5 research outputs found
OWN AND OTHER: CONTENT AND METHODOLOGY OF TRADITIONAL CULTURE IN PRIMARY EDUCATION
At the given moment, the traditional exists in a post-functional situation ā many traditions are not getting inherited from generation to generation. If traditions are not transferred by acknowledging the old ones and by expressing them anew ā they simply disappear. The freedom of a person to ācarry outā his or her affiliation to a certain cultural space gets endangered. How can it be possible to strengthen oneās local, Latgalian cultural capital by learning and comprising the traditions of other regions of Latvia?The aim of the study is to draw attention to the issue of learning the traditional culture within the margins of primary education in regions of Latvia, including Latgale by actualizing the discussion about the importance of preparing contemporary teaching aids for acquisition of the traditional culture and language within different primary school subjects. In the article, the functioning of traditions and their learning is analysed by using the opposing terms āoneās own ā alien/Ā differentā as a universal, persistent notion in the binary worldview, by inviting to see within the alien not only the destructive, the opposite to oneās own, but also the forces that initiate the getting to know of the different, and allow it to become useful, usable, or refutable. A conceptual insight is offered within the context of the issue of creating a learning aid and selecting and arranging the content of Latvian regional traditions for the said aid in order to carry out a meaningful primary education for a student.The contraposition of terms āoneās own ā otherā is analysed as a universal, durable notion in the binary worldview. āThe other begins, where oneās own ends, and this boundary moves along with the personā (ŠŠ°Š¹Š±ŃŃŠøŠ½ 1993: 185). One tends to see in the other not only the destructive, the contrary to oneās own, but also the powers that have initiated the creation of personās world. In modern culture, the opposition of āoneās own ā otherā is being replaced by the opposition āoneās own ā differentā by getting to know the different, it can be allowed to become useful, applicable or rejectable.To arrange the surroundings of a person in the manner of a world, first a home is needed. To reside means to be somewhere familiar and intimate, in oneās own territory, and it is indispensable in order to specify oneself, to aggregate oneself. It is also a place where an encounter happens with the other, the different. On the other hand, often it is the different that allows one to perceive oneself as a unique entity and to recover oneās identity amidst the many changes and transformations.Learning the traditional culture of oneās region in the family and school is residing, being together with oneās own culture. Recognition of that which is oneās own, getting to know it, remembering it is an important condition for building oneās identity, which begins in childhood.A mechanical reproduction of the forms of traditional culture is useless. With the intermediation of personal meaningfulness, the socially significant norms and cultural values are made tangible in the mind of an individual and turn into inner motives of his or her actions and behaviour.It is important for the modern person to understand the traditional mechanism of thought, the system of perceptions and rituals, the reason behind them by using critical thinking already before beginning to learn about traditions, thus approaching the spiritual horizons of the archaic. By getting to know the different, it can become useful, applicable or rejectable.Within the concept of the content of the traditional culture it is important to respect the concepts and the principles that characterize every era and its society in general. Those are: time, space, participants, rituals, and results. The traditional culture can be incorporated in learning every area of basic education ā the content of all subjects: languages, basics of technology and sciences, art, man and society. Traditional festivities offer the systemic and systematic option of absorption of the diversity of cultural traditions by using the content of different subjects of the basic education as a meaningful tool. Within this kind of education the artificially created margins of subjects disappear ā life is reflected as a whole.Modern didactic concepts in creating useful insights suitable for learning the traditional culture are found in the empirical approach and action theory (Dewey 1979; Gill, Brockbank 2004; Griffin, Holford, Jarvis 2003; Kolb 2000; ŠŠµŠ¾Š½ŃŠµŠ² 2005) that accentuates the significance of the personal experience and activity of an individual in constructing a new experience and comprehension, in the theories of personal development accentuating the part society and cultural space play in the process of the becoming of a personality (Bronfenbrenner 1989; Rogoff 2003), in the critical thinking approach the use of which in the education of an individual provides them with a deeper understanding of the changing reality (Kolb 2000; McWilliam, Taylor 2012). Experience about oneās regional traditional culture can be obtained in a theoretical and cognitive way, but the true depth of the cultural awareness is revealed only, when those traditions are being applied. Celebrations consolidate people of different generations within a common experience. By celebrating together with those close to child, that child will not question the importance of traditions. Learning by cooperating with people from different generations is one of the most important principles in the practice of the traditional culture. The meaningful understanding forms easier if a practical activity with a specific material takes place within a specific environment. Experience strengthens the connections to the surrounding world.
Religiosity in Latvia: History and Present Situation
Ideja par monogrÄfiju, kas aplÅ«kotu situÄciju mÅ«sdienu akadÄmiskajÄ reliÄ£ijpÄtniecÄ«bÄ LatvijÄ, radÄs 2011. gada oktobrÄ«, kad ApvienotÄ Pasaules latvieÅ”u zinÄtnieku 3. kongresa un Letonikas 4. kongresa sekcijÄ āReliÄ£iozitÄte LatvijÄ: vÄsture un mÅ«sdienu situÄcijaā tika nolasÄ«ti 22 referÄti gan par reliÄ£ijpÄtniecÄ«bas un teoloÄ£ijas vÄsturi LatvijÄ un tÄs mÅ«sdienu teorÄtiskajiem kontekstiem, gan arÄ« par dažÄdiem konkrÄtiem Latvijas reliÄ£iju vÄstures tematiem un reliÄ£iskÄs dzÄ«ves aktualitÄtÄm. Liela daļa referÄtu autoru iesaistÄ«jÄs arÄ« turpmÄkajÄ monogrÄfijas veidoÅ”anÄ.
MonogrÄfija parÄda ne tikai tÄs autoru metodoloÄ£isko pieeju un uzskatu daudzveidÄ«bu. TÄs sadaļÄs saglabÄts arÄ« autoru individuÄlais izteiksmes stils, kas daudzviet pieŔķir vÄstÄ«jumam papildus nianses, ļaujot lasÄ«tÄjam lÄ«dzdarboties konkrÄto tematu un problÄmu risinÄÅ”anÄ. MonogrÄfija norÄda arÄ« uz Latvijas filozofu, teologu un reliÄ£ijpÄtnieku kopÄjiem saskarsmes punktiem Latvijas reliÄ£iskÄs dzÄ«ves apzinÄÅ”anÄ un tÄlÄkÄs sadarbÄ«bas perspektÄ«vÄm.Valsts pÄtÄ«jumu programmas āNacionÄlÄ identitÄte (valoda, Latvijas vÄsture, kultÅ«ra un cilvÄkdroŔība)ā
projekts āNacionÄlÄ un eiropeiskÄ identitÄte
Religiosity in Latvia: History and Present Situation
Ideja par monogrÄfiju, kas aplÅ«kotu situÄciju mÅ«sdienu akadÄmiskajÄ reliÄ£ijpÄtniecÄ«bÄ LatvijÄ, radÄs 2011. gada oktobrÄ«, kad ApvienotÄ Pasaules latvieÅ”u zinÄtnieku 3. kongresa un Letonikas 4. kongresa sekcijÄ āReliÄ£iozitÄte LatvijÄ: vÄsture un mÅ«sdienu situÄcijaā tika nolasÄ«ti 22 referÄti gan par reliÄ£ijpÄtniecÄ«bas un teoloÄ£ijas vÄsturi LatvijÄ un tÄs mÅ«sdienu teorÄtiskajiem kontekstiem, gan arÄ« par dažÄdiem konkrÄtiem Latvijas reliÄ£iju vÄstures tematiem un reliÄ£iskÄs dzÄ«ves aktualitÄtÄm. Liela daļa referÄtu autoru iesaistÄ«jÄs arÄ« turpmÄkajÄ monogrÄfijas veidoÅ”anÄ.
MonogrÄfija parÄda ne tikai tÄs autoru metodoloÄ£isko pieeju un uzskatu daudzveidÄ«bu. TÄs sadaļÄs saglabÄts arÄ« autoru individuÄlais izteiksmes stils, kas daudzviet pieŔķir vÄstÄ«jumam papildus nianses, ļaujot lasÄ«tÄjam lÄ«dzdarboties konkrÄto tematu un problÄmu risinÄÅ”anÄ. MonogrÄfija norÄda arÄ« uz Latvijas filozofu, teologu un reliÄ£ijpÄtnieku kopÄjiem saskarsmes punktiem Latvijas reliÄ£iskÄs dzÄ«ves apzinÄÅ”anÄ un tÄlÄkÄs sadarbÄ«bas perspektÄ«vÄm.Valsts pÄtÄ«jumu programmas āNacionÄlÄ identitÄte (valoda, Latvijas vÄsture, kultÅ«ra un cilvÄkdroŔība)ā
projekts āNacionÄlÄ un eiropeiskÄ identitÄte
LU 76. konference: tÄzes un raksti
KrÄjumu veido LU Filozofijas un socioloÄ£ijas institÅ«ta pÄtnieku Latvijas UniversitÄtes 76. starptautiskÄs zinÄtniskÄs konferences sekciju darbÄ 2018. gada 15. un 16. februÄrÄ« nolasÄ«to prioritÄrajam projektam āKritiskÄ domÄÅ”ana, inovÄcija, konkurÄtspÄja un globalizÄcijaā veltÄ«to referÄtu tÄzes, kÄ arÄ« vairÄki raksti, kuri tapuÅ”i uz Å”ajÄ konferencÄ nolasÄ«to referÄtu pamata.
LU FSI pÄtniekiem konference bija ne tikai atskaite par otrajÄ pÄtniecÄ«bas gadÄ projektÄ paveikto, bet tajÄ pÄtnieki diskutÄja arÄ« par to, kÄ paplaÅ”inÄt pÄtÄmo tÄmu loku, pievÄrÅ”oties vairÄkiem Latvijas sabiedrÄ«bai aktuÄliem jautÄjumiem. PiemÄram, ja Filozofijas un socioloÄ£ijas institÅ«ta filozofi projekta 1. posma noslÄguma seminÄrÄ pÄrsvarÄ diskutÄja par kritiskÄs domÄÅ”anas konceptu un tÄs lietojuma iespÄjÄm, tad LU 76. konferencÄ jau iezÄ«mÄjÄs noturÄ«ga interese par kritiskÄs domÄÅ”anas un medijpratÄ«bas sasaisti, kas 2018. gada beigÄs noslÄdzÄs ar ekspertu seminÄru cikla organizÄÅ”anu sadarbÄ«bÄ ar Eiropas Kopienas pÄrstÄvniecÄ«bu LatvijÄ. VairÄki pÄtnieki pievÄrsÄs jautÄjumam par inovÄcijas iespÄjÄm humanitÄrajÄs zinÄtnÄs utt.
Konferences referÄti atspoguļoja dažÄdas pieejas un metodoloÄ£ijas, sniedzot ieskatu vÄl nepabeigtajos pÄtÄ«jumos, bet tikai to norisÄ un pirmajos rezultÄtos. PÄtÄ«jumu gaitai lasÄ«tÄjs aicinÄts sekot turpmÄkajÄs LU FSI pÄtnieku zinÄtniskajÄs publikÄcijÄs
Oživljanje lokalne tradicije maskiranja kot rezultat sodelovanja med izvajalci in raziskovalci
At a time when it is possible to identify oneself with the global and universal, an opposite process is also occurring: an increase in interest in the local. This article describes the process of renewing three previously interrupted traditions. Is it possible to reconstruct a tradition at all, and what are the general conditions of cooperation between the researchers and participants to ensure a successful process?
***
V Äasu, ko se je mogoÄe poistovetiti z globalnim in univerzalnim, se pojavlja tudi nasprotni proces ā porast zanimanja za lokalno. V razpravi avtorica opiÅ”e proces obnavljanja treh predhodno prekinjenih tradicij in se spraÅ”uje, ali je mogoÄe rekonstruirati tradicijo in v katerih okoliÅ”Äinah lahko sodelovanje raziskovalca in udeležencev zagotovi uspeh