Socialinių, filosofinių teorijų raiška Ššiandieniniame bei perspektyviniame muzikiniame ugdyme

LTStraipsnyje analizuojamos paradigmų kaitos, praxial muzikinio ugdymo, socialinio konstruktyvizmo teorijos bei postmodernizmo filosofinių idėjų raiška šiandieniame ir perspektyviniame muzikiniame ugdyme. Pagrindinės sąvokos: klasikinė ugdymo paradigma, socialinis konstruktyvizmas, postmodernizmas, praxial muzikinio ugdymo teorija, perspektyvinis muzikinis ugdymas. [Iš leidinio]

ENA striking feature of this education is an exaggerated professionalism, based on efforts of a student to achieve high technical skills and also artistic perfection of a performed musical piece. These educational criteria are undoubtedly very important in further professional practice, but they reflect only a very small part of students’ educational needs. Educational environment is predominated by classical paradigm expressed by trends of idealism and catholic philosophy, that are prevailing philosophical attitudes in education. Education orientated towards a sculpturing the future professional is dominated by pedagogical influence. This kind of education is based on delivering information and on individual work. Final goal of education is basic knowledge. Skills and attainments are modelled as basis of education. The need of paradigm change is revealed in future education, reflected by ideas of constructivism, postmodernism and praxial music training theory. Bare knowledge would become only means to achieve a goal, skills and attainments would be tools ofexpression. Educational process based on creative practice would become the basis of musical expression paying much attention on formation of the system of emotional values. This kind of education would provide chances to those students who have needs for self-expression and do not strive to achieve high professional standards while performing pieces of music. [From the publication]