On Moral Education in Poland against the Background of Anglo-Saxon Experiences and Tendencies

The author’s text addresses the issue of the place of moral education in the educational agenda in Poland, including in the scientific literature. He describes the dynamics of the debate around this issue, the meanings given to it, the continuity vs. the discontinuity in how it is approached. The author proposes the hypothesis that the issue of upbringing/moral education has not been a priority in the educational agenda after 1990. This is due to at least two factors: (1) the lack of historical continuity in the presence of this dimension of upbringing/education in the school system as well as in public life, as it has been in Western countries, and (2) the non-standard shaping of moral issues in the school system (strong permeation of religious and national-independence issues).

Research Ethics: A Perspective of South Asian Context

Research ethics is concerned with ethical issues that can arise while conducting research. Social science research entails a combination of three equal entities: process, context and human agency. In each study, these entities demand rich interaction with each other. Generally, research ethics questions the interrelation between the research context and the human involvement established within that context. The research context and interaction between researcher and research participants lead to variations in the construction of knowledge, while research ethics plays a major role throughout all undertakings. In this narrative review paper, I have critically reflected my arguments on behalf of research ethics as a context-specific issue. I argued that the one-size-fits-all approach of research ethics is not viable by presenting ethical practices from the South Asian perspective. The paper is organized in three specific sections – ethical theories, research ethics and its contextual practices. Research ethics is very much a private affair and directly linked to the personal outlook of the researcher towards others. The ethical issue in research is not generic, but specific to the research context, i.e. the context of the research determines what form of behaviour is ethical and what is not. I explore the idea that the South Asian context may have its own system to conduct research ethically, as in euro-western and indigenous systems.

Path2Integrity Learning Cards: First Year Experiences of an Educational Programme to Foster Research Integrity

This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students, not only those destined to be researchers. Path2Integrity learning cards are student-centred instructions with a dialogical approach, using role-playing and storytelling aimed at fostering a culture of research integrity. This report shows that feedback gathered in this first year of the P2I programme supported the following three actions. First, the feedback informed distinctions between the different contexts of research education and citizen education. Second, a handbook was prepared to accompany the learning cards. And finally, students will be asked in the future to reflect on the competencies each learning card features. A review of the feedback and actions will be followed by an overview of the implications for the programme itself and for research integrity education in general.

Teaching Academic Honesty and Ethical Standards

The considerations presented in this paper refer to the idea of developing academic honesty and introducing ethical standards in research among high school students of the International Baccalaureate Diploma Programme. The mission of the International Baccalaureate Organization is to form a better world through education. One of the ways to achieve this is to create international educational programmes that include the development of a respectful, principled and caring attitude among their students. Teaching about academic honesty and ethical standards in research as well as introducing these principles in everyday school life is the best way to put these rules into practice. In the following paper, the regulations of the International Baccalaureate on academic honesty in general and ethical guidance for psychology in particular will be presented, followed by examples of good practice from one of the IB schools, the Międzynarodowe Liceum Paderewski in Lublin, Poland.

The Perception of Research Integrity and Ethical Training in the Academic Community

The article presents academics’ perceptions on research integrity and teaching integrity and ethics. The empirical basis of the article is a qualitative analysis of data based on open questions from two online surveys conducted among scientists, academic teachers and students. We point out two ways of defining scientific integrity: (1) as a common challenge for the academic community arising from the relationship between science and society; (2) as an individual choice and one’s capital in achieving scientific success. We describe the respondents’ views on the process of teaching integrity and ethics, rooted in a values-based approach to integrity. In this approach, teaching is open to the use of dialogical methods and takes into account the relative nature of the subjects being taught – research integrity and ethics. In our analyses, we focus on a positive approach to research integrity and show that it has great potential to raise the awareness of the scientific community about the principal values in science.

Students’ Attitudes Towards School Subjects With A Special Focus On Physics: The Case Of Poland

This work presents the results of research on over 5,000 students aged 14–15 that focuses on their attitudes towards school subjects with special regard to physics. It describes the mathematical relationships between an interest in physics and students’ school grades, their plans to choose a profession in which knowledge in physics is needed, an opinion on the usefulness of physics for society and an assessment of the usefulness of the most important formulas from the school curriculum. The average declared interest in school physics, the assessment of its social usefulness and the willingness to choose a profession relating to physics were relatively low. Of the 16 most important formulas taught in physics during the last three years of learning, only 3 formulas were considered useful by the students. The work also presents the ranking of the persons in the history of physics with the greatest impact on the fate of humanity, according to students.

Cheating in Higher Education: Between Habit, Resourcefulness and Pressure to Help

The article analyses the phenomenon of cheating among Polish students. It is based on a research study using a survey conducted in 2019 at one of Poland’s universities. The study results confirm the findings of other researchers concerning the universality of cheating. The issues of interest include the learned breaking of the “do not cheat” norm that is reinforced at subsequent stages of education, the effectiveness of cheating as an educational strategy and the norm of friendship which could incline a person to help.

From Inspiration to Plagiarism – On the Symptoms and Problems of the Copycat Approach. Reflections of the Jury of a Student Competition

With 15 years of experience, the jurors of a Polish student competition entitled Footpaths of Physics present their views on the copycat approach manifested by the contestants. The cases discussed are analysed in order to discover the reasons and results of such an attitude – connected to the competition itself, as well as to more general psychological and societal phenomena. The paper may be treated as a set of clues for people engaged in judging the work of students – such as teachers – but also for anyone working with exceptionally gifted or ambitious students.

Edukacja dzieci z doświadczeniami migracyjnymi w polskiej szkole – problemy i wyzwania

The education of children with migration experience in the Polish school – problems and challenges Migrant families force their members, especially children, to directly “take root” not only in the life of the new community, but also to indirectly (self-)disinherit from their previous cultural assignment when they start schooling within the educational system of the host country. The involuntary nature of children’s migration in connection with the need to undertake compulsory schooling in new educational realities results in far-reaching changes of a process-oriented nature in their mental sphere. This is a specific response to the cultural shock experienced as a result of participating in a different educational process. For Poland (as a host country), the migration of increasing numbers of families − slow but with a constant upward trend − raises new challenges, including educational ones. Regardless of the already introduced administrative and legal solutions, educational solutions are still lacking in Poland to provide long-term care and support not only in the educational sphere, but also in the psychological sphere for all students of migrant parents

Edukacja i komunikacja międzykulturowa w kształtowaniu kompetencji międzykulturowych

Education and intercultural communication in the context of shaping intercultural competences In the context of anthropological and interactionist assumptions, the author indicates the challenges and tasks of intercultural education and communication in the process of shaping intercultural competences. The author draws attention and justifies the thesis that the changeability and dynamics of the multicultural world result in the need to develop a new theory of acculturation and a new policy of multicultural management. Also analysed are the intercultural competences that take on special significance in the revitalization of heterology, the science/learning about Others, and in the constant need for dialogue among cultures.