The article outlines the conceptual assumptions of pedagogy underlying university education, re-defined with regard to the dynamic conditions underlying contemporary culture. The authors concentrate on constitutive educational forms that define the nature of semiosis in education, as well as their exposure and transformation. In connection with this, there is a focus on the concept of “symbolic politics”, which aims to liberalize the practice of pedagogy, freeing it from the dictatorship of a transmission form of education, as well as creating conditions for strengthening discursive relationships and a reflexive discursive attitude. As a result of the implementation of this form of symbolic politics, those involved in education do not promote the prevailing discourse but become agents capable of discursive reflection in action as well as participants in processes of discursive design and creation.

W 2014 r. Uniwersytet Jagielloński hucznie obchodził 650-lecie istnienia. Na jubileuszowej stronie internetowej w opisie historii uczelni nie ma jednak ani słowa o pierwszych studentkach. A przecież UJ to pierwsza polska uczelnia, na której pojawiły się kobiety.

O tym, jak negatywne stereotypy wpływają na zdolności kobiet i ich wybory edukacyjne, mówi dr Sylwia Bedyńska z Instytutu Podstaw Psychologii Uniwersytetu SWPS.

The paper focuses on the social education of younger students, which I see as an important area of activity that enables a better understanding of oneself, others and the world. However, this can only be achieved if social topics include issues arising from the needs of individuals and social expectations and if expository methods of teaching are replaced by a reflective problem approach. & en “the different one” will cease to be perceived as inferior, dangerous, marked by stereotypes, and will seem interesting, worth knowing, and the world will become a space for the child to explore and discover in order to know it better and act in it more skillfully. The paper is a study report. The starting point for discussion are two conceptual categories of “the inactive bystander effect” and “the active bystander effect” taken from the Heroic Imagination Project by Philip Zimbardo, which I illustrate with the results of ethnomethodological studies conducted among 7–9-year old children during their classes about social issues. The research objective is to reconstruct the features of social knowledge and the process of its acquiring in the classroom. The paper includes a theoretical part that explains the idea and nature of social education with the emphasis on so-called new thematic areas resulting from the needs of individuals and social expectations. Then the paper describes the concept of the studies. The next section presents the research outcomes and highlights several areas of analysis, including lesson topics on social education, methods of their implementation, and the social importance that is revealed during communication practices. The final part contains research conclusions and summarizing reflections.

The study consists of three parts. The first comprises the characteristic features of social politics strategy. They include the basic assumptions and functions of the social politics strategy in the field of the development of education and aid activities at the level of local units of territorial authorities. The essence of the study is the second part. It consists of the own research results – an analysis of the aims and tasks associated with inclusive education (also with preparing local communities for creating inclusive culture), comprised in strategies. The whole is completed with final conclusions. The study is aimed at the qualitative analysis of the development strategy of 17 communes (3900 pages of documents) as regards the issues of disability. The research interest was to find out whether the slogans promoting the equal access to education, elimination of barriers and preparing mainstream schools and local community for inclusive culture had been reflected in any way in the social politics strategies of local authorities – in the documents which, at least in the assumptions, constitute the starting point for generating good practices, also in the field of social support and education for disabled learners.

The Finns built a goal-oriented policy of lifelong guidance, which promotes not only the climate of constant learning, but also the development of knowledge and skills. The Finnish success is related to the changes in the contemporary world. It relies on the perfect recognition of skills and competences, which are needed in society of the future due to the different working conditions, which students and employees of XXI century have to face.

This introduction to the volume outlines the conception of the pedagogical city. The author stresses flows, or continuous exchange between citizens as specific to city life. Such flows concern also thinking, which contributes to the creation of a community that one may identify, afer Aristotle, as koinopolis – an educational community of shared thinking, ‘a great teacher’. Against the background of the condition of the global city, the conception of pedagogical city contributes to the theory of social pedagogy, and to the conception of pedagogy of place in particular (including urban community education). One may speak, in this context, of koinpolitanism – a trait of thinking capable of inspiring the flow of changes taking place in the cities of today. The papers collected in this volume contribute to the development of this idea.

The authors show how to strengthen the educational power of the museum. Emphasize the historical and contextual variability of the main functions performed by museum, indicate that the location of the museum in the community of the city and broaden the scope of its activities to different communities. Characterized by contemporary models of museum education, along with the arguments for taming the different models of learning both by visitors and museum’s staff. & e article presents two practices, which, in the opinion of the authors are conducive to learning in/and by the museum.

W niniejszym eseju autor proponuje reteoretyzację głównych idei zawartych w książce „Testy edukacyjne. Studium dynamiki selekcji i socjalizacji” (2017) autorstwa Agnieszki Gromkowskiej-Melosik. Z przykładów szczegółowo opisanych w książce, autor wyodrębnia uniwersalne wzorce zmian społecznych spowodowanych wprowadzeniem testów edukacyjnych, w ramach których podmioty uwikłane na różnych poziomach w testy edukacyjne reorientują swoje zachowania. Wszystkie te zmiany nazywane są testyzacją. Testyzacja składa się z trzech elementów: testokracji (poziom makrospołeczny), testolatrii (poziom przekonań kulturowych) i uczenia pod testy (poziom mikrospołeczny). Testokracja jako „rządy testów” polega na wykorzystaniu systemów abstrakcyjnych jako narzędzia selekcji. Testokracja jako „zarządzanie poprzez testy” polega na porównawczym ocenianiu stanu systemów edukacji na świecie. Testolatria obejmuje zespół przekonań kulturowych odnoszących się do obiektywności i niezależności testów. Przekonania te zapewniają stabilny i społecznie uprawomocniony porządek testowania. Wreszcie, uczenie pod testy modyfikuje techniki przekazywania i przyswajania wiedzy, przypisując wyższe wartości tym, które z większym prawdopodobieństwem poprawiają wyniki testu.

O tym, w jaki sposób zwiększać społeczną świadomość problematyki wodnej, opowiadają prof. Monika Kalinowska i dr Agata Goździk z Instytutu Geofizyki PAN.

The article presents Model Integration of Immigrants in Gdańsk in the field of education, based on two years of experience of schools, local government institutions and social organizations involved in the creation of conditions for the education of immigrants. & e foreign pupils, defined as “someone else”, not belonging to the community of “our”, are not the subject of educational policy, but immediately a} er crossing the threshold of schools become its object. The law and school practices define their place in the system, that becomes a huge challenge for both teachers and for students themselves and their parents. Gdańsk way to develop urban educational policy for immigrants led from intervention by the diagnosis of problems and learning from others, to seek their own innovative solutions.

The study concerns the functioning of disabled learners at the level of higher education. The period of university studies is usually associated with the change of the life routine practised so far. The changes comprise various fields and bring about the adjustment to new roles. This stage is a chance for becoming independent, for specifying one’s position in the group, for shaping one’s own “young adult world view”18. The article is aimed at presenting the typology of disabled students based on an analysis of the behaviour which they show as members of the academic community. The sources of these behaviour patterns can be sought in various interpersonal and intrapersonal factors resulting from the individual’s character. The presented authorial typology has been presented also in reference to the Personality Traits Theory formulated by Costa and McCrea. This has allowed for broadening this typology with some particular subtypes.

This paper points out assumptions and reasons for using digital technologies, the importance of using digital technologies in teaching and management. It also refers to the digital technologies and digital competences as an essential part of the competency model of a teaching staff in education. It also points out the fact that existing competency models need to be further explored, decomposed, and formulated as an illustration by the digital competences extensions.

In this text the author poses a question about the direction of the evolution of early childhood education, considering its specificity in the context of the academic nature of pedagogy itself and its historical development, and especially the modern trend for interdisciplinarity. The author associates sources of diversity of this sub-discipline with a focus on the child, emphasizing, on the one hand, the setting of the sub-discipline in the tradition, especially pedological and, on the other hand, a growing and critical phenomenological perspective of research in this area. In conclusion he emphasizes that a reorientation of the multi paradigmatic research conducted in early childhood pedagogy, its openness to differences, but also the use of the methodology of the humanities and social studies recognized by the international community of scholars, make this sub-discipline of learning begin to regain the appellation of an integral discipline.

In the text, a polemic is undertaken against the model of the child expected in Polish institutions of early childhood education, and which appropriates the rationalities producing social practices. The source of this model is in the logic of standardization whose cognitive and effects on identity are criticized by the author. Identifying the sources of validation of the practices normalizing some children and stigmatizing others, who do not meet the requirements of the cognitively rigid and morally trivialized standards, the text points to developmental psychology as a discipline which potentially triggers this form of oppression. In conclusion, the author describes briefly a number of examples of educational solutions in which an attempt has been made to move beyond the discourse of standardized quality in child education.