and dinosaurs. The second exercise consisted of evaluating their notion of time scales. They were asked what something that happened a very long time ago, a long time ago, and not a long time ago meant to them. Answers were different and often referred to a personal experience, but most of the respondents didn’t go further than a couple of years. It means that, in some cases, people with mental disabilities don't think about the past in the scale of hundreds or thousands of years (and they probably don’t possess the concept of history). The purpose of the third study was to see what conclusions participants can draw concerning the past on the basis of traces and hints present in two different pictures representing different periods of time. In this experiment two groups participated: people with and without intellectual disabilities. It appeared that 80% of the respondents with intellectual disabilities didn’t say anything about the past or history. None of the hints were decoded (for example, traces of a dog as indicator that in the past, in this place, there was a dog). When they were asked to evaluate the visit of the strongholds and local museum in Bieniów with a specialized guide, only one drawing referred to history but represented people hunting. Their evaluations had no time reference. In conclusion, we can say that some people with intellectual disabilities don't perceive the past as history. For some of them, the past is related to events from their life. For others, there is no difference between past, present and future.
Given the results of this study, new questions arose: What is the purpose of education? Should we talk about dates or should we make projects which increase a sense of value? What purposes are behind such a visit?