Sprachwechsel in der neuesten litauischen Migrations- und Mobilitätsliteratur

Language Change in the Most Recent Lithuanian Literature of Migration and Mobility. When discussing literary multilingualism within the Lithuanian literary scene, researchers usually refer to different groups of authors. Some were born and socialised abroad immediately after the Second World War, some left Lithuania after 1990, but producing their texts in different linguistic contexts all of them write consistently in one language, English or Lithuanian. In the most recent Lithuanian migration and mobility literature, however, one can observe examples of intra-textual bilingualism or multilingualism, which illustrate the integration problems of Lithuanian (labour) migrants into foreign societies on the one hand and the development of multiple global identities on the other. The paper examines these spreading tendencies focusing on the exemplary novel Stasys Šaltoka (2017) by Gabija Grušaitė and discussing the structure and functions of the intra-textual code-switching. The creative use of language directed against conventional linguistic purism shows that the young generation of Lithuanian authors tends to break language and cultural borders. The authors Unė Kaunaitė, Gabija Grušaitė and others show that the playful use of multilingualism can be subversive, ironic, but at the same time can highlight the problems of language dominance and thus political, social and cultural exclusion, express group mentality, identity changes, etc. The way that Lithuanian literature deals with multilingualism, expressed explicitly or implicitly, reveals the extent to which certain literary texts can be described as transcultural, in line with the current tone of European and global migration and mobility literature.

Cognitive technologies in the online basic geometric and graphic training of technical University students

Актуальность статьи обусловлена необходимостью анализа влияния применения когнитивных технологий в профессиональной подготовке инженеров в формате on-line обучения. Цель статьи состоит в анализе условий развития познавательных механизмов обучающихся: генерации знаний, умений и навыков владения - вследствие применения когнитивныхобучающих технологийв базовой геометро-графической подготовке. В целях формирования целостности инженерной деятельности в условиях цифровой экономикиавтором рассмотрены основные условия развития эффективных механизмов познания с учетом индивидуальных когнитивных возможностей личности обучающихся. Представлен практический опыт интеграции когнитивных технологий на базе проектной и проблемно-ориентированной дидактикипутем интеллектуально интерактивного on-line обучения методом проектов. Показано, что проблемно-ориентированная проектная деятельность в команде, расширяет область профессиональных задач и обогащает интеллектуальный потенциал каждого отдельного обучающегося. Интеллектуальная интерактивность обучающего материала позволяетформировать как индивидуальную траекторию отдельного обучающегося, так и групповой менталитет команды разработчиков технических объектов. The relevance of the article is due to the need to analyze the impact of the implementation of cognitive technologies in the professional training of engineers in the online-training format. The purpose of the article is to analyze the conditions for the development of students’ cognitive mechanisms: the generation of knowledge, skills and proficiency due to the use of cognitive training technologies in basic geometric and graphic training. In order to form the integral unity of engineering activities in the digital economy, the author considers the main conditions for the development of effective mechanisms of cognition, taking into account the individual cognitive capabilities of students. The article presents practical experience in integrating cognitive technologies based on project-based and problem-oriented didactics via means of intelligent, interactive online- learning using the project method. It is shown that problem-oriented project activity in a team expands the scope of professional tasks and enriches the intellectual potential of each individual student. The intellectual interactivity of the training material allows you to form both the individual vector for an individual student and the group mentality of a team of developers of technical objects.

Working with attention and distraction in leadership development

Bion’s theory of groups is used to explore the dynamics of learning on a leadership development programme. The dynamic of a group is influenced by the capacity of its members to negotiate, consciously and unconsciously, the tension between the opposed tendencies of attention and distraction, which is related to the tension between a desire to learn and a hatred of the process of development. Bion’s model of work-group and basic-assumption mentalities, which we equate with the dynamics of attention and distraction, is used to reflect on a two-month period of a development programme in a UK public service organisation. In related literature there is a tendency to focus on the pathology of basic-assumption mentality with limited interest in the healthy functioning of workgroup mentality. Basic-assumption mentality contributes to understanding a group that is distracted from its purpose, but a focus on this, without comparable attention to work-group mentality, can lead to an inappropriately negative view of group process. This is contrary to Bion’s essential optimism about the powerful psychological structure of work-group mentality. The article demonstrates the importance of combining an analysis of both attention and distraction to fully appreciate the complex dynamic of groups engaged in a developmental process.

“Internet + Community”

After the implementation of complete credit system, colleges gradually lead the class students to individualization, which is consistent with the characteristics of individualization in the Internet age. And the trend of “Internet community” constructed by Internet, from the earlier micro-blog to the current WeChat group or Moments, also provides us with new ideas on how to carry out values education for "individualized" college students under the complete credit system. The promotion of complete credit system in colleges and the trend of the "Internet community" enable colleges to effectively carry out values education of college students through a new way. Hence, colleges should, on one hand, pay more attention to the implicit education, understand and master the dissemination rules of the network platform, as well as utilize the new carrier of values education innovatively. On the other hand, colleges are also encouraged to construct the "Internet community" type education mode from the three dimensions of perfecting the community structure, adjusting the group mentality and emphasizing the guidance of public opinion.

COLLECTIVE MENTALITIES IN THE SYSTEM OF CULTURAL DETERMINANTS OF SOCIAL COMPETENCE

The article substantiates the importance of the development of social competence in the process of globalization. It outlines the author's view on the influence of collective mentalities in the system of socio-cultural determinants, researches the opinions of scholars on the essence of mentality, individual and group mentality, nation and ethnos mentality. It covers the features of ethnic Ukrainians, their inherent trait enabling to consolidate around the national idea.

Group, basic assumptions and complexity science

This article represents the first complete systematization of the basic assumptions as theorized by Wilfred R. Bion and post-Bionian authors. The authors reviewed, compared and systematized all the Bionian developments concerning the basic assumptions taking the prevailing anxieties, group topology, leader peculiarities, interactions with the work-group mentality into account. The analysis evinced five main ba(s) and five subsets (i.e. their features resemble one of the five main basic assumptions). Briefly, in the first paragraph the authors summarize Bionian thought and its underlying logical criteria while in the second they reviewed all the new proposals for basic assumptions emerging from the psychoanalytic literature (i.e. Lawrence, Bain and Gould, 1996; Romano, 1997; Sandler, 2002; Sarno, 1999; Turquet, 1974; Hopper, 2009). In conclusion the authors focus on the main strengths and critical points of the systematization. In the last section ‘Promising developments’ they address the methodology of the study of basic assumptions, its main features and potential developments. The article rounds off with a clinical appendix.

A community of practice or a working psychological group? Group dynamics in core and peripheral community participation

The concept of communities of practice has become increasingly influential in management literature. Yet, many scholars regard the term as too homogeneous and lacking in empirical support. Our study explores the Silver Academy, a project involving over 100 unemployed and self-employed managers over the age of 50, who came together with the purpose of sharing knowledge and experience in starting up their own businesses. The study shows how the Academy matches the notion of community of practice, including mutual relationships, shared engagement and a common consensus of membership. However, applying Bion’s theory of groups, we challenge the homogeneous and consensual notion of a community of practice, illustrating how, through unconscious group processes, some group members exhibit work-group mentality and the capacity for realistic hard work (and leadership), while others are caught in a basic-assumption mentality, prone to feelings of anxiety, guilt and depression. This is particularly so for a group that has gone through the recent trauma of unemployment.

Te Rōpu te Ūkaipo

I have been conducting a psychotherapy group since May 2007. We have met once a week, forty-six times a year, for almost ten years. A group that endures offers a promise of home, a place to return to time and time again, where we can put down roots. New Zealand offered me a promise of home as I think it does many émigrés. Homeless, I sought my roots in the land and the people of the land. This group, the other group members, myself as conductor, are there to be made use of in another kind of homelessness. Our roots feed us but they also transform the soil they are rooted in: we all learn from each other, drawing deep from the unconscious of the group. This paper offers a glimpse into how conducting this group has shaped my understanding with reference to the thinking of Bion and Winnicott. I have come to view work group mentality as a field phenomenon, such that the individuals take for granted the group as turangawaewae, without the need to inscribe a basic assumption on that field. Whakarāpopotonga Mai i te marama o Haratua 2007, ahau e whakahaere rōpū whakaora hinengaro ana. Ia wiki ka tūtaki mātau, whā tekau ma ono huihuinga i te tau, tata mō te tekau tau. He rōpū māia, he tohu kāinga whakaruruhau he wāhi hai hokihokinga, he wāhi whakatipuranga rarau. I whakaarahia mai e Aotearoa he oati kāinga pērā anō ki tōku whakaaro ki te nuinga o te hunga manene. Kāinga kore, i whai pūtaketanga au i roto i ngā iwi o te whenua. Ko tēnei rōpū, hūanga o ētahi atu rōpū me au hai kaiwhakahaere e tū ana hei whai take mō tētāhi atu momo kāinga kore. Whāngai ai tātau e ō tātau pūtake, whakarerehia anō ai hoki te papa e ngā takotoranga pakiaka: he whakaakoranga tā tēnā ki tēnā, whāia hōhōnuhia mai i te mauri moe o te rōpū. Ko tā tēnei tuhinga he hoatu pitopito whakaaturanga ki te āhua o tōku mātatau ki ngā whakaaro o Piona rāua ko Winikote i ahu mai i taku takinga i tēnei rōpū. Kua puta mai ki a au te whakaohomauri o te hinengaro mahinga ā rōpū, inā rā te noho a tēnā, ā tēnā i runga i te whakaaro ko te rōpū te tūrangawaewae , ā tē aro ake i te ahunga mai o tēnei whakaaro i hea.