Nowe problemy bioetyczne, jakie pojawiły się w ostatnich kilku dekadach, można rozważać z wielu punktów widzenia: medycznego, psychologicznego, socjologicznego, filozoficznego (etycznego) i teologicznego. W naszych rozważaniach podejmujemy w narracji społecznej takie zagadnienia, jak: zapłodnienie pozaustrojowe in vitro, klonowanie ludzi, zmiana płci i eutanazja. Pytamy o to, jak młodzi Polacy oceniają te nowe sytuacje według kryteriów „dopuszczalne – niedopuszczalne”, „moralne – niemoralne”, „godziwe – niegodziwe”. Podstawą tych diagnoz są wyniki badań socjologicznych i rezultaty ogólnokrajowych sondaży opinii publicznej. Nowe problemy bioetyczne nie mają jeszcze bogatego opracowania socjologicznego.

The article addresses the issue of the informal teacher culture that functions alongside the formal one in which the teacher is seen as a representative of the dominant culture. It discusses three main types of teacher resistance culture: the ruler, the super(wo)man, and the ignoramus. They show the ways in which teachers function at school that are different from the commonly accepted ones. These cultures have been distinguished on the basis of a literature analysis and author’s own research and do not constitute an exhaustive catalogue. However, being aware of them allows us to enrich pedagogical reflection on the issue of resistance in education.

The paper presents the idea of the research project Theory and Practice of Musicalization of Early Education Teachers in the Intercultural Dimension, the aim of which will be to obtain opinions from the surveyed teachers and trainees for the profession on the given topic and to forecast activities and develop effective solutions in the field of “good practices”.

In this article, I describe how I teach graduate students who are in-service teachers in our master’s literacy program on how to facilitate inquiry-based learning among school children. This type of learning concentrates on students’ curiosity, asking questions, and investigating problems in collaboration. The teacher in such learning is more of a facilitator working towards helping children in becoming more independent learners. In my role as a teacher educator and coach I have used several resources to develop my own practice of teaching inquiry learning since 2015. I describe how I structure my graduate students’ tutoring for inquiry and how I teach the ways of utilizing literacy teaching strategies and routines, such as shared reading and accountable talk, in order to facilitate children’s knowledge building and their increasing independence in collaborative work. I also describe how my research interests that concentrate around investigating innovative inquiry-based learning spaces has informed this teaching.

In many scientific studies, the soldier is treated as a socially isolated person; the researchers’ interest is mainly focused on the psychophysical health of representatives of this social group. The article, based on a literature review, analyses the emotional, health and social costs incurred by other members of military families both during and after the soldier’s operations abroad. The article looks at the functioning of military families. Sources of difficult situations that may arise in soldiers’ families are listed, and parental attitudes characteristic of such families are discussed.

This review article discusses selected issues taken up by Krzysztof Maliszewski in his work Bez-silna edukacja. O kształceniu kruchego [Power-less Education. On the Education of the Fragile.] The interesting content, the choice of the form of argument and its contexts, as well as the clear layout of the book have been subordinated to the tasks perfectly fulfilled by its author in presenting the assumptions, justification and discussion of the concept of power-less education.