Acta Paedagogica Vilnensia
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Mokslininkių karjera tiksliuosiuose moksluose ir šeima: pasirinkimas ar dermė?
Get PDFThe need of higher participation of women in science is discussed. At the same time, statistical results show that there is little increase of women’s participation, especially high positions. Results of qualitative survey “Women’s careers in science and high technology” are analysed from the perspective of reconciliation of scientific career and family obligations in Lithuania. The content analysis of the stories of respondents shows that women scientists deny discrimination in research environment. But at the same time they notice unequal conditions for women and men making career in science due to family obligations. They recognize that women become ahead of men during the beraks for child care. They also notice that there are some structural barriers connected with evaluation of certain scientific periods, if these periods coincide with child care leaves. But researchers in science regard family duties as purely female. Therefore they do not see any discrimination. But at the same they are in favour of promotion of women after child-care leave, without including these leaves into periods of evaluation of scientific production, and offering special grants, scholarships, training, etc. Based on the results of research, the author indicates obstacles for women’s careers in science on three levels. On macro (state) level – patriarchal attitudes towards gender roles of the society, and lack of child-care facilities. On mezzo (system of science) level – structural barriers, connected with evaluation of researcher for certain period, if this period involves child-care leave. On micro (researcher’s) level – patriarchal attitudes towards gender roles of researchers themselves.... Jai antrajame kurse vadovo buvo pasakyta [...], kad tu turi apsispręsti, ar gimdysi vaikus, ar užsiimsi mokslu.Docentė socialinių mokslų (edukologijos) daktarė Vilniaus universiteto Edukologijos katedra Universiteto g. 9/1, LT-01513 Vilnius Analizuojant teisės aktus, statistikos duomenis ir literatūros šaltinius, išryškinamas moterų trūkumas tiksliuosiuose moksluose, ypač aukštose akademinėse pozicijose. Remiantis kokybinio tyrimo „Moterų tiksliuosiuose1 moksluose ir aukštosiose technologijose karjera“ respondentų atsakymų apie šeimos ir mokslinės veiklos derinimą turinio analize, iškeliamos kliūtys moterų mokslinei karjerai
Minėjimai
No full textIn Commemoration of associate Professor Klemensas SimaškaMinime docentą Klemensą Simašk
Šeimoje netektį patyrusių vaikų saviidentifikacijos poreikis kaip socializacijos veiksnys
Get PDFRelation between loss in the family and child‘s socialization is stressed in many psychological and educational works Experienced loss is a very difficult matter for a child, who tries to internalize his/her family‘s traditions, values and also to form his/her identity – self I. Self identification in this article is mostly defined as a specific feature of children (age 7–11). On the one part it is self identification with other people, their groups, and satisfying the need to belong to some of those social groups on the emotional basis. On the other part it is quite a complicated psychological phenomenon, which helps to take some other person’s characteristics and perceive them as one’s own. The social interactions with others, especially with family members, is an important component of children’s identification to whom and also forming their self I. In other words, through membership the self-awareness and social identities are created, and also that reveals the individuality of a child’s interaction with him/herself and with others.It was stated that experienced loss in the family negatively affects self-identification processes: grieving children have more negative attitudes towards their home and parents, and also they do not feel so good while being at home. Besides, these children have also more negative than positive attitude towards school and their own status among peers (they have pointed out that nobody misses them when they are not in class, that they have no one to share their sadness or happiness with etc.). All that negatively affects these children’s openness, self-confidence, and self-control. The experienced loss has many negative effects on grieving children’s attitude towards themselves (they tend to think as having no friends at school, that it is difficult for them to find some new friends etc.).Socialinių mokslų (edukologijos) daktarasMykolo Romerio universitetoEdukacinės veiklos katedros lektoriusAteities g. 20, CR -254, LT-08303 VilniusTel. (8~5) 271 47 10El. paštas: [email protected] nagrinėjama šeimoje vienokią ar kitokią netektį patyrusių pradinių klasių mokinių saviidentifikacijos poreikis kaip vidinis veiksnys, sąlygojantis tolesnius šių mokinių socializacijos procesus. Empirinių duomenų pagrindu mėginama palyginti netektį patyrusių ir jos nepatyrusių vaikų požiūrį į savo namus ir tėvus, patirtą netektį šeimoje, taip pat jų požiūrį į savo mokyklą, kaip svarbius šių tiriamųjų saviidentifikacijos poreikio raiškos rodiklius. Kartu mėginama parodyti, kaip saviindifikacijos poreikio patenkinimas gali paveikti pradinių klasių vaikų, šeimoje patyrusių vienokią ar kitokią netektį, socialinių-dorinių vertybių internalizaciją, kaip jų socializacijos pamatą
Pedagogikos, kaip mokomojo dalyko, vaidmuo keičiantis mokytojų rengimo paradigmai
Get PDFThe development of education and preparation of teachers for theory and practice based profesional activity, the relationship between the subject discipline and professional training in Lithuania in the previous century are analysed in the article. In historical view education had developed as both the theory and practice of teaching and had been called by different terms – pedagogy theory and pedology practice of education.To the very end of the 19th century priority was given to preparing teachers for primary schools inteacher training seminaries. In the period from the beggining of 20th century pedagogy became as a subject taught at university. Pedagogy as a specific focus of study appeared since 1922 in Kaunas University. The first pioneers in founding pedagogy as a university subject were well-known Lithuanian philosophers S. Salkauskis and A. Maceina in whose works teacher education and the models of teaching were based on the philosophical conception of man and on the nature of research concerning education.Pedagogy as a university subject was divided into three parts: general pedagogy, theory of upbringing and didactics which focussed on training processes. In S. Šalkauskis view, the core of education is the philosophy of education which fulfiled two main functions – methodological and world view.As it is discusesed in the article, didactics became the main subject representing teacher education in the soviet and postsoviet periods. The postsoviet period in Lithuanian didactics became a distinct component of teacher education and education theory. Profesorius socialinių mokslų (edukologija)habilituotas daktarasVilniaus pedagoginio universitetoEdukologijos katedraStudentų g. 39, LTLT-08106 VilniusEl. paštas: [email protected] analizuojamos pedagogikos, kaip mokomojo dalyko, ištakos nuo Vilniaus universiteto įsikūrimo, jo vaidmuo rengiant mokytojus Lietuvoje XX–XXI a. Trumpai apžvelgus pedagogikos raidą iki XX a., didžiausia reikšmė teikiama tarpukario Lietuvos Kauno universitete S. Šalkauskio sukurtai pedagogikos mokslo sistemai, jo pedagogikos reiškinių traktavimui, filosofiniam pagrindimui, paliečiamas pedagogikos ideologizavimas sovietiniu periodu. Siekiama atskleisti pedagogikos funkcijas, didaktikos raidos tendencijas, išryškinti mokytojo rengimo sunkumus ir pedagogikos vaidmenį diegiant naujas mokytojų rengimo paradigmas
Tikybos mokymas ir sociokultūrinė aplinka kaimo mokyklose
Get PDFThe articl analyse Catholic religious program, which was certified in 2006 and Lithuania’s sociocultural environment in rural areas. Sociocultural environment is an important factor that forms schoolchildren’s intellectual development. So, responding to environmental challenges, religious teaching can benefit schoolchildren’s spiritual perfection in secularized world and in a particular environment. Religious teaching in common rural area is the only way to develop Christian values but it has not been researched in sociocultural context yet. With reference to quantitative survey, teachers were interviewed to find out their attitude to religious lessons in sociocultural context of rural areas. The teachers of religious working in rural basic schools have not been realized the demand regarding sociocultural environment of rural areas in religious teaching; moreover, it does not respond in practice.Edukologijos magistrėVilniaus universiteto Edukologijos katedraUniversiteto g. 1/9, LT-01513 VilniusTel. (8 5) 266 76 25Straipsnyje nagrinėjama tikybos mokymas kaimo pagrindinėse mokyklose. Remiantis kokybiniu tyrimu ir tikybos mokymo programa, analizuojama kaimo mokinių aplinka ir jos daroma įtaka tikybos mokymui. Socialinė, kultūrinė ir religinė konkretaus kaimo aplinka formuoja mokinių kultūrą ir jų poreikius, požiūrį į tikybos pamokas bei tikybos mokytojo darbo ypatumus
Nepamokinė veikla kaip sutrikusio regėjimo paauglių socialinių įgūdžių ugdymo veiksnys
No full textThe article raises the problem of developing social skills of teenagers with vision disability as an essential condition for social integration. Major attention is given to out-of-class activities as an important educational factor determining the dissemination of social skills. To this end the following essential criteria of activity efficiency assessment were distinguished: expedience of activity, significance of activity, level and degree of activity and humanness of relationship during the activity.The article analyzes the connection of activity expedience, personal and social significance and humanness of relationship with social skills. Statistical analysis has revealed significant connection between the expedience of teenager activities, significance of activity, level and degree of activity, humanness of relationship during the activity and social skills. This proves that specific goals matching the individual characteristics of teenagers, personal and social meaningfulness for the teenager and level and degree of teenager activity along with the humanness of relationship during the activity is an important prerequisite for the development of social skills. The research was aimed at analyzing whether activities arranged in special schools for students with vision disability are expedient, personally and socially meaningful and intensive and the relationship of teachers and students is humane. The research results revealed that teenagers often find the goals raised during out-of-class activities unclear, too complicated, and not complying with their interests, dispositions and needs and especially being beyond the level of their social skills. Surely, not clear and unrealistic goals hinder the purposeful arrangement of activities and achievement of the expected result; they also undermine the student’s self assessment. The activity not in tune with the teenager’s individual character lessens his interest in the activity thus weakening the educational effect of the activity.The data have also revealed that out-of-class activities have low personal and social significance for students. From the educational point of view personally not meaningful activity has no positive educational effect. Therefore during educational out-of-class activities students more often act as passive observers than active participants of the process. Besides, the efficient development of social skills is impossible without the activeness and independence of the student himself.The research also discovered that during out-ofclass activities students miss humanism in teacherstudent relationship, namely sympathy and especially confidence in students, whereas human behaviour of teachers is an important benchmark of human behaviour of students. Human relationship of teachers with students helps to establish closer interrelationship, increase student self-confidence, encourage the expression of their humaneness and teach the culture of interrelationship.Lektorė, socialinių mokslų (edukologija) daktarėMykolo Romerio universitetoSocialinio darbo katedraAteities g. 20, LT-08303 VilniusEl. paštas: [email protected] Iškeliama regėjimo neįgalumą turinčių paauglių socialinių įgūdžių ugdymo problema, kaip svarbi asmens socialinės integracijos į visuomenę sąlyga. Straipsnyje svarbiausias dėmesys skiriamas nepamokinei veiklai, kaip svarbiam pedagoginiam veiksniui, determinuojančiam socialinių įgūdžių raidą. To siekiant atskleidžiamas veiklos tikslingumo, asmeninio ir socialinio reikšmingo savarankiškumo ir santykių humaniškumo ryšys su socialiniais įgūdžiais (intrapersonaliniais, interpersonaliniais bei veiklos ir bendradarbiavimo). Nemažai vietos straipsnyje skiriama sutrikusio regėjimo paauglių nepamokinės veiklos ypatumams atskleisti
Vaikų (9–12 m.) vasaros laisvalaikio edukacinis diskursas tėvų, kaip suaugusiųjų, koncepcijų kontekste
No full textThe article analyses social, educational discourse of children’s summer free-time, emphasising parents’, as adults, conceptions. The information received during the conversation-interview with parents is being defined. Texts’ content analysis is being carried out and parents’ conceptions, that enable to state about perception of educational significance of children’s free-time, are being distinguished. Qualitative research has disclosed that: child’s “difference” during summer free-time is not acceptable to parents, since it is interpreted through child’s role in school study. Therefore, children become “unfamiliar” for their parents, as they are more independent, easily act in home surrounding, seek for new experience, observe, experiment, and choose activities. Their difference discord with previous parents’ images, the basis of which is formed by understanding that children’s activities, are adults’ concern.Parents are not ready to understand a child as an individual, managing to choose free-time’s content and forms. Consequently, such free-time situations, when children act differently comparing with school study time are not acceptable to parents. Parents’ conceptions regarding child’s self-expression are simplex, their notional context usually is as follows: “me and my child”, not “me” and “child” or “both of us”. The conception children’s free-time is the time that children can dispose at their own discretion to satisfy various needs (cognitive, communicational, recreational, hedonistic, etc) is not acceptable to parents.Children’s free-time in summer means new troubles for parents. In order to avoid this, parents enroll children in activities such as housework, working in the garden, kitchen garden, etc, making them stay in the surrounding that parents can easily control. Parents are not satisfied especially with child’s contemporaries, since they think that child becomes uncontrolled and unattended. Free-time is child’s activities that parents are responsible for – such summer free-time conception is acceptable to parents.Profesorė socialinių mokslų (edukologijos) habilituota daktarėŠiaulių universiteto Edukologijos fakultetasEdukacinių tyrimų mokslinio centro direktorėP. Višinskio g. 25, LT-76285 ŠiauliaiTel. 8 41 59 57 46El. paštas: [email protected] Straipsnyje analizuojamas vaikų vasaros laisvalaikio socialinis, edukacinis diskursas išryškinant tėvų, kaip suaugusiųjų, koncepcijas. Apibūdinama per pokalbį su tėvais gauta informacija. Atliekama tekstų kontent analizė ir išskiriamos tėvų koncepcijos, kurios leidžia teigti apie vaikų laisvalaikio esmės edukacinio prasmingumo suvokimą. Kokybinis tyrimas atskleidė, jog tėvai vaikų vasaros laisvalaikį supranta kaip jų užimtumą ir siekia kontroliuoti veiklos pasirinkimo galimybes. Todėl vasarą tėvai nesudaro vaikams reikiamų sąlygų, kad jie įgytų patirties, kaip prasmingai leisti laisvalaikį. Diskurso kontent analizė išryškino, jog tėvams yra būtinos švietimo programos vaikų laisvalaikio edukacinio reikšmingumo klausimais
Paauglių poreikių konfliktai kaip aktuali dorinė problema
Get PDFThe article seeks 1) to bring out peculiarities of adolescents\u27 conflicting action when their contradictors become classmates, teachers and parents, 2) to analyse the level of the frustration of teenagers needs\u27. The type of investigating adolescents\u27 conflicts is determined by needs\u27 conflict. It was defined in the article as conflict caused by classmates’, teachers’, parents’ behaviour, frustrating adolescents\u27 needs: 1) need for feeling grown-up, 2) need for empathy, 3) need for appreciation; 4) need for safety. Three types of conflicting teenagers\u27 behaviour is determined in the research: 1) aggressive treatment 2) egressive treatment 3) regressive treatment. The investigation was carried out with the 586 pupils aged from 12 to 16 years (7111-91h grades), learning in town, regional and country Lithuanian secondary schools. The link between adolescents\u27 conflicting action and frustration of adolescents\u27 needs is established. According to data analysis, the classmates\u27 behaviour, frustrating adolescents\u27 needs, most of all conditions the teenagers’ egressive classmates\u27 treatment. Dissatisfaction with teachers\u27 behaviour mostly influences adolescents\u27 egressive, self-aggressive and verbal aggressive treatment. The greatest influence on the adolescents\u27 conflicting action has the parents\u27 behaviour, frustrating adolescents \u27needs. It has also been established that the teenagers\u27 need for empathy as well as the need of appreciation is frustrated mostly by teachers. According to data analysis there are 27 percent of pupils who often feel frustrated lacking the empathy and about 24 percent of pupils who often feel frustrated lacking the appreciation interacting with teachers. The need for feeling grown-up is mostly dissatisfied interacting with parents: about 22 percent of pupils often feel frustrated lacking appreciation of their independent decisions. The need for safety is mostly frustrated by classmates: about 12 percent of pupils lack the feeling of safety interacting with classmates.Straipsnyje aptariamas vienas iš ryškiausių paauglystės bruožų - konfliktiškumas. Psichologijos, sociologijos ir edukacijos literatūroje keliama mintis, kad viena iš esminių konfliktų priežasčių- nepatenkinami poreikiai. Straipsnyje siekiama atskleisti, kokių poreikių frustracija dažniausiai tampa paauglių konfliktų su bendraklasiais, mokytojais ir tėvais kilimo priežastimi. Kartu nagrinėjama, kokios vyrauja paauglių poreikių konfliktų apraiškos: agresyvios, regresyvios ar egresyvios
Mokinių santykiai kaip edukologijos tyrimo objektas globalizacijos sąlygomis
No full textThe present article is an attempt to discuss the role of culture within the context of globalization and to describe the dialectical inter-relationship between culture and globalization. The article is also aimed at revealing the attitudes of both the researchers of globalization and the experts of culture towards the impact of globalized culture on people\u27s relationships. Within this context, new forms of mediation based communication can be brought forward as well as their possible outcomes to effect the process of individual\u27s spiritual self-becoming. Due consideration of some issues of emancipation and manifestations of individualism as reflected in people\u27s relationships also finds place in the article. On the basis of the data obtained from empirical research, the characteristics of school students\u27 human relationships with their parents, teachers, peers and themselves in forms 7 to 9 and 10 to 11 are discussed. Some evidence is presented of how those relationships were conditioned by age and gender and how school students tended to value those relationships. Most clearly manifested regression could be observed in the school students\u27 valuations of their relationships with themselves and their teachers, and the smallest degree of regression was found in the student\u27s relationships with the mother. The relationships with peers also tended to be characterized as of decreasing human quality.Straipsnyje pirmiausia aptariama kultūra globalizacijos kontekste ir apibūdinama globalizuotos kultūros įtaka žmonių santykiams kaip jų dvasingumo raiškai. Remiantis skirtingomis teorijomis (personalizmo, humanizmo, egzistencializmo, neotomizmo ), santykiai su žmonėmis laikyti išskirtine žmogaus dvasinio pasaulio raiškos sritimi. Kai šie santykiai sutrinka ar nutrūksta, žmogus tarsi netenka gyvenimo prasmės, susvetimėja, kitaip ima žiūrėti ir į save. Pasikeitęs santykis su savimi gali turėti jtakos ir santykiams su kitais žmonėmis. Kadangi globalizuota kultūra skatina tarpininkaujamo bendravimo įsigalėjimą, galintį suponuoti santykius, menkai grindžiamus moralinėmis vertybėmis ar net perdėm individualistinius, todėl svarbu žinoti, kokie santykiai vyrauja skirtingo amžiaus mokinių bendruomenėse ir kokiomis vertybėmis jie grindžiami. Šiuo požiūriu dėmesys visų pirma atkreiptinas i santykių humaniškumą kaip esminį santykių brandos kriterijų). Todėl pasinaudojant empiriniais tyrimų duomenimis šiame straipsnyje taip pat siekiama atskleisti paauglių (VII-IX klasių mokinių) ir vyresniųjų mokinių (X-XI klasių) santykių su kitais žmonėmis ir savimi ypatumus ir išryškinti šių santykių priklausomybę nuo amžiaus ir lyties. Tyrimo duomenys parodė, kad nors vyresniųjų mokinių) ir jiems artimų žmonių (tėvų, bendraamžių ir mokytojų) santykiai nėra labai humaniški, tačiau svarbiausia gerinti vyresniųjų mokinių ir jų tėvų bei bendraamžių santykius. Be to, vyresniųjų mokinių santykis su savimi yra prastesnis nei jų santykiai su bendraamžiais. Antra vertus, nors mergaičių santykiai su savimi ir kitais asmenimis yra humaniškesni, bet mergaitės išreiškė ir stipresnį humaniškesnių santykių su mokytojais troškimų nei vaikinai. Paauglių ir jiems artimų žmonių, panašiai kaip ir vyresniųjų mokinių ir kitų žmonių santykiai, taip pat nėra pakankamai humaniški. Antra vertus, paauglių ir jų motinų bei mokytojų santykiai buvo humaniškesni nei su bendraamžiais ar savimi. Tačiau šie santykiai neaprėpia visų edukacinio proceso dalyvių ir negarantuoja, kad tokie pat santykiai yra palaikomi su skirtingo amžiaus jaunimo atstovais. Todėl ypač svarbu, kad stiprėtų šio amžiaus mokinių santykių humaniškumo, pagrindinės dvasingumo išraiškos, tendencija