The text uses the concepts of Marc Augé’s non-lieux and Gregory Bateson’s double bind to reflect on the theoretical background of school architecture. It is assumed that the educational space is arranged by the pedagogical imagination, and so the current pedagogy, having been disinherited from its own tradition, tends to generate space unfriendly for students, and hence, un favourable for education. Taming the place, the author argues, is an extremely important, yet disregarded, aspect of education.

The street belongs among characteristic forms of urban public space and, as such, it ought to be studied not only by representatives of sociology, philosophy, ethnology, or architecture, but also by pedagogues (among the terms used both by theoreticians and practitioners of upbringing are especially: “the street children”, “a street pedagogue”, and “street pedagogics”). In addition to the results of hermeneutic analysis of interdisciplinary scientific texts, some results of the current empirical studies are presented by the author, who profiles her research in accordance with the following aspects: the function of streets and their names, the meaning and scope of the term “street” and related notions, synonyms, and the significance that young adults – students of pedagogics at the University of Silesia – attach to streets. In her research, the author used the method of individual cases and two techniques: studying personal writing samples (tool: essay-like compositions) and prompting conversation (tool: conversational questions/instructions). The study, conducted in 2018, comprised of 50 university students, most of whom had fond memories of the streets associated with their childhood and youth. The majority of the respondents stated that the streets of their childhood were emotionally meaningful to them and that they had played a significant role in their individual/ social development by shaping their character, personality, resourcefulness, creativity, sense of orientation, and the ability to cooperate with others.

The article is a study of the material organization of the place – understood as a home and its surroundings. The considerations are conducted in the perspective of biographical research. The author attempts to show the place (in its strictly material development) as an element of the educational circumstances, through which the process of upbringing can take place.

The article is a reflection on the new media, particularly the Internet, as a specific perspective for the development of today’s individuals. What the author mainly considers is whether the media may thought about in the context of such terms as the place and space. Additionally, she raises the issues of cyberspace, online and offline worlds, the media that create the images of places, and locative media. She presents trends in online education, collaborative communities of mutual learning, participation culture, and co-creation of Web-based content and space are presented. The author tries to relate these issues to the practice of pedagogical interactions.

The text attempts to assess the benefits that may arise from the content of the latest book by Lech Witkowski for both the theory and practice of correctional rehabilitation. Paradoxically, the most valuable insights can be found in those parts of Humanistyka stosowana (The Applied Humanities) where correctional issues are not directly discussed. Thus, the article focuses on the category of duality and the promising prospect of its employment in an analysis of correctional realities. Another important theme is the way in which the issue of subjectivity is viewed in the field of correctional theory. Separate attention has been given to another thread of Witkowski’s work, which refers to “founding discourses” of Polish pedagogy in the context of current challenges. Altogether, these problem areas could serve as a basis for seriously approached correctional theory and practice.

The aim of this article is to highlight topical issues that should be retrieved and revived from the academic legacy of Maciej Demel, in order to be perpetuated by another generation of researchers. The late founding father of health pedagogy and the modern concept of health education, as a physician, teacher, educator, and a tenured professor of physical culture science, was more than qualified to look at health pedagogy in a multifaced, comprehensive way. Therefore, he became an unquestionable intellectual role figure in the said fields; a person who in his academic works pointed to phenomena and ways pf approaching them which are still current. The sources of today’s problems can be traced back to the past, in particular former health and education policies in Poland. The confrontation with the past helps to observe and trace changes which may translate into diversity of approaches and help develop the most adequate methodology of health education and health promotion.

One of the strategies used in prevention of cervical cancer is the human papillomavirus (HPV) vaccination amongst girls before sexual initiation. Some local governments finance preventive vaccination programmes. One example of this may be found in the city of Tychy, where such a schemme has been in operation since 2010. The purpose of the present study was to identify patterns of thinking about cervical cancer prevention amongst parents and their daughters and to define areas of knowledge and non-knowledge about the HPV infection and resultant the disease itself. The research questions were aimed to discover the reasons for the teenager’s failure and refusal to vaccinate. The purpose of the research was educational and the results obtained allowed us to develop recommendations and a list of good practices.

The article undertakes to discuss the difficult life experiences of wards at special-education centres. It aims at drawing attention to the problems of children and adolescents with intellectual disabilities raised in the conditions of foster care. The situation of the wards at special education centers is complex. On the one hand, it involves difficult family situations, experience of neglect or violence, on the other – intellectual disability along with emotional and behavioral disorders accompanying it. In many cases we have to deal with accumulation of effects of negative experiences.

Prisons have their own rules. The protection of prisoners’ health is a very important element of everyday work with them. As an assumption, the way physical examination, forms of treatment, and rehabilitation are carried out should be commensurate with the needs of convicts. The text will present statistical data prepared by the Prison Service regarding the functioning of prison health care in 2017 and 2016 (in the comparative aspect). The situation of convicts is very specific, which is why the subject of health and illness in the prison raises many controversies, also in the socio-educational context. Therefore, it is necessary to implement actions to draw the public’s attention to the essence of this very serious issue.

The text presents a new approach to students’ spontaneous questions and statements which emerge during educational classes in grades 1–3 of primary education. Attention is paid to the value of these utterances for the education process – they are viewed as important sources of information for the teacher about students’ pro-health and pro-ecological knowledge and attitudes. The author proposes a method of reading and interpreting the meanings of students’ questions and statements and the possibilities of using them in the educational process, as presented on the basis of selected examples.

Interpersonal contacts are what makes individuals well adapted to live in society. Therefore, it is of great importance to be capable of interpreting correctly the behaviours that fall under the category of body language, which also includes reading facial expressions. Face is a primary source of our knowledge regarding the mood of an interlocutor. Yet in this day and age, as a result of technological development, face-to-face communication has been overrun by the one carried out via electronic media. Most of people communicate using the Internet or/and cellular phones. This mediated type of communication affects detrimentaly our ability to interpret non-verbal messages. Youth in their daily lives dwell in virtual reality. Hence, since they spend most of their hours online, are they able to read others’ emotions from their faces? The article attempts to answer this question.

The changes related to the political transformation which took place in our country also affected education and, consequently, preschool education. The state delegated the responsibility for the administration of public schools, kindergartens and other educational institutions to local authorities, which involved a certain limitation in terms of the availability of kindergartens in some regions. A decrease in the number of children attending such institutions was particularly observed in rural communes. Poland’s accession to the European Union was a crucial factor stimulating dissemination and availability of preschool education. Local governments and other entities running kindergartens took advantage of the opportunity created by the European Social Fund. Nowadays, a wide variety of preschool education forms and institutions providing such education as well as educational offers can be observed. Nevertheless, there are still some areas which require support, and social debate on the effectiveness of preschool education is also needed. The way preschool establishments have come and the changes they have undergone over the past 25 years are particularly noteworthy. Starting from the period of neglect of infrastructure and the closure of preschool institutions, we have now entered the stage of clear understanding of the crucial role played by preschool education in further psychophysical development of a child and, at the same time, awareness of the need to invest both in physical and human capital of this important area of national education.

The study is an evaluation of the class for children with autism spectrum disorder (ASD) in a publicschool in Rzeszów, Poland. The addressed issues concern the educational and therapeutic process, social integration of children with ASD, attitudes towards school integration of children with autism spectrum disorders exhibited by teachers employed in the school, and the evaluation of this solution by parents of children with autism. The participants in the study were 33 teachers working in the school and two mothers of students with ASD, currently attending the third grade. The obtained results show teachers’ positive attitude towards the school integration of children with ASD and parents’ general satisfaction with the functioning of the class; they also provide an overall sketch of the areas that require improvement or special attention. Moreover, the results highlight how important it is for parents to have their children included in the mainstream of the school’s social life.

The article concerns preventive cooperation of primary schools with parents within the scope of risk behaviours. It contains both a theoretical and research analysis. In today’s school, preventive actions are not seen as the main task, but to an ever greater degree, they prove the efficacy of didactic- educational actions. In the article, the practical implementation of the said cooperation is discussed in detail: purpose, content, forms, and effects. What constitutes the basis upon which the author draws her conclusions is the collected comparative research material from 2015 and 2016 obtained from 120 parents of primary school students from Poland (Tarnów) and 176 parents of primary school students from Hungary (the area of Eger and Ózd). The research purpose was to collect information and compare cooperation between primary schools and parents in the selected areas of the countries in question.