The paper addresses the teaching of interpretation and discursive argumentation skills in mathematics and Polish language classes. While the interpretation of mathematical data and the interpretation of texts differ, their aim is the same – reasoning and construction of arguments. Both constitute two complementary approaches to independent thinking and problem-solving. In the process of developing these skills, mathematics and Polish language teachers can cooperate, which may help bridge the gap between the two subjects. At the same time, such collaboration reinforces thinking strategies in students’ minds. The discussion is illustrated by an analysis of selected mathematical tasks from PISA, as well as by a didactic experiment comparing the solving of similar problems in Polish language and mathematics lessons.

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.

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.

Research documents a growing number of individuals – including children and adolescents – requiring support due to mental health problems. The negative image of psychiatric patients, perceived as unpredictable and dangerous, can contribute to social distancing or even outright rejection. Since mental disorders are still frequently considered a taboo topic, it is not surprising that individuals in need of help may avoid seeking professional support for fear of stigmatisation. This article examines the prevailing societal stereotype of a person with a mental illness and its negative consequences. It explores the nature of this stereotype, the factors that may have contributed to its development, and the potential consequences of social stigma. The paper also outlines proposed measures aimed at counteracting stigmatisation.

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.

Old age, marginalized in popular culture due to the cult of youth and consumerism, is appearing in the latest realistic prose of the younger generation (in the works of Sylwia Chutnik, Barbara Klic­ka, Maria Karpińska, Ignacy Karpowicz, and Zyta Rudzka). In this article, based on Barbara Klicka’s Zdrój (2019) and Zyta Rudzka’s Ślicznotka doktora Josepha (2006), two spaces stereotypically associated with seniors – the sanatorium and the retirement home – are analyzed. In Zdrój, seniors enjoy life, and the treatments they receive serve both health and entertainment purposes; their stay is temporary. In Ślicznotka doktora Josepha, old age is depicted in a drastic light – the abandoned characters spend the rest of their lives in a retirement home, reminiscing about their lost youth; Rudzka breaks a taboo by describing the physiological process of aging. Zdrój is set in Ciechocinek, while in Rudzka’s novel, the lack of topographical landmarks makes the retirement home a metaphor for social exclusion.

This article addresses the issue of Sybir and Siberia’s presence in school education in the context of an exhibition at the Sybir Memorial Museum in Białystok. It highlights the need for young people to possess an adequate body of knowledge and socio-cultural competencies to understand one of the required readings – Gustaw Herling-Grudziński’s A World Apart. Gathering this knowledge and engaging in reflection can be facilitated by formulating key questions and by involving teachers of all subjects in an interdisciplinary exploration of the topic, grounded in Place-Based Learning and the flipped classroom. Examples of topics drawn from the core curricula of various subjects, along with useful methodological tips, offer readers new perspectives on holistic teaching about this important aspect of Polish history. This approach has the potential to realize the idea of a comprehensive school and foster intergenerational dialogue.

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.

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.

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 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.