Suchergebnisse

New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.

New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

The problems of socialization and social integration of the contemporary young generation are analysed in the article. Insufficient learning motivation, dissatisfaction in current school life and refusing to go to school, inability to make rational plans for future (learning, career, family, etc.), finding ways how to realize them, and finding ways of socially acceptable living are the topics which are of high importance in many modern countries and in Lithuania too. The aim of the research was to enclose the main methodological premises enabling to optimize current development of human resources in many societies of today. The role of the educational system in the process of socialization is under discussion: could it be in action in future as before, and if the answer is "yes", how it should be developed for more efficient performance? It is decided that we do not have enough personal and social courage and methods for creation of absolutely new system of education up to now. In such case we discuss only about some innovative ways of thinking and restructuring of the existing educational system. The main conclusions of the presented research are the following: permanent changes in societies call for making new goals and content of the socialization process. The countries under political, economical, cultural and educational transition (as Lithuania is) must find new ways creating closer social cooperation between local, national and global levels and different institutions of education. The system of education should be integrated with the social partners and society's institutions in much more extent. Closer ties should be developed among basic education and vocational education, and school, family, local community and the world of work are expected to form new and more efficient connections. Making new strategies for young generation socialization knowledge of various social and humanitarian sciences should be united in much more extent than it used to be, and contribution of economists and politicians is necessary. There is clear need for youth's socialization research and creating of new social structures based on systematic approach in Lithuania. Forms of international cooperation in establishing new models of youth social mobility and employment are mentioned as potentially productive also.

The problems of socialization and social integration of the contemporary young generation are analysed in the article. Insufficient learning motivation, dissatisfaction in current school life and refusing to go to school, inability to make rational plans for future (learning, career, family, etc.), finding ways how to realize them, and finding ways of socially acceptable living are the topics which are of high importance in many modern countries and in Lithuania too. The aim of the research was to enclose the main methodological premises enabling to optimize current development of human resources in many societies of today. The role of the educational system in the process of socialization is under discussion: could it be in action in future as before, and if the answer is "yes", how it should be developed for more efficient performance? It is decided that we do not have enough personal and social courage and methods for creation of absolutely new system of education up to now. In such case we discuss only about some innovative ways of thinking and restructuring of the existing educational system. The main conclusions of the presented research are the following: permanent changes in societies call for making new goals and content of the socialization process. The countries under political, economical, cultural and educational transition (as Lithuania is) must find new ways creating closer social cooperation between local, national and global levels and different institutions of education. The system of education should be integrated with the social partners and society's institutions in much more extent. Closer ties should be developed among basic education and vocational education, and school, family, local community and the world of work are expected to form new and more efficient connections. Making new strategies for young generation socialization knowledge of various social and humanitarian sciences should be united in much more extent than it used to be, and contribution of economists and politicians is necessary. There is clear need for youth's socialization research and creating of new social structures based on systematic approach in Lithuania. Forms of international cooperation in establishing new models of youth social mobility and employment are mentioned as potentially productive also.

The aim of this study was to describe the historical development of pharmaceutical organisations, their tasks and ability to fulfill them. In the XIXth century a rapid development of the science of pharmacy influenced a need for scientific collaboration. Thus, in 1819 Department of Pharmacy of Vilnius Medical Society was founded by Vilnius chemists. The main directions of the activity of the members of this department were the following: scientific investigations, solution of practical tasks, spreading of pharmaceutical information, popularization of the knowledge of pharmaceutical science. However, a progressive dynamic development of pharmacy was hindered by unfavorable political and economic factors. In 1917, Lithuanians working in Russia united in a "Society of Lithuanian Pharmacists". The operation of the society was concerned with nationality, which was the main and the only direction of activity. There were four pharmaceutical organizations acting in the Independent Republic of Lithuania (1918- 1940). In 1940, after Lithuania's annexation to the USSR, all pharmaceutical professional associations were eliminated. In 1948, Lithuanian Scientific Society of Pharmacists was founded. Despite its professional tasks it had also to proclaim ideological aims. Conclusion. Professional activity was influenced by unfavorable political conditions in the country. Independence of social professional associations was limited by czarist Russia, as well as by Soviet authorities. Department of Pharmacy of Vilnius Medical Society had a great influence upon the progress of pharmacy of that time. Associations acting in the Independent Republic of Lithuania were able to defend their business interests, participate in international activity, deal with the affairs of science, the heritage of the pharmacy, and representation of their profession.

The aim of this study was to describe the historical development of pharmaceutical organisations, their tasks and ability to fulfill them. In the XIXth century a rapid development of the science of pharmacy influenced a need for scientific collaboration. Thus, in 1819 Department of Pharmacy of Vilnius Medical Society was founded by Vilnius chemists. The main directions of the activity of the members of this department were the following: scientific investigations, solution of practical tasks, spreading of pharmaceutical information, popularization of the knowledge of pharmaceutical science. However, a progressive dynamic development of pharmacy was hindered by unfavorable political and economic factors. In 1917, Lithuanians working in Russia united in a "Society of Lithuanian Pharmacists". The operation of the society was concerned with nationality, which was the main and the only direction of activity. There were four pharmaceutical organizations acting in the Independent Republic of Lithuania (1918- 1940). In 1940, after Lithuania's annexation to the USSR, all pharmaceutical professional associations were eliminated. In 1948, Lithuanian Scientific Society of Pharmacists was founded. Despite its professional tasks it had also to proclaim ideological aims. Conclusion. Professional activity was influenced by unfavorable political conditions in the country. Independence of social professional associations was limited by czarist Russia, as well as by Soviet authorities. Department of Pharmacy of Vilnius Medical Society had a great influence upon the progress of pharmacy of that time. Associations acting in the Independent Republic of Lithuania were able to defend their business interests, participate in international activity, deal with the affairs of science, the heritage of the pharmacy, and representation of their profession.

The classical conception of capital constructed by Marx and notions of cultural and symbolical capital suggested by P. Bourdieu's are compared in the article. Disney's products are connected with institutionalisation and manipulation of the three forms of capital. Author of the article discusses relations and conflicts between cultural capital and the making of fetish and personification. Disney's politics of institutionalisation eliminates these conflicts and solves the problem of alienation among people within the corporation. Disney's practices of auteur and animation prevents antagonism between property of the corporation and ambitions of creators. Historical analyses show how ideologies, conceptual paradigms, action models developed by Disney met wishes of the masses, implemented modern multiculturalism, diversification and supported social fragmentation. The article criticises Th. Adorno's and W. Benjamin's views where Disney's corporation is considered as an expression of hegemonic industrial imperialism and a propagandist of American ideology. However, Disney is rather a producer of social discourses and new models of education. If even any corporation is ideological one, however stories and characters produced by Disney corporation (for example, ones about Winnie-the-Pooh, Aladdin, Alice, Mickey Mouse, Pinocchio, Pocahontas, Hercules) are mythological and philosophical parables which overpass ideological borders and open the door to the live and huge world. Humanistic and individualistic activities of Disney Corporation's creation, co-operation with consumers, and development of education programs are emphasized in the article. Disney relies on investigation of basic cultural habitus, archetypes and symbols of thinking. In this way, Disney creates the world of fantasy, dreams and Utopias. The corporation uses pragmatism as a philosophical foundation. The only truth for the corporation is production of pleasure and profit for all consumers. Everybody could find a pleasure, psychological satisfaction and stimuli for socialization and cooperation in these miraculous lands. It gives Disney profit and growth opportunities.

The classical conception of capital constructed by Marx and notions of cultural and symbolical capital suggested by P. Bourdieu's are compared in the article. Disney's products are connected with institutionalisation and manipulation of the three forms of capital. Author of the article discusses relations and conflicts between cultural capital and the making of fetish and personification. Disney's politics of institutionalisation eliminates these conflicts and solves the problem of alienation among people within the corporation. Disney's practices of auteur and animation prevents antagonism between property of the corporation and ambitions of creators. Historical analyses show how ideologies, conceptual paradigms, action models developed by Disney met wishes of the masses, implemented modern multiculturalism, diversification and supported social fragmentation. The article criticises Th. Adorno's and W. Benjamin's views where Disney's corporation is considered as an expression of hegemonic industrial imperialism and a propagandist of American ideology. However, Disney is rather a producer of social discourses and new models of education. If even any corporation is ideological one, however stories and characters produced by Disney corporation (for example, ones about Winnie-the-Pooh, Aladdin, Alice, Mickey Mouse, Pinocchio, Pocahontas, Hercules) are mythological and philosophical parables which overpass ideological borders and open the door to the live and huge world. Humanistic and individualistic activities of Disney Corporation's creation, co-operation with consumers, and development of education programs are emphasized in the article. Disney relies on investigation of basic cultural habitus, archetypes and symbols of thinking. In this way, Disney creates the world of fantasy, dreams and Utopias. The corporation uses pragmatism as a philosophical foundation. The only truth for the corporation is production of pleasure and profit for all consumers. Everybody could find a pleasure, psychological satisfaction and stimuli for socialization and cooperation in these miraculous lands. It gives Disney profit and growth opportunities.

The classical conception of capital constructed by Marx and notions of cultural and symbolical capital suggested by P. Bourdieu's are compared in the article. Disney's products are connected with institutionalisation and manipulation of the three forms of capital. Author of the article discusses relations and conflicts between cultural capital and the making of fetish and personification. Disney's politics of institutionalisation eliminates these conflicts and solves the problem of alienation among people within the corporation. Disney's practices of auteur and animation prevents antagonism between property of the corporation and ambitions of creators. Historical analyses show how ideologies, conceptual paradigms, action models developed by Disney met wishes of the masses, implemented modern multiculturalism, diversification and supported social fragmentation. The article criticises Th. Adorno's and W. Benjamin's views where Disney's corporation is considered as an expression of hegemonic industrial imperialism and a propagandist of American ideology. However, Disney is rather a producer of social discourses and new models of education. If even any corporation is ideological one, however stories and characters produced by Disney corporation (for example, ones about Winnie-the-Pooh, Aladdin, Alice, Mickey Mouse, Pinocchio, Pocahontas, Hercules) are mythological and philosophical parables which overpass ideological borders and open the door to the live and huge world. Humanistic and individualistic activities of Disney Corporation's creation, co-operation with consumers, and development of education programs are emphasized in the article. Disney relies on investigation of basic cultural habitus, archetypes and symbols of thinking. In this way, Disney creates the world of fantasy, dreams and Utopias. The corporation uses pragmatism as a philosophical foundation. The only truth for the corporation is production of pleasure and profit for all consumers. Everybody could find a pleasure, psychological satisfaction and stimuli for socialization and cooperation in these miraculous lands. It gives Disney profit and growth opportunities.

The classical conception of capital constructed by Marx and notions of cultural and symbolical capital suggested by P. Bourdieu's are compared in the article. Disney's products are connected with institutionalisation and manipulation of the three forms of capital. Author of the article discusses relations and conflicts between cultural capital and the making of fetish and personification. Disney's politics of institutionalisation eliminates these conflicts and solves the problem of alienation among people within the corporation. Disney's practices of auteur and animation prevents antagonism between property of the corporation and ambitions of creators. Historical analyses show how ideologies, conceptual paradigms, action models developed by Disney met wishes of the masses, implemented modern multiculturalism, diversification and supported social fragmentation. The article criticises Th. Adorno's and W. Benjamin's views where Disney's corporation is considered as an expression of hegemonic industrial imperialism and a propagandist of American ideology. However, Disney is rather a producer of social discourses and new models of education. If even any corporation is ideological one, however stories and characters produced by Disney corporation (for example, ones about Winnie-the-Pooh, Aladdin, Alice, Mickey Mouse, Pinocchio, Pocahontas, Hercules) are mythological and philosophical parables which overpass ideological borders and open the door to the live and huge world. Humanistic and individualistic activities of Disney Corporation's creation, co-operation with consumers, and development of education programs are emphasized in the article. Disney relies on investigation of basic cultural habitus, archetypes and symbols of thinking. In this way, Disney creates the world of fantasy, dreams and Utopias. The corporation uses pragmatism as a philosophical foundation. The only truth for the corporation is production of pleasure and profit for all consumers. Everybody could find a pleasure, psychological satisfaction and stimuli for socialization and cooperation in these miraculous lands. It gives Disney profit and growth opportunities.