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The effects of the modern world globalization which have been noticeable since the previous century, have left their imprint on the socio-natural environment. The development of countries located in the area of the so called global north is proceeding at a dizzying pace, often at the expense of countries belonging to the poor south. The “Agenda for Sustainable Development 2030” elaborated by the United Nations provides a response to the contemporary problems faced by the world. The document contains seventeen clearly specified objectives, one of which addresses the need for providing good education. The article presents the question of implementing high quality education in the post-modern society necessitated by, among others, a prevalent educational crisis.
The author points out lack of interest on the part of students of various disciplines (i.a. the humanities) for the history of their field of study, which is considered uninteresting and unnecessary. She also takes into consideration different approaches of the scientific milieu towards achievements of predecessors. On the one hand, we see them being treated selectively and unreflectively, when “old junk” is being rejected as useless. On the other hand, there is an aspiration to show the continuity of thought, search for the roots, care for the preservation of tradition, and respect for scientific predecessors. Certain attitudes are manifestations of cultural differences, visible also in the world of science and education. In the consumerist, postmodern, information society, culture in its wide sense is treated as a supermarket (concept popularised by Gordon Mathews). There is no place in it for the past, memory, tradition, authorities, roots, heritage, continuity, permanence. Everything is subject to individual choices and continuous change. Change covers, i.a. transfer of knowledge, ways of presenting results of scientific research, relations between student and teacher.
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