Olga Tokarczuk's biographical path to the voice we listen to today. Pedagogical messages

In this article, we are trying to explain what the titular voice is and how it can be read in relation to both the biography of Olga Tokarczuk and the main motifs appearing in her work and certain lines of thought leading to the discovery of the narrative identity of the subjects, heroes of her books, but also our own, the readers. For this purpose, we will use Duccio Demetrio's (2000) concept of leading notions, which construct a narrative about the person whose biography and views are being analysed. An element of the research strategy is careful work with the text (interview, book, lecture) enabling indirect formulation of conclusions regarding the relationships between the writer's biographical experiences, her profound psychological and cultural education, and the literary narratives created. Demetrio's concept was developed for the purposes of constructing and analysing autobiographies, but it is also applicable to biographical analyses, providing a valuable tool for organizing and hierarchizing the collected biographical material by referring to the key concepts and experiences of the subject, which constitute the spheres of biographical experience, such as incipit, ruit, and exit. An important goal of the undertaken research is to search for such thoughts, threads and motifs in the Nobel Prize winner's work that can be an inspiration for educators, indirectly referring to the sphere of pedagogical influences. The primary goal here is to demonstrate how literature brings readers closer to the essence of biographical experience, a manifestation of unique, spiritual human activity. It also demonstrates how a reflective reading of a literary text allows for the connection between the subject's individual sphere and that which is universal and shared at the level of socialization experiences, which originate in the cultural space. The analysis demonstrates how literature becomes a source of developmental impulses, coexisting with the subject's formative potential – taking into account their active, agentive, and reflective role in the process of constructing narrative identity.