Contemporary anthropology deals with a lot of topics that go beyond the traditional area of anthropological research. However, the problem of lying remains on themargins of anthropological analysis, although lying is generally considered to be an everyday factor in the life of many people. In this article, the author considers the possible reasons for this neglect. She argues that the omission cannot be explained in terms of the apparent lack of connection between lying and socio-cultural factors, but rather by the difficulty of conducting research on lying from the perspective of anthropology. Then she discusses her own approach to the study of lying, which she applied in researching the community of the Catholic Crisis Intervention Center. In this regard, she refers to Els van Dongen’s and Sylvie Fainzang’s idea, which emerged on the basis of medical anthropology.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.