CONTENTS OF STUDY COURSES “HISTORY OF PEDAGOGY” AND „LITERATURE DIDACTICS” IN THE 40IES AND 50IES OF THE 20TH CENTURY – PROMOTER OF STUDENTS’ HISTORICAL EXPERIENCE
Journal:Tiltai
Volume 94, Issue 1 (2025), pp. 79–96
Abstract
Parenthood is quite rare among physically disabled adults in Finland, and becoming a parent can be labelled as a taboo act. In this paper, we shed a light on this salient topic by scrutinising the experiences of Finnish mothers and fathers with physical disabilities. The research questions are: (1) How do mothers and fathers describe their agency as parents? and (2) How is their agency constructed within social structures and relations? The analysis is based on qualitative teller-focused interviews with 17 mothers and fathers. The results reveal their agencies as multidimensional, and demonstrate how parenthood is constructed through interaction within institutional spaces. Personal support, peers and NGOs also play an important role in the construction of agency. Interaction can either limit, question or support the agency of disabled people as parents. The results show that the parents have strong agency in using their knowledge, and flexible resources when meeting the demands.
This article emphasizes the line of the Christian moral attitude in accordance with didactically significant and attractive insights of the writer Jonas Juškaitis, by positioning the Christian moral attitude and its presentation. The way of religious self-consciousness of the writer is discussed. Some of his ideas, associated with the possibilities of developing a Christian attitude, are revealed, taking into account a popular narrow approach to the human being, to the overall development of the personality, and higher education. The type of the research is theoretical descriptive. The main research methods are analysis, interpretation and synthesis. The methodological principles of the research are: neotomism, which is the basis for the development of the moral attitude of the individual, i.e. the system of his/her moral experiences, aspirations and behavior; and the system of universal education that does not allow to deny personal value and dignity, bases the complex development of the personality and helps to abandon a narrow technocratic approach to the essence and purpose of human existence.