The aim of the article is firstly to illustrate various meanings of the category of ‘passion’ which function in the public educational discourse (as a key idea of initiative, educational undergoing). Secondly, it depicts an attempt to systematise different designatum of ‘passion’ concept, and in consequence to indicate philosophical concepts of passion and psychological concepts elaborated on the basis of systematically conducted empirical researches on human’s passion mechanisms (i.a the dualistic model of passion according to R.J. Vallerand; romantic concept of passion).

In my paper, I analyse passion in the context of lifelong human development. The main concern is whether passion has to be one and steady, or whether it is possible to have various passions in life, or even many different passions at the same time? To answer my question, I refer myself to the psychology of human development and the psychology of interests, as well as to Robert J. Vallerand’s dualistic model of passion.

The contemporary science has become more and more parameterized and focused on points. In this situation it is more and more difficult to maintain “the purity” of the idea of science and its main goal – discovering the world, in selfless duty. That’s the reason why I have presented the example of a scientist, who was uncompromisingly, and with a real passion, devoted to science. I have choosen Maria Skłodowska-Curie: we celebrate the 150th anniversary of her birth in 2017.

Passion fruit is an important fruit crop grown in parts of southern and north-eastern states of India. Leaf curl symptoms typical to begomovirus infection were observed on passion fruit plants at three locations of Madikeri District, Karnataka State, India. The disease incidence ranged from 10–20% in all the locations. In order to determine if the begomovirus was associated with leaf curl disease of passion fruit, 20 infected samples collected from different locations were subjected to PCR analysis using primers specific to begomovirus. This resulted in an expected PCR product of ~1.2 kb. Sequence analysis of these products revealed that they have more than 98% similarity among them and have similarity with other begomoviruses. Complete genome sequencing of begomovirus associated with one sample (PF1 collected from CHES, Madikeri) was done using RCA. Further, sequencing of betasatellite and alphasatellite was done after PCR amplification using specific primers. Complete DNA-A sequence of PF-isolate with other begomoviruses revealed that it shared nucleotide (nt) identity of 87.8 to 88.8% with Ageratum enation virus. This indicated the association of a novel begomovirus with leaf curl disease of passion fruit in India, for which we propose the name, Passion fruit leaf curl virus (PFLCuV) [IN-Kar-18]. PFLCuV associated betasatellite shared 98.3% sequence identity with Tomato leaf curl Bangladesh betasatellite, while alphasatellite had 95.7% sequence identity with Cotton leaf curl Multan alphasatellite. Recombinant analysis indicated a major component of PFLCuV DNA-A may have originated from a recombination of earlier reported begomoviruses. Recombination as well as GC plot analysis showed that the recombination occurred in the genome regions having low GC content regions of PFLCuV. However, there is no evidence of recombination in alphasatellite and betasatellite associated with leaf curl disease of passion fruit. This is the first record of a novel begomovirus and satellites associated with leaf curl disease of passion fruit from India.

The paper discusses conditions of proper communication between the doctor and the patient focusing on the Treatise of the Hypochondriack and Hysterick Passions (1711) by Bernard Mandeville. The method of treating hypochondria, based mainly on dialogue, presented in this work allows the doctor to correctly recognize disease and to awaken self-knowledge in the patient. Combining hypochondria with stomach problems, expanding the field of factors influencing the development of this disease proves that Mandeville interprets man holistically in the treatment process, and his preferred method focuses more on psychological rather than physical problems. Philopirio, as a representative of Mandeville’s medical views, assumes the role of a medical advisor, whose main task is physical and constant contact with the patient. The Philopirio’s method of treatment becomes effective thanks to medical virtues, especially diligence and empathy. Mandeville’s work unambiguously proves that in the process of diagnosis and convalescence communication between the doctor and the patient has an important role, and sometimes it is essential in the process of curing the patient.

The article presents the ways of defining and understanding hope in Polish, English and American literature. The basic theses are: 1) hope is an ambivalent phenomenon, 2) hope is connected with the work of consciousness and imagination, 3) hope conjures up visions of the alternative existential and social solutions, 4) hope is a passion and a way of knowing, 5) hope constitutes the keystone of artistic and academic activity.

Abstract: The present study was carried out to develop a valid and reliable scale for assessing enthusiasm among teachers teaching at the school level.
Methods: After reviewing the literature and discussing with experts, an item pool of 115 statements was created. The items were organized into seven dimensions of teacher enthusiasm based on factors generated after performing exploratory factor analysis. These seven dimensions were: Interest and Engagement (IE), Interaction with Students (IWS), Passion for Teaching (PT), Creativity and Innovation (CI), Professional Development (PD), Subject Knowledge Enrichment (SKE), and Professional Commitment (PC). The responses of teachers were taken on five points Likert scale. The standardization of the scale was completed on 558 teachers, who were teaching at Primary, Secondary and Senior Secondary level schools in the state of Haryana in India. Multi-stage random sampling was used to select the sample.
Results: Item analysis was done by calculating t-value and r-value for each statement; twenty items were deleted and 95 items were retained. Factor analysis (principal component methods) generated seven factors behind the teacher enthusiasm scale which explain 44.02% of the total variance together. Cronbach's Alpha of the final teacher enthusiasm scale was .957. The final teacher enthusiasm scale contains 78 items.
Discussion: The findings of the present study suggest that it would be a useful tool for future research and will help in assessing the enthusiasm of the teachers. The results have demonstrated that this teacher enthusiasm scale is a reliable and valid tool.
Implications for practitioners: The teacher enthusiasm scale would be useful for different stakeholders (government, school administration and management) as they can evaluate the enthusiasm of teachers while selection process and due weightage can be given to the enthusiastic candidates. Enthusiastic teachers can work effectively for children with special needs along with normal students.

Professor Juliusz Domański, a renowned classical scholar and neo‑Latinist, has published Wykłady o humanizmie („Lectures on humanism”, 2020). He starts from Plato and makes Erasmus of Rotterdam the terminal point of his intellectual voyage. This itinerary comprises the story of the conflict between philosophy and liberal arts concerning the question how poetry is to be taught. Platonic objections against poets met with eager welcome in Christianity. Yet even in the Middle Ages scholars remained devoted to the study of the ancient literature, although the dominant model of education was at that time more and more resolutely ‘scientific’. The goal of education was defined as developing astute abilities in specific ‘arts’ ( artes) rather than studying classical ‘authors’ ( auctores). In order to understand different views on the relation between philosophy and poetry I recall Bogusław Wolniewicz’s remark that human activities can be developed in four different fields: naturalistic rationalism, metaphysical rationalism, naturalistic irrationalism and metaphysical irrationalism.