Preface/Pratarme.
Kacerauskas, Tomas
Education is directed towards the training of an individual in
certain social environment, as a hero of which he (she) has been
educated. On the one side, an individual has been formed as a part of
his (her) spiritual environment. On the other side, he (she) tries to
excel it by becoming a factor of its forming. Education balances on this
border, between different sides of which the communication of the
individual psyche and social one occurs. Psychotherapy deals with
psyche's cure, which is inseparable from the finding of the
individual place in his (her) spiritual environment. Psychotherapy is a
life art while an individual has been educated as the creative agent of
his (her) spiritual environment. Phenomenological point of view
presupposes the creative interaction between an individual and his (her)
environment while the phenomena emerge as the factors of life creation.
This issue of Santalka is devoted to the interaction between
education, psychotherapy and phenomenology. We hope that this crossfire
of the different scientific weaponry will educate the new insights for
the training of interdisciplinary discourse. Every interdisciplinary
discourse is to be also educated as spiritual environment of the
individuals where the communication of the twofold psyche occurs.
Herewith it is a place of individual disease while he (she) is disabled
to change his (her) environment, as well of social malaise while a
creative individual disturbs the spiritual communication. This place
needs education, cure and life art.
The authors analyse the existential aspects of education (D. Ginev,
T. Kacerauskas) and cognition during learning (K. Meyer-Drawe) while
they interpret the space of teaching and learning (D. Ginev) from
phenomenological point of view (K. Meyer-Drawe) as well from life
art's view (T. Kacerauskas) in the first rubric (Teaching and
Learning: the Existential-phenomenological Approach). The second rubric
(Education from Phenomenological Point of View) deals with the idea of
return to the things while didactics has been treated as a performative
game (A. Kraus), as well with phenomenological criticism by
deconstructing the concept of self-esteem in the education (E. Schwarz).
Finally, the authors treat psychotherapy both as the mutual education
(N. Bychkova; Y. Larionova) and as phenomenological practice (Ch.
Nilsson) while they search for the therapeutic potential of
phenomenology (W. Plotka) in the third rubric (Psychotherapy and
Therapeutic Aspects of Phenomenology).
Ugdymas nukreiptas i individo lavinima tam tikroje visuomenineje
aplinkoje, kurios herojumi jis ugdomas. Viena, individas formuojamas
kaip savo dvasines aplinkos dalis. Kita, jis siekia ja pranokti, taip
tapdamas jos formavimo veiksniu. Ugdymas balansuoja ties sia riba,
abipus kurios vyksta individualaus ir visuomeninio psyche komunikacija.
Psichoterapija susiduria su psyche gydymu, kuris neatsiejamas nuo
individo vietos suradimo jo dvasineje aplinkoje.
Psichoterapija--gyvenimo menas, individa ugdant kaip savo aplinkos
kurybinj agenta. Fenomenologinis poziuris suponuoja kurybine individo ir
jo aplinkos saveika, fenomenams iskylant kaip gyvenimo kurybos
veiksniams.
Sis Santalkos numeris skirtas ugdymo, psichoterapijos ir
fenomenologijos saveikai. Tiketina, kad si kryzmine skirtingos mokslines
ginkluotes ugnis isugdys naujas jzvalgas, kurios pasitarnaus lavinant
tarpdalykinj diskursa. Bet koks tarpdalykinis diskursas taip pat
ugdytinas kaip dvasine individu aplinka, kurioje vyksta dvejopu psyche
komunikacija. Kartu tai--individo ligos, jam nejgalint pakeisti savo
aplinkos ir visuomenes negalavimo, kurybingam individui sutrikdzius
dvasine komunikacija, taip pat vieta, reikalinga ugdymo, gydymo ir
gyvenimo meno.
Pirmojoje rubrikoje (Mokymas ir mokymasis:
egzistencine-fenomenologine prieiga) autoriai nagrineja egzistencinius
ugdymo aspektus (D. Ginev, T. Kacerauskas) bei pazinima mokantis (K.
Meyer-Drawe), j mokymo ir mokymosi erdve (D. Ginev) zvelgdami is
fenomenologines (K. Meyer-Drawe) bei gyvenimo meno (T. Kacerauskas)
perspektyvos. Antrojoje rubrikoje (Ugdymas fenomenologiniu poziuriu)
pasitelkiama sugrjzimo prie dassktvu ideja, didaktika traktuojant kaip
performatyvvu zaidima (A. Kraus), taip pat fenomenologine kritika,
dekonstruojant ugdymo srityje savigarbos savoka (E. Schwarz). Treciojoje
rubrikoje (Psichoterapija ir fenomenologijos terapiniai aspektai)
autoriai psichoterapija traktuoja tiek kaip abipusj ugdyma (N. Bychkova;
Y. Larionova), tiek kaip fenomenologijoje praktika (Ch. Nilsson), o
fenomenologijoje iesko terapijos uzuomazgu (W. Plotka).
