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Qualität von Bildung und Kultur- The Quality of Education and Culture

Theorie und Praxis - Theoretical and Practical Dimensions

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XVI. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Qualität von Bildung und Kultur – Theorie und Praxis, die von der Pädagogischen Universität Vilnius (VPU) und der Pädagogischen Hochschule Heidelberg gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz war: Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung: humanistische Tradition und Perspektivenwechsel im Bildungs- und Erziehungsbereich unter Berücksichtigung neuer Strukturen des Denkens und Managementstrategien im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts.
This volume presents contributions of the 16 th International Scientific Meeting on The Reform of Education and Teacher’s Training to the topic The Quality of Education and Culture – Theoretical and Practical Dimensions. The meeting topic was: Combination of the University and High school education: humanistic/classical tradition and change of perspectives in the field of education and schooling under consideration of new structures of the thinking and management strategies with regard to the challenges of the society of the next decade.

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The Conditions of a Specialist’s Vocational Maturity in the Study Process 293

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Jonas Kievišas, Rimant Kondratien The Conditions of a Specialist’s Vocational Maturity in the Study Process Abstract: The article analyses the relations of a specialist’s qualification and cultural traditions as well as vocational maturity determined by them, distin- guishes a student’s creativity and artistry as the conditions of this maturity. The peculiarities, purpose and influence of students’ creativity and artistry in evalu- ating and adjusting a specialist’s vocational maturity are distinguished by the research. Key words: vocational maturity, vocational training, a person’s culture, artistry, creativity. The problem: Besides taking care of his/her sphere, a specialist is also responsible for cultural continuance and its rational development. Such a mission requires vocational qualification, which is grounded on civic responsibility and value system inherent for societal culture. Thus a specialist’s vocational maturity is revealed, which relates a person’s cultural education and the improvement of vocational qualification in the study process into a unified entirety. Maturity is valued as a system, marking a certain acquired quality, and as a process, marking a specialist’s state and harmony with the environment culture. Maturation or maturity is the result of growth, nurturing, teaching, training and formation, i.e. the result of maturation (Jovaiša, 1993, p. 30). Vocational matur- ity includes the individual’s “vocational and personal improvement” (Johnson, 2001, p. 331). Therefore, personal maturity is uninterrupted process, inherent for the studies at an institution of higher education. A specialist’s vocational maturity is based on qualification which requires crea- tivity for its manifestation. It also adjusts a person’s socio-cultural...

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