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Šiuolaikinės katalikiškojo ugdymo diskurso transformacijos: teminė Bažnyčios dokumentų analizė
Get PDFThis article analyzes changes in the official teaching of the Catholic Church on education since the late 1920s up to 2013. This is done in order to provide a comprehensive map of the Church‘s educational thought development, and thus facilitate a theoretical and practical discussion on possible ways of further development of the concept. Nine documents used in this analysis were retrieved from the public online database of the Congregation for Catholic Education. The documents in this study are treated as symbolic representations and social facts that make direct or indirect impact on the development of the concept of Christian education, and therefore are significant objects of the analysis. To better elucidate the development of the educational thought, the method of thematic analysis is applied for the content research of the document. Analysis revealed that anhropological shift in Churches‘ thought during the Second Vatican council had effected Churches’ educational thought, but this change was rather evolutionary-incremental than revolutionary-straight-forward.Straipsnyje analizuojama Katalikų Bažnyčios mokymo apie ugdymą kaita nuo XX a. pr. iki šių dienų. Tai daroma siekiant pateikti visuminį Bažnyčios ugdymo minties žemėlapį, atspindint kaitos trajektorijas ir kviečiant tolesnei diskusijai apie galimus katalikiškos ugdymo sampratos plėtotės kelius. Analizei naudojami Katalikiškojo ugdymo kongregacijos pateikiami dokumentai (iš viso – 9), kurių chronologinės ribos nuo 1929 iki 2013 metų. Dokumentai tyrime traktuojami kaip simbolinės reprezentacijos ir socialiniai faktai, darantys tiesioginę ir (ar) netiesioginę įtaką katalikiškojo ugdymo sampratos plėtotei, tad ir reikšmingi analizės objektai. Dokumentų turinio tyrimui naudotas teminės analizės metodas atskleidė reikšmingus turinio skirtumus ir inkrementinę sampratos kaitos specifiką, įkvėptą Vatikano II susirinkimo
Katalikiškojo ugdymo sampratų lyginamoji analizė: jėzuitiškoji ir kunigo Luigi Giussani koncepcijos
Get PDFCurrently, value-based education occupies a leading position within the contemporary academic discourse on education. Catholic education holds a decent share in this overall discussion. This is partly due to the growing number of Catholics in Africa and Asia as well as globalization and secularization processes. Considering this fact, the philosophical underpinnings of Catholic education, its identity issues, and future perspectives are gaining more and more attention from the academic audience worldwide. In this study, an attempt was made to examine and compare two different concepts of Catholic education, one of Italian Catholic priest Fr. Luigi Giussani and that of the Jesuits. The research was aimed at analyzing and evaluating the similarities and differences of these concepts, revealing their interrelation. The analysis showed that these educational concepts have only slightly different goals and use different wording to define their aims. This situation is preconditioned by different historical-cultural contexts and experiences. In conclusion, Jesuit education tends to stress academic achievements and a value-based education approach, while Giussani’s concept emphasizes an interest in showing the importance and meaning of human reality and value education through its verification according to real-life needs. This allows to categorize Jesuit education as more traditionally-Catholic oriented while viewing Giussani’s concept as more suitable for Western secularized societies, which are not or less familiar with such notions as fate, religion, Christianity, God, etc. Despite the fact that these concepts employ different educational methods and approaches and have only slightly different goals, their interrelationship can be described as complementary rather than differentiated or competing. Sekuliarizacija, globalizacija, vertybių kaita – nūdienos iššūkiai, su kuriais susiduria ne tik edukologai praktikai, bet ir teoretikai. Į šiuos iššūkius pravartu pažvelgti iš katalikiškojo ugdymo paradigmos pozicijų. Kaip ši ugdymo paradigma prisitaiko prie šiuolaikinio pasaulio ir kaip siūlo spręsti aktualius klausimus, siekiama išsiaiškinti šiame straipsnyje, analizuojant dvi katalikiškojo ugdymo sampratas. Tai viena iš seniausių – šv. Ignaco Lojolos (jėzuitiškoji) – ir viena iš naujausių, XX a. antroje pusėje Italijoje dirbusio katalikų kunigo Luigi Giussani – ugdymo sampratos. Darbo tikslas – nustatyti ir įvertinti šių dviejų koncepcijų ypatumus ir jų santykį. Viliamasi, kad straipsnyje aptartos principinės šių koncepcijų nuostatos ir pateiktos įžvalgos bus vertingos katalikiškojo ugdymo tyrimų plėtotei. 
Relationship (self-)formation in the Lithuanian general education school: between dialogue and alienation.
No full textRelationships is a topic of the existential importance in human life and education. However, when analysing the relationships in education, an overall withdrawal, feelings of meaninglessness, powerlessness, and disappointment is being observed. In scientific literature, this problem is referred to as school alienation, which encompasses students' negative attitudes towards school and can manifest in the areas of students’ relationships with teachers, classmates or learning activities. This suggests us to raise the questions of how we could characterize an alienated relationship at school and what are the typical features of such a relationship? what and how creates such a relationship? On the other hand, what is the counter-alienation relationship that can become a fruitful alternative in the context of the contemporary education? By taking this into account, the study was organized, which, based on the theoretical perspective of Martin Buber and relationship-based pedagogy, elaborates on the details of a student's relationship with classmates, teachers, and learning activities in cases when (non)alienation is present. The study reveals a wide range of relational experiences in school and demonstrates the multiplicity of the relational field. Alienation emerges as a negative, multidimensional, and individual phenomenon, while the dialogical relationship is revealed as the mutual ability and willingness of a student, student’s classmates, and teacher to participate in the act of building of interpersonal relationship
Students' alienation from learning activity: Some insights from high-school seniors' study in Lithuania /
No full textAim. The aim of this research is to define the causes of student alienation from learning in the high-school seniors (aged 18-19) population (n=227) of three randomly chosen Lithuanian high schools. Methods. In this analysis, we use a mixed-method approach. In the first research phase, we used the quantitative school alienation measurement instrument proposed by Julia Morinaj et al. (2019), which helped to locate the extreme cases of alienation and non-alienation in research schools. In the second phase, both research groups (7 alienated and 7 non-alienated) were interviewed individually using qualitative semi-structured interviews. Data gathered from interviews was processed using the thematic analysis method, proposed by Virginia Braun and Victoria Clarke (2012). Results. The results confirmed earlier theoretical presumptions that defined school alienation as a multifaceted and case-sensitive phenomenon. The qualitative approach has revealed its’ multi-dimensional nature illustrated by students’ experiences. Conclusion. Alienation from learning could be interpreted as a level of learning actualisation that is perceived by the student, which could be influenced by individual and/or structural factors, such as individual attitude towards learning, learning styles, parental influence, teacher and classmates support, future career/academic plans and expectations. Cognitive value. According to our literature analysis made prior to the research, it is the first attempt to analyse school alienation using a mixed-method approach, which combines verified quantitative and qualitative instruments. It is hoped that this research will be of benefit for the further conceptualisation of the school alienation phenomenon and could be a practical guide in everyday pedagogical practice
(Ne)susvetimėjimas Lietuvos mokyklose: keturių abiturientų atvejų analizė
Get PDFThis article focuses on the alienation manifested in the field of the teacher-student relationship. The study uses Morinaj, Hadjar and Hascher’s (2020) quantitative-diagnostic instrument for determining the level of alienation, with the help of which participants experiencing 2 high and 2 low alienation in relation to teachers were selected from the studied population of twelfth graders (n=227). The latter were invited to a qualitative semi-structured interview. The aim of this study was to better understand the problem of alienation in the student–teacher relation, discuss and reflect on the possibilities of the diagnostic instrument and reveal the experiences of (non)alienation of four research participants. It was found that the participants interpreted the statements of the instrument differently, giving different answers, which could potentially distort the results of the diagnostic study. The revealed diversity of pedagogical experiences showed that alienation is an individual and multifaceted phenomenon, thus it is meaningful to supplement further alienation research with a qualitative methodological perspective.Straipsnyje analitinis dėmesys kreipiamas į mokytojo ir mokinio santykio lauke besireiškiantį susvetimėjimą. Tyrime naudojamas Morinaj, Hadjar ir Hascher (2020) kiekybinis-diagnostinis susvetimėjimo lygio nustatymo klausimynas (skalė), kuriuo iš tiriamos dvyliktokų populiacijos (n = 227) atrinkti du didelį ir du mažą susvetimėjimą santykio su mokytojais lauke patiriantys tyrimo dalyviai. Jie pakviesti į kokybinį pusiau struktūruotą interviu, kurio metu siekta geriau suprasti mokinio ir mokytojo susvetimėjimo problemą.Tyrimu siekta geriau suprasti susvetimėjimo reiškinį atsižvelgiant į mokytojo ir mokinio santykio sritį, aptarti ir reflektuoti diagnostinio klausimyno galimybes ir atskleisti keturių tyrimo dalyvių (ne)susvetimėjimo santykyje su mokytojais patirtis. Tyrimo nustatyta, kad dalyviai skirtingai interpretavo klausimyno teiginius, pateikė skirtingus atsakymus, kas galėjo iškreipti diagnostinio tyrimo rezultatus, o atskleista pedagoginių patirčių įvairovė parodė, kad susvetimėjimas yra individualus ir daugiaplanis reiškinys, į kurio tolesnius tyrimus prasminga įtraukti ir kokybinę metodologinę perspektyvą
(Non)alienation in Lithuanian schools: the case of four high-school seniors.
No full textThis article focuses on the alienation manifested in the field of the teacher-student relationship. The study uses Morinaj, Hadjar and Hascher’s (2020) quantitative-diagnostic instrument for determining the level of alienation, with the help of which participants experiencing 2 high and 2 low alienation in relation to teachers were selected from the studied population of twelfth graders (n=227). The latter were invited to a qualitative semi-structured interview. The aim of this study was to better understand the problem of alienation in the student–teacher relation, discuss and reflect on the possibilities of the diagnostic instrument and reveal the experiences of (non)alienation of four research participants. It was found that the participants interpreted the statements of the instrument differently, giving different answers, which could potentially distort the results of the diagnostic study. The revealed diversity of pedagogical experiences showed that alienation is an individual and multifaceted phenomenon, thus it is meaningful to supplement further alienation research with a qualitative methodological perspective
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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