Roger Scruton refers to Thomas Stearns Eliot in almost every one of his books, but despite the undoubtedly fundamental influence, which Eliot had exerted on the development of Scruton’s outlook, apart from a short article entitled Eliot and Conservatism, Scruton did not devote a separate work to Eliot’s thought. As I try to show this is due to the fact that Scruton was not so much a scholar of Eliot, as a continuator of his thought – not merely an expert on his philosophy and poetry, but an inheritor of his spiritual legacy. Both Eliot and Scruton belong to a current, which may rightly be called conservative philosophy of culture. In this paper I outline the conception of culture advanced by Eliot, and show how Scruton draws on this conception in his own spiritual development.

The aim of this paper is to discuss selected formal and pragmatic aspects of the Austro-Hungarian military name policy in the last quarter of the 19th and in the early 20th century. In the introductory section the proprial status of the names of military units (which constitute a part of military chrematonymy) is discussed. An attempt is made to outline the location of these names on the classificatory map of chrematonomastics as well. A brief discussion of the historical and terminological background of the Austro-Hungarian military unit names follows. The most important concepts of the theory of name and naming policy are outlined. The presentation of the analysed onymic material covers unit names included in the officer lists (Schematismen) of the Austro-Hungarian forces as well as names present in the paper seals (Verschlussmarken). On the basis of the material, polymorphism of the discussed names is shown in the sense that obligatory and facultative elements of the names may appear in different ways and within various syntactic name models, depending on the context (including continuous text within which a name is used). Two main syntactic models of the discussed names are proposed. The orthographic and syntactic rules of unit numbering and the ways of embedding geographical names and names of patrons and honorary regiment owners (Inhaber) into unit names are outlined. The meaning and spelling of the expressions imperial-royal (k.k. = kaiserlich-königlich) and imperial and royal (k.u.k. = kaiserlich und königlich) are explained.

Technologie informacyjno-komunikacyjne w edukacji odgrywają głównie role mediów komunikacyjnych, zwłaszcza w zakresie tak zwanego przekazywania wiedzy. Znacznie rzadziej są wykorzystywane jako obiekty uczniowskich działań: czy to projektowania czy też wykonywania, jak np. w zakresie robotyki/mechatroniki. Jeszcze rzadziej zdarza się, że ICT jest wykorzystywana do intencjonalnego kształtowania tożsamości uczniów, budowania ich postaw moralnych czy do inspirowania ich postaw wobec świata i siebie samych. W historii edukacyjnych zastosowań technologii byli obecni uczeni i wychowawcy, którzy mieli znaczące plany zastosowania technologii przede wszystkim jako środka uczenia się oraz humanistycznego/humanitarnego rozwoju uczniów. Przykłady takich ujęć są w tym tekście przypominane. Dodać trzeba, że są te przykłady obecnie i dzisiaj, ale jednak znajdują się na obrzeżach szkolnej edukacji formalnej.