This article is an attempt to show that the KMDD® method is the best for both our brain and our moral functioning, which undoubtedly has its basis in the brain. At the same time, it is an attempt to draw attention to the importance of planning interventions (e.g. at the educational level) which stimulate moral development in accordance with the psychological and neurobiological functioning of an individual. The paper briefly presents the neuropsychological context of moral functioning, and then a series of arguments in support of the thesis that the scientifically proven effectiveness of using the KMDD® method has its support in adapting the method not only to one's pattern of individual behavior, but also to the proper functioning of one's brain.

The psycho-didactic approach in education is becoming more and more popular. Its supporters emphasize the great values that are associated with the implementation of this approach to various fields of science and school subjects. The greatest value of the psycho-didactic approach is supporting the personal growth of the learner by respecting the developmental factors involved in each subject’s learning processes. Psycho-didactics could also be used in the design of core curricula and their implementation in the field of religious, ethical, and moral education. By supporting personal development through moral and religious education, it is possible to simultaneously influence the agencyof each learner. Personal agency in self-development, as well as in religious and moral development, is one of the greatest challenges for modern education and one of the most significant issues of positive mental health advancement in the field of education. Within psycho-didactics, it becomes possible to foster every student in an individual way, therefore all methods and techniques used in the psycho-didactic approach are focused on the student’s needs.

This article addresses the issue of the importance of contemporary architecture—especially Christian architecture—for the aesthetic and spiritual development of an individual. It also highlights the educational aspect that may arise in the framework of the contact of a human with the works of religious architecture. Among many things, the article points out the values of truth and beauty in the space of the sacrum. The major importance in the process of human development involves personal, individual and group experiences of meetings in various areas of religious architecture that operate with the language of signs and symbols, modern artistic forms, single-space harmony, and atmosphere—an invisible order of things. In recent years, a number of studies have been carried out that attempted to define what makes the place of sacrum sufficiently meaningful, mysterious, and still necessary in order to establish a spiritual relationship with the community of believers and with God, which is relevant in one’s transition to adulthood.

The aim of this study was to examine intrapersonal (actor) and interpersonal (partner) associations between attachment, assessed by the Adult Attachment Interview, and satisfaction with the relationship, as well as to establish the possibility of the mediatory effect of supportive, delegated, and common dyadic coping on the aforementioned associations. A dyadic approach has been introduced, using the actor–partner interdependence mediation model and data from 114 heterosexual couples, aged 26 to 60. It has been shown that one’s own secure attachment can be perceived as the predictor of one’s own relationship satisfaction in women and men and the predictor of a partner’s relationship satisfaction in men. The findings support the partially mediating role of dyadic coping in the association between attachment and relationship satisfaction and are a significant contribution to the issue of dyadic coping in general. Adults’ secure representations of their childhood experiences may be effective in using their partners as a secure base and also in serving as a secure base themselves, but it is not the sole influence on the quality of the couple’s experience together. The we-ness phenomenon and resulting clinical implications were discussed.

This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD^® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD^®’s effectiveness with the Moral Competence Test (MCT^®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

Given that organ transplant is a standard medical technology admitted in medical practice, and taking into consideration that Polish transplantology is regarded among the most advanced in the world one should expect to find similarly high levels of acceptance in interviewees asked for their opinion on vital organ transplantation and their willingness to donate a paired organ ex vivo, or a vital organ ex mortuo in order to rescue the life of a recipient with a missing vital organ. The paper presents research build on the societal assessment of vital organ donation and transplant policies in Poland with the focus on students. Data have been collected at three different universities (Boratyński et al., Questionnaire on the Bases of Transplantation Medicine 2016/7). Various assessments concerning a vital organ donation have been observed. The authors discuss educational factors contributing to these variety including factual knowledge and ethical issues.