Žmogaus, visuomenės gyvenimas yra ne būtis, o procesas, nuolat kintantis, besirutuliojantis, nepastovus. Tad spręsti kultūros, asmenybės raidos problemas tegalima žmonijos istorijos proceso raidoje. ...Istorinis požiūris įgalina atskleisti žmogaus vaidmenį visuomenės gyvenime ir paties žmogaus, jo asmenybės raidą. Kartu geriau atsiskleidžia ir įvairių teorijų apie žmogų, jo prigimtį, jo ryšius su visuomene ir kt. pagrįstumas, taip pat dabartinių problemų, susijusių su žmogaus, visuomenės raida, sprendimų keliai ir būdai. Straipsnyje analizuojama požiūris į žmogų ir jo santykį su visuomene ir kultūra Antikos, Viduramžių, Renesanso epochose, pristatomos pagrindinės šių epochų pedagoginės idėjos. Pažymint, kad žmogaus, jo esmės supratimą gamtos ir kultūros fone naujai nušvietė I. Kantas, G.W. F. Hėgelis, L. Feurbachas, daugiau dėmesio skiriama šių vokiečių klasikinės filosofijos atstovų minties analizei. Taip pat pateikiamos pagrindinės intuityviosios filosofijos (A. Bergsonas ir kt.), fenomenologinės filosofijos (E. Husserlis ir kt.), psichoanalizės (E. Frommas ir kt.), pragmatinės filosofijos (W. James, J. Dewey), marksistinės filosofijos įžvalgos.
While changes in global realities require transformations in institutions, educational policy-making and in cultural contexts, another essential transformation rests upon preservice teachers as they ...prepare to enter the profession. One of the great challenges that lies in teacher education is in counteracting the effect of thirteen years of experiences in classrooms (what Dan Lortie calls the “apprenticeship of observation”) if we want teachers not to teach the way they were taught. Earlier literature focuses on teacher socialization – the process by which an individual becomes a participating member of the teacher community (Lortie 1975; Danziger 1971; Schempp & Graber 1992), which is often a contest between societal expectations and individual inclinations of preservice teachers. Later research focuses on teachers’ professional identity formation and the identification and presentation of professional identity characteristics (Beijaard, Meijer & Verloop 2004; Lasky 2005; Flores & Day 2006), focusing on how teachers define themselves to themselves and others. Teacher identity is constructed through experiences that affirm what it means to teach. If done mindfully, this is a difficult, intricate process that takes considerable time and effort. Many researchers point to the mismatch between graduating students’ perceptions of themselves in teaching and the “praxis shock” (Harlow & Cobb 2014) that occurs when they enter the profession. In this theoretical review of literature, implications from multinational examples will be explored to inform the reform efforts in Lithuanian teacher education.
The aim of the study was to analyses the characteristics of employees who become mentors, and to discover how these characteristics are related to new employee socialization. 180 newly recruited ...employees (56 had mentors and 124 had no mentors), having their trial period in an organization and 56 mentors took part in the study. In order to analyse the aspects of socialization, new employees had to fill the questionnaires evaluating: 1) the amount of different information (Morrison, 1995); 2) job-related state anxiety (Spielberger et al., 1983); 3) the feeling of insider (old-timer); 4) perceived professional competency; 5) attitudes towards the job and towards the organization. Mentors had to fill in questionnaires which measure: 1) professional, social, and andragogical competencies; 2) organizational commitment (O’Reilly, Chatman, 1986); 3) job satisfaction; 4) work motivation; 5) motives of mentoring and experience. The results show that workers who become mentors of new employees are motivated and satisfied Įteikta 2014 06 26 Priimta 2014 07 27 MENTORING AND NEW EMPLOYEE SOCIALIZATION: IS IT TIME TO THINK ABOUT MENTOR SELECTION? Irena Žukauskaitė Summary with their job, committed to their organization. They demonstrate a good level of professional and social and the average level of andragogical competencies. The usual motives of becoming mentors are seeking of challenges, wish to learn, altruism, the earlier experience of mentorship (being a mentor or a mentee), and financial benefits. Yet there were some mentors who were assigned to new employees without their compliance. The most important qualities of mentors, helping a new employee to socialize, are their professional and social competencies and mentor’s identification with the organization. Moreover, while comparing socialization results of those employees who had no mentors, who had very competent mentors, and who had mentors with lower competencies, it was assumed that sometimes it is better to have no mentor than to have an incompetent one. These results should be taken into consideration by personnel specialists and executives who assign mentors for new employees, because they prove the importance of mentor selection.
The article actualises the importance of socialisation nurturing a full-fledged personality. Acknowledging the meaning and particularity of socialisation in on¬togenesis, the particular importance of ...primary soci-alisation in the childhood is pointed out. Play stands out as one of the factors that determine socialisation processes in current world. On the basis of the play theories of the 19th and 20th centuries (personality, satisfaction, functional satisfaction, surplus of powers, compensation, transitional objects, exercises or self-education, self-expression, transactional analysis) and data of contemporary researches, play is defined as the main child’s activity: free, personal, interpersonal, creative, therapeutic, special, preparatory, etc.
Having discussed the purpose and meaning of play as expressions of play functions from the holistic point of view, the varied influence of play on child’s socialisation is revealed. Evaluating this effect from the point of view of child’s social self-development, it is stated that through naturally occurring situations during play, a child is exposed to real possibilities to learn to perform various social roles, to try out new model of behaviour and communication that help him/her to better adjust to their peers, to involve into group’s life and to achieve a favourable status. In terms of child’s individuality development a child is able to acquire new abilities, skills, indivual experi¬ence, norms and regulations, to experience joy and pleasures. Generalising, play may lay valuable foun¬dation for development of child’s social and individual personality, which allows for considering play as a significant factor of socialisation in the childhood.
Keywords: socialisation, childhood, play, purpo¬ses, meanings and possibilities.
The article makes an attempt to actualise the contribution of J. Vaitkevičius to establishment of fundamentals of social pedagogy, which are concurrent with development of individual’s spiritual ...culture. Eemploying comparative analysis, the attitudes of J. Vaitkevičius and other authors to the essence and meaning of socialisation in the human ontogenesis are described. Tthe links between socialisation and world outlook are presented as a distinguishing feature of J. Vaitkevičius socialisation concept: world outlook, which consists of worldview and emotional attitude, reveals the level of individual’s socialisation and the quality of separate types of world Outlook directly depends on this level. The article also presents J. Vaitkevičius’ integral system of socialisation factors where family is prioritised and seen as an initial institution of socialisation linking an individual with other institutions such as school and society. The thought presented by J. Vaitkevičius that in the times of general disorientation in values it is urgent to stimulate the three institutions to revive eternal common human and national values and to combine them with modern innovations. The role of an educator, as a subject of socialisation, a representative of intelligentsia, a torch of light, the good, the wise, the beautiful and the true as well as an example for school learners. It is emphasised that school learners’ parents, state and society have to consider educators and to create favourable conditions for their physical, mental and spiritual development.
Relation between loss in the family and child‘s socialization
is stressed in many psychological and educational works Experienced loss is a very difficult
matter for a child, who tries to internalize ...his/her family‘s traditions, values and also to form his/her identity – self I. Self identification in this article
is mostly defined as a specific feature of children (age 7–11). On the one part it is self identification with other people, their groups, and satisfying the need to belong to some of those social groups on the emotional basis. On the other part it is quite a complicated
psychological phenomenon, which helps to take some other person’s characteristics and perceive them as one’s own. The social interactions with others,
especially with family members, is an important
component of children’s identification to whom and also forming their self I. In other words, through membership the self- awareness and social identities are created, and also that reveals the individuality of a child’s interaction with him/herself and with others.It was stated that experienced loss in the family negatively affects self- identification processes: grieving
children have more negative attitudes towards their home and parents, and also they do not feel so good while being at home. Besides, these children have also more negative than positive attitude towards
school and their own status among peers (they have pointed out that nobody misses them when they are not in class, that they have no one to share their sadness or happiness with etc.). All that negatively affects these children’s openness, self-confidence, and self-control. The experienced loss has many negative effects on grieving children’s attitude towards themselves (they tend to think as having no friends at school, that it is difficult for them to find some new friends etc.).
Formation of the new economy in post-industrial society and neoliberal restructurization in labour market transforms the traditional gender division of labour and partly softens the extreme form of ...the division, i.e. segregation, in education, social work, nursing, and care. Social work continues to be treated as a feminized area of professional activity and shows a profound professional segregation into female and male professions. The study on professional identity of male social workers, presented in this article, has revealed that the process of becoming a social worker among males is a sequence of complex decisions and experiences accompanied by critical incidents and changes in their life trajectories. Such a complexity is caused by the ideal norms of hegemonic masculinity that frame the actual social structures and are introduced into the processes of socialization, formal and hidden curriculum and habituation with the aim to form the masculine habitus. The feminine and masculine habitus is formed through a symbolic and practical construction, upbringing, socialization as girls and boys adopt feminine and masculine constructs of thinking and behaviour, which are reinforced in the process of habituation. It establishes and legitimizes normative masculine and feminine biography, normative educational and career trajectories. The empirical research presented in the article has demonstrated that the masculine habitus manifests itself as the striving and attempt of male participants of the research to find their professional identity without crossing the limits of masculine normative identity. Nevertheless, the trajectories of educational experience and life events of the research participants have revealed the choice in favour of a non-traditional occupation as a defeat of the traditional gender division of labour by opposing to “normality” – by undergoing and overcoming the crisis. Professional biographies of male social workers have disclosed the balancing of the males between the normative trajectory of masculine behaviour and striving to find the real “self”. At this point, the biographical narrative of male social workers has revealed itself as a reflexive project which discloses a painful tension between the subjective reality of the inner world, life events and social structures, dominating discourses. The results of the study prompt the further development of research and the creation of a new educational reality, change of the habitus and content of the curriculum in order to create the prerequisites for strengthening the gender roles and detraditionalization of the labour market by adapting to the changes in the labour market that appear in postmodern society and post-industrial economy.
Key words: gender division of labour, vertical and horizontal proffessional segregation, habitus, gender socialization, habituation, biographical method, hegemonic masculinity
Nasilje vsakdanjega življenja Pšeničny, Andreja; Jurančič Šribar, Luna
AS. Andragoška spoznanja,
12/2007, Volume:
13, Issue:
1
Journal Article
Peer reviewed
Open access
Vsako družbeno obdobje povzroča psihosomatska obolenja, ki so posledica sinergije med družbenimi razmerami in posameznikovimi lastnostmi. Zdi se, da je izgorevanje in izgorelost bolezen, ki tako v ...svojih vzrokih kot tudi v svojih simptomih odslikava duh časa, v katerem živimo. Najbolj želene, podpirane in družbeno sprejete osebnostne lastnosti so lahko hkrati tudi posameznikov »program za samouničenje«. Obdobje »tekoče moderne«, kot današnje obdobje imenuje Zygmunt Bauman (2002), nas vse bolj prepušča nam samim. Družbene norme in vrednote seveda niso izginile, vendar se vse bolj spreminjajo, saj si moramo sami razviti svoj vrednostni sistem oziroma zgraditi hierarhijo lastnih vrednot. To se dogaja tudi na področju dela, področju, ki nam je dolga leta nudilo občutek varnosti in pomagalo ustvarjati jasno identiteto. Za današnje obdobje so značilni nestanovitna zaposlitev, individualizacija, spremembe vrednot, nezmožnost posameznikovega vplivanja in nadzora nad širšimi družbenimi spremembami, kar se pri posameznikih odraža v nasilju lastne prisile. Najvidnejša oblika nasilja so manipulacije, s katerimi lahko obvladujemo druge tako, da jih ustrahujemo.
The attention in this article is paid to social changes in terms of global information processes and the influence of these changes on the appearance of some new forms of socialization. The ...transformation period of modern society is in many ways determined by informational processes which are based on modern means of communication and technology. The evolution of these technologies transforms interpersonal communication, it being the vital need and universal value.
Full text
Available for:
IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
PDF
