Information Technologies (IT) are most and most important factor in economical and social development of particular countries and of the whole world, therefore we often think and told about so called Information Society (IS) as a new form of socio-economical organization of the society. Most properties of IT are profitable for the people and most features of IS are positive. Nevertheless we can find also some problems arising because of too fast development of IT and some dangers connected with increasing dependability of present society on IT devices and services. In the paper selected problems connected with distance teaching and distance learning (so called elearning) are pointed out and considered. As a most important problem so called "information smog" is pointed. It is very troublesome at present and may be source of big problem in the future.

Based upon the Sapir-Whorf hypothesis, according to which language influences thought, we may affirm how social stereotypes remain bound by stereotyped usages of language. Hence, speaking is never neutral as it is underpinned by a way of thinking, of communicating, of being. The sexist usage of language encapsulates a function of emphasis at the semantic level and an obscuring function in morphological terms. We thus question what sexism in language means in order to inquire as to how the ways we make use of language may influence our ways of thinking and, consequently, our ways of acting.

Use of technology in different didactic approaches and methods. Diachronic review. – The present paper aims to present how different methods and approaches of teaching and learning foreign languages make use of new technologies. Every method is innovative and somehow also revolutionary. It’s quite easy to define and recognize which technologies are applied in modern methods. But when it comes to traditional methods it is not so evident. However according to research findings an appropriate application of new technologies can influence the effectiveness of the learning process.

For many years, learning the competences to teach mathematics in early education at university has been associated with the ability to reproductively apply methodological guidelines. Currently, however, the need to not only understand the mathematical meanings given by teachers, but also students of the specialty, are seen to be important. This article attempts to engage in an interpretive line of thinking with regard to mathematics education, coming from the perspective of students learning to be early education teachers. Their understanding of the contexts for learning mathematical concepts, as well as their sensitivity to the processes of constructing mathematical knowledge by very young pupils, being a way of predicting what educational activities will be undertaken in the classroom in the future. This text is the result of qualitative analyses of written essays of early education students, where respondents had to make conceptualizations of their beliefs by justifying the selection of particular declarative statements. Students’ mathematical meanings were also uncovered in their strategies for solving mathematical problems for very young pupils. Moreover, the results of this analyses provides a context for reading the students’ understanding of mathematics learning processes.

The author presents the method of philosophizing practiced by Bogusław Wolniewicz. He subsequently discusses the sources of his philosophizing, the objectives he has set for himself, his rationalism as well as his method of making philosophy scientifically sound. The author also mentions Wolniewicz’s use of history of philosophy and substantive philosophy, his method of working with students in classes, and finally his work on texts. In many places, the author expands this presentation by adding elements of his own meta-philosophy.

Pontifical Faculty of Theology in Wrocław has inherited Leopoldinum Academy, which has been in existence since 15 November 1702, run by Jesuits and transformed into the University of Wrocław in 1811. Aft er the Second World War, the Department of Catholic Theology did not reappear at the University but started its independent existence, firstly at Priests’ Seminar as an Academic Theological Centre, and since 1974 as Pontifical Faculty of Theology, recognized by the Apostle’s Capital as the follower of the University of Wrocław. The Faculty conducts uniformed Master of Art studies and Doctorate studies. Moreover, it is in possession of the right to bestow habilitation. Th ere are 25 departments at the Faculty, which are grouped into 4 institutes, 33 independent University workers and 38 Assistant Professors lecture there. There are almost 1900 students studying in the daily system, extramural system, in PHD studies and post-graduate studies.

The text is written on the occasion of the centenary of the Faculty of Law of the Adam Mickiewicz University in Poznań. The author describes the history of the Jubilarian, discusses the achievements of the Faculty’s community and reveals some of its imperfections. The review presents the changes which the Faculty has undergone. The authors commentary is pervaded with the pride of he Faculty‘ s successes from the articular periods of the history. The author also expresses concern about the effects of the Polish higher education reform which is now in its initial stage.

In the historical and educational literature, there is no text, which present the history of the academic colony of the University of Cracow in Lviv from its inception in the 17th century to the next transformation at the end of the 18th century. This paper is based on manuscript archival materials collected at the Jagiellonian University, the Archbishop of Lviv, in including consistory files, and also in printed annals, published official magazines of the city of Lviv, printed works of the teaching staff and students of the colony. As a result of many years of collecting source facts, the following was reconstructed: establishment of an academic colony in 1608, directors, some auxiliary teachers, pupils’ case, their activity in the city and the church in Lviv, school building and conditions for teaching, scattered grounds for financing teachers, pupils and building maintenance school. The article is the first part of the school’s history, the archival material owned by the author, after completing the query in the Lviv city archives, allows the author to write its history in the 18th century. This is the third academic colony (Chełmno, Nowy Sącz) presenting by the author.

Being reflective is one of the most paramount features that EFL (English as a Foreign Language) teachers need to be equipped with in the post-method era for their professional growth and development. The present study aimed to explore reflective teaching from a multi-dimensional perspective in terms of a) determinants that simulates teachers to reflect, b) consequences that teachers experience as a result of their reflective teaching, and c) obstacles that may arise and preclude teachers from reflective teaching. Qualitative data collection method was employed to gather data from 10 EFL teachers triangulating semi-structured interviews, diaries, journal, and observation. Data analysis via MAXQDA led to the emergence of three models for each dimension of the study. The results revealed that teachers not only reflect to respond to a problem, but also they reflect to diminish some negative factors like stress or anxiety on the part of both learners and themselves as well as improving, enhancing, or mending something in teaching or learning. The codes of determinants were also conceptualized into three broad categories of reflection-in-action, reflection-on-action, and reflection-for-action with the reflection-for-action used more frequently by the teachers. In the case of consequences, the codes were classified into two categories of internal and external consequences. It was also concluded that some of the consequences reinforce the reflective teaching and play the role of determinants motivating teachers to reflect again. Regarding the obstacles, after categorizing the codes into external and internal obstacles, it was observed that external factors are more robust.

Why is the word “tenderness” rarely mentioned in the Bible? Can we make any judgement about God’s tenderness? We talk to Father Tadeusz Dola, Professor Emeritus of Theology and head of the Theological Sciences Committee of the Polish Academy of Sciences.

Dialogue in the Classroom: Teaching Strategies and Their Reception by Students – The paper aims to explore Student Voice research within the academic context in terms of theoretical assumptions and a practical approach to its application in the classroom. In the first part, we focus on three main themes which build the explanatory framework: (1) Italian language teaching at Polish universities, (2) the current teaching methodology implemented in the classroom, and (3) Student Voice as a tool to better plan teaching activities. In the second part, we present the findings of a survey conducted among students learning Italian at the Faculty of Applied Linguistics, and we analyze their value for the teaching and learning process.