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 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.

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.