Acta Paedagogica Vilnensia
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Universitetų jungimas Lietuvoje: žiniasklaidos diskursai
Get PDFUniversity mergers could be perceived as a political process – at least during the first stages of the process, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society’s opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues published in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is noticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and quality of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.Šiame straipsnyje universitetų jungimas analizuojamas kaip politinis reiškinys, kurio supratimas konstruojamas per viešąjį diskursą. Laikomasi prielaidos, kad universitetų jungimo politinis diskursas konstruojamas viešojoje medijų erdvėje, kurioje suinteresuoti asmenys pristato savo supratimą ir siekia jį įtvirtinti tiek visuomenės nuomonėje, tiek priimant sprendimus dėl universitetų jungimo bei jungimą įgyvendinant. Atsižvelgiant į tai, straipsnyje analizuojami 2016–2018 metų internetinėje žiniasklaidoje paskelbti pranešimai apie universitetų jungimą(si). Pasitelkus hierarchinės klasterių analizės metodą nustatytos atskirų žodyno elementų sąsajos, leidžiančios aptikti tam tikras tendencijas. Reikia pažymėti, kad universitetų jungimas viešumoje siejamas pirmiausia su studijų kokybės gerinimu bei verslo ir valstybės poreikiais, o lygiavertiškai dokumentuose deklaruojamas tikslas didinti mokslo konkurencingumą ir tarptautiškumą viešajame diskurse nėra išplėtotas, apie tai kalbama retai. 
Plaukiant vienoje valtyje: apie Sandros Kairės daktaro disertaciją
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Vilniaus kultūrinis neapibrėžtumas kaip naujosios patyrimo vietos ir erdvės lenkų jaunimo kartoje: sociokultūrinė (savi)identifikacija
Get PDFLocations and spaces possess socio-cultural connotations, which is why they play a significant role in the processes of experiencing and cultural (self-)identification. That is because in the conditions specific for them and in relation to the symbolic attributes, an individual conceptualizes their own rationality, and on its basis their interpretative perspective, thanks to which, through participation in meaningful locations, they (self-)identify culturally. Roots, connection, and identification within a meaningful location constitute, therefore, significant creators of individual identification and the creation of a community. The meaningful location, in the above context, is the Vilnius region, identified by its inhabitants – young Poles – as a meaningful location: a little homeland. Taking into account its specific attributes, one might consider the faces of the Vilnius region: the physical, the mental, and the interactive-communicative ones. There are cultural differences in each of them, which assign the location a certain multicultural and intercultural specificity. As a result, the participation of young Poles in the location results in a multidimensional experiencing (cognitive, emotional, and action-related) of affirmative character, decisive in the formation of their cultural (self-)identification. On the basis of conducted empirical research, three fundamental scopes of the (self-)identification can be defined: the national, the socio-cultural, and the intercultural ones. Young Poles have a significant potential in the area of the formation of a multi-range and multidimensional identity of a borderland, as well as the construction of a community at the point of contact of cultures, citizenships, and multiculturality perceived as a factor in the development of the culture of peace. All of these factors constitute an important reference for education.Vietos ir erdvės apima sociokultūrinius aspektus ir todėl jos atlieka svarbų vaidmenį formuojant asmens patirtis ir tokiu būdu išgyvenant kultūrinę (savi)identifikaciją. Įvairios specifinės sąlygos ir simboliniai požymiai skatina asmenį konceptualizuoti ir interpretuoti reikšmingas vietas, o kartu kultūriškai save identifikuoti. Todėl turimos kultūrinės šaknys, ryšiai ir sutapimai, siejami su prasmingomis vietomis, tampa tiek asmens identifikacijos, tiek buvimo bendruomenėje kūrimo pagrindu. Reikšmingos vietos, šiuo atveju Vilniaus regionas, jaunosios lenkų kartos atstovų yra įvardijamas kaip mažoji gimtinė. Atsižvelgiant į tai, galima kalbėti apie skirtingus Vilniaus regiono veidus: fizinį, psichinį ir interaktyvųjį-komunikacinį. Kiekvienas iš jų apima tam tikrus kultūrinius skirtumus, kurie gali būti priklausomi tiek nuo tarpkultūrinio, tiek nuo multikultūrinio erdvės specifiškumo. Taigi jaunosios lenkų kartos dalyvavimas Vilniaus regiono erdvėje pasireiškia per įvairialypę teigiamo pobūdžio patirtį (kognityvią, emocinę ir į veiksmą orientuotą), kuri lemia jų kultūrinę (savi)identifikaciją. Atliktas empirinis tyrimas atskleidė tris esminius šios asmenų grupės kultūrinės (savi)identifikacijos aspektus: nacionalinį, sociokultūrinį ir tarpkultūrinį. Lenkų jaunimas, būdamas Vilniaus regione kaip kultūriniame neapibrėžtume, turi galimybę formuoti daugialypį tapatumą, pilietiškumą, bendruomeniškumą, pasižymintį santykiu su skirtingomis kultūromis ir turi sąlygas išgyventi multikultūriškumą, kuris tampa svarbiu veiksniu patiriant sugyvenimą su kitais. Visi šie aspektai tampa ypač svarbūs ir ugdymo sričiai
Mokyklos estetinės ugdymo(si) aplinkos ir mokinių meninės saviraiškos sąsajos
Get PDF For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.Lietuvoje yra gana nusistovėjęs visos bendrojo ugdymo mokyklų aplinkos reikalavimų „paketas“ – ugdanti, saugi, funkcionali, ergonomiška, estetiška. Straipsnyje analizuojamas mokyklos estetinės ugdymo(si) aplinkos ir mokinių meninės saviraiškos santykis. Keliamas probleminis klausimas – ar kuriant estetinę ugdymo(si) aplinką mokykloje galima ugdyti mokinių meninę saviraišką?Šio straipsnio tikslas – atskleisti mokyklos estetinės ugdymo(si) aplinkos ir mokinių meninės saviraiškos sąsajas. Straipsnyje apžvelgiami ir analizuojami Lietuvos švietimo dokumentai apie ugdymo(si) aplinkas ir Lietuvos bei užsienio autorių tyrimai apie įvairias mokyklos ugdymo(si) aplinkas, mokyklų ugdymo(si) aplinkos įtaką mokinių mokymuisi ir estetinį mokinių santykį su mokyklos ugdymo(si) aplinkomis. Išryškinamos mokyklų estetinės ugdymo(si) aplinkos ir meninės saviraiškos sąsajos. Straipsnyje aptariami Lietuvos mokyklų ugdymo(si) erdvių modernizavimo ypatumai ir galimybės.Taikant pavyzdžių apžvalgos metodą analizuojami įgyvendintų „svajonių mokyklos“ projektų pavyzdžiai Lietuvoje ir užsienyje. Apžvelgtos lietuviškos Veršvų gimnazijos pradinė mokykla Kaune (2018 m.) ir Balsių progimnazija Vilniuje (2011 m.). Užsienio mokyklų apžvalgai pasirinktos: „Wish School“ mokykla San Paule, Brazilijoje (2016) ; „We Grow“ ir „Blue School“ ikimokyklinio ir pradinių klasių ugdymo mokyklos Niujorke, JAV, (2018); „Lake Wilderness“ pradinė mokykla Vašingtone, JAV (2017); „Heart in Ikast“ tarptautinė mokykla ir multifunkcinis centras Ikaste, Danijoje (2018); „Vittra Brotorp“, „Vittra Telefonplan“, „Vittra Södermalm“ mokyklos Brotorpe, Stokholme, Sodermalme, Švedijoje (2011–2012). 
4-oji tarptautinė mokslinė konferencija „Švietimo politika kultūriniuose kontekstuose: transmisija ir (ar) transformacija“
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Apie Simonos Kontrimienės daktaro disertaciją „humanistinio dvasingumo ryšys su auklėjimo šeimoje patirtimis“
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