Next issues

Next issues:

2026/1(22) Between theory and practice of education. Theoretical contexts and changes in socio-cultural reality

2026/2(23) Wisdom and Education for Wisdom

2027/1(24) Professional support for families in multi-problem situations: discourses, orientations, methods and systemic frameworks of actions

 

We invite you to submit articles for subsequent issues:

Educational Sciences. Interdisciplinary Studies (NOWIS) 2026/1(22)

Between theory and practice of education. Theoretical contexts and changes in socio-cultural reality

Scientific Editor: Alina Wróbel

The next issue of NOWIS is dedicated to the relationship between theory and practice of educating in the broadest sense. More precisely – on the theoretical contexts important for our contemporary understanding and interpreting of the changes occurring in socio-cultural reality, especially in the broadly understood educational practice, including in higher education. First and foremost, we refer to the understanding of the educational reality, defining it as a space where a dialectical relationship between thinking and action – and further, between theory and pedagogical practice – is possible. Hence, for example, the need arises to seek theoretical justifications that lend meaning to broadly understood educational activities and reconstruct the way we think about them. In this context, theory/theories are understood as processes, the results of reflection on action and scientific research activity, forming a coherent, structured system of knowledge and beliefs that serve as a foundation for the reflective transformation of reality.

We propose the following areas for analysis:

  • comparative studies of contemporary theories and types of education, as a way to search for inspiring solutions or proposed types of actions;
  • ethical reflection on the changes taking place in the broadly understood educational reality;
  • theories of education and pedagogical comparative studies on the changes in educational practice.

We invite submissions of articles addressing these issues.

Deadline for submission of articles on the Index Copernicus platform: end of September 2025.

For all inquiries, please contact the Editorial Office of NOWIS at: czasopismo.naukowychowaniu@uni.lodz.pl



Educational Sciences. Interdisciplinary Studies (NOWIS) 2026/2(23)

Wisdom and Education for Wisdom

Scientific Editor: Krzysztof J. Szmidt, Elżbieta Bednarska

Wisdom is once again becoming a topic and subject of interest in the social sciences and philosophy after years of being excluded from theorizing and empirical research in the humanities. Discussed and described since ancient times, from Socrates and Aristotle, through medieval theologians and Enlightenment philosophers, it has rarely been the subject of empirical research examining what wisdom means to different social groups, who a wise person is and how they differ from others, in what spheres of life wisdom manifests itself in its purest form, how it develops, and what personal and external factors—social, cultural, or economic—influence its state (development or regression), can wisdom be taught/learned, and how can this be done with students of different ages, what is the relationship between maturity and old age and wisdom in its various forms. After decades of silence, representatives of psychology, pedagogy, and sociology are having more to say on the subject, citing careful empirical research conducted using various strategies. Although wisdom is still not part of the core subject matter of these scientific disciplines, the number of wisdom research reports and theoretical syntheses by psychologists and pedagogues increases every year. Wisdom appears to most researchers to be such a complex phenomenon, such a developed structure combining cognitive (intellectual), emotional, motivational, action-oriented, and even spiritual (transcendental) factors, that it is very difficult to define satisfactorily. This task is made more difficult by the multitude of philosophical and theological concepts of wisdom that have emerged since antiquity, emphasizing the diverse components of this important virtue of human character, and by the multitude of so-called commonplace concepts of wisdom. We would like to devote this issue of "Nauki o Wychowaniu. Studia Interdyscyplinarne” to the issues outlined above, encouraging authors in particular to report on empirical research on wisdom, its manifestations (components), determinants, and education for wisdom. A good inspirational moment and reference point for creating this issue of "NOWIS" is the publication by the University of Lodz Publishing House, in the "Education for Wisdom" series, of the first academic textbook in Poland on the psychology of wisdom – Robert J. Sternberg and Judith Gluck's Wisdom. The Psychology of Wise Thoughts, Words, and Deeds (2023), translated by Tomasz Tesznar and edited by Krzysztof J. Szmidt. We invite you to discuss and engage with the authors of this work!

The deadline for submitting texts to the Index Copernicus platform is the end of January 2026.

For all inquiries, please contact the Editorial Office of NOWIS at: czasopismo.naukowychowaniu@uni.lodz.pl

 

Educational Sciences. Interdisciplinary Studies (NOWIS) 2027/1(24)

Professional support for families in multi-problem situations: discourses, orientations, methods and systemic frameworks of action

Scientific Editors: Katarzyna Gajek, Izabela Kamińska-Jatczak

We invite you to contribute to an issue devoted to professional influence on families in multi-problem situations, which aims to initiate an interdisciplinary and international dialogue that will take into account a variety of approaches, models and support systems.

The scale of intervention in families provides an impetus for an in-depth scientific reflection on how professionals construct diagnoses, interpret the dynamics of family relationships, and conduct activities with families facing multidimensional difficulties. At the same time, it is important to explore how the systemic institutional framework, organizational conditions and prevailing discourses on families in multi-problem situations influence professional practices and decisions made by representatives of various professions.

In light of the above processes, we are particularly interested in:

  • analyses of family support practices: professional approaches, working methods, intervention strategies and models of cooperation with families;
  • analyses of the professional experiences of probation officers, social workers, family assistants, educators, psychologists and other groups of professionals working with families;
  • analyses of discourses shaping professional practice (ways of thinking and decision-making), including dominant and marginalized discourses within which the categories of ‘multi-problem family’, ‘dysfunctional family’, ‘best interests of the child’, ‘care and educational capacity’, ‘risk’ and ‘threat’ are constructed;
  • systemic support frameworks and their impact on practice, i.e. legal, organizational and institutional conditions, structural constraints that determine the actions of professionals, as well as areas for possible change, modernization and innovation in the family support system.

We encourage interested authors to submit papers presenting empirical research findings, case studies, discourse analyses, theoretical studies, and proposals for practical solutions for working with families experiencing multidimensional, overlapping difficulties.

The deadline for submitting papers to the Index Copernicus platform is the end of September 2026.

For all inquiries, please contact the Editorial Office of NOWIS at: czasopismo.naukowychowaniu@uni.lodz.pl