The article is an attempt to synthetic introduction to issues concerning language of contemporary Polish educational studies in the interdisciplinary perspective and with the use of categories of the New Humanities. For many years language has been perceived as a tool of description of reality according to rules provided by Lvov-Warsaw School (mainly the rule of precision and unambiguity). Linguistic turn changed this point of view and set the language as a scientific issue in many specific disciplines including educational studies. Multi-paradigmatic and humanistic as well dimension of knowledge of education indicates the necessity of analysis of contemporary educational studies’ language in the perspective of the newest trends including the New Humanities. Its trans-disciplinary character and new orientations situated on the frontier of the traditional scientific disciplines point out to the need to investigate the new language of educational studies, allowing, in addition to the traditional principles of clarity, precision and exactness also for the categories of figurativeness and metaphoricalness situated in the perspectives of streams of non-dualistic and anti-essentialistic philosophy. Such language corresponds to the basic attributes of the New Humanities, determined by the categories of innovativeness and social usefulness. Departing from the neo-positivist rules of language evaluation also favors the adverse phenomena of emergence of pseudo- and para-languages in educational science, apparently only setting issues in the domain of research on education.

The article discusses upbringing in Jesuit schools in Ireland at the turn of the XIXth and XXth centuries, as portrayed by James Joyce in his novel A Portrait of the Artist as a Young Man. However, the article does not attempt to answer the question whether Joyce accurately represented the Jesuit school model, but rather to discuss how a future poet – Stefan Dedalus – functioned within this system. As an exceptionally sensitive boy, he had trouble navigating a religious school which was founded upon the assumption of human wickedness and whose goal was eternal salvation after death.  

The article discusses the religious and nationalist purpose of the upbringing received  by Joyce’s character in Jesuit schools, as well as the methods utilized there (corporal and mental punishment). The stated goals of Jesuit upbringing (turning the boys into zealous Catholics and Irish nationalists) were not fulfilled in the case of Stefan Dedalus, the main character of the novel. The boy grew up to be an independent, free man who abandoned religion by becoming a poet; however, the Jesuits prepared him intellectually to engage in the fundamental arguments against the religious and moral teachings of the Catholic Church.

Written from the perspective of philosophical pedagogy, this text is an attempt to understand the pedagogical thought of one of the philosophers of freedom - Józef Tischner.The author takes on the challenge of extracting the meanings and sense present in Tischner’s source texts and statements related to education.It serves two purposes.The first one responds to the needs of pedagogics, which seeks philosophical justifications for undertaken pedagogical activity.The second one is more closely related to the need of philosophy;it involves checking how the pedagogical reflection fits into the philosophical concept of the author of "Thinking by values" and what it brings to it.By specifying the second goal, the author wants to look for the answer to the question:is Tischner's pedagogy a consistent application of his philosophy of freedom, or does it extend this philosophy and supplement it with a pedagogical aspect, invisible from the perspective of the philosophy itself.

The article offers remarks on selected problems of epistemic relativism. The special attention is drawn to some of the stereotypes connected with relativism as it is often perceived as an anti-scientific and anti-realist position implicating cognitive arbitrarness and subjectivity of our judgements and beliefs together with „equal validity thesis”. The cultural circulation of these stereotypes is a great challenge to any eduction system and should be given a proper treatment. The article brings forward some of the arguments against these stereotypes based on SSK (Sociology of Scientific Knowledge). 

The article attempts to determine the historical concept of philosophy of education on the basis of common features analysis along with identification the historical continuity in the prominent philosophers’ views on education. The analysis of the contexts in which the philosophy of education has functioned in the history of philosophy leads to negative results in the first approximation, since in each of them only a certain point of philosophy of education concept is noticeable. So, for example, some thinkers defined the value in human life as ethical education, others – gave preference to logical knowledge; some philosophers emphasized the necessity of self-cognition, others – insisted on the importance of the world cognition.  Because of this, from the historical perspective, philosophy of education should be equated with all the diversity of its representations, because each of them, although isn’t sufficient, but is important for definition.  That is, all the philosophical thinking expressions, based near the concept “education”, are philosophy of education subject. However, if we talk in depth, the same tendency is appearing in the historical context of philosophy: the understanding of education as assistance to a person in self-realization. In the history of philosophy, there is no noticeable restriction of education by any framework or norms. There is only emphasizing the needs to create opportunities for the practice of freedom to act, because a person needs to create his or her whole life in order to form own world view and outline own moral ideal. That demands from a person a constant attention to his or her own personality and the perfect ability to think critically. Philosophers are united by the idea that education is a human existence indispensable foundation. That is why in different historical circumstances they did not deny the values ​​of individual sciences in human life, but insisted on the importance that it has for science that can form its personality.So, the philosophical content of education is the approach of a person to spiritualperfection.

In the article I analyze the question of power in the novel written by Bartleby. First I ask about Bartleby’s mechanism of subsumption under capitalism society. Two main strategies of power – in order to be seen and to be spoken - are analyzed using the concept of post-structuralism theory. I show that Bartleby is not something that can be satisfied. Bartleby is a boundary of power(s) and the escape route. Second I ask how Bartleby can change our thinking and practice in higher education.