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FromEditors.Memory,Place,andtheCategoryofMemory-Placeś
39
principleoffeedback-is/canbe,atthesametime,anew,developed,enriched
formofeducationandparticipationinculture,inlocalandsupra-localsociallife.
Togeneralize,inthisway,throughtheoverlappingofdiferentexperiencesand
meaningsassociatedwiththepastandmemoryandwiththepresentday,inwhich,
forexample,politicalissuesandimaginedshapesofthefuturedominate,anew
(relativelynew)experienceofbeing-in-the-worldiscreated.Tis“world”isnot
atop-downproject,butitarisesamongpeopleconnectedwithlocalhistorical,
social,andculturalconditions.
Teabovefieldsofmemory-place-andthisisobvious-combine,penetrate,
andinteractwitheachothertocreatearelativewhole:anindividualandsocial“my
world.”Itisakind-andthisisnotsoobvious-of“thirdspace,”arealfragmentof
thehumanworldemergentattheinterfaceofthepastandthepresent.Baumanis
surelytalkingaboutitinhisRetrotopia.CyprianKamilNorwidwroteaboutsuch
aworldinaclassicalsense:“Tepast-thatistoday,justsomewhatfartherof.”
Contemporaryhistoriansandsociologists,inthiscase,reachforthephrase:“the
longagointhepresent.”Inturn,educatorscanspeakhereofneworfullerdimen-
sionsofthelifeenvironment,especially-toquoteHelenRadlińska-of“aninvis-
ibleenvironment”inwhich,apartfromthevaluesofculture,customs,andmoral
ties,variousevents,experiences,andencounters,storedinmemory,arepresent.
Inthefaceofthis“thirdspace,”thespaceofmemoryandplace(memory-place),
theeducator,sociologist,andartistfacesmanyneweducationalpossibilitiesand
tasks.He/sheisnotdirectedtothereceptionofwhatwasandwhathasbeenstored
inthememory,but-toreachdiferentpedagogicaloranthropologicalandhis-
toricalpositions-buildsaneducationalsituationandeducationalprocessof“bio-
graphicallearning,”thatis,theconstructionofoneselfandone)sworldbysubjects
immersedinthepast.Tistypeof“production”is,atthesametime,directlyor
indirectly,a“sharing”ofmemoryanda“coexisting”inthememoryofvarious
participantsinthisprocess.Teachievementofthis“commonroom18”(Mendel)
isconditionedby,interalia,agreement,tolerance,responsibility,andfreedom.Te
lackofthesevaluesortheirlowlevelrequiresactionsinthefieldofciviceducation,
and,atothertimes,theremayevenbeasymbolic,cultural-educational,andsocial
strugglefortheplaceof“ourmemory”inthepublicspace,includinginaworld
that,morethanonce-asismentionedabove-isdominatedbyahistoryand
amemoryshapedbypropaganda.Butinthiscase-asexpertsinthesubjectpoint
out-theactionofaneducatororarepresentativeofotheruniversityprofessionsis
notenough.Acritical,active,andconstructivecivicattitudeisnecessary.
18
See:M.Mendel,WspólnypokójGdańsk.Miejskiemodico-vivendiwbadaniumetodąkry-
tycznejhistoriimiasta(in:)Miastojakwspólnypokój.Gdańskiemodico-vivendi,red.M.Mendel,
Gdańsk:InstytutKulturyMiejskiejiGdańskieTowarzystwoNaukowe2015,p.11-48.
