Krytycznie o metodologicznych przesłankach udziału naukowców w Międzynarodowym Programie PISA/OECD

My article is a succinct overview of macro-Polish governments’ evolution over 25 years of political transformation. It is presented from the perspective of education for democracy, in a democracy and not about democracy. I explain how Poles, after they got rid of the monistic doctrine of the totalitarian state, have become subjected to a covert process of democratization of education and the school system. I analyze public education, mechanisms and structures for its management in a way that counteracts democratic change. The school is subjected to political game-makers. It becomes an institution which is painfully ineffective and without a face. This institution destroys tradition and causes intellectual regression. There are threats to educational reforms which lie not only in the sociopolitical mechanisms, but also and perhaps primarily within the education system, which has not created procedures to eliminate Pharisees of innovation from it. After 25 years of transformation, the Polish educational system is not only partially reprivatized but highly bureaucratic and fully involved in political parties.

Polityka oświatowa i edukacyjna jako element polityki historycznej (1989-2014). Dynamika zmian treści dotyczącej Polski Ludowej

Wydział Nauk Politycznych i Dziennikarstwa

Indian Architecture: Social and Political Challenges

The objective of this paper is to reassess the central factors which have shaped the Indian architecture. The author puts forward the concept of plurality introduced by Western art historians and argues that the diversity of the Indian architecture should not be explained in terms of religious differences, but in terms of the socio-economical situation in South Asia. He also elaborates on the Hindu caste system and its impact on the Indian architecture.