https://doi.org/10.31261/CHOWANNA.2005.25.11
European nations, including the Polish nation, have faced new and previously unknown challenges as a result of integration processes. They have had to develop educational systems that, while preserving national and cultural identity, also educate individuals who are open to other cultures, equipping them with the knowledge and competencies necessary for cooperation and joint efforts in solving both local and global problems. The search for an answer to the question of how to educate for a common world has become a fundamental task not only for humanists—including educators, andragogues, and philosophers—but also for all those whose decisions impact the fate of the world. These issues were also the subject of discussion during the proceedings of the 4th Congress of the Polish Educational Research Association, and at the 5th Congress, they were recognized as crucial and requiring further analysis, especially in light of the tragic events of September 11, 2001, and subsequent terrorist attacks, most notably the brutal attack in Beslan, where children became the primary victims. In addressing these ever-relevant issues in andragogy, I recognized the need for a historical-andragogical perspective on education for a common world. Therefore, my focus has been on international andragogical cooperation in the first half of the 20th century—an era when, for the first time, the international andragogical community undertook efforts to organize collaboration in adult education, setting its goals to promote and sustain global peace.
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Vol. 2 No. 25 (2005)
Published: 2025-08-18
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