Positivism has made a significant influence on many schools of philosophy of the 19th and 20th centuries. But its influence spans even further – positivism also made an impact on natural and especially on social sciences, as well as on various fields of public and private life, such as law, politics and everyday life. Aa significant influence has been also made on arts. The latter is being analyzed in the article. The nature of influence depended on the historical epoch and the prevailing form of positivism and was quite diverse. Classical or sociological positivism made the biggest impact on literature. Positivism of the 20th century was attractive to writers because of its attention to facts and the steady development of society, collectivistic and altruistic ideals and progressive orientation. The influence of positivism can be seen in naturalistic writings of Émile Zola. The empirio-criticism of Eernst Mach made quite a different impact. Contrary to Aauguste Comte, he emphasized not external but internal facts or, to be precise, considered such contraposition to be faulty, and made an impact on writers, such as James Joyce, Franz Kafka, Rrobert Musil, who are usually called modernists. De-substantialisation of subject, stream of consciousness, fusion of dream and reality are signs Mach's influence. Tthey are also apparent in abstract art where Mach's ideas of visual space perception were exceptionally popular at the beginning of the 20th century. In turn, the influence of logical positivism is most visible in architecture which by members of the Vienna Circle was considered to be the most important of arts. Having been in close contact with representatives of the Bauhaus school, they made a significant contribution to the spread of constructivism and functionalism which correspond to the strict logical structures of logical positivism.
Positivism has made a significant influence on many schools of philosophy of the 19th and 20th centuries. But its influence spans even further – positivism also made an impact on natural and especially on social sciences, as well as on various fields of public and private life, such as law, politics and everyday life. Aa significant influence has been also made on arts. The latter is being analyzed in the article. The nature of influence depended on the historical epoch and the prevailing form of positivism and was quite diverse. Classical or sociological positivism made the biggest impact on literature. Positivism of the 20th century was attractive to writers because of its attention to facts and the steady development of society, collectivistic and altruistic ideals and progressive orientation. The influence of positivism can be seen in naturalistic writings of Émile Zola. The empirio-criticism of Eernst Mach made quite a different impact. Contrary to Aauguste Comte, he emphasized not external but internal facts or, to be precise, considered such contraposition to be faulty, and made an impact on writers, such as James Joyce, Franz Kafka, Rrobert Musil, who are usually called modernists. De-substantialisation of subject, stream of consciousness, fusion of dream and reality are signs Mach's influence. Tthey are also apparent in abstract art where Mach's ideas of visual space perception were exceptionally popular at the beginning of the 20th century. In turn, the influence of logical positivism is most visible in architecture which by members of the Vienna Circle was considered to be the most important of arts. Having been in close contact with representatives of the Bauhaus school, they made a significant contribution to the spread of constructivism and functionalism which correspond to the strict logical structures of logical positivism.
Positivism has made a significant influence on many schools of philosophy of the 19th and 20th centuries. But its influence spans even further – positivism also made an impact on natural and especially on social sciences, as well as on various fields of public and private life, such as law, politics and everyday life. Aa significant influence has been also made on arts. The latter is being analyzed in the article. The nature of influence depended on the historical epoch and the prevailing form of positivism and was quite diverse. Classical or sociological positivism made the biggest impact on literature. Positivism of the 20th century was attractive to writers because of its attention to facts and the steady development of society, collectivistic and altruistic ideals and progressive orientation. The influence of positivism can be seen in naturalistic writings of Émile Zola. The empirio-criticism of Eernst Mach made quite a different impact. Contrary to Aauguste Comte, he emphasized not external but internal facts or, to be precise, considered such contraposition to be faulty, and made an impact on writers, such as James Joyce, Franz Kafka, Rrobert Musil, who are usually called modernists. De-substantialisation of subject, stream of consciousness, fusion of dream and reality are signs Mach's influence. Tthey are also apparent in abstract art where Mach's ideas of visual space perception were exceptionally popular at the beginning of the 20th century. In turn, the influence of logical positivism is most visible in architecture which by members of the Vienna Circle was considered to be the most important of arts. Having been in close contact with representatives of the Bauhaus school, they made a significant contribution to the spread of constructivism and functionalism which correspond to the strict logical structures of logical positivism.
Positivism has made a significant influence on many schools of philosophy of the 19th and 20th centuries. But its influence spans even further – positivism also made an impact on natural and especially on social sciences, as well as on various fields of public and private life, such as law, politics and everyday life. Aa significant influence has been also made on arts. The latter is being analyzed in the article. The nature of influence depended on the historical epoch and the prevailing form of positivism and was quite diverse. Classical or sociological positivism made the biggest impact on literature. Positivism of the 20th century was attractive to writers because of its attention to facts and the steady development of society, collectivistic and altruistic ideals and progressive orientation. The influence of positivism can be seen in naturalistic writings of Émile Zola. The empirio-criticism of Eernst Mach made quite a different impact. Contrary to Aauguste Comte, he emphasized not external but internal facts or, to be precise, considered such contraposition to be faulty, and made an impact on writers, such as James Joyce, Franz Kafka, Rrobert Musil, who are usually called modernists. De-substantialisation of subject, stream of consciousness, fusion of dream and reality are signs Mach's influence. Tthey are also apparent in abstract art where Mach's ideas of visual space perception were exceptionally popular at the beginning of the 20th century. In turn, the influence of logical positivism is most visible in architecture which by members of the Vienna Circle was considered to be the most important of arts. Having been in close contact with representatives of the Bauhaus school, they made a significant contribution to the spread of constructivism and functionalism which correspond to the strict logical structures of logical positivism.
This thesis analyses the concept of inclusive training in scientific literature and its regulation in the normative documents worldwide and in Lithuania, the concept of training assistance to the pupil and the documents regulating this assistance are reviewed as well.The thesis is based on such methodological definitions as critical theory and social constructivism which provide the opportunity to encourage the understanding and activeness of the students, teach the individual person to understand the essence of events and develops his/her capabilities to solve problems. The problem of the research – what could be the system of assistance to the student at school with orientation into the tasks of inclusive training? The subject of the researchis theimprovement of the system of assistance to the student at school with orientation into the tasks of inclusive training. Visaginas "Verdenė" gymnasium case study. The objective of the researchisto substantiate the necessity of the system of assistance to the student at school with orientation into the tasks of inclusive training. Goals of the research 1. On the basis of scientific literature and the analysis of education normative documents to provide the theoretical guidelines for the improvement of the system of assistance to the student at school. 2. To perform an empirical analysis of the existing system of assistance to the student at school in the context of inclusive training. 3. To create a model for the improvement of the existing system of assistance to the student at school. Research methods The case study type of research was chosen (Bitinas, 1996) by selecting one training institution; this is why the qualitative strategy of the research will be followed. However, in this case, it is important to define the context of the inclusive training in which the school operates. To be able to clarify the approaches dominating in this context, the strategy of quantitative research is applied - poll of the general/secondary level teachers of the municipality is performed. The qualitative and the quantitative methods used for the research: analysis of scientific literature, analysis of education normative documents, questioning/poll of the respondents, statistical processing, modeling. On the basis of the performed research data, conclusions are made: The analysis of the research data allows maintaining that the deconstruction of special training and construction of inclusive training in the case study for the above mentioned school can possibly face a serious challenge. The teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks, and the results received allow to know what knowledge, as related to the inclusive training, the teachers providing the assistance still lack and how it would be possible to help them to improve their knowledge and skills, to organize quality assistance to their students with orientation towards the tasks of inclusive training. 1. After the first goal of the study was performed, i.e. the analysis of the scientific literature, it is possible to maintain that the inclusive training is understood as a continuous and dynamic process in which culture, politics, and practice is created taking into regard the needs of diversity of the students, when diversities and differences are tolerated and they are valued as possible resources, and not considered to be problems. The school shall be changed, not the student, seeking to eliminate all possible obstacles and to ensure the access to training, involvement and participation for every person. The student can take part in the training process on a full value scale and realize his/her skills only when his/her basic needs are satisfied and, at least partially disordered functions, are compensated. The inclusive training is the target which shall depend on the future teachers. 2. The analysis of the normative education documents shows that lots of important decisions were taken in Lithuania seeking to provide studying and learning conditions for children with special needs and with special training needs. The documents which regulate the meeting of special training needs in Lithuania, their methods, and forms, and which are discussed in the context of inclusive training, enforce a variety of training forms. The assistance of the education system is based on a systematic approach and is oriented towards the training of a child in the conventional environment when the assistance is provided not only to the child, but also to the teachers and the family. The assistance to the student is provided in consistent manner on the basis of cooperation principle and upon the basis of joint work of various institutions. 3. When analyzing the documents of the case study it was identified that conditions for the implementation of the inclusive training exist. The assistance system to the student is constructed on the basis of the education normative documents of the country which regulate the assistance in the area of education. This system is institutionalized; the assistance functions are authorized to various institutions and subjects. The original document of the school (The Description of the Procedures for Training Differentiation, Forming of Temporal/Mobile Students Groups and Division of Classes into Groups), reflects the philosophy of the inclusive training. However, in this school, the integration of the students with special needs prevails over the inclusive training. More work is carried out with the children of special needs and with talented children. There was little research on how the teachers are prepared for the inclusive training. This responsibility is ascribed to the special pedagogists, and for talented children – for the responsible pedagogists. On the other hand, the improvement of the competence of the teachers for the inclusive training is organized in a targeted manner. 4. The analsysis of the research data allows to maintain that the school in which the case study was performed has the system of assistance to the student in the stage of training deconstruction and inclusive training construction.
This thesis analyses the concept of inclusive training in scientific literature and its regulation in the normative documents worldwide and in Lithuania, the concept of training assistance to the pupil and the documents regulating this assistance are reviewed as well.The thesis is based on such methodological definitions as critical theory and social constructivism which provide the opportunity to encourage the understanding and activeness of the students, teach the individual person to understand the essence of events and develops his/her capabilities to solve problems. The problem of the research – what could be the system of assistance to the student at school with orientation into the tasks of inclusive training? The subject of the researchis theimprovement of the system of assistance to the student at school with orientation into the tasks of inclusive training. Visaginas "Verdenė" gymnasium case study. The objective of the researchisto substantiate the necessity of the system of assistance to the student at school with orientation into the tasks of inclusive training. Goals of the research 1. On the basis of scientific literature and the analysis of education normative documents to provide the theoretical guidelines for the improvement of the system of assistance to the student at school. 2. To perform an empirical analysis of the existing system of assistance to the student at school in the context of inclusive training. 3. To create a model for the improvement of the existing system of assistance to the student at school. Research methods The case study type of research was chosen (Bitinas, 1996) by selecting one training institution; this is why the qualitative strategy of the research will be followed. However, in this case, it is important to define the context of the inclusive training in which the school operates. To be able to clarify the approaches dominating in this context, the strategy of quantitative research is applied - poll of the general/secondary level teachers of the municipality is performed. The qualitative and the quantitative methods used for the research: analysis of scientific literature, analysis of education normative documents, questioning/poll of the respondents, statistical processing, modeling. On the basis of the performed research data, conclusions are made: The analysis of the research data allows maintaining that the deconstruction of special training and construction of inclusive training in the case study for the above mentioned school can possibly face a serious challenge. The teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks, and the results received allow to know what knowledge, as related to the inclusive training, the teachers providing the assistance still lack and how it would be possible to help them to improve their knowledge and skills, to organize quality assistance to their students with orientation towards the tasks of inclusive training. 1. After the first goal of the study was performed, i.e. the analysis of the scientific literature, it is possible to maintain that the inclusive training is understood as a continuous and dynamic process in which culture, politics, and practice is created taking into regard the needs of diversity of the students, when diversities and differences are tolerated and they are valued as possible resources, and not considered to be problems. The school shall be changed, not the student, seeking to eliminate all possible obstacles and to ensure the access to training, involvement and participation for every person. The student can take part in the training process on a full value scale and realize his/her skills only when his/her basic needs are satisfied and, at least partially disordered functions, are compensated. The inclusive training is the target which shall depend on the future teachers. 2. The analysis of the normative education documents shows that lots of important decisions were taken in Lithuania seeking to provide studying and learning conditions for children with special needs and with special training needs. The documents which regulate the meeting of special training needs in Lithuania, their methods, and forms, and which are discussed in the context of inclusive training, enforce a variety of training forms. The assistance of the education system is based on a systematic approach and is oriented towards the training of a child in the conventional environment when the assistance is provided not only to the child, but also to the teachers and the family. The assistance to the student is provided in consistent manner on the basis of cooperation principle and upon the basis of joint work of various institutions. 3. When analyzing the documents of the case study it was identified that conditions for the implementation of the inclusive training exist. The assistance system to the student is constructed on the basis of the education normative documents of the country which regulate the assistance in the area of education. This system is institutionalized; the assistance functions are authorized to various institutions and subjects. The original document of the school (The Description of the Procedures for Training Differentiation, Forming of Temporal/Mobile Students Groups and Division of Classes into Groups), reflects the philosophy of the inclusive training. However, in this school, the integration of the students with special needs prevails over the inclusive training. More work is carried out with the children of special needs and with talented children. There was little research on how the teachers are prepared for the inclusive training. This responsibility is ascribed to the special pedagogists, and for talented children – for the responsible pedagogists. On the other hand, the improvement of the competence of the teachers for the inclusive training is organized in a targeted manner. 4. The analsysis of the research data allows to maintain that the school in which the case study was performed has the system of assistance to the student in the stage of training deconstruction and inclusive training construction.
