Vol. 1 No. 8 (2017)

Knowledge is the second sun for people.
Plato

Pedagogy as a science, a worldview, or a part of an educational practice is struggling with a reproach for lack of theoretical considerations, excessive generality, insufficient cultural exposure and/or reduced translatability to practical action (Kwieciński, 2011b). At the same time, the reflections of the modern man who wants to reach out to the truth and deepen the boundaries of his consciousness might influence thinking not only of individuals but also of social groups concerning many perspectives of the existential environment. Today’s practice and pedagogical theory effectively follow what’s new, taking into account the message of Albert Mathiez, who said that „humanity will always be groping for the future if it cannot use the experience of the past.” (Denek, 2012, s. 21) By laying the groundwork for the selected excerpt from the current pedagogical acquis, which is reflected in the texts by the existing scientific theories and – necessary to discuss – the subject matter of literature, co-authors of the following issue of „Pedagogical contexts” created a mosaic of current views, that include both current practice overview as well as empirical studies. The scientific ideas of the contributors to this volume have been centered around the spectrum of challenges for contemporary educational practice. Each proposed and discussed subject forms an important space in the area of pedagogy, which requires constant attention and improvement of practice, as well as deepening of theoretical knowledge.
The parental expectations towards teacher attitudes, civilization development and its impact on pedagogical activities in different perspectives, e-book reading, verbal communication, as well as how one could be effected by music, teacher and student communication models, speech disorders, self-education, youth sampling, narrative character towards values in a specified historical time, the essence of digital technology in the complex process of education, reports from professional practice, as well as – last, but not least – reports and reviews of scientific publications undoubtedly focus attention around the diverse paradigms of pedagogy. The revitalization of reflection and the exchange of scientific views form the polyphonic shape of the diverse thematic scope which, when recognized as a pillar of discussion, is accompanied by changes in the discipline, social context, and the cultural conditioning of education (Kwieciński, 2011a). Two dimensions of the paradigm map proposed by Roland Paulston (Kwieciński, 2011a), i.e. change – stagnation; individual, spirituality, culture – state, structure, are successfully filled with content by pedagogues (see Kwieciński, 2011a, 2016), as evidenced by the proof later in this volume.
Let the various thematic issues of this edition of „Pedagogical contexts”, of which I am the editor, become proof of the scientific aspirations of the co-authors and their full readiness to fill in the map of Paulston’s paradigms specified above. As an editor, I am fully aware that due to the depth of the issues discussed, the presented papers are to be perceived as contributing factors only, but their value undoubtedly enriches the general tenor of discourse of Polish pedagogy. I would like to thank the authors, who, with the unwaveringness of the sage, have presented the Readers with their scientific workshop so that the content of the journal can become an inspiration for pedagogical activities, both theoretical and practical.

Justyna Wojciechowska

References
Denek, K. (2012). Filozofia życia. Poznań: Wydawnictwo Naukowe Wyższej Szkoły Pedagogiki i Administracji im. Mieszka I.
Kwieciński, Z. (2011a). Pedagogika po przejściach – pozytywne aspekty przemian. In: M. Jaworska-Witkowska, Z. Kwieciński (eds.), Nurty pedagogii: naukowe, dyskretne, odlotowe. Kraków: Impuls.
Kwieciński, Z. (2011b). Problem pedagogii nurtów głównych i pobocznych. In: M. Jaworska-Witkowska, Z. Kwieciński (eds.), Nurty pedagogii: naukowe, dyskretne, odlotowe. Kraków: Impuls.
Kwieciński, Z. (2016). Rozwój pedagogiki i jego wrogowie. Perspektywa ćwierćwiecza. Paper presented at Jubileusz 35-lecia Polskiego Towarzystwa Pedagogicznego. Konferencja Naukowa: Tożsamość Pedagogiki. Towarzyskość – Etyczność – Wspólnotowość. Warszawa, 11 maja 2016 r.