The author presents selected dominant contemporary approaches to the interpretation of subjectivity. Subjectivity is essential to understanding individual development. Unfortunately, one has to do with a huge amount of different interpretations. The article presents ways of interpreting subjectivity from the agentive internalistic and agentive externalistic positions, as well as proposes considering them from a personalistic perspective. The personalistic perspective of interpreting subjectivity is but one among other perspectives.

Gravity is a natural force found in different dimensions. Mental gravity includes inertia, addiction, mindlessness and other similar processes or states. Anti-gravity, on the other hand, includes activity, freedom, openness, mindfulness, etc. Religiosity is a personal and positive relation of human to God. Processes of religiosity – according to its structural definition – include the following clusters of processes (parameters): (1) religious awareness, (2) religious feelings, (3) religious decisions (preferences), (4) a bond with a community of believers, (5) religious practices, (6) religious morality, (7) religious experiences, and (8) forms of confessing the faith (especially prayerful and sacrificial acts and the sense of mystery). The article is meant as an analysis of anti-gravitational processes of religiosity in the abovementioned domains. It presents a specific language about and a fragment of the language of religiosity.

This article aims to present a review of the essence of and educational opportunities offered by the Konstanz Method of Dilemma-Discussion (KMDD®) by Prof. Georg Lind from the University of Konstanz. The article presents the theoretical background and methodological aspects of KMDD®, as well as its importance in processes of supporting the socio-moral and democratic development. Ways of evaluating the results of applying the method are also discussed, as well as international studies supporting its effectiveness in educational practice. KMDD® is well recognized and successfully used in more than forty countries around the world, where it supports the moral development of young people and adults by building their moral and democratic competence.

The way a given theoretical concept is interpreted depends on several temporal perspectives. First of all, not only is it the age of the interpreter and the historical time when the interpretation takes place, but also the chronology of successive versions of the author’s ideas or their interpretations by others. Without taking those into account, the misinterpretation which could have been avoided may be mistaken with another which is impossible to avoid. Thus, a correct interpretation might be considered wrong. Allowing for time variables must result in the conclusion that a close-to-correct interpretation of a theoretical concept is available only to a mature person who has both the physical and psychological access to the content of the theory, and who has become independent from the historical actuality to a large extent.
The root of this reflection is in the book Versus. About the structural duality of development phases in the ecology of life cycle in Erik H. Erikson’s psychodynamic model published by Lech Witkowski in 2015. The concept presented in the work seems a perfect example of such a dependency. Only at the last phase of his lifecycle did the author himself fully understand and synthetically describe the logic of the stage development of the ego and self identity, as well as the central content and dynamics of inner- and interstage processes.

Research suggests that social cognitive abilities, particularly social perspective-taking and theory of mind (ToM), play a role in the development of persuasion in early and middle childhood. In the presented study, the inner state talk and perspective-taking in a natural persuasive play context were studied to explore the relational specificity of persuading an adult or a peer. Ninety 5 to 7-year-olds participated in a novel persuasion role-play task in which children were invited to convince an interactive puppet-partner. The results showed that while persuading an adult, children more often included terms used to denote thoughts, memories, or knowledge, that is cognitive inner state talk, as compared to persuading a peer playmate, when they more often referred to emotional and motivational states. Talking about the personal perspective of the persuaded person or the shared perspective of both play-characters was connected with the use of direct-bilateral persuasive strategies, like compromise or bargaining.

The aim of this study is to identify the relationship between the tendency to worry and the perception of parental attitudes in early adolescence.
A group of 103 children, aged from 13 to 15, was examined. The participants completed two tests: Anne Roe’s Parent-Child Relations Questionnaire and Bruce Chorpita’s Penn State Worry Questionnaire for Children.
Adolescents, girls more often than boys, worry at a moderate level. The results confirm that the intensity level of worry is associated with the perception of some parental attitudes: the more young people perceive their parents as demanding and rejecting, the more they worry. The tendency to worry is mostly associated with the rejecting mother’s attitude.