X ikimokyklinėje įstaigoje darbo autorė yra padalinio vadovė, kurios pagrindinė funkcija organizuoti mokytojų darbą remiantis atliktu jų veiklos stebėjimu bei įstaigos veiklą reglamentuojančiais dokumentais. Šios funkcijos įgyvendinimui bei jos tobulinimui būtina pažinti mokytojus, jų stipriąsias bei tobulintinas puses. Mokytojų pažinimo šiame darbe siekiama išryškinant jų filosofinį požiūrį į ugdymą. Todėl formuluojamas darbo tikslas - atskleidus x ikimokyklinės įstaigos pedagogų filosofinį požiūrį į ugdymą numatyti įstaigos veiklos tobulinimo gaires. Tikslui įgyvendinti yra iškelti šie uždaviniai: 1. Išryškinti ikimokyklinės įstaigos tobulinimo sritis; 2. Atskleisti filosofinio požiūrio reikšmę ugdymui; 3. Išryškinti x ikimokyklinės įstaigos pedagogų filosofinį požiūrį į ugdymą; 4. Numatyti x ikimokyklinės įstaigos tobulinimo gaires. Tyrime dalyvavo x ikimokyklinės įstaigos 9 pedagogai. Empirinėje dalyje nagrinėjama mokytojo filosofinio požiūrio į ugdymą situacija. Atlikus teorinę analizę buvo išskirtos asmeninės profesinės veiklos tobulinimo sritys per kurias gali būti prisidedama prie ikimokyklinės įstaigos tobulinimo: mokyklos dokumentų rengimas; mokytojų veiklos stebėjimas; mokytojų veiklų organizavimas. Taip pat buvo išryškinta filosofinio požiūrio į ugdymą reikšmė mokytojo veiklai bei jos tobulinimui. Remiantis teorinėmis įžvalgomis buvo atlikta Lietuvos bei mokyklos veiklą reglamentuojančių dokumentų analizė ir numatytos mokyklos veiklą reglamentuojančių... [toliau žr. visą tekstą] / The author of the work is the chief of the division at the X preschool institution, whose main responsibility is to organize the work of teachers based on the performed observation of their activity and referring to the documents regulating the institution activity. For the implementation of this function and its improvement it is necessary to gain knowledge about the teachers, their strong and weak features. In this work the knowledge about teachers is gained by revealing their philosophical attitude towards education. Therefore, the aim of the work is formulated as follows – to foresee the guidelines of improvement of the institution activity by revealing the teachers’ philosophical attitude towards education at the x preschool institution. To attain this aim the following tasks are set up: 1. To define the fields of improvement at the preschool institution; 2. To reveal the significance of philosophy to education; 3. To emphasize the teachers’ pedagogical philosophical attitude towards education at the x preschool institution; 4. To foresee the guidelines of improvement of the x preschool institution. Nine teachers of the x preschool institution participated in the investigation. In the empirical part the situation of the teacher’s philosophical attitude towards education is considered. After performing the theoretical analysis the fields of improvement of the personal professional activity, which can contribute to the improvement of the preschool institution, have been... [to full text]

This study is directed to an awareness of and exploration concerning the wealth of the cultural heritage that the modern world possesses in the great body of symphonic music literature. A survey of musical education in this field showed a neglect of the subject compared to time and attention given to skills, theory, and performance. Practices are based on random individual philosophies for the most part. The author has pursued the development of techniques for teaching symphonic literature for several years, always questioning the educational philosophy that was best suited to this teaching, and searching for a pedagogy based on the best philosophy discernible. The emerging aesthetic philosophy of the 1960's showed fresh promise of investigation into theory and method. The work of Stephen Pepper who formulated four World Hypotheses was used as a pivot to evaluate the hypothesis that best suited the project at hand. Pepper chose a theory termed Contextualism exemplified by the theory of John Dewey presented in his Art as Experience (1980). This philosophy of experience was in line with the emerging phenomenological thought. Kaelin, keenly interested in education, in his extensive writings has given an account of aesthetic theory based on existential phenomenology. These theories were applied to music education, and methodological considerations were treated gathered from followers of Dewey, Champlin, Villemain, and Ecker. An outline was made of the contextualist/experimentalist proposition for art education, and Kaelin's description of aesthetic education was presented. Philosophies of music and music education were examined. Schwadron and Reimer laid the foundations for an aesthetic music education but by the 1990s the field was expanding rapidly. The analysis of philosophies with regard to music knowledge by Stubley in the Handbook of Research on Music Teaching and Learning (1992) was used as a base to examine emerging bodies of thought. She favored phenomenological perspectives of constructivist theories. Ingarden's theory of the musical work and the process of appreciation were examined along with several other phenomenological points of view. Kaelin's application of the theory he termed “Aesthetics Proper” to music, its temporality, and the funding of significance through apprehension of the qualities of a work, were adopted for application to a praxis. A method using time-contour charts constructed from musical scores, created by the author, was presented, with a description of the procedure, the role of the teacher, the nature of the experience of music, as well as cognitive and expressive characteristics of the process. Two examples, the first movement of Mozart's Symphony #40, and two selections from Holst's, The Planets , were used with lesson plans and the constructed time-contour charts for each. These were analyzed for cognitive and expressive characteristics, with ideas for discussion and evaluation. An extensive list of reference and source materials was included.