Šeimos apibrėžties kaip studijų mokomosios užduoties analizė

Abstract

Šeimos mokomojo dalyko (šeimos tyrimo ir konsultavimo, šeimos filosofijos, šeimos pedagogikos) dėstymas universitete leidžia teigti, kad studentai kompetentingai apibrėžia šeimą tik prieš tai atlikę intelektines ir didaktikos reikalavimus atitinkančias užduotis. Po parengties studentų parašytos šeimos apibrėžtys liudija įvykusį teigiamą emocinį ir racionalų poslinkį: didesnė socialinio ir intelektinio kontekstų vienybė, labiau pabrėžiama sakramentinė santuoka, daugiau pasikliaujama savo mintijimu, šeimų apibrėžtys turi daugiau sandų, turtingesnė jų verbalinė raiška. Studentai – intencionalūs interpretatoriai, aukštai vertinantys vyro ir moters santuokinę darną. Šeima traktuojama kaip metafizinis fenomenas – negali būti tik vienos ir teisingiausios apibrėžties

Teaching the subject of Family studies (research of family and its consulting, family philosophy) at university allows to draw the conclusion that students are able to competently (or scientifically) define the family only having accomplished well-balanced intellectual and didactic assignments in sequence. Such tasks reach their goal only when combined with the purpose of lectures delivered by lecturer (professor): to expand the worldview of scientific cognition of academic youth, to create conditions for interdisciplinary family analysis (in the context of family philosophy, ethics, sociology, demography and pedagogy), to alter (i.e., to develop and deepen) the attitudes already possessed by students. The completion of the task (to define the family) after lectures proves a positive change: a better conformity between social and intellectual contexts, more reliance on rational origins, definitions containing more components with a more comprehensive and precise verbal expression are observed. Students reveal themselves as intentional interpreters who refer to harmony and spiritual relations among family members and the main concern of parents: to bring up children. Providing definitions of the family, students internalize the concordance found in research literature or fiction and encountered in the reality, which is of bigger importance to them than transformations, since it meets their expectations, hopes and ideals. Social negativities (such as cohabitation, divorce and adoration of free love) are not widely reflected in students’ essays. Definitions of family presented by students confirm the final (in this particular case: one of the phases of studies) result: family is seen as a metaphysical phenomenon while one most appropriate and most correct definition does not exist. [...]