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Teachers and Youth in Educational Reality


Airi Liimets and Marika Veisson

The first seven articles of the book provide an overview of how Estonian educational scientists, collaborating with colleagues from Finland and Sweden on one of the articles, have empirically studied the quality of learning environment, teachers’ professionalism and their perceptions of their own teaching as well as their professional role and students’ coping at school. When dealing with the educational reality, a wholeness-centred educational thinking is represented. Therefore, one of the articles is devoted to the question of how to define youth and interpret the development of the concept of youth. One article deals with creativity in relation to the social field. The last article compares the semantics of the concepts Paideía and lifestyle as expressions of the wholeness-centred educational thinking.
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Paideía and ‘Lifestyle’ – On Wholeness-Centered Educational Thinking in Ancient Greece and in Estonia


Airi Liimets, Kristina Iotsaite


In the present article, the educational thinking related to the ancient Greek concept paideía is compared to the educational thinking related to the school of educational sociology established by Heino Liimets in Estonia, the core of which lies in the concept of ‘lifestyle’. The researchers of paideía (‘education’) have in their studies primarily investigated only specific phenomena, e.g. subject-fields and types of education appropriate for people at a certain age. The authors of the article, however, present their first attempt to analyze paideía as a phenomenon in the context of concepts characteristic of philosophical thought in Ancient Greece. On this most general and abstract level, there appear to be clear similarities between the meanings of the two concepts – lifestyle and paideía – which express the educational thought of two different space-times. Both concepts describe the human aspiration to understand and conceptualize one’s being in the world in its wholeness and in its background systems. The results of the comparative analysis are presented in a summary table.

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