M.A. (Greek) / This text is divided into two basic parts. The first part gives an account of the function of the Platonic dialogue, how the dialogue attempts to fulfil this function, and consequently, how it should be read. The core idea is that the Platonic dialogue aims to be transformative, not informative; it aims to bring about an ethical reorientation of the reader rather than his acceptance of certain philosophical doctrines. The second part is a commentary on Plato’s Meno. It attempts to enact the account of the Platonic dialogue given in the first part. The proper way to engage with a Platonic dialogue is to become a commentator, to participate in the discussion, to use the discourse as a lever of philosophical learning and self-understanding

archives@tulane.edu / The Platonic Socrates is renowned both for his disavowals of knowledge and for his irony, and it is often the case that both interlocutors and readers believe his disavowals to be ironic. Such a belief frequently underlies interpretations of Plato’s Meno, which take Socrates’ claim not to know at all what virtue is to be either partially or entirely untrue; either Socrates knows what virtue is or he at least knows in some respect even if he does not know its essential being, its ousia. This dissertation argues that Socrates is being honest in his claim in the Meno not to know at all what virtue is, and this means he is not able to recognize some one thing called “virtue.” This serves as a starting point for a new interpretation that examines the arguments and the drama of the dialogue as an illumination of Socrates’ perplexing disavowal of knowledge. Socrates’ claim not to know at all what virtue is shown to indicate an aporia he confronts with respect to his understanding of virtue. And this aporia, it is argued, concerns, not what virtue is but that it is. The dissertation argues further that Socrates’ aporia with respect to virtue is fundamentally woven into his uncertainty about whether knowledge is possible at all. The fundamental character of Socratic philosophy, which is practiced by investigating with others into the virtues, is thus shown to involve an investigation into the very foundation of philosophy itself. / 1 / Alexander James Shaeffer

Magistrinio darbo tema byloja apie estetikos ir religijos, o tiksliau – meno kūrinio ir religinės patirties, sankirtų taškus. Svarbiais, bent jau šio darbo kontekste, laikytume tam tikrus meno kūrinio sampratos kraštutinumus. Romantizme – estetika (atitinkamai ir meno kūrinys), tampa religijos pakaitalu. R. Šerpytytė rašo apie tokią romantinės sąmonės struktūrą, kuri anihiliuoja religiškumą. Romantizuojamas, pasaka tapęs pasaulis ,,aukščiausią prasmę“ pasiekia kaip tik anihiliuodamas religinę dimensiją ir jos vietoje iškeldamas, pakeisdamas ją estetine dimensija [...]. Tik meno kūrinys gali teikti apreiškimą. Tik sapne, tik svajonėse mes patiriame tiesą. Priešinga interpretacija – dvidešimtojo amžiaus neokantizmas. Meno kūrinys praranda bet kokias ontologines šaknis. Estetinė kokybė apibrėžiama negatyviai – kaip netekusi pažintinių bei praktinių nuorodų, ir kaip susijusi su tam tikra stebėtojo priimta išeities pozicija. Pasak G.Vattimo, taip suprasta estetinė sąmonė atitinka muziejų, kaip viešąją instituciją, kuri neatsitiktinai išsivystė pastaraisiais amžiais lygiagrečiai teoriniam estetinio subjektyvizmo subrendimui. Šiame kontekste ir užsimezga nagrinėjamos temos svarstymas – meno kūrinio ir religinės patirties ryšys. / Compare the places of intersection of aesthetics and religion, work of art and religion experience. The most important thing is to stay within understanding of each piece of work. So in romanticism – aesthetics, work of art changes religion. However, we can deal with neokantizm of the twenties century, when ontologin origin does not exist in work of art. Aesthetical quality has negative meaning. In this work the connection of art work and religion experience has been researched. Comparison of understanding of work by Heidegger and Florensky. Leading the precondition, that work of art can be kind of frankness. Konception of Florensky is development of Heidegger work. The purpose is to find the answers: 1) Is ,,understanding” only the position of observation? 2) Is there anything unreached for interpretation in a work of art? Is art position opposing to subjectivism and can it liberate from subjective closeness.

Gifted and talented youth are major national resources. With the supportive and appropriate help of society they can develop their intellectual abilities and successfully work in a certain domain. Psychologist’s duty should be helping parents and teachers to identify the child’s abilities and explain them what role in the development of human potential play intelligence, social environment and emotions. The following paper for the Master degree analyzes specifics of giftedness and its identifying problems. Psychological peculiarities of children gifted for music and visual arts are being discussed too. The aim of the Research is to analyze the intelligence, behavior and emotional problems of talented 14-16 years old teenagers and to compare the results with the same age ordinary teenager’s intellect and behavior. The paper also compares the results of children gifted for music and the results of children gifted for visual arts. „International Handbook of Giftedness and Talent“ second edition (2000) written by Heller, Monks, Sternberg, Subotnik, the articles by Winner, Martino, Feldhusen, Jarwan, Heller, Schofield served the job as literature base. Research methods CBCL 4/18 Child Behavior Checklist (author T. Achenbach), Draw-A-Person: Quantitative Scoring System test (J. Naglieri), Draw-A-Person: Screening Procedure for Emotional Disturbance (Naglieri J., McNeish T., Bardos) were used while research. SPSS program, statistical methods correlation, factor analysis helped to... [to full text]

Meno muziejuose yra plėtojama specifinė edukacijos sritis – meninis lankytojų ugdymas. Pastaruoju metu itin išaugęs dėmesys meninio ugdymo problematikai skatina domėtis ir meninio ugdymo plėtojimo galimybėmis meno muziejuose. Taigi iškyla klausimas kaip muziejai prisideda prie lankytojų meninio ugdymo: kokia muziejų politika meninio ugdymo atžvilgiu, bei koks šio tipo ugdymui skirtų edukacinių programų turinys, teorinis pobūdis ir ar jų specifika atitinka naujosios meninio ugdymo sampratos reikalavimus. Šio darbo objektas yra meno muziejų edukacinės veiklos meninio ugdymo teorijos ir praktikos. Darbo tikslas – išanalizuoti meninio ugdymo teorijų įtaką meno muziejų edukacinei veiklai. Uždaviniai, iškelti siekiant užsibrėžto tikslo yra: išanalizuoti meninio ugdymo sampratas; išanalizuoti meninio ugdymo teorijas ir nustatyti pagrindinius meninio ugdymo turinį formuojančius komponentus; apibūdinti meno muziejų edukacinės veiklos koncepcijas; nustatyti meninio ugdymo meno muziejuose kryptis, bei jas įtakojančias meninio ugdymo teorijas; išskirti meno muziejuose naudojamas meninio ugdymo formas ir metodus; išanalizuoti Lietuvos meno muziejų edukacinės veiklos tendencijas ir 2006-2007 m. Lietuvos meno muziejų edukacines programas; išskirti Lietuvos meno muziejų pagrindines edukacines formas; nustatyti meninio ugdymo kryptis Lietuvos meno muziejuose. Siekiant atsakyti į išsikeltus uždavinius yra naudojamas aprašomasis-analitinis, dokumentų analizės, lyginamasis metodai. Magistro... [toliau žr. visą tekstą] / Recently interest in the possibilities of development of art education in the art museums has grown. Therefore, the question how the museums contribute to the art education of visitors arises: what is the policy of museums in respect of art education, what is the subject matter and theoretical complexion of educational programmes dedicated to this type of education and do these programmes correspond to the requirements of new educational conception. The object of this study is the theories and practices of art education in the art museums. The main aim is to analyse the influence of art education theories to the educational activity of art museums. The tasks to achieve this goal were: To analyse the conception of art education and theories of art education ascertaining the main components that shape the content of art education; To characterise the concepts of educational activities in art museums and directions of the art education in museums of art; To distinguish the forms ant methods of art education used in museums of art; To analyse the tendencies of educational activities in Lithuanian art museums and educational programmes in 2006-2007 of Lithuanian art museums; To distinguish the main educational forms of Lithuanian art museums; To identify the directions of art education in Lithuanian art museums. In order to fulfill these tasks the descriptive-analytical, analysis of documents and comparative methods are used in the paper. The master work consists of introduction... [to full text]

The goal of this thesis is ultimately to answer the two questions raised and left unresolved in Plato’s Protagoras: What is virtue? Is virtue teachable? Following the dramatic order of Plato’s dialogues as outlined by Catherine Zuckert, I intend to show that the Meno returns to the issues raised and left unresolved in the Protagoras, but now with the idea of recollection. My intention is to look at how the idea of recollection, developed and associated with eros in the intervening dialogues, can help explain the nature of virtue and its teachability. I believe that we can come to answer both questions, “What is virtue?” and “Is virtue teachable?” posed in the Protagoras and the Meno by drawing on the ideas of anamnesis and eros as they appear in the Meno, Phaedrus, and Symposium.

The goal of this thesis is ultimately to answer the two questions raised and left unresolved in Plato’s Protagoras: What is virtue? Is virtue teachable? Following the dramatic order of Plato’s dialogues as outlined by Catherine Zuckert, I intend to show that the Meno returns to the issues raised and left unresolved in the Protagoras, but now with the idea of recollection. My intention is to look at how the idea of recollection, developed and associated with eros in the intervening dialogues, can help explain the nature of virtue and its teachability. I believe that we can come to answer both questions, “What is virtue?” and “Is virtue teachable?” posed in the Protagoras and the Meno by drawing on the ideas of anamnesis and eros as they appear in the Meno, Phaedrus, and Symposium.

The purpose of the present study is to signify the explanatory value of the Meno on the coherence as well as the disparateness of the Plato&rsquo / s early and middle dialogues. Indeed, the Meno exposes the transition on the content and form of these dialogues. The first part of the dialogue resembles the Socrates&rsquo / way of investigation, the so-called Elenchus, whereas Plato presents his own philosophical project in the second part of the dialogue. Three fundamental elements of Plato&rsquo / s middle dialogues explicitly arise for the very first time in the Meno, namely / the recollection, the hypothetical method and reasoning out the explanation. Therefore, the connexion of the early and middle dialogues can be understood better if the structure of the Meno is analyzed properly. In other words, the Meno is the keystone dialogue which enables the readers of Plato to sense the development in Socratic-Platonic philosophy.

The goal of this thesis is ultimately to answer the two questions raised and left unresolved in Plato’s Protagoras: What is virtue? Is virtue teachable? Following the dramatic order of Plato’s dialogues as outlined by Catherine Zuckert, I intend to show that the Meno returns to the issues raised and left unresolved in the Protagoras, but now with the idea of recollection. My intention is to look at how the idea of recollection, developed and associated with eros in the intervening dialogues, can help explain the nature of virtue and its teachability. I believe that we can come to answer both questions, “What is virtue?” and “Is virtue teachable?” posed in the Protagoras and the Meno by drawing on the ideas of anamnesis and eros as they appear in the Meno, Phaedrus, and Symposium.

Thesis--Leipzig, 1910. / Notes bibliogr.