Vol 2, No 1 (2022)

This special issue is fully assisted by Guest Editors

Małgorzata Wałejko, University of Szczecin, Poland and Julian Stern, Bishop Grosseteste University, UK. 

Table of Contents

Editorial

Solitude together with education
(1) Małgorzata Wałejko (Instytut Pedagogiki, Uniwersytet Szczeciński, Poland)
(2) Julian Stern (Bishop Grosseteste University, United Kingdom)
10.31763/jsse.v2i1.31 Views of Abstract: 1239 | PDF: 388
PDF
1-4

Articles

Learning in/of solitude in the context of pedagogical monoseology
(1) Elżbieta Dubas (The University of Łódź, Poland, Poland)
10.31763/jsse.v2i1.27 Views of Abstract: 995 | PDF: 363
PDF
5-15
Children reading alone and reading together: literary representations and lessons from a pandemic
(1) Amy Marie Webster (Bishop Grosseteste University, United Kingdom)
10.31763/jsse.v2i1.25 Views of Abstract: 1533 | PDF: 363
PDF
16-27
Canadian adolescents’ solitude experiences, self-perceptions, and well-being
(1) Sandra Bosacki (Faculty of Education, Brock University, Canada)
10.31763/jsse.v2i1.30 Views of Abstract: 1614 | PDF: 424
PDF
28-42
The silence of the educated
(1) Torgeir Fjeld (Ereignis Center for Philosophy and the Arts, University of Gdansk, Poland)
10.31763/jsse.v2i1.29 Views of Abstract: 1194 | PDF: 453
PDF
43-55
Science and self-care via therapy and Internal Family Systems in the context of silence practices for schools
(1) Helen Lees (Independent Scholar, United Kingdom)
10.31763/jsse.v2i1.28 Views of Abstract: 1271 | PDF: 414
PDF
56-67