The subject of the discussion in this paper is place in the sense of physical space and its role in creative activity. In the text, we emphasize that a physical place is implicitly defined as creative by the people who conduct or have conducted their creative activity there. We emphasize that it promotes a creative lifestyle and poses a challenge for education. We are looking for distinguishing features of creative places and spaces. In the paper, we also present a proposal to analyse creative places using Wilber’s (2007) integral theory and theory of affordance. Starting from the concepts of Florida (2010), Amabile (2019), Oldenburg (1989), and Palasma (2013), we list the conditions that a place should meet to promote creative activity. In the conclusions, we point to the role of creative affordances in education.

The COVID-19 pandemic has caused unprecedented changes in educational, professional, and leisure activities around the world. Protecting health against the virus has become the most important task in the social and individual dimension. The aim of the study was to diagnose changes in the behaviour and health beliefs of students. The WHO definition of health and the Health Belief Model (HBM) were adopted as the theoretical basis for defining variables. The study was of diagnostic and verification nature, and a quantitative strategy was used in it. The general population comprised students of Nicolaus Copernicus University in Torun. The study was conducted electronically in 2020, during the first lockdown in Poland. The Likert scale was used as a tool to assess the degree of change. The respondents declared the greatest changes in terms of caring about physical and relational health. The declared behavioural changes concerned the most conservative, trained forms of pro-health activity. Despite the declared beliefs about the importance of maintaining health and the personal risk of viral infection, the respondents declared undertaking more advanced pro-health activities only to a small extent.

Th e aim of the presented research results was to diagnose changes in leisure time behaviours in the situation of the Covid-19 epidemic. Th e acquired knowledge about changing leisure time behaviour will be used to develop programmes to promote leisure time activity for students during and aft er the pandemic. Th e respondents used the Jay B. Nash model of leisure time, which indicates 4 levels of positive use of leisure time and also includes 2 negative levels, i.e. excesses and crime. We assume that the change in leisure time behaviours during the pandemic may consist in creating more valuable forms of activity, giving not so much pleasure but satisfaction (e.g. pursuing interests, creative activity). We also assume that as a result of these changes a sense of spending time in a valuable and meaningful way during the pandemic (building health, feeling satisfi ed) will be created, which may result in the permanence of the behavioural changes that have occurred, which may become new health and leisure time habits.

Since 2020, the entire world has been struggling with the SARS-CoV-2 pandemic. The constant increase in the number of sick and dying people and the need for quarantine and social distancing have significantly affected the functioning of people, regardless of their background, age and activities. This article aims to examine the level of well-being among the academic community of Nicolaus Copernicus University in Poland based on the concept of Ken Wilber. To this end, a self-administered questionnaire was developed to assess the overall well-being, as well as the respondents’ well-being related to emotions, relationships, health, and the sense of security and satisfaction experienced during the pandemic. A total of 1,164 university employees and 1,601 doctoral and other students participated in the study. Teachers represented the highest levels of overall well-being, scoring higher than doctoral students and undergraduates. The older the respondents, the higher the perceived levels of overall well-being. These findings indicate that doctoral and other students are struggling with reduced levels of well-being and a reduced sense of the quality of life, displaying signs of emotional difficulties, anxiety and fear.

Błajet Piotr, Przyborowska Beata, Kształtowanie kompetencji demokratycznych -perspektywa rozwojowa [Development of Democratic Competences -a Developmental Perspective]. Studia Edukacyjne nr 30, 2014, Poznań 2014, pp. 71-89. Adam Mickiewicz University Press.Analysis of the situation in Poland and abroad may indicate the illusory nature of the democratic society project. Not infrequently does democracy in many places and processes turn out to be an empty signifier. One of the underlying reasons is the watering down or invalidating differences between individuals. The liberal strategy of leaving out differences seems to be one of the crucial drivers of the crisis of democracy. Meantime, for the democratic project to be operational it must take into account the fact that people differ from one another by means of codes via which they comprehend reality and try to change it. Democracy will be then a strategy of integrating differences. Therefore the project of educating for democracy and developing democratic competences must assume as its starting point some concept of human development. Robert Kegan's concept of development, contingent on the notion of the object, allows a typology of attitudes towards differences, which in turn allows an adoption of precise education and logistical tasks in the strategy of education for diversity. Kryzys demokracji liberalnejObserwując współczesną rzeczywistość, tę globalną jak i lokalną, nie sposób nie zadać pytania o jakość demokracji: czy pojęcie "demokracja" ma jeszcze jakiś sens? A może demokracja jest tylko iluzją, nawet nie utopią. Utopia stanowi pewną konsekwentną koncepcję, natomiast aktualna rzeczywistość demokratyczna jest nasycona sprzecznościami. Obrazy, jakie STUDIA EDUKACYJNE NR 30/2014