%0 Journal Article
%T Education of Coexistence as Techn¨¥ Tou Biou Samb¨±vio ugdymas kaip techn¨¥ tou biou
%A Tomas Ka£¿erauskas
%J Coactivity : Philosophy, Communication
%D 2010
%I Vilnius Gediminas Technical University
%R 10.3846/coactivity.2010.24
%X The article deals with education of coexistence as training of life art (techn¨¥ tou biou). The major thesis is the following: our existence has been educated in the life environment together with other agents of life world (Lebenswelt), while the latter are educated in the background of our existential project to be realized during our life. This major thesis presupposes the minor ones developed in the article: existential education means the change of the roles between the agents of life enwironment; existential education covers an ironic relationship between the teacher and a disciple; the teacher educates an unique combination of the disciple¡¯s charachteristics to be nourished in his (her) existential perspective instead of forcing the equal way for everybody; every community has been educated while an individual changes life environment by realization of his (her) existential utopia; education is a kind of existential tradition¡¯s transfer through the new communicative channels; philosophy of education based on existential phenomenology stresses the aspects of responsible coexistence in the life-world to be created; education is the training of our life¡¯s art as responsible creation inseparable from becoming of life-world as the environment of our coexistence; education deals with a miracle of breaking educational circle while a disciple excels the teacher and changes the educational environment. By analysing the problems of existential education the author uses the approaches of both existential phenomenology and cultural regionalistics. Article in English Straipsnyje nagrin jamas samb¨±vio ugdymas kaip gyvenimo b¨±do (techn¨¥ tou biou) lavinimas. I keliama did ioji tez : m¨±s  egzistencija ugdoma gyvenimo aplinkoje drauge su kitais gyvenamojo pasaulio (Lebenswelt) agentais, kurie lavinami  gyvendintino m¨±s  gyvenimu egzistencinio projekto fone.  i did ioji tez  suponuoja ma  sias: egzistencinis ugdymas rei kia vaidmen  tarp gyvenimo aplinkos agent  pasikeitim ; egzistencinis ugdymas apima ironi k  santyk  tarp mokytojo ir mokinio; mokytojas ugdo unikali  mokinio bruo  , puosel tin  jo (jos) egzistencin je perspektyvoje, kombinacij  vietoj vienodo kelio kiekvienam forsavimo; kiekviena bendrija ugdoma, individui kei iant gyvenimo aplink , jam  gyvendinant savo egzistencin  utopij ; ugdymas yra egzistencin s tradicijos perdavimo naujais komunikacijos kanalais b¨±das; egzistencine fenomenologija paremta ugdymo filosofija pabr  ia atsakingo samb¨±vio sukurtiname gyvenamajame pasaulyje aspektus; ugdymas yra m¨±s  gyvenimo b¨±do kaip atsakingos k¨±rybos, neatsieja
%K existential education
%K life art
%K ironic approach
%K phenomenon of miracle
%U http://www.cpc.vgtu.lt/index.php/cpc/article/view/4