The New Educational Review should become an international forum of an exchange of pedagogical thought about post-modern educational, social as well as cultural reality not only in the Central European countries but all over the world. As a result, the title of our journal has not been restricted to the countries that have taken part in its foundation but also to other European ones. Our intention is to publish the articles throughout the world. Therefore, we hope that except the papers from Poland, the Czech Republic and the Slovak Republic, also the researchers from Hungary, Lithuania, Latvia, Estonia, Ukraine, Russia and Belarus will be interested in publishing their articles in our journal. After having received the papers from Central, East and West European countries, as well as from other continents, we will appoint the consultants from these countries, who will be the first reviewers of the articles to be published.

The problems presented here should also focus an interest of researchers from academic and scientific centers in the European Union countries. The common language platform should become a tool that will make our discussion on the specificity of educational problems possible. Except for both theoretical and empirical research on phenomena and processes typical of the sciences of education, there will appear interdisciplinary issues coming from a borderland of sociology (e.g. sociology of education), psychology (e.g. psychology of teaching), the cognitive education developing dynamically in the world. We obey the rule that two reviewers, who are the participants of International Editorial Board or invited consultants, will review each paper independently.

We invite the representatives of different pedagogical sub-disciplines and the related sciences to publish the texts being the theoretical analysis, descriptions and discussions of empirical researches and also their personal reflections on the range of mentioned problems.

Differentiation of problems presented in the journal will find its realization in introducing the subject sessions – the same in succeeding issues or different ones – depending on a spectrum of problems that the contributors will concentrate on.
We hope that the succeeding editions will encourage new readers from different European countries to participate in an open international discussion that The New Educational Review is going to be as it is addressed to everyone who is working on/or is interested in pedagogy, its sub-disciplines and the related sciences.