The French revolution should be conceived in its entirety: not as a coup by reformist elites or a retrogressive people’s movement, but a phenomenon transforming social mentality by means of opposing and related factors such as fear and violence, hope etc. The scope of influence of revolutionary mentality was considerable, especially considering more than just those social circles directly involved in the revolution.

Biskupin is one of the most recognizable archaeological site in Poland and Central Europe. The origins of the excavations dates back to year 1934 and had lasted almost continuously until 1974. In the framework of the grant from the Ministry of Culture and National Heritage interdisciplinary team of scientists from Archaeological Museum in Biskupin and Warsaw University of Technology performed multi-dimensional analysis of the settlement. Based on the integrated vector documentation, resulting from the photographic documentation, numerical models of structural systems of main types of buildings and defensive rampart were prepared. The aim of the analysis was a verification of the earlier findings of archaeological and architectural researches. The analysis allowed to verify both the arrangement of individual parts of structure of buildings, their work and the interconnection, as well as the possible dimensions of the individual components.

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.