Making considerations on a human being realizes the complexity of his/her nature, incessantly complicated by constant transformations of the world surrounding him/her. Despite considerations reaching the Ancient times, and interdisciplinary research studies, the subject of which is a human being, still remains a mystery. Hence, a relatively precise answer to the question who a human being is cannot be formulated. This is movies and literature that make it possible to look at a human being in different situations, environments and aspects (e.g. a philosophical, ethical, psychological or historical one), as well as time spans.
The material derived from them will allow for taking free conversations or discussions on existential topics certainly interesting for the youth, and, at the same time, will allow for achieving many aims of the Polish language education.

The author of the article notices the characters equipped with deeper meaning in the so called rude text characters for young readers. “The lack of humbleness” ascribed to them means not only disobedience, but constitutes the basis of their worldview. The article compares Pinocchio, Pippi, and King Matt the First. Each character possesses features that point to the philosophical message of the story they represent. It seems that their interpretative complexity stands in opposition to modern enfants terrible performances focused exclusively on the scandal of denial.

The article, through the analysis of a selected coursebook for a literary education in a junior high school, offers a reflection on the relationship between a school didactics and modern literary studies. The author exposes possibilities that making references to such elements connected with geopoetics as the category of place and space, history, and politics of places, the problem of culture localization, the trend of small homelands, borderland literature, the motive of home, path, journey, migration and pilgrimage, etc. in Polish classes may bring.

In the paper I tried to encourage to read the Janusz Szuber’s (a poet from Sanok) poetry book published in 2011. I proposed also some ways of reading the book in class in secondary school. I provided a detailed analysis of poems from four parts of the cycle “To Say. Anything” and interpreted them in various contexts. I described also the cover and explained the title. Based on analysis of poems I highlighted the most important themes and I evaluated the book. In the didactic part of the paper I justified the importance of reading poetry books in class and I proposed some tasks for secondary school students.

The novel works by Janusz Korczak that undergo in the article a superficial examination, are in most cases covered with the shadow of oblivion. The reader finds there a literary illustration of Korczak’s main ideas of the educational system that has not lost its topicality.

The article characterizes a lecture as a type of university classes. The basis of analysis is free associations concerning a noun, it being a lecture, given in a continuous way by Polish philology students. A rich and varied material collected allowed for not only showing lecture as a certain didactic communication situation, but, above all, valuing it and dividing the very associations into, among others, personal, subject, academic‑didactic, emotional and even theatrical ones. Probably the fact that the lecture is an element of student every‑day life few expressive words appeared.

The article was devoted to the characteristic of the lesson project as an individual, though entangled into a series of contexts, didactic genre. The author, using the already‑existing works by well‑known educators, and her own observations deriving from the analysis of forty student and periodical press projects, discussed the specificity, functionality and structure of this type of texts. On the basis of it, she claimed that a model genre of a lesson project has not been either unified or codified so far. Its various variants function next to one another. However, because of the frequency of appearing certain components in projects, the author suggested differentiating a minimal model of a lesson project that would consist of the lesson topic, general and operational educational aims, as well as the course of the lesson. She also pointed to the additional components of projects used with different frequency by its authors. Among these she enumerated introductory information, the list of educational contents, strategies, methods and techniques, didactic means, forms of work organization, the homework contents, appendices and supplementary literature.

The article is an attempt to reconstruct a linguistic image of the world of values of a GIRL from the point of view of young users (junior high school students) of the Polish language. The basis of the research constituted the analysis of 265 responses to the question: „What does a girl value and what does not she value?”. An auto‑stereotypical perspective (outlined on the basis of female student opinions) presents more often positive values than a hetero‑stereotypical one (boys’ responses). The boys reveal a more critical (including, an instrumental) attitude towards a GIRL and her world of values (they consider her a nihilist and materialist). From the point of view of the students of both sexes, the “questionnaire” girl values good behaviour , appearance, and interpersonal relations (which is also connected with sincerity and sense of humour).

The subject of the article is the evaluation of the clarity of texts included in coursebooks for teaching Polish to the 4th‑6th
form students of the primary school and 1st form junior high school students published by two selected publishing houses. The methods of the statistical linguistics were used (C.H. Björnsson’s model with Bengt Sigurd’s scale and Robert Gunning’s so called vagueness factor). By means of them, the author defined the level of the syntactic development of the opinions gained, and lexical complications in a text. In so doing, she examined an average number of words in a sentence, that is an average sentence length, both a simple and complex one, or a different statement as well as text permeation with words longer above mediocrity, as well as the number, quality and ways of explaining the terms. Basing on it, it was possible to formulate conclusions useful for the coursebook authors (e.g. they must not lower the linguistic level of texts for students, though, they should create them in such a way to increase students’ language), publishers and, above all, teachers choosing didactic aids in the form of the appropriate coursebooks. The message of the article is also a thought that measuring an index of clarity or vagueness will allow each author to work on making the quality of his/her texts better.

The article presents the main group of exercises to be helpful when shaping correct speaking habits. In the beginning, the breathing exercises (including those lengthening the breath phase), the exercises devoted to the motorics of the articulation apparatus (a mandible, tongue, soft palate and lips), and, in final, selected articulation‑enunciation exercises were contrasted. The appendices
include the exercises prior to recitation, called ABC, that could be used by the teacher during a lesson connected with text presentation.

The author raises the issue of educational troubles, paying special attention to Polish language difficulties, children with the Asperger syndrome suffer from. She presents basic information on the disorder, putting an emphasis on discussing problems with communication and disorders in language development. She also indicates how a Polish teacher should work with the Asperger syndrome student.

Aneta Lewińska: „Ojców mowę znać należy”. Język elementarzy polskich wydawanych na Pomorzu Gdańskim w latach 1840—1920 jako narzędzie kształcenia i wychowania. Pelplin 2012 [recenzja]

Agnieszka Rypel:Ideologiczny wymiar dyskursu edukacyjnego na przykładzie podręczników języka polskiego z lat 1918—2010. Bydgoszcz 2012 [recenzja]

Maria Pilch (1912—1990). W setną rocznicę urodzin beskidzkiej pisarki. Red. Renata Czyż. Wisła 2012 [recenzja]

Witold BobińskI: Teksty w lustrze ekranu. Okołofilmowa strategia kształcenia literacko‑kulturowego. Kraków 2011 [recenzja]

Innowacje i metody. W kręgu teorii i praktyki. Podręcznik akademicki dydaktyki kształcenia polonistycznego. T. 1. Red. Maria Kwiatkowska‑Ratajczak. Poznań 2011 [recenzja]

Leszek Tymiakin: Aktywizowanie odbiorcy a gatunki mowy. Wiedza i umiejętności uczniów. Lublin 2012 [recenzja]

Justyna Budzik: Dotyk światła. O zmysłowym doznawaniu kina. Katowice 2012 [recenzja]