Abstract
The article deals with the issue of learning in/of solitude. It is a cognitive category of pedagogical monoseology, the research area of which covers two key terms: solitude and learning. Empirical research conducted in Poland on a group of 19 people on the threshold of adulthood (aged 18-25) showed a very wide range of learning in/of solitude, which not only manifests itself as coping with loneliness, but also means getting to know oneself, looking for space for self-realization in a situation of chosen solitude and silence. The reflectiveness of young adults in the period of development moratorium deserves attention. Research reveals the relationship of their learning in / of solitude with andragogic theories of adult learning, in particular with the theory of existential learning.
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