Abstract: The author of the article discusses the importance of the reinterpretation of Florian Znaniecki's thought, which is carried out by Lech Witkowski in his monograph Uroszczenia i transaktualność w humanistyce, for management studies. The article focuses on the thesis – extracted from Znaniecki's writings by Witkowski- about “the rationalization demands”. It describes the situation when rationalization transferred from one area to another, causes chaos and suppresses creativity. According to the author of the article, this thesis by Witkowski-Znaniecki can significantly help in the development of humanistic management (this stream of management, created in the early 2000s as a reaction to the hegemony of business corporations that do not care about employees and the environment while weakening the role of the state, is briefly presented in the text). On the one hand, the Witkowski – Znaniecki’ thesis raises awareness of the phenomena of “mathiness” and “lost in mathematics” in management. On the other, it shows the need and possibilities for scholars of humanistic management to undertake legitimate reflection on the epistemological contexts of combining management with the humanities.

This article attempts to continue the perspective on the pedagogical reading of Florian Znaniecki’s scholarly output, broadly presented by Lech Witkowski in his book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia. A thorough interpretation of the works of the eminent sociologist allows us to see important pedagogical premises for the development of the contemporary school and education system. The text highlights the most significant educational ideas that can provide a valuable source of inspiration for thinking about the school of the future and its effective modernisation.

The article discusses the contemporary role of school in social life which was presented by Florian Znaniecki in his works. The thesis around which the reflection is focused is as follows: the role of the school is to create
space for the development of citizens who will creatively influence the surrounding ecosystem created by society, culture, nature, economy, architecture, etc. The aim of the article is to indicate the validity of Znaniecki’s thought in the analyzed aspect and to present the complex role of school as an intermediary between the individual and the society.

The presented text is an attempt to show the outline of two methodological strategies: parallaxic praxis and rhizomatic research against the background of the analysis of Lech Witkowski’s book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia. The considerations carried out are embedded in the paradigm of speculative research derived from critical studies, which, after the stage of unmasking research (done by L. Witkowski), embeds the discourse in the field of post-critical research. I assume that post-critical research allows to affirm the vision of the subject, leading to the initiation of its actions embedded in the space of freedom and recognition. In the cognitive perspective, the aim is also to show the possible application of Znaniecki’s works with emphasis on psychoanalytic roots relat‑
ing to such signifiers as complex, desire/wishes, affect, sublimation, creativity, upbringing or culture. In the interpretive layer, aspects rooted in transmethodology are presented, e.g. creativity, the action of which is revealed in the subject, or for the subject. The construction of the ontological and epistemological dimensions of the text is based on the interpretative tools of Jacques Lacan’s psychoanalysis.

The author attempts to develop Lech Witkowski’s intuition expressed in the title of his monograph Uroszczenia i transaktualność w humanistyce [Entitled and Transtopicality in Humanities] devoted to deciphering the heritage of Florian Znaniecki’s thought. He tries to explain the categories of claims and trans-actuality used by Witkowski in the title in various epistemological dimensions. The text is an invitation to discuss the validity of using
this category pair in the studies and research in the field of humanities and social sciences in the twenty-first century.

In her article, Ewa Marynowicz-Hetka responds to Lech Witkowski’s postulate, formulated in his monograph on Florian Znaniecki. Witkowski suggests searching for “between” connections in analysis, thus expressing
the trans-topicality of Znaniecki’s work. Marynowicz-Hetka is interested in searching for temporal and spatial bridges, for ways of connecting space and historical time with our present moment. Her analysis in this article focuses on transversally outlined concepts and approaches to practical activity, as clearly expressed in the reception of Florian Znaniecki’s work. Their frameworks and analogies can be found in recent conceptions of order and disorder, important for the socio-pedagogical horizon of thinking. This insight, formulated in Lech Witkowski’s book, constitutes the central premise of this article, its considerations inspired by the insights that the category of chaos present in Znaniecki’s work requires an intense focus on the content and manner of speaking about the following triad: order – disorder/chaos – re-ordering/new order. This insight also justifies a revisiting of the issue of the scope of transformations and institutional movements essential to the understanding of practical activity.

This article is dedicated to the work of L. Witkowski: Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia. The author considers the sociologist's legacy presented by L. Witkowski and juxtaposes it with the proposals of F. Znaniecki himself at the beginning of his scientific path, presenting doubts arising from this juxtaposition and propositions concerning the theory of the humanities as it is presented in L. Witkowski's work. He wonders whether the reading of Uroszczenia… is necessary for historians of sociology interested in the development of the thought of one of the greatest and best-known Polish sociologists.

The part of the volume entitled Questions, Remarks, Reviews – Voices in  the Discussion around Lech Witkowski’s Book, “Uroszczenia i  transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia” is a collection of questions, reflections addressed to the author of the book, and constitutes a discussion among the circle of pedagogues, sociologists, and historians. Ten outstanding Polish scientists emphasised the depth of  analyses, the multi-prismatic and polyphonic nature of  L.  Witkowski’s work, at the same time, asking the author the questions on the meaning of  the notion of  ‘humanistic sociology’, the explanation of  the lack of  historical background in some of Znaniecki’s books. The authors of these short texts unanimously emphasise that for all sociologists, pedagogues, and social psychologists, L. Witkowski’s book has an unquestionable cognitive significance, is  an inspiration for further analyses, and an excellent study using the ‘method of charms’.

The initiating impulse for this paper was the category of “philosophical curse”, which Lech Witkowski, in his book entitled Uroszczenia i transaktualność w humanistyce, points out as a feature of Florian Znaniecki’s work. This curse is primarily the result of the “analytical complexity and historical insight” of Znaniecki’s deliberations - their philosophical character turns into the difficulty of reception. However, what is philosophical for Witkowski? The considerations undertaken in this paper reconstruct philosophicality as understood by Lech Witkowski and show that this “curse” is a humanistic necessity.

This article deals with the problem of individual vocal training of children and adolescents in first- degree music school. The author considers the choice of repertoire to be of crucial importance in the learning of singing at this stage of education, as it determines the development of a student’s interest in singing, his/her progress and often the choice of his/her further artistic path. The selection of repertoire for children should take into account many issues, including the maturity of the child’s vocal tract and its emotional and musical development, which determines the achievement of correct emission and musical interpretation. It is also important to get children interested in performing the songs of Polish composers; the author of the article presented repertoire items that can be used in vocal work with children under the age of 16. In discussing the issue of individual singing lessons in first degree music schools, the issues of voice emission and interpretation of vocal works by young performers, as well as the impact of singing lessons on the development of musical abilities of children and adolescents are also included.

Studies show that people with the autism spectrum disorder (ASD) experience loneliness, but are able to build important bonds with peers. Despite difficulties in establishing relationships, they strongly desire them. Supporting such people in developing social skills and creating situations conducive to interactions is crucial. The aim of the study presented in the article was to determine whether, and if so, to what extent, the needs of people with ASD in building relationships are met and what support they need in this respect. In the research conducted among the participants of the peer volunteering project, in which people with ASD developed social skills with the support of a psychologist, a semi-standardized interview was used. The project brought benefits to the participants – it increased their resistance to negative reactions – and it allowed the volunteers to develop empathy. Building relationships, especially based on common interests, is crucial for the development of people with ASD. Peer volunteering turned out to be an effective platform supporting these processes.

The article substantiates the pedagogical aspects of the humanities as presented by the Polish scholar Florian Znaniecki, through the prism of current concerns of Ukrainian science, using the materials from Lech Witkowski’s extensive book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia [False claims and transactuality in the Humanities. Florian Znaniecki: the legacy of ideas and its ruptures.] Analysing Znaniecki’s contradictory viewpoints regarding the role of pedagogy in the system of humanistic knowledge, Witkowski convincingly emphasizes the “pedagogy” or pedagogical orientation of Znaniecki’s scientific work and identifies the actual tasks for modern pedagogy, based on the contradictions
of modern cultural life or the democratic ideal. The author of the article attempts to place these emphases (Is pedagogy a humanistic or a social science?) and to reevaluate fundamental notions in the field of methodology through the prism of Ukrainian humanities. Witkowski also identifies contemporary objectives for modern pedagogy, drawing from the discrepancies observed in current cultural dynamics or the democratic paradigm. The author emphasizes the challenges of modern humanities in the context of the formation of democratic values, fostering national identity, promoting civic engagement, and media culture to counteract the information war, interdisciplinary approach, complementarity, and social orientation in the post-humanist paradigm. The article analyses some critical aspects of Znaniecki’s views in the latest interpretation of Witkowski, who convincingly goes beyond the traditional receptions of the Polish sociologist’s pedagogical discourses. The article highlights the topical issues of academic (dis)integrity, according to L. Witkowski’s book, in which Znaniecki’s theoretical concept of conjugated duality, irrationality, and bureaucratization of science gains significant prominence.

Krzysztof Maliszewski’s article is a voice in the debate over Lech Witkowski’s book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia [Entitlements and Transtopicality in the Humanities: Florian Znaniecki: Conceptual Legacy and Its Cracks] (Kraków 2022)
and concerns strategies of reading the classics of the humanities and social sciences, while also addressing methodological problems related to these areas of research. Maliszewski’s reflection is carried out in three steps. First, on the example of Florian Znaniecki’s The Social Role of the University Student, he discusses both the predicament and the symbolic profit of reading Znaniecki, the eminent Polish philosopher and sociologist. Next, he points out the interpretative solutions offered by Witkowski in his reading of Znaniecki. Finally, he poses several questions in relation to Witkowski’s statements and their methodological implications.

The paper presents a selected number of social and educational Florian Znaniecki’s footsteps that indicate a need for radical transformations in educational systems. The author of this paper hints at solutions to the pressing problems that should be sought in Jan Szczepański’s and Lech Witkowski’s suggestions. He also quotes his own assumptions that can be helpful in the design of educational solutions. Particularly, he indicates the possibilities to implement a diachronic-synchronic concept of radical structure-functional transformations in educational systems as well as Lech Witkowski’s theory of self-education.

In the text, the author refers to selected questions from Lech Witkowski’s book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia [Entitlements and Transtopicality in Humanities. Florian Znaniecki: the Legacy of Ideas and Cracks in It]. What is mainly characterised is the cognitive situation of “demanding a reading strategy” and searching for impulses to “prompt an awakening, a change of perspective.”

The article concerns the reading of the effects of Lech Witkowski’s interpretation of the works of Florian Znaniecki; it is also an attempt to formulate one’s own opinion in the debate about Znaniecki as a partner in the humanistic debate. It refers to the issue of scientific criticism, the content and methodology of biographical research, selected pedagogical categories and Witkowski’s search for duality and ambivalence in Florian Znaniecki’s works.

At the beginning of this transcript of the online debate, the author thanks some initiators and participants of the preliminary meeting. Then he confesses that his own attitude towards the book on Znaniecki needs a continuation. Next he mentions the leading analytical ideas of his intellectual approach. He identifies some theoretical challenges associated with such disciplines as philosophy, sociology, pedagogy and social psychology. The author also recalls the basic strategic ideas contained in Znaniecki’s concepts. He suggests the development of radically innovative emphases in this classic achievement and their application. The author refers to his articles written after the book was published, treating this sequence as a paradoxical order of preparation for further, detailed studies.

The text is a transcription of the author’s presentation discussing theses of his book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia (Impuls, Cracow 2022). The author emphasizes the polemic character of his conclusions as confronted with the Polish reception of Znaniecki among sociologists, pedagogists, philosophers and psychologists.