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A Comparative Analysis of Catholic Educational Concepts: the Case of Jesuit and Fr. Luigi Giussani’s Concepts 天主教教育观念的比较分析:以耶稣会士与朱萨尼神父的教育观念为例
Acta Paedagogica Vilnensia Pub Date : 2019-07-12 DOI: 10.15388/ACTPAED.42.3
Juozapas Labokas
{"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}
引用次数: 0
Discussion about Posthumanist Education 论后人文主义教育
Acta Paedagogica Vilnensia Pub Date : 2019-07-12 DOI: 10.15388/ACTPAED.42.10
Jūratė Baranova
{"title":"Discussion about Posthumanist Education","authors":"Jūratė Baranova","doi":"10.15388/ACTPAED.42.10","DOIUrl":"https://doi.org/10.15388/ACTPAED.42.10","url":null,"abstract":"L. Duobliene’s monograph Posthumanist Education. To Decode","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":"43901091","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}
引用次数: 0
Romai pagrindinėje mokykloje: tarp selektyvios izoliacijos ir visiškos niveliacijos 小学阶段的罗姆人：处于选择性隔离和全面隔离之间
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12375
Ingrida Žemaitėlytė-Ivanavičė
{"title":"Romai pagrindinėje mokykloje: tarp selektyvios izoliacijos ir visiškos niveliacijos","authors":"Ingrida Žemaitėlytė-Ivanavičė","doi":"10.15388/ACTPAED.41.12375","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12375","url":null,"abstract":"[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] \u0000Straipsnyje pristatomas romų etninės grupės mokinių tapatumo mokyklos bendruomenei suvokimas ir raiška pagrindinės mokyklos kontekste. Svarstoma, kas yra tas romas mokinys pagrindinėje mokykloje? Ar tai, ką jis šiandien patiria mokykloje, turėtume manyti esant problema, ar per ilgą laiką pasiekto rezultato sėkme? Koks tapatumas formuojasi mokyklos bendruomenėje ir kokią įtaką daro elgesiui mokykloje? Ar galime šį procesą kontroliuoti ir ar turime tai daryti? Siekiant išsiaiškinti, kaip romai suvokia savo grupę, savo tapatumą, santykį su kita – mokyklos kultūra – ir to suvokimo raišką, pasitelktas etnografinis tyrimas. Mokiniai stebėti jų kasdienėje mokymosi ir bendravimo erdvėje – mokykloje.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578691","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}
引用次数: 0
How Language Defines “Learning”: A Classroom View 语言如何定义“学习”:课堂视角
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12374
A. Olsen
{"title":"How Language Defines “Learning”: A Classroom View","authors":"A. Olsen","doi":"10.15388/ACTPAED.41.12374","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12374","url":null,"abstract":"[full article, abstract in English; abstract in Lithuanian] \u0000“Learning” is defined and constructed in classrooms as teachers and students interact through the use of language. As such, “learning” is situated language practices. Theories of socially- constructed uses of language and interactions provide foundation for this work. Through a microethnographic discourse analysis, the findings show a teacher and students constructing shared cultural models of “learning,” holding each other accountable to particular academic and pedagogical practices as well as uses of academic language. The teacher employed linguistic strategies to make visible and engage students in the academic language and “thinking” practices that counted as “learning.”","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44913403","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}
引用次数: 0
Plaukiant vienoje valtyje: apie Sandros Kairės daktaro disertaciją 在一艘船上：关于Sandra left博士的论文
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12380
Irena Stonkuvienė
{"title":"Plaukiant vienoje valtyje: apie Sandros Kairės daktaro disertaciją","authors":"Irena Stonkuvienė","doi":"10.15388/ACTPAED.41.12380","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12380","url":null,"abstract":"[tekstas lietuvių kalba]","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48116584","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}
引用次数: 0
Apie mokytojų homunkulą, įsikūrusį mūsų mąstyme
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ActPaed.41.12376
Jūratė Litvinaitė
{"title":"Apie mokytojų homunkulą, įsikūrusį mūsų mąstyme","authors":"Jūratė Litvinaitė","doi":"10.15388/ActPaed.41.12376","DOIUrl":"https://doi.org/10.15388/ActPaed.41.12376","url":null,"abstract":"[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] \u0000Straipsnis skirtas mokytojo vaizdiniui, įsisavintam paties mokytojo, ir vaizdiniui, paplitusiam bendrabūvyje – pačių mokytojų požiūriu – bei šio vaizdinio įtakai mokytojo profesinei veiklai nagrinėti. Straipsnyje mokytojo vaizdinys suvokiamas ne kaip psichologinis, bet kaip sociologinis konstruktas, besiformuojantis dėl egzogeninių veiksnių. Manytina, kad egzistuoja aiškus žinojimas, kas yra ,,tikras mokytojas“, paplitę diskursai, detalizuojantys, koks turįs būti geras mokytojas, kaip jis turi elgtis, atrodyti, bei kas yra geras ,,mokytojavimas“. Analizuojama sociologo Z. Norkaus pasiūlyta sąvoka ,,sociologinis homunkulas“ ir pagal ją konstruojama nauja – mokytojo homunkulo – sąvoka. Ji pasitelkiama mokytojo suvokiniui, paplitusiam tiek pačių mokytojų savivokoje, tiek apskritai bendrabūvyje, įvardyti. Pasitelkiant naujajai švietimo sociologijai priskiriamus mokslininkų darbus, aiškinamasi, kokios priežastys formuoja mokytojų homunkulą ir kaip tai atsiliepia profesinei veiklai. Remiantis 2017–2018 m. atliktu empiriniu tyrimu (jame dalyvavo 16 mokytojų ir 5 mokyklų direktoriai) nagrinėjama, koks yra mokytojo Lietuvoje homunkulas, kaip jis konstruoja patį mokytoją kaip patyrimą bei kitų socialinių agentų lūkesčius ir reikalavimus mokytojui. Straipsnis baigiamas išvada, kad mokytojo homunkulas labai veikia mokytojų savivoką ir turi įtakos mokytojų laikysenai kitų socialinių agentų atžvilgiu bei pastarųjų laikysenai mokytojų atžvilgiu ir jų profesinei veiklai vertinti.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42492172","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}
引用次数: 0
Post-tyrimas ugdymo moksluose: ontologinės ir epistemologinės įžvalgos 教育后研究：本体论和认识论观察
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12373
Justina Garbauskaitė-Jakimovska
{"title":"Post-tyrimas ugdymo moksluose: ontologinės ir epistemologinės įžvalgos","authors":"Justina Garbauskaitė-Jakimovska","doi":"10.15388/ACTPAED.41.12373","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12373","url":null,"abstract":"[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] \u0000Šiuo straipsniu siekiama plėsti mokslinį diskursą post tyrimų metodologijos tema. Straipsnyje apžvelgiamos pagrindinės postmodernizmo, poststruktūralizmo ir posthumanizmo idėjos ir jų perkėlimas į mokslinius tyrimus ugdymo srityje, kintantis požiūris į duomenis, filosofijos svarbą, tyrimų atlikimo procedūras ir duomenų pristatymą. Pagrindinės idėjos iliustruojamos užsienio mokslininkų atliktų tyrimų pavyzdžiais.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44472091","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}
引用次数: 0
Using Participatory Action Research to Teach Community Practice in a Post-Truth Era 利用参与式行动研究教授后真相时代的社区实践
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12372
M. Christensen, I. Trout, B. Perez
{"title":"Using Participatory Action Research to Teach Community Practice in a Post-Truth Era","authors":"M. Christensen, I. Trout, B. Perez","doi":"10.15388/ACTPAED.41.12372","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12372","url":null,"abstract":"[full article, abstract in English; abstract in Lithuanian] \u0000This project focuses on the learning experiences of master of social work students in an advanced community practice course. The primary pedagogical method for the class was participatory action research, specifically the photovoice method. The MSW students completed a photovoice project focused on campus sexual violence in which they recruited students, outside the class, as participants. As coursework, students generated reflection papers, responses to readings, and focus group notes. These artifacts constituted the data for this project. The data analysis included grounded theory methods and a focus on post-truth politics, from which three categories emerged: (a) supporting cultural competence, (b) facilitating self-awareness (c) and viewing truth as multifaceted.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46621877","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}
引用次数: 3
Apie Simonos Kontrimienės daktaro disertaciją „humanistinio dvasingumo ryšys su auklėjimo šeimoje patirtimis“ 西蒙娜·孔蒂米安博士的论文《将人文精神与家庭教育经验联系起来》
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12379
Vilija Targamadzė
{"title":"Apie Simonos Kontrimienės daktaro disertaciją „humanistinio dvasingumo ryšys su auklėjimo šeimoje patirtimis“","authors":"Vilija Targamadzė","doi":"10.15388/ACTPAED.41.12379","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12379","url":null,"abstract":"[tekstas lietuvių kalba]","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48677656","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}
引用次数: 0
Lytiškumo ugdymas kaip galimybė dekonstruoti heteronormą: mokytojų turimo žinojimo ir nuostatų analizė 性别教育是解构异质规范的契机：教师知识与规定分析
Acta Paedagogica Vilnensia Pub Date : 2019-01-22 DOI: 10.15388/ACTPAED.41.12377
Akvilė Giniotaitė
{"title":"Lytiškumo ugdymas kaip galimybė dekonstruoti heteronormą: mokytojų turimo žinojimo ir nuostatų analizė","authors":"Akvilė Giniotaitė","doi":"10.15388/ACTPAED.41.12377","DOIUrl":"https://doi.org/10.15388/ACTPAED.41.12377","url":null,"abstract":"[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] \u0000Neheteroseksualios realybės galimybė Lietuvos istorijoje ir tradicijoje ilgą laiką buvo ignoruojama ir slopinama įstatymais, o pati tema yra virtusi tabu. Sisteminis vienos tiesos kultivavimas kuria normatyvią visuomenę ir nustumia alternatyvias buvimo žmogumi formas. Postmodernizmas problemina epistemologines struktūras ir hierarchijas, kviečiama mąstyti apie švietimą asmens ir struktūros lygmenimis. Šiame straipsnyje, pasitelkiant interviu su mokytojais analizę, siekiama ištirti mokytojų turimą žinojimą ir lytiškumo ugdymo nuostatas ir jomis perteikiamą žinojimą mokiniams lytiškumo temomis bei aptarti galimybę dekonstrukcijos metodą naudoti heteronormatyviai visuomenei .","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44226309","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}
引用次数: 0
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