly preserved. Therefore, the article outlines the history of the missions in Merecz, Urdomin and Rotnica (now Merkinė, Rudamina and Ratnyčia in Lithuania), Hołny (now Hołny Wolmera in Poland) and Kotra, Dziembrowo and Wołkowysk (now Kotra, Dembrov and Vawkavysk in Belarus). The development of these posts, dependent on the College in Grodno, was linked with important yet little-known events in the history of culture and education in the Polish-Lithuanian Commonwealth. Currently, in many places, there is no object that would be associated with the presence of Jesuits, although nothing prevents one from using historical and cultural research results or integrating oneself to discover historical facts and artefacts in cultural objects that can be protected.

Il saggio affronta il tema della sopravvivenza dell’ordine dei gesuiti sul territorio della Russia zarista dopo la soppressione papale del 1773. Basandosi su fonti manoscritte conservate negli archivi ecclesiastici di Roma e Cracovia ma anche sulla bibliografia edita, il testo offre uno sguardo sistematico e sintetico sulle motivazioni che portarono i diversi attori in campo – dai religiosi a Caterina II – a sostenere la sopravvivenza dell’ordine in Russia. In particolare l’articolo esamina e illustra le strategie comunicative adoperate dai gesuiti e la loro diversificazione a seconda dei destinatari; inoltre, propone una riflessione sui modi adoperati dagli ignaziani per un mantenimento della propria identità, per esempio sul piano educativo.

The value of cura personalis has enjoyed a meteoric rise in usage in the last few decades and is now considered emblematic of the Jesuit philosophy of education. The meaning of this expression, though, is still ambiguous. The first to use this expression was Father General Włodzimierz Ledóchowski, who adopted it when addressing the colleges and universities run by the Jesuits in the United States in 1934. Ledóchowski claimed that a culture of the person was deeply enrooted in the spirit of the Society of Jesus, and particularly in the spirituality of Ignatius of Loyola. This paper aims to provide the necessary historical background to Ledóchowski’s usage of the expression “cura personalis” and show how both humanist and Ignatian roots made this expression successful within the Jesuit educational scenario.

The present paper deals with the education of Jesuits in the Lithuanian Province and its influence on the religious vows made by the end of their religious formation. The research investigates changes that occurred in the structure of Jesuit personnel in regard to the education they received before and after their entry to the Jesuit Order. The main research source consists of personal catalogues from the Roman Archive of the Society of Jesus, to which the methods of statistical analysis and prosopography have been applied. The paper focuses on the following issues: (1) the general number of Jesuit personnel in the province, (2) the studies they completed before and (3) after their entry to the religious order, (4) the number of the professed of four vows and spiritual coadjutors, and (5) the influence of the school reform on Jesuit education, with particular regard to the mathematical sciences. The analysed sources indicate a gradual unification of the educational process, which consisted of a three-year philosophical course and a four-year theological course. Owing to the implementation of this model, the number of Jesuits professed of four vows increased and the number of spiritual coadjutors diminished.

The aim of this article is to present and popularise information regarding the current state of research on the presence and activity of the members of the Society of Jesus in the Tsarist state between 1772 and 1802. A synthetic analysis of the complex issue of official educational activities provided by the Catholic Order in the Orthodox Russian Empire is based on a comparative analysis of the existing subject literature and the author’s archival research, the results of which have been published in the papers referred to in the article. The first part explains the circumstances that led to the appearance of the Jesuits in Russia and discusses the reasons that allowed these subjects of the Tsar to maintain relative autonomy in managing their Order, ensure its development, and pursue their own goals. The functioning of Jesuit schools in Russia is also discussed in this context. The second part focuses on close relations between the Jesuits and Tsar Paul I, which had a significant impact on the functioning of the Order. Based on, among others, the fragments of the correspondence found in the Roman Archive, the author describes the Tsar’s contacts with Father Gruber and analyses their role, significance and results in the political and diplomatic area connected with the Jesuits’ activity in Russia.

This article shows the results of research focused on the phenomena of bullying and cyberbullying among Polish and Spanish children and adolescents. The first part of this article describes the characteristics of the topic, including genesis and definitions of terms and descriptions of the nature of the phenomena, highlighting the negative consequences of this kind of violence. The second part of this article describes different studies focused on bullying and cyberbullying across the world and in Poland. Against this background, the author’s own research results are described. The aim of this study is to compare the prevalence of bullying and cyberbullying among students enrolled in Polish and Spanish schools. An additional aim is to discover developmental tendencies in Poland and Spain whilst taking into account the age and gender of the participants. This research was conducted with the use of international measurement tools. The study included 1,052 Polish and 1,483 Spanish students. The results show that the prevalence of the phenomena is high. In Poland, around 70% of the participants are involved in some form of bullying and around 35% are involved in cyberbullying. In Spain, around 50% of the participants are involved in a form of bullying and around 20% in cyberbullying. Conclusions include the implications for pedagogical practice. Prevention and intervention programs against this kind of violence are needed and should be conducted in both countries.

The intensive physical, socio-emotional, cognitive and moral development of children at pre-school age means that preventive intervention introduced at such an early age can bring benefits and lead to significant changes in the child’s present and future functioning. When supported as a part of preventive activities, the dynamic development of executive functions which falls around the age of 4–5 in a child’s life can contribute to the strengthening of school readiness, and higher results in the following areas: language skills, mathematics and social competences. In the article, the author has presented the concept of executive functions and their types. Also taken into account are arguments for creating conditions for children to develop executive functions as a factor protecting their educational development against future anti-social behavior, behavioral addictions and psychoactive substances. In the last part, the author presents examples of early prevention measures that can be included in the education of a pre-school child.

Elenchus librorum veteris Collegii Crosensis anno 1803 compilatus[Buvusios Kražių kolegijos 1803 metų knygų sąrašas], t. 1–2,red. D. Antanavičius, Vilnius: Lietuvių literatūros ir tautosakosinstitutas, 2017–2018

Artykuł podejmuje tematykę kampanii profilaktyczno-edukacyjnych jako wyzwania dla współczesnej profilaktyki społecznej. Po wprowadzeniu teoretycznym zostały scharakteryzowane warunki i formy profilaktyki uniwersalnej, omówiono specyfikę kampanii profilaktyczno-edukacyjnych, a następnie przedstawiono przykład kampanii „Bądźmy poszukiwaczami autorytetu”, w którą autorka jest zaangażowana od początku jej trwania. Podstawowym problemem badawczym jest pytanie: Na czym polega specyfika kampanii profilaktyczno-edukacyjnych jako formy profilaktyki uniwersalnej? Czym się charakteryzuje i jak przebiegała kampania profilaktyczno-edukacyjna „Bądźmy poszukiwaczami autorytetu”? Metodą badawczą jest analiza dokumentacji, która powstała w wyniku realizowania zadań związanych z omawianą kampanią. W analizie wzięto pod uwagę zwłaszcza dokumentację związaną z przygotowaniami do kampanii, dane z ewaluacji procesu oraz raport końcowy. Wyniki badań można podzielić na dwa obszary: pierwszy dotyczy zjawiska kampanii profilaktyczno-edukacyjnych jako nowego wyzwania dla profilaktyki społecznej. Drugi obszar związany jest bezpośrednio z tematyką omawianej kampanii, a mianowicie: z koniecznością zwrócenia uwagi społeczeństwa na to, kto jest wzorem osobowym dla młodych ludzi, jak w związku z tym kształtuje się ich tożsamość oraz relacje, kto jest dla nich ważny, u kogo mogą szukać wsparcia, jak rodzice i nauczyciele młodzieży szkolnej postrzegają siebie w roli autorytetów, jak kształtują relacje ze dziećmi i uczniami. Na podstawie przeprowadzonych badań stwierdzono, że we współczesnej kulturze młodzieżowej, opartej w dużej mierze na funkcjonowaniu medialnym, konieczne jest wzmacnianie postawy autorytetu w rodzinie i w szkole oraz kształtowanie relacji młodych ludzi z osobami stanowiącymi wzór osobowy. Celem niniejszego artykułu jest opisanie warunków i form profilaktyki uniwersalnej oraz prezentacja jednej z takich kampanii profilaktycznych.

Hospice volunteering is a very specific type of volunteering connected with care for the sick and dying in the terminal period of the disease. The subject of the article are the motivations of hospice volunteers: the ones they had when they came to the hospice and those they have after a period of service. The aim is not only to describe and compare them, but also present their outlook depending on the age of volunteers, the length of their ministry and the type of ministry. Thanks to this research, motivations emerge as to why someone might choose to become a hospice volunteer, as well as what makes someone able to persevere in this service. This is an important question for those responsible for recruiting new volunteers. In the theoretical part of the article, the basic notion connected with hospice volunteering and motivations to take it were shown. The research part is the analysis of results obtained through the survey method. The fruit of the research are statements regarding the motivation at the beginning of the ministry, currently, and differences in motivation depending on age, and the length and type of ministry of the respondents.

The article presents an analysis of the selected thoughts of existential philosophers and philosophers of dialogue, with particular emphasis on the views of J. Tischner, T. Gadacz and M. Buber, to show that thanks to the personalistic approach in education, it is possible to build a culture based on values such as freedom, dialogue, respect, tolerance and love. In order to emphasize the personalism, I will show views worked out by the researcher of “black pedagogy” – Alice Miller, who presents how destructive violence experienced during childhood is for a child, and in a wider perspective, for the culture. In my preparation of the issue, I used the method of the analysis of existing materials and the synthesis method. The central categories around which the considerations are conducted are: child, education, freedom, violence. Personalism emphasizes a person as an autonomous human being, its dignity and rationality. In turn, “black pedagogy” refers to research on the influence of mental violence on the child’s mind. Using mechanisms of repression in their childhood leads to tremendous human and cultural deterioration. An education based on a personalistic approach in education is the key to building a culture based on freedom, dialogue, respect, tolerance, love.

The goal of the article is to present an applied research project which sets an example of best practice in international academic cooperation for building an evidence-based prevention system in Western Ukraine. As a neighboring country, Poland is open to sharing its experience and achievements in attaining effective systematic solutions regarding alcohol and drug issues, which is of interest to Ukraine and is confirmed by the execution of the presented project, realized in cooperation with the academic staff of the Drohobych Ivan Franko State Pedagogical University. The aim of the project is to develop a conceptual and educational module for courses preparing students for prevention work with children and the youth. The project was implemented by a team from the Kazimierz Wielki University in Bydgoszcz, which has over twenty years of experience in preparing social educators for the implementation of preventive tasks. The article contains the empirical foundation, the need for the fulfillment of the project, the descriptions of its goals, subject, method of action and implementation stages. It discusses the difficulties encountered at the design and implementation stages, and the final results.

“Change” is a reality that has been always accompanied to man. Nowadays changes occur so quickly that on many levels of our lives we have difficulties to understand, accept and to get familiar with them. The changes that we observe in the modern world also contribute to the deconstruction of the family environment. This generates new challenges and dilemmas. Despite many diverse difficulties, the family remains, however, one of the most important environments preparing young people for an independent and responsible life. However, family is forced constantly to search for new, more and adequate ways to build relationships, to strengthen them, to respond to changing needs, and to face with new educational difficulties.

The paper is devoted to parents’ pedagogical culture in the context of the quality of the upbringing process in the family, which shapes children’s and teenagers’ systems of values, norms, principles, attitudes, behaviours and aspirations. Thus, the level of parents’ pedagogical culture, which is also influenced by global civilizational transformations, seems significant. The aim of the paper, which, from the methodological perspective, is a synthetic review of subject literature and its constructive criticism, is to contribute to academic reflection on contemporary parents’ pedagogical culture and its relevance in the course and results of upbringing in the family. The author first analyses the concepts of culture and pedagogical culture in general and then presents the most important issues connected with parents’ pedagogical culture. She also examines individual components of the content of parents’ pedagogical culture (a selected concept), which are interrelated, constitute a whole and substantially influence the realization of the upbringing process in the family.

Family and school are important spaces influencing the acquisition of competences in time management by students. Each of these spaces occupy a particular position in the process of youth development. The family teaches planning and time management. Teachers’ work should continue to foster skills in a secondary development context. The compatibility of these environments is a prerequisite for effective time budget planning by the young people. Considering the role of time in the life of an individual, the aim of the research was to know what is the time budget of students and how the space of the family and school environment is conducive to its development. In order to collect the empirical data, charts were used in which 97 tested pupils from secondary schools were asked to show the amount of time devoted during the day and week to various activities. Other aspects of time management by the young people as well as the participation of family and school as significant places in which young people reside were determined based on a questionnaire survey. The obtained results lead to the conclusion that staying at school and doing homework dominates, which can be explained by the fact that education is the basic form of youth activity. However, the time devoted to it significantly limits free time, which does not always allow for sufficient rest. It was noticed that the way of spending time with parents is passive, while teachers to a small extent compensate for unfavorable patterns of time management shaped in the family.

The reason for the changes taking place in the contemporary family and its new forms of life is the the wide scale of changes in the surrounding reality and the modern axiological and normative chaos that encompasses almost all spaces of human life. In the following text, consideration will be given to how this chaos affects the perception of the importance of family ties, and thus the interpersonal relationships of members of the traditional family community and of such types of families as multi-families or alternative families. An attempt will be made to show how these transformations result in diversity in the various ranges of parental awareness and the pedagogical culture of many environments. Based on the literature of the subject, the text also aims to draw attention to the fact that these changes are especially perceived in the understanding of the essence of marriage and family and the ways in which they fulfill essential functions, especially pedagogical functions. When addressing this topic, one should also look at the sources of changes and their consequences. Dynamic changes that are taking place in the families require not only further research, but also a new methodological approaches and cognitive strategies.

Caring for a high level of participation in various forms of physical culture by children and youth seems to be an essential element of preparing them for adult life, and thus for functioning in society. This article presents reflections on the role of the family in the process of educating people to consciously participate in physical culture, manifested by physical activity in their free time. The phenomenon of free time was considered in the context of educational functions, in two perspectives, i.e. education to free time and education in free time. Recreation and tourism have been chosen from among human leisure activities, which are socially desirable and have proven educational values in numerous scientific studies. Therefore, at the beginning of the discussion, the analysis of the educational potential of these three phenomena was presented. Then, the essence and stages of the implementation of the education process to free time, recreation and tourism were discussed. Conclusions from the research of various authors concerning the influence of the family on the level of recreational and tourist activity in leisure time are also presented. The article is an attempt to indicate some main aspects of this classic issue, especially in the context of observed changes in the ways of the realization of free time by the youngest generation. The dominance of sedentary activities over physical activities is noticeable, resulting from technical progress, including computerization and the development of social media.

In this article it is assumed that the family is an important environment for children’s sexual education. Family education can affect the knowledge, behavior and development of adolescents in the area of their sexuality. The first part of this article introduces the thesis, that family is an important environment in determining the sexual behavior of adolescents. Next, the methodological assumptions of the research are presented. It answers the following question: what is the parental attitude to the sexuality of their children. Subsequently, there specific research problems are presented: what is parental activity in the field of sexual education, what are the difficulties with sexual education, what are the parental needs identified in this area? The research has been carried out by means of a diagnostic survey. The group of respondents comprised 66 women and 11 men, parents of children aged 15–18. The respondents were aged 33–58 and came from Szczecin. In the middle part of the text, results of scientific research are presented connected with pedagogical proposals. The research results show that most respondents undertake the task of the sexual education of their children. Parents also perceive that many behaviors are causally connected with sexual education, for example – with the quality of relationship in marriage. The character of the conversation about sex between parents and children is rather instrumental than relational. The whole article contains pedagogical reflection on the topic of sexual education in the families of adolescents.

„Zmiana” jest rzeczywistością, która towarzyszy człowiekowi od zawsze. Współcześnie owe zmiany dokonuje się tak szybko, że na wielu płaszczyznach naszego życia mamy trudności, aby je zrozumieć, przyjąć i oswoić. Przemiany, jakie obserwujemy we współczesnym świecie, przyczyniają się również do dekonstrukcji środowiska rodzinnego. To powoduje powstawanie kolejnych wyzwań i dylematów. Pomimo wielu różnorodnych trudności, rodzina pozostaje jednak jednym z najważniejszych środowisk przygotowujących młodego człowieka do samodzielnego i odpowiedzialnego życia. Zmuszona jest jednak do ciągłego poszukiwania nowych, bardziej adekwatnych sposobów budowania relacji, zacieśniania więzi, odpowiadania na zmieniające się potrzeby czy reagowania na nowe trudności wychowawcze.