Arts Education and Practical arts cognition as a Compulsory subject in the undergraduate curriculum

Creativity, individuality, national identity, and the pursuit of freedom are some of our greatest cultural achievements. The cultivation of these values through the arts can be quite effective, and the implementation of these cultural goals should not end at the secondary level, but should continue through the college years. This endeavour is especially relevant in light of contradictory trends between global and local tendencies in cultural development. The disparity between these two forces in the spontaneous development of culture reveals that local culture is at a disadvantage. We are confronted with the problem of how to draw on the accomplishments of current technology without surrendering to globalization at the expense of local cultural traditions and identity. Clearly, a straightjacket mentality will not be fruitful—prevention and constraint will not bring solutions.Peer Reviewe

Artistic Experience as a Construct of Multifaceted Cognitive Sub-Systems

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Nūdienės galvosenos kismą atitinkančios ugdymo paradigmos link

The purpose of the article is to show the problem of today to educate multi-dimensional man with positively oriented way of thinking in the context of tendencies of European cultural development and globalization. Research objectives are: 1) to disclose the weaknesses of some aspects both of Frankfurt school social theory, and globalization in changing traditional cultural elements and ways of thinking. 2) To found the perspectives of the education of understanding multi-dimensional man. 3) To give an educational interpretation of factors of mind changing in pursuance to promote cultural awareness of growing generation.The aim of protected purposeful education is to form integrated multi-dimensional man, disposing such features as cognoscibility and sensibility, creativity and enterprisebility,interpersonal / intercultural communicability and respectability, critical thinking and responsibility, cultural continuity and cultural awareness. Author is convinced that education of understanding multi-dimensional man which could enter both good traditions of cultural continuity and cultural dialog with the past is able to up-to-date the expression of human spiritual world as well as is possible to increase the sense of responsibility.Šio straipsnio tikslas yra parodyti abejotinus Vakarų krikščioniškosios kultūros raidos padarinius, atskleisti į globalumą orientuoto ugdymo kai kuriuos aspektus, apsvarstyti mokytojų rengimo globalinei visuomenei ypatumus. Plėtojama daugiamačio, išmanaus žmogaus, atitinkančio XXI a. gyvenimo ir mąstymo principus, perspektyva, aptariamas veiksnių, galinčių keisti galvoseną, naudojimas įasmeninant augančiosios kartos kultūrinį sąmoningumą

Kinetics of the Binding Process of Furan Moulding Sands, Under Conditions of Forced Air Flow, Monitored by the Ultrasonic Technique

The paper presents the results of research on the kinetics of the binding process of self-hardening moulding sands with an organic binder under conditions of forced air flow at various pressure values. Three moulding sands made using urea-furfuryl resin Furanol FR75A technology were studied. The moulding sands were prepared on a base of quartz sand with an average grain size of dL = 0.25, 0.29 and and 0.37 mm , with permeability values of 306 , 391 and and 476 m 2/10 8Pa ∙ s (for ρ0 = 1.60 , 1.60 and and 1.61 g/cm 3, respectively). The research was conducted for a resin content of 1% with a constant proportion of hardener to resin, which was equal to 50%. Samples of the tested moulding sands were blown with air at pressures of 0.1, 0.2, 0.4, 0.6, 0.8, and 1.0 bar. The kinetics of the hardening process was monitored using ultrasound technology, according to a previously developed methodology [1]. The research was carried out on an ultrasound testing station equipped with a temperature chamber and an airflow reducer. The tests were conducted at a temperature of 20°C, and of the air flow pressure on the changes in ultrasonic wave velocity in the hardening mouldins sand as a function of time, the kinetics of the hardening process, and the degree of moulding sand hardening were determined. Additionally, the influence of the moulding sand permeability on the course of the hardening process at a constant air flow pressure was determined

Meninio ugdymo paradigmos modernizavimas istorinio tęsiamumo principu

The purpose of the article is to show how the principle of historical continuity could be realized in order to make educational process more integral and purposeful. Research reveals relevance of historical continuity to the valuable forms of human’s spiritual activity. Main ideas which are developed in the article are based on the principles of the cultural policy elaborated by M. Lukšiene. The author of the article established a goal to evaluate art as a means to educate the sense and/or understanding of historical continuity, by the same token elevating perception of artworks to the metacognitive level and enlarging the field of historical and cultural contexts. Material of the investigation is laid by invoking the philosophical analysis of socio- and psychocultural phenomena and their impact on modernization of arts education. The role of the historical continuity and cultural awareness have activated during the last decades after the method of interpretation had intensified in valuable forms of human spiritual activity (moral, politics, aesthetics). So after such qualities of the works of art as depiction and/or craftsmanship had depreciated, the interpretation of the works of art and even the evaluation of interpretations sets in more and more robustly. In the presents of such or other contradictions the reform of European education has rippled by various different waves. As a result, the competence of democratic culture which enables the values, including artistic values, of democratic culture to implant to the attitudes of learners becomes the most essential orientation for teacher education. Development of democratic culture in EU defies such aspects of activity as knowledge and understanding of human rights, democratic participation and especially the development of competence for engaging in a meaningful and open - minded intercultural dialogue. Author is convinced that in order to realize and promote these ideas they should be accompanied by the development of the competence of dialogue with the past. Development of the competences of historical continuity and cultural context is increasing by mastering the ideas of great thinkers on education, including arts education, and helps to impersonate one of the most important domains of cultural heritage – educational potential of culture. In other words, historical continuity and cultural context are such core principles and values which can enable the development of the competence of full-rate intercultural dialogue. In case of arts education, when the paradigm of artistic thinking is rapidly changing, it is evident that an integrated history of artistic education should be developed. The main role of such academic course is not only to reveal cultural peculiarities of different countries but also to show the reasons of unequal educational power of different arts in different epochs. The role of historical continuity and cultural context is growing according to the development of digital technologies which are changing social conditions and possibilities of traditional artistic functions. Just the history of art and ideas of artistic education could balance both historical continuity of social artistic functions and involve learners into dialogue with the past.Šio straipsnio tikslas – atskleisti, kaip tikslingiau gali būti įgyvendinamas istorinio tęsiamumo principas, kuris ugdomąjį darbą daro vientisesnį ir įprasmina didesniu kultūriniu sąmoningumu. Plėtojamas požiūris į meną, kaip į priemonę, formuojančią istorinio tęsiamumo jausmą ir sampratą. Meno kūrinių suvokimą keliant į istorinį ir kultūrinį kontekstą, švietimo turinys sustiprinamas dialogo su praeitimi kompetencijos ugdymu

CHALLENGES OF CLIMATE CHANGES AND DIGITAL TECHNOLOGIES DEVELOPMENT TO ART SUBJECT TEACHERS

The purpose of this article is to evaluate the impact of both climatechange and digital aesthetics on art subject teachers and to discuss theprospects of curriculum. The article provides the reflection of humandependence on the effects of climate change as well as drastic development ofmusical technologies which are understood as a meansof consolidating creative pedagogy. Theoretical considerations areillustrated by the results of empirical research, on the one hand, invalue-based attitudes of primary school teachers, students of 9-12thclasses to climate change and, on the other hand, case studies of digital musicteaching in schools as well as the digital divide problem which still presentsamong Lithuanian teachers. Case study of secondaryschool has demonstrated that the teacher can learn from their students ifthey work in synergy; great results can be achieved when teachers work inpartnership with the students. The impact of human activity on climatechange seems more ominous for both the teachers and the students comparing itto other forms of threats. The creatively orientedcurriculum appears to meet the needs of 21st century learners,offering opportunities for multitasking, problem solving, trial and errorlearning, logical thinking, and peer to peer learning. KEYWORDS: climate change, education, art subject teachers, digital music curriculum, creative education