{"id":{"repo_id":"vilnius","oai_identifier":"oai:vu.lt:elaba:1910921"},"canonical_url":"https://search.dev.ndltd.org/etd/vilnius/oai:vu.lt:elaba:1910921","repository":{"repo_id":"vilnius","name":"Vilnius University","base_url":"https://epublications.vu.lt/oai"},"display":{"title":"Vaikų savaiminio mokymo(si) kultūros socialinis edukacinis diskursas į vaiką orientuotoje paradigmoje /","abstract":"Re­a­so­ning of re­le­van­ce of the to­pic. The po­stmo­dern (man’s li­fe­long le­ar­ning) dis­cour­se ins­pi­res the con­cep­tion of le­ar­ning and te­aching me­a­nings, i.e. le­ar­ning/te­aching is un­ders­ to­od as both ac­ti­vi­ties and ro­les which can be chan­ged at any ti­me and in any pla­ce. This un­ders­tan­ding opens new le­ar­ning pos­si­bi­li­ties be­cau­se it gi­ves the sen­se to the fol­lo­wing: the dy­na­mic per­cep­tion of ti­me and spa­ce al­lo­ca­ted for le­ar­ning (le­ar­ning can pro­ce­ed pe­ri­ odi­cal­ly or cons­tant­ly), di­ver­si­ty of le­ar­ning ac­ti­vi­ties (in­di­vi­du­al, com­mu­ni­ty etc.) and en­ vi­ron­ments (le­ar­ning can pro­ce­ed and pro­ce­eds in eve­ry­day li­fe, fa­mi­ly, in lei­su­re ti­me, in com­mu­ni­ty). When emp­ha­si­sing that man’s le­ar­ning must pro­ce­ed eve­ryw­he­re and al­wa­ys, not on­ly for­mal/non-for­mal, but al­so in­for­mal in­de­pen­dent le­ar­ning/te­aching ob­tains a spe­cial sig­ni­fi­can­ce be­cau­se its es­sen­ce is le­ar­ning from own and ot­hers’ ex­pe­rien­ces, in di­ver­si­ty of en­vi­ron­ments, at dif­fe­rent ti­mes, in di­ver­se so­cial-cul­tu­ral con­texts (Schön, 1971; Mo­ky­mo­si vi­są gy­ve­ni­mą me­mo­ran­du­mas, 2001). It high­lights in­di­vi­du­a­tion, com­mu­ni­ty sen­se, re­flec­ tion of gai­ned ex­pe­rien­ce etc. This me­ans that in­for­mal in­de­pen­dent le­ar­ning/te­aching gi­ves sen­se to cul­tu­ral he­te­ro­ge­ne­ous and re­la­ti­ve cha­rac­ter of le­ar­ning/te­aching. On the ba­se of ex­pres­sion of in­di­vi­du­al’s so­cial, cul­tu­ral dif­fe­ren­ces, the opi­nion that mo­dels of for­mal edu­ ca­tion are in­suf­fi­cient­ly com­ple­te be­cau­se they are not ba­sed on per­so­nal ex­pe­rien­ce of the le­ar­ners is being for­med (Col­ley, Hod­kin­son, Mal­coms, 2003).","abstract_html":"Re­a­so­ning of re­le­van­ce of the to­pic. The po­stmo­dern (man’s li­fe­long le­ar­ning) dis­cour­se ins­pi­res the con­cep­tion of le­ar­ning and te­aching me­a­nings, i.e. le­ar­ning/te­aching is un­ders­ to­od as both ac­ti­vi­ties and ro­les which can be chan­ged at any ti­me and in any pla­ce. This un­ders­tan­ding opens new le­ar­ning pos­si­bi­li­ties be­cau­se it gi­ves the sen­se to the fol­lo­wing: the dy­na­mic per­cep­tion of ti­me and spa­ce al­lo­ca­ted for le­ar­ning (le­ar­ning can pro­ce­ed pe­ri­ odi­cal­ly or cons­tant­ly), di­ver­si­ty of le­ar­ning ac­ti­vi­ties (in­di­vi­du­al, com­mu­ni­ty etc.) and en­ vi­ron­ments (le­ar­ning can pro­ce­ed and pro­ce­eds in eve­ry­day li­fe, fa­mi­ly, in lei­su­re ti­me, in com­mu­ni­ty). When emp­ha­si­sing that man’s le­ar­ning must pro­ce­ed eve­ryw­he­re and al­wa­ys, not on­ly for­mal/non-for­mal, but al­so in­for­mal in­de­pen­dent le­ar­ning/te­aching ob­tains a spe­cial sig­ni­fi­can­ce be­cau­se its es­sen­ce is le­ar­ning from own and ot­hers’ ex­pe­rien­ces, in di­ver­si­ty of en­vi­ron­ments, at dif­fe­rent ti­mes, in di­ver­se so­cial-cul­tu­ral con­texts (Schön, 1971; Mo­ky­mo­si vi­są gy­ve­ni­mą me­mo­ran­du­mas, 2001). It high­lights in­di­vi­du­a­tion, com­mu­ni­ty sen­se, re­flec­ tion of gai­ned ex­pe­rien­ce etc. This me­ans that in­for­mal in­de­pen­dent le­ar­ning/te­aching gi­ves sen­se to cul­tu­ral he­te­ro­ge­ne­ous and re­la­ti­ve cha­rac­ter of le­ar­ning/te­aching. On the ba­se of ex­pres­sion of in­di­vi­du­al’s so­cial, cul­tu­ral dif­fe­ren­ces, the opi­nion that mo­dels of for­mal edu­ ca­tion are in­suf­fi­cient­ly com­ple­te be­cau­se they are not ba­sed on per­so­nal ex­pe­rien­ce of the le­ar­ners is being for­med (Col­ley, Hod­kin­son, Mal­coms, 2003).","abstract_has_math":false,"creators":["Rūdytė, Kristina,"],"institution":"Institutional Repository of Vilnius University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Juodaitytė, Audronė"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011","date_published":"2011","updated_at":"2026-07-24T05:55:31Z","subjects":["children's informal independent learning/teaching ; social-educational discourse ; child-oriented paradigm"],"languages":["lit"],"rights":["info:eu-repo/semantics/openAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.vu.lt/VU:ELABAETD1910921&prefLang=en_US","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Juodaitytė, Audronė"]},{"key":"dc:creator","label":"Author","values":["Rūdytė, Kristina,"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011"]},{"key":"dc:publisher","label":"Institution","values":["Institutional Repository of Vilnius University"]},{"key":"dc:relation","label":"Dc Relation","values":["https://epublications.vu.lt/object/elaba:1910921/1910921.pdf"]},{"key":"dc:type","label":"Dc Type","values":["info:eu-repo/semantics/doctoralThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["children's informal independent learning/teaching ; social-educational discourse ; child-oriented paradigm"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["lit"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/openAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.vu.lt/VU:ELABAETD1910921&prefLang=en_US"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Re­a­so­ning of re­le­van­ce of the to­pic. The po­stmo­dern (man’s li­fe­long le­ar­ning) dis­cour­se ins­pi­res the con­cep­tion of le­ar­ning and te­aching me­a­nings, i.e. le­ar­ning/te­aching is un­ders­ to­od as both ac­ti­vi­ties and ro­les which can be chan­ged at any ti­me and in any pla­ce. This un­ders­tan­ding opens new le­ar­ning pos­si­bi­li­ties be­cau­se it gi­ves the sen­se to the fol­lo­wing: the dy­na­mic per­cep­tion of ti­me and spa­ce al­lo­ca­ted for le­ar­ning (le­ar­ning can pro­ce­ed pe­ri­ odi­cal­ly or cons­tant­ly), di­ver­si­ty of le­ar­ning ac­ti­vi­ties (in­di­vi­du­al, com­mu­ni­ty etc.) and en­ vi­ron­ments (le­ar­ning can pro­ce­ed and pro­ce­eds in eve­ry­day li­fe, fa­mi­ly, in lei­su­re ti­me, in com­mu­ni­ty). When emp­ha­si­sing that man’s le­ar­ning must pro­ce­ed eve­ryw­he­re and al­wa­ys, not on­ly for­mal/non-for­mal, but al­so in­for­mal in­de­pen­dent le­ar­ning/te­aching ob­tains a spe­cial sig­ni­fi­can­ce be­cau­se its es­sen­ce is le­ar­ning from own and ot­hers’ ex­pe­rien­ces, in di­ver­si­ty of en­vi­ron­ments, at dif­fe­rent ti­mes, in di­ver­se so­cial-cul­tu­ral con­texts (Schön, 1971; Mo­ky­mo­si vi­są gy­ve­ni­mą me­mo­ran­du­mas, 2001). It high­lights in­di­vi­du­a­tion, com­mu­ni­ty sen­se, re­flec­ tion of gai­ned ex­pe­rien­ce etc. This me­ans that in­for­mal in­de­pen­dent le­ar­ning/te­aching gi­ves sen­se to cul­tu­ral he­te­ro­ge­ne­ous and re­la­ti­ve cha­rac­ter of le­ar­ning/te­aching. On the ba­se of ex­pres­sion of in­di­vi­du­al’s so­cial, cul­tu­ral dif­fe­ren­ces, the opi­nion that mo­dels of for­mal edu­ ca­tion are in­suf­fi­cient­ly com­ple­te be­cau­se they are not ba­sed on per­so­nal ex­pe­rien­ce of the le­ar­ners is being for­med (Col­ley, Hod­kin­son, Mal­coms, 2003)."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Vaikų savaiminio mokymo(si) kultūros socialinis edukacinis diskursas į vaiką orientuotoje paradigmoje /","Social-educational discourse of children’s informal independent learning/teaching culture in the child-oriented paradigm."]}]}],"canonical_facts":{"dc:contributor":["Juodaitytė, Audronė"],"dc:creator":["Rūdytė, Kristina,"],"dc:date":["2011"],"dc:description":["Re­a­so­ning of re­le­van­ce of the to­pic. The po­stmo­dern (man’s li­fe­long le­ar­ning) dis­cour­se ins­pi­res the con­cep­tion of le­ar­ning and te­aching me­a­nings, i.e. le­ar­ning/te­aching is un­ders­ to­od as both ac­ti­vi­ties and ro­les which can be chan­ged at any ti­me and in any pla­ce. This un­ders­tan­ding opens new le­ar­ning pos­si­bi­li­ties be­cau­se it gi­ves the sen­se to the fol­lo­wing: the dy­na­mic per­cep­tion of ti­me and spa­ce al­lo­ca­ted for le­ar­ning (le­ar­ning can pro­ce­ed pe­ri­ odi­cal­ly or cons­tant­ly), di­ver­si­ty of le­ar­ning ac­ti­vi­ties (in­di­vi­du­al, com­mu­ni­ty etc.) and en­ vi­ron­ments (le­ar­ning can pro­ce­ed and pro­ce­eds in eve­ry­day li­fe, fa­mi­ly, in lei­su­re ti­me, in com­mu­ni­ty). When emp­ha­si­sing that man’s le­ar­ning must pro­ce­ed eve­ryw­he­re and al­wa­ys, not on­ly for­mal/non-for­mal, but al­so in­for­mal in­de­pen­dent le­ar­ning/te­aching ob­tains a spe­cial sig­ni­fi­can­ce be­cau­se its es­sen­ce is le­ar­ning from own and ot­hers’ ex­pe­rien­ces, in di­ver­si­ty of en­vi­ron­ments, at dif­fe­rent ti­mes, in di­ver­se so­cial-cul­tu­ral con­texts (Schön, 1971; Mo­ky­mo­si vi­są gy­ve­ni­mą me­mo­ran­du­mas, 2001). It high­lights in­di­vi­du­a­tion, com­mu­ni­ty sen­se, re­flec­ tion of gai­ned ex­pe­rien­ce etc. This me­ans that in­for­mal in­de­pen­dent le­ar­ning/te­aching gi­ves sen­se to cul­tu­ral he­te­ro­ge­ne­ous and re­la­ti­ve cha­rac­ter of le­ar­ning/te­aching. On the ba­se of ex­pres­sion of in­di­vi­du­al’s so­cial, cul­tu­ral dif­fe­ren­ces, the opi­nion that mo­dels of for­mal edu­ ca­tion are in­suf­fi­cient­ly com­ple­te be­cau­se they are not ba­sed on per­so­nal ex­pe­rien­ce of the le­ar­ners is being for­med (Col­ley, Hod­kin­son, Mal­coms, 2003)."],"dc:format":["application/pdf"],"dc:identifier":["https://repository.vu.lt/VU:ELABAETD1910921&prefLang=en_US"],"dc:language":["lit"],"dc:publisher":["Institutional Repository of Vilnius University"],"dc:relation":["https://epublications.vu.lt/object/elaba:1910921/1910921.pdf"],"dc:rights":["info:eu-repo/semantics/openAccess"],"dc:subject":["children's informal independent learning/teaching ; social-educational discourse ; child-oriented paradigm"],"dc:title":["Vaikų savaiminio mokymo(si) kultūros socialinis edukacinis diskursas į vaiką orientuotoje paradigmoje /","Social-educational discourse of children’s informal independent learning/teaching culture in the child-oriented paradigm."],"dc:type":["info:eu-repo/semantics/doctoralThesis"]},"updated_at":"2026-07-24T05:55:31Z"}