bluuebunny/crossref_metadata_2025_split huggingface dataset:
APOKALIPSĖS KINAS KAIP KONTRFAKTINIS FENOMENAS
Authors: Milerius Nerijus 
Published: January 2019

Straipsnyje analizuojamas pramoginio apokalipsės kino ir kasdienybės santykis. Kinematografinius pasaulio pabaigos vaizdus ir kasdienybę įprasta traktuoti per jų tarpusavio opoziciją. Tačiau straipsnyje parodoma, jog tokia įprasta traktuotė yra smarkiai modifikuojama, jei domėn priimama kasdienybės kontrfaktinių negatyvių galimybių sritis.Kaip argumentavo anglų teoretikas A. Giddensas, įprastoje kasdienių veiksmų, įvykių ir situacijų tėkmėje kontrfaktinės negatyvios galimybės yra suskliaustos ir užblokuotos, nes gresia kasdienio subjekto egzistencijai. Kad ir kokios, globalios ar lokalios, būtų kontrfaktinės galimybės – nuo Armagedono iki banalaus komiško eksceso, – jos neutralizuojamos kaip ardančios įprastos kasdienybės nustatytą tvarką.Apokalipsės kinas aktyvuoja suskliaustas kontrfaktines galimybes, bet kartu sukuria specifinį mechanizmą jas neutralizuoti. Taigi tai, kas kasdienybėje funkcionuoja savaime, beveik automatiškai, apokalipsės kine eksploatuojama intencionaliai. Kinematografiniame santykyje „matyti–būti matomam“žiūrovui suteikiama privilegijuota pozicija, leidžianti matyti, bet išlikti nematomam, nepaveiktam globalių destrukcijos vaizdų.Pagrindiniai žodžiai: apokalipsės kinas, kasdienybė, negatyvios kontrfaktinės galimybės.

Apocalypse Cinema as Counterfactual PhenomenonNerijus Milerius
SummaryThe article deals with the relationship of apocalypse cinema genre to the everyday. Usually cinematic images of the end of the world and the routine everyday are treated through the prism of their mutual opposition. It is argued, however, that such interpretation should be essentially modified, by taking into account the realm of the negative counterfactual possibilities of the everyday.As Anthony Giddens has put it, in the habitual flow of everyday actions, events and situations, counterfactual negative possibilities are bracketed out and blocked, since negative counterfactual world threatens the self-identity of the everyday subject. All the counterfactual possibilities, irrespective to theirlocal or global character, small misunderstandings or Armageddon, are neutralized as something that destroys the pre-established everyday order. Apocalypse cinema activates bracketed counterfactual possibilities but also creates the special mechanism to neutralize them. Procedure, which functions in the ordinary everyday automatically, is created intentionally in the apocalypse cinema. In the cinematic relationship “to see – to be seen”, a spectatoris given the privileged position that allows him/her to see, but remain unseen, not affected by the images of the global destruction.Key words: apocalypse movie, the everyday, negative counterfactual possibilities.
THE AIM OF SCIENCE– KNOWLEDGE OR WISDOM
Authors: Müürsepp Peeter 
Published: January 2019

The typical way to express the aim of science is to connect it with knowledge pursuit. This aim has been so strongly felt that sometimes typical scientific research has been called knowledge-inquiry. There is nothing wrong with knowledge as such. Especially when we have the knowledge of the highest quality, the scientific one, in mind. Still, science today should aim higher, surpass knowledge as its final goal and reach for wisdom. This brings about the need to implement wisdom-inquiry instead of knowledge-inquiry as Nicholas Maxwell has suggested. In order to succeed, the problems of living rather than the problems of knowledge have to be brought to the foreground.Keywords: Nicholas Maxwell, knowledge-inquiry, wisdom-inquiry, Rein Vihalemm, φ-scienceMokslo tikslas – žinojimas ar išmintisPeeter Müürsepp

SantraukaMokslo tikslas paprastai išreiškiamas siejant jį su žinojimo siekiu. Šis tikslas juntamas taip stipriai, jog kartais net ir tipinis mokslinis tyrimas vadinamas į pažinimą orientuotu tyrinėjimu (angl. knowledge-inquiry). Žinojimas savaime nėra blogas dalykas. Ypač kai galvoje turima aukščiausioji žinojimo kokybė – mokslinis žinojimas. Tačiau šiandieną mokslas turėtų kelti aukštesnius tikslus – peržengti žinojimą kaip galutinį tikslą ir siekti išminties. Taip atsiranda poreikis vietoje į pažinimą orientuoto tyrinėjimo vykdyti į išmintį orientuotą tyrinėjimą (angl. wisdom-inquiry), kaip siūlė Nicholas Maxwellas. Norint užtikrinti sėkmę, pirmame plane turi atsidurti ne žinojimo, bet gyvenimo problemos.Pagrindiniai žodžiai: Nicholas Maxwell, į pažinimą orientuotas tyrinėjimas, į išmintį orientuotas tyri­nėjimas, Rein Vihalemm
SUBJEKTYVUMAS, SAVIPATIRTIS IR ANONIMIŠKUMAS
Authors: Jonkus Dalius 
Published: January 2019

Straipsnyje nagrinėjama egologinės sąmonės problema ir jos santykis su savipatirtimi. Kriti­kuodami egologinę sąmonės sampratą tiek Gurwitschius, tiek Sartre’as parodo, kad sąmonės išgyvenimų vienovei užtikrinti nereikalinga jokia išorinė instancija. Tuo remdamiesi jie tvirtina, kad ego kaip sąmonę vienijantis pradas neegzistuoja. Tačiau sąmonės intencionalumas reiškia ne tik sąmonės vienovę ar nu­kreiptumą į pasaulio objektus, bet ir sąmonės saviduotį. Sąmonė įsisąmonina save pačią ne tik refleksijos, kaip tai supranta klasikinė filosofija, bet ir tiesioginės savipatirties būdu. Toks patirties, kuri implikuoja tiesioginį sąlytį su savimi, modelis siūlomas Husserlio ir kitų fenomenologų, šiandien reikšminamas Dano Zahavi tyrinėjimuose. Refleksija reiškia nuotolį savęs atžvilgiu, o tiesioginė savipatirtis yra ikireflektyvus cogito arba ikireflektyvi savimonė. Straipsnio tikslas – atskleisti intencionalumo sąryšį su pirmojo asmens perspektyva ir sąmonės sąmoningumo problema. Pasąmonės kaip sąmonę determinuojančio pagrindo apibrėžtis yra nepakankama, nes ji suponuoja išorinį sąmoningumo ir nesąmoningumo santykį. Sąmonė turėtų būti suprasta ne kaip užbaigtas daiktas, bet kaip siekis tapti sąmoningam.Pagrindiniai žodžiai: fenomenologija, patirtis, subjektyvumas, ego, savipatirtis, sąmonė, pasą­monėSubjektyvumas, savipatirtis ir anonimiškumasDalius Jonkus

AbstractThis article investigates the problem of egological consciousness and its connection with self-experience. By criticizing the conception of egological consciousness Gurwitsch and Sartre demonstrate that no foreign instance is neccecary to guarantee the unity of consciousness. By using that theory they claim that the ego, as a unifying entity for consciousness, does not exist. However, the intentionality of consciousness means not only its unity or focus on wordly objects, but also its self-givenness. Consciousness realizes itself as self-consciousness not only with the help of reflection as understood in classic philosophy but also by means of direct self-experience. The model of this kind of experience, which implicates self-experience, proposed by Husserl and other phenomenologists, is actualized today in the studies of Dan Zahavi. Reflection means distance to the self, but direct self-experience is a pre-reflective cogito. The aim of this artice is to reveal the connection between intentionality and egological self-experience, between selfgivenness of consciousness and a first-person perspective. The subconsciousness is insufficient as a consciousness determinating basis, because it supposes an outer connection of consciousness with subconsciousness. The consciousness should be understood not as a finished object, but as an intention to become conscious.Keywords: phenomenology, experience, subjectivity, ego, self-experience, consciousness, subconsciousness
PAKARTOJIMAS IR NIHILIZMAS
Authors: Šerpytytė Rita 
Published: January 2019

Straipsnio tikslas yra atskleisti Vakarų filosofijos tradicijoje savitai įsitvirtinusios patyrimo struktūros, įvardijamos pakartojimu, nihilistinę prasmę. Šioje hermeneutinėje analizėje, viena vertus, re­miamasi tam tikra nihilizmo samprata, numatančia du nihilizmo teorinius modelius – nihilizmą, parem­tą Überwindung teorija, ir nihilizmą, paremtą différance idėja. Kita vertus, remiamasi tam tikru („onto-teologiniu“) pretekstu Vakarų mąstymo tradicijoje atpažįstant pakartojimo struktūrą – Pauliaus Laiško efeziečiams Ef. I, 10 teksto fragmentu, laikomu paradigmine pakartojimo struktūros išsklaida. Herme­neutinė analizė projektuojama į Kierkegaardo ir Agambeno filosofiją, atskirus jų mąstyme atpažįstamus pakartojimo invariantus atskleidžiant kaip minėto Pauliaus Laiško fragmento eksplozijos atvejus. Ke­liamas klausimas, kas yra pakartojimas, kur slypi jo negatyvumas ir kaip pasirodo jo nihilistinė prasmė? Kaip šioje negatyvumo ir nihilizmo atskleistyje „tarpininkauja“ différance? Straipsnyje parodoma, jog skirtis kaip neigimo judesys, atstovaujantis nihilistinei logikai, gali būti traktuojamas ir vien formaliai, ir realiai. Skirties kaip realaus neigimo traktavimas Kierkegaardo ir Agambeno mąstyme atitinka pačios patirties struktūros – pakartojimo – ontologinį (tikrovišką) įšaknytumą.Pagrindiniai žodžiai: pakartojimas, nihilizmas, différance, negatyvumas, laikasPakartojimas ir nihilizmasRita Šerpytytė

AbstractThe purpose of this article is to reveal the nihilistic sense of an experiential structure, which has been distinctively rooted in Western philosophical tradition. On the one hand, this hermeneutical analysis will be based on a certain conception of nihilism presupposing two theoretical models of nihilism – nihilism, which refers to the theory of Überwindung, and nihilism associated with the idea of différance. On the other hand, it builds upon a certain (the so-called “onto-theological”) pretext, which might be used for recognition of the structure of repetition in Western tradition of thinking, – i.e. the fragment of a text from St. Paul’s Letter to the Ephesians Eph. I, 10 – the paradigmatic passage proposing this universal structure of repetition. Focused both on philosophy of Kierkegaard and Agamben, hermeneutical analysis will aim to disclose the separate invariants of such repetition as cases of explosion of the mentioned text fragment. The question is raised – what is repetition? Where does its negativity lie? How does its nihilistic sense appear? How does the différance mediate in this process of revealing of negativity and nihilism? The article argues that difference, as a motion of negation representing nihilistic logic, can be treated both in merely formal and in a realistic way. The treating of différance as real denying in Kierkegaard’s and Agamben’s thinking corresponds to the ontological rootedness of the very structure of experience – repetition.Keywords: repetition, nihilism, différance, negativity, time
Filosofinė propagandos analizė
Authors: Kirtiklis Kęstas 
Published: January 2019

Knygos recenzija.Gintautas Mažeikis. Propaganda ir simbolinis mąstymas. Kaunas: Vytauto Didžiojo universiteto leidykla, 2010. 480 p. ISBN 978-9955-12-575-4.
Rinktiniai metafiziniai tekstai (1683–1690)
Authors: Leibniz Gottfried Wilhelm 
Published: January 2019

Iš lotynų kalbos vertė Laurynas Adomaitis
Versta iš: Gottfried Wilhelm Leibniz, Sämtliche Schriften und Briefe, Sechste Reihe, Philosophische Schriften. Bd. 4. Berlin: Akademie Verlag, 1999, p. 1490–1505, 1524–1528, 1634–1640, 1641–1643.
Mentally retarded children's training to plan their own work during handicrafts lessons
Authors: Karvelis V. 
Published: January 2019

The Soviet auxiliary school, when preparing their wards for independent life and societal work, organizes all the work so as to eliminate the retarded child's mental and physical handicap. Work training performs a great role solving the auxiliary school students' comprehensive development task and correcting their existing shortcomings. Auxiliary school experience shows that particularly good measures to raise the effectiveness of training by adjusting the mentally retarded child's intellectual development is pedagogically correctly organized work-linked training at all educational stages, including the lower grades.
Handicrafts play a major adjusting role in the auxiliary school lower grades (1-3). These activities generate favorable conditions not so much for physically- but rather for mentally-abnormal children to express themselves and develop.
Therefore, it is important to organize the lessons of this subject in a way that mentally retarded children's thinking is activated and developed, while at the same time corrected (do not be satisfied with merely mechanical work performance, as sometimes happens in practice).
Analysis of observed handicrafts lessons and experimental activities shows that circumstances which are crucial for the correct development of mentally-abnormal children arise when they're doing their practical work. The necessity to plan work is one of the circumstances of workflow. Individual operations are performed gradually in the production of each item. This is the result of a complex thinking process, i.e. when producing an object a child has to first know how to divide it into different parts in his imagination, review their interconnection methods, and provide the consistency with which to do the job. This stage of the workflow process is particularly difficult for a mentally retarded child. Therefore, it is important to teach a retarded child to plan work. The main condition for teaching children to plan their work is students' ability to consistently perform separate workflow operations. This article and is aimed at in depth analysis of this issue.
Some vocational guidance issues in general education schools of the Soviet Social Republic of Lithuania
Authors: Kregždė S. 
Published: January 2019

According to the experimental material collected during the survey of fourteen rural and urban schools, with participation of 467 students of 9th, 10th, and 11th grades by using a questionnaire, lesson monitoring, conversations with students and teachers, and other methods, an insufficient determination on the future profession choice becomes obvious among the students of senior grades.
Most (68.52%) students point out that they scarcely know the chosen profession. Nevertheless, the majority of seniors (91.22%) intend to enter higher education and specialized secondary education institutions.
The majority of just a small group of students who intend after graduation to go straight to work in production (8.78%), explain their choice anything but the significance of their chosen profession to the society. They seek not a deeper understanding of life, but to accumulate the experience required for entrance to a higher education institution. The motives of the majority willing to study further are of a public character.
Experimental materials show that up till now this issue has not been solved in vocational classes either. Just a small part of students studying in these classes are planning to work according to the profession acquired at school or enter a relevant higher education school.
Based on that, the article suggests the ways to improve vocational guidance which should both correspond to the needs of national economy and consider the individual inclinations of students and their other personal qualities.
For systematic and scheduled vocational guidance, certain coordination should be performed by schools, soviet districts and party organizations. Management and directive centers are necessary to implement not only practical but research work as well.
Usage of some visual aids to activate students in physics lessons
Authors: Niaura A. 
Published: January 2019

Resourceful use of visual aids in Physics lessons always actives students.
Students often tend to pay little attention to the practical side of Physics, because practical and graphical surveys are rarely carried out in schools. The study analyses various forms of practical and graphical surveys, their approximation with individual works of students.
The author demonstrates how students are activated by using the class blackboard, inscriptions about Physics and analogies, comparisons of individual phenomena with similar phenomena. Description of universal device designed to demonstrate the variable current, electromagnetic fluctuation and contour phenomena is presented.
The study also includes the analysis of application of frontal experiment and various sets of natural parts. Descriptions of sets “Amorphous and crystal solids” and “Ways of deformation” are presented.
Students work actively when turning tables are used. A description of the “structure of the atom” table is provided.
From the history of Lithuanian pedagogy (K. Nezabitauskas’ primer “The New Reading…”)
Authors: Auryla V. , Žukas V. 
Published: January 2019

At the beginning of 19th century, in the age of the collapse of feudalism and formation of capitalist relations, enlightenment activity in Lithuania became more intense. The important role in this area was played by Vilnius University: the professors of this university studied the history of Lithuania, collected records, Lithuanian students paid much attention to language matters, literary studies and enlightenment of the Lithuanian nation. One of the most prominent activists of Lithuanian publishing was K. Nezabitauskas (1800 – 1876). In 1824 his primer “The New Reading for Small Children” was published. Following the new basics of pedagogy, the primer contained readings with text illustrations which were a novelty, and Lithuanian proverbs and bibliography list of Lithuanian publications. K. Nezabitauskas sought to attract children’s attention and make learning an easy and vivid occupation. In the introduction to the primer, he spoke against scholastic learning. In his primer K. Nezabitauskas provided practical guidance and popular scientific information. The short articles included in the primer can be considered the first manifestations of the Lithuanian secular literature for children. Proverbs and, especially the bibliography list, witness that the primer was also intended to further education of the readers, mostly the youth. This primer was appraised by its contemporary Lithuanian writer D. Poška, Russian scientist P. Kepen, active culture character L. Rogalskis, Polish newspaper “Kurjer Litewski“, etc. In the second half of 19th century, M. Akelaitis intended to republish it; he was planning to skip the religious part and include folklore songs (the handwriting of this work has preserved).
Though this primer by K. Nezabitauskas had certain ideological setbacks, its historical value is still very significant. K. Nezabitauskas was the first who started writing secular reading texts to Lithuanian children, who directed children’s education in a practical direction and utilized new principles of book compilation.
Effect of work activity on students’ learning motives at schools for working youth
Authors: Jakavičius V. 
Published: January 2019

One or other motives, being the main stimulus in multifaceted human activities, also play an important role when attending school.
The research by Soviet psychologists demonstrated that a student learning is stimulated by twofold motives at general education schools – directly incentive and indirectly sense-bearing; the content of one or other motives essentially consists of a student’s endeavor to prepare for life and take a particular place in the socialist society, as well as interest in one or another educational subject.
Our research demonstrated that students at schools for working youth differ in the majority of cases in terms of learning motives from students of the larger general education schools.
The main factor forming student learning motives at schools for working youth is their daily work in different sectors of the national economy.
As a result of work, both direct incentive and indirect sense-bearing learning motives of students at schools for working youth are broader content-wise as compared with those at mass schools.
If students at mass schools most often understand the necessity of knowledge as a condition to ensure their future, students at schools for working youth see it already today, in their daily work. The majority of this type of students seek knowledge because they understand that this is the only one condition enabling them to master contemporary sophisticated technique and technology processes.
Thus, apart from the motives which are common to students of both type schools, the most important motives of students at schools for working youth is the perception that knowledge is necessary for successful work. In our opinion, here lies the main difference between the learning motives of students at schools for working youth and those at larger general education schools.
However, when investigating learning motives of students at schools for working youth some diversity has been noticed. The following groups of students may be distinguished.
a) Working students have essentially made up their minds about their place in life and have one or other goal. The essence of content of learning motives of these students lies in the knowledge being necessary for them in their direct work and for attaining the goal set.
b) Students for whom knowledge is necessary for further studies. Unlike the first group students, the latter do not feel a huge impact of work that directly prompts their learning motives; this group mostly consists of students who come to school for working youth willing to acquire a job record necessary for entering a higher education school.
c) Students forming a relatively small group who do not have clearly formulated learning motives.
On the issue of efficiency of demonstrating a physics experiment at school
Authors: Jakutis S. , Valentinavičius V. 
Published: January 2019

When improving the content and methods of the school course used when teaching physics, it is necessary to develop demonstration experiment. It is expedient to abandon a special schematic illustration of devices. Their structure must meet the equipment used in practice to a particular extent. A demonstration experiment must also reflect the newest achievement in technology.
The demonstration experiment must be used not only for teaching new material, but also in other stages of a lesson. The involvement of students into preparation for the demonstration experiment and conduction thereof has a positive effect on the quality of their knowledge, as well as the development of practical faculties and skills.
About some most often occurring mistakes in investigating mechanical phenomena in the accelerating reference systems
Authors: Kulviecas L. 
Published: January 2019

When investigating the movement of material bodies that are fixed to springs, threads suspended in one point, etc. taking place in the accelerating reference systems, consideration is usually made only to the change in position of the balance of bodies and it is claimed that bodies take this changed position of balance at the very beginning of acceleration. Elastic or positional forces in general caused by the effect of springs, threads or other relations are unreasonably disregarded. This way a serious mistake is made, as the latter forces, by accelerating the bodies, do not stop them in their new position of balance but make them swing around this position of balance. The amplitude of such swings, depending on initial conditions, may be rather big.
Due to this reason some allegations concerning phenomena taking place in the accelerating systems and solutions of the majority of respective problems are wrong. This is shown in the article by examining specific places in physics textbooks and some widely prevalent problems.