This jubilee volume concerns the 80th anniversary of the establishment of "Chowanna", which generally takes place in 1928, but the first issue was published a year later. The initiators of this scientific and educational activity and the originators of the name of the work are Bronisław Ferdynand Trentowski's "Chowanna, czyli system pedagogiki narodowej jako umiejętności wychowania, nauki i oświaty, słowem wykształcenia naszej młodzieży " (Poznań 1842). In the case of the event, it was the 200th anniversary of the birth of this work, one - as Stefan Wołoszyn concluded - of the most outstanding Polish pedagogues. This year will mark the 140th anniversary of his death. It is also worth rejoicing that 80 years have passed since the establishment of "Chowanna". In the volume of this journal presented to the Reader, the ideas related to these facts were exposed in the articles by Professor Wiesław Andrukowicz. With the limitations concerning Bronisław Trentowski, which are indirectly related – through detailed rules of modality – to other detailed texts contained therein.

The great pedagogical triptych by Bronisław F. Trentowski, „Chowanna”, remains to this day an unrivaled model of an integral approach to theory and history. Moreover, it serves as an exemplary instance of connecting pedagogy not only with psychology or sociology, but above all with philosophy—philosophy that resists any form of reductionism in the aims, content, methods, and means of education and teaching. Primarily for these reasons (which have not yet been fully appreciated or utilized), this work of our great philosopher and educator can—and indeed should—serve as an inspiration for contemporary pedagogical reflection and practice. The crisis of contemporary pedagogy, related to the dramatic transition from orthodoxy to heteronomy, means that the task of this scientific discipline is to make use of every opportunity to understand its identity—an identity not discovered through unity of understanding, but rather through diversity, and even through ambiguity that operates through paradoxes. As William James once said: “After all, extravagance rather than economy may be the key to reality.” Every pedagogical concept serves to satisfy certain needs of its creator, which in no way prevents it from conflicting with other approaches—since none of them can claim absolute truth. Each represents only a more intuitive, logical, emotional, or perceptual modality of adaptation to a specific reality. The quality of understanding increases as we reach the full complexity of different propositions and move toward greater sophistication. The progress of pedagogy does not lie in eliminating or diluting differences, but in ever better reconciling unity with diversity.

In this article the notion of modality and taxonomy is analyzed, as well as the concept of education and pedagogy. The interrelationship between different types of modality and the structure and functions of education and pedagogy is shown. Also the consequences of modality-oriented analysis of education for determining the process of its designing and achieving its goals is indicated, as well as the effects on pedagogy resulting from widening the range of its analysis. Special emphasis has been put to subjective modalities (epistemic, wishful) and spiritual modalities (anthropological and deontic).

This article takes a selective look at the importance of some concepts of modal logic to didacticts. Classical logic, three-value logic and modal logic are chosen as the basis of considerations. The author mainly concentrates on modal interpretation of semantic terms: “necessity of reffering”, possible worlds” and “logical space”. As may be expected it is suggested that modal concepts have an ethical meaning.

The paper presents a selection of problems and themes from the modal analyses in didactics. Such problems as recognising sentences, convictions and their relations with the educational activities were investigated in detail relating modality to the research into the language of education. Moreover, the paper includes an outline of research work aiming to investigate justification as the methodological category, which is important for the development of didactics as the science.

In the work it has been paid attention on the problem of modality in the media education. At first the chosen aspects of the theory of multiple intelligence by Howard Gardner have been characterized, next the problems of modality in education supported by media has been described. In the further analysis the modal taxonomy of didactic media has been presented and in the end the crucial point of modality in media education has been described.

The text attempts to find the place and role of education in the Polish trajectory of the knowledge based economy development. Dynamics and complexity of ongoing economic and sociocultural transformations require a new approach towards production, transfer and use of knowledge. Education as a medium of the knowledge based economy has to face challenges of the contemporary world, i.e. in Poland education is supposed to create a society that conforms to principles of competitiveness, innovativeness and constant improvement to knowledge and skills. In the above context educational specialists are perceived as elements of greater networks created to exchange information on production and use of knowledge.

Subjectification in education relates primarily to teachers, pupils and their parents. The realization of the principle of subjectification of a pupil requires an adequate programme and organizational conditions facilitating a deliberate, active and positively motivating partnership and partnership. Thus creating of an environment susceptible to its activity, which as per its essence of subjectfication is a result of a free choice, constitutes an expression of a sense of creativity and control of an environment. Teacher’s subjectification is perceived as an area of his or her activity with various degrees of freedom exemplified by goal setting, decision making, carrying out tasks and self-assessment of individual progress. School’s proper functioning depends on the measure of success in teachers and parents partnership. This partnership, which is aimed at balancing both subjects in the areas of privilege and competence, stresses the parental role change in relation to school with emphasis on their creative involvement. Forming of subjectification relations in school constitutes an important element of its growth and improvement.

The article is a recapitulation that has been made so far of an extremely difficult and original work of B.F. Trentowski. He describes, among other things, how every cognitive process can be threatened by reductionism, limited either to receptive or perceptive extraspection or to perceptive or receptive introspection. The theory presented by the author is fully complementary in relation to education theories existing hitherto, and it allows in human education to formulate comprehensively the contents and functions of the educators and the educated in the sphere of external and internal world. This makes possible to withdraw from extremely formalistic or behavioral strategy, as well as to take into account transgression and prospective strategies in different educational processes, thus to move considerably the stress from product-oriented education to process-oriented education. Therefore, there appears an attempt to give a picture of understanding model and of practicing an integral didactics linking reproductive with creativeness, vertical thinking with horizontal thinking, perceptions with emotions etc. The permanent crisis of modern pedagogy (sometimes too rashly associated with post-modernism, non-adaptation to other scientific disciplines or even other fields of humanities) may by overcome to some degree by dynamism and inclusiveness of Trentowski’s “philosophic pedagogy” that makes it possible to avoid faults of “artificial split” of relatively unite space of thought and existence, theory and history, nobility and benefit.

Four basic models of cooperation between school and pedagogical libraries are presented. These libraries are considered as a part of a system in which the flow of information to a significant extent determines the quality and professionalism of the service of users, among whom are all teachers, learners and other persons related to education. In library practice the described patterns of cooperation usually are applied in a hybrid form combining the elements of at least two different models. The activating model, which assumes that the library stimulates the users’ behaviours, and the reactive model, in which the library attempts to fulfil the users’ needs, seem to be the most advantageous ones.

The author of the paper, being an author of reflective education conception at the same time, believes that the D. Goleman’s idea of social intelligence, as well as the previous emotional intelligence theory, constitute an intense assistance for her statements. Simultaneously she proves that thanks to reflective education, such natural attributes as intelligence, could be improved for the benefit of schooling. In the article the author gives examples to justify this point of view.

Despite a long-lasting period of emphasizing double-subjective teaching and studying process (in which a pupil should be involved), any changes in the pedagogic theory are very slow. Reasons of this seem to underlie teachers’ intellectual possibilities, knowledge, experience as well as their motivation, aspirations, attitudes and views. In the article, a profile of a contemporary teacher is shown as a director of the paradigm of subjective education assumptions. The article also contains some directives with reference to teachers’ conduct if they desire to put the principles of this paradigm into practice. That means two dimensions of the educational sphere are presented: a realistic one formed by the introduction of the results of my own research over practical realization of the assumptions the paradigm mentioned above. The other educational sphere is a potential one, shown through the formulation of directives, dictates, necessities connected with teachers’ conduct if they desire to put the principles of this subjective educational paradigm into practice. Considering these facts, the modal context of issues presented in the article is obvious. Achieved changes in many cases turn out superficial, put into practice only in a partial way, that means inconsistent and disorganized one. You can think that if you create nice atmosphere, smile or do a nice gesture to your students, you will solve the problem. It is not enough. Contemporary knowledge “to be nice and helpful one to another” emphasizes the fact, that a human-being is somebody when he or she becomes himself or herself. Then, the educational process becomes continuous experience and searching for and creating own personality at the same time. In such process of education teachers’ attitudes towards students cannot remain unchanged.

The contents of this article are concentrated around the understanding of concept of course contents in traditional and modern didactic. Author particularly pays attention on presentation the course contents from view – point of psychological theory of activity. He shows the need of change the principles of contents’ selection and existing approach to curriculum construction as well. Study ending conclusion, that known in general didactic theories of course contents selection are not conformable to requirements of present process of teaching.

In the study there was analyses of different aspect of knowledge. There were comparison of academical teaching aspects and styles of teaching used in practice. The study was complement of probing carried out with students of technical and humanistic branch of study.

In recent years an increase in interest in text issues has been observed. Text is considered as a means of conveying content of education, a unit of educational dialog and foster-child changing factor. In the article the ways to define the text and areas of pedagogical research in which the text has a crucial role are presented. It is assumed that education as a communicative action – in all variants described by J. Habermas – is realized through texts. Such a perspective creates new possibilities of research and interpretation of the subject of pedagogy.

The author discusses the choosen discourses in popular culture. Pop culture is shown as powerful source of informal education. Love, sex, appearance (look), there are main themes of youth press. Solidarity, estimate, authenticity, there are the leitmotives in discourse of music of rap. The author makes an attempt to show how Worldview of young people is shaped by cultural transfer of pop culture.

“Content of education” is a term understood and defined by scholars in different ways. The author has decided to elaborate on this concept, analyzing the selection of contents of education and describing their meaning in educational documents. The work starts with the explanation of the concept of “content”. According to one concise definition, content translates into the acquired knowledge, skills and habits. Some representatives of general didactics associate it with the concept of values, discussed from a philosophical, psychological, sociological or humanistic perspective, taken into account when selecting the contents of education. The content of education is identified with the concept of teaching (Niemierko, Kupisiewicz, Nowicki) or the concept of didactic concept (Denek). Okoń claims that whatever name we use, i.e. content of education, content of teaching or didactic content, the content refers to activities, the mastery of which enables people to shape their relationships with the surrounding world. The selection criteria of the content of education involve reference to educational requirements, rejection of obsolete knowledge, combination of theory and practice, and adjustment of the content to students’ psychophysical and perceptual predispositions. The last issue concerns the inclusion of selected contents of education in the core curriculum serving as the basis for curricula. The Ministry of Education and Sport has introduced a number of changes in this respect, calling for introduction of such contents that are appropriately adjusted to students’ capabilities and requirements of the changing world. The conclusions raise the topical research problem formulated by Gnitecki wondering which contents should be the basis of education of young people.

Author points on the specific character of communication in elementary education. That character comes out from the similarities and differences of communicational experiences between child and an adult. Author decided to pick conversation as a basic situation for creation of such experiences, considering, that it is most approachable to child and has a direct, neutral and personal character. Furthermore, conversation is a source of the transfer of meanings, creates interpersonal relations and constitutes the area of educational activities.

In this article the author points to spontaneous pupil questions and statements in early primary education as a kind of reflection of objectives and contents of instruction. Both these types of utterance are described with reference to the presence of modality in the degree of subject’s confidence in the previously possessed information and the information acquired in the course of classes. Methods of data analysis are presented through the prism of elements of educational actions – objects which the pupils refer to in their questions or statements. The data for analysis was acquired by means of in-class observation carried out in the first and third grades of primary school.

This paper is devoted to a variety of structures and modalities of teacher’s questions and instructions, including the elements of construction – so called “operators” and “objects”. It presents characteristics of modality – perceived as a special power on the scale: must / may – regarding notions “simple” and “complex”, including “complete” and “incomplete” patterns of the construction of teachers’ questions and instructions.. Although this analysis doesn’t cover the problem completely, it enables the preliminary recognition of used patterns varieties and lays directions of further analyses.

The basic factors which elicit, direct and most of all form students cognitive activity are didactic tasks. By making specified instruction and asking specified questions the teacher presents his cognitive attitude to the surrounding reality. The elaboration describes issues related to the method of comprehension of the “why” questions made and asked by the teacher. Moreover, it deals witch the consequences resulting from ambiguity and indefiniteness in the teachers comprehension of question functions for cognitive action of primary students.

The main aim of this article is about the process of shaping the behavior of children and the modality, as well as communication and the process of explanation. The most important issue in the process of child life growth is to understand the value of question: Why? It is an important question because they are the result of child interest, the reason of observation the occurrences and developing deep inside their mind. The ability of speaking is an element in process of growing and bringing up. That’s why it is essential to look for answers on the questions about the roles of explanations in the process of child growing and looking for clues to support the process that will improve this effect. Using the expression of modality allowed us in a perfect way to analyze the information that existed in the whole process and direct on bringing up by explaining. The modality brings the ideas, thanks to the research I may specify the disposition development of youngsters at kindergartens.

The article presents a new approach in research analysis of the child’s drawings with recommendation to broaden the scope of the studies with semiotics issues. The attention was drawn to formation of an image of a thing – plastic sign in the development of the child drawings with participation of verbal sign (word). The language (speech) and drawing are symbolic forms and modalities important for cognitive development of the child and his education, as explained in the article. Mutual relations between these cognitive processes (verbal and non-verbal) are presented on the basis of Allan Paivio, Stefan Szuman and Lew S. Vygotski’s theory. The analysis of children drawings was discussed on the basis of the above specified research assumption, referring to more extensive analysis of the issue in the author’s publication. This kind of research approach offers a new perspective in working out contents and methods of teaching in artistic and general education of children.

The education of children in 19th ceuntry, the fostering of Polish tradition, music and lyrics for children, the creation of the system of values. The article presents some remakes on possilble ways of upbringing children by the employment of tools that are connected with the tradition. These remarks follow from „Songbook for children” written in 1890. It is very important that the lyrics and the musicon the Songbook are building the children world of values. It is unique work of art that has been addressed to children. The „Songbook” is the fruit of brilliant brainwave of two most famous polish artists of 19th ceuntry – composer Zygmunt Noskowski and poetess Maria Konopnicka. The Songbook is a one of examples of actions connected with the process of upbringing of young generation in the way, which has been initiated in the era of positivism. This valuable heritage is entirely unknown for contemporary children, as well for their parents. Konopnicka describes typical people, places and situations, connected with the experience of daily work and the celebration church holidays. Miniature poetical masterpieces refer to the Polish country and folk-dances. The outstanding meaning of Songbook is that if forces personal reflections, human feelings and emotions. The audience of Songbook will find there the great pleasure following from the music and poetry that build favorably the children world of important in their future lives values. It is worth to note that the contact with the true heritage can intensify the feeling of national identity of youth.

In this article I make an attempt to analyze the rules of didactic games applied in the education of young learners, focusing on the imperatives, prohibitions, obligations and possibilities of making autonomous choices (creating possible completion variants of the game). Together with incentives, bonuses and prizes, they make a system of motivation and regulation of the activities before, during and after a didactic game. That system is meant to create conditions suitable for achieving the educational goals.

In our reality we distinguish two forms of communication-verbal and non-verbal. But in linguistic communication it is possible to separate a single linguistic communication act which is presented in the simplified model and discussed in the text. In the article the phenomenon called signs, codes and subcodes were defined. The traditional concept of sign according to Peirce and the classification of signs based on functions and structure by Milewski were presented. Furthermore four basic types of intentional modality of Grzegorczykowa were described. In the end it was considered that the education process was a specific communication one. The basic way to develop child’s sign activity is fun, however during different kinds of education kids get to know not only diversified linguistic signs but also determined parts of reality-children get to know the world.