摘要：The aim of this paper is to analyse the main epistemological, ontological and methodological assumptions of development education. According to the definition "development education is part of civic education and formation. It broadens their scope by making people realise the existence of global phenomena and interdependencies. Its major goal is to prepare its addressees for the challenges facing humankind." This type of education is becoming an increasingly popular part of various international projects, as well as official government programs (including the Polish Ministry of Foreign Affairs). As practice shows (e.g. annually organized "Global Education Week") such an approach raises fairly high hopes. The purpose of the text is not only to discuss the theoretical assumptions of this perspective, but also to attempt to answer the question about the place and role in global processes.
