Suggestive egalitarianism has a long history within educational system, i.e. one of the first ideologists would be J. J. Rousseau. Suggestive egalitarianism thesis arises in European democracy thought and becomes a new sphere of social philosophy and epistemology while a child's being different is an educational virtue. In this paper the concept of children's difference equality on the basis of suggestive egalitarianism is revealed. The socio-cultural meanings' interpretations are set as well based on European democratic thought paradigm. The scientific positions contextualizing those interpretations are analyzed. Specifically theses: "children's difference equality", "children's equality", and "children communities' equality". These pedagogic streams and social movements that empower children's equality expression are identified. Educational situations are interpreted as well, especially these were educational relations', "child–adult" socio-cultural meaning is seen. Problematic questions for scientific and practical discussions are formulated.
Suggestive egalitarianism has a long history within educational system, i.e. one of the first ideologists would be J. J. Rousseau. Suggestive egalitarianism thesis arises in European democracy thought and becomes a new sphere of social philosophy and epistemology while a child's being different is an educational virtue. In this paper the concept of children's difference equality on the basis of suggestive egalitarianism is revealed. The socio-cultural meanings' interpretations are set as well based on European democratic thought paradigm. The scientific positions contextualizing those interpretations are analyzed. Specifically theses: "children's difference equality", "children's equality", and "children communities' equality". These pedagogic streams and social movements that empower children's equality expression are identified. Educational situations are interpreted as well, especially these were educational relations', "child–adult" socio-cultural meaning is seen. Problematic questions for scientific and practical discussions are formulated.
The changes in the labour market have stimulated political, scientific and practical discussions about lifelong learning and the demands of a learning society. In such a world knowledge and skills become a product of the highest quality. Individual's ability to rapidly and effectively employ knowledge important for professional activity in a constantly changing environment is becoming a value. In the article applying the principles of the theories of a learning organization and experiential learning an educational institution is perceived and investigated as an organization implementing the strategy of teachers' experiential learning in an organization, where child's high-quality (self-)education becomes an aspiration. Experiential learning in an organization that takes place in the process of teacher's everyday activity is important both for an employee and for an educational institution if it is purposeful, meaningful and useful for both parties. Teachers while learning want to acquire knowledge, test its importance in improving the quality of professional activity and learning, strive to understand the prospect of change and improvement. In the process of experiential learning teachers gain knowledge of three types: professional, methodical and personal. In the field of professional knowledge the most important knowledge is such knowledge that is focused on the improvement of pedagogical activity (psychological, methodical, ecological, ICT, legal literacy, organizational) and on the improvement of the skills of communication and collaboration with learners' parents and colleagues and of involving parents into the educational process). The results of the research reveal that preschool education teachers while learning through experience consider the knowledge focused on a child and the improvement of the contents of education as important because in the process of preschool education a child is the main object, therefore, teachers record knowledge that helps them constantly improve the process of education and strive for the quality of everyday activity. In the teachers' opinion, the least useful is personal knowledge that helps to change personal attitude towards the implementation of innovations in an institution, prioritization in the workplace, ability to appreciate criticism from colleagues, to perceive that before planning to apply new ideas it would be useful to test them himself/herself. The knowledge that reflects the implementation of a child-focused paradigm is especially important for teachers. ; Straipsnyje analizuojama ikimokyklinio ugdymo pedagogų patirtinio mokymosi organizacijoje žinių reikšmingumo problema, pagrindžiama mokymosi organizacijoje esmė, įsitraukimo svarba. Konceptualizuojant šiuos konstruktus parenkamos tyrimo priemonės, o atlikto tyrimo duomenys leido išskirti įsitraukimo į patirtinį mokymąsi organizacijoje ypatybes, nustatyti žinių tipus ir apibūdinti jų reikšmingumą. Tyrimo išvados yra reikšmingos įgalinant pedagogų patirtinio mokymosi procesus organizacijoje.
Postmodernism is changing various areas of existence of nowadays: cognition, culture, politics. It is maintained that the most important peculiarity of postmodern reasoning is settling of competing epistemologies, which show that grand discourses, which used to ensure structural stability and definiteness of reality, have disappeared. Reality is perceived in a fragmented way because it is in a constant change and that is why its understanding is related to unpredictable logic and dynamics of heterogenised processes (Rubavičius, 2010). This causes emergence of human cognition paradox which is inevitably related to the question: Is it worth looking for and outlining essential characteristics of global post-industrial network knowledge or post-humanum? Namely this ideology raised not only the cult of freedom but also the cult of consumerism and for this reason there are more statements that contemporary civilisation that started in the West becomes non-civilised and loses its notional orientation (Grigas, 2007).
Postmodernism is changing various areas of existence of nowadays: cognition, culture, politics. It is maintained that the most important peculiarity of postmodern reasoning is settling of competing epistemologies, which show that grand discourses, which used to ensure structural stability and definiteness of reality, have disappeared. Reality is perceived in a fragmented way because it is in a constant change and that is why its understanding is related to unpredictable logic and dynamics of heterogenised processes (Rubavičius, 2010). This causes emergence of human cognition paradox which is inevitably related to the question: Is it worth looking for and outlining essential characteristics of global post-industrial network knowledge or post-humanum? Namely this ideology raised not only the cult of freedom but also the cult of consumerism and for this reason there are more statements that contemporary civilisation that started in the West becomes non-civilised and loses its notional orientation (Grigas, 2007).
The efficiency of bullying prevention programme "Olweus" (OBPP ) created by Mr D. Olweus, a professor of psychology at Bergen University, is analyzed in the article by referring to experience gained by the school community members during participation in this programme. The aim of the article is to reveal the experience of the school community members, who participate in the "Olweus" bullying prevention programme, in the prevention of bullying actions/ activities. Presenting the results of the research, qualitative research methods (content analysis, semi- standardized interview, discourse analysis) are given, which reveal the analysis of experience of members of communities of the schools participating in this children bullying prevention programme in the context of knowledge, values, and beliefs. The analysis of the research data shows that school community members are replacing the previous preventive culture based on the authoritarian role of an adult (discipline, control) eliminating the discussion with children by the prevention on democratic principles. School community members reveal the gained knowledge and experience as significant in prevention of bullying activities.
The efficiency of bullying prevention programme "Olweus" (OBPP ) created by Mr D. Olweus, a professor of psychology at Bergen University, is analyzed in the article by referring to experience gained by the school community members during participation in this programme. The aim of the article is to reveal the experience of the school community members, who participate in the "Olweus" bullying prevention programme, in the prevention of bullying actions/ activities. Presenting the results of the research, qualitative research methods (content analysis, semi- standardized interview, discourse analysis) are given, which reveal the analysis of experience of members of communities of the schools participating in this children bullying prevention programme in the context of knowledge, values, and beliefs. The analysis of the research data shows that school community members are replacing the previous preventive culture based on the authoritarian role of an adult (discipline, control) eliminating the discussion with children by the prevention on democratic principles. School community members reveal the gained knowledge and experience as significant in prevention of bullying activities.
The researchers of the world increasingly often state that "new children" have come with extraordinary mental, emotional, spiritual and other powers. Meanwhile the researches carried out in Lithuania more and more often convince the society that our children are "the most aggressive", "the most unhappy" in Europe or even in the world. However, often these researches are based not on children's but on the very adults' opinion about them. Therefore, the scientists researching the field of childhood sometimes find it difficult to believe in the given facts because often doubts arise as to both the very culture of the researchers and their philosophy because in the countries where dominating relationships with children are authoritarian the researchers sometimes seek to "correct" or reorganise the children's world and not to cognize it. Therefore, they particularly emphasize not positive but negative facts, phenomena of children's life or behaviour.
The researchers of the world increasingly often state that "new children" have come with extraordinary mental, emotional, spiritual and other powers. Meanwhile the researches carried out in Lithuania more and more often convince the society that our children are "the most aggressive", "the most unhappy" in Europe or even in the world. However, often these researches are based not on children's but on the very adults' opinion about them. Therefore, the scientists researching the field of childhood sometimes find it difficult to believe in the given facts because often doubts arise as to both the very culture of the researchers and their philosophy because in the countries where dominating relationships with children are authoritarian the researchers sometimes seek to "correct" or reorganise the children's world and not to cognize it. Therefore, they particularly emphasize not positive but negative facts, phenomena of children's life or behaviour.
The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.
The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.
