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In this article some important aspects of Heidegger's philosophy of technology is addressed. It is argued against Don Ihde's observation that Heidegger's philosophy of technology mostly concerns the large scale technological phenomena of industrial revolution – actually in Heidegger's oeuvre we can find reflection on such micro-scale post-industrial technologies as cybernetics, biotechnologies etc. The critique of the essentialism of Heideggerian philosophy of technology by such authors as Andrew Feenberg, Don Ihde and Peter-Paul Verbeek is presented. It is suggested that earlier Heidegger's concept of the essence of technology as "machination" (Machenschaft) is less susceptible to such criticism: whether technologies are exploitative and turning nature into "standing reserve", or whether they are ecological and nature-friendly, whether they are understood as autonomous force, or democratically controlled process – it could be said that through contemporary technologies reality is increasingly turned into artifice and entities are revealed as makeable and producible.

In this article some important aspects of Heidegger's philosophy of technology is addressed. It is argued against Don Ihde's observation that Heidegger's philosophy of technology mostly concerns the large scale technological phenomena of industrial revolution – actually in Heidegger's oeuvre we can find reflection on such micro-scale post-industrial technologies as cybernetics, biotechnologies etc. The critique of the essentialism of Heideggerian philosophy of technology by such authors as Andrew Feenberg, Don Ihde and Peter-Paul Verbeek is presented. It is suggested that earlier Heidegger's concept of the essence of technology as "machination" (Machenschaft) is less susceptible to such criticism: whether technologies are exploitative and turning nature into "standing reserve", or whether they are ecological and nature-friendly, whether they are understood as autonomous force, or democratically controlled process – it could be said that through contemporary technologies reality is increasingly turned into artifice and entities are revealed as makeable and producible.

The object of the present article is the implementation of collaborative learning during English classes. The aim of the study was to determine the effectiveness of implementing collaborative learning strategies during English classes of second-year cadets at General Jonas Žemaitis Military Academy of Lithuania in 2017-2018. The results of the research demonstrate that the greater majority of the cadets successfully achieved level 2 based on the achievement test. The collaborative learning method was integrated into the learning process in the two, out of five, groups as well as into the course description. It was pivotal to organize the study according to the paradigm of free education which is closely connected to the theory of constructivism. The latter, based on the assumption that knowledge is a construct, accentuates the active involvement of the learner whose learning paradigm should become multifunctional and multifaceted. It is the area of foreign language education that becomes the meeting point of collaborative learning and the constructivist theory. Thus, the study was organized in the way to enable the implementation of the collaborative learning strategies in the form of questions and either written or oral answers, different reading strategies, public speaking, discussion and argumentation as being crucial in writing and speaking; as well as through inducing creativity and critical thinking, communication, information collecting, selecting and systematizing skills. The project method was pointed out as a universal method that both requires self-regulation and responsibility for the results of one's individual assignment and simultaneously diversifies the learning process.

The object of the present article is the implementation of collaborative learning during English classes. The aim of the study was to determine the effectiveness of implementing collaborative learning strategies during English classes of second-year cadets at General Jonas Žemaitis Military Academy of Lithuania in 2017-2018. The results of the research demonstrate that the greater majority of the cadets successfully achieved level 2 based on the achievement test. The collaborative learning method was integrated into the learning process in the two, out of five, groups as well as into the course description. It was pivotal to organize the study according to the paradigm of free education which is closely connected to the theory of constructivism. The latter, based on the assumption that knowledge is a construct, accentuates the active involvement of the learner whose learning paradigm should become multifunctional and multifaceted. It is the area of foreign language education that becomes the meeting point of collaborative learning and the constructivist theory. Thus, the study was organized in the way to enable the implementation of the collaborative learning strategies in the form of questions and either written or oral answers, different reading strategies, public speaking, discussion and argumentation as being crucial in writing and speaking; as well as through inducing creativity and critical thinking, communication, information collecting, selecting and systematizing skills. The project method was pointed out as a universal method that both requires self-regulation and responsibility for the results of one's individual assignment and simultaneously diversifies the learning process.

Foreign language competences for the military personnel of Lithuania and NATO are essential in sustaining National Security of the alliance especially by effectively performing their military duties that include not only specific military art but also administrative and managemental. The Military Academy of Lithuania is a unique higher educational institution that prepares specialists in administration, management, and other fields. Therefore, being a cadet of the Academy, he/she acquires all the necessary competences to obtain proficiency in these fields. However, the cadets of the Academy considerably need foreign language competences so that they could actively, successfully, and professionally conduct their duties not only locally but also participating internationally in various military organizations and missions. Thus, in many cases military's success in multinational operations very often depends on soldiers' ability to communicate and express themselves in English or any other foreign language. In this "global village" it is practically inconceivable to make career without the knowledge of the English or any other foreign language. Thus, the aim of the research is to analyze the role of foreign language competencies acquired at the Lithuanian Military Academy where cadets obtain qualifications and foreign language competences needed for successful career making, National and International security. Therefore, the objective of the research is how theoretically and practically resolve the issue of developing new linguistic competences in foreign languages necessary for MAL cadets through analyses of the results of the questionnaire.

Foreign language competences for the military personnel of Lithuania and NATO are essential in sustaining National Security of the alliance especially by effectively performing their military duties that include not only specific military art but also administrative and managemental. The Military Academy of Lithuania is a unique higher educational institution that prepares specialists in administration, management, and other fields. Therefore, being a cadet of the Academy, he/she acquires all the necessary competences to obtain proficiency in these fields. However, the cadets of the Academy considerably need foreign language competences so that they could actively, successfully, and professionally conduct their duties not only locally but also participating internationally in various military organizations and missions. Thus, in many cases military's success in multinational operations very often depends on soldiers' ability to communicate and express themselves in English or any other foreign language. In this "global village" it is practically inconceivable to make career without the knowledge of the English or any other foreign language. Thus, the aim of the research is to analyze the role of foreign language competencies acquired at the Lithuanian Military Academy where cadets obtain qualifications and foreign language competences needed for successful career making, National and International security. Therefore, the objective of the research is how theoretically and practically resolve the issue of developing new linguistic competences in foreign languages necessary for MAL cadets through analyses of the results of the questionnaire.

The scientific cluster 'Research in Multilingualism and Language Development in a Context of Globalisation' is an interdisciplinary group of linguists, psycholinguists, sociolinguists, and political scientists who share an interest in language and culture studies. Our research focuses on language and culture sciences from a diverse set of perspectives. These include: first language acquisition; typical and atypical language development; developmental psycholinguistics; language and culture studies; language politics. Using sophisticated (psycho-) linguistic and social sciences' methods such as longitudinal observation, experimental studies, corpus linguistics, etc., members of the Cluster seek to learn about the language acquisition, development and change in the multicultural and multilingual settings. Cross-cultural and cross-linguistic studies also should be noted. Our many national and international collaborations with higher educational institutions, schools, trade communities and organizations provide opportunities for our members and students to gain valuable research experience and to share it among researchers and practitioners.

The scientific cluster 'Research in Multilingualism and Language Development in a Context of Globalisation' is an interdisciplinary group of linguists, psycholinguists, sociolinguists, and political scientists who share an interest in language and culture studies. Our research focuses on language and culture sciences from a diverse set of perspectives. These include: first language acquisition; typical and atypical language development; developmental psycholinguistics; language and culture studies; language politics. Using sophisticated (psycho-) linguistic and social sciences' methods such as longitudinal observation, experimental studies, corpus linguistics, etc., members of the Cluster seek to learn about the language acquisition, development and change in the multicultural and multilingual settings. Cross-cultural and cross-linguistic studies also should be noted. Our many national and international collaborations with higher educational institutions, schools, trade communities and organizations provide opportunities for our members and students to gain valuable research experience and to share it among researchers and practitioners.

The scientific cluster 'Research in Multilingualism and Language Development in a Context of Globalisation' is an interdisciplinary group of linguists, psycholinguists, sociolinguists, and political scientists who share an interest in language and culture studies. Our research focuses on language and culture sciences from a diverse set of perspectives. These include: first language acquisition; typical and atypical language development; developmental psycholinguistics; language and culture studies; language politics. Using sophisticated (psycho-) linguistic and social sciences' methods such as longitudinal observation, experimental studies, corpus linguistics, etc., members of the Cluster seek to learn about the language acquisition, development and change in the multicultural and multilingual settings. Cross-cultural and cross-linguistic studies also should be noted. Our many national and international collaborations with higher educational institutions, schools, trade communities and organizations provide opportunities for our members and students to gain valuable research experience and to share it among researchers and practitioners.

This paper discusses the encounter of Enlightenment and Romanticism in John Stuart Mill's philosophy. The majority of authors and Mill's commentators (especially John Gray) tend to look at it as the theory with principles of Enlightenment. The smaller part of commentators (Nicholas Capaldi, Isaiah Berlin) sees in Mill's conception also the principles of Romanticism modifying the traditional interpretation of English philosopher. But in fact this not-dominant approach practically is not analysed – it is limited only with brief notices. Therefore this master work is dedicated to attitude that Mill's philosophy develops both from basic principles of Enlightenment and those of Romanticism. The inconsistency of Mill's thought could be related with conflict of Enlightenment and Romanticism which, according to Alvydas Jokubaitis, could be named as the encounter of naturalism and expressivism. In conformity with this separation we could clearly see that Mill is characterized by naturalistic orientation (mostly in area of science) and expressivist orientation (in examination of person and partly – of society). There are indicated the essential principles of Enlightenment in Mill's philosophy: 1) meliorism (the belief that persons, groups of persons, institutions, science, etc. improve and progresses) which denotes that utilitarian and political theory of this philosopher is pictured as stimulating social, as well as closely related intellectual progress; 2) egalitarianism (the belief that there is no valid hierarchy between persons and groups of persons) which denotes that hierarchy and social, political inequality, the existence of whom means eluding of justice, are rejected; 3) rationalism (the belief that person's mind and logic are the essential origin of knowledge so thought and behaviour have to be grounded on it) which denotes that rational intelligible truth, enabling scientific knowledge and rational political theory, exists; 4) universalism (the belief that there are acceptable ideas, social constructs to everyone without reference to historical, cultural, etc. conditions) which denotes general acceptability of ideals of civilization and representative government. Meanwhile the essential principles of Romanticism in Mill's philosophy are 1) individualism (the belief that persons interests are prior to that of society therefore society is build for the sake of individual) which denotes the delineation of limit from society through cultivation of personal features but also denotes the permanent relation with it through individualized government; 2) expressivism (the belief that artistic creation, feelings and morality are vital means for self-expression and self-creation) which denotes the separation of the truths of science and art which in turn enables the poetisation of the world and aestheticalising as well as emotionalizing of morality; 3) pluralism (the belief that society consists of various individuals with diverse conceptions of the good life) which denotes that there exists the basic diversity of human identities and determined of this condition – the diversity of opinions and attitudes. It can be observed that principles of Enlightenment, as well of Romanticism, are characterized by internal coherence and interconnection in them. Situation changes when principles of mentioned doctrines encounter with each other (as it is in Mill's philosophy). Then it can be clearly seen that, suppose, universalism begin to contradict pluralism, rationalism contradicts expressivism, etc. Probably the only principle, which do not confront, is meliorism referring to Mill's attitude that persons and societies, art and science are improving.

This paper discusses the encounter of Enlightenment and Romanticism in John Stuart Mill's philosophy. The majority of authors and Mill's commentators (especially John Gray) tend to look at it as the theory with principles of Enlightenment. The smaller part of commentators (Nicholas Capaldi, Isaiah Berlin) sees in Mill's conception also the principles of Romanticism modifying the traditional interpretation of English philosopher. But in fact this not-dominant approach practically is not analysed – it is limited only with brief notices. Therefore this master work is dedicated to attitude that Mill's philosophy develops both from basic principles of Enlightenment and those of Romanticism. The inconsistency of Mill's thought could be related with conflict of Enlightenment and Romanticism which, according to Alvydas Jokubaitis, could be named as the encounter of naturalism and expressivism. In conformity with this separation we could clearly see that Mill is characterized by naturalistic orientation (mostly in area of science) and expressivist orientation (in examination of person and partly – of society). There are indicated the essential principles of Enlightenment in Mill's philosophy: 1) meliorism (the belief that persons, groups of persons, institutions, science, etc. improve and progresses) which denotes that utilitarian and political theory of this philosopher is pictured as stimulating social, as well as closely related intellectual progress; 2) egalitarianism (the belief that there is no valid hierarchy between persons and groups of persons) which denotes that hierarchy and social, political inequality, the existence of whom means eluding of justice, are rejected; 3) rationalism (the belief that person's mind and logic are the essential origin of knowledge so thought and behaviour have to be grounded on it) which denotes that rational intelligible truth, enabling scientific knowledge and rational political theory, exists; 4) universalism (the belief that there are acceptable ideas, social constructs to everyone without reference to historical, cultural, etc. conditions) which denotes general acceptability of ideals of civilization and representative government. Meanwhile the essential principles of Romanticism in Mill's philosophy are 1) individualism (the belief that persons interests are prior to that of society therefore society is build for the sake of individual) which denotes the delineation of limit from society through cultivation of personal features but also denotes the permanent relation with it through individualized government; 2) expressivism (the belief that artistic creation, feelings and morality are vital means for self-expression and self-creation) which denotes the separation of the truths of science and art which in turn enables the poetisation of the world and aestheticalising as well as emotionalizing of morality; 3) pluralism (the belief that society consists of various individuals with diverse conceptions of the good life) which denotes that there exists the basic diversity of human identities and determined of this condition – the diversity of opinions and attitudes. It can be observed that principles of Enlightenment, as well of Romanticism, are characterized by internal coherence and interconnection in them. Situation changes when principles of mentioned doctrines encounter with each other (as it is in Mill's philosophy). Then it can be clearly seen that, suppose, universalism begin to contradict pluralism, rationalism contradicts expressivism, etc. Probably the only principle, which do not confront, is meliorism referring to Mill's attitude that persons and societies, art and science are improving.

This paper discusses the encounter of Enlightenment and Romanticism in John Stuart Mill's philosophy. The majority of authors and Mill's commentators (especially John Gray) tend to look at it as the theory with principles of Enlightenment. The smaller part of commentators (Nicholas Capaldi, Isaiah Berlin) sees in Mill's conception also the principles of Romanticism modifying the traditional interpretation of English philosopher. But in fact this not-dominant approach practically is not analysed – it is limited only with brief notices. Therefore this master work is dedicated to attitude that Mill's philosophy develops both from basic principles of Enlightenment and those of Romanticism. The inconsistency of Mill's thought could be related with conflict of Enlightenment and Romanticism which, according to Alvydas Jokubaitis, could be named as the encounter of naturalism and expressivism. In conformity with this separation we could clearly see that Mill is characterized by naturalistic orientation (mostly in area of science) and expressivist orientation (in examination of person and partly – of society). There are indicated the essential principles of Enlightenment in Mill's philosophy: 1) meliorism (the belief that persons, groups of persons, institutions, science, etc. improve and progresses) which denotes that utilitarian and political theory of this philosopher is pictured as stimulating social, as well as closely related intellectual progress; 2) egalitarianism (the belief that there is no valid hierarchy between persons and groups of persons) which denotes that hierarchy and social, political inequality, the existence of whom means eluding of justice, are rejected; 3) rationalism (the belief that person's mind and logic are the essential origin of knowledge so thought and behaviour have to be grounded on it) which denotes that rational intelligible truth, enabling scientific knowledge and rational political theory, exists; 4) universalism (the belief that there are acceptable ideas, social constructs to everyone without reference to historical, cultural, etc. conditions) which denotes general acceptability of ideals of civilization and representative government. Meanwhile the essential principles of Romanticism in Mill's philosophy are 1) individualism (the belief that persons interests are prior to that of society therefore society is build for the sake of individual) which denotes the delineation of limit from society through cultivation of personal features but also denotes the permanent relation with it through individualized government; 2) expressivism (the belief that artistic creation, feelings and morality are vital means for self-expression and self-creation) which denotes the separation of the truths of science and art which in turn enables the poetisation of the world and aestheticalising as well as emotionalizing of morality; 3) pluralism (the belief that society consists of various individuals with diverse conceptions of the good life) which denotes that there exists the basic diversity of human identities and determined of this condition – the diversity of opinions and attitudes. It can be observed that principles of Enlightenment, as well of Romanticism, are characterized by internal coherence and interconnection in them. Situation changes when principles of mentioned doctrines encounter with each other (as it is in Mill's philosophy). Then it can be clearly seen that, suppose, universalism begin to contradict pluralism, rationalism contradicts expressivism, etc. Probably the only principle, which do not confront, is meliorism referring to Mill's attitude that persons and societies, art and science are improving.

This paper discusses the encounter of Enlightenment and Romanticism in John Stuart Mill's philosophy. The majority of authors and Mill's commentators (especially John Gray) tend to look at it as the theory with principles of Enlightenment. The smaller part of commentators (Nicholas Capaldi, Isaiah Berlin) sees in Mill's conception also the principles of Romanticism modifying the traditional interpretation of English philosopher. But in fact this not-dominant approach practically is not analysed – it is limited only with brief notices. Therefore this master work is dedicated to attitude that Mill's philosophy develops both from basic principles of Enlightenment and those of Romanticism. The inconsistency of Mill's thought could be related with conflict of Enlightenment and Romanticism which, according to Alvydas Jokubaitis, could be named as the encounter of naturalism and expressivism. In conformity with this separation we could clearly see that Mill is characterized by naturalistic orientation (mostly in area of science) and expressivist orientation (in examination of person and partly – of society). There are indicated the essential principles of Enlightenment in Mill's philosophy: 1) meliorism (the belief that persons, groups of persons, institutions, science, etc. improve and progresses) which denotes that utilitarian and political theory of this philosopher is pictured as stimulating social, as well as closely related intellectual progress; 2) egalitarianism (the belief that there is no valid hierarchy between persons and groups of persons) which denotes that hierarchy and social, political inequality, the existence of whom means eluding of justice, are rejected; 3) rationalism (the belief that person's mind and logic are the essential origin of knowledge so thought and behaviour have to be grounded on it) which denotes that rational intelligible truth, enabling scientific knowledge and rational political theory, exists; 4) universalism (the belief that there are acceptable ideas, social constructs to everyone without reference to historical, cultural, etc. conditions) which denotes general acceptability of ideals of civilization and representative government. Meanwhile the essential principles of Romanticism in Mill's philosophy are 1) individualism (the belief that persons interests are prior to that of society therefore society is build for the sake of individual) which denotes the delineation of limit from society through cultivation of personal features but also denotes the permanent relation with it through individualized government; 2) expressivism (the belief that artistic creation, feelings and morality are vital means for self-expression and self-creation) which denotes the separation of the truths of science and art which in turn enables the poetisation of the world and aestheticalising as well as emotionalizing of morality; 3) pluralism (the belief that society consists of various individuals with diverse conceptions of the good life) which denotes that there exists the basic diversity of human identities and determined of this condition – the diversity of opinions and attitudes. It can be observed that principles of Enlightenment, as well of Romanticism, are characterized by internal coherence and interconnection in them. Situation changes when principles of mentioned doctrines encounter with each other (as it is in Mill's philosophy). Then it can be clearly seen that, suppose, universalism begin to contradict pluralism, rationalism contradicts expressivism, etc. Probably the only principle, which do not confront, is meliorism referring to Mill's attitude that persons and societies, art and science are improving.

European Union language policy is developed considering a strategy point intended in the Lisbon strategy to turn the most competitive and dynamic economy of knowledge, create better work conditions for a wider social cohesion. Multilingual section of European committee implementing this point, fitted in with the open method of coordination and made ready the plan of acts for 2004-2006: "To prompt language learning and lingistic variety". This sheduled to prompt life-long language learning, improve language teaching quality, create favourable settings for language learning. This atitude of language policy is also recorded in Educational provisions of Lithuania (2003-2012). It is out for every citizen to know 2-3 foreign languages except native language consequently schoolchildren are bound to study two foreign languages. The subject of the second foreign language learning at school is very topical for all Lithuania and Europe. Nevertheless the estimation range of studying marches (at the exploratory level exactly) stays researched imperfectly. It is a new phenomenon in Lithuania. The object of this master thesis is second foreign (Russian) language learning. Schoolchildren were given the questionaires (615 respondents participated). The teachers of the second foreign language were questioned (15 respondents) from 17 schools. Quolitative analysis of the test's results showed that language gains satisfy second foreign (Russian) language demands based on Common Framework and Educational standarts. The evaluation of the schoolchildren's (from the 10th forms) atitude to second foreign (Russian) language learning estimated that a majority of schoolchildren has a high level of motivation. Schoolchildren understand the importance of Russian language learning for their future life. More than 90 percent of all schoolchildren participated in this research reached pre-intermediate, intermediate and upper-intermediate levels. The achievements of schoolchildren are influenced by the nationality of their parents, linguistic tone in the family (what languages are used for communication), and the type of school. The facts of Russian language learning experience evaluation show that more than the third of the interrogated schoolchildren got the 10th form standarts. Exploratories evaluate their learning success adequatelly enough. Connections with results of tests prove that. Teacher's forms analysis was accomplished. It must be emphasized that teachers evaluate their expertises very or quite well. The best developed abilities are to control information, to studt and tune up to new situations. More difficult is leading and enterprising, communication with specialists from other areas, care of quality. The most difficult expertise for teachers is to create projects and enterprise them.

European Union language policy is developed considering a strategy point intended in the Lisbon strategy to turn the most competitive and dynamic economy of knowledge, create better work conditions for a wider social cohesion. Multilingual section of European committee implementing this point, fitted in with the open method of coordination and made ready the plan of acts for 2004-2006: "To prompt language learning and lingistic variety". This sheduled to prompt life-long language learning, improve language teaching quality, create favourable settings for language learning. This atitude of language policy is also recorded in Educational provisions of Lithuania (2003-2012). It is out for every citizen to know 2-3 foreign languages except native language consequently schoolchildren are bound to study two foreign languages. The subject of the second foreign language learning at school is very topical for all Lithuania and Europe. Nevertheless the estimation range of studying marches (at the exploratory level exactly) stays researched imperfectly. It is a new phenomenon in Lithuania. The object of this master thesis is second foreign (Russian) language learning. Schoolchildren were given the questionaires (615 respondents participated). The teachers of the second foreign language were questioned (15 respondents) from 17 schools. Quolitative analysis of the test's results showed that language gains satisfy second foreign (Russian) language demands based on Common Framework and Educational standarts. The evaluation of the schoolchildren's (from the 10th forms) atitude to second foreign (Russian) language learning estimated that a majority of schoolchildren has a high level of motivation. Schoolchildren understand the importance of Russian language learning for their future life. More than 90 percent of all schoolchildren participated in this research reached pre-intermediate, intermediate and upper-intermediate levels. The achievements of schoolchildren are influenced by the nationality of their parents, linguistic tone in the family (what languages are used for communication), and the type of school. The facts of Russian language learning experience evaluation show that more than the third of the interrogated schoolchildren got the 10th form standarts. Exploratories evaluate their learning success adequatelly enough. Connections with results of tests prove that. Teacher's forms analysis was accomplished. It must be emphasized that teachers evaluate their expertises very or quite well. The best developed abilities are to control information, to studt and tune up to new situations. More difficult is leading and enterprising, communication with specialists from other areas, care of quality. The most difficult expertise for teachers is to create projects and enterprise them.