Acta Paedagogica Vilnensia
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Leono Jovaišos auklėjimo mokslas: fundamentalumo ir inovatyvumo sinergija
Get PDFThe article aims to substantiate the topicality of upbringing and its role in the process of personality education and development. Taking into account the controversial influence of globalisation and post- modernism on contemporary individual‘s values, identity and relations, more focus is laid on education and development of spirituality of an individual and the society as well as on improvement of upbringing as a functional aspect of education, which presupposes coping with outcomes of spiritual crisis. Pursuing this goal, the article summarises the attitude of Leonas Jovai a, a creator of fundamentals of hodegetics, to the science of upbringing. In the context of fundamentality and innovation discourse, its main ideas related to the definition of the purpose, trend and particularity of separate structural components of the process of upbringing are actualised. Following the latest scientific literature and documents of education policy, it is proved that innovation of upbringing goals, modernity of fundamentals and principles of upbringing, integrity of upbringing content and adequacy of means and methods of upbringing declared by Leonas Jovai a have a considerable significance making upbringing more efficient in the context of modern globalisation challenges. The revelation of human origin, as a fundamental component of upbringing, and determination of the place of upbringing in the holistic system of education also receive attention of researchers and theoreticians.Profesorė socialinių mokslų (edukologijos) habilituota daktarė Vilniaus universiteto Edukologijos katedra Universiteto g. 9/1, LT-01513 Vilnius Tel. (8 5) 266 76 25, n. 245 47 19profesorė socialinių mokslų(edukologijos) habiluota daktarėVilniaus pedagoginio universitetoEdukologijos katedra, Studentų g. 39,Tel. 279 00 42Straipsnyje siekiama pagrįsti auklėjimo aktualumą ir prieštaringumą globalizacijos iššūkių kontekste. Remiantis ankstesnių ir šiuolaikinių filosofų ir edukologų požiūriu, aptariamas auklėjimo vaidmuo asmenybės ugdymo procese. Suaktualinamas Leono Jovaišos – hodegetikos pagrindų kūrėjo – požiūris į auklėjimo mokslą. Fundamentalumo ir inovatyvumo diskurso kontekste analizuojamos esminės auklėjimo idėjos, susijusios su tam tikrų auklėjimo proceso struktūrinių komponentų paskirties ir specifikos apibrėžtimi
Profesinis orientavimas švietimo ir verslo plėtros kontekste
Get PDFThis article deals with the relation between education and bussiness in profesional guidance. It gives the background for the development of professional guidance theory and system, it evaluates the development of Lithuanian business abroad and describes new challenges in profesional guidance. The increase of professional information and consulting has created favourable opportunities for Lithuanian business to expand abroad. Suggestions are given how to balance needs and offers for specialists and monitor these needs.Reasons are given for extension of the list of the participants in creation of the National professional guidance programme, including social partners – associated bussiness organizations – in this process.The system of professional guidance and preparation of specialists influences the success of business expansion, its competitiveness and possibility to react to a quickly changing enviroment. The development of international business creates new challinges for the national system of professional guidance.Improving the professional guidance system of Lithuania it would be positive to create the registre of the needs in specialists which would balance offers and needs in the market. Creating and developing the National system of professional guidance would be good to expand the number of its participants including interested business organizations and their associations.Socialinių mokslų daktarasVilniaus universiteto Tarptautinio verslo mokyklaSaulėtekio alėja 22, LT-10225, VilniusTel. (8 5) 236 68 89El. paštas: [email protected] nagrinėjama švietimo ir verslo sąsaja profesinio orientavimo srityje. Pagrindžiama profesinio orientavimo teorijos ir sistemos tobulinimo būtinybė, įvertinant Lietuvos verslo raidą užsienyje ir naujų iššūkių profesiniam orientavimui atsiradimą. Analizuojamas profesinio informavimo ir konsultavimo teorinių ribų, užtikrinančių sklandžią Lietuvos verslo plėtrą užsienyje, išplėtimas. Pateikiama specialistų pasiūlos ir paklausos poreikio subalansavimo, specialistų poreikio stebėsenos vykdymo siūlymų. Pagrindžiamas tikslingumas išplėsti Nacionalinės profesionio orientavimo programos kūrimo dalyvių sąrašą, įtraukiant į darbo procesą socialinius partnerius – asocijuotas verslo organizacijas
Švietimo politika ir globalizacija: nacionaliniai ir supranacionaliniai ypatumai
Get PDFThe article analysis the problem of national education policy in the contexts of globalization, searching for the answer how much power has the state to protect national interests and to stand against the process of globalization, if is possible to combine national and supranational education policy and what is consequences of it for national education. Different points of view toward the influence of international organizations on national education, emphasizing their interest are analyzed, and then different educational ideologies in compliance with globalization and possibilities to ensure social equity are investigated. This analysis is linked with Lithuanian situation, trying to find out the symptomatic of Lithuanian education policy. The article summarizes that Lithuanian education policy for many years had not clear direction and had balanced between national and international interests. Recently the direction is more obvious, but still eclectic, because it stresses the policy based on liberal education, though declares strategies toward conservative education for the strong state and at the same time claims neomarxist statements toward the restruction of the society.Docentė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (85) 266 76 25El. paštas: [email protected] analizuojama nacionalinės švietimo politikos problemos globalizacijos sąlygomis. Remiantis tyrėjų (Torresu, Apple’u, House’u, Lingardu, McLarenu, Yeates) įžvalgomis bandoma atsakyti į klausimą, kiek ir kokių galių turi valstybės priešintis globalizacijos procesui, ar įmanoma nacionalinės ir supranacionalinės švietimo politikos dermė ir kokios galimos globalizacijos pasėkmės nacionaliniam švietimui. Šiame kontekste analizuojama, kokia yra Lietuvos švietimo politikos simptomatika. Daromos išvados, kad Lietuvos švietimo politikos keliai gana painūs. Aiškesni orientyrai, atsiradę pastaruoju metu, taip pat kelia abejonių, nes brėžia švietimo liberalizavimo, o kita vertus, didesnės valstybinės kontrolės kryptį ir deklaruoja radikalius, artimus neomarksistiniams teiginius
Refleksijos kultūra – socialinio darbuotojo profesinės veiklos raiškos aspektas
Get PDFGiven the changes in social life and social needs, the profession of social worker acquires new forms of expression. Increasingly greater attention is paid to the subjective aspect of professional activity. Among numerous factors that affect the professional activity of social workers, their personality traits should be emphasized. Reflection is one of them, as it takes part in the process of the subject formation and acquires specific expression. Reflection is related to learning from experience, lifelong learning, orientation to European dimensions in social life, as well as the change in the models of social life. The article covers reflection and the culture of reflection as a valuable trait of the subject of profession that accounts for a unique character of social worker. To appropriately represent the profession of social life and implement the professional activity successfully, one has to change, and the change is impossible without reflection. The change, or the renewal, is related to the ecology of the profession, which is concerned with the activity in compliance with the top criteria of the professional culture. The renewal of social worker can take place in the cognitive field (by reconsidering, processing, memorizing, and assessing professional activity-related information); in the emotional field (by (dis) satisfaction in one‘s activity and its outcomes); or in the practical field (by perceiving the actual opportunities of one‘s own impact on the objects of the activity). Reflection makes the relation of social worker with the self, as the principal tool of the profession, more outstanding and transparent; opens opportunities for creative activity, encourages search for alternative ways of activity, and upgrades the process of intervention. Reflection is necessary when creating supportive relationship, looking for ways and means to help an individual to resolve their problems, and to harmonize the relationships with the environment.Socialinių mokslų (edukologija) daktarė docentėKlaipėdos universiteto Sveikatos mokslų fakulteto Socialinio darbo katedraH. Manto g. 84, LT-92294 Klaipėda,Tel. (8 46) 39 85 63El. paštas: [email protected] siekiama aktualizuoti refleksiją, refleksijos kultūrą kaip vertingą profesijos subjekto savybę. Pateikiama refleksijos, refleksijos kultūros samprata, atskleidžiamos refleksijos kultūros ir asmenybės profesionalumo sąsajos. Atskleidžiami refleksijos profesionalumo turinio determinantai. Straipsnyje daugiausia dėmesio skiriama aptarti refleksijos kultūros raiškos aspektus socialinio darbuotojo profesinėje veikloje. Parodomos refleksijos kultūros ir socialinio darbuotojo asmenybės atsinaujinimo, kaitos, santykio su savimi, kūrybiškumo apraiškomis profesinėje veikloje ir pagalbos santykių praktinėje veikloje kūrimo sąsajos
Didaktinės problemos bendrojo lavinimo mokykloje – pedagogų rengimo kaitos agentas
Get PDFThe 2009–2010 year research data has shown that didactic objectives, content, methods, assessment of the organization is defined as the main didactic problems in the secondary school. Many teachers still continue to work on the educational paradigm conceptual share despite the paradigm of free education in law is established nearly 20 years. The research findings identified didactic problems in teachers’ and students’ approach. It ensures the assumptions for modelling the directions of teacher trainings. It is important to highlight that student themselves are not focused on the formulation of educational objectives, reflection on the school / learning process and evaluation on their achievement. The identification of the didactic problems underline that teachers are formal documents oriented and sometimes rewrite from them the formulated educational objectives. This affects the whole system of didactic modelling.This complicates the search for the harmony of objectives, content, methods, forms, background, and education stakeholders’ in free educational paradigm and conceptual sphere as well as become a guide for development of teacher training.Socialinių mokslų (edukologijos) habilituota daktarė profesorėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-O1513 Vilnius, tel.(8 5) 266 76 25El. paštas: [email protected] Pedagogams rengti šiuo metu skiriama daug dėmesio. Pabrėžiamas pedagogų pasirengimas dirbti naujų ugdymo iššūkių kontekste. Šiame straipsnyje analizuojamos didaktinės problemos, su kuriomis bendrojo lavinimo mokyklose susiduria mokiniai ir kurių kyla dėl nepakankamo pedagogų pasirengimo ugdyti XXI amžiaus pilietį. Ypač pažymimos problemos, susijusios su mokymo(si) metodais, mokymo turiniu, grįžtamojo ryšio teikimu ir brėžiamos pedagogų rengimo gairės
Šeimų savigalbos grupių veikla socialinio kapitalo perspektyvoje
Get PDFThe article studies the activity of Italian and Lithuanian self-help family groups based on the social capital perspective. Family self-help as a community phenomenon has a very important helping and educational function for the participants and also contributes to the creation of the welfare of the society. A comparative Italian (Lombardy) and Lithuanian case analysis has been conducted in order to find out what social capital is created for the families themselves and the society in the movement of family self-help. The analysis was based on the interview data (12 interviews) with leaders and participants and data from documents of groups and organizations they belong to. The research demonstrates that the Italian and Lithuanian situation on the social capital for families level is similar: participation in self-help positively modifies family relationship, increases personal maturity and self esteem, helps developing new competences, and finally strengthens and forms the new type of family relationship. Meanwhile the analysis of the social capital for the society has shown that in Lithuania it is being built not as strongly as in Italy due to the fact that the self-help groups in our country are relatively closed, the participants of the groups do not directly get involved in social community activities.LektorėSocialinių mokslų (edukologijos) daktarėVilniaus universiteto Filosofijos fakultetoSocialinio darbo katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 10Straipsnyje nagrinėjama šeimų savigalbos grupių veikla socialinio kapitalo teorijos perspektyvoje siekiant nustatyti šių bendruomeninių darinių teikiamą naudą šeimai ir visuomenei bei palyginti Lietuvos ir Italijos Lombardijos regiono grupių patirtį. Savigalbos atvejų analizė parodė, kad šios iniciatyvos yra reikšmingi ištekliai ir gali būti panaudojami kaip efektyvios šeimų pagalbos ir ugdymo priemonės, prisidėti prie šeimos instituto stiprinimo ir išsaugojimo, taip pat kurti visuomenės bendrąjį gėrį
Konfidencialumo išsaugojimo trukdžiai socialinio darbo procese
Get PDFThe goal of the article was to reveal confidentiality obligation obstacles in the process of social work based on interaction. The article is based on the report of the research project “Designing of a Model of Applying Supervision for the Enhancement of Social Workers’ Professional Competences”. The project was funded by the Lithuanian State Science and Studies Foundation. Researchers: N. Večkienė, J. Ruškus, I. Dirgėlienė, A. Kiaunytė, V. Kanišauskaitė, 2007.The research was conducted in institutions providing social services in June–August, 2007. Respondents from 81 institutions were selected to fill questionnaires.Characteristics of a social worker as an obstacle to maintaining confidentiality are identified by social workers dealing with problems of poverty, addiction and disability. As well as “complicated” risk groups where empowerment does not always provide a possibility to see a rapid and striking result. These are problems resulting into a threat of “burn out syndrome” in case a social worker does not look for ways of relaxation and reflection inducement. Confidentiality obligation obstacles identified by employees of the biggest Lithuanian towns and sub-divisions are different.A substantially higher percentage of employees of sub-divisions identify characteristics of a social worker as an obstacle to confidentiality maintaining. It might be explained by lack of information about support, new methods and technologies. The level of education is different as well. Demographic data of the respondents demonstrate that education of social workers working in towns and regional centres is higher (analysis of demographic data).Research data revealed that the respondents relating confidentiality obligation obstacles to characteristics of a social worker link theoretical knowledge and practice less. Theory and practice relation, i.e. competence to apply theoretical knowledge in practice assures better self-regulation skills. Ability to relate theory and practice is characteristic of the respondents with university education (masters and bachelors), they have better self-regulation skills. They have formed reflection skills and are ready to accept a supervision service they get familiar with in the process of studies and during their practice. Supervision as the possibility to develop professional competences of a social worker is important to those respondents that are already ready to accept it and supervision should help them to form and develop reflection skills as a preventive measure of a “burn out syndrome”.Docentė socialinių mokslų (edukologijos) daktarėKlaipėdos universitetoSveikatos mokslų fakultetoSocialinio darbo katedraH. Manto g. 84, LT-92294 KlaipėdaTel. (8 46) 39 85 63El. paštas: [email protected] aktualinamas socialinio darbuotojo profesinės kompetencijos elementas – vertybės – ir sąlygos joms reikštis. Problema atskleidžiama socialinio darbuotojo profesinės patirties kontekste, išryškinant aplinkos veiksnius bei kliento ir socialinio darbuotojo sąveikos procesą. Numatoma profesinio konsultavimo metodo taikymo perspektyva
Leono Jovaišos asmenybės koncepcija: lyginamoji analizė
Get PDFThe article is dedicated to L. Jovaiša’s significant contributions to the development and enhancement of psychological and educational sciences in Lithuania.In spite of the lengthy and ongoing debate about the teleology of human behavior, L. Jovaiša suggests that our activity motives are mostly determined by personal purposes and goals rather than external factors. Professor L. Jovaiša does not agree with the psychoanalytic opinion that unconscious drives such as libido and aggression serve as underlying forces of our conduct. He also debates the behavioristic approach regarding the influence of prior stimuli and operant conditioning that may determine human behavior. Although his optimistic approach to the quality of human nature, the dynamics of human needs and development of personality is somewhat similar to those of Gordon Allport and humanistic psychologists, L. Jovaiša argues that none of the current theories include temperamental, charactero logical, motivational, cognitive and other components of a live person. Personality structure is very complex and indivisible. Cognition cannot be separated from motivation, temperament, emotions, character, etc. L. Jovaiša’s personality theory is also educationally oriented as compared to other personality concepts. It has been empirically tested by his graduate students and other researchers and deserves a wider acknowledgement by European scholars. To this day the theory remains very unique and will continue to serve as the background for further research and educational purposes.Docentas socialinių mokslų (edukologijos) daktarasŠiaulių universiteto Edukologijos katedraP. Višinskio g. 25, LT-76265.Tel. (8 41) 59 57 18El. paštas: [email protected] lyginama profesoriaus Leono Jovaišos asmenybės struktūros koncepcija su įvairių psichologinių pakraipų asmenybės teorijomis. Jame apžvelgiama L. Jovaišos polemika su užsienio asmenybės teoretikų idėjomis, pateikiama pastarųjų kritinė analizė ir nagrinėjami profesoriaus sudarytos asmenybės struktūros ypatumai ir jos pritaikymas edukologijos moksle. Daroma išvada, kad L. Jovaišos asmenybės teorija yra kokybiškai skirtinga nuo straipsnyje aptartų tyrėjų koncepcijų, pasižymi optimizmu bei edukologiniu pritaikymu ir yra išskirtina savo teleologiniu balansu. Asmenybės aktyvumo kryptį nulemia tiek vidiniai, tiek išoriniai mikro- ir makroaplinkos veiksniai. Lyginant su kitomis asmenybės teorijomis, L. Jovaišos asmenybės konstruktas yra vientisas ir nedalomas, o jo sudedamieji elementai vienas kitą sąlygoja ir papildo
Mokinių ir studentų mokymosi mokytis paralelės
Get PDFA noticeable interest has been observed in the formation of learning to learn competence in both the documents of educational policy and in scientific sources, where the importance of this process is highlighted, which is treated as a lifelong learning activity. Therefore, the need to reveal different learners’ ability and preparation to learn how to learn becomes comprehensible. Thus the research problem could be expressed by the question if there exists differences between higher grade schoolchildren’s and first year students’ learning to learn competence, what complementary parts of this competence are more developed within the two groups of the respondents.To fulfill the objective of the research – to reveal and to compare the level of learning to learn competence of higher grade schoolchildren and first year students, the following research tasks have been defined: 1) to determine differences between schoolchildren’s and students’ competence of planning and evaluation of learning 2) to analyze the priorities of organizing learning of both groups of respondents 3) to reveal differences of the respondents’ viewpoints on the perception of the importance of learning to learn and emotional learning experience.The research data revealed some statistically relevant differences between the development of schoolchildren’s and students’ learning to learn competence, although in the author’s opinion these differences do not have essential influence on the development of this competence. Most significant changes were determined in the schoolchildren’s and students’ ability to organize learning. Students’ priorities are evident: creation of a suitable learning environment and preparation for learning. Besides, it became obvious that schoolchildren are better at applying various communication forms in learning. It has become clear that students are able to have a deeper insight into personal importance of learning, whereas schoolchildren demonstrated higher self-confidence and courage to communicate in a foreign language.Lektorė, socialinių mokslų (edukologijos) daktarėVilniaus universitetoUžsienio kalbų institutasUniversiteto g. 5, LT-01513 VilniusTel. (8 5) 268 72 71El. paštas: [email protected] atskleidžiama mokinių ir studentų mokymosi mokytis kompetencijos ugdymo(si) aktualumas ir svarba siekiant visą gyvenimą trunkančio mokymosi. Lyginami aukštesniųjų klasių mokinių ir pirmojo kurso studentų požiūriai į jų kompetencijas įžvelgti mokymosi svarbą, planuoti, organizuoti, vertinti ir analizuoti mokymąsi. Nustatyti abiejų grupių respondentų mokymosi mokytis kompetencijos raiškos panašumai ir skirtumai. Išryškinti studentų pranašumai planuojant mokymosi laiką ir pasirenkant tinkamą mokymuisi aplinką, o mokinių – taikant įvairias bendradarbiavimo formas mokantis
