Human Ideas Research Articles

PSYCHOLOGICAL AND PEDAGOGICAL FACILITATION AS A NECESSARY CONDITION OF SUCCESSFUL SELF-DETERMINATION OF HIGHER SCHOOL STUDENTS

The purpose of the study is to identify possible psychological and educational facilitation ways among high school students to get their values shaped in the framework of self-determination. Methods. The analysis and generalization of the Russian and foreign sources on methodology, theory and practice of psychological and pedagogical facilitation are used in the present study. The technique of valuable orientations by M. Rokich is involved in psychological and pedagogical experiment. Essays, discussions, consultations, non-directive trainings, methods of value orientations are used as means of facilitation. Results. The need of psychological and pedagogical process maintenance of personality formation of youthful age is proved; it is based on humanistic approach and idea of the facilitation which was proposed by K. Rogers as opposed to authoritative, directive methods of influence. The data show a positive impact of facilitation on the formation of self-determination process at high school age: the individual values structure has become relatively stable, characterized by a more active position in relation to the world and students’ future. Scientific novelty. The concept of psycho-pedagogical facilitation in relation to the issue of self-determination of high school pupils is clarified. It is suggested that there is a direct link between psychological/educational support and mental processes, which is confirmed by statistically significant results in the values hierarchy survey of senior students. Practical significance. The research findings can be used while designing special programs as for educational organizations and supplementary education.

Articles: An idea of man as a metaphysical figure in Greek Classical art

Articles: An idea of man as a metaphysical figure in Greek Classical art

O ETYKĘ W ŻYCIU POLITYCZNYM, FORMACJA ELIT POLITYCZNYCH (W NURCIE NAUCZANIA JANA PAWŁA II)

The author’s proposed theme consists of two extensive but internally connected issues, which were noticed as well by the pope John Paul II in his teaching. The first one is the presence of the ethical principals in the whole of social, economic and political life. Slowly but surely the idea of politics, (under- stood as the art of governing and directing of the people) as the sphere of life where ethical conduct should be applied gains more and more support, be- cause it is clearly one of the most significant aspects of human existence. It should be expressing the most personal and truthful action of both an individ- ual and a group of people. Secondly, with the above we could easily connect another aspect, namely the need of formation of those, who in the name of the great service given to others are prepared to contribute towards the polit- ical life, which is based on deep personalistic and humanistic rules and ideas. Moreover, the need of formation of the society (electorate) which during the election has the ability to choose and support one or the other value system should be emphasized.

러시아 보편주의 종교사상과 근대 창조성-예술에 관한 연구 - 범재신론의 종교철학과 관련된 오리엔탈리즘, 보편주의, 프뢰벨주의의 공통된 의미를 중심으로 -

In the Russian 'spirituality' which played an important role in realization of 'abstraction' in modern arts, the three elements of Universalism - Oriental thoughts, Universal ideas, and Froebelian influence - can be found with no difficulty. More notable is the fact that, along with theosophy, the emergence of modern existential thoughts such as Bergson, Schopenhauer, Nietzsche is a new search and a new recognition of nature and human as views of panentheism and humanism, essentially of Humane and Divine. Therefore, it goes without saying that the thoughts constituting the Suprematism or Constructivism in Russia are, in a word, implicit in the existential humanistic ideas of Panpneumatism or Panentheism that is explained as the nature of Russian religious ideas. Furthermore, which is not only Suprematist's metaphysical principle but also the expression of universal thoughts; interestingly, which is closely akin to several Oriental mystic ideas including Taoist thoughts, as well as the contents of Universalism including mystic Christianity, by extension, which ideas and principles have a remarkable resemblance with thoughts and principles of Froebel.

The Ideas of Man and Woman in Renaissance France: Print, Rhetoric, and Law, by Lyndan Warner

The Ideas of Man and Woman in Renaissance France: Print, Rhetoric, and Law, by Lyndan Warner

Professional Competence of the Teacher

One of the major qualities, which characterizes competence – an initiative. This internal awakening to new forms of the activity, a leading role, in any action. The initiative represents a kind of public activity, the social creativity undertaken by the person. The initiative is characterized by that the person assumes a big measure of responsibility, than it is demanded by simple observance of public norms. One more important making component of competence is cooperation. It is humanistic idea of joint developing activity of children and the adults, fastened with mutual understanding, penetration into an inner world, the collective analysis of a course and results of activity. The analysis of scientific literature shows that the scientists studying a problem of competence of the teacher, in the researches use that the term professional competence. Pedagogical competence – the system phenomenon, which essence consists in system unity of pedagogical knowledge, experience, properties and the qualities of the teacher allowing effectively to carry out pedagogical activity, purposefully to organize process of pedagogical communication and also assuming personal development and improvement of the teacher.

Humanitarian Technologies of Inclusive Education

The modern day society cannot be regarded full-fledge if any group of people is experiencing discrimination. The process of inclusive education is the process within the frames of which this community provides humane educational conditions to implement the maximum of educational potential and personal needs of each individual of this community. Essentially, inclusive education is the result of humanity ideas development based on the exclusive value of the human personality, their uniqueness, the right for decent life whatever their physical or intellectual state is, the right to enjoy all cultural values of the modern civilization (Loreman et al., 2010; Barton. & Slee, 1999). Today it is becoming obvious that the development of Russian inclusive education is inefficient if to apply only the method of extrapolation - formal transference of the most successful foreign models of educational integration into the unchangeable conditions of education and upbringing of the Russian educational institutions, i.e. without its philosophy and theory comprehension. The lack of inclusive education methodology raises lots of issues connected with the mistrust and criticism concerning even the most humanistic idea. These fundamental ideas and concepts of inclusive education are covered in the article suggested. The correlation of realities and practice of the Russian inclusion with the theoretic-methodological bases of the world educational integration should help correct the integration processes in Russian educational institutions, overcome the mistakes having been made and their prevention in perspective (Inclusive education, 2011). The article reveals new humanitarian technologies of education in collaboration, teaching their participants (children, teachers, psychologists, medical workers) to listen and accept different positions of experts in different profiles, to act in coordination and effectively in favour of the child's interests not on one-time but long-term basis, to be especially responsible and coordinated upholding learners’ interests. The article states clearly that the inclusion is the entire complex of serious changes: changes in the whole school system, in value systems, in understanding of teachers and parents’ role and in pedagogics in general.

Content Analysis of Technology Teacher Training Programmes of Some European Countries

The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.

Experiential Psychotherapy of Unification

Being a psychotherapist trained in experiential psychotherapy of unification, I can say that one has to live it to properly understand it, because it is about living and not only about understanding. But an introduction is necessary, and this is the purpose of this article: to make a presentation for psychologists from other countries. Another purpose is to make known how important concepts of humanistic psychology have been integrated, assimilated, and developed by a section of Romanian psychologists. In a few words, experiential psychotherapy of unification is mainly about creativity, authenticity, and a co-actualization therapeutic relationship, which allows integration of the cultural specific aspects and, moreover, individualization of the psychotherapeutic program: It is an application of main humanistic ideas and values and recent advances in psychotherapy research.

Family planning and men's health from nurses' perspective

Objective: This study aims to know nurses' views on men's use of family planning services in the regional health of municipalities in Rio Grande do Sul, Brazil. Methods: It is a qualitative study, carried out from July 2009 to October 2009 through semi-structured interviews with 22 nurses. Results: The results produced the following categories: 'Men and the limiting factors to their access to family planning services', and 'Men and their reasons for accessing family planning services'. The results showed that men seek those services looking for condoms or diagnosis of pathologies, sexual-related or not. Conclusion: The idea of men as being invulnerable or of family planning as being women's responsibility might be associated with men's disengagement from the services, but barriers to healthcare access and the unavailability of some services might be the greatest hindrance.

Cusanus und die Kunst

Although Nicholas of Cusa has not developed a theory of aesthetics‚ he frequently uses examples from the domain of art, especially from the Flemish ars nova which he knew very well. His doctrine of the image has its basis in the idea of man as image or mirror of the divine archetype. As a consequence Cusa tries to think of God using images rather than rational concepts, because the image represents the common basis between God and the human mind. In his ‘De visione Dei’‚ Cusa analyzes human perspectivity and the resulting capacity of human vision. This relates him to Leon Battista Alberti. One highlight in the influence and the fascination of Cusa’s theory of vision for the art of the Renaissance is the celebrated self-portrait of Albrecht Dürer (1500). The essay focuses on the ‘crucifixion of Benediktbeuern’, by an unknown artist but probably commissioned by someone within the milieu of Nicolas of Cusa. In this painting the spectator has the sort of active role Cusa describes in his writings, when he speaks of the cognition of God as a relation between seeing and being seen.

Kai kurie subsidiarumo ir teisinio personalizmo santykio aspektai (1)

The development of the concept of subsidiarity principle has been characterised by a movement from a philosophical idea to the interests’ legislating principle in the national law and the law of the European Union. In human society, subsidiarity was born as a humanistic idea that later acquired the status of ethical and social value, elaborated to the level of the legal category by the scientific and political communities and has become the main principle of the European Union law, helping to combine the interests and beliefs of different societies, to ensure collaboration of European, national, regional and local authorities, and to bring decision-making closer to citizens. Today, on the basis of subsidiarity ideas, the concept of social law-governed state is developed, and socially responsible personality is fostered being able to take care of themselves and others. It is also noted that the state must support the person requesting assistance, but that assistance is needed only in order to help a person to acquire the ability to independently exercise his rights, thereby maintaining the personal initiatives, their individuality and ability to care for themselves. In antiquity, subsidiarity was seen as an organic connection of the whole and its differentiated parts as well as a way to create the common good, and to stabilize the social order of society. In the Middle Ages and recent times, it has been seen as a legal regulatory approach to support the public initiatives of society’s members within the state (autonomous derivatives activity), and to help those unable to take care of themselves. In Catholic social doctrine, subsidiarity has been enhanced by the recognition of naturality of human rights, as well as by calling the state to act towards social harmony in the society, to overcome social tensions neither by revolutions nor wars, but by agreements and social reforms. In the area of implementation of personal rights, the principle of subsidiarity is further developed and concretised by the legal personalism, which provides opportunities for specifying both the concepts of justice and solidarity, as well as their interactions. Doing this, legal personalism prescribes two features of solidarity (as state aid to person): 1) support for a person to acquire and maintain the ability to perform his duties and thus participate in exchange relations, and ground those relations on justice that is built by the participants of the relationship together, 2) public support for a person that temporarily or permanently lost the ability to perform his duties in terms of unaided self-regard. The goal of both these functions is to develop and maintain social stability of public and legal order.

The role of education press in the context of the rebirth of humanist ideas in Soviet education (1960s - 1980s)

The role of education press in the context of the rebirth of humanist ideas in Soviet education (1960s - 1980s)

DIALOG Z HUMANIZMEM RENESANSOWYM W DZIEŁACH PIOTRA SKARGI / PIOTR SKARGA’S DIALOGUE WITH RENAISSANCE HUMANISM

Summary The article tries to outline the position of Piotr Skarga in the Jesuit debates about the legacy of humanist Renaissance. The author argues that Skarga was fully committed to the adaptation of humanist and even medieval ideas into the revitalized post-Tridentine Catholicism. Skarga’s aim was to reformulate the humanist worldview, its idea of man, system of values and political views so that they would fit the doctrine of the Roman Catholic church. In effect, though, it meant supplanting the pluralist and open humanist culture by a construct as solidly Catholic as possible. He sifted through, verified, and re-interpreted the humanist material: as a result the humanist myth of the City of the Sun was eclipsed by reminders of the transience of all earthly goods and pursuits; elements of the Greek and Roman tradition were reconnected with the authoritative Biblical account of world history; and man was reinscribed into the theocentric perspective. Skarga brought back the dogmas of the original sin and sanctifying grace, reiterated the importance of asceticism and self-discipline, redefined the ideas of human dignity and freedom, and, in consequence, came up with a clear-cut, integrist view of the meaning and goal of the good life as well as the proper mission of the citizen and the nation. The polemical edge of Piotr Skarga’s cultural project was aimed both at Protestantism and the Erasmian tendency within the Catholic church. While strongly coloured by the Ignatian spirituality with its insistence on rigorous discipline, a sense of responsibility for the lives of other people and the culture of the community, and a commitment to the heroic ideal of a miles Christi, taking headon the challenges of the flesh, the world, Satan, and the enemies of the patria and the Church, it also went a long way to adapt the Jesuit model to Poland’s socio-cultural conditions and the mentality of its inhabitants.

Humanism: Ideology and Reality Conflict

Meilė Lukšienė’s perception of school is filed with values of humanism, national and civic culture, and the imperative of a harmonious combination of high level of education, critical mind and free will. However, the insightful researcher foresaw and claimed that “it is rare that there should be no gap between an idea and its realization” and she warned at the same time that “… another wave is rolling, levelling all the people and disturbing the revival of their dignity; it is the power of money, the power of commercialism, growing constantly stronger. It manipulates the lowest human instincts and urges (the entire industry of excessive entertainment and sex!), earning from them. Can it bypass schools and educational institutions of all levels?”
 The article presents a research, which aims at revealing the reasons of bullying at school in terms of social attitude, as a conflict between humanistic ideas and the reality. A Lithuanian media website www.delfi.lt, where various articles on topics relevant to Lithuania are published, was chosen for the research. 4 articles on bullying were selected for the research and commentaries on them were analysed. The study sample was formed by selecting commentaries according to the following criteria: the commentary had to be logical, ethical, unoffending and informative for the purpose of the study. A total of 186 commentaries on bullying were analysed in terms of their textual meaning.
 The research results showed that humanistic ideas are confronted in school reality with the behavior manifesting through bullying that destroys a person’s dignity and psychological balance. It was established that the reasons of bullying lie within leisure, home, and school environment. They are provoked by the following:
 TV programs full of examples of bullying and violence as well as the low level of culture of the social actors speaking in the public space;
 Undesirable behavioral models of the parents, observed by the children at home (slander, violence against family members, physical punishment of children);
 Scarce parental care and consideration of the children caused by the lack of upbringing skills of time;
 Limited pedagogical ethics in the behavior of teachers, the supply of informal education activities at school insufficiently meeting the children’s needs.
 It was already in 1997 when Meilė Lukšienė suggested an insightful way out: “<…> together with the entire society to analyse the channels and forms of human deformation soberly and responsibly, and look for ways to stop the deformation with joint effort.”

A Critical Appraisal of Freud’s Ideas on Man and Personality

Since ancient times, scholars in the West have shown great enthusiasm towards understanding the subject on man and personality. Driven by this zeal, there appeared a multitude of theories discussing man and his nature. Various concepts on man showcased by the scholars, quite often, complemented one another and, at times, their ideas contradicted and discredited one another. Sigmund Freud (1856-1939) the founding father of psychoanalysis presented to the world a concept on man and his personality which turned out to be a controversial one. His idea of man seems to have shaped the western culture and human psyche in general. What appears from the impact of Freud’s concept of man and personality is that it has denigrated man. This paper represents an appraisal of his idea of man and personality from human angle.

Men on the Move: Historias mínimas and Lugares comunes

Released in 2002, Historias mínimas (Carlos Sorín) and Lugares comunes (Adolfo Aristarain) are two Argentinean films which were well received by critics and public alike, although they are characterized by different aesthetic and technical qualities. Sorín's film mainly uses non-professional actors and was made with a low budget while the cast in Lugares comunes is transnational, as is the film's co-production status. These films depict middle-class men travelling, both within the national territory and abroad. By paying particular attention to the itineraries of these male protagonists, I will argue that both films illustrate a tension between these characters and the socio-economic and cultural background of Argentina during neo-liberal times. My analysis centres on the metaphors of displacement, uprooting and homelessness that these films deploy so as to convey the idea of men's loss of their long-standing privileged status in society and their subsequent (downward) social mobility in the new millennium.

The Ideas of Man and Woman in Renaissance France: Print, Rhetoric and Law by Lyndan Warner

The Ideas of Man and Woman in Renaissance France: Print, Rhetoric and Law by Lyndan Warner

The Ideas of Man and Woman in Renaissance France: Print, Rhetoric and Law

The Ideas of Man and Woman in Renaissance France: Print, Rhetoric and Law

„Ich habe […] keine Sonate schreiben wollen, sondern einen Roman“ – zu autoreferenziellen Aspekten von Thomas Manns Doktor Faustus

In the centre of the analysis stands the autoreferential dimension of Thomas Mann’s Doktor Faustus and its relation to the novel’s socio-philosophical message, which, although not free from ironical overtones, tends to be a didactic plea for humanism. However, the main emphasis of the investigation is not the humanist idea itself but, above all, the narrative methods used to infuse this idea with new means of expression. Therefore, the music-motif in the novel is interpreted as a metaphor of an intertextual literary motif. From a metaliterary perspective, the main question in Mann’s partly consistent, yet partly paradoxical art- and soul-study is the following: how can (and should) the Faust-legend be reshaped and interpreted to match the demands of the modern age? The attempt to discuss the ‚national myth‘ in such a new way is made by three authorities: two fictional and one real. The protagonist, Adrian Leverkühn, the first-person narrator, Serenus Zeitblom, and, finally, the author himself, Thomas Mann, each in turn, whether wilfully or unconsciously, offers their own art-concept. To a great extent, the general semantic picture of the story told in Faustus is determined by various distinctions between the intratextual ideological confrontation ‚Leverkühn vs. Zeitblom‘ and the extratextual outside-perspective of the author, who stays paramount to the novel-figures. My article attends to the narratological as well as the philosophical decoding of this overall-picture.