This paper presents development of school buildings influenced by certain principles of educational paradigm and new educational ideas. The research is interdisciplinary, as it questions how physical education environment complies with the concept of education. Importance of study, which involves analysis of the educational nature and the architectural space is evident not only in Lithuania but also in the whole world at the moment of change of the educational nature, when the existing buildings are renewed according to the changed needs, and new educational architectural objects are built rarely. This article covers a review of period until the year 1940 of Lithuanian schools architecture and educational provisions in a wider context, necessary for further studies to find out whether the changing educational tasks and teaching methods have changed the school buildings.
The article analyses axiological and hodegetic ideas by M. Pečkauskaitė-Šatrijos Ragana. Aspects of neotomistic ethics in the writer’s attitude towards human virtuousness and preparation for eschatological fulfilment are highlighted. Cultivation of virtues is revealed as an essential prerequisite to faith. Virtuousness reveals to people horizons of freeing truth and a possibility to overstep human imperfection. Love is actualised in this context as a fundamental value with eschatological continuity and remaining in the hope and perspective of divine eternity. An important role in M. Pečkauskaitė’s pedagogical concept is assigned to personal self-reflection enabling self-knowledge and an adequate evaluation of one’s actions and spiritual culture. Eschatological conception of the meaning of time, when all human attempts are directed towards eternal perspective, is presented.
Teaching history of genocides has taken a special place in the school history course. This article describes basic methodological principles of teaching the genocides topic in the school history course. There are defined teacher’s methodical mistakes in the process of teaching the history of genocides. The article is focused in the importance of using cross-curricular themes and different aspects in teaching the history of genocides. There is a based conclusion about the necessity of the organization of teaching the history of genocides from the point of the social psychology. There is a question defined on the comparative teaching of history of genocides.
The 21st century is identified in the country’s strategic documents as a century of rapid technological, climatic and economic change, and countries must not be afraid of innovation and knowledge of the world through information technology. According to strategic documents, the education of gifted children is also one of the country’s priorities. Gifted pre-school children need to develop and continuously improve their abilities, and the stimulation of these abilities can be enhanced by information and communication technologies. The article analyses the educational possibilities for gifted pre-school children using information communication technology, the characteristics of gifted pre-schoolers, and the possibilities for the identification of gifted pre-schoolers. The study suggests that gifted pre-school children are educated in an individualised way according to their needs, they are identified by their abilities which stand out from their peers, information communication technologies are used to diversify the education of gifted pre-school children, and that the biggest problem educators face while developing gifted children is the lack of information and the lack of communication tools.
Journal:Acta Historica Universitatis Klaipedensis
Volume 31 (2015): Empires and Nationalisms in the Great War: Interactions in East-Central Europe = Imperijos ir nacionalizmai Didžiajame kare: sąveikos Vidurio Rytų Europoje, pp. 185–200
The German occupation of Ober Ost during the First World War represented an undeniable incentive for further nation and state-building in the occupied lands. Although in the early 20th century education societies had already spread their networks, it was during the years of the German occupation that the centralisation and consolidation of the education network could take place. Regardless of the fact that some ideological divisions between education societies endured, both the limitations imposed by the occupying regime and the existence of a relief committee, the Lithuanian War Relief Committee, with the task to coordinate virtually all Lithuanian activities, functioned as means of rationalising the whole education system. Not only did the Lithuanian War Relief Committee try to overcome ideological divisions in the field of education, but its quasi-state structure also helped to create, finance and effectively direct the whole official network of Lithuanian educational institutions.