Suchergebnisse

The transition processes in post-soviet area show the lack of knowledge and experiences in conflict resolution, when the authorities, the organisations and individuals have to solve the controversial problems as well as conflicts of interests and values. The first part of the article represents the scope of ideas and practices of conflict resolution and conciliation in international relations. The actions of the Security Council of the UNO and some agreements of the European Conference for Security and Co-operation have been surveyed as having sense of peace-keeping, peace-making and peace-building. In the process of European integration some political and legal mechanisms were approved with the mean to conciliate controversities between the members and candidates of the EU. Using them the European Community functions as a whole, and the process of joining new members is sequent and progressive. The philosophy and experience of conflict resolution and conciliation is applicable in many cases of the states internal affairs. In the next part of the article the author examines applications and development of conciliation procedures in social life of Lithuania. One of such examples is three parts roundtable between representatives of governmental bodies, employers and trade unions on issues of social politics, unemployment, payment etc. developing the rules and incentives for strengthening the culture of conflict resolution in social life serves the new democracy. The next direction in which conciliation and conflict resolution has been used is third party participation in community and family conflicts. Several projects on mediation have been accomplished in Lithuania. They were aimed to train mediators and to educate individuals in what circumstances they may be served by mediators. The author examines in which way peace-making procedures can be used in public administration. The Lithuanian laws regulate some principles of administrating to avoid or prevent disputes between the governmental bodies and the citizen and interest groups as well as (for example one-window rule in servicing the applicator). Lithuania as other post-communist countries has to develop the culture of conflict resolution and conciliation to ensure social and communal stability. ; Transformaciniuose procesuose, kuriuos mes išgyvename, išryškėjo žmonių ir organizacijų, verslo įmonių, valdžios institucijų bendravimo ir bendradarbiavimo, gebėjimo spręsti sudėtingus ir prieštaringus klausimus problemiškumas, vertybių ir interesų konfliktų prevencijos ir valdymo aktualumas. Straipsnyje pristatoma konfliktų sprendimo ir taikinamosios veiklos idėjų ir praktinio patyrimo raida pasaulyje. Apžvelgiamos tos mūsų gyvenimo sritys, kur pradeda rastis kryptinga taikinamoji veikla, svarstomos tolesnės plėtotės galimybės, ypač kreipiant dėmesį į žmogaus santykius su kitais ir į viešąjį administravimą.

The ideological evolution of the intellectual and political movement existed in postrevolutionary Russian emigration in the third and fourth decades of the XX century is analyzed in this dissertation. The ideological transformation of the Eurasians movement (which was defined as "degeneration of Russian idea to the Kremlin mafia universal idea of hegemony) was determined by the rivalry between different conceptions witc were represented by N.Tubetzkoy, P.Savicky, G.Florovsky and L.Karsavin. L.Karsavin role (lived in Kaunas since 1928) in this dramatic movement's evolution which culmination was the split of the movement in 1929 is analyzed in this dissertation.

The article discusses the concept of historical culture of German historian and philosopher Jörn Rüsen (b. 1938). This discussion includes the analysis of the idea of the historical culture studies that evolved from theory of historiography or metahistory (Historik). Rüsen considered as the object of Historik paradigms of historical studies conceived as hermeneutical- circle-like structures including interests, viewpoints upon the past, methods of research, forms of representation, and functions of the practical orientation of life. Historical culture includes all phenomena of the social representation of the past, public collective memory considered as expression of the historical consciousness of society or some particular social group. The structure of historical culture is defined by the interrelated cognitive, political, and aesthetic dimensions. However, neither in his earlier concept of Historik nor in the later project of the historical culture studies Rüsen provides satisfactory solution of the problems concerning epistemological status of his universal statements about the history and its representations. Are they descriptive or normative statements? A priori or empirical statements? His idea of the historical culture studies is onesidedly oriented towards the elite historical culture at the cost of neglecting the issues related to the production, consumption, commercialization of popular historical culture and its ideological functions. The ideas of the ethics of history and that of religion of history are considered as the original and bold proposals how to extend the field of the historical culture studies.

The article discusses the concept of historical culture of German historian and philosopher Jörn Rüsen (b. 1938). This discussion includes the analysis of the idea of the historical culture studies that evolved from theory of historiography or metahistory (Historik). Rüsen considered as the object of Historik paradigms of historical studies conceived as hermeneutical- circle-like structures including interests, viewpoints upon the past, methods of research, forms of representation, and functions of the practical orientation of life. Historical culture includes all phenomena of the social representation of the past, public collective memory considered as expression of the historical consciousness of society or some particular social group. The structure of historical culture is defined by the interrelated cognitive, political, and aesthetic dimensions. However, neither in his earlier concept of Historik nor in the later project of the historical culture studies Rüsen provides satisfactory solution of the problems concerning epistemological status of his universal statements about the history and its representations. Are they descriptive or normative statements? A priori or empirical statements? His idea of the historical culture studies is onesidedly oriented towards the elite historical culture at the cost of neglecting the issues related to the production, consumption, commercialization of popular historical culture and its ideological functions. The ideas of the ethics of history and that of religion of history are considered as the original and bold proposals how to extend the field of the historical culture studies.

The article discusses the concept of historical culture of German historian and philosopher Jörn Rüsen (b. 1938). This discussion includes the analysis of the idea of the historical culture studies that evolved from theory of historiography or metahistory (Historik). Rüsen considered as the object of Historik paradigms of historical studies conceived as hermeneutical- circle-like structures including interests, viewpoints upon the past, methods of research, forms of representation, and functions of the practical orientation of life. Historical culture includes all phenomena of the social representation of the past, public collective memory considered as expression of the historical consciousness of society or some particular social group. The structure of historical culture is defined by the interrelated cognitive, political, and aesthetic dimensions. However, neither in his earlier concept of Historik nor in the later project of the historical culture studies Rüsen provides satisfactory solution of the problems concerning epistemological status of his universal statements about the history and its representations. Are they descriptive or normative statements? A priori or empirical statements? His idea of the historical culture studies is onesidedly oriented towards the elite historical culture at the cost of neglecting the issues related to the production, consumption, commercialization of popular historical culture and its ideological functions. The ideas of the ethics of history and that of religion of history are considered as the original and bold proposals how to extend the field of the historical culture studies.

The article discusses the concept of historical culture of German historian and philosopher Jörn Rüsen (b. 1938). This discussion includes the analysis of the idea of the historical culture studies that evolved from theory of historiography or metahistory (Historik). Rüsen considered as the object of Historik paradigms of historical studies conceived as hermeneutical- circle-like structures including interests, viewpoints upon the past, methods of research, forms of representation, and functions of the practical orientation of life. Historical culture includes all phenomena of the social representation of the past, public collective memory considered as expression of the historical consciousness of society or some particular social group. The structure of historical culture is defined by the interrelated cognitive, political, and aesthetic dimensions. However, neither in his earlier concept of Historik nor in the later project of the historical culture studies Rüsen provides satisfactory solution of the problems concerning epistemological status of his universal statements about the history and its representations. Are they descriptive or normative statements? A priori or empirical statements? His idea of the historical culture studies is onesidedly oriented towards the elite historical culture at the cost of neglecting the issues related to the production, consumption, commercialization of popular historical culture and its ideological functions. The ideas of the ethics of history and that of religion of history are considered as the original and bold proposals how to extend the field of the historical culture studies.

I have chosen the subject "Ideas of Economic Independence in Soviet Lithuania in 1988-1989", because it is not widely investigated in Lithuanian historiography. Lithuanian Soviet Socialist Republic was established after Soviet Occupation of Lithuania in 1940 and existed to 1990. The Lithuanian SSR was renamed the Republic of Lithuania again on March 11, 1990, all legal ties of sovereignty were cut with the Soviet Union as Lithuania declared the restitution of its independence. But its way to independence was long and not easy. The last five years of occupation beginning in 1985, when Mikhail Gorbachev made significant changes in the economy were perestroika and glasnost. His policy of glasnost gave some freedom for media and hope for occupied nations. The objective of master thesis is to investigate process and development of ideas of economic independence in Soviet Lithuania (1988-1989). To obtain the objective I made three tasks: 1) to review Soviet Lithuanian economy in the end on 1980s and to show discussions about Lithuanian SSR as dependant republic of Soviet Union; 2) to introduce "Lithuania's economic independence conception" and to analyze its implementation; 3) to review ideas about its own currency and to introduce Lithuania's system of money and credit conception. In the end I came to these conclusions: 1) Soviet Lithuania's economy was integrated to Soviet Union's central economy and there was no self-sufficiency for Soviet republics; 2) in the discussions about dependency of Soviet Lithuania's economy from Soviet Union, Lithuanian economists reasoned denied Soviet government affirmations that Soviet Lithuania is dependant; 3) The ideas of Soviet Lithuania were systematized in "Lithuania's economic independence conception" (1988). This conception determined political, law and economic conditions, and only with these conditions republic economy could be independent; 4) Lithuania's economic independence conception did not threatened disintegration of Soviet Union, but it had some essential independent state features like: a) all property situated in Lithuania's territory should be Lithuanian, b) Lithuania's government institutions are not under central Soviet rule jurisdiction anymore; 5) in 1988 and 1989 the important discussion was about its own currency. In media this idea was discussed no less, than the idea of Lithuania as dependent state on the Soviet Union or not. Discussions about own currency were summarized and systematized in "Lithuania's system of money and credit conception".

I have chosen the subject "Ideas of Economic Independence in Soviet Lithuania in 1988-1989", because it is not widely investigated in Lithuanian historiography. Lithuanian Soviet Socialist Republic was established after Soviet Occupation of Lithuania in 1940 and existed to 1990. The Lithuanian SSR was renamed the Republic of Lithuania again on March 11, 1990, all legal ties of sovereignty were cut with the Soviet Union as Lithuania declared the restitution of its independence. But its way to independence was long and not easy. The last five years of occupation beginning in 1985, when Mikhail Gorbachev made significant changes in the economy were perestroika and glasnost. His policy of glasnost gave some freedom for media and hope for occupied nations. The objective of master thesis is to investigate process and development of ideas of economic independence in Soviet Lithuania (1988-1989). To obtain the objective I made three tasks: 1) to review Soviet Lithuanian economy in the end on 1980s and to show discussions about Lithuanian SSR as dependant republic of Soviet Union; 2) to introduce "Lithuania's economic independence conception" and to analyze its implementation; 3) to review ideas about its own currency and to introduce Lithuania's system of money and credit conception. In the end I came to these conclusions: 1) Soviet Lithuania's economy was integrated to Soviet Union's central economy and there was no self-sufficiency for Soviet republics; 2) in the discussions about dependency of Soviet Lithuania's economy from Soviet Union, Lithuanian economists reasoned denied Soviet government affirmations that Soviet Lithuania is dependant; 3) The ideas of Soviet Lithuania were systematized in "Lithuania's economic independence conception" (1988). This conception determined political, law and economic conditions, and only with these conditions republic economy could be independent; 4) Lithuania's economic independence conception did not threatened disintegration of Soviet Union, but it had some essential independent state features like: a) all property situated in Lithuania's territory should be Lithuanian, b) Lithuania's government institutions are not under central Soviet rule jurisdiction anymore; 5) in 1988 and 1989 the important discussion was about its own currency. In media this idea was discussed no less, than the idea of Lithuania as dependent state on the Soviet Union or not. Discussions about own currency were summarized and systematized in "Lithuania's system of money and credit conception".

The ideological evolution of the intellectual and political movement existed in postrevolutionary Russian emigration in the third and fourth decades of the XX century is analyzed in this dissertation. The ideological transformation of the Eurasians movement (which was defined as "degeneration of Russian idea to the Kremlin mafia universal ideal of hegemony") was determined by the rivalry between different conceptions which were represented by N.Trubetzkoy, P.Savicky, G.Florovsky and L.Karsavin. L.Karsavin role (lived in Kaunas since 1928) in this dramatic movement's evolution which culmination was the split of the movement in 1929 is analyzed in this dissertation.

The ideological evolution of the intellectual and political movement existed in postrevolutionary Russian emigration in the third and fourth decades of the XX century is analyzed in this dissertation. The ideological transformation of the Eurasians movement (which was defined as "degeneration of Russian idea to the Kremlin mafia universal ideal of hegemony") was determined by the rivalry between different conceptions which were represented by N.Trubetzkoy, P.Savicky, G.Florovsky and L.Karsavin. L.Karsavin role (lived in Kaunas since 1928) in this dramatic movement's evolution which culmination was the split of the movement in 1929 is analyzed in this dissertation.

The ideological evolution of the intellectual and political movement existed in postrevolutionary Russian emigration in the third and fourth decades of the XX century is analyzed in this dissertation. The ideological transformation of the Eurasians movement (which was defined as "degeneration of Russian idea to the Kremlin mafia universal ideal of hegemony") was determined by the rivalry between different conceptions which were represented by N.Trubetzkoy, P.Savicky, G.Florovsky and L.Karsavin. L.Karsavin role (lived in Kaunas since 1928) in this dramatic movement's evolution which culmination was the split of the movement in 1929 is analyzed in this dissertation.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

The growing differences between rural and urban development suggest that the country does not have suitable strategic policy for rural development issue. Development principles should be the same for all regions of the country (in spite of the fact whether it is rural areas or cities) for implementation of the European development model and the principles of a democratic state. Unfortunately, our country's governance and policy making has a lot of gaps which makes it difficult to meet the needs of society in the process of the implementation of the development, and the management is of non-compliance with the provisions of strategic management.

The growing differences between rural and urban development suggest that the country does not have suitable strategic policy for rural development issue. Development principles should be the same for all regions of the country (in spite of the fact whether it is rural areas or cities) for implementation of the European development model and the principles of a democratic state. Unfortunately, our country's governance and policy making has a lot of gaps which makes it difficult to meet the needs of society in the process of the implementation of the development, and the management is of non-compliance with the provisions of strategic management.