Ugdymo dvasingumo erdvė ir veiksniai mokykloje

LTNagrinėjama ugdymo dvasingumo erdvė remiantis 8-12 klasių mokinių aprašyta dvasingumo ir jo praktinės sklaidos samprata. Tyrimu nustatyta, kad teorinio žinojimo ir praktinės išraiškos raidai įtakos turi mokinių aplinkos veiksniai, ypač šeimos dvasingumas, ir kad vaikinų bei merginų dvasinė branda skiriasi, jų vertinant vartojimo kultūros požiūriu. Remiantis tyrimo visuma konkretinta ugdymo dvasingumo erdvės paskirtis ir galimybės skatinti mokinių dvasinę brandų bei modeliuoti dvasingumo sklaida grindžiamų ugdymų. [Iš leidinio]Reikšminiai žodžiai: Dvasingumo veiksniai; Dvasinės vertybės; Ugdymo dvasingumo erdvė; Ugdytinių dvasinė branda; Factors of spirituality; Maturity; Pupils' spiritual; Pupils' spiritual maturity; Space for education spirituality; Spiritual maturity of pupils; Spiritual values.

ENThe space for education spirituality developed by individuals includes specific cultural phenomena and their implications. The patterns of student behaviour and their sense are evidenced within such a space. At the same time, the issues of the spread of spirituality and the need to find relevant factors in promoting student spiritual maturity in school are identified. The following issues are discussed: What is the basis of contextual and behavioural evaluation by the student? How should student evaluations be adjusted? What arc the ways to embed spirituality spread based education in school? Hence, the space for and factors of education spirituality in school are a relevant educational issue. The aim of the study is to examine the space for and factors of education spirituality at school. The survey consisted of 8th-12th formers (N=102) of Pavenčiai Secondary School in the Town of Kuršėnai, Šiauliai District. The interpretation of the students' essays and answers to the questionnaire depicted the space for education spirituality, its manifestations and influence on pupils' maturity existent at school. The examination unclosed the understanding of spirituality by students, the factors of education spirituality within learner environment, priorities in patterns of student behaviour and communication properties.The findings of the study confirmed that the students were practicably surrounded by the space for education spirituality, distinguished for spirituality based on common spiritual values and testifying to the continuity of student spiritual maturity within and outside school. It was found that the development of the concept of spirituality and its expression in practice were much affected by the factors in the students' environment beyond school, especially the spirituality within the family, and that boys and girls differed in their spiritual maturity as well as their approach to consumer culture. The survey revealed the role of school in both adjusting and promoting student spiritual maturity. The survey in its entirety convinced that the school needed corrections in the school specific space and factors of education spirituality in order to perform the aforesaid role. The given educational issue is important in transforming traditional knowledge-based training into spirituality-based education. [From the publication]

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