Marek Mariusz Tytko

1. The goal of this article is to present the situation of disabled persons at the university in the 21st century on the basis of selected examples. 2. Methodology. The author used the historiographical method for the analysis of document and observation. 3. The main results of analysis. The author presents the following issues: disabled persons and the university (masters context), The University Office for Disabled Persons, educational and professional activities of disabled persons, and two models of disabilities (medical and interactive). The author also shows the problem of disability in the context of such categories as: society, state, culture, and civilization. The author discusses the formation of altruistic attitudes towards disabled persons and educational assistance for them at the university when they are studying. The article examines issues surrounding hearing-impaired persons at the university (methods of working with such students) and the blind within the context of visual culture at the university. The author presents some problems of conscience and disabled persons at the university. 4. Limitations of results of analysis. This article is a contribution to discussions of the place of disabled persons at the university. Limitations concern relations to the university. 5. Practical implications. The results of the analysis may be used in these discussions as an argument for the change of situation of disabled at the university. 6. Social implications. The results of analysis may be related to the group of disabled students at the university. 7. The originality of the article (new value, novelty). The paper is based on original sources and on situations of disabled students at the university in the context of culture and possibilities of help.

The text of the article concerns the concept of conservative pedagogy in the context of Roman Catholic pedagogy and national pedagogy. In his text, the author (systematically and logically) tries to organize the notions (the terms) and the strands of ‘Roman Catholic pedagogy’, ‘national pedagogy’ and ‘conservative pedagogy’ and their mutual relations. The text is strictly theoretical. The text uses the historiographic (historical) method of document analysis, while the analysis of concepts was carried out using the essential method (the essence of things) and the method of logical analysis (logical inference). The article is a contribution to the theory of pedagogy and indicates possible ways of presenting this theoretical and pedagogical issue in a general way.

The author reconstructs the biography of the Polish doctor, Dr Stefan Szuman (1889–1972), later a professor at Jagiellonian University (1928–1961) during his period in the German army (1914–1919). S. Szuman, who acquired the state right to perform the profession of doctor in the German Reich on 7 September 1914, as well as the level of medical doctor on 23 December 1914 at the Faculty of Medicine in the Ludwik Maximilian University of Munich, formally served in the German army in the years 1914–1919. He served as a military doctor on the eastern front in the fight against Russia (from January 1915 until April 1916), firstly in Mazovia and Kujawy, then in Volhynia. Later he served on the western front – from April 1916 until December 1917, on the border between France and Belgium. During the night of 30 November and 1 December 1917 he was heavily wounded in the leg during the Battle of Cambrai in the Nord-Pas-de- Calais region near Raillencourt-Sainte-Olle, next to Cambrai and Bouchain. For his service in the German army, he was awarded the Iron Cross 2nd class medal (at the turn of 1917/1918). After his recovery in Aachen and Torun, he was transferred to serve in the military hospital in the citadel in Hannover (from May until December 1918). After 9 December 1918, he returned to Torun, where he stayed until 17 May 1919, working as a garrison doctor in the clinic of his father – Dr Leon Szuman, still formally an officer in the German army until 19 March 1919 as a citizen of Germany. On 20 May 1919, he was accepted into the Polish Army at the rank of captain in Torun, which was still inside the German partition. On 31 May 1919, S. Szuman illegally crossed the Polish-German border near Torun and succeeded in reaching Wielkopolska.

This article describes the problem of moral education and the education of children's and youth's character. It presents contemporary scholarly (ethical and pedagogical) theory arising mainly out of the so called 'Philosophical School of Lublin' (metaphysical realism) and by another Realistic authors from Poland and abroad.

1. The goal of this article is to present the openness to belief in Stefan Szuman’s thinking. 2. Methodology. The author uses the historiographical method. 3. The main results of the analysis. The author discusses the following philosophical (metaphysical and ethical) and pedagogical (educational) issues: the virtue of belief (the virtue of faith) and the  non-virtue of atheism (the un-virtue of atheism), and Szuman’s arguments concerning, among other things, the relation between man and God, the relation between belief (faith) and reason, and the relations of human rights to belief (faith) and to salvation. Quotations for the analysis have been taken from Szuman’s published works, written before, during or after World War II. The author also presents the influence of Szuman’s ideas on Karol Wojtyła (1920–2005), who was a participant in his 1949 university seminar on philosophical anthropology (i.e.: “characterology,” or personalism) at the Jagiellonian University in Krakow. 4. Limitations of the analysis. This article encourages further discussion of the place of belief (faith) in the Humanities, albeit the discussion is limited to the ideas of Stefan Szuman. 5. Practical implications. The results of the analysis may be used as a rational argument for the greater presence of belief (faith) in the Humanities. 6. Social implications. The results of the analysis are of value to teachers. 7. The originality of the article (new value, novelty). The paper is the first to present a primary source and example-based discussion of Stefan Szuman’s ideas regarding belief and openness to God.