Dzisiaj ważne jest szukanie odpowiedzi nie tyle na pytanie, czy się zmienia – bo wiemy, że tak jest – ile na pytanie, jak się zmienia religijność młodzieży, jakie czynniki przyspieszają ten proces, które aspekty religijności podlegają przyspieszonej dekonstrukcji, jakie są mechanizmy tych przemian. W niniejszym studium socjologicznym religijność młodzieży szkolnej opisano na przykładzie wybranych parametrów religijności: autodeklaracje wyznaniowe, przynależność religijna, wiara i wierzenia religijne, praktyki religijne obowiązkowe. Postawiono hipotezę, że religijność w społeczeństwie postpandemicznym nie osiągnęła poziomu, jaki miała w okresie przed pandemią, zwłaszcza w dziedzinie praktyk religijnych. Religijność młodzieży szkolnej w naszym kraju przedstawiono w ramach analizy socjologicznej wyników badań socjologicznych i sondaży opinii publicznej zrealizowanych w latach 2015–2022.

Modlitwa zdaje się pełnić wiele funkcji w życiu człowieka. W niniejszej pracy chciałabym przedstawić ją jako werbalny przejaw duchowości, jako narzędzie opracowywania doświadczenia, oblekania go w sens i wreszcie jako immanentny wyraz człowieczeństwa. Chciałabym potraktować tę pracę jako miejsce twórczego spotkania dwóch idei — Janusza Korczaka i Viktora E. Frankla. To nieśmiała próba spojrzenia na jednego oczami drugiego. W pracy przyjęłam za cel poznanie psychicznych reprezentacji Boga podmiotów wypowiadających się w utworze Korczaka, by na tej podstawie móc spróbować określić funkcje, jakie pełni dla nich modlitwa. Na końcu chciałabym przyjrzeć się pojęciu człowieczeństwa i roli, jaką odgrywa w jego konstytuowaniu szeroko pojęta duchowość.

The main aim of this article is to show an example of the new opportunities in Korczakian research. They have arisen due to the development of digital history and recently donated or hitherto unused archival resources. The article also adopts the perspective of deepening the knowledge of those aspects of the Korczak research field that is not directly related to Janusz Korczak, his biography and pedagogy. I consider it important to explore the topics and biographies of people around Korczak, not only Stefania Wilczyńska, but
also children, educators or staff. The more complete the picture of Korczak’s universe, the better we will understand the multidirectional influences and connections between individuals and topics. My ambition was also to introduce non-Polish-speaking researchers to Korczak source materials that are rarely translated from Polish. My preliminary research, based on almost unknown sources from the archives of Lohamei Ha’Getaot in Israel (Ghetto Fighters’ House Archives), served as an example of how to take advantage of new opportunities. I adopted a microhistorical approach and analyzed personal documents, primarily letters of the pupils of the Orphans’ Home from 1938/1939–1941. The content of the sources made it possible to look at love and friendship relationships among the teenagers in the Orphans’ Home. I also discuss the topics of love and friendship in the pedagogical context of Janusz Korczak’s approach. Their intimate stories complement the knowledge of the history and functioning of the Orphans’ Home that we get from Korczak’s writings, Wilczyńska’s texts and other documents. In turn, the intrapersonal and interpersonal skills that can be captured in the sources I examined allow us to assume that also in the aspect of love and friendship relations, we can capture the positive impact of the Orphans’ Home on its pupils.

In his article, Adrian Uljasz discusses media reception and the ideological and educational message of the adaptation of Janusz Korczak’s novel King Matt the First, the film King Matthew I (directed by Wanda Jakubowska, screenplay by Wanda Jakubowska and Igor Newerly) (1957). Uljasz addresses the means of artistic expression on which the authors based the educational message of this film. By media reception Uljasz understands the reception of Jakubowska and Newerly’s works in the media, from traditional printed
works to the contemporary metamedium, the Internet. This research topic has gained in importance due to the anniversaries related to Korczak and Newerly. In 2022, eighty years had passed since the deaths of Korczak and his pupils and employees from the Jewish orphanage in Warsaw (1942). 1987 saw the death of Igor Newerly, educator and writer, co-author of the script for Jakubowska’s adaptation and Korczak’s close associate from the Warsaw orphanage. The film can be regarded in terms of transference of the views of
these two writers-educators.

The paper addresses the contexts of pedeutology, incidentally revealed in the literature, considering personal development as an important educational element preparing for the role of a teacher. Pedagogy is a praxeological science, linked to continuous development and inspiration search, the acquisition of new theoretical knowledge and methodological skills, supplemented with the development of interpersonal competences and improvement of self-knowledge. Hence, an important element of the academic training of
future teachers is personal development classes. It is also necessary to develop a curriculum of courses with the widest possible range of optional workshop classes, which help students build their self-knowledge, recognise and discover their individual areas of self-fulfilment, and develop self-creation competences. The analyses of the narratives of pre-school education students and early childhood pedagogy of the University of Silesia in Katowice show the relevance and efficiency of self-improvement through participation in workshops based on dance and movement, and in other expressive activities, which are indeed an integral part of academic education.

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The article focuses on the ideological and educational aspects of selected Ukrainian-centric thinkers and activists. Without the ideological and educational activities of this small group of the emerging Ukrainian intelligentsia, the million ethnic Ukrainian masses would have been absorbed into the Polish or Russian nationality project. The text presents the basic ideological principles that are the basis for shaping national consciousness and describes adverse historical conditions causing difficulties in shaping the Ukrainian idea
of independence. The implementation of Ukrainian-centric ideas is shown on the example of selected organizations and representatives of Ukrainian culture, such as The Brotherhood of Saints Cyril and Methodius, Hromada, Stara Hromada, Panteleimon Kulish, Mykola Kostomarov, Volodymyr Antonovych,
Mykhailo Drahomanov. The aim of the article is to present the importance of education in the process of formation of national consciousness.

Recenzja książki Tadeusza Sławka pt. A jeśli nie trzeba się uczyć… (Wydawnictwo Uniwersytetu Śląskiego, Katowice 2021)