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Celem artykułu jest opis geografii emocjonalnej – nurtu badawczego, lokującego się na pograniczu human geography i współczesnych studiów nad afektem, który koncentruje się na zależnościach między emocjami i szeroko rozumianym kontekstem środowiskowym, społeczno-kulturowym, przestrzennym, gospodarczym i politycznym. W tym celu autorka odwołuje się do analiz teoretycznych i badań w obszarze tzw. zwrotu afektywnego oraz do krytycznych i politycznych teorii emocji. Przedstawia związki między edukacją i geografią emocjonalną oraz przykłady pedagogicznych projektów badawczych, dotyczących społeczno-kulturowo-przestrzennych analiz emocji i edukacji. Wskazuje także na implikacje metodologiczne dla pedagogicznych i andragogicznych projektów badawczych, dotyczących badań emocji w edukacji, tj. na ich wymiar transdyscyplinarny. Przedstawiony sposób konceptualizacji geografii emocjonalnej (w) edukacji to nowe spojrzenie na funkcjonowanie instytucji edukacyjnych oraz na praktykę całożyciowego uczenia się. Może ono stanowić źródło empirycznych projektów badawczych dla teoretyków kształcenia i andragogów.

The aim of the article is to describe the teacher’s (emotional) labor and its relationships with the formation of the teacher’s subjectivity. This relationship is especially visible when the relations between the teacher’s emotions and professional work are shown from the perspective of theoretical analyses and research in the field of the affective turn, especially the so-called "affective economies". Based on selected critical and political theories of emotions (i.a. Brian Massumi, Sarah Ahmed, and Teresa Brennan), the teacher’s (emotional) labor is presented here as a tool of auto-(trans)formations and (auto-)reflection and, at the same time, as a place of the affective marginalization of the teacher’s subjectivity and impoverishment of his or her agency. The presented way of conceptualizing emotional labor is a new look at the teacher’s emotions. It provides educational theorists and pedeutologists with analytical tools for empirical research and is also a voice in the discussion, an argument for considering affect in teacher education.

Contemporary teacher education research point out that one of the most important elements of teacher professionalism is reflexivity. Teacher (self)reflection is aimed at gaining autonomy, at not succumbing to uncritical traditions or established norms, at (self-)criticism, at not agreeing to follow “top-down orders”. In this perspective, reflexivity is a priority element of teacher training, which should be reflected in the teacher education programme. The authors reflect on the category of reflexivity in the context of professional development of teachers and teacher education. We refer to the reflection theory of Donald Schön, Max van Manen, Nevill Hatton and David Smith as well as Johan Luttenberg and Theo Bergen. The adopted research perspective for collecting and interpreting empirical material is a critical discourse analysis. The subject of the analysis is Regulation of the Ministry of Science and Higher Education. The results of research and analyses indicate that the category of reflexivity is present in educational programmes only to a small extent and mainly refers to the level of technical reflexivity of a pragmatic nature. This is a consequence of the technical-scientistic, formalised approach to the construction of educational programmes in force in Poland. This programme is oriented towards instrumentally understood objectives and the usefulness of knowledge and skills on the labour market. A consequence of this is the lack of the broadly understood category of reflexivity as a deep reflection on action. In the analysed document, reflexivity is illusory and apparent in its nature, appears only to a limited extent, and is treated instrumentally.

The aim of the article is to describe emotional geography, i.e. a research trend located on the borderline between human geography and contemporary affect studies, which focuses on the relationship between emotions and the broadly understood environmental, socio-cultural, spatial, economic, and political context. For this purpose, the author refers to theoretical analyses and research in the area of the so-called affective turn, and to the critical and political theories of emotions. She presents the relationship between education and emotional geography as well as examples of educational research projects on the socio-culturalspatial analyses of emotions and education. She also indicates the methodological implications for educational and andragogy research projects concerning the study of emotions in education, i.e. their transdisciplinary dimension. The presented way of conceptualizing the emotional geography of (in) education is a new look at the functioning of educational institutions and at the practice of lifelong learning. It can be a source of empirical research projects for theorists of education and andragogues.

The article describes the notion of teacher’s emotional labor, which is an important and often neglected subject in didactics and pedeutology. The thesis is that the manner in which a teacher's emotional labor is being conceptualized affects test method and interpretation. The article presents three different manners in which emotional labor may be conceptualized: (1) emotional labor as process of emotion regulation (psychological approach); (2) emotional labor as a work requirement (sociological approach); (3) emotional labor as a transformation and development tool/as a byproductive labor (critical approach). Each approach is assigned to a different methodological perspective which may be used by educational researchers: (1) quantitative research; (2) qualitative research; (3) “new'' qualitative studies.

Emotions are an important aspect of teachers’ professional work, and therefore, developing their emotional competences is an important element of teacher training. The aim of the article is to answer the question whether, in the process of preparing teachers to perform their professional role, attention is paid to issues related to the emotions. The theoretical perspective of our research is provided by the socio-constructivist concepts of emotions and emotional competences. We refer primarily to the theories of Steven Gordon and Carolyn Saarni. The research problem focuses on the question: how are the emotional competences of teachers constructed/presented in the academic education curriculum in Poland? We searched for an answer to the problem by means of critical discourse analysis (CDA), which is one of the most useful research perspectives for studying the relationship between socio-cultural and discursive changes. The source of discursive data is the document that constitutes the legal basis regulating the teacher education process in Poland, i.e. Regulation of the Minister of Science and Higher Education. Our research revealed that in Polish academic education there is a technical-instrumental discourse in force, which is related to the traditional model of teacher training. This has a decisive impact on both the structure of the teacher training curriculum in Poland and the marginal importance of the role of emotions in teachers’ work. The performed analysis may contribute to the improvement of educational practice and, consequently, to the improvement of the quality of academic education.

Summary The aim of the article is to explain the meaning of the school emotional culture concept. The article presents following terms: culture, school culture, emotional culture. A few different views on the problem were presented in the text – the views of such sociologists as Erving Goffman, Arlie Hochschild and Steven Gordon. These are the scientists who introduced many new categories to the discussion on the topic of the social contexts of creating and expressing emotions. These are the categories: emotional culture, the feeling rules, emotional ideologies, emotional labour, emotional practice of teaching. By bringing up the issue the author points at the immense heuristic potential of emotional culture and exposes new and interesting fields for the scientists in the educational domain.

The aim of the study was to shorten the period of breaking dormancy in apple seeds and to improve the growth of the seedlings of ‘Gold Milenium’, ‘Ligol’ and ‘Szampion’. The whole seeds were removed from fruits directly after the harvest and were subjected to stratification (3 °C for 90 days in darkness) in distilled water or an aqueous solutions of 500 mM salicylic acid (SA), 10−3 M jasmonic acid (JA), gibberellin A3 (GA3) and 6-benzylaminopurine (BAP) at 250 mg·dm−3 and 100 mg·dm−3, respectively. Growth regulators were applied separately or in a mixture containing SA, JA, GA3 and BAP. The germinability and seed germination rate, seedlings growth, chlorophyll content index and the maximum quantum efficiency of Photosystem II (Fv/Fm) were investigated. The obtained results revealed that stratification in water positively affected the dormancy removal in ‘Gold Milenium’, ‘Ligol’ and ‘Szampion’ seeds. Application of SA, GA3, BAP, JA during seed stratification additionally stimulated the seeds’ germination rate as well as the growth of seedlings, index of chlorophyll content and maximum PSII efficiency (Fv/Fm). The most pronounced results were obtained after the seed stratification in GA3 alone or in a mixture containing SA, GA3, BAP and JA. Due to such a treatment, the germination of ‘Ligol’ seeds increased by 40% and they germinated faster in comparison to the control seeds. Such treatments also promoted the growth of seedlings, chlorophyll content and maximum quantum efficiency of Photosystem II (Fv/Fm). The present study indicates that the application of GA3 or the mixture of SA, GA3, BAP and JA during the stratification of seeds is an effective method to increase and accelerate the germination of seeds and juvenile seedlings’ growth in order to shorten the apple breeding cycle. Further studies are needed to optimize the appropriate concentration of growth regulators applied simultaneously during seeds stratification.

The issue of mindfulness is gaining more and more interest among representatives of many disciplines of social sciences, including pedagogues. The interest of educators in mindfulness training results from alarming statistics on mental health, as well as from the growing number of research reports on a wide range of positive impacts of systematic practice of mindfulness (studies confirm the effect of mindfulness on, among others, stress reduction, problems of attention concentration, development of empathy, reflectiveness etc.). The adaptation of mindfulness training to educational practice, however, does not go hand in hand with the problematization of this category in the area of education theory. The aim of the article is to show the pedagogical potential of mindfulness, especially the opportunities and benefits of applying it to educational practice. The article consists of three parts. The first describes the sources and theoretical foundations of mindfulness-based techniques based on literature on the subject and media sources. Then, the evaluation of programs and mindfulness training was carried out on the basis of psychological and clinical research results from the perspective of their use in schools as well as non-formal and informal education. The third part of the article indicates the significant benefits of practicing mindfulness classified into three areas: (1) emotional and social functioning of students, (2) building a culture of the school community and (3) the process of (self-)development of adults. Finally, the conditions, possibilities, and restrictions related to the implementation of mindfulness techniques in Polish schools as well as courses and trainings addressed to adults were discussed.

The paper describes one of the important categories of the lifelong learning discourse – empowerment, and presents the “ICT Guides” project as an example of a good practice in introducing empowerment. In particular, our findings suggest that it is crucial to start taking preventative measures against social exclusion of marginalized groups using ICT tools, and that the main barriers to ICT adaptation are not ICT skills but anxiety and deficiency of motivation and interest. This draws our attention to the category of empowerment, which, as we have shown above, enables full participation of those individuals that, because of various social or biographical processes, have been marginalized or excluded. The overview of research work documents shows such significant issues of lifelong education as (1) encouragement to gain new knowledge, (2) the fight against marginalization, (3) learning foreign languages, and (4) the fight against poverty. It also needs to be noted that lifelong learning is the most crucial foundation for the development of society, being a remedy for the social activity Empowerment has been considered in the paper in relation to ICT skills and in the context of marginalized individuals, such as the elderly being often excluded from ICT-based social environments. Experiences from the “ICT Guides” project prove the need for promoting adults’ empowerment through ICT-based activities, which visibly influences the improvement of social relations, information gathering, and learning activities. Adults’ learning processes might be enriched through collaboration partnerships with youth, where youth and adults share planning and decisionmaking responsibilities to achieve goals and share experience and expertise on planning and evaluation. This project has shown that cooperation between young people and adults contributes to building the sense of agency and lowering the sense of social exclusion due to lack of skills, thus empowering both groups. This scientific work has been funded with the support from the Polish Ministry of Science and Higher Education funds for science for the 2016 to 2018 year allocated to the international co-financed project. Agreement no. 3590/ERASMUS+/2016/2.

The aim of this article is to formulate the concept of emotional capital. It was first introduced by Benedicte Gendron. It is defined as a set of resources – emotional and social competences – which are significant from the perspective of one’s personal, social and professional development. The emotional capital is crucial in the context of the individual’s life. It plays a vital role in the day-to-day life of a school child as well as of an adult in a workplace. Moreover, it is a relevant aspect of one’s functioning in the local community and in the process of building a civic society. Terms such as human, social and cultural capital are explained in the text. The paper compares two different perspectives on capital’s definition: the economic capital which is associated with Robert Putnam, James Coleman and Francis Fukuyama and the social capital connected with the Pierre Bourdieau’s theory of capital. The further speculation about an appropriate definition of a social capital was based on these two different approaches. In the summary, the paper points to the educational aspect of a lifelong emotional development.

In den letzten 20 Jahren veranderte sich nicht nur das politisch-wirtschaftliche System in Polen, sondern auch das Verhaltnis zwischen Sozial- und Erziehungswissenschaften, die durch die Forderung lebenslangen Lernens an diesen Wandlungsprozessen aktiv beteiligt ist. Die politische und gesellschaftliche Akzeptanz des lebenslangen Lernens verursachte, dass die Erwachsenenpadagogik in den 90er Jahren von der Marginalposition in den Vordergrund der Sozialwissenschaften ruckte. Um diese Position erhalten zu konnen, mussen von ihr inspirierende Konzepte des lebenslangen Lernens geliefert werden. Eine solche Rolle spielt das Buch von Wiltrud Gieseke Lebenslanges Lernen und Emotionen– Wirkungen von Emotionen auf Bildungsprozesse aus beziehungstheoretischer Perspektive. Das Buch beruft sich auf die Idee der Interdisziplinaritat, indem es die Erkenntnisse der Neurobiologie und moderner Soziobiologie mit Blick auf die Erwachsenenbildung auswertet und auch die Psychologie-, Okonomie- und Soziologieerkenntnisse berucksichtigt. Somit weist es zugleich einen neuen Bezug der Erwachsenenpadagogik auf andere Wissenschaftszweige auf. Dies zeugt vom Potential dieser Wissenschaft, deren fortschrittliche Vertreter nicht an den traditionellen Verbindungen hangen, sondern auf der Suche nach neuen Entwicklungsimpulsen sind. Das Buch von W. Gieseke ist ein interessantes Beispiel fur eine unabhangige und kreative Erarbeitung theoretischer Pramissen und empirischer Ergebnisse aus dem interdisziplinaren Umfeld und einer erwachsenenpadagogischen Verarbeitung. Inspiriert vom Thema Emotionen und Bildung beschlossen die Autorinnen dieses Artikels die Emotionsforschung in Polen dem deutschen Leser vorzustellen: ihre Genese, Entwicklungsetappen, Stromungen sowie deren Auswertung, um sie fur vergleichende Uberlegungen fruchtbar zu machen.

Artykul przedstawia wspomnienia Profesora Jozefa Polturzyckiego – pedagoga i nauczyciela akademickiego, wieloletniego profesora Uniwersytetu Warszawskiego oraz Uniwersytetu Mikolaja Kopernika w Toruniu i Szkoly Wyzszej im. Pawla Wlodkowica w Plocku. Profesor w swojej narracji wraca do dziecinstwa spedzonego na Kresach, opowiada o latach szkolnych spedzonych w Poznaniu i czasach studenckich w Warszawie. Przedstawia, jak doszlo do tego, ze w swojej pracy zawodowej zająl sie dydaktyką, edukacją doroslych, komparatystyką i biografistyką. Z narracji dowiadujemy sie o wielu ciekawych i waznych momentach zarowno z zycia naukowego, jak i osobistego Profesora.