This article is a reflection on the role of modern humanistic education dealing with contemporary world problems, primarily the climate crisis. Education, including humanistic education and glottodidactics, has found itself in a very interesting moment, when there is a change in the paradigms of storytelling about the world, questioning the anthropocentric point of view or dualistic concept of the world in which humans and nature have been separated, accepted so far. Humanistic education also poses new questions: Is it possible to practise socially useful humanities? What is the role of the humanities in the time of climate crisis? Are the humanities and art science capable of evoking engagement, triggering emotions, empathy, sensitivity and making people think? Does the humanities, by proclaiming the slogans of agency and responsibility, prevent further crises? The purpose of this article is to reflect on the future of humanistic education and to find answers to the questions about a project that could help to overcome crises of human imagination in the time of climate aberration. Such a project consists of the texts submitted for this issue of “Postscriptum Polonistyczne”, which is guided by the translation of the postulates of modern humanities (especially new humanities, and within it, environmental humanities) into the contemporary educational discourse, both academic and schoolbased, and the intention to develop various paths to reach a wide range of recipients from Poland and abroad.

The main goal of this article is to start a debate on how to introduce ecocriticism into university film education. It also presents the author’s critical reflection on her experience of translating the theoretical assumptions of posthumanist film education into university practice. The theoretical part of the article popularizes the thought of Adrian Ivakhiv, a cultural theoretician and ecophilosopher concerned with film studies, whose reflection also addresses his activity as teacher. Further in the article, Justyna Hanna Budzik describes university classes devoted to film ecocriticism, whose aim was to implement the interpretive and research attitude developed in green film studies. She presents the curriculum, teaching and learning methods, conclusions, and postulates for redesigning classes in the upcoming teaching cycle. A separate part of the article discusses a detailed discussion of one of the tasks for students. Teaching experiences are placed in the context of the framework of film education and posthumanities

The ecological challenges of the Anthropocene era are an important area of pedagogical thinking and activity. Pedagogy, being a theoretical and practical science, also brings an important voice to a series of ecological debates and discourses sweeping through the scientific reality. Within the sub-discipline created on the basis of social pedagogy, which is ecological pedagogy, works were initially developed that concerned mainly the concept of upbringing to the environment, with the responsibility of the individual for the natural environment in the foreground. Today, in the era of the Anthropocene, ecological pedagogy and researchers face the task of basing the philosophical foundations of upbringing and education on environmental ethics. Hence, the aim of the article is to reconstruct the varieties of environmental ethics present in the teaching content of selected school subjects related to environmental education. The content analysis of 12 school textbooks (using the categorization key) for selected subjects from the years 2018–2022 shows the overwhelming dominance of the anthropocentric narrative, if we compare it with other versions of ecoethics (biocentric, ecocentric). It would therefore be advisable to introduce ecophilosophical education to formal education and to allow alternative biocentric and ecocentric narratives. The text deals with interdisciplinary topics in the field of philosophy, pedagogy and biology.

The issues addressed in this article represent a trend in interdisciplinary research concerned with educating and training future teachers of the Polish language to prepare them for the challenges of the modern world. These challenges include climate change and its consequences for humanity and the planet. The success of environmental education depends to a large extent on how well teachers are prepared for its effective implementation. The Polish language as a school subject plays a key role in the education of the young, because it teaches students how to think, express their feelings and opinions, and participate in dialogue and discussion. Analysis of the core curriculum for general education shows that it does not contain satisfactory provisions and fails to meet the expectations of modern environmental education. Moreover, the standard of teacher education, both in its general and specific parts, needs to be extended and supplemented with necessary provisions. The catalogue of learning outcomes should be extended to include
the following issues: environmental education and the ways of its implementation, design and implementation of programs concerned with ecology, creating didactic situations aimed at popularizing pro-ecological knowledge and attitudes, developing ecocritical methods of interpreting traditional and well-known texts or indicating new contexts for those texts. It is also necessary to reform pedagogical practices to enable students to observe and join pro-ecological activities of teachers of Polish and schools during their implementation. The article draws attention to the need to develop communication skills necessary in talking about climate change. Substantive education should be enriched with issues related to ecocriticism and to interpretative practices of literary creativity in terms of its pro-ecological and post-anthropocentric possibilities.

This article addresses the theoretical background of the ecological approach to education and conceptualises the so-called disciplinary aporia of ecological education. In the era of the Anthropocene and the associated climate crisis and possible collapse within the Earth system, this aporia gains in importance. We are, in fact, in danger of either losing the dialectical and metacommunicative perspectives that allow for theoretical sophistication (under the pressure of ecological engagement) or overlooking the seriousness of climate alarmism (in the precipitousness of the ecological humanities paradigm). In this article, the author first characterises two variants of ecology: bioenergetic and cybernetic, as well as the philosophical concept of oikology. He then traces the ways in which ecology has been represented in pedagogical thought, both historical and contemporary. This hermeneutics of traditions and analysis of pedagogical ideas allow for the descriptive and conceptual elaboration of the fundamental aporia of an ecological approach to education arising from the theoretical (disciplinary) background of ecopedagogical interpretation. In doing so, the pitfalls to which both the traditional approach of biologically grounded ecology/ecological education and
the cybernetic paradigm of ecological humanities are exposed have been highlighted. In order to emphasise the synergy of both approaches, the author uses the categories of servant humanities and educational ecology in the conclusion. This study is embedded in the tradition that characterises pedagogy as an aporetic of educational experience.

The aim of this article is to critically consider the question of whether the humanities share responsibility for the climate crisis by virtue of the dominant modes by which it is practised. As it seems, the dominant discursive practices of contemporary humanities – cognitive, communicative, textual – which have grown out of the Western model of thinking, are at odds with pro-climate demands. The tendency towards separating areas of research, towards categorisation and narrow specialisation, as well as the logic of growth and the institutional structure of science are not conducive to the development of interdependence, relationality, responsibility, forward thinking, among other things, i.e. the attitudes and postulates that are essential in acting for the good of the climate. In addition, the symbolic culture of writing, which is based on mediation, distance and high communicative competence, is also not conducive to the implementation of these postulates, and is even in conflict with them. The discursive practices based on these principles are worth changing. We should make wider use of other forms of communication and cognitive models and focus on practising interdependence and action for climate in collaboration with other areas of science.

This article is about sustainable development. After an introductory historical outline and a presentation of the assumptions of international organizations, such as UNESCO and the UN, in the field of environmental work, Magdalena Slyk defines the concept of sustainable development and discusses the issue of lifelong learning. She pays particular attention to Swedish education. She briefly discusses the situation in primary and secondary schools in Sweden and goes on to focus on examples from higher education, especially philology at Uppsala University. She looks at examples of course subjects offered within the framework of German, Polish and French philology the subject of which is related to contemporary social challenges, globalization, and environmental protection. Lifelong learning, the development of general skills and the acquisition of key competences play an important role in this system. Slyk also examines other courses and the example of a research center in Uppsala which offers interdisciplinary studies on sustainable development.

In her article, Agnieszka Tambor addresses the problem of the absence of pro-ecological content in Polish language textbooks for foreign students. Tambor examines possibilities available to a teacher/lecturer wishing to introduce issues related to renewable energy sources, energy and mineral resources, ecocide, civilization diseases, upset ecosystems, sustainable methods of breeding animals, including fish and birds, waste segregation, and the economic situation of developing countries. These topics are examples of the many issues which a learner of the Polish language should be able to discuss and the knowledge of which is crucial in the contemporary world. Tambor comes up with theoretical proposals that demonstrate linguistic competence in the field of the broadly understood climate crisis as an element of building the prestige of Poland in the world. She also discusses practical solutions that show ways of making a lesson of Polish as a foreign language interesting as well as culturally and linguistically attractive thanks to the use of materials available on the Internet. Throughout the article, Tambor pays due attention to the fact that linguistic knowledge should in this case go hand in hand with shaping the desired pro-ecological attitudes in learners.

The title includes a provocative paraphrase of the motto to Zofia Nałkowska’s Medaliony [Medallions], providing a pretext for deliberations on the activities of Homo sapiens in relation to nature, as well as on how this aspect can be translated into a specific (glotto)didactic situation. The article focuses on a public service advertisement entitled Portret pamięciowy [Identikit], part of a campaign aimed at drawing people’s attention to the problem of pollution of rivers and water bodies. The ad can be used as teaching material in classes of Polish as a foreign language at B2 level. The article describes proposed activities for such classes. The advertising message follows the convention of a matter-of-fact description of the appearance of the perpetrator (identikit) provided by a river empowered as a subject, recording acts carried out against it. The ad is worth reading in the spirit of the new humanities, taking into account ecocriticism and ecofeminism. Intensified migration processes have made it necessary for Polish schools to adjust the educational requirements to the needs and capabilities of students with a foreign language and culture background. This advertisement discussed and the related deliberations can thus inspire Polish language teachers working with class groups that include teenage students with migrant experience.

This article is devoted to the issue of field humanities and the possibilities of its application in school education. The author, referring to the research conducted by Monika Bakke, argues for the necessity of rereading the canon of books not only in the context of engaged humanities, using ecocritical methodology, but, above all, relating well-known school set texts to the geological turn. Such a practice would make it possible to include geological reflection in the interpretation of literary texts, thanks to which Polish language lessons would open up to a new actant of plots hitherto poorly present in school Polish studies: rocks and earth. The readings of the Moomins series, Juliusz Słowacki’s Kordian and Czesław Miłosz’s The
Issa Valley, as well as interpretative guidelines for other works proposed by the author of this article, show how geological reflection can ‘disenchant’ a text without the risk of losing its literariness. The aim of proposing a reading of selected literary texts from the perspective of the geological turn is to enable the
questioning of anthropocentric certainties and the development of new modes of perception. Moreover, such a way of reading would lead to uncovering the ideological sources of the layered and naturalised rules and conventions of literature, rarely subjected to critical scrutiny in school.

As a result of the development of technology, the universal availability of its gifts and their constant use in everyday life, we spend more and more of our free time in front of mobile phones, computers, and televisions than in the open air, on the lap of Nature. Lack of contact with nature – especially in children – can cause problems that are collectively referred to as nature deficit disorder (Slovenian. motnja pomanjkanja narave). We are often unaware of the consequences of lack of contact with nature in the form various disorders, e.g., limitated use of the senses, difficulty concentrating, tendencies to gain weight and to suffer from physical and emotional diseases, insensitivity to issues related to environmental protection. In 2016, Ljubljana, a city that stands out in terms of economic growth, improving the quality of life of its inhabitants and protecting the environment, was awarded the title of European Green Capital by the European Commission. In her article, Maria Wtorkowska presents selected methods of preventing disorders related to lack of contact with nature undertaken in Slovenia among preschool- and early-school children. Wtorkowska discusses examples of good practice which are used, among other places, in the capital’s kindergartens, including the kindergarten Outside the Castle (Pod gradom) in Ljubljana, located in the center of Ljubljana, and effectively contribute to the prevention of disorders resulting from lack of contact with nature. She presents the activity of following institutions: the Institute of Forest Pedagogy(Inštitut za gozdno pedagogiko) and the Network of Slovenian Forest Kindergartens and Schools (Mreža gozdnih vrtcev in šol Slovenije) and the Špelinice Education and Counselling Institution (Zavod za izobraževanje in svetovanje Špelinice), founded by educator and anthropologist Špela Klofutar, which conducts a number of activities among nature with and for children, including Gozdne drobtinice, Naravoslovni nahrbtnik, Public Institution Small Street – Centre for Children and Families in Ljubljana (Javni zavod Mala ulica – Center za otroke in družine v Ljubljani) and its forest paths (Gozdna pot). A person who from early childhood experiences the world of nature as a developmental space, will in their adulthood consider it essential in future life, which will result in care for the environment. Therefore, by introducing educational programs in forest areas at the pre-school or early school stage, we prevent disorders caused by nature deficit more effectively than when we struggle with them. As our experience repeatedly shows, prevention is better than cure.

The essay deals with sustainable development in teacher education in Sweden. Using self-study of teacher educator praxis allows inquiry into practical experience informed by propositional knowledge. Using a curriculum theory approach, two dimensions of work on sustainable development at a university are presented, the intended and enacted curriculum. The intended curriculum is expressed in policy documents whereas the enacted dimension is exemplified by a Sustainable Development course addressing, among others, teacher educators at the current university. The two curriculum dimensions are well-aligned with one another. Policy documents ascribe the students and the teaching staff an active role as contributors to work on sustainable development from the point of view of three dimensions, environmental, social, and economic. The call for action dominates, and the rationale for the course is grounded in insights from natural and social sciences. The need to include insights from the humanities is proposed as they may enrich work on sustainable development with novel sensitivities. The essay invites teacher educators to discuss ways to prepare prospective teachers for work on sustainable development.

This article presents the results of the VF project “The V4 Humanities Education for the Climate”. In the face of accelerating climate changes, which affect all our lives, Polish glottodidactics must not remain indifferent and must address the topical issue of how to get involved in ecological humanities. Magdalena Zakrzewska-Verdugo shares her idea on how to make sure that authentic content related to the climate crisis is used as often as possible in classes of Polish as a foreign language. She suggests adapting the rules of Polish plain language and applying the editorial tools Jasnopis and Logios for language teaching purposes. Mentioned applications use qualitative and quantitative methods that enable an objective assessment of a text’s accessibility as well as simplifying texts to the desired level of learners’ competence. In the second part of the article, Zakrzewska-Verdugo presents original B2 level materials on environmental protection, prepared from authentic press articles with the help of this methodology and the web apps. She adds methodological commentary aiming to encourage other teachers to use authentic materials, the rules of simple Polish and the tools of Jasnopis and Logios.

The topic of this article is the environmental activities of the municipal government of Bratislava, the capital of Slovakia, from 2018 to 2022. The timeframe was chosen due to the change in the political representation of the city in 2018, which pledged to introduce green solutions for waste management, protection of the city’s forests and ecosystems along the Danube, care for urban greenery, protection of clean air and water. The author both mentions projects that have not lived to see full implementation and presents successful examples. The latter ones are measures that encourage people to take an active part in the circular economy or motivate them to change their attitudes and thus also their behaviour. A distinctive feature of all the solutions is the educational dimension – they are always accompanied by a campaign explaining the positive effects of the changes on the environment and the lives of the citizens.

The aim of the article was to demonstrate, referring to the arguments taken from the correspondence and
essays of Jerzy Stempowski and Bolesław Miciński, that humanistic education (actually: humanistic formation)
still can and should be the foundation of the educational process. The title “Latin grammar” functions here
as pars pro toto of culture. Knowledge of classical patterns – attitudes, actions, creation, or destruction of
social structures – enables communication and creates the basis for formulating projects of the future. The
protagonists of the article remind us about the basic culture forming aspect of tradition – collective memory
and individual attitude to it. They also point to individual responsibility as a distinguishing feature of the
Mediterranean culture

This brief outline presents the most interesting prose and poetry books published in the last five years (with a special focus on 2021 and 2022) that deal with pro-ecological themes. It discusses texts by such authors as Urszula Honek, Dominika Słowik, Olga Tokarczuk, Konrad Góra, Małgorzata Lebda, Joanna Roszak and Piotr Szewc. These authors renew the questions – which have been posed for a while now – about the role of man in the ecosystem and his relations with other creatures, about climate change and the consequences of the multifaceted destruction of nature. They look for what unites rather than divides humans and non-humans. Nature ceases to be just a backdrop to events and becomes a (co-)creator of human history. The authors not only encourage us to remember that everything – both life and death – belongs to a ‘closed cycle’, but also urge us to change our optics and renounce violence (including patriarchal violence). They speak of the need to see animals and treat them as fellow human beings. This is because a symbiosis with nature will allow one
to find stability, inner peace and, ultimately, oneself. It is worth appreciating what you have and enjoying the little things, because you never know what the future will bring. The sketch focuses on seven authors, but refers to many more names and titles, creating something like a panorama of writers who have taken up ecological themes in recent years. 

The article presents a selection of Polish cinema premieres of the year 2022. The following titles are discussed in the text: Angels of Sinjar, Apokawixa, F*cking Bornholm, Family Secrets, A Night at the Kindergarten, Love Tasting, Po miłość/ Pour l’amour and Sonata. In connection with the climate-ecological theme of the volume, older Polish films have also been discussed: Banquet, Jasminum, Spoor, Strawberry Wine. The author presents the above-mentioned productions from a point of view that may be of interest to foreigners learning the Polish language and familiarising themselves with Polish culture, as well as to Poles. The proposed reviews show the cultural background and situate the individual productions in a cultural context and in relation to other works. In this year’s list, particular attention is paid to the actors appearing in
the individual films. The productions mentioned are also situated against a historical background and set in the current geopolitical situation.