bluuebunny/crossref_metadata_2025 huggingface dataset:
HEIDEGGERIO PRASMĖS SAMPRATA ARISTOTELIO FILOSOFINĖS MINTIES KONTEKSTE
Authors: Rostovskytė Aneta
Published: January 2019

Prasmės sąvoka yra sietina su XX a. susiformavusia vadinamąja egzistencializmo kryptimi, kurios pagrindinis svarstymų objektas yra gyvenimo prasmės klausimas. Šio straipsnio tikslas yra pateikti Heideggerio prasmės sampratos analitiką Aristotelio filosofijos kontekste. „Būtyje ir laike“ Heideggeris nurodo, kad jo pagrindinis tikslas yra naujai kelti būties prasmės klausimą tradicinės ontologijos kritikos kontekste. Teigiama, kad svarbiausias ir tradicinės ontologijos turinį geriausiai reprezentuojantis mąstytojas Heideggeriui yra Aristotelis, o Heideggerio egzistencinė prasmės interpretacija yra reakcija bei Aristotelio teleologijos ir etikos kritika.Pagrindiniai žodžiai: Heideggeris, Aristotelis, prasmė, būtis, teleologija, egzistencija.
Heidegger’s Conception of Meaning in the Context of Aristotle’s Philosophical ThoughtAneta Rostovskytė
AbstractThe aim of this paper is to analyse Martin Heidegger’s conception of the meaning of Being against the background of Aristotle’s philosophical thought. In Being and Time Heidegger shows how this question of the meaning of Being should be thoroughly worked out in the light of the critique of the traditional ontology. The paper argues that for Heidegger the key thinker exemplifying the content of traditional ontology is Aristotle. Thus Heidegger’s philosophical interpretation of the meaning of the temporality of human existence is both reaction to and critique of Aristotelian teleology and ethics.Keywords: Heidegger, Aristotle, meaning, Being, teleology, existence.
Kaip suderinti metaetiką ir sveiko proto moralę?
Authors: Bujokas Justas
Published: January 2019

Ievos Vasilionytės disertacijos gynimas.
Įsivaizduojamybės teritorijos
Authors: Saldukaitytė Jolanta
Published: January 2019

Knygos recenzija.Kristupas Sabolius. Įsivaizduojamybė. Vilnius: Vilniaus universiteto leidykla, 2013. 263 p. ISBN 978-609-459-246-1.
Sekuliarumo fenomeno filosofiniai išsišakojimai
Authors: Baranova Jūratė
Published: January 2019

Knygos recenzija. Sekuliarizacija ir dabarties kultūra: kolektyvinė monografija / sud. Rita Šerpytytė. Autoriai: Rita Šerpytytė, Danutė Bacevičiūtė, Mintautas Gutauskas, Tomas Sodeika, Kristupas Sabolius, Vaiva Daraškevičiūtė, Sigita Maslauskaitė, Aušra Pažėraitė. Vilnius: Vilniaus universitetas, 2013. 524 p. ISBN 978-609-459-245-4.
Estetinių vertybių samprata Moritzo Geigerio fenomenologinėje estetikoje
Authors: Šilingaitė Sigita
Published: January 2019

Šiame straipsnyje analizuojama estetinių vertybių reikšmė Moritzo Geigerio plėtotoje fenomenologinėje estetikoje. Atsigręžimas į estetines vertybes leidžia susitelkti ties pačiu meno kūriniu – estetiniu objektu bei jame glūdinčiomis objektyviomis vertėmis. Estetinės vertybės tampa centrine ašimi, į kurią remiasi kiti svarbūs estetinės patirties dalyviai – menininkas ir žiūrovas. Apžvelgiamas kritikuotinas psichologijos bei meno istorijos požiūris į estetiką: psichologija telkia dėmesį į vidinius estetinėje patirtyje dalyvaujančių subjektų išgyvenimus, o meno istorija į estetinį objektą pirmiausia žvelgia per kintančių aplinkybių prizmę. Geigeris pabrėžia estetinių vertybių objektyvumą – nors suvokiamos iš asmeninės perspektyvos, jos nėra priklausomos nei nuo istorinių laikotarpių kaitos, nei nuo subjektyvių menininko ar žiūrovo estetinę patirtį lydinčių išgyvenimų. Geigerio estetinių vertybių samprata yra palyginama su Maxo Schelerio plėtotomis pamatinėmis vertybių idėjomis bei Nicolai Hartmanno estetinių vertybių teorija.
Modernioji laisvė ir lygybė kaip demokratinis vartojimo projektas
Authors: Dzežulskis-Duonys Eligijus
Published: January 2019

Straipsnyje aptariama filosofinė hipotezė, teigianti, jog šiuolaikinė demokratijos kultūra remiasi individualiu vartojimu bei kultūriškai įreikšminamu vartotojiškumu ir funkcionuoja kaip bene išimtinai ekonominis reiškinys. Siūloma šią kultūrą traktuoti kaip amžinų laisvės ir lygybės siekių mitinį įteisinimą, tampantį šiuolaikinių žmonių sutelkimo būdu bei tuo pat metu prieštaringa jų valdymo ir kontrolės forma. Straipsnis baigiamas išvadomis apie būtinybę ieškoti kitų būdų, kaip įtikinamai pagrįsti bei normatyviai įteisinti egalitarinės ir libertarinės kultūros bei politikos teorijų praktinį įgyvendinimą, mėginant ją kaip normą įtvirtinti visame pasaulyje.
Kas yra biopolitikos subjektas? Filosofija, humanizmas ir gyvūniškumas
Authors: Žukauskaitė Audronė
Published: January 2019

Straipsnyje analizuojamas žmogaus teisių paradoksas, atskleistas Hannah’os Arendt, Jacques’o Rancière’o ir Giorgio Agambeno darbuose. Žmogaus teisių konceptas veikia kaip biopolitinis aparatas, įdiegiantis žmogaus kaip gyvos būtybės ir žmogaus kaip politinio subjekto perskyrą. Ši gyvūniškumo ir žmogiškumo perskyra, atrandama pačiame žmoguje, rezonuoja su žmogiškumo ir gyvūniškumo klausimu filosofijoje. Klasikinė filosofija – nuo Aristotelio iki Heideggerio imtinai – postuluoja žmogaus ir gyvūno skirtingumą, o Agambenas ir Derrida teigia, kad žmogaus gyvūniškumas ir gyvūno humanizavimas yra tik dvi tos pačios problemos pusės. Toks klausimo performulavimas leidžia pereiti prie Roberto Esposito filosofijos, kurioje teigiamas visų gyvų būtybių lygiavertiškumas bei pačios gyvybės imanentiškumas. Priešingai nei negatyvioji biopolitika, kuri siekė pajungti gyvybę normai ir įstatymui, Esposito nori sukurti teigiančiąją biopolitiką, kurioje norma laikoma imanentiška taisykle, leidžiančia gyvybei siekti maksimalios išraiškos. Nors atrodytų, jog tokia teorija turi mažai ką bendra su politiškumo konceptualizavimu, Esposito teigia, jog būtent ribos tarp zoē ir bios, tarp nuogos gyvybės ir politinės egzistencijos, panaikinimas ne tik nesumažina galimybių veikti politinėje plotmėje, bet, atvirkščiai, yra bet kokio bendro buvimo sąlyga.
Public-political development conditions for children's literature in Lithuanian realism at the beginning of the twentieth century
Authors: Auryla V.
Published: January 2019

The article analyzes the two directions of Lithuania ideological approaches to children's reading at the beginning of the 20th century regarding the Marxist-Leninist doctrine of the two cultures in every national cultural spirit. The clerical bourgeoisie, who had followed the czarist regime, promoted religiosity, blind obedience to the czar, and ruling class reading books, and they published clerical children's literature. The liberal bourgeoisie, frightened by the growth of the revolutionary movement, was against a revolution. The liberal bourgeoisie were joined by some democrats and progressive intellectuals who were concerned with public education, actively participated in the country's cultural life, and worked for the liberal press. G. Petkevičiūtė-Bitė, P. Mašiotas, J. Jablonskis, K. Vairas-Račkauskas, K. Skabeika, and others wrote about the education of children and children's literature. Revolutionary Social Democrats (V. Mickevičius-Kapsukas, Z. Aleksa-Angarietis, etc.) demanded abolition of child labor, the introduction of universal children's education, and education's democratization. After an analysis of the social and political situation in the beginning of 20th century Lithuania, the article concluded that the leading Lithuanian authors depicting the tragic situation of children in the capitalist political system were influenced by the national liberation and social fight of the nation. J. Biliūnas, Žemaitė, Lazdynų Pelėda, L. Didžiulienė-Žmona, K. Jasiukaitis, V. Mickevičius-Kapsukas, J. Šepetys, J. Janonis, K. Stiklius, K. Lekeckas, and others portrayed Children's life as oppressed and exploited by the bourgeoisie. Progressive ideas were reflected in M. Pečkauskaitė's Šatrijos Ragana (Witch's) story "The Light" and in the best stories of K. Sakalausko-Vanagėlis, P. Mašiotas M. Grigonis for children. A religious world view established itself in Lithuanian literature as, reflected in some moments of the class struggle at the beginning of 20th century. It was the beginning of a fierce fight with reactionary children's writers and teachers who sought to tear away the children from the knowledge of the social realities of life, to educate them in the spirit of clericalism, apolitically, obedient to the bourgeoisie. Realistic Lithuanian children's literature development conditions are analyzed on the basis of archival documents and other sources from the beginning of the 20th century.
On the stages of distinction of similar grammatical concepts
Authors: Garbačiauskienė M.
Published: January 2019

1. The purpose of this survey was to find out how the process of distinction of grammatical knowledge systems of similar morphological and syntactic word concepts develops. A complex interaction of this knowledge (whose individual traits have both similarities and differences) requires to analyze “the difference inside the sameness” (Engels) and thus helps to identify different stages of development of the most complex form via contrasting distinctive objects. The quality of contrasting (as the substantiation of difference) was the key criterion for determination of the stages of differentiation of similar grammatical knowledge.

2. For that purpose, an individual declarative experiment was carried out with 19 students of the sixth grade and 23 students of the seventh grade. The object of investigation was to examine students’ abilities to distinguish (practically and theoretically): a) a noun and a subject of a sentence; b) a verb and a predicate; c) an adjective and an attribute; d) a part of speech and a part of a sentence. At the beginning students had to mark in the text, for instance, verbs and predicates, then define them and point out their differences.

3. Five stages of differentiation of parts of speech from parts of sentence, characteristic to students, have been established: first, when parts of speech and parts of sentence are considered absolutely identical or just ranged (without any identification in any sense); second, when established similarity and difference are not yet inter-dependable as grammatical categories of gender and voice (similarity is not yet a basis to establish a difference); third, when determination of an outer inessential difference is based on identification of a general feature; fourth, differentiating is made according to the main but not equivalent to parts of speech and parts of sentence, feature; fifth, differentiation through sameness according to essential feature.

4. The fact that the majority of students in VI-VII grades remain in the third and fourth stages can be explained by an unsolved issue in grammar teaching methods regarding contrasted parts of speech and parts of sentence, and the course-book of their the mother tongue does not include the comparison of these grammatical concepts (nor possibilities to compare them).
Influence of physical object’s qualities on perception of form by touch
Authors: Lapė J.
Published: January 2019

This work presents experiment data regarding the influence of physical object qualities on perception of form by touching. The data received by the experiment show that reflection of special qualities of an object is affected by skin deformation which occurs during the interaction of surface receptors and the object. These skin deformation changes are incurred by different physical qualities of an object (smoothness, roughness, elasticity).
Some problems finding the volume of polyhedrons
Authors: Gotleras M.
Published: January 2019

Some problems finding the volume of polyhedrons are rather simple in their formulation and are usually solved by applying formulae of spherical trigonometry and, therefore, are not used in school practice. For example, such is a problem requiring finding the volume of a parallelepiped according to the length of its three edges coming from one top, and the size of flat angles at this top.

The article draws out dependence between a diagonal of the inscribed rectangle (“diagonals of the inscribed rectangle are proportionate to sines of the rectangle angles opposite them”) and shows the application of this dependence in finding the volumes of polyhedrons.
Overview of teaching psychology at Lithuanian schools in the late 17th century - early 18th century
Authors: Plečkaitis R.
Published: January 2019

The topic of teaching scholastic psychology in Lithuania is discussed. It was not an independent discipline of philosophy and was treated as a separate tractate of physics or nature philosophy under the title “On the Soul” (“De anima”). Under the effect of the authoritarian principle, the aforementioned essay explained and commented Aristotle’s “On the Soul.” However, based on authorities of the Middle Ages on the one hand, such as Albert the Great, Thomas Aquinas, and Duns Scotus, and scholastic celebrities of the 16th-17th centuries on the other hand, eclecticism prevailed that tried to unite viewpoints of different authorities. Instruction on psychological teachings by the New Ages philosophy authors was forbidden, although some ideas of these authors were sometimes discussed; however, their names were not mentioned. Thus, Descartes’ understanding of a reflex was not alien to psychology taught in the old academy of Vilnius during the second half of 17th century. The main concept of scholastic psychology was the concept of the soul which, according to Aristotle, was divided into the nourishing, feeling, and thinking. In some courses we find a clear trend to explain psychic phenomena by associating them with material processes taking place in a human body. A decisive role of the brain is emphasized and an idea is raised about the localization of psychic processes in the brain. The scholastic psychology went beyond the framework of Aristotle’s work by raising and solving new problems, e.g. relationship between language and thinking. A theory on the will has been well developed. A book “Theoremata philosophica” by the Lithuanian I. Kimbaras issued in Grace in 1600 is worthy of attention. Scholastic psychology in Lithuania may not be treated as something homogenous, void of internal disparities.
Development of activeness and independence in students of senior grades by imparting new knowledge of humanities subjects
Authors: Rajackas V.
Published: January 2019

Bringing up a tomorrow’s communist person, a major part is played by humanities subjects. Therefore, along with restructuring the work of the whole school, it is essential to improve teaching of these subjects assuring that they will facilitate preparation for life, work and active participation in building of communism.

This article dedicated to the analysis of imparting new knowledge in history and literature lessons in senior grades pays major attention to the development of students’ independence, activeness, deeper assimilation of knowledge and the methods up till now not enough applied in school practice, i.e. individual work of students with course books and other printed sources, application of various methods during the lesson to convey new material; the attention in the article is also drawn to the significance of students’ papers and vocal communication, organization of independent work of students by using other methods.

By referring to experimental material, it is shown that students achieve creditable results by individual work with course book and other printed sources. The article analyses several methods of work with a course book. Concrete examples are analyzed to demonstrate how the previously studied material is revised and consolidated by conveying new one, how it is linked with the newly covered. This helps students to learn the lesson and avoid individual examination and assessment of knowledge at the end of the lesson. In such way, the template four-element structure of a lesson is altered and the best ideas and best practice of Lipeck district and other best schools are implemented.

Through creative conveyance of new material in History and Literature lessons, all students can be active. For this purpose it is necessary to apply all methods known to school practice and the pedagogy science in such way as to ensure active and attentive work of all students and, in proper conditions, ensure their individual attempts to gain new information. When students are engaged in active work, their involvement in a subject increases, interests develop, they assimilate and consolidate the material during the lesson and all this cultivates their positive attitude towards individual subjects and learning in general.
On teaching verb constructions with prepositions k and y at Lithuanian schools
Authors: Daunienė Z.
Published: January 2019

The article analyses Russian verb constructions with prepositions к and у and their equivalents in the Lithuanian language. Such verb constructions often constitute difficulties to Lithuanians learning the Russian language.

Not knowing the exact meaning and usage of Russian prepositions, Lithuanian users often tend to replace Russian verb constructions with preposition к and by relevant constructions in their mother tongue, thus making rather many syntactic mistakes.

The article analyzes the Russian verb constructions with prepositions к and у, expressing a variety of semantic relations and their parallel equivalents in Lithuanian are provided. Lithuanian constructions of such type can have either prepositional or non-prepositional form; on the other hand, the Russian preposition к has even several equivalents in the Lithuanian language (prie, pas, į), and the preposition y is also translated to Lithuanian in several ways (prie, pas, iš, etc.).

The article simultaneously reviews two parallels of these constructions in the Lithuanian and Russian languages, namely: Russian verb constructions with prepositions к and у and Lithuanian constructions with prepositions prie and pas, expressing spatial and object-spatial relations.

At the end, the article presents various exercises concerning verb agreement in the Russian and Lithuanian languages so that the learners can practice the correct usage of the mentioned verb constructions in Russian.
Some features of vocational school and ways to improve learning there
Authors: Jakavičius V.
Published: January 2019

This article examines some of the peculiarities of students' focus on a wide range of educational materials and also the impact of didactic measures on the level of knowledge absorption.

Our studies have shown that teaching emphasis is different at vocational youth schools and some teachers need measures to get and maintain students' attention. The examination revealed that specific teaching materials were relatively easy for students to pay attention to, while abstract material did not grab their attention. The didactic means by which attempts were made to induce and maintain students' attention had a relatively large impact on younger students (up to 17), mastering abstract educational material. The older students (18-25 and older) saw somewhat improved results in learning factual material.

Thus getting the students' attention and maintaining in within the confines of a vocational school, as shown by research, has great psychological and pedagogical implications and is one of the conditions for preparing students for educational attainment. However, in order to prepare students to actively absorb knowledge it is not enough to get their attention. In addition to this, studies have shown that vocational school specifics require the following:

a) Ascertain students' existing knowledge

b) When possible eliminate gaps in knowledge (this is especially important if past and current topics overlap)

c) Raise students' interest in the educational material

d) Promote self-confidence of students who for various reasons are lagging behind in science

Getting the students' attention and preparing them to absorb knowledge is not a separate and independent link in the educational process. This takes place throughout the whole training process and possibly beyond. The didactic tools vary. Their selection at the vocational school primarily determines the specific composition of the students, i.e. age characteristics, life and production experience, learning motives, etc.
Linguistics and foreign language teaching methodology
Authors: Piesarskas B.
Published: January 2019

There are two parts to this article.

The first part provides a brief critical overview of Soviet linguists and methodologists opinions on the subject.

The second part addresses the most important linguist statements relevant in terms of foreign language teaching methodology theory. These are they:

1)      Language is the main means of communication between people

2)      Language and speech are closely interrelated

3)      Thinking and language are united
The significance of home reading developing spoken language skills in the third year
Authors: Čepaitė E.
Published: January 2019

The article deals with some home reading moments using third-year students' spoken language skills.

Among other teaching objectives, home reading (ideological and aesthetic education, expansion of intellectual horizons, etc.) checks can and should be used to ensure the quality of home reading and spoken language skills.

The paper analyzes how this works and gives specific methodological guidance on how to develop learners' spoken language skills and check home reading assignments.
A comparison of sight and touch features of image formation
Authors: Lapė J.
Published: January 2019

Experimentally obtained data confirms the idea that the visual and tactile analyzers have something in common. The data presented indicates that the analyzers reflex dynamics workflow changes causes changes in an emerging image. If visual and tactile analyzer reflex dynamics workflow changes are similar, then  visual changes the resulting in both modes of perception are of a similar nature. That supports the argument that three-dimensional image formation takes place in a similar manner on the basis of visual and tactile analyzer activity.
The effectiveness of different density signal stimuli perception from different distances
Authors: Penkauskas A.
Published: January 2019

The Article analyzes the effectiveness of different density signal stimuli perception from different distances.

The study found that by varying the density of signal stimuli the optimal perception distance is 2-4 meters.
Individual differences monitoring dosage reactions
Authors: Paužaitė S.
Published: January 2019

One of the major problems of engineering psychology is dosage reactions. The purpose of the article is to find out what the individual differences in dosage reactions are. The influence of individuals' motion transmission increase and compliance or non-compliance of the structure of the governing body and the indicator scale were experimentally examined. Individual psychological differences become apparent at different latent periods, show different dosage response time, relationships between the latent period the length, reaction times, and rates of organ movement. Based on experimental data we can conclude that the duration of the action, it appears, is associated with nervous processes motility. For subjects with a short latency period dosage reactions are also significantly shorter. This demonstrates the great nervous process motility of the research subjects. The latent period duration also shows speed the emergence of neural processes, while organ speed and motion termination describes differential attenuation. The operators of individual psychological differences should be taken into account, not merely teaching and training them, but also selecting them.
About stages of distinguishing as a thought operation
Authors: Garbačiauskienė M.
Published: January 2019

The article analyzes how thought activity is changing gradually while disclosing a greater difference between complex and similar objects. Major stages of distinguishing are determined based on the relations of thought operations with an inverse operation – assimilation. A more complex relation between these operations is a higher and distinguishing stage.

While comparing the material of various individual stating experiments, the attention was only on these stages which are common in the development of distinguishing, but have different content (grammatical and psychological) terms. It is (1) a line-up (when distinguishing is not based on similarities yet), (2) setting against, (3) comparison (when the difference is determined based on the initial object comparison and search of a common feature), and (4) determining the difference based on the essential similarity based. Clearly, the more complex is the difference relation between objects, the more complex and longer is distinguishing.
The dynamics of comparison operation in construction in mentally retarded children
Authors: Karvelis V.
Published: January 2019

Many soviet psychologists studied comparison processes in mentally retarded children, but this field remains little explored in terms of the working constructional activity of mentally retarded children. The analysis of the handicraft lessons for mentally retarded children and our experimental constructional tasks showed that in practical activities while performing constructional tasks children encounter the necessity to compare work materials according to their features as well as compare own work with an example in order to evaluate the quality of own product.

We performed an experiment with the students of 1st-3rd assisted grade. The children needed to compare own product with an example while performing the task.

The first and the second activity series included the same task: to assemble an object from given parts according to given example. Other experimental activities were also performed during which the children were taught how to perform a comparison. The essence of the experiment was that the student did not receive an imposed solution to a mental task. If the student encountered difficulties in performing the task, it was explained and the student received an advised solution.

After the teaching experiment the children began to reproduce the examples better in their products. The similarity between example and product increased significantly and the students could qualitatively compare own products with an example. Teaching of comparison in the process of constructional activity creates the grounds for further skills development of assisted school students.
Methods of independent reading and their influence on student knowledge about human anatomy, physiology, and hygiene
Authors: Griniuvienė O.
Published: January 2019

While science is developing rapidly, the programs and textbooks fall inevitably behind it. The school has a new challenge – not only to teach students, but to educate them to keep learning. Educating the students to read systemically the popular science literature is becoming more important.

The article describes the experiment which is aimed to determine the influence of various reading methods on the student knowledge, and to find the proper methods in organizing the extracurricular readings on the courses of human anatomy, physiology and hygiene. The data of experimental classes were compared to the data from four different schools where the extracurricular reading was not practiced.

Conclusions:

1) home tasks that require extracurricular reading can be an effective method in encouraging the students to read;

2) extracurricular reading deepens the knowledge and helps in memorizing it;

3) the vivid description from a teacher is only needed when the book is not available for the students, but it cannot replace the independent reading.
Learning the Russian reflexive nouns in Lithuanian schools
Authors: Mažulis F.
Published: January 2019

The question how to learn the Russian reflexive nouns in Lithuanian school has not been examined yet. The schools have not well-established teaching traditions; the themes and their scope are being changed often. The reflexive nouns have been taught the same as in Russian schools over the period of time not paying attention to the distinction of Lithuanian schools. The students make many mistakes in using reflexive nouns.

After examining the writings of 2144 students, 567 mistakes in using the reflexive nouns were observed. In spoken language the students also are making pronunciation mistakes.

The reflexive nouns are being used incorrectly because of the influence of mother tongue: they are not using the Russian reflexive nouns when the corresponding Lithuanian noun is not reflexive and on the contrary. Furthermore, the students make mistakes in using the nouns which are not reflexive in Russian language and which can be both reflexive and not reflexive (accusative) in Lithuanian language, also when the reflexive nouns match only partially, only by one meaning.
On the approach to one weight concept in mechanics
Authors: Kulviecas L.
Published: January 2019

The article analyses one of the definitions of weight concept which is based on the earth gravity force F decomposition into two components – centrifugal force and weight force. Though this method of definition in scientific-theoretical literature is very rare, it is entrenching in the elementary mechanics, and is included into secondary school textbooks.

The article shows that this kind of decomposition of force F to two vectors is not always possible in the inertial reference system which is studied in high school physics course.

In order to supply with the correct weight definition, it is important to introduce the reference system that is related to rotating earth.
Disagreements in the beginning of 20th century Lithuanian idealistic psychology on the question of consciousness
Authors: Gučas A.
Published: January 2019

The first statements on the conditionality of personal consciousness appear in the beginning of 20th century in the history of psychology in Lithuania written in Lithuanian (translations of Marxism classics).

The attempts of the representatives of idealistic approach (Vydunas, R. Bytautas) to oppose the materialistic understanding of consciousness reveal great disagreements in idealistic psychology itself and strengthen the materialistic approach to human mind.
System of teenager summer work and rest organization
Authors: Kašys J.
Published: January 2019

Properly organized from pedagogical point of view summer work of teenagers in collective farms (Soviet collective farms), as well as their recreation engrains in teenagers love to agriculture works, fosters their collective, humanist and other feelings. Summer work for children of eight-year rural district schools is an effective means of moral education in such cases when intellectual needs and interests of students are satisfied. Independence, desire to resemble adults, manifestation of feelings of personal worthiness are features characteristic of teenagers. The system of teenager summer work and rest organization for senior students of rural eight-year schools in Soviet collective farms meets such needs of teenagers and boosts their active social inclusion. It also cultivates other competences in teenagers, such as knowledge, material interest, etc.

The system of teenager summer activities, consolidating production activities and cultured rest, embraces not only the educational forms of pedagogical management and development of independence in teenagers, but also active participation of the farm communities, especially the management (agriculture specialists, taskmasters, farm managers, etc.) in moral education of children during summer holidays.
On the response of a person to a verbal call for action
Authors: Elijošiūtė S.
Published: January 2019

During an incentive conversation, the promoter seeks to achieve a certain response during verbal communication. The promoter uses a certain entirety of socially accepted linguistic means (lexical, grammatical, syntactical, intonation) as a means, i.e. uses one of the incentives in a relevant language (order, command, request, suggestion, etc.).

Application of one or other incentive is determined by a number of communication conditions. One of such conditions is the anticipated response of the addressed person to a certain linguistic effect. The response of the addressed person depends on a number of factors, some of them are briefly reviewed: l) motivation, involving action to be performed by the addressed person, into activity characterized by a certain motive; 2) contradiction (or its absence) between what is necessary for the performance of a certain action and what can be possibly done by the motivated person (assessment from the point of view of the addressed person); 3) congruity of the produced incentive with the anticipated response from the point of view of notional, linguistic, physical expression, and perception qualities.

Denominations of possible responses of the stimulated person to a linguistic impact can be found in linguistic (particularly, in lexical) material, because language reflects all social-historical experience of a certain linguistic community. The entirety of possible denominations of responses produced by the addressed person can be hypothetically classified according to the degree of resistance by the addressed person, into four groups (expressions of disobedience, abstinence, submission and initiative). Degree of change in the response of the motivated person, influencing the action of the promoter, shall be established by means of experiment.
Some ability training and children's mental development training process issues
Authors: Steponaitienė L.
Published: January 2019

The issue of ability development in the educational process is very relevant, though not sufficiently developed in literature. Knowledge accumulation and application in learning was considered for one subject, or even in the context of a single topic. Our research included 4th-9th grades and the entire roster of subjects (biology, physics, and chemistry).

This article summarizes the experimental investigation on ability development and details of its relationship with the student's mental development. On the basis of data obtained it can be said that abilities are closely linked with knowledge, they have a positive effect on the strength of knowledge, destroy formality, and expanding them. Along with the development of the abilities, the student's abilities in using analysis, synthesis, and clarifying understanding are increasing. Practical abilities become intellectual. If abilities are trained during interdisciplinary lessons, students will be able to look at things from different angles and have a broader perspective.

Research showed that abilities have a positive impact teaching students to use their minds well. The article explains this phenomenon.
Secret schools in Lithuania in the second half of the 20th century
Authors: Vėbra R.
Published: January 2019

The fight for national schools together with the struggle for the Lithuanian press and the national church constitutes one of the most prominent Lithuanian national movements in history.

So far, no work has analyzed in more detail the Czarist government's position with respect to private education in Lithuania or the impetus of the secret schools.

This article is written based on new archival data found in the USSR in the Central State Historical Archive in Leningrad.

Even in the first half of the nineteenth century Lithuania's private education system was well developed.

During the first half of the sixties, with the intensification of the reaction, the tsarist government administration conducted a rigorous centralization of the education system. Laws were adopted prohibiting private training establishments, and Russian language teaching was introduced in the remaining schools.

The Czarist regime termed private teaching of group "secret schools" and fought with them until the abolition of martial law in 1872.

With the withdrawal of martial law the military administration officials maintained only the right to bring actions before the judicial authorities for court proceedings.

The courts did not consider these cases political proceeding and in many cases a fine of from only 0.25 to 2 rubles was handed down, or they were even found not guilty.

This article contains a table showing how the czarist administration officials found secret schools in 1872-1882 in the rural districts of Kaunas Governorate and Vilnius Governorate. Of the 126 schools in Kaunas Governorate only 25 were fined; for Vilnius it was 63 out of 225. Every year the number of secret schools grew.

Czarist officials were not pleased. Active correspondence took place regarding this question starting in 1887 between the northwest administration of the Russian Empire and the central institutions.

The result of the northwest administration's demands was that a decision was made on April 2, 1892, to establish Provisional Regulations forbidding private teaching and establishing penalties.

Suwalki Governorate was in a better position compared with Kaunas and Vilnius, because here the Provisional Regulations of April 2, 1892, only entered into force on 26 May 1900.

This article spends time explaining private group teaching and showing that secret schools were opened for a variety of reasons.

Secret schools were not only Lithuanian, but also Polish, Jewish, and even Russian.

Persecution of the secret schools was unsuccessful. Census data from 1897 shows that Lithuanians used to acquire basic literacy specifically in secret schools.
Teachers' attitude towards their profession
Authors: Kregždienė O.
Published: January 2019

429 town and country teachers of the Lithuanian SSR were interrogated. The investigation of a semi-secret questionnaire and personal talks revealed that 50 percent of the total number entertained a negative attitude towards their profession, irrespective of the length of service. They would change their profession were it possible, they said. The motives of their professional choice play a most important part in their later attitude towards the chosen profession. 85 percent of those, whose attitude towards their profession is positive, were guided in their choice by love for children, social significance of the profession, pedagogical skills. The main motives of choice of those who dislike their profession were: situation, family status, possibility to study, love of a definite subject, etc. In the end a conclusion is drawn that in preparing good, loving their profession, teachers’ selection of candidates to pedagogical institutes should be considered; that professional tenor, finding its expression in the motives of choice, plays a decisive part.
Theses
Authors: Naujokaitis P.
Published: January 2019

In Soviet Lithuania the number of scientific workers of pedagogy and other sciences related to it is rapidly growing. Till 1968, 79 theses were maintained (Doctor of Pedagogy - l and Doctor of Philosophy - l; candidates: 55 of Pedagogy, 5 of Philosophy, 2 of Philology, 10 of History, 3 of Biology and 2 of Medicine) in which different problems of pedagogy, psychology, logic and education were dealt with in one or another aspect. 38 theses were maintained in Vilnius, 21 in Moscow, 18 in Leningrad, l in Kyev and l in Tartu.
K. D. Ushinsky's psychological views
Authors: Gučas A.
Published: January 2019

The article presents a short review of Ushinsky's views on general and educational psychology as they were stated mainly in his work Man as the Object of Education. In his theory on the development of an active and creative personality Ushinsky also presented a synthesis of contemporary scientific achievements about man.
N. Krupskaya on the education of conscious discipline
Authors: Levanienė E.
Published: January 2019

The paper treats Krupskaya's views on the education of conscious discipline. The main principle of discipline training is to draw children into work and into the struggle for the building of a communist society. Work must be collective. Krupskaya highly appreciates the Young Pioneer organization with its clear communist objectives and harmonious structure. Conscious discipline depends on the procedure of work. Undisciplined behaviour is caused not so much by children as by the carelessness of adults. Krupskaya condemns punishment in a children's collective. Instead of it she suggests explanatory work, checking up of performed tasks, timely help and forestalling of undisciplined behaviour. Group discussion of performed tasks is of great importance as children are taught to analyse their work and to notice its shortcomings and advantages. Thus public opinion is formed and it becomes the main landmark and means of fostering conscious discipline.
On the psychological analysis of visual perceptive search
Authors: Gučas A. , Rimkutė E.
Published: January 2019

Mathematical description of information search imposes some restrictions. After quantitative and qualitative analysis of cyclograms of traces of eye-movement in film (given shape must have been traced in task A where the search field consists of randomly placed individual shapes, and task B where the searched shape is an element of a complex field structure) exposes specific factors which are usually not taken into account in mathematical models. Of those stand out particularly subject efforts to shorten the search time, certainty in decision-making, subtle time dosage in tracing indifferent field elements etc. Only in 40% of cases the decision was made when the gaze was fixed onto the shape in search. The duration of fixation (in seconds) before fixing the gaze onto A – 0,22, B – 0,29. In all other cases the trajectory of eye movements over the shape in search ends only in repeated fixations (25%) or the search discontinues on indifferent field (25%). The mean duration of fixations on the shape in search is A-0,32, B – 0,44, and on indifferent field A – 0,19, B – 0,32.
Certain psychological factors influencing artistic thinking in perception of poetry
Authors: Dzikarienė V.
Published: January 2019

Perception and interpretation of poetry requires active artistic thinking on the reader's part. The main thing is not resorting to knowledge but imagination and experience processes. The formation of an adequate poetical image is mostly dependent on directed imaginative and emotional dynamics of those being tested. The dynamics of these psychical processes is guided both by the sensation of emotional tone of poetry and by that of essential image.
On the importance of the humanities in fostering pupils' positive attitude to their studies
Authors: Rajeckas V.
Published: January 2019

One of the basic problems of Soviet school in carrying out universal secondary education consists in fostering pupils' positive attitude to their studies. The studies of the humanities, first of all, literature, history and social science should serve this purpose as these subjects form the basis of ideological education at the secondary school. The article points out that the contents of the humanities and their connection with life are of decisive importance in fostering in children a disposition to their studies. The development of their disposition to work is mostly determined by teaching methods and proper organization of the training process. The author concludes that the formation of pupils' convictions, their disposition to work, and of their attitudes towards society and towards themselves can be considerably affected by properly organized studies of the humanities.
The mechanisms of sensory habituation
Authors: Bagdonas A.
Published: January 2019

Up till now the existence of the special form of sensory habituation described by Hernandez Peon is an open question. The decrement of sensory reactions during repeated stimulation can be explained by the extinction of the sensory component of the orientation reaction. On the basis of literary data and his own experimental material the author confirms the latter explanation. In the paper a short analysis of views on the reasons of the dynamics of sensory reactions and a short summary of personal investigations is presented. The following data were used when creating the model of the extinction of the orientation reaction: l) the effect of specific stimulus includes two components: specific and non-specific; 2) repeating the specific stimulus the partial changes of sensory reactions (a partial habituation, a partial augmentation) are observed, which manifest themselves in the fact that quantitative parameters of sensory reactions change up to a certain level at which they remain with further stimulation; 3) nonspecific stimuli evoke fully extinctive reactions; 4) the character and parameters of partial and full habituation of sensory neurons correspond to the extinction character and parameters of the orientation reaction components or the reactions of non-specific neurons. On the basis of these facts one can assume that the extinction of the orientation reaction and its sensory component is the formation of a special inhibitory conditioned reflex. The repeated signal acting as a conditioned stimulus evokes the reaction of the inhibitory system. The latter blocks the activating reticular formation. The activating system prevails at the beginning of stimulation. During the stimulation the connection between the specific and inhibitory systems is formed. This temporary connection becomes stronger simultaneously with the augmentation of the inhibitory system's activity. An extra-stimulus or a change of the parameters of the stimulus disturbs the balance in favour of the activating system: the dishabituation phenomenon is observed. Thus the presented model accounts for the partial habituation of specific neurons and for the full habituation of non-specific neurons. The motivation system blocks the inhibitory system and takes part in the positive conditioning.
The Lithuanian evangelical-reformat schools
Authors: Laurynaitis V.
Published: January 2019

The Lithuanian Evangelic-Reformatic schools have been investigated rather little. The organization of those schools, teachers, pupils, teaching and educational aims and methods are characterized in the article. As reformers and their schools struggled against reactionary catholic priests and the Order of the Jesuits, the presumption arises that the schools had progressive traits. Two main aims had been raised by Reformatic schools: to bring up a bright-minded secular personality by means of works by Roman authors and raise its morality by spreading religious feelings. In the first respect those schools were progressive but the spread of religious feelings was a serious obstacle in the development of personality and national culture of the country. Such ideological scantiness of the above mentioned schools is confirmed by teaching and educational methods of Kėdainiai higher school and its religious needs. In some respect the reformers are of great significance: in their schools they enlightened national youth and understood the importance of the Lithuanian language, they published books in Lithuanian though the subject-matter of these books was religious. Moreover, the children in schools, especially in primary ones, were taught in their mother tongue. Thus, the reformers had paid a certain contribution to the national culture.
Progressive pedagogical ideas in Lithuanian folk tales
Authors: Lazauskienė M.
Published: January 2019

Many folk tales compare and contrast the results of positive and negative upbringing in a family. The article deals with the main ideas of folk tales: victory of good against evil, love of work, collectivity and folk solidarity, anti-religious views upon nature and society, etc. ln folk educational practice the progressive ideas of tales were spontaneously passed over to children and formed their images and primary moral perceptions. By elevating positive qualities the folk tales indicated the direction for the development of personality. Examples are given to reveal the educational content of folk tales and their variety of pedagogical ideas.