John Amos Comenius – the initiator of modern language teaching and world understanding

Celem artykułu jest zapoznanie z życiem i poglądami Jana Amosa Komeńskiego na temat nauczania języków, jak i stworzenia uniwersalnego języka, umożliwiającego porozumienie się ludzi różnych narodów, religii, ras. Od ponad trzystu lat osoba Jana Amosa Komeńskiego wzbudza w środowisku nauczycieli na całym świecie duże zainteresowanie. Przede wszystkim dlatego, że jako pisarz i publicysta był niezmiernie pracowity. Do historii przeszedł jako ten, który poszukiwał nowych metod niezbędnych w dydaktyce szkolnej, jako znawca i propagator środków dydaktycznych oraz zwolennik nauczania poglądowego na każdym przedmiocie szkolnym. Był też twórcą idei stworzenie uniwersalnego języka, z którym wiązał nadzieje na naprawę świata i ulepszenie stosunków między narodami

An internal characterisation of radiality

In this paper, we will investigate how radiality occurs in topological spaces by considering neighbourhood bases generated by nests. We will define a new subclass of radial spaces, called the independently-based spaces, that contains LOTS, GO-spaces and spaces with well-ordered neighbourhood bases. We show that first-countable spaces are precisely the independently-based, strongly Fr\'echet spaces and we give an example of a Fr\'echet-Urysohn space that is neither independently-based nor strongly Fr\'echet.Comment: 11 pages. Changelog: cleaned up LaTeX source and fixed 'folgenbestimmt' typo (thanks to Thilo Weinart for spotting this!

Teaching Peace – The Need for Teacher Training in Poland to Promote Peace

The aim of the paper is to stimulate the discussion on peace education and the need of teacher training for peace and multicultural understanding. This paper is organized in two sections: the first section presents the importance of peace education for Europe in the Twenty-first century. This section discusses peace as a spiritual and moral values, European achievements for peace in the field of philosophy as well as educational reports focused on peace education. The second section seeks the importance of teacher training for peace education, the possibilities of including of peace topic into in-service teacher educatio

Global citizenship education in school curricula. A Polish perspective

The purpose of this study is to present global citizenship education from a Polish perspective. Analyzing the issue, the first part of this paper presents the development of citizenship education, followed by the current status of global citizenship education in Polish schools. In the second part of the study I draw attention to national curricula and other supporting documents published after 1945, to verify whether issues of global citizenship education in Poland are included in the curricula, and if so, what they highlight. I then argue that global citizenship education in Poland is based on a framework of world-centered perspectives within a national context. In this understanding, global citizenship education is aimed at creating citizens who are members of the world community, without giving up their own national identity. The Polish perspective on global citizenship education urges pupils to consider global problems as part of the challenges of their own country, and offers the perception of local and global problems being linked and complementary to each other.The inspiration to write this paper came from the research work I undertook as part of the international Erasmus+ project, ‘Future Youth School Forums’, led by Oxfam UK, funded with the support of the European Commission and the Polish Ministry of Science and Higher Education

Ethics education in Polish schools – a multicultural approach with a global view

Special issue / ENASTEThe aim of this paper is to highlight one of the issues which insufficiently deals with the relationship between globalization, migration and multicultural education: teaching values. To engage this matter, I will mobilize critical theory, specifically that of Martha Nussbaum and James Banks, to discuss the concepts of cosmopolitanism and multiculturalism. In doing so, I will argue that even though Nussbaum and Banks´ theories do have some constraints, they are to a large degree applicable and possible to relate to the ethical challenges of multicultural education. The theories are plausible in some aspects because they present reasonable arguments for the necessity of educational reform in an interconnected world, and because they make educational proposals of instrumental value for teachers. I will consider first some theoretical debates on multicultural education, especially in relation to teaching and learning that is based on democratic values, affirming world citizenship in an interdependent world. Then, I discuss ethics education in Poland by introducing policies, measures, approaches, curriculum and organization