Article: Interactivity of Mass Media to the Activity of the Child at School andOutside It, is an attempt to show, from one side, roles which in contemporary reality are performed by publishers, on the other to arouse awareness of defined threats of communicated contents which are exerting influence on family functioning and the education process. It also means the simultaneous effort taken in order to formulate positive, as well as pejorative influences of mass media on conducts of the child with the simultaneous suggestion for parents and carers, with regards to the conducts essential to the safety of their charges. The present time of the 21 st century constitutes the standardized conglomeration saturated with the ideology of global order. Everything strives for progress and connected permanent profit as well as fast (immediate) effects of decisions and actions, forms circumstances in which media fill child's free time which is often free of parental supervision. In consequence, contemporary childhood, appears to be the peculiar developmental period, in which mass publishers dominate and play the decisive part. Shifting the educational accent results in polarization of social roles cause that with the consent of adults children become media helots.

The article In Defense of Human Identity: the Reality of Globalization as the Cause of Modernization of Modern Educational Systems is an attempt to reflect on the role of the educational process in the context of the value system offered in the modern world. It appears that authentic human participation in the reality of global and involuntary compliance with the directives of globalism is both a crisis of identity, of its existence, values, norms, and all human activities. Efforts taken to demonstrate the value of dogma, which carries with it an affirmation of the modern world, and conformist standards of conduct, is to notice the risk of objective truth about man and reality. Civilization implies in fact a kind of order to eradicate what is human. The human drama shows an almost total devotion to the values of functionalism and utility. Therefore, it is vital for modern education to return to the personal dimension of human existence. This accomplishment, a full range of education, which means clarifying the challenges confronting it, is only possible with recognizing and highlighting the personal status of the man based on the personalistic norm. This article helps the contemporary human being to realize the importance of learning to respect human dignity and to protect the identity of a mature man

The contemporary education to the old age in the context of relations with the environment, the family and society constitutes the need, due to fully relevant conditions of the changing nature of reality, to open up to the problems connected with old age - their implied connotations and social consequences. That is, on one side, an attempt to more precisely define the functioning of the system of the elderly in the family and an indication of the role of the contemporary system of family and social support in relation to the living conditions and opportunities for seniors. On the other, it is an effort to underline the subject of organizing leisure activities for older people and highlighting the role of various institutions, organizations and Universities of the Third Age in the lives of these people. This bipolarity in an compact attempt to present the subject seems, in the opinion of its author, to be consistent with a contained reflection on the quality of life for seniors. Therefore, the importance of belonging to a group has been emphasized, the need for self-development and the objectives which the elder individual set itself. As a consequence of the problematic subject consistency, the effort was undertaken to present the psychological aspect of the relations with the environment and its impact on the life satisfaction of older people.

Nowadays, the most expansive factor which determines the various aspects of human life are social communicators. Among them there is a consistent dominance of television for decades. This social mean of messaging, being a common utility good has changed its status, in recent times. It seems that from the electronic device intended for remote receiving the moving images, it became an inalienable part of the family - often its binder. What’s more, a new feature that TV performs, fully enables parents to entrust essential pedagogical - educational process of youngest members of the family. This means, more than once, many hours of child’s mindless contact with animation movies. At that time, uncontrolled by the parents and guardians, contents of animation are received and assimilated by the child (unconditionally-E. M.) influencing the evolution or changes in the personality, attitudes, and behaviors. The phenomena that occur in the sphere of child’s personality under the influence of the assimilation of media content, just encompass the educational scope. This means that childhood is the most important period of human development and an essential part of pedagogical and educational process where our personality and character, our attitudes and behavior and action are shaped. Hence, pedagogical intervention becomes necessary to contemporary content of animation,which is easy to receiveon the one hand promotes hedonistic behaviour patterns and mass culture, on the other “(...) does not provoke to work on yourself, (...), rather adulate the recipient, confirming him to the belief that he/she has the right to do what he/she wants” [Bobrowska 1999, pp. 67-73].

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