Acta Paedagogica Vilnensia
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Prasmė – prasmės ieška – gyvenimo prasmė (2)
Get PDFPhilosophy and theology are the disciplines that contribute to the solution of the question of meaning. The arguments in these disciplines are very abstract and remote from the everyday life. However, finally both these disciplines must provide answers to human everyday life. This second essay introduces the argumentation level of both of these disciplines in order to supply the foundations and justification for the further considerations of the meaning of human life.Filosofija ir teologija yra mokslo disciplinos, iš esmės prisidedančios prie prasmės klausimo sprendimo. Šių mokslų argumentai yra labai abstraktaus lygmens ir nutolę nuo kasdienio gyvenimo. Vis dėlto galiausiai ir šios abi disciplinos privalo teikti atsakymus žmonių kasdienybei. Antrajame esė siekiama supažindinti su abiejų disciplinų argumentacijos lygmeniu, kad vėlesni svarstymai (trečiasis esė) apie žmonių gyvenimo prasmę remtųsi pagrįstomis išvadomis
Dorinio ugdymo metodai liaudies pedagogikoje
Get PDFIn the article there are discussed the methods of moral education applied in Lithuanian folk pedagogy. The methods of a child education mostly depended on the dominating concept of childhood and the nature of the child in the culture. In the article is discussed the application of narrative methods in traditional practice. Folk pedagogy widely uses narrative (verbal) methods whose essence is revealed in the statement "A parents\u27 word (also other adults\u27) is sacred". Two groups of verbal methods are determined: suasion encompassing explanations, advice, convincing, moralising, and prohibitions often supported by beliefs, warnings and intimidations. The importance of folk art as a universal means educating both through the content and through the methods of application is stressed. Besides traditional methods used for educating children, stimulation methods, punishment and rewards, are analysed. A child in a traditional culture often is considered morally inferior, given to sin or else sinful by birth therefore methods of education were focused on elimination and suppression of inappropriate inclinations and instances of behaviour. Punishments consisting of scolding, cursing, mocking, intimidating, physical punishments made up a big part of educational methods. In the article emphasizes the damage produced by intimidation which affected not only the emotional sphere but also the formation of the negative attitude towards religion, environment and other people. Physical punishment in the practice of traditional moral education were interpreted as an inseparable part and even necessity. The attitude to the punishment as to the necessity is expressed in the saying that "one punished is worth 10 unpunished". However, folk pedagogy cannot be reduced to the pedagogy of stick and carrot. Stick was resorted to as the last instance, when the other measures of education gave no effect. A much greater effect than a punishing stick produced the conviction that no breech of moral norms or standards of moral behaviour will remain unnoticed. Good behaviour in traditional culture was taken for granted, which does not have to be specifically brought to notice, therefore gifts and rewards for good behaviour often were seen as spoiling measures in child education and as methods of encouragement were applied only in exceptional cases. The application of the methods was determined by many factors: one or other interpretation of a child\u27s nature, a child\u27s age, concrete situation etc. Very important is the context of application of the methods. The effectiveness of the methods was determined by how timely and appropriate were methods, e.g.: in some cases a fairy tale was meant only for listening, in other instances the very same fairy tale turned into an important moral, when a deserved punishment fostered the need not to break the rules while unnecessary physical punishment taught how best to hide misdemeanours.Straipsnyje aptariami lietuvių liaudies pedagogikoje dažniausiai taikyti dorinio ugdymo metodai. Etnografinės medžiagos analizė atskleidė, kad XX a. pirmosios pusės kaimo bendruomenėje dorinis ugdymas buvo sutelktas į netinkamų vaiko polinkių, elgesio apraiškų prevenciją, slopinimą ar šalinimą. Gausiausią ugdymo metodų grupę sudarė sakytiniai (žodiniai) metodai: pamokymai, apimantys ir paaiškinimus, patarimus, įtikinimus, moralus, taip pat draudimai, papildyti tikėjimais, įspėjimais ar bauginimais. Liaudies pedagogikos nuostatose atsispindėjo drausmės ir bausmių, išreikštų bauginimais, barimais, keiksmais, pajuoka ir fiziniu poveikiu, būtinybė. Tačiau fizinės bausmės buvo taikomos tik nepasiteisinus kitiems poveikio būdams. Skatinimo metodai (pagyrimai ir apdovanojimai) liaudies pedagogikoje dažnai buvo traktuojami kaip vaikų „gadinimas” ir doriniam ugdymui buvo naudojami itin retai.
Šokio gebėjimų raiškos ypatumai ankstyvos paauglystės metais
No full textThe most important goal of dance education in a comprehensive school is to engage students in processes of cognition of inside and outside world and communication of inner experience by means of dance and to develop skills in these processes. Although the problems of dance skills education have been investigated by many scientists the understanding of dance skills concept is unclear and vague. The review of the literature reveals that dance skills are approached mainly from the physical point of view or are focused on separate definitions of skills of choreographers, dancer’s skills or different dance technique skills. This may limit understanding about value and outcome of educating dance skills in a comprehensive school.According to many famous arts education researchers (Davis, Gardner, Vygotsky) period of early adolescence is very complicated not only in psychological and physical domain, but also in arts education: students at this age don’t like to take part in arts activities, especialy in drawing, because they loose their childish spontaneous creativity, motivation, they become more self-critical. It is very important in this period to engage students in interesting, various arts processes, to use appropriate education methods and evaluation appliances. The problems of early adolescence dance education are poorly investigated from these points of view. That’s why the paper focuses on revealing main characteristics of dance skills in early adolescence.According to cognitive arts theory dance skills are approached as skills to express dance elements (movement, space, time, force, dynamics) and relate them into solid structure interpretating and communicating inner experience. In this article the empirical features of dance skills in early adolescence are pointed out and levels of dance skills are defined. To achieve this aim the educational research was held with 159 students of 10–12 years old of two comprehensive schools in Vilnius. The main point of this research was to apply diagnostic prosedures to reaveal dance skills empyrical features and levels. Four creative dance tasks were suggested for teenagers to execute: one to dance alone, one to dance in group of four, one narrative intention, one abstract intention. All tasks demanded improvised dance without music to create best conditions to reveal skills to express rhythm and tempo. Analysing the execution of these tasks appearance of dance elements, duration of dance elements appearance and connection between dance elements was examined. According to the results of analysis levels of dance skills were defined: low, medium and high level.The results of educational research showed that in early adolescence mostly dance skills are revealed at a low level. Only skills to express movement, space and tempo are revealed at a medium level. There is no evidence to maintain that age or gender can influence dance skills higher level. Dance experience of students and their participation in various dance activities (performing, creating and appreciating) influence higher level of dance skills in early adolescence. Asistentė, socialinių mokslų (edukologijos) doktorantėVilniaus pedagoginis universitetasKultūros ir meno edukologijos institutoMeninio ugdymo katedraStudentų g. 39, LT-08106 VilniusTel.: (8 5) 275 70 96, 8 6 104 84 08El. paštas: [email protected] Straipsnyje nagrinėjama šokio gebėjimų raiškos ypatumai ankstyvos paauglystės metais. Diagnostinio tyrimo metu nustatyti šokio gebėjimų raiškos požymiai bei diagnostiniai lygmenys. Tyrimo duomenys parodė, kad neturėjusiems kryptingo pedagoginio poveikio tiriamiesiems yra būdingas žemas šokio gebėjimų lygmuo, o ryškesnius gebėjimus, jų atskleidimą lemia turima mokinių šokio patirtis ir šokio veiklos pobūdis
Protinės veiklos aktyvinimo prielaidos mokomajame procese
Get PDFAccumulation of the information and its volitional reproduction is significant for the social and personal functioning of mentally retarded children. These processes are impeded and interfere with successful personal socialization. The particularities of cognitive processes (and especially memorial processes) determine forming and purposeful appliance of different competences (behavioral, professional, and communicative) in person’s social life and displaced development of social needs. The way of different activating in the educational processes trying to change of quantities and qualitative parameters of remembrance dynamic, became a significant component in the modeling of new tendencies in life quality alteration of disabled. The research proves that earlier performed task can be assessed as an object of remembrances (and especially it is obvious in the activity of mentally retarded) and as a remembrance tool of performed result, as well. Essentially the remembrance of the performed activities result includes a lot of mental acts (dynamic of action, situation, and different barriers) which stimulates mnemic processes during saving and reproduction of obtained information. After the experiment with the middle age school mentally retarded children we find out that it was easier to remember (immediate and deferred reproduction) performed action and the result of remembrance efficiency was better. It is regular that comparing results of control and experimental groups difference in all reproduction tasks was significant (from p < 0,01 to p < 0,001). And increasing efficiency of remembrances (in this case the verbal stimulating material) shows the potential of learning abilities. The analyses of the research let us draw conclusion that applied methods of mnemic activation in educational processes of mild mentally retarded children determinates higher level of information mastering and preservation.Docentas socialinių mokslų (edukologijos) daktarasŠiaulių universitetoSocialinės gerovės ir negalės studijų fakultetasP. Višinskio g. 25, LT-76285 ŠiauliaiTel. (8-41) 595 732El. paštas: [email protected] Individualiam ir socialiniam asmenybės funkcionavimui užtikrinti reikšminga sąlyga yra pirmiausia įvairios mokomosios informacijos kaupimas ir tikslingas bei laiku jos atgaminimas. Empirinių tyrimų konstatuota, kad tai sudėtinga veikla įvairaus psichofizinio išsivystymo lygio moksleiviams, ypač turintiems protinės raidos sutrikimų todėl mneminės veiklos aktyvinimo būdų paieška yra aktuali problema. Straipsnyje pateikiamas eksperimentinis trijų dalyių tyrimas, kuris parodė, kai raidos sutrikimų neturintys moksleiviai, tiek ir protinės raidos sutrikimų turintys moksleiviai susiduria su daugeliu sudėtingø problemų, jiems būna lengviau įsiminti atliktą veiksmą, taip pat gerėja ir abiejų tiriamųjų grupių veiksmo rezultato prisiminimo produktyvumas.Gautų duomenų analizė leidžia teigti, kad pedagoginėje praktikoje taikomi prisiminimo procesų aktyvinimo būdai lemia moksleivių, taip pat ir sutrikusios protinės raidos, aukštesnį informacijos įvaldymo ir išsaugojimo lygį
Ankstyvojo užsienio kalbos mokymosi kokybė Lietuvos mokyklose
No full textAt present there is a growing tendancy in many EU countries to start a foreign language teaching at an early age. Early foreign language learning is not compulsory in Lithuanian schools, but on an experimental, voluntary basis it is already organised in many schools. Due to a rapidly changing role of foreign languages in a contemporary world, more attention is given to the quality of language teaching and learning. Language education policy orientations in Lithuania post-EU accession are directed at introduction of compulsory early foreign language teaching in the year of 2008.This article presents the research supported by the Ministry of Education and Science of Lithuanian Republic. The aim of this reseach is to analyze the quality of early foreign language learning in Lithuanian schools.The sample of 1105 primary (4th form)students from 21 different types of schools (primary, basic, secondary), representing different urbanization levels (city, regional and rural schools) was selected.Based on the National Core Curriculum and Early Foreign Language Education Standards there was an English language test developed. The results of testing of reading, writing and listening skills have shown that the mean test score is 31.3 out of 57 points possible.The analysis of test results has revealed the differences in test results by the level of urbanisation and type of school. There is no statistically significant difference in test results by gender and age. The distribution of test results according to the student achievement levels has shown that the low level was achieved by 4.2 per cent, the satisfactory level by 29.95 per cent, the main (basic) level by 55.48 per cent and the high level by10,05 per cent of tested 4th formers.Docentė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: [email protected] pristatomas ankstyvojo užsienio kalbos (anglų) mokymo kokybės pradinėse klasėse tyrimas.Tyrimas buvo atliktas ŠMM užsakymu. Užsienio kalbos ankstyvojo ugdymo bendrosios programos ir išsilavinimo standartų pagrindu buvo sukurtas testas. Analizuojami ir aptariami ketvirtų klasių mokinių, pradėjusių mokytis užsienio kalbos antroje pradinės mokyklos klasėje, mokymosi tyrimo rezultatai
Darbo santykių konfliktų atsiradimo priežastys ikimokyklinėse bendruomenėse
No full textThe leader of preschool institutions has to deal with various conflicts which he/she has to participate in and even exercise the role of mediator between the employees while solving different institutional tasks and controlling relationships at work.The leader of preschool institutions has to deal with various conflicts which he/she has to participate in and even exercise the role of mediator between the employees while solving different institutional tasks and controlling relationships at work.Conflicts, their causes and solutions at work in educational system, beginning with preschool institutions, are not given proper attention, although this problem exists.The aim of present work is to analyze conflicts which rise at work in preschool institutions. Data in the article refer to the works of Lithuanian scientist and foreign countries experience. It is based on a research on labor relations conflicts at the preschool institutions done in Vilnius.The present paper consists of three parts. The first part discusses the notion of relationships conflicts at work, various classifications, functions and causes of the conflicts. The second part focuses on the analysis of how to regulate the conflicts at work, what is the influence of working atmosphere to the problem of conflicts, the specific features of the conflicts and their solutions. What is more, the same part deals with the methods of prevention of those conflicts given by various authors. The third part presents the analysis of relationship conflicts at work.In order to analyze the conflicts at work in preschool institutions, their causes, the research was hold in February-March, 2006. The leaders and some of the employees (teachers and other service personnel) of Vilnius preschool institutions were given anonymous questioners. As the part of the questioners did not return after the first poll, the questioners were given one more time at the meeting of preschool institutions leaders. The number of respondents were 300 (100 were the leaders of Vilnius preschool institutions, 100 teachers of Vilnius preschool institutions and 100 service personnel of Vilnius preschool institutions).The data of the research were processed using Statistical Social Science 12.0 version.The research shows that the conflicts which rise in preschool institutions are very emotional, the highest level of conflicts is typical in the interaction of the leaders and service personnel in preschool institutions, the lowest level of conflicts is typical between the leaders; long and complicated conflicts are rare in preschool institutions. The method of consensus is used by every employee in preschool institutions. The research discloses that the main cause of conflicts in preschool institutions is lack of information and legal knowledge.Vilniaus lopšelio-darželio „Kurpaitė“ direktorėTel. (8 5) 233 36 86El. paštas: [email protected]ë socialinių mokslų (edukologijos) daktarėVilniaus pedagoginio universitetoEdukologijos katedraTel. 8 686 63 339El. paštas: [email protected] Straipsnyje aptariami aktualūs darbo santykių klausimai švietimo sistemoje, analizuojama darbo santykių konfliktų ikimokyklinėse įstaigose įvairovė, atskleidþiamos darbo konfliktų kilimo priežastys. Darbo santykių konfliktai ikimokyklinėse įstaigose nagrinėjami vertinant vadovų, pedagogų, aptarnaujančio personalo darbuotojø nuomones.
Mokyklos tipo įtaka vyresniųjų mokinių dorovinei kultūrai
Get PDFProblems of education are very closely bonded with problems of culture. Cognition is connected with other people individual meet - compete or cooperate - in social surrounding, so it has moral dimension. At the same time it is connected with culture, as social life is a kind of cultural life. If individuals moral representation is found not isolated, but in the context of particular culture, the moral culture of personality can be discussed. Moral culture of personality is related to its artistic, in particular musical activity. Pieces of art, as other cultural models - religious, philosophical, scientific, ideological – can be understood as programs, presenting project of organization of social and psychological processes, like genetic systems present model of structure of organic processes. This article presents concept of moral culture of senior pupils as well as seeks to reveal dependence of its practical component expression (stability, creativity and authenticity of behaviour and its motives) on character of musical activity in different type of schools. The investigation of moral culture was based on ideas of cognitive anthropology, existential and hermeneutic philosophy. Stability of behaviour and strong intrinsic motivation of members of choral singing schools possibly related to high quality of performance achieved by these groups and emotions of success and aesthetic suggestibility. Also assumption is possible that free and independent self-determination to take part in musical activity typical to members of groups of informal music education, can influence their motivation and stability of behaviour.Straipsnyje iškeliama mokyklos tipo, atstovaujančio skirtingai muzikinei pakraipai, įtakos vyresniųjų mokinių dorovinei kultūrai problema. Taip pat pateikiama dorovinės kultūros samprata. Remiantis konkrečiais tyrimo duomenimis, atskleidžiami vyresniųjų mokinių, besimokančių skirtingo tipo mokyklose, dorovinės kultūros praktinio komponento ypatumai ir juos lemiantys motyvai
Profesijos mokytojų kompetencijų atitiktis profesijos mokytojo standartui
Get PDFStriving to establish a unified qualification system, problems related to vocational education and training arc raising more and more concern in all the countries of the European Union, since vocational education and training have to meet the changing requirements of the labour market and the acquired qualifications arc to be recognised. Moreover, it is of a particular importance to ensure personal satisfaction of employees, their development, involvement and efficiency. 130 Therefore, standards of vocational teacher, which are based on competences implying objective and subjective factors, arc being established, the system of vocational training and professional development is being reformed at a national level. This research aims to identify the effect of vocational education and training policy on vocational teachers: their attitude to the skill standard for vocational teacher, the competencies they want to develop and to what extent they are satisfied with the current system of professional development. The research results show that competences of personal self-development conform with the standard for vocational teacher to the greatest extent. However, the most favourable evaluation was attached to general competences of personal self-development (e.g. to assess and develop own personal qualities) and competences regarding application of information technologies. The parameters, indicating the highest maturity of a personality (responsibility, independence, self-analysis, abilities to reflect own performance and behaviour) gained lowest evaluation. The competences of teaching module planning, teaching and development were evaluated similarly: slightly fewer respondents considered them to be very important but a bigger number of educators referred to these competences as relevant. The most favourably evaluated competences comprise those of planning of teaching module content and teaching, whereas competences to assess achievements of teaching module were ranked lowest. The least relevant competencies include: abilities to conduct pedagogical experiments, to interpret and to adequately evaluate achievements and obstacles in the context of aims of teaching module, etc. Competences of school and education system development take third place referring to their compliance with the standard for vocational teacher. Competences of improvement of school as an organisation are evaluated more favourably. The highest ratings are attached to skills of conflict resolution, abilities to ensure contacts among schools, the labour market, enterprises and organisations. Abilities to disseminate own experience, to conduct didactic experiments implementing innovations, to develop teaching programmes and teaching materials for external contracting parties, etc. Competencies of projecting of vocational education and training arc considered to show the lowest compliance with the standard for vocational teacher. According to the respondents, competences of improvement of vocational education and training programmes are more important: abilities to identify the situation in the labour market, to plan the process of teaching programme implementation, to improve content elements of a particular development programme were ranked highest, whereas skills and abilities to conduct internal audit, to identify reasons for changes in the labour market and consequences of them were considered to be less relevant. It was revealed that the lower the rating of the competence importance, the bigger the number of vocational teachers, who fail to identify their own relations with them, i.e. they omit them or refer to them as irrelevant. The statistical data analysis highlighted the tendency that the attitudes of vocational teachers mainly depend on their participation in professional development courses and their qualification category. Fewer than half of the vocational teachers in the survey want to develop their own competences independently. The majority of them expressed their willingness to improve abilities of achievement assessment. However, none of the respondents pointed out competences of personal self-development, which indicates educators\u27 insufficient perception of their importance. The attention of professional development system to qualification development satisfies only 42.4 % of vocational teachers. A particular concern is required for development of abilities to improve teaching module programmes. Intention of vocational teachers to independently develop abilities and assistance provided by qualification systems comprise the same competence groups (6 out of the 12 provided for in the standards). According to the respondents\u27 opinion, development of competences to assess achievements and to improve vocational training programmes lacks proper concern from the qualification system itself, whereas focus on competences of teaching module programme improvement surpasses their expectations. Working experience (on ability to assess situation in the labour market) and the speciality acquired (on competences of school and education system development) have the most considerable effect on independent development of educators\u27 own abilities. The satisfaction with concern of qualification system in development of abilities mostly depend on educators\u27 qualification category (in competences of personal self-development); experience of pedagogical work (in competences of teaching module content planning) and the speciality acquired (in competences of vocational training programme projecting).Straipsnyje analizuojamas profesijos mokytojų požiūris į svarbiausių veiklos sričių, teikiamų profesijos mokytojo standarte (asmenybinio ugdymosi, mokymo modulio planavimo, mokymo ir tobulinimo, profesinio rengimo programos projektavimo, mokyklos ir švietimo sistemos plėtojimo), kompetencijas trimis atžvilgiais: a) bendru jų svarbumo pripažinimu, b) asmeniniu santykiu, reiškiamu noru jas tobulinti, ir c) kvalifikacijos kėlimo sistemos teikiamos pagalbos įvertinimu. Aptariami veiksniai, darantys poveikį tokiam požiūriui
V. Targamadzės knygos „Konfliktų kontūrų brėžimas: ugdymo realybės kontekstas” vertė
Get PDFA review of a Book „Conflict Outlines: Educational Reality Context” by Vilija TargamadzėVilijos Targamadzės knygos „Konfliktų kontūrų brėžimas: ugdymo realybės kontekstas” recenzija
Mokytojų vertybinės nuostatos ir jų sklaida pedagoginėje veikloje
Get PDFValues serve as an integrating thread between personal powers and individuals. Thus, their role for educators is of particular importance. Moreover, values become a foundation for competence development. The state of educators’ value principles is revealed through the hierarchy of prioritised values. The following terminal values received highest ratings among the educators in the research: health, happy family, internal harmony, wisdom, active lifestyle; such instrumental values as honesty, responsibility, intelligence, altruism and sophistication were pointed out as the most important. Thus, moral and cognitive (of truths of science) values prevail, including the universally recognised good: health and active lifestyle, which serve as an answer to present challenges and may be neutral from the moral point of view or even acquire a negatyve meaning.The least important terminal values include: pleasures, national security, comfortable life, beauty and the least prioritised instrumental values comprise: obedience, pride, imagination, tidiness and joy. Hence, the values embodying beauty, relations with the nation and faith still give little sense to educators’ lives.Educators lack deep perception of spiritual values. Firstly, such different values in their content as obedience and pride are juxtaposed to each other; secondly, there is a vague understanding of the importance of beauty dimension, especially, when all its manifestations make up the group of least acceptable values and their influence on the individual lose importance; thirdly, only a certain part of values influence educators’ attitude to the actual dissemination of spiritual values, the mission of an educator is narrowly perceived, since it fails to comprise national as well as world history.The research results revealed a devaluation tendency in love as a spiritual value. The key factors influencing the realisation of spiritual values comprise gender and the acquired qualification, whereas working experience is of no relevance.Profesorė socialinių mokslų (edukologijos) habilituota daktarėVilniaus pedagoginio universitetoEdukologijos katedraStudentų g. 39, LT-08106 VilniusTel. (8-5) 279 00 42 Straipsnyje nagrinėjamas pedagogų požiūris į terminalines (siekiamas gyvenime) ir instrumentines (išugdomas, su asmens vidinėmis savybėmis susijusias) vertybes, atskleidžiami jų aukščiausi ir žemiausi reitingai. Ieškoma mokytojų vertybinių nuostatų sąsajų ir jų požiūrio į dvasinių vertybių įkūnijimą pedagoginėje veikloje ir gyvenime. Aptariami veiksniai, darantys poveikį vertybių internalizacijai