The interview with Professor Marek Oziewicz, a literary scholar from the University of Minnesota, focuses on the challenges of environmental education and its methods in times of climate crisis. The professor has for many years promoted new ideas related to ecological humanities, which may inspire a new society more attuned to the natural world. He talks about the importance of narration and storytelling in education. The conversation highlights the role of introducing new methods and teaching solutions, while also stressing the need to learn from students' actions. It also addresses changes to the contemporary school system, such as: countering climate scepticism, supporting teachers in their work with students’ climate-related emotions, and motivating young people by fostering passion and providing meaningful goals. Professor Oziewicz highlights the need to update the literary canon with books better suited to new challenges, while also encouraging new ecocritical readings of classic works. Overall, the interview offers reflections on the role of teachers and school systems.

This article presents the teaching philosophy as an important tool for written reflection on didactic practices among future Polish language teachers. The theoretical section introduces the concept of a teaching philosophy understood as a practice of reflection addressed to school teachers, academics and university students – the future Polish language educators. The discussion is grounded in the tradition of the Teaching Philosophy Statement (TPS). The second part of the article discusses the analysis of fifty essays written by university students between 2022 and 2025. The essays were classified according to categories describing the contemporary understanding of teaching. The analysis allows to identify the level of knowledge and pedagogical awareness among future teachers, as well as their needs and expectations. It also indicates the possible directions of changes whose aim is to improve the quality of general education.

The article draws upon the psychoanalytic theories of Melanie Klein and Wilfred Ruprecht Bion – specifically the two developmental positions: the paranoid-schizoid and the depressive position, as well as the concept of projective identification. These theoretical perspectives are examined within the context of Polish language and literature pedagogy and approaches to literary interpretation. Bion’s insights into basic assumptions and the modes of group functioning enable the author to reflect on classroom teaching methods.

This article is devoted to the debut novel Halt by Jakub Zając, in which the author describes his struggle with alcoholism and his stay in a closed therapeutic center. The novel fits into the genre of autopathography, which is a subjective record of the experience of the disorder and long-term treatment. In this genre, the sociological and cultural context becomes an important component. This article consists of three parts. In the first part, the author focuses on the subject’s confessions which are accompanied by reflections on the multidimensional nature of the disorder. The second part concentrates on the space of the center interpreted through the prism of Michel Foucault’s concept of hetero­topia. In the last part of the article, the author draws attention to the therapeutic potential of telling stories about the disorder.

This article focuses on the issue of linguistic accessibility of scientific educational texts, specifically for fourth-grade students. The study investigates how the complexity of language in instructional materials impacts students’ content comprehension and cognitive engagement, while also taking into account their cultural background. The analysis is based on empirical data collected from a study where students completed tasks based on four versions of a popular science text. These versions were varied in two key areas: the degree of linguistic simplification and the quality of accompanying graphic design. The analysis compares students' test results, their self-assessments, and background information. The findings are interpreted within the framework of educational sociolinguistics and highlight the need for intentional text design that addresses issues of educational equity.

The influence of Latin on modern languages is particularly evident in legal terminology, where numerous Latin expressions (e.g., pro publico bono) and loanwords (e.g., criminal, kryminał ) have been preserved. These internationalisms occur across all language registers, encountered daily by laypeople and professionals alike. However, cognate words originating from the same etymological source may differ in meaning, and sometimes mislead users as false friends, even in closely related Slavic languages such as Polish and Slovenian. This article examines word families with the root krimin- or krymin- in Polish and Slovenian in order to identify similarities and differences, and to explore when and why semantic divergences occurred. The study hypothesizes that technical terminology exhibits greater semantic consistency and stability, while colloquial language is more prone to variability.

The aim of this article is to assess the extent to which the current Polish language core curricula for the second and third educational stages address the need to develop mediation and interaction activities within the context of communicative competence – as is done in foreign language teaching. The author argues that contemporary language education requires integrating native language and foreign languages teaching in response to the challenges of a multilingual and multicultural reality. An analysis of the core curricula reveals that although communicative competence is declared to be one of the key skills developed at school, the need to foster mediation and interaction activities is only marginally addressed. As a result, students may be insufficiently prepared for active, effective, and ethical participation in communication in their native language. It is therefore crucial to develop new, coherent, and pragmatic educational objectives that respond to contemporary communicative challenges and needs.