The Polish Personal Income Tax Law provides for a relatively extensive group of tax exemptions related to various benefits offered to doctoral students and academics. It also includes an exemption for scholarships and assistance grants referred to in Law 2.0, as well as scholarships received under programmes or projects aimed at implementing the current state scientific policy. The rule adopted is that the exemption applies as long as the rules for granting the scholarships and grants in question them have been approved by the minister in charge of higher education and science. The research objective adopted in the gloss is to verify the jurisprudential practice regarding the issue of the tax exemption in question. The analysis and evaluation have been performed also in the context of the guidelines and ideas behind the reform of higher education and science (regulations of the so-called Law 2.0). This gloss is a critical commentary. It makes use of dogmatic-legal and normative analysis.

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.

The article is a polemic between Leo Tolstoy, a Russian writer and a moralist of the nineteenth century, and Leon Petrażycki, a Polish lawyer and a philosopher of law of that period – on the social significance of law and morality. Tolstoy’s and Petrażycki’s roads crossed due to a young man named Krutik, a law student at the University of St. Petersburg. Krutik wrote a letter to Tolstoy, whom he considered a moral authority, asking to dispel his doubts caused by reading the works of Petrażycki. Indeed, Tolstoy affirmed
that the appropriate regulator of human life is morality. In contrast, Petrażycki proclaimed that the raison d’être has both morality and law, but if one compares their social significance, the higher value should be given to the law. Krutik had a dilemma, which thinker to agree with? Analysis of Tolstoy’s and Petrażycki’s views made in this article leads to the conclusion that in fact they were arguing about how to implement the idea of love, somewhat differently interpreted by them. While Tolstoy categorically rules out the possibility of realizing it on legal grounds, Petrażycki was firmly convinced that the law can, absolutely, be its carrie

In my paper I would like to analyze the topic o academic legal education, using for that purpose tool granted by Rochard Rorty’s neopragmatism and Artur Kozak’s juriscentrism. In this article I consider the possibility of describing higher education and legal culture using both of those concepts, and to form some proposals for future shaping of this proces. In my text I aim to prove, tha contemporary legal education is basem mostly on the mechanisms of socialisation and professional training, which base rather on transfer of rules of legal reasoning and discussion within legal community, than on transfer of actual skills. Therefore I consider to which extent this process should be suplemented by methods which individualise students, and which allow the autocreation, which is, according to Rorty, should be the mian task of higher education. In the further parts of my paper I consuder, how those mechanisms will impact shaping of future lawyers, and by that, the legal community itself, and what benefits could we achieve this way.

The publication aims is to remind Jerzy Wroblewski’s views on the issues related to legal education. After analyzing Wróblewski’s writings, the author compared a survey conducted among law students in 1958 (“Students’ assessments of the difficulties of the first year in legal studies”) with a poll conducted by herself in 2011. Both survey forms contained the same questions. The author wishes to underline the particular importance of observations and doubts of prof. Wroblewski, which despite the passage of time remains equally relevant today.

The objective of this article is to present a new approach to legal education, which laid the foundations of the law curriculum at the Faculty of Law and Administration at the University of Zielona Góra. The concepts of legal education in Polish literature are presented in the first section of the article. The second part presents doubts connected to the prevailing model of teaching law at Polish universities – general studies (theoretical education). The next section presents the concept of teaching law at the Faculty of Law and Administration at the University of Zielona Góra, based on the concept of practical studies. There are presented solutions to improve the practical education and professional prospects of students. The implementation of this concept is provided in the fourth section. There are presented effects of certain solutions (presented in the third section) after the end of the first cycle of law studies at the Faculty of Law and Administration at the University of Zielona Góra.

In 2018 Student Services Employee Association (Stowarzyszenie Forum Dzieka na-tów) was established. One of its aims is to get involved in a dialogue with organi­sations and institutions dealing with higher education, in particular with the Ministry of Science and Higher Education as the relevant public authority. In this regard the Association proposed three amendments to the Act of Higher Education and Science in terms of administrative procedure, in particular: notice on initiation of procedure, simplified procedure and silent settlement of case, which were sub-mitted to the Ministry. As a bottom­up initiative of student services employees at HEIs, it enables them to get involved in consulting acts on higher education and proposing amendments to these regulations. This role of the Association is significant due to the fact that in many HEIs student services employees have no ability to provide feedback on the regulations that they are executing.

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.