| Title |
Diskursas kaip socialinių-edukacinių reiškinių kontekstualaus supratimo metodologinė prieiga / |
| Translation of Title |
Discourse as a methodological approach to the contextual understanding of socio-educational phenomena. |
| Authors |
Juodaitytė, Audronė Juzė ; Rūdytė, Kristina |
| Full Text |
|
| Is Part of |
Mokytojų ugdymas = Teacher education. 2009, nr.12(1), p. 27-43.. ISSN 1822-119X |
| Keywords [eng] |
Discourse ; Discourse theory ; Discourse analysis ; Social constructivism ; Phenomenology |
| Abstract [eng] |
The article analyses discourse as a certain way of perceiving the meaning of social, educational phenomena and of speaking about them. It is understood as a reflexive response to that understanding which is formed by the values of modern culture and socioeducational reality contextualized by them. Discourse is disclosed as a social, humanitarian method that constructs educational cognition, which helps to answer the questions about knowledge and knowing that are essential to the science of education studies. The article explains how theoretical-philosophical perspectives of discourse approaches (social constructivism and phenomenology) can be applied in the context of the shift in educational paradigms (from traditional to postmodern). Contextualised diversity, classification of the concepts of discourse are presented; the traditions of applying the discourse analysis are described. |
| Type |
Journal article |
| Language |
Lithuanian |
| Publication date |
2009 |
