Acta Paedagogica Vilnensia
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Jėzuitų gimnazijų mokinių teisingumo nuostatos: patirtis, apmąstymas ir veiksmas
Get PDFThe article discusses the experience, understanding and practical implementation of justice among Jesuit secondary school students in Lithuania. A model of the notion of justice in Jesuit schools is proposed on the basis of the analysis of literature and of Jesuit normative documents. The model is a part of the community aspect of the three basic values of Jesuit schools. Justice is examined through the elements of the Ignatian pedagogical paradigms: experience, reflection and action.It has beeen determined that, in the area of justice, reflection is dominant, follwed by experience and action. It can be said that the values of justice do not unequivocally include all the dynamic of the Ignatian paradigm.The article demonstrates that truth as the foundation of human existence is understood very well by the students, but the application of truth is mediocre. The reason is that the experience of Jesuit secondary school students is not ample: personal truth is important to them, the I-thou relationship, but without the category we.The principle of justice in daily life is most often applied passively – students do not participate in an unjust act, but take no steps to stop unacceptable behavior. The conclusion is that the most painful experience of injustice at school as experienced by students is betrayal by friends and unjust evaluation by teachers. The students indicate lies and betrayal as the greatest violation of justice.Vilniaus pedagoginio universiteto magistras,Vilniaus jėzuitų gimnazijos direktoriusDidžioji g. 34, LT-01128 VilniusTel. (8 5) 261 54 36El. paštas: [email protected] nagrinėjama jėzuitų gimnazijų Lietuvoje mokinių teisingumo patirtis, samprata ir realizavimas kasdienybėje. Remiantis įvairios literatūros analize, jėzuitų norminiais dokumentais, sukurtas Jėzuitų mokyklų mokinių teisingumo nuostatų audito modelis, kuris yra sudėtinė vienos iš trijų bazinės jėzuitų mokyklos vertybės – bendruomeniškumo – dalis. Teisingumas tiriamas atsižvelgiant Šv. Ignaco pedagoginės paradigmos procesinius elementus: patirtį, apmąstymą ir veiksmą
Neigiami jūrininkų emociniai išgyvenimai: ypatumai ir jų profilaktikos gairės
Get PDFDirections of optimisation of seafarers’ psycho-hygiene and prophylactic position of maritime students are developed in this article. Psychological panorama of seafarers’ emotional conditions is revealed. Optimal possibilities of conducting psycho-pro- phylactics for seafarers in the conditions of extreme work are indicated. The spectrum of seafarers’ main emotional conditions is composed of isolation and monotony, the experience of loneliness and stress. Seafarers’ experience hunger for new effects, general laxity, worry, reticence and depression. The afferentation and watchfulness are abating. Some phases of hypnosis start to develop. For seafarers it is hard to keep the positive psychological climate in the group isolation. The system of psychoprophylactic means is created for optimisation of seafarers’ psychohygiene.The place of work and rest, the layout of rooms, the position of things and color stimulate good temper. In the conditions of extreme work seafarers’ psychic health is positively stimulated by possibility to stay close to natural compositions of growing plants. Those are made in closed technical systems. Living nature images on TV or Internet is a partial addition to that. It is very important to listen to favorite music to overcome monotony of emotions. The research shows that functional music is effective for abating trouble and drowsiness while working in extreme conditions.It is important to find time for an interesting and enriching book in conditions of isolation and loneliness. If it is possible, it is necessary to watch similar TV editions or browse similar Internet sites. General principle of optimisation of seafarers’ psychohygiene is composed of approximation of their extreme work to normal living conditions.The tendencies of maritime students prophylactic position are similar in both age groups. First-year maritime students give some theoretic-idealistic direction of their prophylactic position. Third year maritime students present the beginning of middle youth. Their prophylactic position is more mature, weighed and practical.The effective education of sport, art, authority, nature, esthetics, work must correct the prophylactic position of maritime students. This is the direction of their psycho prophylactic orientation. It is especially significant for the future seafarers’ psychohygiene in their extreme work.Docentas socialinių mokslų daktarasLietuvos jūreivystės kolegijaLietuvių katalikų mokslo akademijos narysVyturio g. 7–14, LT-95188 KlaipėdaTel. (8 652) 08 106El. paštas: [email protected] analizuojami jūrininkų, dirbančių uždarose techninėse sistemose, neigiami emociniai išgyvenimai ir jų psichoprofilaktika. Tiriama bei vertinama psichologinio jūrininkų rengimosi ekstremaliam darbui situacija siekiant nustatyti, kaip jūreivystės studentai naudojasi psichoprofilaktikos priemonėmis. Apibūdinami emociniai jūrininkų išgyvenimai, kylantys jiems dirbant uždarose techninėse sistemose jūroje, ryškinamos psichoprofilaktikos gairės, galinčios padėti įveikti neigiamus emocinius išgyvenimus, siekiama atskleisti būsimų jūrininkų profilaktikos poziciją
Fundamentinės ugdymo problemos Antano Maceinos pedagogikoje
Get PDFA. Maceina reveals fundamental educational ideas related to the object of education and development, peculiarities of pedagogical interaction and functions of education and prolific moments in education.On the basis of neothomistic philosophy, the author differentiates physical, psychical and spiritual spheres in the human structure. The latter is considered to be the core of the human entity rising from the Creator, which ensures auto-creation and subordination of all the powers with the help of an educator.A. Maceina substantiates the pedagogical interaction on ontological, psychological and pedagogical foundations and emphasises the purposiveness, consciousness, mutual activeness, appeal to values of educator-learner interaction without giving prominence to separate components of the education process.According to the author, the key functions of education, that is, development and upbringing differ in the nature of pedagogical assistance to a learner. In the development process an educator acts as a mediator between the content and the learner: s/he finds the most appropriate form of the material, spiritualises and presents to the learners to enable the latter to format them. The plane of the development comprises all the powers of personality with their own individual formatting. In the process of upbringing, an educator uncloses himself/herself, stimulating their learners to unclose and to turn to the highest values, whose origin is hidden in their nature, and to format the own self. Upbringing finalises education.The prolific moment occurs while developing and educating when the pedagogical effect reaches the core of personality, the own self and evokes the individual search for the true, the moral and the beautiful in certain situations.The pedagogical problems raised by A. Maceina in the 4th decade of the last century do not lose their topicality in modern times, especially, when ontological fundamentals of educations are eliminated and too much prominence is given to fragment components of education process.Profesorė socialinių mokslų (edukologijos) habilituota daktarėVilniaus pedagoginio universitetoEdukologijos katedraStudentų g. 39, LT-08106 VilniusTel. (8-5) 279 00 42El. paštas: [email protected] nagrinėjamos A. Maceinos pedagoginės idėjos, apimančios žmogaus sampratą, grindžiamą struktūriniais komponentais (kūnu, psichika ir dvasia), atskleidžiama pedagoginės sąveikos esmė ir ypatumai, atskiriantys pedagoginį veiksmą nuo pedagoginio vyksmo, išryškinamas svarbiausių ugdymo funkcijų – lavinimo ir auklėjimo – pobūdis, suponuojantis skirtingus pedagogo vaidmenis, aptariami vaisingieji ugdymo momentai
Tradicija kaip praeities ir dabarties dialogas
Get PDFThe ideas on the past of the nation, its revival and integration into the national identity expressed by Antanas Maceina, one of the most prominent Lithuanian philosophers and educator, more than seventy years ago serve as a theoretical background in the article. An attempt is made to analyse the topicality of these ideas in the context of the 21st century as well as to reveal the conception of tradition in the culturological, ethnological and educational discourse and to describe the main methods of tradition transfer, to emphasise the importance of traditions in modern life and to discuss some problems occurring in the process of passing on traditions, their adoption and nurturance. The author suggests that though a tradition has lost the role of regulating the life in modern sociocultural context, it is not just a relic of the past and an exhibit of culture collection. Traditions are perceived as a live and dynamic process. Next to the function of passing on the past, they also perform a function of forming a sense of attachment and belonging. Traditions also facilitate building up of an integral worldview. Therefore, if schools support a non-formal and non-superficial attitude to traditions, they may not only gap the bridge between the past and present but also ensure cooperation and consolidation of school community members, that is teachers, school learners, their parents and grandparents. Socialinių mokslų (edukologijos) daktarėVilniaus universitetoFilosofijos fakultetoEdukologijos katedraUniversiteto g. 1/9, LT-01513 VilniusTel. (85) 266 76 25El paštas: [email protected] Straipsnio atspirties taškas – vieno žymiausių Lietuvos filosofų ir pedagogų Antano Maceinos 1934 metais išdėstytos mintys apie tautos praeitį, jos atgaivinimą ir pavertimą savastimi tautiniame auklėjime. Straipsnyje analizuojant, kokį atgarsį šios mintys randa XXI a. kontekste, aptariama tradicijos samprata kultūrologiniame ir edukologiniame diskurse, aprašomi pagrindiniai tradicijos perdavimo mechanizmai, išryškinamos kultūrinių tradicijų sąsajos su ugdymu, atskleidžiami kai kurie sunkumai, susiję su tradicijų perdavimu, perėmimu bei puoselėjimu mokykloje.
Bendrosios programos ir išsilavinimo standartai – kokybiško ugdymo garantas?
No full textThe article discusses the factors influencing the change of National Curricula in Lithuania. Since 1994 when the first version of National Core Curriculum appeared, it undergone many changes. New improved versions of it were regularly developed in 1997, 2002–2003. The latest draft version of 2007 has been just approved in the middle of the year of 2008. In spite of the fact that the quality of the curricula implemented in Lithuanian schools, is being improved all the time, the quality of Lithuanian students’ achievements has the tendency to decrease (as it became obviuos from the results of recent international comparative studies of student achievements). The research question arises whether this problem is rooted in the National Core Curricula document itself or in an inability of teachers to properly implement it.In this article only a part of a big study (2008) findings is being presented. In the first part the chronological analysis of the changes in the structure of different versions of National Core Curricula is presented. There are some theoretical curricular issues (Power, 1982; Kelly, 1999; Postman, 1996; McLaren, 1997, 2007) at conflict as well as guiding curricular principles (Power, 1982) discussed.In the second part there are some data from the teacher survey (N = 628) concerning their attitudes towards the existing National Core Curricula analyzed. The conclusions provide evidence that the majority of teachers are not satisfied with the quality of the main curricular document which they have to use while organising the educational process at Lithuanian schools. Docentė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25Docentė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25 Straipsnyje, remiantis Švietimo ir mokslo ministerijos užsakymu atlikto tyrimo duomenimis, analizuojamos bendrosios programos ir išsilavinimo standartų (nuo atsiradimo 1994 metais jie kito keletą kartų) kaitos tendencijos. Remiantis teorinėmis įžvalgomis ir tyrimo duomenimis, straipsnyje mėginama aiškintis, ar naujos bendrųjų programų versijos yra tobulesnės ir garantuoja kokybiškesnį ugdymo procesą
Veiksniai, turintys įtakos studenčių (-tų) nusiteikimui tęsti studijas magistrantūroje
Get PDFThe main aim of this paper is twofold: to examine students’ intentions to proceed their studies of physics, informatics or mechanics on graduate level and to explore what factors predetermine the intentions, and to discuss their significance in methodological terms. Descriptive statistical analysis demonstrates, that, in general, there are almost equal proportions of students, who intend to strive for master degree and who reject that possibility. However, a more detailed review of the data reveals, that the intentions to proceed studies of informatics, physics, or mechanics are more frequent among male than female students, the intentions vary by field of science, and the intentions differently change in women’s and men’s populations. Series of linear regressions let reveal different structures of factors which predetermine female and male students’ intentions to proceed with their studies in analysed fields of science. Despite the structures rather poor in terms of included factors, they clearly denote that the factors differ depending on students’ gender. Finally, the analysis of reliability of the data collection instrument presents rather warning results: most of scales used were not statistically reliable. However, as it was demonstrated, the reliability depends on respondents’ gender. Concluding, results of the analysis confirm and expand findings of earlier studines in the field. That is, in general, the findings reveal the existence of specific (gender directed, science motivation developing) processes at Lithuanian higher school. Despite there are some methodology related limitations (sample, data collection procedure, and data collection instrument itself), in general, the study presents valuable information about poorly investigated phenomena in Lithuania and suggests some insights for social engineering in the field.Socialinių mokslų (sociologijos) daktarėSocialinių tyrimų institutasSaltoniškių g. 58, LT-08105 VilniusEl. paštas: [email protected]. (8 685) 670 30Straipsnyje išanalizuotos studenčių (-tų) nuostatos tęsti fizikos, informatikos, mechanikos studijas magistrantūroje įrodo, kad studijų aukštojoje mokykloje procese merginų ir vaikinų nuostatos kinta skirtingai ir kad joms turi įtakos nevienodi veiksniai. Studenčių (-tų) sprendimams darančių įtakos veiksnių matavimo metodologija straipsnyje įvertinta vadovaujantis standartinėmis taisyklėmis, loginėmis išvadomis ir statistiniais kriterijais
Knygos
Get PDFDissemination of Contemporary Artistic Educational IdeasŠiuolaikiško meninio ugdymo idėjų sklaid
AŠ koncepcija: kognityvinio komponento raiška tarp Lietuvos aukštųjų mokyklų dėstytojų
Get PDFMany Lithuanian and foreign authors investigate problems related to academic values of the university teacher. There are a lot of discussions about rendering of academic service for society (university included) and about significance and importance of scientific research for the university teacher. According to the data solving problems of higher education system seem to be complex and related to determinating psychosocial factors of university teacher activities.Deep alterations in Lithuanian political, economic and social life during period of independence impact on public attitudes towards education in the context of knowledge economics and determine qualitative new relationship between the university teacher and academe – academic self concept (particular completeness of perceived social features of academe member, emotions and assessments induced by these features).The aim of this article is to present research results on expression of cognitive component of Lithuanian universities’ teachers’ academic self concept linked to: 1. perception of himself as a builder of knowledge society, an educator or a member of social institution; 2. duration of his/her pedagogic and scientific career; 3. reliance on scienctific area.Representative sample was formed by 454 teachers from 8 Lithuanian universities. Considering the new context of teacher’s education the respondents were grouped according to the duration of their career – teachers who started their pedagogic and scientific career in the universities before 1991 and teachers who started their pedagogic and scientific career after 1991.Attitudes of respondents towards affirmations of categories of cognitive component of academic self concept were analysed and interpreted by using standardization of data and non-parametric statistics. The analysis of categories of cognitive component of academic self concept of teachers indicated that the expression of this component pertains to duration of teacher’s pedagogic and scientific career (the same as teacher’s age) and reliance on scientific area.Sporto biomechanikos, informatikosir inžinerijos katedros asistentėLietuvos kūno kultūros akademijaSporto g. 6, LTLT-44221 KaunasTel. +370 37 302 668El. paštas: [email protected] socialinių mokslų(edukologijos) habilituotas daktarasSocialinių kūno kultūros ir sportotyrimų laboratorijos vedėjasLietuvos kūno kultūros akademijaSporto g. 6, LTLT-44221 KaunasTel. +370 37 302 637El. paštas: [email protected]ė socialinių mokslų (edukologija) daktarėLietuvos kūno kultūros akademijosSporto pedagogikos ir psichologijos katedraSporto g. 6, LTLT-44221 KaunasTel. + 370 37 302 669El. paštas: [email protected]ūs Lietuvos nepriklausomybės laikotarpio socialiniai, politikos ir ekonomikos pokyčiai daro įtaką visuomenės požiūriui į išsilavinimą žinių ekonomikos kontekste ir lemia kokybiškai naują aukštosios universitetinės mokyklos dėstytojo santykį su akademine aplinka – jo akademinę Aš koncepciją – tam tikrą akademinės bendruomenės nario suvoktų socialinių požymių visumą, tų požymių keliamas emocijas ir jų vertinimą kaip žinojimo apie savo elgesį išraišką. Dėstytojų akademinės Aš koncepcijos kognityvinio komponento kategorijų (dėstytojo savęs, kaip žinių visuomenės kūrėjo, ugdytojo ir socialinės institucijos nario suvokimas) analizė parodė, kad šio komponento raiška priklauso nuo dėstytojo pedagoginio-mokslinio darbo trukmės (kartu nuo jo amžiaus) bei priklausomumo mokslo sričiai. Reprezentatyvią tyrimo dalyvių imtį sudarė aštuonių Lietuvos aukštųjų universitetinių mokyklų 454 dėstytojai: dėstytojai, pradėję savo pedagoginę-mokslinę karjerą nuo 1991-ųjų metų, ir dėstytojai, pradėję savo pedagoginę-mokslinę karjerą anksčiau nei 1991-ieji metai
Filosofui Antanui Maceinai 100 metų
Get PDFThis article is dedicated to the most productive and profound thinker of Lithuania Antanas Maceina – in commemoration of his 100 years anniversary. He allotted the research and works for the development of personal and national education with assistance to philosophy, theology, sociology, Church, christology. Being an original thinker he expressed his views, which were not readily accepted by everybody, yet acknowledged later.He wrote many valuable works, poems among then too, on the basis of which Lithuanian Scientists of Education, philosophers, writers have been educating themselves fill now.A. Maceina lived in Lithuania and Germany during 1909–1987. His grave is in Brebersdorf, Germany.ProfesoriusHabilituotas socialinių mokslų (edukologijos) daktarasAntakalnio g. 99–44, LT-10218 VilniusTel. 276 84 91Šiuo straipsniu Antano Maceinos 100 metų sukakties proga siekiama apibūdinti jį ne tik kaip žymų Lietuvos filosofą, bet ir kaip pedagogą, teologą, poetą, socialinį veikėją, pelniusį didį autoritetą savo moksliniais tyrimais, giliu mąstymu, gausiais minėtų sričių veikalais, kurie daug dešimtmečių ugdė tų dalykų specialistus, tautos ideologinius, religinius įsitikinimus.Pastaraisiais metais Lietuvos ugdymo veikėjai plačiau susipažįsta su Antano Maceinos pedagoginiais, filosofiniais, teologiniais veikalais, nes jų vis daugiau pasirodo rinkoje. Jo sudėtingas, skaudus gyvenimas mažiau žinomas, nes jis savo krašte veikė apie 10 metų, o Vokietijoje prabėgo daugiau kaip 40 kūrybingo jo gyvenimo metų. Vis dėlto rašyti apie jo gyvenimą 100 metų sukakties proga nėra sunku, nes jis skaidrus, turiningas
Antano Maceinos požiūris į naująsias pedagogikos sroves
Get PDFThe article represents A. Maceina’s point of view on modern pedagogical trends. The method of comparative analysis was employed to find Maceina’s conception of classification of new pedagogical trends and his point of view on overall pedagogy’s history. The author underlines that the scientist was well familiar with the experience of foreign school, studied deeply the modern pedagogy of the beginning of the twentieth century (G. Kerðenðteinerio, H. Gaudigo, G. Vynekeno and others). Maceina accentuated three pedagogical trends: transcendental, psychological and vital. He not only analyzed the new trends critically, by but also marked out their strong (research of child psychic qualities, teaching activization, respect for child) and week (child’s action overrating, unsatisfactory attention to children spiritual upbringing and to education purposes) sides. The article emphasizes that Maceina criticized pedagogical vitality and disapproved of the blind copying of foreign experience for Lithuanian education reform. Docentė socialinių mokslų (edukologijos) daktarėArchitektų g. 12–15Tel.: d. (85) 244 76 91, n. 244 76 81Straipsnyje atskleidžiamas Maceinos požiūris į reformistinį pedagoginį sąjūdį Vakaruose XX a. pradžioje. Pasitelkus lyginamąją analizę pateikiama Antano Maceinos naujųjų pedagogikos srovių klasifikacijos samprata, požiūris į pedagogikos istoriją. Pabrėžiama, kad autorius buvo gerai susipažinęs su užsienio mokyklos patirtimi, nuodugniai išstudijavęs moderniosios pedagogikos sroves, jų mokyklų (G. Keršenšteinerio, H. Gaudigo, G. Vynekeno ir kt.) praktiką. Pateikiamas išsamus A. Maceinos išskirtų srovių (transcendentinės, psichologinės ir vitalinės) apibūdinimas. Pažymima, kad jis ne tik smulkiai išnagrinėjo sroves kritinės analizės aspektu, bet ir išskyrė jų stiprybes ir silpnybes. Pabrėžiama, kad A. Maceina ypač aštriai pasisako prieš pedagoginį vitalizmą, nepritaria aklam užsienio patirties kopijavimui, vykdant švietimo reformą Lietuvoje