Kalbos pasaulėvaizdžiu vadinamas pasaulio suvokimas, t.y. subjektyvi objektyviosios realybės daiktų bei reiškinių samprata. Remiantis ta medžiaga, kurią pateikia kalba, galima rekonstruoti kalboje užfiksuotą pasaulio vaizdą. Kiekviena kalba turi tik jai būdingą pasaulėvaizdį, mąstymo ir kalbos strategijas, todėl šiame darbe yra bandoma plačiau panagrinėti koncepto šviesa raišką lietuvių ir anglų kalbose, atrasti panašumų ir skirtumų šių kalbų pasaulėvaizdyje. Darbo objektu pasirinkti daiktavardis šviesa, veiksmažodis šviesti ir būdvardžiai šviesus, šviesi. Išanalizavus tekstyno medžiagą nustatyta, jog prototipinės šviesos koncepto reikšmės (šviesa – dienos būvis, šviesioji paros dalis; kokio nors natūralaus ar dirbtinio šviesulio skleidžiami ar atspindimi spinduliai, veikiantys akis ir darantys pasaulį matomą; šviečiamasis prietaisas (lempa, žiburys, žibintas, žvakė, elektros lemputė ir pan.) yra panašios abiejose kalbose. Kadangi darbo tikslas buvo išskirti skirtingas ir bendras šviesos metaforines ir simbolines reikšmes, būdingas lietuvių ir anglų kalbos pasaulėvaizdžiui, tekstyno medžiagos analizė parodė, kad lietuvių kalboje koncepto šviesa metaforinės reikšmės gali būti realizuojamos kaip tikslo arba kaip ištakos sfera. Lietuvių kalboje konceptas šviesa dažniausiai realizuojamas kaip DAIKTAS YRA ŠVIESOS ŠALTINIS, VEIDAS YRA ŠVIESOS ŠALTINIS, AKYS YRA ŠVIESOS ŠALTINIS, ŠVIESA YRA VEIKLA, ŠVIESA YRA SKYSTIS, ŠVIESA YRA DAIKTAS, TIESA YRA ŠVIESA, MEILĖ YRA ŠVIESA... [toliau žr. visą tekstą] / The present master‘s thesis “ Light in the Lithuanian/English View of the World” focuses on the analysis of theoretical issues of the term concept, its national specifics, principles of light concept analysis in the theoretical part of the work and the empirical part focuses on the investigation of concepts of light in Lithuanian and English languages. The research materials are the Corpus of Lithuanian language – Donelaitis and the corpus of English language - British National Corpus. 1000 Lithuanian sentences and 1000 English sentences from the literature/fiction section were taken having the hypothesis that literature can reflect the pecularites of the languages the best. The data of analysis of the concept light in both languages showed that prototypically light is understood in the same way in Lithuanian and English languages. The attention was payed to some more similarities of the prototypical meaning, like the colour of the light and its positive and negative descriptions. But it also revealed a great number of cases when the term light is used metaphorically. The analysis has revealed the importance of the symbolic meaning of the concept light as well. In Lithuanian language the concept of light is usually realized as the objects of a light source: FACE IS THE SOURCE OF LIGHT, EYES ARE THE SOURCE OF LIGHT, LIGHT IS THE ACTIVITY, LIGHT IS LIQUID, LIGHT IS A THING, THE TRUTH IS LIGHT, LOVE IS LIGHT, THE DEATH IS LIGHT. In English language the concept of light can... [to full text]

The main purpose of the thesis is: on the basis of an analysis and interpretation of Plato's Dialogues, to describe his personal characteristics in its relation to his pedagogic reality, and, on the basis of these descriptions, to analyse and interpret his teaching methods as a result of two different processes. The scientific perspectives of the thesis are inspired by hermeneutic philosophy of history and especially by the theories of Paul Ricoeur and Hans-Georg Gadamer. Furthermore, the perspective is grounded on three concepts of pedagogics, by the help of which both explicit and implicit pedagogic processes are analysed. In order to interrelate the interpretations some analytical and interpretational models have been used, based on Ricoeur's mimesis concept and his theory of narrative identity. The final interpretations maintain that a particular line runs through Plato's teaching, and that its goal is intellectual autonomy and a change in the pupil's whole view of the world, which implies a fusion between intellect and existential experience. This line shows that Plato teaches in both a sensual and spiritual dimension and that these processes, though contrasted, function in parallel. The goal of intellectual autonomy demonstrates how Plato breaks with his culture and by doing so recommends solitude - something quite revolutionary in an age when the group, a strong sense of community and of being one of Us sets its stamp on everyones mentality. An interpretation of the Symposium shows how any change in world view calls for a combination of existential experience and thought. The main principal features in Plato's teaching methods are presented as preparation, change, liberation and wisdom.

I continue my work on the cognitive-linguistic research of somatisms (names of body parts) and conceptual profiles, into which I bring research findings of Czech sign language. I performed a structural analysis of the signs, where a place of articulation is on the nose. Then I categorized these signs using conceptual profiles: GESTURE, APPEARANCE/ MANIFESTATION, FUNCTION and LOCALIZATION. On the basis of such profiles are shown new possibilities etymological interpretation of a relatively large number of collected signs. The created linguistic picture of the nose in the Czech sign language I compared with the image with the linguistic picture of the nose in the Czech language. I also conducted preliminary probes into other sign languages, which I have served as a guide for effective grasp of the issues.