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The article focuses on the impact of information and communication technologies on the students’ self-development, analysis of the degree of the development, and attempts to identify controversy in the system of higher education today. The results of experiment are shown in the paper. Self-development, in our understanding, is a purposeful activity of the individual aimed at improving the quality of their skills and abilities, that is, self-improvement.
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The contents of the given article reveals pedagogical basics of dialogization of student’s education due to informational educational technologies, development of heuristics student’s skills to realize the personal approach in education. The person-oriented sense of telecommunications in the educational process is the opportunity for the pupil to create “one’s own” in the dialogue with “other people’s”, to develop an individual educational path.
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The school’s main objective is to provide broad and comprehensive development of a pupil considering both educational (teaching) and protective aspects. Not only a pupil– teacher but also a parent-teacher vital cooperation is needed in order to achieve school’s goals and objectives. The dialogue between pupils, teachers and parents is indeed extremely important and should be kept going systematically throughout pupil’s education. Without the cooperation between teachers and parents, accordingly to the assumption: “We (teachers) teach-parents help, parents raise – we (teachers) help. Nothing about us, without us”, the effective school improvement cannot be realized. Ultimately, the communication between school and home is necessary to determine child’s best interests. The school-home cooperation and the increasing knowledge and awareness in this area is significantly important for the future analysis in carrying out educational researches.
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The aim of the article is to present the work for the family carried out at the turn of the 19th and 20th century. The reports, comments, and information included in the article show the beginnings of educational and pre-school institutions. They serve as a proof of the activity aimed at supporting the family undertaken by a part of the society of Poland.
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The school-house relationships have great impact on the quality of the educational process. This article is to draw an attention to those relationships, taking into consideration particularly different relations between the teacher and the parent regarding the stage of development of the student, who is the subject of this issue. It seems that the awareness of parents and teachers of the subject matter of this relationship, on what they should focus, especially what tasks they should perform for the child’s sake and his well being, can significantly improve not only school-house relationships, but above all things, it can generally improve the situation of the child at school which he or she attends.
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Based on our previous educational researches we discuss whether it is possible to replace a human teacher with a virtual (machine) teacher, refereeing the hidden layers of doing so, as well as considering the technological possibilities currently available explain what this means in a society. For, an adaptation of current cybernetic into cybernetic pedagogy as cognitive modelling within a compounded educational system is proposed.
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The article discusses the possibilities of developing the system of education management in Kazakhstan. The long-term strategy “Kazakhstan-2050” indicates that education is one of the main priorities for the Kazakh state. The main goal of education reforms in Kazakhstan is to adapt the system of education to a changing socio-economic environment of the country. Professional specialists in the field of education management are vitally important as they will have to reform and manage the newly developing system of education. Many national and foreign researchers assume that the most effective way of training education managers is granting them a higher education degree. In order to find out what is the opinion of students studying in the field of education, a preliminary survey of students at a National Abai Pedagogical University was conducted. 140 students of pedagogical-psychological studies on a Masters level were interviewed, including 90 women and 50 men. 79 percent of respondents acknowledged the importance of studying education management. 86 percent claim that education management should be studied on a Masters level, 7 percent prefer to study education management on a Bachelor, and 7 percent – on a Doctoral level. Preliminary survey showed that majority of respondents prefer to study education management on a Masters level; however, currently there are no Masters studies of education management in Kazakhstan, as well as in other Central Asian republics – Kyrgyzstan and Tajikistan. Studies of education management ar limited to specialized courses in pedagogical high schools and in-service teachers training institutes. The Tempus EDUCA project “Modernization and development of teacher training and education management studines in Central Asia” is supposed to help in dealing with this problem. The aim of the project is to introduce competence-based learning and management training in the systems of higher education in three Central Asian countries. The education management program developed by the authors of the article is aimed at Masters students and teachers of primary education at National Abai Pedagogical University; however, the program should also contribute to further development of education management in Kazakhstan.
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In the contemporary world family still constitutes a superior value, but on the other hand, is subject to influences of many destabilising factors that may disturb its appropriate functioning. “A child gets to know the world, own self, the others and life objectives directly experiencing such aspects of life within own family, as a family brings up through the presence of its members remaining with each other in a relation of love and kindness” (Kukułowicz, 2004). One of the basic functions of the family is socialisation that means “transmitting knowledge regarding the surrounding world, cultural heritage and preparation to fulfill adult social roles addressed to the offspring. The primary socialisation takes place within the family circle, where <…> an individual becomes a member of the society by internalisation and generalisation of the most overall meanings thanks to the mediation of those taking care of such individual” (Kawula, 2007). The children brought up in an orphanage are subject to a specific socialisation, located in the borderland of the functioning in an institution and the family of origin. The process of becoming independent reflects such type of socialisation.
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The article discusses socialisation problems from the methodological perspective, which are of particular importance in adolescence because this period is closely linked with the most important process, i.e., search for own identity. Therefore, the focus is laid on the inborn powers of individuals, their functions and the role of spiritual dimensions based on transcendence and conscience while creating relations with others and oneself in real and virtual spaces is highlighted as well as spiritual values, as foundation of relations, and adolescents’ attitude towards them, which open up access to spirituality education and socialisation.
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Borderland societies are subject to processes such as upbringing and socialisation which, contrary to homogenous cultures, take place in a complex cultural, social and political surrounding. Therefore, the course of socialisation and upbringing influences is dynamised by factors absent within culturally homogenous societies. Thus, for instance, the axiology of a borderland focuses on values such as pro-social or cognitive ones, which appear to be the most common and favourable for the intercultural society, enabling dynamic, but harmonious coexistence of various cultures in the borderland. Moreover, axiology taking place in the context of a borderland socialisation is related not only to the intercultural education with which it shares the priorities and goals, but it also tackles the borderland (heterogenic) identity, which is shaped by values specific for such symbolic and material area.
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The aim of this article is to introduce the new concept of supported decision making model. Supported decision making model (SDM) as a tool for proper implementation of the rights of persons with disabilities is foreseen in the newest international human rights treaty – Convention on the rights of people with disabilities (CRPD). As a new concept SDM raises number of challenges both of legal, social and educational aspects how to introduce and implement this model in practice in order to safeguard rights and ensure social integration and socialization of the most vulnerable persons with psychosocial disabilities in the society. Specific objectives of the study carried out were: to review new legal requirements of art. 12 of CRPD for ensuring equality before the law for all persons with disabilities, to critically analyze Lithuanian legal guardianship system for its compliance / noncompliance to those international requirements; to review and analyze supported decision making models existing in other countries; based on the comparative analysis of the supported decision making models, to make recommendations for Lithuanian legislation, legal and social practice on possible supported decision making model.
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On the basis of historiography and new historical sources, the article analyses models applied upbringing children of upper nobility in the Grand Duchy of Lithuania in the 16th c. – the middle of the 17th c. The general and individual factors characteristic of the upper nobility of GDL, which predetermined upbringing of the children from the target social stratum, are discussed. Attempts are made to identify how early socialisation of girls and boys occurred as well as to discuss teaching of elder children (girls and boys) of upper nobility including the content of their teaching.
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The article focuses on the analysis of expression of speaking, as a prerequisite to socialization, in the curriculum of the Lithuanian language as mother tongue. The theoretical part compares two learning theories making attempts to highlight the importance of speaking to cognitive and social achievements of learners. The theoretical analysis is based on the comparison of the approaches of two learning theories, that is, constructivism and social constructivism. The research part of the article analyses the dual purpose of speaking, i.e., as learning object and as learning tool, and its expression in the general curriculum of the Lithuanian language (as mother tongue) for basic school.
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The basic aim of these reflections is to answer the question what is the retrospective picture of socialisation processes, as seen by the researched prisoners. Such general issue combines the interpretation of socialisation, perception of its overt and hidden meaning, as well as personal reflection regarding own experiences. Taking the above into account, the author attempted to present individual, biographical experiences of a very specific group, i.e. citizens of Russia and former Soviet republics, whose period of childhood proceeded in the 1970s and 1980s. The interviews were conducted among a group of prisoners currently serving sentence in Polish prisons, but socialised during the period of Soviet Union. The methodological procedure followed qualitative research paradigm, oriented at reconstruction of experiences from the childhood and youth.
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The article focuses on topical issues and problems encountered while developing ethnic culture in Lithuania in accordance with the Law on the Principles of State Protection of Ethnic Culture and the Law on Products of the National Heritage adopted by the Seimas of the Republic of Lithuania. The possibilities of ethnic culture to develop national self-awareness and citizenship are analysed. The theoretical assumptions how these activities may contribute to primary and secondary socialisation of children and youth, enhancement of family and community relations, are highlighted.
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After the First World War educational and social activists joined in the work for the Vilnius voivodship community. Certain problems left over from the times of the Russian occupation were noticed in, among others, care and material support for various social groups as well as upbringing and education. The number of diverse issues of economic, social, and educational nature was increasing, and it was necessary for private individuals, organisations, and associations to participate in providing care, upbringing, and education to solve the problems. In the present paper the questions of organising institutions for children, youth, and adults: participants of the interactions in care and education are presented on the basis of the source materials stored in National Archive of Lithuania and the National Historical Archive in Wilno.
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Ability to read information from human face is compelling for social communication as it enables to understand emotions experienced by other persons, their intentions and needs, what in turn can allow to predict their behaviour, hence it is one of the first stages of developing knowledge on other people. As the research and observations prove, from very early stage of growth the infants realise that a human face is an object of crucial meaning. While entering face-to-face interaction and establishing eye contact they learn convictions of mental and social lives of others. Problems with social communication of children with autism, particularly in terms of eye contact and looking at the partner of an interaction, allow to distinguish children with autism from their peers with other developmental disorders. Children with autism observe people less, and if they do, they do not concentrate on their faces. Moreover, they are not interested in what others express while establishing eye contact, hence not reading their facial expression nor recognising emotions noticeable from face. On top of that, they do not react, or react with delay to the stimuli, avoiding direct eye contact. Therefore, they are unable to read the intention of the direction or expression of the eye contact as a tip useful in interpreting others’ behaviour, and since children with autism do not understand the meaning of information contained within facial expression and eye contact, their range of social experiences during conversation is significantly limited. It profoundly affects their social communication with other people, particularly as far as initiating and maintaining interactions are concerned.
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The article analyzes reflection of life quality in secondary socialization with reference to the experience of learners’ parents. The research has revealed that every second respondent is satisfied with his / her life achievements; every third respondent has achieved everything he / she could in life; learners’ parents tend to link their life quality primarily with health, financial status, successful marriage, profession, relationships with relatives and children’s achievements.
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Upon starting to attend school, a homeless child frequently faces the problem of stigmatization, lacks a wish for learning, as well as fails to learn and establish relationships with school community. Therefore, a child feels the situation of homelessness even more acutely. Homeless children that have difficulties in adapting at school, acquire no knowledge and skills, which would help them to overcome poverty and homelessness.
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At the time when a child is given birth to, its process of rooting in the social world begins and through the two specific phenomena, i.e. socialisation and upbringing, such child becomes a representative of a society. However, there are two institutions inseparable from this process, i.e. kindergarten and school. Nonetheless, a family is the first and natural upbringing environment for children, teaching them appropriate behaviour, providing with code of conduct and values. Intergenerational transmission of values is the mechanisms allowing generational continuity, as it focuses on passing on values crucial for the parents, manifested through a specific contact with their children. On the other hand, kindergarten and school as institutions reflect the period when a child becomes a part of a structured social group, where all pupils are subject to the same rules, by which members of such group build up their knowledge on society and culture, constructing their individual and unique image of own self and the world around. Last but not least, it is also the time of preparing them to undertake autonomous and efficient activities. Such institutions conduct their upbringing activities in intentional and organised manner, in accordance with the curricula, taking into consideration socially established, upbringing objectives involving assistance of pedagogical staff and appropriately adjusted equipment. Therefore, cooperation and engagement of these three institutions allows to establish a coherent image of own self and own position in a society.
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