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1

Memories of Professor Janusz Haman – our Master and Teacher

100%

Michałek R.

Nauka

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2019

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issue 4

EN

On September 16, 2019, prof. dr hab. Janusz Haman, member of the Polish Academy of Sciences passed away. The death of the Professor is a great loss not only for the family, but also for the entire national scientific community of agricultural engineering – the discipline of which he was the creator in Poland, and at the same time one of the greatest authority on an international scale. He has worked for almost 20 years at the Central Qualification Committee for Scientific Personnel (formerly CKK) at the Prime Minister’s office. For three terms he was a member of the Main Council of Science and Higher Education and the State Awards Commission. For two terms he was a member of the Science and Technology Council. He was the vice-chairman of the Scientific Council of the Ministry of Agriculture for five consecutive terms. He was a member of many scientific councils, including three terms of chairmanship of the IMER Council and OIN PAN. He also actively worked in the TNOiK structure, where he was the president of the Lublin Branch and NOT, being the president of the Lublin Branch of SIMP. In recognition of the great merits for creative activity, in particular for the development of agricultural sciences, Professor Haman was awarded four times with the highest academic dignity, which is an honoris causa doctorate, and also repeatedly decorated by the state authorities: Crosses – Knight's, Officer's and Commander's with the Star of the Order of Rebirth of Poland, Distinguished Teacher PRL, National Education Medal, Copernicus and Oczapowski Medal.

2

Master—Slave

100%

Dobieszewski J.

Dialogue and Universalism

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2016

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issue 2

141-147

EN

The article concerns the problem of master and slave in Hegel’s Phenomenology of Spirit. Then I compare this problem with the issues discussed in the Hegel, Haiti and Universal History, an interesting book by Susan Buck-Morss, published in 2009.

3

Мастер, профессионал, специалист в прозе Михаила Булгакова

88%

ДЕМЕНТЬЕВ В. B.

Stylistyka

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2008

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vol. 17

131-146

EN

In the article, some meaningful oppositions are discussed, which are actual in Michael Bulhakov’s prose, such as „professional ~ non-professional”, „master (=creator) ~ professional (=educated servant of the anti-creative Soviet Authority)”. The moral key of the opposition „master ~ professional” in Bulhakov’s prose has been proved. Just this key is basic in the contemporary Russian language consciousness, where the opposition „personal ~ impersonal” is characteristic.

4

[wyw.] Szkoła z perspektywy mistrzów – rozmowa o teatrze i kształceniu aktorów Z prof. Barbarą Osterloff (Akademia Teatralna im. Aleksandra Zelwerowicza w Warszawie) rozmawia prof. Barbara Mróz (Uniwersytet Wrocławski)

88%

Mróz B.

Biuletyn Edukacji Medialnej

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2014

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issue 2

166-173

EN

Theater education is based on the rules developed through years of experience by prominent Polish actors and educators. Today’s theater school, by recruiting outstanding actors, influences the development of the personality of students. Teachers show formal changes that have occurred in practicing the profession of an actor, and are an inspiration to young people. The authors of the interview point to the role of knowledge and attitudes of teachers in the transfer of values to the students. This stable foundation can bring support to the young generation of arts school graduates both on stage and in life.

5

ПРОФЕСІЙНА ПІДГОТОВКА МАГІСТРІВ ФІЗИЧНОЇ ТЕРАПІЇ ТА РЕАБІЛІТАЦІЇ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ ЛАТВІЇ ТА ЛИТВИ

75%

Лянной Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

40-50

EN

The article presents an analyses of professional training of physical therapy masters and rehabilitation masters in higher education institutions in Latvia and Lithuania. It was found out that in the system of rehabilitation of European countries is used the term «physical therapy», which is identical in content to adopted in Ukraine term «physical rehabilitation». It is reviewed the curriculum of training masters in physical therapy and rehabilitation in Riga and Vilnius Universities who are active members of the European Network of Physical Therapy in Higher Education (ENPHE), whose mission is to improve and provide transparency of physiotherapeutic education in Europe to create common requirements for the quality of education. It is determined that the professional training of masters in physiotherapy or rehabilitation in Latvia and Lithuania is held in two stages: the first one is four years of full-time study (240 credits ECTS) for obtaining professional bachelor degree in physiotherapy; second is two years full-time study (120 credits ECTS) for obtaining a professional master degree with a help of programs for individual «Physical Therapy» or «Rehabilitation». There is presented data about conditions of entry to master programs «Physical Therapy» and «Rehabilitation» and stated that the applicant must have a bachelor degree in health protect industry. The main competence and employment prospects of future physical therapy masters and rehabilitation masters in these countries are described. It is noted that rehabilitation masters can carry out professional activities in the direction of training “Physical Therapy” as researchers, university teachers, and also being the organizers, managers in physical therapy or engage therapeutic practice. It is emphasized that knowledge and skills of masters in the field of «Physical therapy» and «Rehabilitation» enable critical analysis of research literature, plan and manage the rehabilitation process; to carry out research in the field of physical therapy and rehabilitation; to orient in the latest theoretical trends in the development of rehabilitation and be able to apply them in practice, to educate themselves to improve professional skills and personal qualities.

6

Samuel Libay a busta cisára Františka I. (Život a prvé veľké dielo banskobystrického zlatníka Samuela Libaya)

75%

Glocko F.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

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2016

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vol. 19

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issue 2

5-33

EN

Goldsmithery has belonged to important handicrafts in Slovakia. Goldsmiths have been making not only devotions, but also serviceable and decorative utensils of gold and silver. The archival documents of goldsmith guild in Banská Bystrica include 175 goldsmiths who were active from the 14th to the 19th century. One of the most prominent representatives of goldsmithery in the 19th century in Banská Bystrica was Samuel Libay (1782-1866), who was goldsmith master craftsman for several years. In 1841, he finished his first great and extraordinary artwork made of fine, silver wire, filigree bust of the emperor Francis I.

7

ЗМІСТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФАХІВЦІВ З ФІЗИЧНОЇ РЕАБІЛІТАЦІЇ (ФІЗИЧНОЇ ТЕРАПІЇ) У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ АВСТРІЇ

75%

Лянной Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

74-87

EN

Modern research scientists are characterized by low domestic attention to the study of the European experience university training specialists in physical therapy. In the system of rehabilitation of European countries the term «physical therapy» is used, which is identical in content to Ukraine adopted the term «physical rehabilitation». The article presents the content of training bachelors and masters of physical therapy in higher educational institutions in Austria. As you know, the professional activity of physical therapists in Austria is under state protection, and Austrian university diplomas are recognized in most countries, especially in the medical sphere, topical study of the European experience of training bachelors and masters in physical rehabilitation (physical therapy), particularly in higher educational institutions of Austria. The list of Austrian universities that are preparing bachelors and/or masters’ physiotherapy is given. The curriculum for physiotherapy bachelors has been analyzed in universities of applied sciences FH Joanneum and St. Pölten, and also masters in universities FH Campus Wien and Danube University Krems. The conditions of entry to graduate in physiotherapy at Austrian universities and timing of studying for the degree of Bachelor of Science in physical therapy and «Master of Science physiotherapy» (MScPT) or «Master of Science (MSs) cardiovascular physical therapy» or «Master of Science (MSs) musculoskeletal physiotherapy» have been defined. The article covers the courses, the types of classes, the forms and teaching methods, evaluation methods and the number of credits (ECTS) for training bachelors and masters in physical therapy in Austrian universities. It is proved that the content of professional training bachelors and masters in physical therapy in Austrian universities involves the formation of future specialist able to work as part of a multidisciplinary team of doctors, nurses, work therapists, speech therapists, psychologists and other specialists, both in clinical practice and in research, management and teaching. The competence of the specialists in physical therapy and the prospects for their professional activities has been specified.

8

Wokół funkcjonowania uniwersytetów dawniej i dziś – wybrane problemy na przykładzie polskim

75%

Pytowska K., Garbat A.

Przegląd Historyczno-Oświatowy

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2022

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vol. LXV

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issue 1-2

7-21

EN

Aim: The article discusses selected problems related to the functioning of universities at the turn of the century, with particular emphasis on the world of values and the master-student relationship. Methods: An analysis of selected scientific studies dedicated to the subject of higher education and education. Results: Based on the above analysis, there is anxiety about the status quo of this institution and anxiety about the master-student relationship. In the face of constant reforms of the university, the quality of these relations is also changing, while these relations are the foundation favoring or inhibiting creative work. Conclusions: Reforms are necessary and inevitable, but they should be accompanied by care for the world of universal values that should always be present in places such as universities. Therefore, it is worth initiating and conducting discussions on the values and relationships that build a modern university.

9

Muay Thai, structuring the experience of oneself and the others in the martial arts: a pilot study

75%

Raimondo S., Stampi M. T., Giacometti M.

Ido Movement for Culture. Journal of Martial Arts Anthropology

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2019

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vol. 19

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issue 1S

77-88

EN

Background, problem and aim. The research attempts to verify the pervasiveness and intensity of the transformation that the experience of Muay Thai plays in the lives of Italian trainees. The study investigates what values are transmitted, what arises from self- awareness and from the relationship with the other, and which meanings are allocated to the fundamental concepts of sorrow/pain, limits and anger. Methods. The questionnaire, composed of 18 open ended questions, was administered in five different Italian cities to 16 subjects (13 males, 3 females), aged between 15 and 42. In the people questioned, the range of experience practising the discipline varies from 3 months to 15 years. Answers have been qualitatively analysed based on a personal interpretation created by collating both shared and contrasting elements in the sample. Results. The initial approach to the discipline is based on curiosity, whereas its continuation is encouraged by its anthropological and spiritual features, together with the level of preparation of the Master. The athlete’s physical growth is identified as a predominant aspect of the discipline with which values such as respect and self-esteem are usually associated. This element yields attention to relationships with people and a braver attitude in overcoming difficulties on a daily basis. Pain and limits are perceived as an incentive to overcome oneself without abusing the opponent, whereas hate and anger are perceived as a stop to the expression of ones own capabilities. The change arising from the practice of the discipline is unanimously considered pervasive compared to daily life. Conclusion. Muay Thai discipline enriches a person’s physicality and offers self-growth which substantially modifies the trainee’s life in all its many characteristics and experiences.

10

Guild Tailors at the Pardubice Manor in the 16th Century and the Intergenerational Transfer of Their Production Experience

75%

Šimša M.

Národopisná revue (Journal of Ethnology)

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2023

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vol. 33

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issue 2

127 - 141

EN

The producers of garments and the intergenerational transfer of their experience were always among important tools to mediate new clothing trends and innovations. Based on the quantitative research into archival sources from the 16th century, the study tries to outline basic contours of this process, and − using several quantitative examples from the Pardubice manor − present their participants. In the region under study, tailors settled mainly in the city of Pardubice, and in small towns of Sezemice, Dašice, Přelouč, Bohdaneč, and Holice. However, individual masters also worked in several villages. Tailors formed a diverse social structure that included owners of city houses, farmers, gardeners, and poor farm hands living in rented rooms. Many parents considered apprenticeship to be a suitable way of securing the future for their children. In addition to quite a small group of young men from tailor families, it was primarily children from gardener and farmer families whose inheritance shares helped them to pay high costs associated with the apprenticeship and the subsequent journey. The employment prospects of the newly trained tailors are as yet unclear. While the sons from tailor families mostly joined the trade easily, for the others we know only that they farmed on one of the farmsteads, but there is no evidence that they operated the tailoring trade

11

Avant-Gardes and the Changing Image of the Innovative Subject

75%

Hofer K. M.

Sztuka i Dokumentacja

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2021

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issue 24

165-182

12

Mistrz jako pielgrzym nadziei

75%

Jazukiewicz I.

Roczniki Pedagogiczne

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2009

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vol. 1(37)

39-50

EN

Hope provides life with sense. Therefore it is important to experience it, to express and sustain it. Hope reveils the condition of contemporary human beings. It never leaves them; on contrary, they can abandon hope. Master is a source of hope for the others – this is a person of extraordinary knowledge of things and rightousness. In a relationship with a disciple, master encourages him or her to work on their personality, being an example of endurance on the path of self-development. We can distinguish two concepts of mastership. The methodic one – emphasizes one's perfect knowledge and ability to use it. According to it, one can learn the master's pattern of behaviour. The goal is one's perfection. The second concept – the personalist one – promotes sacrifition of one's perfection in service to fellowmen. One's perfection is not a goal here, but has its own goal: this is the disciple's growth. In upbringing only the personalist mastership makes it possible to experience the master's existence in its entirety, which represents the hope for the disciples development.

13

MAREK DZIEKOŃSKI – ARCHITEKT

63%

Wejchert D.

Kwartalnik Naukowy Uczelni Vistula

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2019

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issue 2(60)

161-172

PL

W artykule przedstawiono sylwetkę Marka Dziekońskiego, w kontekście rozważań teoretycznych profesorów Wejchertów nad rolą i zadaniami, które stoją przed architektem. Zaprezentowano życiorys zawodowy i wybrane realizacje z miasta Tychy, a także z najważniejszą dla twórcy wrocławską Panoramą Racławicką.

EN

The article presents Marek Dziekoński’s silhouette, in the context of theoretical considerations made by professor Wejchert,idea of the role and tasks that the architect faces. A professional biography and selected architectural realizations inTychy, with the most important for the architect, object of Panorama Racławicka in Wroclaw.

14

Banskobystrický štvorlístok zlatníkov 19. storočia. Život a dielo Juraja Sodomku, Karola Miškovského, Alojza Herritza a Františka Franciscyho

63%

Glocko F.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

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2020

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vol. 23

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issue 1

5-33

EN

George Sodomka, Charles Miškovský, Louis Herritz and Francis Franciscy – foursome talented goldsmiths working in goldsmith’s guild during the 19th century in Banská Bystrica – are undoubtedly a proof of the viability and highly valued production of goldsmith's products even in the so-called "declining" century for goldsmith's craft and craft in general. All four of them actively educated a new generation of goldsmiths and were leading figures in the goldsmith's guild of Banská Bystrica.

15

ПРОГРАМНЕ ЗАБЕЗПЕЧЕННЯ КУРСУ «ТЕХНОЛОГІЇ СТВОРЕННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНОГО СЕРЕДОВИЩА У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ»

63%

Момот О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 3(57)

406-411

EN

The article describes the structure and content of the program optional subjects «Technologies of creation a healthy environment in higher educational institutions» for future teachers of educational qualification of different levels: Masters who wish to gain knowledge about the conceptual foundations of modern human health; the culture of spiritual and physical health; basic forms and methods of physical activity sessions; methods of comprehensive assessment of education of the individual in a healthy environment; innovative technology of improving the climate in the team; improving technology in higher education and be able to use the knowledge of preserving and strengthening health; form a valuable attitude to the environment; be able to organize and conduct training to enhance healthy activity; use methods of a complex estimation of breeding habits of healthy behavior; carry out research and methodical work, a special focus of scientific and educational literature; create your own professional qualities. The proposed discipline program consists of the following thematic modules: Module 1. Technology № 1: Health education culture college students. Module 2. Technology № 2: The introduction of healthy activity in the educational process of higher education. Мodule 3. Technology № 3: The formation of innovation and improving the climate of collective future teachers of universities. Мodule 4. Technology № 4: The creation of a health professional growth trajectory of a personality in higher education. The main objectives of the discipline is to master theoretical and practical material and software development skills in the optimal choice for the organization and creation a healthy environment; raising the level of basic health skills of future teachers; forming teaching skills; use acquired knowledge and skills in practice. The purpose of teaching is to develop an integrated system of theoretical and methodo¬logical knowledge; practical skills of future teachers while creating a healthy environment; development of health professional thought and professionally significant personal qualities.

16

The relation between master and his students in letters —the correspondence of former students of Cracow School of Fine Arts to Wladyslaw Luszczkiewicz. A study based on materials collected in The Archives Of National Museum In Cracow

63%

Mróz S. A.

Rocznik Komisji Nauk Pedagogicznych

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2018

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issue LXXI

17

Dobrodziej – mistrz – profesor. Wincenty Pol w świetle listów doń skierowanych

63%

Nowak-Barcińska M.

Zeszyty Naukowe KUL

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2018

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vol. 61

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issue 1

561-580

EN

The author of the article researches how Wincenty Pol was described in the letters he was sent to. The research corpus contained 98 letters addressed to Pol by a variety of senders, compiled by Zbigniew Sudolski in an anthology: Letters from our Land. Wincenty Pol’s Epistolography, 1826-1872. Of particular interest are the statistically significant forms of address: patron, professor, master, prophet, kin. The forms used for addressing Wincenty Pol depict him as e.g.: father of the nation and a prophet; an adored – if not worshipped – and respected professor. These forms confirm Suchodolski’s claim about the vital role of the author of Mohort in “shaping the culture of his times”. At same time, the expressions under analysis are a testimony of the rich language etiquette of the time.

PL

Przedmiotem uwagi autorki są określenia Wincentego Pola wydobyte z przesłanej doń korespondencji. Bliżej przygląda się formom: dobrodziej, profesor, mistrz, wieszcz, ziomek. Korpus badań stanowiły listy (ogółem 98) skierowane do Wincentego Pola przez różnych nadawców w latach 18301872 zamieszczone przez Zbigniewa Sudolskiego w zbiorze: Listy z ziemi naszej. Korespondencja Wincentego Pola z lat 1826-1872 (s. 545-657). W zwrotach adresatywnych Wincenty Pol ukazywany jest m.in. jako ojciec narodu i wieszcz, twórca wielbiony czy wręcz ubóstwiany, szanowany profesor, potwierdzają one tezę Sudolskiego nt. istotnej roli twórcy Mohorta w „kształtowaniu kultury swoich czasów” (LZN, s. 546). Analizowane wyrażenia poświadczają zarazem bogactwo współczesnej Polowi etykiety. Człon podstawowy zwrotu adresatywnego wzbogacają liczne określenia towarzyszące, które powodują, że adresatywy z listów do Pola umieszczone na skali stopniowalnej grzeczności – są bardzo grzeczne. Jak się wydaje, często formuły te są próbą pogodzenia konwencji – pisania wedle zwyczaju – i szczerego uczucia nadawcy – pisania wedle serca.

18

« L’Homme à qui je devais le plus après mon père et ma mère » : Léon Bloy disciple de Jules Barbey d’Aurevilly

63%

Chaumeil Y.

Quêtes littéraires

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2019

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issue 9

56-66

EN

As a substitute father figure, a mentor, a tutor and a writer to be admired and imitated, Barbey d’Aurevilly acted as a master for Bloy from the moment they first met. Indeed, among all the other self-proclaimed heirs of Barbey’s legacy, Bloy seems to be the most ardent disciple of the Connétable des Lettres. As we concentrate on the way Bloy constructs multiple authority figures who all somehow relate to Barbey, we propose to study the way these two writers, who both lean exclusively towards the figurative, give a particular depth to their relationship by elaborating their imagery, which plays an essential role in the way they construct the bond between master and disciple. This investigation will, in addition, lead us to consider how such a relationship cannot come about without any occasional differences of opinion or mutual irritation. Far from shying away from the master, Bloy clearly constructs his own authorial persona in the light of the brilliant master, rather than in his shadow.

FR

Père de substitution, mentor, tuteur, objet d’admiration et d’imitation, Barbey d’Aurevilly remplit pour Bloy, depuis leur rencontre, les fonctions d’un maître. Parmi tous ceux qui se revendiqueront d’un héritage de Barbey, Bloy semble en effet avoir été le disciple le plus fervent du Connétable des Lettres. Tout en nous concentrant en particulier sur la manière dont les figures d’autorité qui renvoient à Barbey se construisent chez Bloy, nous nous proposons de voir comment ces deux écrivains, qui sont entièrement du côté du figuratif, donnent une densité particulière à leur rapport à travers le travail de l’image qui prend une place centrale et essentielle dans la construction du lien entre un maître et un disciple. Cette enquête nous amènera en outre à considérer qu’une telle relation de va ni sans prise de distance ponctuelle ni sans agacement réciproque. Loin de s’effacer devant le maître, Bloy se construit clairement moins dans l’ombre que dans la lumière d’un maître qui l’éclaire.

19

Le maître et son disciple dans le Manuel de l’arriviste d’Henri Chateau ou comment devenir un arrivé

63%

Hanotte-Zawiślak A.

Quêtes littéraires

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2019

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issue 9

90-101

EN

Even the form of Henri Chateau’s novel, published in 1901, emphasizes the relationship between a master and his disciple. It uses autobiographical narrative and is based on the advice given by the arrivé to his young follower. The subject places the book among, what we call, arriviste novels – a category of the realist novel developed in 19th century, whose beginnings can be traced back to Stendhal and Balzac. Nevertheless, the structure of the narrative is singular and questions the very principle of arrivisme, inseparable from individualism. This paradox requires a reconsideration of the idea of teaching in such conditions. Our paper analyses the arriviste’s education process and presents the benefits and risks of the relationship between the master and his disciple.

FR

Le bref roman d’Henri Chateau, publié en 1901, souligne déjà par sa forme la relation entre maître et disciple. L’œuvre utilise la narration autobiographique et se construit autour des conseils donnés par l’arrivé à son jeune adepte. Le sujet inscrit l’ouvrage dans ce que nous appelons le roman de l’arriviste, une catégorie des romans réalistes développées au XIXe siècle à partir des personnages de Stendhal et de Balzac. Pourtant, l’organisation du récit est singulière et interroge le principe même de l’arrivisme, conçu sur l’individualisme. Ce contexte questionne l’idée de l’enseignement dans de telles conditions. Notre article analyse le procédé d’apprentissage de l’arriviste et montre les bénéfices et les risques de la relation réciproque entre le maître et son disciple.

20

The Word „master/Master” Sounds Strange…

51%

Kabzińska I.

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2019

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vol. 8

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issue 1

158-178

PL

Autorka unika określenia mistrz/Mistrz, posługuje się natomiast terminem Nauczyciel, opowiadając o osobach, które odegrały znaczącą rolę w jej życiu, stały się też pierwszoplanowymi bohaterami artykułu. Osobami tymi są: prof. dr hab. Anna Kutrzeba-Pojnarowa i prof. dr hab. Witold Dynowski – etnolodzy, znakomici wykładowcy i badacze, pełni pasji, szacunku dla dorobku innych, zafascynowani dziejami reprezentowanej dyscypliny oraz splotem „wielkiej” i „małej” historii, przede wszystkim jednak wspaniali LUDZIE. Wspominając spotkania z nimi, autorka ukazuje bliską jej (wzorcową) relację między nauczycielem i uczniem, nieograniczającą się do przekazywania wiedzy (informacji). Podstawą tej relacji jest życzliwość, zaufanie, otwarcie na drugiego człowieka, motywowanie go do pokonywania ograniczeń, lęków, trudności, umiejętność dostrzegania potencjału w innych, zachęta do jego rozwijania, akceptacja, dodawanie odwagi, wspieranie, współ-obecność. Osobą, która odegrała rolę Nauczyciela, choć nigdy wcześniej nie została określona tym mianem przez autorkę, jest jej Babcia, Janina Orzechowska. To Ona kształtowała określone postawy autorki, spojrzenie na drugiego człowieka, zamiłowania, zachowania. Była osobą, której bezinteresowna miłość, wyrażana przez konkretne działania, gesty, spojrzenie, oferowanie innym własnego czasu i uwagi, towarzyszyła autorce od najmłodszych lat. W tekście bardzo wyraźny jest motyw relacji. Autorka podkreśliła, że nie zawsze są one radosne, budujące. Zdarza się, że podcinają skrzydła, ranią, odbierają światło. Początkowo piękne relacje mogą też zmienić się gwałtownie, np. pod wpływem choroby jednej z osób, oddziałującej na innych. Autorka opisała tego rodzaju zmiany na przykładzie związku z kimś, kto występuje w tekście jako anonimowy Nauczyciel. Od niego odebrała gorzką lekcję życia, daleką od baśni ze szczęśliwym zakończeniem.

EN

The author avoids using the term master/Master, instead referring to the concept of a Teacher when describing the people who played a significant role in her life and who are the main protagonists of this article. These people are the Professors Anna Kutrzeba-Pojnarowa and Witold Dynowski, ethnologists, excellent lecturers and researchers; and also people full of passion, respect for the achievements of other scholars, fascinated with the history of the discipline they represent and the interrelation of “macro” and “micro” history. First and foremost, they are great PEOPLE. Reminiscing about encounters with them, the author presents the model relationship between a teacher and a pupil, close to her, which is not limited to passing knowledge. The relationship is based on kindness, openness to others, and motivating them to overcome their limitations, fears and difficulties. The skills of noticing the potential of others, encouraging them to develop, acceptance, keeping one’s spirits up, support and co-existence should also be mentioned. Another person who also played the role of Teacher, although she has never been designated as such by the author, is her Grandmother Janina Orzechowska. She was the one who shaped the author’s attitudes to life, her way of looking at other people, her passions and ways of being. She was the person whose selfless love expressed by her behavior, gestures and looks accompanied the author from an early age. The motif of the relationship is very explicit in the text. The author emphasizes that relationships are not always joyful and constructive. Sometimes they clip one’s wings, they hurt and take away the light. Relationships which are beautiful in the beginning can also change under the influence of an illness, of one person affecting the others. The author describes changes like that via the example of the relationship with someone who appears in the text as the anonymous Teacher. It was a person from whom the author received a bitter lesson in life, far from fairy tales with a happy end.

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