Conflicts in families, workplaces, social institutions (schools) and generally in social life usually start because of inappropriate management or poor solution of issues of structure. In the psychological literature the conflict means confrontation of opposing interests, views, aims when two persons disagree on acts performed by one of them. Conflicts arise out of inner or outer struggle related to thoughts, emotions or acts. Personal, interpersonal and intergroup conflicts may cause collective disharmony, since people differ greatly in origin, views, values and needs. All life long people learn to cooperate and solve conflicts, but the major learning occurs at school - the most important stage of individual’s socialization. As the process of communication is participated by persons with differing needs, motives and interests, which cannot be realized simultaneously, conflicts are unavoidable. The conflicts may arise between persons (learner and teacher), in the group (among learners), between groups (between learners and teachers). So far conflicts within school community have been hardly investigated theoretically, though in the pedagogical practice this field is really urgent. The relations affect the microclimate of community, condition the learners’ desire to learn and directly influence the results of education. The modern pedagogues, such as G. Navaitis and A. Kalvaitis paid most heed and time for the problem of conflicts and for the conflicts arising in school... [to full text]

Many internal and external, general and individual factors affect young-adults‘ motivation to learn a second language: interest in the subject matter, perception of its usefulness, general intrinsic desire to learn, self-confidence and others. The investigations in three different Lithuanian and one England institutions helped to apply and test the general theory of motivation towards the chosen age group – young adults. The research proved the applied hypothesis that second language learning motivation of a young-adult is an inner characteristic whish is shaped out of the positive reinforcement from outside through a broad milieu of society, teachers, parents and peers. The basic preconditions to enhance motivation in day to day classrooms are proved to be: appropriate teacher behaviour and good teacher-student rapport, a pleasant and supportive classroom atmosphere, cohesive learner group.

The name of the thesis – “Graduated exams in the context of education reform: the view of secondary-shool graduated and student’s of university”. The purpose of research – to analize an opinion of secondary-shool graduated and student’s of university to graduated exams in sociological aspect. The object of the research – view on graduated exams. The hipotesis of the research – graduated exams – is the main part in secondary shools. The model of graduated exams for a while is not perfect – there were seen obvious contradictions between purposes, tasks and reality raised up by educational system. A time for preparing for exams – is very serious period for secondary-shool graduated students, usually they feel stress, non-confidense and uncertainty. The tasks of the research: · To review the genesis and peculiarity of graduated exams, which have arised changing the system of education. · To evaluate the view to graduated exams of secondary-shool graduate students. · To clear up the view of first year students of Vilnius pedagogic university to peculiarities of profile education, and it’s influence to results of graduated exams. Theoretical methods – the analysis of sociological, pedagogical literature by choosed aspect, the analysis of normative acts, which regulates the genesis of education system. In empirical part there were used two methods: questionnaire poll and structurical interview. Empyrical study was done in Lithuanian secondary-shools in December’2005. During... [to full text]

Problema. Švietimas - prioritetinė valstybės veiklos sritis. Kalbėdami apie švietimą , kalbame apie jaunosios kartos ugdymą ir lavinimą. . Kaip pastebėjo sociologas A. Giddensas , „asmenybės ypatingumas yra ne jos kraujo sudėtis ar abstrakti žmogaus fizinė prigimtis, o jo socialinė vertė“ (17, 1989, p. 72). Asmenybe ne gimstama, o tampama. Popamokinis ugdymas Lietuvoje nesusilaukia pakankamai dėmesio. Nemaža dalis vaikų nėra papildomai lavinami, tobulinami. Pertvarka, nauji vėjai. 1992m., subyrėjus Tarybų Sąjungai, griuvus Berlyno sienai, žlugus į Rytus ir Vakarus po Antrojo pasaulinio karo padalytam pasauliui, Europai, o ypač rytinėms jos šalims, iškilo nemažai ekonominių, politinių ir kultūrinių sunkumų. Atgauta tautinė nepriklausomybė sukėlė jausmų sumaištį: pasikeitus situacijai reikėjo daug ką permąstyti: tautinės, tradicinės nuostatos pynėsi su poreikiu modernėti ir tarptautėti. Lietuva kartu su kitomis Rytų Europos šalimis ėmė krypti į Vakarus: pradėti plėtoti santykiai su Vakarų Europos valstybėmis, užmegzta nemaža ryšių tarp Lietuvos ir Skandinavijos. Vieni jų – bendradarbiavimas, plėtojant darbą Lietuvos vaikų darželiuose, mokyklose. Visuomenės padėtis. Pastarąjį dvidešimtmetį iškilo trys svarbios socialinės problemos, netiesiogiai veikiančios šeimą. Vis sparčiau auga smurtas, nuvertėjančios moralės normos ir vis didėjanti emigracija, vaikus paliekant su seneliais, giminaičiais ar globėjais . Smurto mūsų visuomenėje daugėja, tiek smurto prieš asmenį... [toliau žr. visą tekstą] / For many years (actually, the entire period of Soviet rule) the Lithuanian educational culture was dominated by the idea that children ought to be regarded as insufficiently mature individuals from the social point of view. So, the development of writing, reading, and counting skills was in the focus of attention. This implied leaving the development of personality to itself. Promoted by teachers working at pre-school and school institutions, these views needed correction. However, the correction was a rather complicated endeavour in the first years of Lithuanian educational system reform (1992-1996). Foreign scholars regard children’s education at kindergartens or primary schools as a vital link in the education system chain. In their opinion, it is equivalent to other links, including the regular school and the adults’ education. Thus, reforms were related with the cultural and social significance of childhood stage, and with the changes in children and adults’ education - an absolutely essential thing for the survival of our nation. Lithuania needs a pattern of education. It must be new from the qualitative point of view, and, what is more, it must be geared to the needs of the 21st c. The emerging knowledge society brings up more complex requirements. With the increasing mutual independence, the development of human relations is becoming more and more urgent today. National economies are turning into international or even trans-national ones. People of the world interact... [to full text]

Teisės veiksmingumo ir efektyvumo problemos Teisės veiksmingumo ir efektyvumo, kaip visuomeninės vertybės teisinėje valstybėje, egzistavimas, ribos, ir problemos, sąlygojančios visišką arba dalinį teisės neveiksmingumą/neefektyvumą buvo šio tyrimo objektu. Šiuo darbu siekiama įvardinti ir išanalizuoti teisės veiksmingumo ir efektyvumo problemas, jų priežastis, pateikti siūlymus bei rekomendacijas šių problemų sprendimui. Darbas pradedamas bendraisiais teisės veiksmingumo ir efektyvumo klausimais: sąvokų išaiškinimu, tyrimo objekto nustatymu ir tyrimo problematikos įvardijimu – šie dalykai aptariami glaustai, tiek, kiek būtina juos aptarti toliau analizuojant pagrindinę darbo temą. Antroje darbo dalyje siekiama apibrėžti veiksmingumo, kaip teisinės vertybės ribas ir paneigti absoliutaus veiksmingumo siekiamybę. Trečioje dalyje pradedama nagrinėti konkrečias veiksmingumo ir efektyvumo problemas, skirtingų teisės krypčių ar sampratų – teisės sociologijos, pozityviosios teisės (positive law) , teisės ekonominės analizės požiūriu. Toliau plėtojama teisėkūros (legislation) proceso problematika, nustatyta, kad teisėkūros kokybę, o ir teisės veiksmingumą bei efektyvumą lemia kiekvienas iš šio proceso etapų, o taip pat teisinės kalbos taisyklių paisymas bei priemonių teisėkūros kokybei gerinti, įgyvendinimas. Atliekamas tyrimas, siekiant nustatyti šių priemonių panaudojimą Lietuvoje, tiriami įstatymų lydimieji dokumentai – travaux preparatoires, analizuojamos ir sisteminamos pastabos... [toliau žr. visą tekstą] / The problems of efficiency and effectiveness of law The existence, range and problems of efficiency and effectiveness of law as the social value in the legal state determining total or partial non-efficiency/non-effectiveness were the object of this survey. This work tries to name and analyse the problems of efficiency and effectiveness of law, their reasons, as well as to propose the motions and recommendations for solution of these problems. The work begins by the general questions of efficiency and effectiveness of law: clarification of concepts, finding the object of survey and naming the topic of survey – these points are discussed concisely in so far as it is necessary to discuss them further analysing the main subject of work. In the second part of work it is trying to determine the range of efficiency as a legal value and to deny the striving of absolute efficiency. In the third part are analysed the particular problems of efficiency and effectiveness, in the aspect of different law trends and conceptions – law sociology, positive law, law economical analysis. Hereafter are developed the topic of legislation process and it is defined that the quality of legislation as well as the efficiency and effectiveness of law are conditioned by every stage of this process similarly the observance of law language rules and implementation of means to improve the legislation quality. It is performed the survey trying to identify the using of these means in Lithuania, are... [to full text]

Discovered tensions between the fields of home and profession reveal limits and opportunities of women and men in different social spheres. An image of a man as an active creator of his space, social relations, success and fate is constructed, while a woman is more passive and less independent – in defining the identity, man’s “self” creates relations, woman’s “self” is created by relations. The core point of the structural relations of domination is disclosed, when woman who is taking a relatively higher social position “pays” for her professional success in lesser “success” in the field of home and family; and on the contrary, success of family obligations is reached by renouncing professional success. In the framework of gender relations, the quantitative analysis reveals an aspect of cooperation, partnership, although qualitative conclusions maintain a dominant declarative aspect that confirms dominating practices and conceptions.

The author of the dissertation analyses the work of a contemporary French writer Annie Ernaux at the core of which lie the autobiographical narrative and search for identity. This dissertation takes as its stating point the theoretical views articulated by Philippe Lejeune. However, in analysing Annie Ernaux, the author of the dissertation seeks to reveal modifications and divergencies from the canon of the autobiography and sets the author‘s work against the most widely known autobiographical models. Due to the hibridic and ambiguous character of Annie Ernaux‘s writing, it it has been called auto-biography, autosocioanalysis, ethnososiology, anti-journals, auto fiction, etc. Ernaux‘s autobiographical narrative oversteps the boundaries set by the canon and acquires aspects of biographical, feminist, transpersonal, ethnographical and sociological writing. Deviation from the cannonical autobiographical writing and the hibridity of the author‘s texts best reflect the author‘s innovative ways of constructing the self. As one of the most important deviations from the canon (Jean Jacques Rousseau‘s Confessions being the archetypal model of autobiography), the author of the dissertation emphasizes sociological aspects of Annie Ernaux‘s work and the link with the sociological ideas of Pierre Bourdieu. The disseration discusses the parallels between such sociological categories as the dominating and the dominated, class reproduction, class subconscious, the notions of habitus and... [to full text] / Disertacijoje nagrinėjama šiuolaikinės prancūzų rašytojos Annie Ernaux kūryba, kurios pagrindas - prabėgusio gyvenimo pasakojimas, savojo tapatumo ieškojimai. Autobiografinio pobūdžio tekstai analizuojami remiantis autobiografinio žanro tipologija, išryškinant svarbiausius Ph. Lejeune’o sukurtos autobiografijos teorijos postulatus. Tačiau darbo autorė atkreipia dėmesį ir į tam tikrus A. Ernaux kūrybai būdingus nukrypimus nuo tradiciškai suprantamo autobiografiškumo, kartais ambivalentišką ar hibridinį kai kurių kūrinių pobūdį, suponavusį tokius jos tekstų apibūdinimus kaip auto - biografija, autosocioanalizė, etnosociologija, antidienoraščiai, autofikcija etc. Pastebėta, kad autorės kūryboje autobiografinis pasakojimas kartais įgauna biografijos, feminizmo, transpersonalumo, etnografijos, sociologijos bruožų. Tokios deviacijos nuo tradiciškai suprantamo autobiografiškumo atsiskleidžia kaip naujų išraiškos formų ieškojimas, postmodernistinis žaidimas su literatūrine autobiografijos tradicija. Vienas reikšmingiausių pastebėtų nukrypimų nuo rusoistinės tradicijos ( J.- J. Rousseau Išpažintis traktuotina kaip archetipinis autobiografijos modelis) yra sociologinių aspektų išryškinimas, tam tiktas intertekstualumas su prancūzų sociologo P. Bourdieu idėjomis. Disertacijoje atskleidžiami paralelizmai tarp sociologinių kategorijų ( dominuojantys, dominuojamieji, klasinė reprodukcija, klasinė pasąmonė, habitus, dvigubas habitus etc.) ir literatūrinio jų interpretavimo. Autorės... [toliau žr. visą tekstą]

Darbo tema: Sociologo profesijos įvaizdis (LEU akademinės bendruomenės atvejis). Temos problema, aktualumas ir naujumas. Nors sociologijos mokslas Lietuvoje dar palyginti jaunas, tačiau jo pastangos diagnozuoti socialinę realybę susilaukia vis didesnio visuomenės dėmesio. Sociologų darbo rezultatų pateikimas visuomenei tapo kasdienybe. Beveik nebeužduodamas klausimas, ką eilinis gyventojas žino apie pačią sociologiją? Kaip patys sociologai vertina savo vietą visuomenėje? Tačiau sociologai šiuos ir kitus klausimus turėtų užduoti ir analizuoti nuolat dėl refleksyvumo, kurį pabrėžia garsiausi pasaulio sociologai. Sociologas tyrinėja visuomenę, kurios dalis pats yra. Todėl, kaip ir daugeliui kitų socialinių mokslų atstovų, sociologui kyla būtinybė išlikti objektyviam, apmąstyti savo veiklą ir veiklos rezultatus. Nors sociologai yra paskelbę mokslinių publikacijų apie sociologijos istorijos tyrimus Lietuvoje, sociologijos studijų Lietuvos aukštosiose mokyklose temomis, atlikta šalies sociologų darbų suvestinė. Tai yra svarbus indėlis sociologijos refleksijos srityje, tačiau vis dėlto mūsų visuomenėje stokojama dėmesio pačiai sociologijos sričiai bei šioje srityje dirbantiems profesionalams. Šiame magistro darbe bus atskleisti mažai tyrinėti temos aspektai: koks yra suformuotas sociologo profesijos įvaizdis LEU akademinėje bendruomenėje – tarp sociologų ir ne sociologų. Bus bandoma išaiškinti, kokie sociologo profesiojos įvaizdžiai vyrauja tarp studentų ir dėstytojų. Tad darbo... [toliau žr. visą tekstą] / Work topic: sociologist profession image (the case of Lithuanian University of Educational Sciences academic community). Problem, importance and newness. Despite the fact that sociology in Lithuania is still quite a young science, more and more attention is being paid to its trials to identify social reality. Providing the society with the results of sociologists has become standart. However, the question what an ordinary citizen knows about the sociology itself has not been raised. How is the sociology place in the society evaluated by sociologists themselves? This question, however, should be posed because of continuous reflection emphasised by the most famous world sociologists. Sociologists investigate the society whose part they are. This is the reason why a sociologist should remain objective, reflect on their activities and their results as representatives of any social sciences has to. The sociologists have declared academic works on the findings of the history of sociology in Lithuania, social studies in Lithuania high schools; also, the summary of Lithuanian sociologists works has been completed. Inspite of the fact that all those achievements is a great contribution to sociology reflection field, there is still too little attentiveness to the sociology field itself and to professionals working in this field. This master paper has covered the aspects of the topic which have not been well analyzed: a sociologist proofession image in LUES academic community –... [to full text]

<p>Ova disertacija se bavi telesnim, individualnim i dru&scaron;tvenim dimenzijama emocija u cilju razvoja integrisane sociolo&scaron;ke teorije (emocija). U uvodnom poglavlju je data podrobna analiza određenja emocija kroz istoriju i u istoriji filozofije, kako bi se analiza njihovog naučnog istraživanja ukorenila u prikladni socioistorijski i epistemolo&scaron;ki kontekst. Ovo poglavlje odlikuje i pojmovna analiza, odnosno izlaganje različitih definicija emocija u naukama, kao i razgraničenje između pojmova emocija, osećanja, afekata, raspoloženja, osećaja i emocionalnosti.<br />Drugo poglavlje posvećeno je analizi telesnih dimenzija emocija i emocionalnosti. Ono obuhvata evolucione osnove emocija, pre svega putem analize izražavanja i evolucije emocija kod čoveka i ne-ljudskih životinja. U ovom poglavlju predstavljene su i neurofiziolo&scaron;ke determinante emocija, uz lociranje emocionalnog iskustva u ljudskoj neuroanatomiji i neurohemiji. Zatim je analiziran teorijski program afektivne neuronauke kao korak ka integraciji saznanja iz neuronauka, evolucione biologije i (kognitivne) psihologije.<br />Naredno poglavlje obuhvata analizu individualnog iskustva emocija, odnosno osećanja individue, fokusirajući se na teoretisanje o elementima i sekvencama navedenog iskustva. Analiziran je međuodnos emocija i individualnog pona&scaron;anja, uključujući tu i psihofiziolo&scaron;ku i psihoneurolo&scaron;ku tradiciju, kao i psihodinamičke, bihevioralne, razvojne i motivacione aspekte osećajnosti. Drugi deo poglavlja čini analiza veze između emocija i spoznaje, odnosno kognitivnih dimenzija osećajnosti. Kao integrativni poduhvat u okviru izučavanja individualnih dimenzija emocija analizirane su psihoevoluciona tradicija i evoluciona psihologija (emocija) kao modeli za integraciju saznanja iz evolucione biologije i psihologije emocija.<br />Zatim se predstavljaju i problematizuju međuodnos (izučavanja) emocija i dru&scaron;tva, odnosno dru&scaron;tvene dimenzije emocija. Na prvom mestu prikazano je ambivalentno mesto (i implicitno prisustvo) koje su emocije i ljudska emocionalnost imali u klasičnim sociolo&scaron;kim teorijama, kao teorijskoj osnovi za potonje razmatranje veze emocija i dru&scaron;tva. Predstavljeni su i razvoj, institucionalizacija i debate u samoj sociologiji emocija kao zasebnoj sociolo&scaron;koj disciplini, uz poseban naglasak na metateoriji ove sociolo&scaron;ke discipline. Na kraju je, kao korak ka integrisanoj sociolo&scaron;koj teoriji, analiziran program neurosociologije (emocija), kao specifične integracije sociologije i neuronauka.<br />Peto poglavlje bavi se fenomenom i relevantno&scaron;ću sociologije emocija po sociolo&scaron;ku teoriju, odnosno istraživanjem emocija u sociologiji kao modelom za rekonstrukciju sociolo&scaron;ke teorije na adekvatnijim epistemolo&scaron;kim osnovama. Da bi se ovo postiglo, polje emocija prikazuje se u kontekstu nekoliko fundamentalnih koncepata klasične sociologije, odnosno sociolo&scaron;ke teorije: dru&scaron;tvene moći (i klase i statusa), rituala, identiteta i kulture. Naime, uz analizu klasičnih sociolo&scaron;kih teorija ovih fenomena, ponuđeni su modeli njihove (re)konceptualizacije u svetlu saznanja sociologije emocija, ali i drugih disciplina koje izučavaju emocije.<br />U &scaron;estom i zaključnom poglavlju detaljno se pristupa problemu nivoa ili jedinice analize u sociologiji, kao i problemu odnosa sociologije prema drugim naukama o životu (a samim tim i problemu naučnog karaktera sociologije), te načinima za njihovo re&scaron;avanje upotrebom saznanja, koncepata i modela sociologije emocija. Posebnu ulogu u tom zadatku imaju konkretni aspekti pojedinih teorija emocija koje su predstavljene kao egzemplari integrisanih teorija u metateorijskom, odnosno epistemolo&scaron;kom smislu.<br />U skladu sa tim, u zaključku je data i procena ranije predstavljenih teorija sa integri&scaron;ućim ambicijama, poput afektivne neuronauke, psihoevolucione teorije, neurosociologije i drugih. Na osnovu saznanja i zaključaka izvedenih iz prethodnih poglavlja disertacije, analiziraju se i razvijaju modeli mikro&ndash;makro i biopsihosocijalne integrisane teorije ljudskih emocija, i nude sugestije za razvoj integrisane teorije ljudske socijalnosti (i/ili ljudskog dru&scaron;tva). Dakle, telesne, individualne i dru&scaron;tvene dimenzije emocija i determinante emocionalnosti se koriste i predstavljaju u svetlu dokaza za mogućnost prevazilaženja metodolo&scaron;kih, metateorijskih i epistemolo&scaron;kih problema sociolo&scaron;ke teorije.</p>

Postmodern social philosophy of Z. Bauman is considered in this master’s thesis making emphasis on its main frames and aspects. The thinker analyses the phenomenon of globalization basing on dialectics of globalism and localism and states that globalization in fact is glocalization, that means some are becoming more and more global while others become more local and provincial. Globalization and localization are two sides of this process: some are globalizing because others are localizing, and there are no any without others. In Z. Bauman’s opinion, the phenomenon of globalization has become vital for the concept of the society itself. Release from the panoptical individuals’ levelling mechanisms and regimes of modernity marks the end of the traditional community as well as reign of individualistic communitarianism. In his philosophy, Z. Bauman emphasizes significance of growing urbanization and individualization as its result for decay of collective relations. This problem discloses transformations of postmodern ethics and morality. Z. Bauman defines postmodern morality as morality without ethics. Following E. Levinas’ asymmetry of I-Thou relation, the thinker analyses problems of individual’s identity, mass culture and Holocaust. Z. Bauman’s social research of postmodernity is essential for philosophic consideration of certain transformations of modernity phenomena in the era of postmodernity and for defining of modernity and postmodernity relation as well distinguishing... [to full text]