Abstract
The author focuses on the paradigms of the Polish language didactics and points out that methodological theories sometimes have been ahead of the literary observations about socially practiced humanities. The perceived common places and differences make it possible to build real “bridges” between the disciplines. The researcher highlights the specificity of didactics as a branch of knowledge that can combine dichotomies. She emphasizes the need to approve contradictions. The essential disagreement – forcing one to think about the sense of the proposed solutions – may involve organizing the educational paths of a young man thinking independently.