Z Teorii i Praktyki Dydaktycznej Języka Polskiego (Theory and Practice of Polish Language Teaching) Call for Papers Issue 30.: The Challenges of the 21st Century in Humanities Education
Slavoj Žižek in Pandemic! Covid-19 Shakes the World asks how the catastrophe may have found the humankind unprepared to it, even though scientists, epidemiologists and world organisations dealing with health issues kept on alarming about the problem. The author accurately states that in the contemporary world we discuss catastrophes, cataclysms, disasters, threats and epidemics with the increasing frequency. These topics become meaningful in the context of violent climate changes. Although the alerts resonate significantly, the level of our (un)preparation does not change. Taking the above into consideration, it is worth considering how school and — in particular — humanities education prepare to act in the times of crisis.
Ryszard Koziołek writes in A Lot of Titles that humanities are „a special variation of civic education”, a „culture rescue kit”. When used properly, these „emergency provisions” may form whistleblowers — people able to name what is coming. Günther Anders, the German philosopher of Jewish descent who elaborated a lot on the consequences of the atomic bomb release, wrote in turn about „professional panic sowers” whose task is to raise the alarm. If education possesses any kind of disaster sensor, then be it us — the humanists. Thanks to the culture, we can train ourselves and others in humanistic prognostics for the future and in thinking about remedies or a sudden evacuation.
In the 30th anniversary issue of ZTiPDJP, we would like to reflect on humanities education in the context of the challenges that face civilisation in the 21st century. We propose to study the most up-to-date topics that are important here and now for humanities broadly understood, as well as to consider what to teach and how to do it. We share the conviction that mother tongue education should focus more on describing, analysing and interpreting the real-life, on solving contemporary problems in the context of school readings. The main task of the learning process should be shaping the competences to read and to evaluate the world that we are living in now. These skills should be supported with language education leading to efficient communication, orientated towards agreement and dialogue. To fulfil such goals, one should consider social and educational challenges and ask the following questions: how mother tongue education should be organised in the face of ubiquitous crisis? Should school education be complemented with a post-crisis humanities thought? What readings could create space to analyse crisis, conflicts and tensions? Which canonic readings are still to make use of? Which should we already dispense with and why? What answers to the contemporary challenges and questions are to be found in cultural heritage? How to live, how to communicate in times when old narrations have fallen? And how to translate them into teaching and learning processes?
We will be grateful for your interest in the journal issue. We invite school teachers, academic researchers and educators in the field of language and literature to consider the above-mentioned topics and to send paper proposals (topics only) before Oct 20th 2020: firstname.lastname@example.org. The complete papers are to be submitted before Jan 15th 2021. Guidelines for authors are to be found on our website: https://www.ztipdjp.us.edu.pl/. The papers (up to 40 000 signs including spaces) together with a short bio (including ORCID), a summary and 4-5 keywords are to be submitted via the submission form: https://www.ztipdjp.us.edu.pl/?page_id=162. The articles submitted for publication need to gain the journal’s Scientific Board approval and then are reviewed in the double-blind peer-review procedure.