This paper presents the impact of paving surface material on thermal comfort in a residential building. The aim of the study was to demonstrate differences in temperature, measured near a building’s walls, depending on their location (relative to the cardinal directions) and the type of paving surface material outside the building (in its immediate vicinity, considering the cardinal directions). The study found differences in temperature values recorded near walls located on the south-west side, which faced a garden and a grassy surface, compared to the temperature of the walls that faced a street with asphalt and concrete paving blocks. It should be noted that the study was carried out in the summer, when the interior of the building was not heated. The facade of the building had not been additionally insulated and retained its original historical form (facade render). The method used in the study consisted of temperature measurements taken near the building’s walls using a Steinberg System weather station’s sensors. The measurement results supported the hypothesis that wall temperature varies depending on a space’s placement relative to the cardinal directions and the surface paving material in the space adjoining the building. The results of the study are presented using line graphs. The study is of scientific value and the results may also be useful in site development planning practice. The thermal conditions are a major factor that affecting the comfort of various types of buildings, including housing.

The main aim of the article is an analysis of the privatization of pedagogical knowledge using an example of one of the alternative pedagogies (Montessori Method). We claim that nowadays, pedagogical knowledge is treated as economic capital, and therefore subject to modifications characteristic for neoliberal culture. In our analysis we implement qualitative focus interviews conducted with various members of the Montessori community (teachers, owners and administrators of schools) who have gained access to a rare commodity – that is, knowledge regarding the teaching methodology of this particular pedagogical approach.

The results of this empirical research point to mechanisms characteristic for making pedagogical knowledge classiffied and „gilded”, mechanisms that limit it to the closed space of a particular discourse society. We conclude that this ‘inbred’ form of knowledge transfer can lead to an inability to renew meanings and, as a consequence, to the replacement of critical and in depth pedagogical considerations with a form of dogma that may be culturally inadequate and reproduced as a technical procedure, which is far from what Montessori herself wrote about the method.