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Abstract

Contemporary school is exposed to a number of tensions and conflicts arising from the difference in expectations of everyday interactions. in particular, this can manifest itself in difficult situations for which shall be the student's social maladjustment or a threat to social maladjustment, because the multiplicity of involved actors can express different beliefs about the same substance and procedure changes desired and their effectiveness. The solution thus understood the conflict of expectations may be an institutional alliance, instead too far-reaching assumptions about the collaboration.
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Abstract

The article talks about three visits paid in 1609, 1611 and 1612 by prince Janusz Radziwiłł and Daniel Naborowski – one of the most eminent poets of the Polish Baroque – at the court of king James I in London. These visits were related to the wedding plans – Władysław IV Vasa, son of king Sigismund III Vasa, was supposed to marry English princess Elizabeth Stuart. In her honour Naborowski wrote a famous poem entitled "Na oczy królewny angielskiej" ("For English Princess’ Eyes"). During the second visit at the English court, 1st November 1611, Radziwiłł and Naborowski were probably watching the staging of Shakespeare’s "The Tempest" in the Banqueting House in the Palace of Whitehall. The author of the article points out a possible source of Shakespeare’s play which was a text written by a Polish humanist Marcin Kromer, widely known in Europe of those times thanks to its latin translation. Kromer’s text described a story of young prince Sigismund (the future king Sigismund III Vasa) who was born on an island in MalDrm Lake where Eric XIV of Sweden imprisoned his parents: Eric’s brother John III of Sweden and his wife Catherine Jagiellon. A Polish poet Daniel Naborowski might have seen and possibly met William Shakespeare.
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Abstract

The article discusses the issues of values and social responsibility of universities. On the one hand, the foundations of functioning of universities, which are created by research and education and the role of universities in formation, are recalled. On the other hand, it was reminded that the heart of universities, their DNA, are academic values, defined primarily in the Magna Charta Universitatum, but also in many other documents, such as the Code of Values of the Jagiellonian University. Hence, universities are increasingly often referred to not only as universities of knowledge, but also as universities of wisdom. Together, they are the basis for the social responsibility of universities. However, they alone are not enough for this social responsibility to materialise. Appropriate behaviour and actions are essential. Because knowledge alone is not everything. Such actions are always necessary, but especially when we find ourselves, as a country, humanity and a planet, in a crisis situation related to the climate disaster, which we are already partially experiencing. After the presentation of the most important current facts related to the climate and environmental crisis, the tasks to be undertaken urgently in this context by universities were presented, from broadly understood education, through convincing politicians to ambitious and quick actions, to intensive work on innovative solutions that can contribute to reducing threats brought by the climate and environmental crisis, pointing out, among others, the initiatives proposed by the newly created network of universities U7.
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