Movement is crucial at a pre-school age: it enables a child to gain experience, develop normally, grow up healthy, shape their own movement and health habits that in most cases continue throughout their lives. In recent years the tendencies of deterioration in health in pre-school children have been observed, and they are associated with insufficient physical activity (hereinafter PA). The synergy between an educational environment of a pre-school educational institution and PA of children sets up conditions for a co-effect of both factors on a child’s personality, maturity and health which is greater and more prominent than the effect of these factors acting separately. The aim of the research is to highlight aspects of the synergy between a dynamic educational environment of a pre-school educational institution and the PA of children and to disclose the main features of the dynamic educational environment. The article based on the analysis of scientific literature and documents defines the concept of a dynamic educational environment, which is treated as a space where synergistic interaction between architectural and educational dimensions promotes the activities of children and their PA enhancing the health of children and having a consistent effect on a personal maturity. The architectural dimension consists of the following elements: the function and the concept of an object (interior, exterior, landscape), architectural artistic–material expression, planned and spatial solutions, visual and functional relations, contextuality, construction solutions, etc. The educational dimension consists of the following elements: the objective of education, its content, educational methods, forms, means, relationship between a teacher and a learner, psychological atmosphere, etc. The educational process can be easily constructed in a dynamic educational environment to achieve the integrity of activities in different areas of educational achievements: protection and enhancement of health, social, cognitive, communication, artistic, etc.The analysis of examples of foreign architecture of pre-school institutions and scientific insights highlighted the features of a dynamic education environment: specific to a child’s age, flexible, dynamic, open, mobile and functional, sustainable and material, containing obstacles and secure, cosy and playful. The architectural concept and its elements of a dynamic educational environment should promote the natural movement of children even when no educational PA means are applied.
{"title":"The Synergy Between a Dynamic Educational Environment of a Pre-School Educational Institution and the Physical Activity of Children","authors":"Neringa Strazdienė, Aistė Burkė","doi":"10.15388/actpaed.43.11","DOIUrl":"https://doi.org/10.15388/actpaed.43.11","url":null,"abstract":" Movement is crucial at a pre-school age: it enables a child to gain experience, develop normally, grow up healthy, shape their own movement and health habits that in most cases continue throughout their lives. In recent years the tendencies of deterioration in health in pre-school children have been observed, and they are associated with insufficient physical activity (hereinafter PA). The synergy between an educational environment of a pre-school educational institution and PA of children sets up conditions for a co-effect of both factors on a child’s personality, maturity and health which is greater and more prominent than the effect of these factors acting separately. The aim of the research is to highlight aspects of the synergy between a dynamic educational environment of a pre-school educational institution and the PA of children and to disclose the main features of the dynamic educational environment. The article based on the analysis of scientific literature and documents defines the concept of a dynamic educational environment, which is treated as a space where synergistic interaction between architectural and educational dimensions promotes the activities of children and their PA enhancing the health of children and having a consistent effect on a personal maturity. The architectural dimension consists of the following elements: the function and the concept of an object (interior, exterior, landscape), architectural artistic–material expression, planned and spatial solutions, visual and functional relations, contextuality, construction solutions, etc. The educational dimension consists of the following elements: the objective of education, its content, educational methods, forms, means, relationship between a teacher and a learner, psychological atmosphere, etc. The educational process can be easily constructed in a dynamic educational environment to achieve the integrity of activities in different areas of educational achievements: protection and enhancement of health, social, cognitive, communication, artistic, etc.The analysis of examples of foreign architecture of pre-school institutions and scientific insights highlighted the features of a dynamic education environment: specific to a child’s age, flexible, dynamic, open, mobile and functional, sustainable and material, containing obstacles and secure, cosy and playful. The architectural concept and its elements of a dynamic educational environment should promote the natural movement of children even when no educational PA means are applied.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"157 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41287153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Birutė Pociūtė, Laima Bulotaitė, J. Lazauskaitė-Zabielskė
The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.
{"title":"Counselling at School: A Comparison of the Work Characteristics of School Counselling Professionals in Four Different Countries","authors":"Birutė Pociūtė, Laima Bulotaitė, J. Lazauskaitė-Zabielskė","doi":"10.15388/ACTPAED.42.4","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.4","url":null,"abstract":"The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University mergers could be perceived as a political process – at least during the first stages of the process, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society’s opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues published in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is noticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and quality of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.
大学合并可以被视为一个政治过程——至少在这个过程的第一阶段，其中包含关于共同愿景、目标和措施的讨论。因此，可以使用政治话语分析的方法来分析大学合并，这可以理解关于合并大学的公共话语是如何被构建、合法化和制度化的。重要的是要理解大学合并过程是一种由利益相关者利用公共话语构建的政治现象。媒体上反映的公共话语形成了社会对大学合并的看法，并对政策决策和这些决策的实施过程产生了影响。在这种背景下，本文的目的是分析三年（2016-2018）期间网络媒体上发表的与大学合并问题相关的书面内容。使用Hamlet II 3.0软件进行定量含量分析。一些与大学合并有关的公共话语趋势已经被发现。人们注意到，大学合并主要与高等教育质量的提高以及企业和国家在公共话语中的需求有关。然而，宣称的寻求竞争力和研究质量的政治目标并没有在媒体上得到发展和反映。这表明，在合并大学的过程中，思想存在一定的分裂，因为社会、学术界和政府一致认为（如文件（2017）所示）只有研究和研究的统一才能确保最高质量的大学教育和国际认可。此外，商业和大学合并之间的差异也已引起注意。与大学合并相比，企业合并比社会和文化合并更合理（Vaara，Tienari，2002）。利益相关者通常在公共话语中结合社会和理性论点来为大学合并辩护。
{"title":"University Mergers in Lithuania: A Media Discourse Analysis","authors":"Ruta Bruziene","doi":"10.15388/ACTPAED.42.9","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.9","url":null,"abstract":"University mergers could be perceived as a political process – at least during the first stages of the process, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society’s opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues published in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is noticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and quality of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47873465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we investigated the expression of the pattern concept in primary education. For this purpose, we chose the concept of rhythm as a means of repeating found in different contexts. In Music and Arts, rhythm is first a way to make compositions. In the case of learning Math, rhythm can aid in comprehending various structures. We used action research in this article – our study contained some trials of learning to understand composition and structures by completing some origami applique tasks; pupils from the 2nd grade were our study participants. The study was held during the following 3 stages: the investigation of simple repeating, the exploration of rhythmical directional changes, and the examination of rhythmical size changes. Fourteen participants took part in the study. The pupils were asked to make some compositions of origami applique based on certain rules set for them. The participants had to also use their experience acquired in the aforementioned tasks for further tasks, which required them to create their own patterns. They had to realize the basic underlying structures for completing such tasks.The data were gathered by collecting paper crafts made by students and by audiotaping the discussions with these children. After employing content analysis, for the sake of visual illustrations of the results, the main features of various task performance were depicted using some typical real examples from the paper crafts of the students.The results showed that 2nd graders were able to replicate a simple rhythm without making mistakes. When creating line-type ornaments, they concentrated on one possible feature to make the rhythm, often mostly ignoring such possibilities as repetitions in number, direction, and size. After gaining some new knowledge during the process of origami applique activities designed to teach the possibilities in changing direction and size, the pupils were eager to apply various structures elsewhere. The children were fast to realize the importance of tidy composition, to solve the arising difficulties, and to generalize the experience in some other contexts.
{"title":"The Teaching of Pattern Comprehension in the 2nd Grade of Primary School Using Origami Applique","authors":"Vaiva Grabauskienė, Rasa Lapėnienė","doi":"10.15388/ACTPAED.42.8","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.8","url":null,"abstract":"In this study, we investigated the expression of the pattern concept in primary education. For this purpose, we chose the concept of rhythm as a means of repeating found in different contexts. In Music and Arts, rhythm is first a way to make compositions. In the case of learning Math, rhythm can aid in comprehending various structures. We used action research in this article – our study contained some trials of learning to understand composition and structures by completing some origami applique tasks; pupils from the 2nd grade were our study participants. The study was held during the following 3 stages: the investigation of simple repeating, the exploration of rhythmical directional changes, and the examination of rhythmical size changes. Fourteen participants took part in the study. The pupils were asked to make some compositions of origami applique based on certain rules set for them. The participants had to also use their experience acquired in the aforementioned tasks for further tasks, which required them to create their own patterns. They had to realize the basic underlying structures for completing such tasks.The data were gathered by collecting paper crafts made by students and by audiotaping the discussions with these children. After employing content analysis, for the sake of visual illustrations of the results, the main features of various task performance were depicted using some typical real examples from the paper crafts of the students.The results showed that 2nd graders were able to replicate a simple rhythm without making mistakes. When creating line-type ornaments, they concentrated on one possible feature to make the rhythm, often mostly ignoring such possibilities as repetitions in number, direction, and size. After gaining some new knowledge during the process of origami applique activities designed to teach the possibilities in changing direction and size, the pupils were eager to apply various structures elsewhere. The children were fast to realize the importance of tidy composition, to solve the arising difficulties, and to generalize the experience in some other contexts.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41792851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contemporary research on education policies and practices of post-socialist countries is not expansive. According to our understanding, there are at least several reasons for a rather limited interest of researchers. There is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-EU countries. One of the possibilities of conducting comparative studies is the usage of international large-scale assessments (ILSAs). The aim of our study was to highlight the different attitudes toward the training of school principals in Lithuania and Kazakhstan on the basis of a secondary analysis of TIMSS 2015 and PISA 2016 data. Results indicate that there are essential differences between the two countries. The percentage of students in schools where Lithuanian school principals have undergone postgraduate university training exceed the percentage of students in Kazakhstani schools 4 to 5 times. Lithuanian school principals also have, on average, 1.5 times longer professional experience than Kazakhstani school principals. However, data of TIMSS 2015 and PIRLS 2016 show no direct relationship between the level of education and work experience of school principals and student achievement. We assume that higher professionalism and experience of school principals may contribute to the efficiency of school management, while the effectiveness of student learning may be determined by a variety of other factors.
{"title":"The Managerial Experience and Postgraduate University Training of School Principals: A Comparison of Two Post-Socialist Countries Using TIMSS 2015 and PIRLS 2016 Data","authors":"R. Želvys, K. Esenova, A. Rakhymberdiyeva","doi":"10.15388/ACTPAED.42.5","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.5","url":null,"abstract":"Contemporary research on education policies and practices of post-socialist countries is not expansive. According to our understanding, there are at least several reasons for a rather limited interest of researchers. There is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-EU countries. One of the possibilities of conducting comparative studies is the usage of international large-scale assessments (ILSAs). The aim of our study was to highlight the different attitudes toward the training of school principals in Lithuania and Kazakhstan on the basis of a secondary analysis of TIMSS 2015 and PISA 2016 data. Results indicate that there are essential differences between the two countries. The percentage of students in schools where Lithuanian school principals have undergone postgraduate university training exceed the percentage of students in Kazakhstani schools 4 to 5 times. Lithuanian school principals also have, on average, 1.5 times longer professional experience than Kazakhstani school principals. However, data of TIMSS 2015 and PIRLS 2016 show no direct relationship between the level of education and work experience of school principals and student achievement. We assume that higher professionalism and experience of school principals may contribute to the efficiency of school management, while the effectiveness of student learning may be determined by a variety of other factors. ","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41927066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines how the interpersonal communication competences of teachers can predict their shared leadership. The empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in Lithuania. The conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. Specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. The results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. The theoretical and practical implications of teacher leadership and their communication are discussed in this paper.
{"title":"Shared Leadership of Teachers through their Interpersonal Communication Competence","authors":"Rasa Nedzinskaitė-Mačiūnienė, Simona Merkytė","doi":"10.15388/ACTPAED.42.6","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.6","url":null,"abstract":"This paper examines how the interpersonal communication competences of teachers can predict their shared leadership. The empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in Lithuania. The conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. Specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. The results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. The theoretical and practical implications of teacher leadership and their communication are discussed in this paper.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43494184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
My study aims to reveal the connections between visual propaganda and pedagogy during the Hungarian state-socialism by analyzing different variations of a single picture of Vladimir Lenin. The ideological indoctrination played an important role in the socialization of children, even teachers; thus, the communist power tried to create a new ceremonial-ritual order and a socialist identity. The following analyzed images (photos and paintings) show different functions and meanings; by reframing and transforming photographs and contexts, we can demonstrate how the viewers could have been manipulated. The starting photo comes from my studies (based upon the corpus of Hungarian pedagogical journals) published in 1970, showing a seemingly unconventional representation: Lenin as a child.
{"title":"Lenin as a Child Visual Propaganda and Pedagogy","authors":"Lajos Somogyvári","doi":"10.15388/ACTPAED.42.2","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.2","url":null,"abstract":"My study aims to reveal the connections between visual propaganda and pedagogy during the Hungarian state-socialism by analyzing different variations of a single picture of Vladimir Lenin. The ideological indoctrination played an important role in the socialization of children, even teachers; thus, the communist power tried to create a new ceremonial-ritual order and a socialist identity. The following analyzed images (photos and paintings) show different functions and meanings; by reframing and transforming photographs and contexts, we can demonstrate how the viewers could have been manipulated. The starting photo comes from my studies (based upon the corpus of Hungarian pedagogical journals) published in 1970, showing a seemingly unconventional representation: Lenin as a child. ","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the stud
{"title":"Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression","authors":"Aistė Burkė","doi":"10.15388/ACTPAED.42.7","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.7","url":null,"abstract":" For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the stud","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42789064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, 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.
{"title":"A Comparative Analysis of Catholic Educational Concepts: the Case of Jesuit and Fr. Luigi Giussani’s Concepts","authors":"Juozapas Labokas","doi":"10.15388/ACTPAED.42.3","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.3","url":null,"abstract":"Currently, 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.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47144583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. Thus, the goal of this study is to describe the retraining of left-handers as it was conducted in Soviet education. The impact of political power on an individual’s body-mind interaction is a significant problem in research on the creation of the “New Soviet Man.” The teaching of left-handed children in the Soviet Union is a noteworthy example of the totalitarian regime’s illusionary endeavors to change human nature. The Soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. The Soviet science was based on the anthropological understanding of man as a tabula rasa, which made it possible to explain the omnipotence of Soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. The present study provides insight into the disciplining of the left-handed children’s bodies and minds using pedagogical tools that was being conducted in Soviet Latvia.
{"title":"Wrong Hand, Wrong Children? The Education of Left-Handed Children in Soviet Latvia","authors":"Z. Rubene, L. Daniela, Dace Medne","doi":"10.15388/ACTPAED.42.1","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.1","url":null,"abstract":"Left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. Thus, the goal of this study is to describe the retraining of left-handers as it was conducted in Soviet education. The impact of political power on an individual’s body-mind interaction is a significant problem in research on the creation of the “New Soviet Man.” The teaching of left-handed children in the Soviet Union is a noteworthy example of the totalitarian regime’s illusionary endeavors to change human nature. The Soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. The Soviet science was based on the anthropological understanding of man as a tabula rasa, which made it possible to explain the omnipotence of Soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. The present study provides insight into the disciplining of the left-handed children’s bodies and minds using pedagogical tools that was being conducted in Soviet Latvia. ","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44134011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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