In interwar and post-war societies, men were required to show endurance, courage, and emotional stability, but their traumas, caused by the experience of war and the economic, political, and social realities of the post-war period, are just started to be analysed. Algirdas Jeronimas Landsbergis (1924–2004), a playwright, prose writer, editor, literary and theatre critic of the Lithuanian diaspora, conveys these themes in his work. The images of masculinity revealed in the texts help clarify the general experience of the society hidden in the works and understand what kind of masculinity prevailed in society after the world wars changed the lives of women and men. Using K. G. Jung's theory of analytical psychology, the article analyses A. Landsbergis' short stories, which literature researchers less studied. Texts are explored as reflections and shapers of society, and in the case of masculinity, it is discussed what is meant by the archetypes of masculinity recorded in the literature. Based on the work of R. L. Moore and D. Gillette and J. C. Campbell, the archetypes of the divine child, the child prodigy, the Oedipus child and the hero and mature masculinity – the king, warrior, magician and lover are distinguished.
In interwar and post-war societies, men were required to show endurance, courage, and emotional stability, but their traumas, caused by the experience of war and the economic, political, and social realities of the post-war period, are just started to be analysed. Algirdas Jeronimas Landsbergis (1924–2004), a playwright, prose writer, editor, literary and theatre critic of the Lithuanian diaspora, conveys these themes in his work. The images of masculinity revealed in the texts help clarify the general experience of the society hidden in the works and understand what kind of masculinity prevailed in society after the world wars changed the lives of women and men. Using K. G. Jung's theory of analytical psychology, the article analyses A. Landsbergis' short stories, which literature researchers less studied. Texts are explored as reflections and shapers of society, and in the case of masculinity, it is discussed what is meant by the archetypes of masculinity recorded in the literature. Based on the work of R. L. Moore and D. Gillette and J. C. Campbell, the archetypes of the divine child, the child prodigy, the Oedipus child and the hero and mature masculinity – the king, warrior, magician and lover are distinguished.
In interwar and post-war societies, men were required to show endurance, courage, and emotional stability, but their traumas, caused by the experience of war and the economic, political, and social realities of the post-war period, are just started to be analysed. Algirdas Jeronimas Landsbergis (1924–2004), a playwright, prose writer, editor, literary and theatre critic of the Lithuanian diaspora, conveys these themes in his work. The images of masculinity revealed in the texts help clarify the general experience of the society hidden in the works and understand what kind of masculinity prevailed in society after the world wars changed the lives of women and men. Using K. G. Jung's theory of analytical psychology, the article analyses A. Landsbergis' short stories, which literature researchers less studied. Texts are explored as reflections and shapers of society, and in the case of masculinity, it is discussed what is meant by the archetypes of masculinity recorded in the literature. Based on the work of R. L. Moore and D. Gillette and J. C. Campbell, the archetypes of the divine child, the child prodigy, the Oedipus child and the hero and mature masculinity – the king, warrior, magician and lover are distinguished.
Modern education is becoming more and more accelerated. Constantly affected by such processes as globalization, the spread of the consumer's culture and the revolution of informational society, it becomes increasingly difficult. The rising flows of knowledge change the understanding of human society. At the same time consequently changes the concept of the need of education. Therefore, the increasing attention is paid to the common human knowledge, which provides opportunities for personal development, intellectual independence and integration into the workforce and gives a chance to participate in the creation process of the democratic society. The content of training, oriented mostly towards knowledge, now is substituted by the content, which is based not only on knowledge, but also reflects skills, abilities and the provisions of values. More and more often the concepts of individualization and differentiation set in the process of education. In this context social education becomes a very important part of general training. Students examine the life of human beings in natural, social and cultural environment. The basis of social education at school consists of social and humanitarian sciences: Anthropology, Philosophy, Economics, History, Politics, Psychology and Law. A particular attention is paid to geography. This science has always occupied an intermediate position between social and natural sciences. Traditionally geography is attributed to the circle of social studies, although some authors refer it to physical ones. In general it is possible to state that modern geography is a complex system of closely related studies, which consists of the complexes of physical (natural) and social (public) geography's branches. Changes itself carry a lot of problems, the essential one is relating the policy of common education to the changes of geographical training. Geography as a subject is very integral. Itself it contains the content of a number of sciences. Its division into a public and one of nature indicates the multiplicity of the subject. That is why the concept of geographical education and evaluation becomes problematic and requires separate studies. A broader understanding about the geographical education submits the national study of pupils' achievements (VI – X forms) held in year 2004 and 2006. These are actually one of the most serious studies, which partially reflect the spread of geographical training and the levels of achievement. However, there is still noticeably small contribution towards development of geographical training at school. This lack suggests that this particular MA Thesis at least partially reveals the concept of geographical education and deepen knowledge about the geographical education of the basic school leavers.
Modern education is becoming more and more accelerated. Constantly affected by such processes as globalization, the spread of the consumer's culture and the revolution of informational society, it becomes increasingly difficult. The rising flows of knowledge change the understanding of human society. At the same time consequently changes the concept of the need of education. Therefore, the increasing attention is paid to the common human knowledge, which provides opportunities for personal development, intellectual independence and integration into the workforce and gives a chance to participate in the creation process of the democratic society. The content of training, oriented mostly towards knowledge, now is substituted by the content, which is based not only on knowledge, but also reflects skills, abilities and the provisions of values. More and more often the concepts of individualization and differentiation set in the process of education. In this context social education becomes a very important part of general training. Students examine the life of human beings in natural, social and cultural environment. The basis of social education at school consists of social and humanitarian sciences: Anthropology, Philosophy, Economics, History, Politics, Psychology and Law. A particular attention is paid to geography. This science has always occupied an intermediate position between social and natural sciences. Traditionally geography is attributed to the circle of social studies, although some authors refer it to physical ones. In general it is possible to state that modern geography is a complex system of closely related studies, which consists of the complexes of physical (natural) and social (public) geography's branches. Changes itself carry a lot of problems, the essential one is relating the policy of common education to the changes of geographical training. Geography as a subject is very integral. Itself it contains the content of a number of sciences. Its division into a public and one of nature indicates the multiplicity of the subject. That is why the concept of geographical education and evaluation becomes problematic and requires separate studies. A broader understanding about the geographical education submits the national study of pupils' achievements (VI – X forms) held in year 2004 and 2006. These are actually one of the most serious studies, which partially reflect the spread of geographical training and the levels of achievement. However, there is still noticeably small contribution towards development of geographical training at school. This lack suggests that this particular MA Thesis at least partially reveals the concept of geographical education and deepen knowledge about the geographical education of the basic school leavers.
Modern childhood research is more and more positioned towards the child, his/her abilities to perceive himself/herself and the world. In this case, the child becomes the subject of the research who has his/her own "voice". It is characteristic of the research when it is conducted in the interaction of childhood sociology and historical and cultural psychology. In such research, the introduction of the adult filter becomes especially complicated, because they are children, not adults, who represent their own world of childhood. It is attempted to start the research from the analysis of a particular child and his/her situation of being in the present. Thus the child's changed status and his/her new social roles are acknowledged. Researchers think that children have their opinion on all the issues of life: educational, cultural, political, economical ones, etc. Involving children in the research, it is suggested that they need to be interviewed individually and information need to be collected, focusing on the fact that the information might be important not only to children but also to adults. Information also helps the researcher himself/herself better understand the modern world of childhood and the child. Adults are only involved in the research when it is attempted to find out the links by which they are related to children and the role they perform in their life.
Modern childhood research is more and more positioned towards the child, his/her abilities to perceive himself/herself and the world. In this case, the child becomes the subject of the research who has his/her own "voice". It is characteristic of the research when it is conducted in the interaction of childhood sociology and historical and cultural psychology. In such research, the introduction of the adult filter becomes especially complicated, because they are children, not adults, who represent their own world of childhood. It is attempted to start the research from the analysis of a particular child and his/her situation of being in the present. Thus the child's changed status and his/her new social roles are acknowledged. Researchers think that children have their opinion on all the issues of life: educational, cultural, political, economical ones, etc. Involving children in the research, it is suggested that they need to be interviewed individually and information need to be collected, focusing on the fact that the information might be important not only to children but also to adults. Information also helps the researcher himself/herself better understand the modern world of childhood and the child. Adults are only involved in the research when it is attempted to find out the links by which they are related to children and the role they perform in their life.
Plutarch's works often serve as a starting point for feminist criticism – the writer is called both a feminist who surpassed his times and a spokesperson for the traditional patriarchal society who sees women as passive and inferior to men. Others are certain that Plutarch hates women and atributes all possible character flaws to them. According to some, Plutarch despises educated women, yet others, contrarily, state that he enjoyed the company of educated women no less than that of educated men. Such a vast range of different expert opinions may be due to Plutarch's vast literary legacy as well as the peculiarity of his way of thinking and his "generic sensibility": the tendency to change his approach in consideration of different generic demands. Nevertheless, it is impossible to disagree that Plutarch did write the lives of men, and not of women. However, in the remaining Lives of famous Greeks and Romans, we meet plenty of women whose acts and moral principles may serve as examples not only for women, but also for men. The aim of this article is to demonstrate that Plutarch, despite of sometimes relying on stereotypes, regards women according to the same ethical principles as he applies to men. Plutarch depicts women not as passive and submissive, but as autonomous and mature characters who are active not only in their private world, but in the political world too. They overstep the traditional social boundaries of the stereotype "feminine matrix." He accentuates two of women's social roles that, according to his judgement, are of the greatest importance: motherhood and partnership. In Plutarch's narrative, women are associated with love – the selfless motherly love, or marital love based on the community of thoughts and feelings. Plutarch draws attention not to the physical beauty of women, which is traditionally related to feminine sexuality in masculine psychology, but to the integrity of their characters. Love between a husband and wife, based not only on eros, but on devotion and friendship, is the primary representation of erotic love in his Lives.
Plutarch's works often serve as a starting point for feminist criticism – the writer is called both a feminist who surpassed his times and a spokesperson for the traditional patriarchal society who sees women as passive and inferior to men. Others are certain that Plutarch hates women and atributes all possible character flaws to them. According to some, Plutarch despises educated women, yet others, contrarily, state that he enjoyed the company of educated women no less than that of educated men. Such a vast range of different expert opinions may be due to Plutarch's vast literary legacy as well as the peculiarity of his way of thinking and his "generic sensibility": the tendency to change his approach in consideration of different generic demands. Nevertheless, it is impossible to disagree that Plutarch did write the lives of men, and not of women. However, in the remaining Lives of famous Greeks and Romans, we meet plenty of women whose acts and moral principles may serve as examples not only for women, but also for men. The aim of this article is to demonstrate that Plutarch, despite of sometimes relying on stereotypes, regards women according to the same ethical principles as he applies to men. Plutarch depicts women not as passive and submissive, but as autonomous and mature characters who are active not only in their private world, but in the political world too. They overstep the traditional social boundaries of the stereotype "feminine matrix." He accentuates two of women's social roles that, according to his judgement, are of the greatest importance: motherhood and partnership. In Plutarch's narrative, women are associated with love – the selfless motherly love, or marital love based on the community of thoughts and feelings. Plutarch draws attention not to the physical beauty of women, which is traditionally related to feminine sexuality in masculine psychology, but to the integrity of their characters. Love between a husband and wife, based not only on eros, but on devotion and friendship, is the primary representation of erotic love in his Lives.
Plutarch's works often serve as a starting point for feminist criticism – the writer is called both a feminist who surpassed his times and a spokesperson for the traditional patriarchal society who sees women as passive and inferior to men. Others are certain that Plutarch hates women and atributes all possible character flaws to them. According to some, Plutarch despises educated women, yet others, contrarily, state that he enjoyed the company of educated women no less than that of educated men. Such a vast range of different expert opinions may be due to Plutarch's vast literary legacy as well as the peculiarity of his way of thinking and his "generic sensibility": the tendency to change his approach in consideration of different generic demands. Nevertheless, it is impossible to disagree that Plutarch did write the lives of men, and not of women. However, in the remaining Lives of famous Greeks and Romans, we meet plenty of women whose acts and moral principles may serve as examples not only for women, but also for men. The aim of this article is to demonstrate that Plutarch, despite of sometimes relying on stereotypes, regards women according to the same ethical principles as he applies to men. Plutarch depicts women not as passive and submissive, but as autonomous and mature characters who are active not only in their private world, but in the political world too. They overstep the traditional social boundaries of the stereotype "feminine matrix." He accentuates two of women's social roles that, according to his judgement, are of the greatest importance: motherhood and partnership. In Plutarch's narrative, women are associated with love – the selfless motherly love, or marital love based on the community of thoughts and feelings. Plutarch draws attention not to the physical beauty of women, which is traditionally related to feminine sexuality in masculine psychology, but to the integrity of their characters. Love between a husband and wife, based not only on eros, but on devotion and friendship, is the primary representation of erotic love in his Lives.
People with disabilities, people with special needs in our society have the same rights as other members of the public. People with disabilities must have the same education, work, leisure, participation in the social life, political and community options. Art therapy is interpreted differently in different countries and in different scientific literature. Art therapy can be appreciated as one of the integration dimension of the disable people into the society. Art is emerging as the most perfect language for all people to communicate, especially while verbal communication is difficult or impossible. Art therapy is applied recently in Lithuania. Art therapy is an effective and useful. But there is problems how to apply it, how to organize the work, what programs and methodological materials you can use in work, how to evaluate the effectiveness, who is suitable professionals for this job, how to adapt art therapy to the general curriculum? Master's paper objective is to analyze and evaluate the art education process peculiarity in the special needs schools. To implement the objective the following tasks were raised: to analyze the general methodological recommendatory documents of the primary and general education programs; to disclose the peculiarity of organizing art education in special needs schools; evaluate the peculiarity of organizing art education in special needs schools and to do the to do the questionnaire research. The object of the research is art education elements for schoolchildren with special educational needs. In the research was participating administrative staff of Lithuanian special needs schools. However, the ongoing development of art education is too slow. We have not enough professional art education teachers that could use high-quality art therapy and psychology techniques. Still are visible lack of information and resources for learning.
People with disabilities, people with special needs in our society have the same rights as other members of the public. People with disabilities must have the same education, work, leisure, participation in the social life, political and community options. Art therapy is interpreted differently in different countries and in different scientific literature. Art therapy can be appreciated as one of the integration dimension of the disable people into the society. Art is emerging as the most perfect language for all people to communicate, especially while verbal communication is difficult or impossible. Art therapy is applied recently in Lithuania. Art therapy is an effective and useful. But there is problems how to apply it, how to organize the work, what programs and methodological materials you can use in work, how to evaluate the effectiveness, who is suitable professionals for this job, how to adapt art therapy to the general curriculum? Master's paper objective is to analyze and evaluate the art education process peculiarity in the special needs schools. To implement the objective the following tasks were raised: to analyze the general methodological recommendatory documents of the primary and general education programs; to disclose the peculiarity of organizing art education in special needs schools; evaluate the peculiarity of organizing art education in special needs schools and to do the to do the questionnaire research. The object of the research is art education elements for schoolchildren with special educational needs. In the research was participating administrative staff of Lithuanian special needs schools. However, the ongoing development of art education is too slow. We have not enough professional art education teachers that could use high-quality art therapy and psychology techniques. Still are visible lack of information and resources for learning.
For two decades, Lithuania is on the way a democratic state, in keeping with the global information space, involvement in the processes of globalization. It promises greater economic, political, socio-cultural and even moral norms and rules, unification, the transition to a new, comprehensive system of values. Professor J. Vaitkevicius (1995) claimed that Lithuanian revival is directly linked to the school and the teacher's renaissance. Values change pasulyje play a major role in the cycle of art subjects, including dance. Pupils' willingness to learn dance strongly influenced by the personality of the teacher - learner psychological characteristics, the subject of dance knowledge and ability to creatively use a variety of teaching methods that encourage students to act. Dance dance teacher's role in student motivation for learning is one of the most important. Teacher's responsibility - not only impart knowledge, to develop capacity and skills, but also to create an environment that promotes intellectual and emotional expression of students. This creative environment depends on the creation of dance teacher's personality, dance teacher teaching abilities, professional competence and communication with students. In other words, the same dance teacher's personality can be seen as a dance student learning motivation factor. It is difficult to separate the personality from the profession, particularly in the areas of fuel requires constant interaction with other people. The persipynimas obvious case of a teacher. In order to reveal pinavertės and mature personality traits can be based on psychological literature. Psychology, understanding the structure of a single personality nėra.Todėl to reveal the most important personality characteristics, it is to answer three questions: what the personality and where it is, what it can, what it is (Butkienė A. Kepalaitė 1996). Based on these issues suggests that the psychological structure of personality can be divided into the following: the orientation of the intentions, needs, interests, value attitudes, worldview and beliefs, temperament, character, ability, emotion and will. (Butkienė, Kepalaitė, 1996 ) Educational theory and educational practice is important not only for personal research but nothing is more important, and reason in principle and Diversity awareness and knowledge. However, the reasons are not static: they occur, evolve, and, depending on the situation, may enhance or weaken. Some reasons - short-term, others long-term stimulation of human activity. Grounds of origin and dynamics of matter is very important teachers who care about learning effectiveness and motivation of its determinants. Psychology and Educational Sciences reasons dynamics of recognition is very important paving the way for search performance. Reasons creates a single mindedness to learn, and the target depends on what the specific learning factors. The reasons are varied in its depth, the level of aggregation: one which derives from the needs of other interests, the fear of life of goodwill. The authors stress that the reasons arising from the needs of very effective, because the needs of expressing the necessary, vital body and the spiritual life of the contacts with external conditions, which can overcome the shortcomings. The value of the various motives vary: some considerations to keep learning more, others less, one must be more motivated reasoning powers of the younger school age, the other - the older. Learning is enhanced by all types of reasons for the development of social, moral and personal activity of working. For the same reasons of diversity is recognized, it is impossible to create a single, universal theory of motivation, which could explain both animal and human behavior, the reasoning problems of different approaches and different interpretations of the theory. They can be divided conditionally into certain groups: 1st theory of human behavior in reaction to highlight some of the pressure. 2nd theory, which recognizes that human behavior is determined not only the external or internal pressure. 3rd theory explaining human behavior in the inner disposition It can be argued that all discussed various aspects of the theory helps explain individual's behavior and can help teachers, as well as dance teachers seeking to stimulate students' learning motivation. Adapted for the practice of each of these theories can improve educational reality. Reasoning creates a general disposition to learn, but depends on the objectives, what is the specific learning activities.
For two decades, Lithuania is on the way a democratic state, in keeping with the global information space, involvement in the processes of globalization. It promises greater economic, political, socio-cultural and even moral norms and rules, unification, the transition to a new, comprehensive system of values. Professor J. Vaitkevicius (1995) claimed that Lithuanian revival is directly linked to the school and the teacher's renaissance. Values change pasulyje play a major role in the cycle of art subjects, including dance. Pupils' willingness to learn dance strongly influenced by the personality of the teacher - learner psychological characteristics, the subject of dance knowledge and ability to creatively use a variety of teaching methods that encourage students to act. Dance dance teacher's role in student motivation for learning is one of the most important. Teacher's responsibility - not only impart knowledge, to develop capacity and skills, but also to create an environment that promotes intellectual and emotional expression of students. This creative environment depends on the creation of dance teacher's personality, dance teacher teaching abilities, professional competence and communication with students. In other words, the same dance teacher's personality can be seen as a dance student learning motivation factor. It is difficult to separate the personality from the profession, particularly in the areas of fuel requires constant interaction with other people. The persipynimas obvious case of a teacher. In order to reveal pinavertės and mature personality traits can be based on psychological literature. Psychology, understanding the structure of a single personality nėra.Todėl to reveal the most important personality characteristics, it is to answer three questions: what the personality and where it is, what it can, what it is (Butkienė A. Kepalaitė 1996). Based on these issues suggests that the psychological structure of personality can be divided into the following: the orientation of the intentions, needs, interests, value attitudes, worldview and beliefs, temperament, character, ability, emotion and will. (Butkienė, Kepalaitė, 1996 ) Educational theory and educational practice is important not only for personal research but nothing is more important, and reason in principle and Diversity awareness and knowledge. However, the reasons are not static: they occur, evolve, and, depending on the situation, may enhance or weaken. Some reasons - short-term, others long-term stimulation of human activity. Grounds of origin and dynamics of matter is very important teachers who care about learning effectiveness and motivation of its determinants. Psychology and Educational Sciences reasons dynamics of recognition is very important paving the way for search performance. Reasons creates a single mindedness to learn, and the target depends on what the specific learning factors. The reasons are varied in its depth, the level of aggregation: one which derives from the needs of other interests, the fear of life of goodwill. The authors stress that the reasons arising from the needs of very effective, because the needs of expressing the necessary, vital body and the spiritual life of the contacts with external conditions, which can overcome the shortcomings. The value of the various motives vary: some considerations to keep learning more, others less, one must be more motivated reasoning powers of the younger school age, the other - the older. Learning is enhanced by all types of reasons for the development of social, moral and personal activity of working. For the same reasons of diversity is recognized, it is impossible to create a single, universal theory of motivation, which could explain both animal and human behavior, the reasoning problems of different approaches and different interpretations of the theory. They can be divided conditionally into certain groups: 1st theory of human behavior in reaction to highlight some of the pressure. 2nd theory, which recognizes that human behavior is determined not only the external or internal pressure. 3rd theory explaining human behavior in the inner disposition It can be argued that all discussed various aspects of the theory helps explain individual's behavior and can help teachers, as well as dance teachers seeking to stimulate students' learning motivation. Adapted for the practice of each of these theories can improve educational reality. Reasoning creates a general disposition to learn, but depends on the objectives, what is the specific learning activities.
30 years after the Independence and 96 % of Lithuanian people in the five major cities are living in apartment-buildings, while more than 60 % of all Lithuanian population overall are residing in houses built during Modernist planning period. "Airy visions of towers rising out of vast expanses of grass and greenery" borrowed from Le Corbusier theory, proved to be flawed due to a lack of humanity (over-scaled, unidentifiable urban elements, ignorance to natural human life-cycle, psychology and social needs) and fragmented urban structure (segregation of different functions and physical separation of urban elements, such as neighbourhoods and districts), by everyday usage of Modernist urban neighbourhoods. Fast, but low-quality constructions of Soviet period, accompanied with a lack of sophistication and consciousness in later urban planning, and overall national politics of a young independent country after the fall of Soviet Union, stopped Modernist urban neighbourhoods from further development. Urban developers and citizens preferred downtowns or even suburbs, while neglecting these vast middle zones. This master thesis analyses possibilities of urban developments in these neighbourhoods that would ensure attractiveness of these urban element to nowadays citizens and that would impact them with long-term self-evolution. New Urbanism evolved as a direct contraposition to Modernist urban planning, appreciating traditional urban living style and suggesting essential principles of urban development oriented to a human. Urban networks, on the other hand, recognize city as a multi-layered system of social, cultural and economic facets, intertwined together in a physical space. These two concepts together are able to convey a fundamental ideological perception, systematisation and complexity for spatial urban solutions, thus, are chosen as leading theories for problem solving. This thesis consists of three main parts: the theoretical and the empirical researches, and the experimental design project. The theoretical part analyses problems of Modernist planning, tries to deconstruct the city to its primal elements and looks for urban design tools in literature and relevant cases, finishing the research with the hypothetical model of a liveable urban neighbourhood. The empirical part takes advantage from Sociotope mapping and various Space syntax methods, while looking for the answers, what are the values and flaws of the particular urban places, and why some of these places are liked, while other are forgotten by the residing people. The empirical research is concluded with the conceptual model of the revitalisation of Modernist urban neighbourhoods. The experimental project suggests the design strategy and tools for reaching the objective of the thesis, and presents their practical application in the urban fabric. Finally, the project is validated by application of the patterns by Ch. Alexander et al. that were selected in the theoretical research as the practical tools, ensuring the vitality of an urban neighbourhood, and by repeatedly modelled Space syntax analyses for pedestrian movement in the re-developed urban area. Both of these approaches of the evaluation confirm that that the project is successful, as the re-developed area of the Modernist urban neighbourhood gains the complexity of overlaid urban networks and becomes a well-reachable place of pedestrian attraction.
