The conceptual methods of phenomenology are widely involved into the problematic field of contemporary pedagogy. In the process, which involves educator, pupil and the content of education, the representatives of phenomenology fixed attention on the model of communication and underlined the importance of dialogue. The dialogical interaction of transmission and reception is expanded, i.e. it is supplemented by the intensive comprehension of the world. As Algis Mickunas claims, ..dialogue is the process in which individuals not only take part but also they structure their own percepts, notions, values, and, certainly, the self-understanding" (Mickunas, 1999, p. 220). In didactic process dialogue as if of its own accord shapes the meeting with other and the experienced limits of being and changing. In the article the developments of phenomenological dialogue as well as its determination in the dispersion contemporary theories of education are considered.

The article presents the analysis of preconditions for developing attachment in children with moderate and severe learning difficulties. It presents a scientific-educational experiment, carried out in accordance with research methodology, developed on the basis of theoretical insights of researchers into the concept of attachment, its features and (self-)development and their implementation in the practical educational and everyday activities of children. The essence of Marte Meo's attachment development method employed by the research is revealed, attachment disorders in children and their development opportunities, evaluations of respondents - educators of children regarding changes in communication and attachment are discussed.

Straipsnyje analizuojami ypatingai aktualūs pedagoginės psichoanalizės aspektai. Remiantis dabartinės pedagogikos ir psichoanalizės atstovų veikalais, gvildenama praktinės ir metodologinės ugdymo problemos. Aptariama psichoanalitinės pedagogikos autorių (A. Aichhorn, H. Meng, S. Bernfeld, H. Zulliger, F. Riedl, B. Bettelheim, A. Freud ir kt.) kūrybinis palikimas ir jo kontroversiškas santykis su globalaus pasaulio kasdienybės iššūkiais jaunimo lavinimo(-si) kelyje. Ugdymo procese nematomų veiksnių svarbos atskleidimas leidžia ne tik geriau pažinti ugdytinį, dažnai „apleidžiamą“ socializacijos institucijų, bet ir giliau atskleidžia ugdymo subjekto ir objekto besiformuojančio santykio svarbą. Dinamiška ir kompetetinga psichoanalizės taikymo pedagogikoje praktika, kai pasinaudojama šio mokymo tiek diagnostinėmis, tiek probleminių atvejų korekcijos ar gydymo galimybėmis pasitelkiant bazinius principus, metodus ir technikas, įgalina pedagogą tvirtesnei laikysenai kasdieniame ugdymo procese. Psichoanalitinė pedagogika, orientuodamasi į retrospektyvinę ugdytinio ir ugdytojo traktuotę su pastarųjų neįsisąmonintais gynybiniais manevrais ir mikrotraumomis psichosocialinėje raidoje, padeda pašalinti kenksmingas priežastis ir atskleidžia naujų galimybių žmogaus tobulėjimo kelyje. Ugdymas atranda papildomų aspiracijų jaunimo enkultūracijos procese.

The history of the ordinary man and his life are becoming more important in the curriculum for general education students. Recent program changes have made it essential that teachers acquaint students with the history of their locality. Textbooks increasingly include exercises that deal with local history. Agencies wanting to see their history projects come to fruition also want local history to be taught in schools. These and other reasons have forced us to gradually introduce methods of teaching the lives of ordinary people. Moreover, memory has become an important source in studying local and national issues. The author proposes that while teaching the role of memory in history the instructor has to understand his students' environment. Possible sources for teaching memory as a historical source are found in students' families, relations and surroundings. The author also asserts that the memory of the common man is an important source for interpreting Lithuanian, European and even the world history. Because historical memory is so subjective, the author recommends that students should develop critical thinking skills while evaluating the historical memory of the elderly. In order to better judge the veracity and objectivity of memory students should learn to differentiate between eyewitness and secondary accounts. In turn, students need to be mindful of a person's emotional state; they have to check historical memory against other contemporary accounts as well as historical records. If information in these different sources matches, students will able to confirm the memory of the ordinary man.

Katalikiškosios socialinės doktrinos šaknys yra Apreiškime. Magisteriumas, remdamasis šiuo tikėjimo šaltiniu, nuolat ragina ir skatina tikinčiuosius veikti organizuotai. Tuo tikslu tarpukario Lietuvoje vyskupai ragino ganomuosius jungtis į katalikiškas organizacijas ir vykdyti švietėjišką bei karitatyvinę veiklą. Ši veikla minėtu laikotarpiu Lietuvoje buvo itin svarbi, nes tuometinėje visuomenėje dažnas stokojo finansinių galimybių šviestis, siekti mokslo. Problema buvo ir motyvacijos stoka. Ji buvo susijusi su visuomenėje nusistovėjusiais stereotipais, ypač moters atžvilgiu. Nepakankamai buvo išvystyta ir karitatyvinė veikla. Bažnyčia stengėsi per organizuotą socialinę veiklą bent kiek kompensuoti minėtus trūkumus.