Suchergebnisse

Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for ...

Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.

Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.

The aim of the article is to considered artistic creation of social and political alternatives and active providing of them, making alterventions. Importance of Negative dialectics of Adorno and his followers in the analysis of empirical and conscious alternatives is explained for these purposes. The article interprets social- political artistic ideas that do not follow from a priori social and political postulates mostly formulated in the state universities and research institutes. The role of artistic transgression in the providing of Aliens: alien ideas, significances, mistakes, myths, visions are considered in the article. The most important opposition is between social engineering and unconscious artistic projects. The article chooses analysis of conscious artistic projects to provide Other, Aliens and alternatives – alterventions. Art activities enliven grounds of world views and stimulate to change, to transform communicational, sensible, and style spaces. The article pays special attention to the active forms of acting: agitations, street political actions, creation of alternative cultural spaces and criticizes propaganda, ambiguities of Deterritorialization. The main ideas in the article are based on the disputation of the concepts of T. Adorno, G. Deleuze, F. Guattari, A. Negri, M. Hardt. The article considers main examples of punk rock agitation by band Liapis Trubeckoj, activism of Occupy X, political ideas of body without organs and related myths, for example. [to full text]

The aim of the article is to considered artistic creation of social and political alternatives and active providing of them, making alterventions. Importance of Negative dialectics of Adorno and his followers in the analysis of empirical and conscious alternatives is explained for these purposes. The article interprets social- political artistic ideas that do not follow from a priori social and political postulates mostly formulated in the state universities and research institutes. The role of artistic transgression in the providing of Aliens: alien ideas, significances, mistakes, myths, visions are considered in the article. The most important opposition is between social engineering and unconscious artistic projects. The article chooses analysis of conscious artistic projects to provide Other, Aliens and alternatives – alterventions. Art activities enliven grounds of world views and stimulate to change, to transform communicational, sensible, and style spaces. The article pays special attention to the active forms of acting: agitations, street political actions, creation of alternative cultural spaces and criticizes propaganda, ambiguities of Deterritorialization. The main ideas in the article are based on the disputation of the concepts of T. Adorno, G. Deleuze, F. Guattari, A. Negri, M. Hardt. The article considers main examples of punk rock agitation by band Liapis Trubeckoj, activism of Occupy X, political ideas of body without organs and related myths, for example. [to full text]

The aim of the article is to considered artistic creation of social and political alternatives and active providing of them, making alterventions. Importance of Negative dialectics of Adorno and his followers in the analysis of empirical and conscious alternatives is explained for these purposes. The article interprets social- political artistic ideas that do not follow from a priori social and political postulates mostly formulated in the state universities and research institutes. The role of artistic transgression in the providing of Aliens: alien ideas, significances, mistakes, myths, visions are considered in the article. The most important opposition is between social engineering and unconscious artistic projects. The article chooses analysis of conscious artistic projects to provide Other, Aliens and alternatives – alterventions. Art activities enliven grounds of world views and stimulate to change, to transform communicational, sensible, and style spaces. The article pays special attention to the active forms of acting: agitations, street political actions, creation of alternative cultural spaces and criticizes propaganda, ambiguities of Deterritorialization. The main ideas in the article are based on the disputation of the concepts of T. Adorno, G. Deleuze, F. Guattari, A. Negri, M. Hardt. The article considers main examples of punk rock agitation by band Liapis Trubeckoj, activism of Occupy X, political ideas of body without organs and related myths, for example. [to full text]

This article aims to articulate difference between creativity and sociability. The effort of articulation of the difference faces a problem of identity, therefore the strategy of the analysis is based on the method of indirect access to these subjects of analysis. Moreover, it can be said that consideration of "subject" implies assumptions of a theological discourse in a sense of "undeniable truth". Therefore problem fields that are very little related among themselves in creativity and sociability are chosen for the analysis: political field of sociability and art creativity. This research draws attention to the relevant problems of contemporary philosophical thought; these problems are related with tradition and the Lithuanian context.

This article aims to articulate difference between creativity and sociability. The effort of articulation of the difference faces a problem of identity, therefore the strategy of the analysis is based on the method of indirect access to these subjects of analysis. Moreover, it can be said that consideration of "subject" implies assumptions of a theological discourse in a sense of "undeniable truth". Therefore problem fields that are very little related among themselves in creativity and sociability are chosen for the analysis: political field of sociability and art creativity. This research draws attention to the relevant problems of contemporary philosophical thought; these problems are related with tradition and the Lithuanian context.

This article aims to articulate difference between creativity and sociability. The effort of articulation of the difference faces a problem of identity, therefore the strategy of the analysis is based on the method of indirect access to these subjects of analysis. Moreover, it can be said that consideration of "subject" implies assumptions of a theological discourse in a sense of "undeniable truth". Therefore problem fields that are very little related among themselves in creativity and sociability are chosen for the analysis: political field of sociability and art creativity. This research draws attention to the relevant problems of contemporary philosophical thought; these problems are related with tradition and the Lithuanian context.

This article aims to articulate difference between creativity and sociability. The effort of articulation of the difference faces a problem of identity, therefore the strategy of the analysis is based on the method of indirect access to these subjects of analysis. Moreover, it can be said that consideration of "subject" implies assumptions of a theological discourse in a sense of "undeniable truth". Therefore problem fields that are very little related among themselves in creativity and sociability are chosen for the analysis: political field of sociability and art creativity. This research draws attention to the relevant problems of contemporary philosophical thought; these problems are related with tradition and the Lithuanian context.

The paper analyzes trauma as the source for creativity in the urban space. There are two strategies to find a way to live with traumatic experience. The first way, according to Sigmund Freud, is "the work of mourning", which by constant remembering and repeating trauma in the language of tropes and figures allows to integrate discontinuous traumatic experience thus partly expunging trauma. Another strategy for dealing with trauma was described by Eric L. Santner's term "narrative fetishism". This strategy supposes a refusal or inability to admit trauma substituting mourning for narratives, which seemingly do not have any connection to trauma itself. I can find outcomes of this traumatic creative strategy in urban spaces of contemporary megalopolises. The paper analyzes art objects in Yekaterinburg city, namely, the gangsters' tombstones and the cathedral that has been used for political and ideological purposes, the street art activity of painter Radya. © 2011 Copyright Vilnius Gediminas Technical University (VGTU) Press Technika.

Two different academic reactions to Richard Florida's Concept of Creative City are reviewed in the article: from criticism for vagueness and contradiction, possibility of its practical use in urban politics to distinguishing particular attributes which allow us to name city as Creative. A collective Lithuanian and Hungarian academic project is presented as well as the Lithuanian contribution in the analysis of the Concept of Creative City, the index of creativity and the role of city in regional development.

Two different academic reactions to Richard Florida's Concept of Creative City are reviewed in the article: from criticism for vagueness and contradiction, possibility of its practical use in urban politics to distinguishing particular attributes which allow us to name city as Creative. A collective Lithuanian and Hungarian academic project is presented as well as the Lithuanian contribution in the analysis of the Concept of Creative City, the index of creativity and the role of city in regional development.

In this Master paper is given the reseach, which is used to evaluate and analyse the X district educational managers views, attitudes, evaluations of using educational innovation. In the research there are given the Communications of European Union Council, which regulates of innovations, the triangle of knowledge, and the importance of creativity of nowadays society. With help of Scientific and special literature there is highlighted what is the innovation and educational innovation, its classification and the expression in the education. The study emphasizes the results of data analysis, which is for exploration in the X area of education and training managers of educational innovation, its opportunities and barriers.

In this Master paper is given the reseach, which is used to evaluate and analyse the X district educational managers views, attitudes, evaluations of using educational innovation. In the research there are given the Communications of European Union Council, which regulates of innovations, the triangle of knowledge, and the importance of creativity of nowadays society. With help of Scientific and special literature there is highlighted what is the innovation and educational innovation, its classification and the expression in the education. The study emphasizes the results of data analysis, which is for exploration in the X area of education and training managers of educational innovation, its opportunities and barriers.