The article presents the forty-year history of the Faculty of Pedagogy and Psychology at the University of Silesia, from its establishment in 1976 to 2016. The author, Stanisław Juszczyk, analyzes the faculty's origins, tracing them back to the tradition of the Pedagogical Institute in Katowice from 1928, and its development within the structures of the Higher School of Pedagogy and finally the University of Silesia. The text provides a detailed description of the institutionalization process, including organizational changes from departments to institutes, as well as the evolution of the academic staff and the acquisition of full academic rights, including the authority to confer doctoral and postdoctoral (habilitation) degrees. The development of infrastructure, teaching activities, including the introduction of new fields and specializations of study, and extensive research activities, such as the organization of regular conferences and the publication of scientific journals like "Chowanna" and "The New Educational Review," are also discussed. The article highlights the faculty's significant achievements, including the awarding of honoris causa doctorates to distinguished pedagogues and the dynamic development of its educational offerings in response to the needs of a changing society.

Introduction

The article is of a polemic character; the author criticizes the main assumptions of ethical intellectualism, especially the statement that a person’s moral behavior is closely affected by his or her knowledge of moral values. According to the author such beliefs lead to one-sided commitment of the students’ mental sphere in the present-day school. The author puts forward several theses, which she elaborates on in the text, including the following: ethical intellectualism, disregarding the importance of human will, emotions and feelings has significantly hampered the proper process of moral upbringing of subsequent generations and replaced it with axiological education. The author presents numerous examples of ethical intellectualism, which has dominated the Polish school, e.g. the student is perceived as a learning subject, less often as a subject experiencing a variety of emotions or feelings; the school infrastructure is relatively well suited to fulfill its didactic function but less so to carry out its upbringing functions; especially neglected here is the introception of values in students. The author is of the opinion that privileged pedagogical categories should include, among others, the upbringing situation and the atmosphere of upbringing, both of which facilitate the process of adopting proper moral attitudes by children and the youth.

The paper explores the problematic character of the relationship between ethics and education. The key concept that is analyzed and interpreted is pedagogical ethics. The author raises question on the actual meaning of the term and suggests that not every conception of pedagogical ethics can be really productive in a positive sense in the contemporary educational practice. The term is interpreted in two perspectives that derive from other philosophical concepts. The first comes from the concept of spiritual man, suggested by the Czech philosopher, Jan Patočka. The other originates from Michael Oakeshott’s concept of conversation of humankind. The final part consists of some thoughts concerning the influence of ethics on understanding of educational experience.

The modern family finds itself facing a variety of ever-changing circumstances which greatly inhibit the selection of clearly defined roles or behaviours intent on bringing about the good of the whole family. The article describes three models which regulate the roles taken upon individuals within the family. The text defines the optimal method of creating one’s own role in the family as one which would allow for the simultaneous consideration of the variety of possibilities and needs of all family members.

The paper presents the idea of sustainable development which sets the direction for the development of education. Indicated the need for changes in the value of students in accordance with this idea. In educational practice the most importance is a valorization strategy because the result is the ability to evaluate. It is needed for decision-making and preparation of action in accordance with the principles of sustainable development.

Pedagogical ethics is the foundation for any discussion of education. Starting from this ethical discourse we can take actions on the basis of teaching. One of the basic concepts within the scope of pedagogical ethics is the dignity. Human dignity, which after World War II was indicated in international documents as the source of human rights. Poland’s ratification of the UN Convention
on the Rights of Persons with Disabilities faces our country with the bulk of the commitments, the performance of which is to ensure the full realization of human rights and freedoms of this group of people. One of the commitments is to raise public awareness concerning rights of persons with disabilities. The article is devoted to one of many areas in which this process should take place, namely early childhood education, and exactly content of the free textbooks.

The article is an element in the debate on the value preferred by modern man operating in the post-modern social reality. It is an attempt debate on the future educators declared values and thoughts related to the implications of their educational influence on the young generation of Polish people. Among the many important aspects of the issue of values as a key concept of education assigned a value. Were also highlighted issues concerning the hierarchy of values, the classification of the value and the importance of teacher / educator in the educational process. I made an attempt to analyze compatibility with the values declared by educators to designated, current, civilizational values of clarifying the goals of education.

The paper introduces the issue of cheating in polish school. 1 070 students of polish high-schools were examined. The purpose of the study was to establish: frequency of cheating in polish school, its motives and deterring factors as well as preferred by students methods of cheating. The conducted study included the consequences of the phenomenon – preferred teachers reactions on cheating and perceptions of their real reactions, as well as feelings after cheating and the perception of victims of cheating. The results are presented.

This article is part of the project regarding traces of the presence of the category of spirituality in education. The aim of the present text is to introduce the concept of contemplative education, which in Polish literature is little known to the mainstream pedagogy. Contemplative pedagogy refers to the category of spirituality in a specific way. It initiates a significant change whereby spirituality becomes a living category in the process of education, it ceases to work in the pedagogical discourse as a concept which is vague and not very clear, and is addressed in the area of educational practice.

The author has tried to describe the experience of biographical and education related to one of the most important furniture everyday, which is the table. This furniture mainly related to the preparation and consumption of food, it is also an opportunity to learn, to meetings, talks and strengthening relationships. The table is also very often a “witness” the first lessons of adulthood,
which take place in childhood, while having fun. The author also appeared in the text of the role and importance of the table in the perception of students of pedagogy.

The aim of this paper is to make a quick overview of the literature concerning the role of social support for patients with anorexia and bulimia nervosa rendered by relatives and friends. On this background authors’ own qualitative research on this topic is presented with the main focus on the perception of such a support from different perspectives. The paper examines the perception of social support by patients and experience of parents and friends’ in giving support to them. Participants in this study were 13 individuals representing the following groups: patients with eating disorders and parents and friends of those who suffer. They were interviewed using a structured interview. The obtained results confirmed the hypothesis that support from relatives and friends in eating disorders treatment is important, but also showed difficulties parents and friends may have in giving support. Moreover, the findings confirm the need of educating the whole family and friends of patients (with eating disorders) in more effective support.

The article discusses the role of mechanism of moral disengagement in the context of moral behaviour intents. A sample of 244 university students from Silesia participated. The analyses are conducted in the context of the tendency towards different forms of moral disengagement. The results demonstrate that students of different moral disengagement level differ in terms of intentions for dishonest behaviour at the university and in the future work and in their reaction for academic dishonesty of others. The direction of the future research was shown.

In Czech prisons, the number of recidivists is still on the rise. A possible cause of this condition can presumably be a low quality of specialist programmes aimed to prevent recidivism among convicts. The purpose of this study is to evaluate the impact of the programmes for prisoners carried out under the conditions of Czech prison system and to analyse their two most common forms based either on individual or group approach towards convicts. Their influence on persons serving a prison sentence is assessed by way of analysing changes in the prisoners’ hierarchy of values, that is in the status of life values before the individual and group programmes were implemented (programmes undertaken during imprisonment) and then, after they were completed. The results of the studies showed a significantly positive influence on convicts of the alternative programmes (other than group); it was shown that carrying out these programmes brings positive effects, especially when they are prepared in response to individual needs and risks.

The article examines diverse determinants of the human existential and health condition considering the interdisciplinary paradigm of health and disease and the perspective of social sciences. The category of the meaning of life, constituting the predictor of health, has been presented from the view of psychological analyses (including the conceptions of Viktor Frankl), conceptions of health and existential deficits resulting in, among other things, risks of suicidal behaviour.

The aim of this paper is to present the results of a survey on the knowledge of parenting at the birth of a first child, in particular responses regarding parents’ self-evaluation. The author analyzes parents’ sources of knowledge about parenting and causes of the lack of knowledge. The survey highlights the need for raising pedagogical culture and social awareness in Poland. Efforts have been undertaken to achieve this goal. However, there has been no organized, efficient program involving all parents.

This article is a review of the book by Dr. Barbara Ostafińska-Molik titled "Postrzeganie siebie i własnego zachowania w kontekście zaburzeń adaptacyjnych młodzieży" (Perceiving Oneself and One's Own Behavior in the Context of Adaptive Disorders in Youth). The publication analyzes the mechanism of self-perception as a correlate of the psychosocial functioning of adolescents aged 14-16, focusing on those with behavioral disorders. The work has a three-part structure, comprising theoretical, methodological, and empirical sections with an analysis of the author's own research results. The aim of the author's research was to compare the self-image and perception of one's own behavior in adolescents with disorders to the self-image of youth without adaptive difficulties. The review emphasizes the monograph's significant applicational and practical value. Based on her research, the book's author proposes a comprehensive intervention-prevention model, which should encompass the individual as well as their environment—the family, peer group, and school. The review also quotes the author's conviction that youth with disorders should not be isolated, as appropriate therapeutic methods can overcome or significantly limit these problems. The book is recommended for parents, teachers, educators, and students of pedagogy and social rehabilitation.

This article is a review of the multi-author scientific monograph titled "Jedzenie jako sytuacja edukacyjna i społeczna" (Food as an Educational and Social Situation), edited by Barbara Juraś-Krawczyk and Elżbieta Woźnicka. The publication, released by the University of Humanities and Economics in Lodz in 2015, consists of thirteen texts plus an introduction and a conclusion. As the reviewer, Monika Sulik, indicates, the book presents the topic of food from various perspectives, prompting reflection on the general human condition. The review highlights several main thematic approaches contained in the monograph. The educational perspective is presented in articles by Olga Czerniawska, Barbara Juraś-Krawczyk, and Tadeusz Szewczyk. A historical approach, addressing topics such as food in the interwar period, during the war, and in the Polish People's Republic, was developed by Nelli Stolińska-Pobralska, Krystyna Kierkuś-Iwanicka, and Kazimierz Zawadzki. The institutional perspective, covering food provision by NGOs and food in prison conditions, was presented by Mikołaj Gurdała and Renata Szczepanik. The book also includes texts of an autobiographical nature (by Monika Sulik) and analyses of the connection between food and lifestyle, such as healthy eating (by Elżbieta Woźnicka) or freeganism (by Joanna K. Wawrzyniak). The review concludes that the publication is inspiring and encourages readers to undertake their own explorations into the topic of food, which is described as vast and inexhaustible.