Ugdymo paradigmų kaita XX-XXI a. sandūroje - unikalus Lietuvos švietimo istorijos reiškinys

• Bruzgelevičienė, Ramutė
• Žadeikaitė, Loreta

LTStraipsnyje aptariama Lietuvos valstybės mastu vykdytų švietimo reformų ugdymo paradigmų kaitos problema. Pagrindinės tezės: Lietuvoje vykdoma švietimo reforma, pradėta modeliuoti XX a. devintojo dešimtmečio pabaigoje, sistemine tapusi 1990 m. atkūrus Lietuvos valstybę, yra paremta kardinaliu ugdymo paradigmų virsmu: klasikinė ugdymo paradigma keičiama laisvojo ugdymo humanistine paradigma. Tokia ugdymo paradigmų kaita yra unikalus reiškinys Lietuvos švietimo istorijoje, nulemtas susiklosčiusių istorinių aplinkybių. [Iš leidinio]

ENThere have been two educational reforms of prevailing and national scale in Lithuania. Those were the proceedings of Educational commission of the Lithuanian and Polish state in the late 18th and the early 19th centuries and the development of Lithuanian education during the interwar period in 1918–1940. The article concentrates on the aspects of educational paradigms of these reforms, such as how was the purpose of educational system perceived, what goals of education were raised, what image of educated personality was formulated as well as what educational conception prevailed. The educational reform of the late 20th and the early 21st centuries is analyzed on the grounds of the same concepts. The theme of the shift in educational paradigms is nowadays widely discussed among the Lithuanian researchers of educology in various aspects. However, the problematic question is whether researchers of educology and other sciences, as well as the educational community and society in general have really perceived the real scale and historical importance of the unique work that was started in 1988, when the first independent conception of the Lithuanian education was created, and that was developed into the educational conception of independent state of Lithuania in 1992. Therefore, the author’s object of investigation is this particular aspect of the historical uniqueness of the shift in educational paradigms implemented by the Lithuanian educational reform. The purpose of investigation: to uphold the relevance of the uniqueness of the shift in educational paradigms implemented by the Lithuanian educational reform. The methods of investigation: analyses of scientific literature and documentary sources, as well as comparative analyses.The conception of paradigm is based on that offered by T. S. Kuhn in 1962. A paradigm is defined as a historically developed system of attitudes towards certain phenomena, in this case – education, which builds up on the whole of respective theoretical and methodological prerequisites. It is assumed that educational paradigms are defined by peculiarity of certain historical period. The conclusions drawn in the article are as follows: There have been no significant periods that would have led to creation of democracy in the Lithuanian history until the late 20th and the early 21 centuries. Therefore none of the previous educational reforms of prevailing or national nature, such as the proceedings of Educational commission in the late 18th and the early 19th centuries or the development of Lithuanian education during the interwar period in 1918–1940, are to be related with the shift in educational paradigms implicitly. In the late 1980s, when a historical chance to restore the independent state of Lithuania was opening, steps were taken to create an independent model of the Lithuanian education. A new conception of the secondary education of the Soviet Lithuanian Republic was proclaimed in December 8, 1988 and it outlined a new paradigmatic task of humanistic nature for the Lithuanian school.The task was to acknowledge a human being as an absolute value, to nurture his physical and moral nature, to provide favorable conditions for unfolding of his individuality, to stimulate his endeavor to develop a personality through self-education and self-creation. Cardinal transformation of educational paradigms was determined by the shift in ideological ones. After the independence of Lithuania was restored in 1990, the goal to create a democratic state was declared and a new aim of education was defined to educate a human being pursuing virtues of freedom, independence and democracy. An individual was regarded as an absolute value; the education was to be aimed to cherish his individual nature, to help an individual to reveal common virtues and to rely upon them when building personal life, to educate a critical, independent and responsible citizen of Lithuania. The Lithuanian educational reform, that was introduced in the late 1980s and was implemented on a systematic basis after the independence of Lithuania was restored in 1990, relies on a cardinal conversion of educational paradigms: the classical educational paradigm is being replaced by humanistic paradigm of free education. This shift in educational paradigms is a unique phenomenon in the history of the Lithuanian education. [From the publication]