The main contradictions, between hypotheses posed by physical anthropologists or geneticists, and the hypotheses put forward by archaeologists or historians, regarding the origin and spread of the Slavs, concerned and still concern the following: (a) the state and biological dynamics of Slavic populations (the capacity for population expansion) , (b) diversity and biological similarity of various groups living in Central Europe at the end of antiquity and in the early Middle Ages, (c) migration movements and their intensity, (d) directions of migration and their importance in the formation of Slavic “ethnos”. On the basis of the results of anthropological research, it can be concluded that: (a) both in the late antiquity period and in the early Middle Ages, the regional diversity of the populations inhabiting the Odra and Vistula basins was maintained, (b) there was a geographical gradient in the variability of morphological features of the skull from west to east of Europe, (c) populations belonging to the Germanic population and populations living in Scandinavia in the Middle Ages clearly differed in terms of morphological features of the skeleton from the population of Western Slavs inhabiting the Odra and Vistula basin. On the other hand, the emergence of a clear geographical gradient in the variability of morphological features of the skeleton, in late antiquity and in the Middle Ages, in Central Europe, allows to conclude that there were no intense migratory movements and the population exchange between late antiquity and the early Middle (d) results of the skeletal morphological features and state and biological dynamics of the population from the Roman period and the Middle Ages indicate a similar level of adaptation of these groups of people to living conditions. This result does not confirm the thesis put forward by some archaeologists and historians that the cultural system of the Slavs was characterized by poverty and a low level of material culture.

The article substantiates the importance of using an interdisciplinary approach to the study of language personality. A variety of scientific concepts about the content, level model and structural‑component composition of the linguistic persona are demonstrated; information on the formation of this phenomenon in the field of related humanities, in particular in the relationship of linguistics, literature, psycholinguistics, psychology, medicine. Within the framework of psycholinguistics, classifications of language personality depending on normative or specific speech are distinguished. Traced is the migration of the term ‘accentuation’ from medicine to linguistics.

Scientists are increasingly specializing in narrower fields, and communication is often difficult between physicists researching elementary particles and those studying semiconductors, not to mention between physicists and biologists or doctors. This makes interdisciplinary work difficult. And yet sometimes they succeed. One thread of work underway at the PAS Institute of High Pressure Physics offers a good example.

The Author discusses the present state of Polish geography against the background of the traditional position, and the rapid development taking place after the Second World War. The introduction of new methods and new directions, as well as new organization are considered to have been reflected in the rising international position of Polish geography. Further topics here include the relationship between physical and human geography, the growing de facto separation of these two branches, and the development of several independent sciences rooted in geography but now existing apart from it (like geomorphology, climatology, hydrology, etc. on the physical geography side, with the element of the environment as a subject of study). On the other hand, social economic geography examines the effects of human activity in the environment, thereby synthesizing spatial management and bridging the gap between the earth sciences, the economy and the social sciences. The degradation of environmental resources, explosion of the human population and climate change have all forced geography (and other sciences) to head in the global direction, as well as towards interdisciplinary cooperation, likewise on the level of the world as a whole. If we are to meet the challenges this all entails, we will need to think about creating interdisciplinary problem teams, as well as activating existing organisational structures in science (notably the geographical sciences), with full benefit taken from research centres that run studies on differing spatial scales, in conjunction with international global programmes like the Future Earth. The geography of the future should not be a closed science, but should draw on the knowledge of scholars of various specialisations, seeking environmental solutions that require intervention on both the global and regional scales. Polish geography should participate in this activity, inter alia as part of Future Earth, as a new venture. It can also be regarded as our task to ensure that society is aware of all the above issues.

The author discusses systematization of scientific disciplines. He presents two methods of systematization, namely: classification which uses logical divisions, and typologization which relies on Weberian method of defining ideal types. Faced with certain weaknesses of the classification and typologization, the author proposes still another method of science systematization, which he calls ‘theoretical positioning’. Such systematization is accomplished by defining a selected theory with respect to the research processes employed in it. At the time when interdisciplinary studies are becoming more and more popular, theoretical positioning is a useful method of systematization for research purposes. It arranges scientific disciplines in an order that displays their theoretical affinities. That method of systematization not only organizes the multitude of scientific disciplines but also indicates which areas of cooperation can be most promising. Alongside that study, the author also discusses the possibility of theoretical positioning of sciences by employing conceptual categories used in theory of action which, appropriately conceptualized, could serve as effective interdisciplinary instruments.

The main task of the paper is to analyse pope Benedict XVI’s social teaching on poverty as introduced in the encyclical letter ‘Caritas in veritate’. While the methodo-logical language of the papal teaching is anthropological and theological in character, the document uses its own interdisciplinary approach that is characteristic of Catholic Social Teaching. Consequently such a Christian reflection on social issues like pover-ty, inequality, marginalisation and globalisation can be compared with other social fin-dings. In the global context the pope identifies growing economic inequalities but also the advantages of cooperation within the global economy. The analysis also discerns the theories of social development that are convergent with the papal social diagnosis. Finally, comparing the pope’s social teaching with some studies in economy, sociolo-gy and political sciences, the author of the paper examines the possibility to construct an interdisciplinary link between Catholic Social Teaching and other social sciences.

The paper presents historical concepts and paradigms of the institution of university as well as its present and future models.

As a starting point, the origin, structure and function of the medieval university are discussed; then, four basic concepts of university formed in the 19th century are given, namely the German model of Wilhelm Humboldt and Johann Fichte, the English model of Cardinal Newman, the American model formed aft er foundation of the John Hopkins University and the French model – the Napoleonic model ofuniversity.

What follows is an analysis of the changes and evolution of universities in the 20th century. It is indicated that the essence of today’s university is composed of the following activities: didactics, research and professional training. A great significance of general and formal education is also emphasized. Th e priority is given to practising basic disciplines at universities and the significance of the humanities for general education of students, including philosophy, theology and ethics is stressed.

The author is warning us against single-discipline education in a situation when all contemporary problems, whether economic, political, social, ethical or technical, can only be solved on the interdisciplinary basis via cooperation of experts in different fields. The gap between visions of the world shaped by natural sciences and the humanities should be gradually bridged. To this end, a paradigm of the future university is put forward. The paradigm should provide for cultivation of the values derived from the Classical University rooted in the Greco-Roman and Christian tradition, mathematical exactness of scientific research and quality professional training of the Positivist University, as well as the ecological and holistic vision and education of the youth, in a spirit of tolerance of the Postmodern University.

The paradigm of the university of the future should encompass three significant elements, i.e. the mission of a contemporary academic school, the conditions in which it is functioning and the rules it should follow. The paper indicates that, though destined to an ongoing change, the mission of universities for centuries has featured the same components, namely intellectual and ethical education of the youth and scientific research. The contemporary university should act as “the eyes of the world” that perceive its main problems and provide guidance in solving them.

The contemporary university must duly take into account the external conditions, namely globalisation, multiculturalism, ecological threats, rapid communications and technological progress, a growth of negative social phenomena such crime, moral degradation and terrorism; a growing infl uence of the media on life of societies, anti-intellectualism, relativism and radical individualism triggered by the Post-modem era. The rules that a contemporary academic school should act in accordance with are given as follows: a quest for the highest standards in didactics, research and other activities; full freedom of scientifi c research; a focus on discovering the truth and sharing it with others; ethical responsibility of scholars and university professors; the spirit of duty in education; forming amicable and stable academic communities; partnership in cooperation with other scholars and universities; aiming at the integration of Christian knowledge and faith.

The paper ends with a citation from Pope John Paul’s II. address to the chancellors of all Polish academic schools in 1997, in which he stressed the role of ethical sensitivity of scholars today, owing to which the bond may be maintained both between the True and the Good and the freedom of scientific research and ethical responsibility for its outcomes.