Mokinių savivalda - „aktyviosios mokyklos'' patirtis
This article shows the standpoint of „active school" to the students self-government in the end of XIX - th of XX century m the USA and West Europe.
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This article shows the standpoint of „active school" to the students self-government in the end of XIX - th of XX century m the USA and West Europe.
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This article presents the tendencies of the education of humanity at the end of the XIX - the middle of the XX century. Attention is paid to the common pecularities of the pedagogical research of this period. This clears up some authors' attitudes towards the content, place, and significance of humanity, tries to disclose some reflections of moral principles, and discusses the main factors, means and methods that could exist even today.
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Das Forschungsobjekt ist die Entwicklung der Vorstellung uber die Autoritat entscheidende Sittlichkeiten im unabhangigen Litauen ( 1918- 1 940). Das Forschungsziel ist die Analyse der Sittlichkeiten des Lehrers als der Ausdruck der Konzeption seiner Autoritat.
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The article deals with the problem of understanding of the terms: „vocation" „vocational guidance" „vocational orientation", which meaning were changing during the time and according to the theories of different researchers in this field.
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Turit omenyje, kad pagrindinis mokyklos uždavinys yra visapusiškos asmenybės ugdymas, daugiau dėmesio turėtų būti skiriama doroviniam auklėjimui. Tam pasitarnauti gali ir vieno žymiausių dorovės pedagogų F.V. Foersterio idėjos, apie dorovės svarbą civilizacijos ir kultūros raidai, taip pat apie dorovinio auklėjimo vaidmenį. Foersteris dorovinį auklėjimą laikė religiniu, socialiniu ir psichologiniu reiškiniu.
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Straipsnyje aprašomi pedagoginio eksperimento, kuriame dalyvavo 403 Kauno miesto mokiniai, rezultatai, ypač akcentuojant sėkmės veiksnį. Dauguma tyrime dalyvavusių mokinių buvo nepažangūs, pedagogiškai apleisti, todėl patirti sėkmę jie pirmiausiai galėjo popamokinėje veikloje. Turėdami omenyje, kad daugumai šių paauglių mokykla buvo įgrįsusi, atsižvelgdadami į individualius interesus ir pomėgius, klasės vadovai padėjo pasirinkti būrelį, organizaciją ar darbinę veiklą už mokyklos ribų.
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A conversation between Algimantas Jankauskas and Bronislovas Genzelis
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Vilnius University has been the preeminent high school of The Grand Duchy of Lithuania for several centuries, spreading its influence across different areas of public life – religion, politics, culture. This article analyzes the influence of the Vilnius Alma Mater on the development of the Order of Saint Basil the Great (which had operated between 1617–1839). To that end, three aspects, revealing the connections of the two establishments, are distinguished: Basilians as university students, Basilians as university professors, and Basilians as university partners in the field of education. The research indicates that over a hundred young Basilians were studying in Vilnius University between 1617 and 1832. The members of the Basilian Order constituted a significant group of monk students from the mid-18th to the early 19th centuries. Cooperation in administering secondary schools yielded mutual benefits for both Vilnius University, which supervised the Vilnius educational district in 1803–1832, and the Basilian Order. The Order secured maintenance and provided support for a certain part of the Vilnius educational district schools, while the University became the protector and representative of the Order’s interests in Russian governmental institutions. The employment of Basilian lecturers (professors and vice-professors) at Vilnius University indicates the public recognition of the Order.
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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.
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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.
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The “New Man” is a utopian concept that involves creating an ideal man and replacing the imperfect human being. The beginning of the ideas of creating the new man can be found in ancient Greece and Rome, in the works of utopians and educators, as well as in theological texts. Although this ideologeme as one of the constructs of modernity was fully formed by the end of the 19th century, the efforts to practically implement it are connected with the establishment of (para)totalitarianism. One of the best-known examples of such an attempt was the ambition to create the New Soviet Man. After giving up aspirations to create a perfect biological individual, in the long-term perfective, the main focus was laid on forming an ideologically correct New Man, a builder of communism. Education was seen as one of the key means of achieving this objective. Seeking to identify how the image of the New Man was reflected in the curriculum (primary in particular), 36 textbooks published between 1925–1985 and used in the state schools of Soviet Russia and the Baltic States were analysed. Although the concept of the New Man includes both the male and female person, the most frequently considered is a male. This article aims to discuss how textbooks represent the Soviet woman by considering the following aspects: what was specific to the New Soviet Man – Woman? What did the Soviet regime expect from women in the context of the New Soviet Man project? How did the project of New Man reflect the gender equality idea?
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The analysis of professors in Humanities at Vilnius University in 1948–1956, the period of studies and post-graduate course of Donatas Sauka, established that professors who had not accepted the doctrine of Marxism-Leninism and who had obtained their academic titles in independent Lithuania or pre-revolutionary Russia had left the university. During the first year of Soviet rule, a group of persons who had contributed to Lithuania’s incorporation into the USSR and undertaken to establish the doctrine at the university became professors. They were active in the 1940s and 1950s and created a climate of fear. Some lecturers who were neutral towards the doctrine had been granted the title of professors for their contribution to the science in order to raise the prestige of the university. A cluster of lecturers who attempted to interpret literature without applying primitive sociologisation was formed in the Department of Lithuanian Literature in mid 1950s. At the initiative of the Central Committee of the Lithuanian Communist Party, actions were taken (1956–1961) to force the group of young lecturers to follow the requirements of the doctrine. Having defied the requirements, they were dismissed. D. Sauka belonged to the group, but had retained his job as a lecturer without changing his views towards the doctrine. Some professors, associate professors, and students at the university participated in the ideological cleansing of the Department of Lithuanian Literature. They were later promoted. During the 1960s, among literary scholars only Jurgis Lebedys became a professor. At that time, high qualification requirements for obtaining a professor’s title were set in the USSR. Those who had obtained the titles of professors had different approaches towards the doctrine of Marxism-Leninism. Some showed support only formally and expanded the scope of analysed issues by slowly validating new fields of knowledge and developed individual thinking; others attained high qualification and performed the actions of implementing the doctrine required by the party leaders; still others sought their personal goals by using maintenance of the doctrine as a pretext. The guardians of the doctrine created obstacles for unwanted persons in becoming professors by trying to prevent them from defending their doctoral (post-doctoral) theses and publishing their articles and works; they tried to create a wall of silence around them. In the 1970s, D. Sauka and Vytautas Kubilius defended their doctoral (post-doctoral) theses; both of them had surpassed the topics defined by the doctrine and opened new fields of knowledge in Lithuanian literature and culture. Attempts were made to prevent them from defending their theses, but thanks to the vigilance of his colleagues, D. Sauka defended his thesis and became a professor after four years. The approval of V. Kubilius’s doctoral (post-doctoral) title lasted six years, yet one of the strongest literary critics and scholars was not granted the title of professor from the Soviet university. In the 1980s, a number of students at Vilnius University obtained titles of professors. The doctrine itself had changed at that time, the communist government avoided scandals, the level of mentality was higher at the university, and simultaneously, the behaviour of lecturers themselves was self-censored; some of the guardians of the doctrine had voluntarily abandoned their position and those who appreciated the works of their talented colleagues appeared. At the juncture of the 1980s and 1990s, professors of Vilnius University became more prominent in the society: these were personalities that developed individual thinking of their own and others, done valuable work for the culture of Lithuania, retained relations with the nation and had the goal of creating an independent state of Lithuania.
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The article describes the syllabi of Lithuanian language subject for public and private schools prepared in 1905-1914 for the developing modern Lithuanian education system with the aim to determine the extent of representation of Žemaitė’s literary fiction. Referring to previous works by V. Pupšys, V. Pukienė, M. Karčiauskienė, A. Piročkinas and analysis of their sources, 9 syllabi of Lithuanian language and their recommended textbooks have been described in this article. The analysis has shown that Žemaitė first established herself in the Lithuanian education system as the author of the textbook Rinkinėlis vaikams, first published in 1904 and intended for primary schools. Žemaitė emerges as the author of short stories and a co-author of dramas for the first time in 1912 in the syllabus published by J. Kairiūkštis. The attention allocated to her and the list of her works is the same as for the majority of other fiction authors of the time. In 1912 M. Biržiška’s project of the Lithuanian language syllabus Žemaitė is referred to as one of the four women prose writers of the end of the 19th century among G. Petkevičaitė-Bitė, Šatrijos Ragana, and Lazdynų Pelėda.
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Šiemet sukako 80 metų, kai Vilniaus universitete buvo įkurtos Lietuvių literatūros ir Lietuvių kalbos katedros. Šiai sukakčiai paminėti Lietuvių literatūros katedra kartu su kitomis lituanistinėmis katedromis ir Filologijos fakulteto dekanatu surengė „Lituanistikos dienas“ – kultūrinių ir mokslinių renginių ciklą. Pirmajame ciklo renginyje, spalio 15 d. Šv. Jonų bažnyčioje vykusiame Konstantino Sirvydo trikalbio žodyno 400 m. sukakties minėjime, buvo aptartos senajame Vilniaus universitete kurtos lituanistikos tradicijos. Jame pranešimus perskaitė profesoriai Dainora Pociūtė ir Bonifacas Stundžia, Sirvydo postilės ištraukas skaitė aktorius Algirdas Latėnas, Johanno Sebastiano Bacho kūrinius vargonams atliko Vidas Pinkevičius. Spalio 16 d. VU Mažojoje auloje vyko seminaras ir diskusija „Lituanistika Lietuvos universitetuose: ateitį kurianti tradicija“. Pranešimus seminare skaitė VU rektorius prof. Rimvydas Petrauskas, Lietuvos Respublikos kultūros ministras doc. Mindaugas Kvietkauskas, profesoriai Egidijus Aleksandravičius, Bonifacas Stundžia, Meilutė Ramonienė, Brigita Speičytė. Pranešėjai ir kiti seminaro nariai dalyvavo diskusijoje „Būsimi lituanistikos dešimtmečiai: iššūkiai ir uždaviniai“, kurią moderavo doc. Darius Kuolys.
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Stefan Batory University in Vilnius was established in 1919 as a regional entity to carry out scientific research and develop Polish academic education. One of its faculties – the Faculty of Fine Arts (1930–1939) – gathered charismatic and popular artists, historians and architects. Among them, two professors – Juliusz Kłos (1888–1933) and Marian Morelowski – published the guidebooks for Vilnius and Wileńszczyzna region (Wilno. Przewodnik krajoznawczy, 1937; Zarys sztuki wileńskiej z przewodnikiem po zabytkiem między Niemnem a Dźwiną, 1939). The book written by Kłos gained popularity and was often purchased by the tourists who visited Vilnius. The aim of the article is to determine the main methodology, historical approaches and working styles of both authors. Moreover, the paper involves their attitude towards developing tourism, cultural heritage and historical research. The article also involves the main ideas of artistic education professors had and how much tourism was involved in the whole education process for them.
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In this paper we focus on the development and academics’ perceptions of managerialism in Lithuanian higher education (HE). We systematically investigate historical changes in HE governance and policies in Lithuania and conduct an analysis of data collected through the APIKS Lithuania project survey of academics at Lithuanian public universities (N=389). We find that Lithuanian HE policies shifted to a rather market-oriented paradigm. The survey results reveal that the majority of respondents perceive their university as highly managerial, which points out to high managerialism in practice in line with the policies. Based on our key findings, we discuss theoretical and practical implications.
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The article examines the introduction of Soviet Marxism (Marxism-Leninism) into the Lithuanian higher education system in 1944–1947. Based on archival sources and existing historiography, this paper explores the development of the higher education system in Lithuania during the first years of the Soviet occupation, including the translation, publication, and dissemination of ideological texts. It is argued that the introduction of Soviet Marxism in Lithuanian higher education institutions in 1944–1945 was carried out in a forced and chaotic manner, the organization of teaching and the preparation of ideological literature was slow, and there was a lack of staff to teach ideological courses. First came the creation of formal institutions (departments, divisions, institutes), and only then a consistent introduction of Marxist-Leninist teachings and the implementation of ideological control.
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This article presents a socio-historical study that combines an analysis of the theoretical model of the “new man” in the late Soviet period (1964–1988) with an empirical study of personal experiences of people who were students at schools in the Lithuanian Soviet Socialist Republic (LSSR) during this period. The aim is to analyze how the teaching and learning process were organized during the late Soviet period in LSSR schools, how it was understood by the participants of this study, and what were the possible differences in the experiences of schoolchildren. Also, it is equally important to determine which of the schoolchildren’s experiences in this period could be qualified as “unifying experiences” that formed the mentality of the late Soviet period generation. These experiences are compared with the common Soviet vision of the “new man” education, which was also changing during the late Soviet period. While searching for the answer to how much of the theoretical “new man” model was adopted by this last Soviet generation in LSSR, we use a post-revisionist approach and focus on the narrative of everyday history – what it meant to be schoolchildren in Soviet schools. The research revealed that the formal institutionalization of collective life for schoolchildren through Pioneer or Komsomol organizations was ineffective in creating a collective community feeling between the young generation. During the late Soviet period in LSSR schools there were four main disciplinary practices: formal notices by writing or by word, unsanctioned physical punishments, preventive disciplinary practices, and informal shaming. The last informal disciplinary practice was considered by schoolchildren in todays perspective as the most effective means of discipline at schools. These practices reflected the model of monitoring each other in the adult Soviet society and formed the horizontal control system involving students, their parents, and teachers. The research revealed a preliminary informal social stratification of children in LSSR schools during the late Soviet period. It was not related to the vision of “the new man” education but encouraged an already existing division within the LSSR society. This was a complete departure from the ethical-moral visions of educating “the new man” in schools, which were based on the demolition of the established class division, enabling this “new man” to create a welfare of socialist society by their own hard work and heroic achievements.
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The investigation of the history of education, considering the arhidiecesane schools, having tradition in Blaj - the Theology Faculty, Superior Secondary School and the Pedagogic Institute - interferes with the appearance of instruction with a pragmatic purpose, the training of the graduates for the integration in different specialized activities of the society. The libraries, as the main scientific components of documentation, have supported the educational and intellectual activities, according to the tradition of the XVIII th century (one of the reasons being the activity of the arhidiecesan printing house). They permanently developed and enriched, not only the particular ones, such as T. Cipariu’s library, which is the most important, but also those of the scholar institute from Blaj. The libraries have expanded the funds for books and they organized themselves according to the law and they enlarged the acquisition of foreign books through the connections with Central European countries and Romanian Kingdom. The influences of Kantian thinking, together with the European liberalism of the time, received on different channels, have contributed to the developement, in moderate forms, of the elements of applied ethics and education, having their own personality in the social background of the time. The same happened to the influences concerning the new European pedagogical methods of learning. Among the graduates, a very important percent have studied the theology - the elite followed theology and philosophy not only at Rome, but also at Viena and Budapest. From those with a higher preparation, we may mention the lawerys, engineers and physicians.
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Józef Depowski was born on 29 November 1879 in Ropczyce in a family of farmers, in 1899 he graduated the classical gymnasium in Rzeszów and began studies of philosophy, theology and spiritual formation in the Theological Seminary in Tarnów, which he was obliged to abandon due to health problems. From 1907-1916 he studied in the Faculty of Theology and Philosophy of the Swiss University of Fribourg, where in 1912 he defended his doctoral thesis on the subject of the history of art. In 1912 he became incardinated to the Armenian Catholic Archdiocese of Lviv and in 1913 he took holy orders. After his return to Galicia he undertook the job of a teacher and a catechizer in the gymnasiums in Zamość (1916-1917) and in Ropczyce (1923-1930). He was a teacher and an educator of the youth, he taught several subjects in secondary schools, he served as the headmaster of a gymnasium, the chaplain of a nursery, he was a spiritual leader, the pastoral minister of workers, the initiator of social undertakings, the author of scientific publications. From 1936-1939 he was the administrator the Armenian parish in Tyśmienica. He passed away on 8 November 1939 in Ropczyce, where he was also buried.
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