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The article proposes changes in contemporary pedagogical cognitive practices, necessary due to the needs of the present day and effective implementation of reforms in subject didactics. The source of inspiration for the proposal presented in the text is post-humanities and the analysis of the post-literate condition. The former calls for greater emphasis on among others the practice of knowledge, participation and engagement, and the development of ways of thinking that help to address the environmental crisis, such as interdependent and long-term thinking. The post-literate condition requires a change of the dominant element in education from the culture of writing to audiovisual culture, as well as, a different understanding of the role of experience and truth. Transformations carried out in accordance with post-humanist and post-literate reflection will lead to the upbringing of a new type of graduate educated in the post-intelligence: having different competences (among others developed self-awareness, resilience and critical thinking) and co-creating a new social formation, characterized by greater interpersonal competences, openness to change and the ability to cope with the dynamics of the modern world.

The article points to the need for humanities education in a world dominated by technology. Recalling the dispute between Charles Percy Snow and Frank Raymond Leavis, the author emphasizes that technological development should be responsible for civilization progress while humanities should provide technical achievements with human face with. In the 21st century, with the help of great narratives, people are expected, on the one hand, to attempt to root themselves in the world of the past, interiorize timeless values, give sense to their existence, receive teachings and cautions, and, on the other, a great challenge they face appears to be taming the future, technological spaces and interfaces leading to deeper immersion in virtual environments. In the context of the two visions of the world of tomorrow, that is techno-optimists and techno-pessimists, the author refers to the findings of techno-anthropology. Ridley Scott’s Blade Runner serves as an exemplary material for reflections on the future, with particular emphasis on the relationship between humans and replicants. The final reflections constitute conclusions to the considerations being made.

This article is an attempt to introduce into school teaching the practice of re-reading the canon
from an ecocritical perspective, and taking into account new texts raising the issue of global warming. The author suggests including fantasy from the turn of the 19th and 20th centuries, in particular the forgotten works of Antoni Lange, into the curriculum. Works such as New Tarzan and The Memorial of Dr. Chiang-Fu-Li may become an impulse for reflection on the nineteenth-century sources of the current crisis. Paradoxically, fantasy prose at the turn of the 19th and 20th centuries, read from an ecocritical perspective, reveals the aesthetics of modernism in the new, paradoxically realistic setting of the Anthropocene. Apocalyptic images seem extremely compatible with the contemporary realities, and constitute a kind of intergenerational parallel (19th–21st century).

The article indicates three analog activities (not related to the digital sphere), which are a source of existentially significant experiences and have a significant role in building human well-being. These are: the experience of creating a garden, the experience of a winter forest and writing with pen on paper. The article is based on the analysis of scientific experiments and literary and anthropological reflection. It also shows how the discussed issues can be related to the practices of humanities education.

The subject of the article is the interpretation of Katarzyna Puzyńska’s novel Sąpierz with the application of the instruments of ecocriticism. The author explores the transgressive nature of fantasy, focusing on genre syncretism, linguistic stereotyping, linguistic ecology, and the degradation and reinterpretation of the Magna Mater topos (eco-feminism). The basic issue is how to approach humanistic reflection on the place of man in nature and its impact on the ecosystem. The text signals the relationship between the narrative and the construction of the world presented and consumerism, the Anthropocene and global warming. The specificity of the Slavic fantasy leads us to think about the role of the Slavic mythology in the creation of a literary vision of Nature. It seems indispensable to recall the mythological criticism and phenomenological writings of Gaston Bachelard. The author postulates the use of the discussed text in school practice in clash with Julia Hartwig’s poems. The proposed teaching aids include: a work sheet – a scheme of a magic fairy tale, a task devoted to stereotyping and Slavic pseudo(etymologies) and the text of an ecological song. The assignments combine literary tradition with the formation of competences related to critical reading of pop culture texts in the service of building an attitude of empathy and respect for the non-human world.

The aim of the article is to analyse literary biographies of dogs in fairy tales by Hans Christian Andersen. Fairy tales as a genre accompany readers from the youngest years, becoming an importantnelement of childhood memories. Returning to them as a more mature reader allows for new interpretations, which take into account the complexity of literary characters, including the non-human ones. Special attention in Andersen’s works should be given to animals, who receive their own literary biographies. The article discusses the methodology of analysing animal biographies, and then, presents zoocritical intepretations of two selected fairy tales by the Danish writer. The ecocritical interpretation focuses on literary representation of dogs, including their symbolism and function in the narrative context. The conclusion of the article is devoted to suggestions on how to integrate animal biographies into teaching Polish in primary schools, including the teaching potential and educational value of this approach.

The article is devoted to the analysis of the understanding of selected names of social values by five-year-old children, such as friendship, responsibility, honesty, respect and tolerance. The research material was obtained through conversations (free, directed) with children who had turned five years old. Also tools of cognitive semantics (cognitive definition) were implemented. The results indicate that five-year-old participants in preschool education mostly recognize the given values, and their conceptualization and reconstruction of meanings are based on analogies that reflect concretized social interactions. Axiological phenomena are usually not internalized and are perceived in terms of concretized object, persons, or interaction qualities, which is typical of the transitional period between the preconventional and conventional stages. Children explain the world from a subjective point of view, focused on their own needs and benefits, although quite often, they refer to duties and the need to follow rules.

he article discusses the style of private letters – theoretical assumptions and genre features of this form of expression in opposition to the communicative reality of contemporary primary school students. Contemporary communication methods, tools, and platforms, such as short text messages (SMS), various instant messaging services, and smartphone applications, have definitely changed not only our conversational habits but also the form, content, and style of messages sent, and have successively transformed letter writing in the youngest generation. Writing private letters is certainly a dying art today. It is possible that one of the last situations that determine children and young people to write letters is school circumstances and requirements (separated from the communication reality and everyday needs). The article aims to present text-creating competence and the method of implementing the informal-private letter style by primary school students. The analyzed research material was collected while monitoring Polish language skills carried out among students of grades 4–7 in two primary schools in the Gniewino commune (Pomerania).

Old age is still a taboo topic in Polish glottodidactics. Textbooks show joyful old people who enjoy life and help raise their grandchildren. Old age, marked by illness, loneliness and sadness, remains unsaid. The Green Glove Gang – a Polish series (2022) tells the story of three noble senior thieves who, due to a crazy coincidence, end up in a retirement home. The characters resemble modern-day Robin Hoods, because they not only fight for the good of the weaker, but also oppose ageism and are the embodiment of feminist postulates. This series stimulates many discussions related to the presence of older people in the community, as well as the issue of the so-called “transparency” of elderly people.

The article presents the results from the testing stage of two lessons prepared on the basis of Polish radio dramas: a crime story and a story about the life and death of Wanda Rutkiewicz.
The lessons are prototypes that were created as a result of working by means of the design thinking method. In the previous stages, the interviews were conducted with potential users of these materials, the main design challenges were defined, and then the ideas that responded to the previously formulated challenges were generated by the multidisciplinary team. The testers were teachers and foreigners learning Polish as a foreign language at the B2/C1 level. The feedback was collected by analyzing
the survey data, messages sent by email or other internet messengers, and conversations with the respondents. In this work, the main focus was put on tasks that met with the testees’ approval.