One of the basic aspects of modern education is the development of key compe-tences. This requirement is included in the legislative acts (domestic ones and those of the European Union) as well as in documents specifying core curricula in individual countries. By analysing this problem as exemplified by Poland, we show that communication competence in the language of the legislative acts, fun-damental for a modern, conscious people, is an absent element of key competences. In the article, we show why it is important to learn about the real features of the legislative acts in a rapidly changing, knowledge-oriented society. We present the results of the analysis of the core curriculum applicable in Poland for secondary schools in terms of legal education. We also present a proposal to include issues developing legal communication competence in the secondary school curriculum.

In the paper, we deal with the issue of education of lawyers in doctoral schools in
Poland. We describe the basic solutions adopted by the Constitution for Science regarding doctoral students. Based on socio-legal theory of the neutralisation of values in the law, we point out a few basic the categories of problems resulting from the regulations and the implementation of the act. They are: a vision of a doctoral candidate, a vision of a graduate, internationalization, interdisciplinarity, structure of doctoral schools and financing of doctoral education. The article is exploratory in nature, so its primary purpose is recognising and drawing attention to the problems and research questions that should be studied in further research.

Among the institutions adopted from Roman law whose historical evolution within ius commune is particularly interesting, it is worth pointing out the issues connected with the distribution of damage incurred as a result of throwing a part of the cargo overboard from a ship due to the risk of its sinking because of overload. Deliberations of Roman lawyers, gathered under the title De lege Rhodia de iactu, were object of medieval jurists’ creative interpretation. The role of the glossators’ school representatives seems to be particularly significant here as an important contribution to the development of the European legal doctrine in subsequent centuries. In the modern era, the innovations introduced by representatives of this school were considered communis opinio doctorum and it was applied in legal practice of the Imperial Chamber Court of the Reich. Its purpose was compensation for any damage incurred in joint interest or in other people’s interest, which was reflected in the content of ABGB, the Polish Civil Code and Roman-Dutch Law.

The article deals with legal education in the Duchy of Warsaw (1807–1815), which was a transitory period between a feudal and modern state. The urgent need for institutional education of a state personnel resulted from existence of legal provisions stemming from several legal orders, divergence in qualifications of personnel in administration and judiciary, as well as a necessity for efficient implementation f Napoleonic law. Those circumstances were precisely diagnosed by the minister of justice. He initiated courses of law followed by the School of Law and School of Administration. As the Duchy’s territory was enlarged, legal teaching had place also at the university in Cracow. It seems that although the state existed for only a short period, a more or less cohesive governmental concept of legal education’s role existed. It was to serve mainly the development of the state and this utilitarian goal dominated. It is worth reminding that those first Polish endeavours in the field of modern legal education took place at the time of a public finance crisis. Although majority of income was devoted to military needs and many projects were put off until later, authorities noticed that for an efficient governing of a state a well-educated personnel is needed. At that time this belief was not common.

The goal of this article is to highlight the role of a school, here understood as an educational facility, during the course of parental rights termination proceedings. There can be no doubt that the process of upbringing, especially the domestic factors and intense stimulus to which the child is subjected translate into patterns of behaviour and the way the child functions at school. Notably, prolonged learn-ing difficulties among children or periods in which the child presents complete disregard for societal norms and a lack of discipline should be a clear signal for the teachers and counsellors to review the family environment of the pupil in question. The article covers data regarding the school’s participation in the parental rights termination proceedings – e.g. opinions and recommendations formulated by the schools, teacher’s testimonies and children scorecards which reflect the educational progress of the child. The materials used include source materials (acts and ordinances, written opinions, Supreme and common court rulings), results of own research – casefile review based on a targeted casefile research questionnaire.

The purpose of the article is to indicate the selected potential and desired consequences of establishing doctoral schools to educate doctoral students in the field of legal sciences, with a special consideration of the interdisciplinary nature of such schools. The paper addresses the Polish legal framework. The article proposes a thesis that doctoral schools have a chance to benefit the education of future doctors of law, especially thanks to their interdisciplinary nature, which involves
educating doctoral students of law together with representatives of other scientific disciplines. Other issues raised include also the opportunities and risks involved in the new form of doctoral education – including those resulting from some higher education institutions adopting only apparently interdisciplinary solutions. The article is an original work, the subject matter has not been covered in other academic papers, and concerns a new legal form of educating doctoral students – meaning
doctoral schools, which have been operating since the 2019/2020 academic year. The theses proposed in the article may be significant to both the theory and practice of educating doctors of law at Polish higher education institutions and research centres.

The aim of the research was to verify system solutions in the field of teaching law at the secondary school level. The authors analysed the main factors affecting the quality and quantity of matter related to law – the core curriculum, questions appearing on the secondary school-leaving examination and other local circumstances / related to a particular institution. According to the authors’ opinion, low legal awareness results from the underrepresentation of law at the secondary
school level. As a result of the analysis, authors came to the conclusion that the problem does not only lie in the underrepresentation of law in the secondary school curriculum, but is also a consequence of several imperfect solutions in the education system. In the last chapter, the authors suggested optimization solutions.