Przyczynek do historii kultury emocjonalnej szkoły

The text becomes a field for searching the history of education in the context of views on school emotionality - and more specifically school age - as the range of past variations of the school does not allow to easily reduce this institution to just one expressive character whose history could be traced. Nevertheless, much has been said about the presence of emotions in the relationship between teachers, students, educators and pupils, and it seems that these voices are hardly heard in our contemporaries’ deliberations. Who today makes the views of the Jansenists, Śtanisław Konarski or John Locke’s thoughts on education, or the underesti-mated in the history of education novel Gargantua and Pantagruel by François Rabelais the context for thinking about emotions in school? In this respect, it is worth raising the question of the historical changeability of approaches towards school emotionality, as well as whether it would really reflect, above all, the aura of a given epoch and the current fashion or popular style of education, or rather, to a greater extent, the result of a meeting of personal idiosyncra-sies of the pupil and the educator