{"id":3285,"date":"2026-01-22T16:22:54","date_gmt":"2026-01-22T16:22:54","guid":{"rendered":"https:\/\/psytales.eu\/uncategorized-lt\/uz-itraukties-ribu-kulturinis-samoningumas-kaip-kelias-iklestincia-klase\/"},"modified":"2026-03-13T13:56:56","modified_gmt":"2026-03-13T13:56:56","slug":"uz-itraukties-ribu-kulturinis-samoningumas-kaip-kelias-iklestincia-klase","status":"publish","type":"post","link":"https:\/\/psytales.eu\/lt\/uncategorized-lt\/uz-itraukties-ribu-kulturinis-samoningumas-kaip-kelias-iklestincia-klase\/","title":{"rendered":"U\u017e \u012ftraukties rib\u0173: kult\u016brinis s\u0105moningumas kaip kelias \u012fklestin\u010di\u0105 klas\u0119"},"content":{"rendered":"\n<p>Mercedes Ledwith, Airijos Karali\u0161kasis chirurg\u0173 koled\u017eas <\/p>\n\n<p>Pozityviosios psichologijos tyrimai nuolattransformuoja mums \u012fprast\u0105 \u0161vietim\u0105, skatindamidiegti strategijas ir tikslines priemones, kurios per\u017eengia vien akademini\u0173 pasiekim\u0173 ribas ir i\u0161ties\u0173 skatina mokini\u0173 klest\u0117jim\u0105. <\/p>\n\n<p>Klest\u0117jimo samprata gali skirtis priklausomai nuo konteksto ir kult\u016bros. Vis d\u0117lto i\u0161liekaesmin\u0117 nuostata: klest\u0117jimas \u012fmanomas tik tokioje aplinkoje, kuri j\u012f aktyviai palaiko. Kult\u016brair aplinka nuolat s\u0105veikauja, formuodamos tai, kaip mokiniai patiria mokym\u0105si ir kuriasantykius su bendraam\u017eiais.   <\/p>\n\n<p>\u017dvelgiant \u012f vaik\u0105 per jo kult\u016brinio paveldo prizm\u0119, galima visapusi\u0161kiau ir pagarbiau suprastijo tapatyb\u0119. Taikydami kult\u016bri\u0161kai \u012ftraukias strategijas, mokytojai stiprina mokini\u0173 \u012fsitraukim\u0105ir priklausymo bendruomenei jausm\u0105. Tokios pedagogin\u0117s prieigos padeda kurti \u012ftraukesn\u0119mokymosi aplink\u0105, gerina mokini\u0173 patirtis mokykloje ir stiprina prasmingus santykius tiek tarpmokini\u0173, tiek tarp mokini\u0173 ir pedagog\u0173.   <\/p>\n\n<p>Straipsnyje teigiama, kad pedagogai gali pasiekti gerokai daugiau, jei s\u0105moningai integruoskult\u016bri\u0161kai informuotas pedagogines praktikas savo klas\u0117se. Ar kada nors tyrin\u0117jote skirtingaskult\u016bras savo klas\u0117je? Galimybi\u0173 yra labai daug. Pripa\u017eindami, mokydamiesi vieni i\u0161 kit\u0173 irdalydamiesi daugiakult\u016brin\u0117mis strategijomis\u2014laikydami jas vertingu i\u0161tekliumi\u2014galimereik\u0161mingaipadidinti mokini\u0173 \u012fsitraukim\u0105.    <\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Kaip \u012fgyvendinti veiklas praktikoje<\/strong> <\/h2>\n\n<ul class=\"wp-block-list\">\n<li>\u2794Pasakojimas (angl. storytelling): \u012f pamokas \u012ftraukite am\u017eiui tinkamas tradicines istorijas.Jos gali tapti puikiu pokalbi\u0173 apie tradicijas prad\u017eios ta\u0161ku.  <\/li>\n\n\n\n<li>\u2794Menai ir rankdarbiai i\u0161 \u012fvairi\u0173 pasaulio \u0161ali\u0173: mokykite mokinius kurti tradicinius dirbiniusir susipa\u017einti su j\u0173 kult\u016briniu kontekstu (pvz., origami (Japonija), r\u016bpes\u010di\u0173 l\u0117l\u0117s (Gvatemala),Tibeto mald\u0173 v\u0117liav\u0117l\u0117s).  <\/li>\n\n\n\n<li>\u2794S\u0105moningas spalvinimas: mokiniai gali spalvinti s\u0105moningumo lapus su pozityviomis\u017einut\u0117mis apie kult\u016bras. \u0160iais darbais galima papuo\u0161ti klas\u0119 ar informacin\u012f stend\u0105.  <\/li>\n\n\n\n<li>\u2794Tradicijos: ar \u017einojote, kad Kal\u0117dos \u0161ven\u010diamos daugybe skirting\u0173 b\u016bd\u0173? \u0160ventimo formosskiriasi priklausomai nuo \u0161ali\u0173, religij\u0173, \u0161eim\u0173 ir asmenini\u0173 tradicij\u0173. Kokias \u0161ventes namuosemini j\u016bs\u0173 mokiniai\u2014M\u0117nulio Naujuosius metus, Ramadan\u0105, vardo suteikimo ceremonijas artradicin\u0119 penkioliktojo gimtadienio \u0161vent\u0119 (quincea\u00f1era)?       <\/li>\n\n\n\n<li>\u2794Kalbos klas\u0117je: pasidom\u0117kite kalbine \u012fvairove\u2014kiek kalb\u0173 vartojama j\u016bs\u0173 klas\u0117je? Arturite dvikalbi\u0173 ar daugiakalbi\u0173 mokini\u0173? Kiek kalb\u0173 jie moka pasisveikinti?   <\/li>\n\n\n\n<li>\u2794Dalijimasis receptais: kokie tradiciniai patiekalai gaminami j\u016bs\u0173 mokini\u0173 namuose?Mokiniai gal\u0117t\u0173pasidalyti m\u0117gstamais receptais ir pristatyti nuotraukas, kaip \u0161ie patiekalaibuvo gaminami namuose.  <\/li>\n<\/ul>\n\n<p>Taikant kult\u016bri\u0161kai \u012ftraukias praktikas, klas\u0117 tampa turtinga ugdymosi aplinka, kuriojemokiniai jau\u010diasi matomi, atstovaujami ir susij\u0119 su bendruomene.Kai mokymasis atspindimokini\u0173 tapatyb\u0117s aspektus, jis tampa prasmingesnis, labiau \u012ftraukiantis ir \u012fgalinantis.Pedagogams svarbu suvokti teigiam\u0105 poveik\u012f, kur\u012f jie gali daryti mokini\u0173 raidai, gerovei ir j\u0173geb\u0117jimui klest\u0117ti.   <\/p>\n\n<h3 class=\"wp-block-heading\"><strong>Nuorodos<\/strong> <\/h3>\n\n<p>Allen, K.-A., Boyle, C., Wong, D., Johnson, R. G., &amp; May, F. (2023). School belonging as an essential component of positive psychology in schools<em>.<\/em> In A. Giraldez-Hayes &amp; J. Burke (Eds.), <em>Applied positive school psychology<\/em> (pp. 159\u2013172). Routledge. <a href=\"https:\/\/doi.org\/10.4324\/9781003228158-21\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.4324\/9781003228158-21<\/a>  <\/p>\n\n<p>Lomas, T. (2015). Positive cross-cultural psychology: Exploring similarity and difference in constructions and experiences of wellbeing. International Journal of Wellbeing, 5(4), 60-77.   <a href=\"https:\/\/doi.org\/10.5502\/ijw.v5i4.437\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.5502\/ijw.v5i4.437<\/a> <\/p>\n\n<p>O\u2019Malley, M. D., Greene, J. D., Swami, S., Ahmad, H., Puelicher, T., Sembrano, B., &amp; Yu, A. (2025). Our stories of strength: a culturally responsive positive psychology experience for adolescents in schools.\u202f<em>Journal of prevention &amp; intervention in the community<\/em>, 1-32. <a href=\"https:\/\/doi.org\/10.1080\/10852352.2025.2586387\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/10852352.2025.2586387<\/a>  <\/p>\n\n<p>Schachner, M. K. (2019). From equality and inclusion to cultural pluralism\u2013Evolution and effects of cultural diversity perspectives in schools.\u202f<em>European Journal of Developmental Psychology<\/em>,\u202f<em>16<\/em>(1), 1-17. <a href=\"https:\/\/doi.org\/10.1080\/17405629.2017.1326378\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/17405629.2017.1326378<\/a>  <\/p>\n\n<p>VanderWeele, T. J., Case, B. W., Chen, Y., Cowden, R. G., Johnson, B., Lee, M. T., Lomas, T., &amp; Long, K. G. (2023). Flourishing in critical dialogue. <em>SSM &#8211; Mental Health<\/em>, <em>3<\/em>, 100172. <a href=\"https:\/\/doi.org\/10.1016\/j.ssmmh.2022.100172\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.ssmmh.2022.100172<\/a>  <\/p>","protected":false},"excerpt":{"rendered":"<p>Mercedes Ledwith, Airijos Karali\u0161kasis chirurg\u0173 koled\u017eas Pozityviosios psichologijos tyrimai nuolattransformuoja mums \u012fprast\u0105 \u0161vietim\u0105, skatindamidiegti strategijas ir tikslines priemones, kurios per\u017eengia vien akademini\u0173 pasiekim\u0173 ribas ir i\u0161ties\u0173 skatina mokini\u0173 klest\u0117jim\u0105. Klest\u0117jimo samprata gali skirtis priklausomai nuo konteksto ir kult\u016bros. Vis d\u0117lto i\u0161liekaesmin\u0117 nuostata: klest\u0117jimas \u012fmanomas tik tokioje aplinkoje, kuri j\u012f aktyviai palaiko. Kult\u016brair aplinka nuolat s\u0105veikauja, [&hellip;]<\/p>","protected":false},"author":2,"featured_media":2877,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[5],"tags":[],"class_list":["post-3285","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-lt"],"acf":[],"_links":{"self":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts\/3285","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/comments?post=3285"}],"version-history":[{"count":1,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts\/3285\/revisions"}],"predecessor-version":[{"id":3286,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts\/3285\/revisions\/3286"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/media\/2877"}],"wp:attachment":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/media?parent=3285"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/categories?post=3285"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/tags?post=3285"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}