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Preface/Pratarme.

Education is directed towards the training of an individual in certain social environment, as a hero of which he (she) has been educated. On the one side, an individual has been formed as a part of his (her) spiritual environment. On the other side, he (she) tries to excel it by becoming a factor of its forming. Education balances on this border, between different sides of which the communication of the individual psyche and social one occurs. Psychotherapy deals with psyche's cure, which is inseparable from the finding of the individual place in his (her) spiritual environment. Psychotherapy is a life art while an individual has been educated as the creative agent of his (her) spiritual environment. Phenomenological point of view presupposes the creative interaction between an individual and his (her) environment while the phenomena emerge as the factors of life creation.

This issue of Santalka is devoted to the interaction between education, psychotherapy and phenomenology. We hope that this crossfire of the different scientific weaponry will educate the new insights for the training of interdisciplinary discourse. Every interdisciplinary discourse is to be also educated as spiritual environment of the individuals where the communication of the twofold psyche occurs. Herewith it is a place of individual disease while he (she) is disabled to change his (her) environment, as well of social malaise while a creative individual disturbs the spiritual communication. This place needs education, cure and life art.

The authors analyse the existential aspects of education (D. Ginev, T. Kacerauskas) and cognition during learning (K. Meyer-Drawe) while they interpret the space of teaching and learning (D. Ginev) from phenomenological point of view (K. Meyer-Drawe) as well from life art's view (T. Kacerauskas) in the first rubric (Teaching and Learning: the Existential-phenomenological Approach). The second rubric (Education from Phenomenological Point of View) deals with the idea of return to the things while didactics has been treated as a performative game (A. Kraus), as well with phenomenological criticism by deconstructing the concept of self-esteem in the education (E. Schwarz). Finally, the authors treat psychotherapy both as the mutual education (N. Bychkova; Y. Larionova) and as phenomenological practice (Ch. Nilsson) while they search for the therapeutic potential of phenomenology (W. Plotka) in the third rubric (Psychotherapy and Therapeutic Aspects of Phenomenology).

Ugdymas nukreiptas i individo lavinima tam tikroje visuomenineje aplinkoje, kurios herojumi jis ugdomas. Viena, individas formuojamas kaip savo dvasines aplinkos dalis. Kita, jis siekia ja pranokti, taip tapdamas jos formavimo veiksniu. Ugdymas balansuoja ties sia riba, abipus kurios vyksta individualaus ir visuomeninio psyche komunikacija. Psichoterapija susiduria su psyche gydymu, kuris neatsiejamas nuo individo vietos suradimo jo dvasineje aplinkoje. Psichoterapija--gyvenimo menas, individa ugdant kaip savo aplinkos kurybinj agenta. Fenomenologinis poziuris suponuoja kurybine individo ir jo aplinkos saveika, fenomenams iskylant kaip gyvenimo kurybos veiksniams.

Sis Santalkos numeris skirtas ugdymo, psichoterapijos ir fenomenologijos saveikai. Tiketina, kad si kryzmine skirtingos mokslines ginkluotes ugnis isugdys naujas jzvalgas, kurios pasitarnaus lavinant tarpdalykinj diskursa. Bet koks tarpdalykinis diskursas taip pat ugdytinas kaip dvasine individu aplinka, kurioje vyksta dvejopu psyche komunikacija. Kartu tai--individo ligos, jam nejgalint pakeisti savo aplinkos ir visuomenes negalavimo, kurybingam individui sutrikdzius dvasine komunikacija, taip pat vieta, reikalinga ugdymo, gydymo ir gyvenimo meno.

Pirmojoje rubrikoje (Mokymas ir mokymasis: egzistencine-fenomenologine prieiga) autoriai nagrineja egzistencinius ugdymo aspektus (D. Ginev, T. Kacerauskas) bei pazinima mokantis (K. Meyer-Drawe), j mokymo ir mokymosi erdve (D. Ginev) zvelgdami is fenomenologines (K. Meyer-Drawe) bei gyvenimo meno (T. Kacerauskas) perspektyvos. Antrojoje rubrikoje (Ugdymas fenomenologiniu poziuriu) pasitelkiama sugrjzimo prie dassktvu ideja, didaktika traktuojant kaip performatyvvu zaidima (A. Kraus), taip pat fenomenologine kritika, dekonstruojant ugdymo srityje savigarbos savoka (E. Schwarz). Treciojoje rubrikoje (Psichoterapija ir fenomenologijos terapiniai aspektai) autoriai psichoterapija traktuoja tiek kaip abipusj ugdyma (N. Bychkova; Y. Larionova), tiek kaip fenomenologijoje praktika (Ch. Nilsson), o fenomenologijoje iesko terapijos uzuomazgu (W. Plotka).
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Title Annotation:education and interdisciplinary approach
Author:Kacerauskas, Tomas
Publication:Coactivity
Geographic Code:4EXLT
Date:Sep 1, 2010
Words:624
Previous Article:Naujoviskas poziuris i profesines kalbos mokyma.
Next Article:On knowledge of learning. A phenomenological sketch/Zur erfahrung des lernens. eine phanomenologische skizze/Apie pazinima mokantis. Fenomenologiniai...
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