Filologinio ugdymo virsmas Lietuvoje integracinių kontroversijų fone : edukologinis žvilgsnis į XVI amžių

LTStraipsnyje multidisciplininiu (istoriniu, pedagogikos, filologijos) požiūriu analizuojamos filologinio prusinimo apraiškos XVI a. Lietuvoje. Išryškinamos istorinės ir kultūrinės sąlygos, lėmusios globalizacijos procesus to meto Europoje ir jų įtaką Lietuvos kultūrai bei švietimui. Teigiama, kad, tik pilnai susiformavus institucinio švietimo sistemai Lietuvoje, atsiradus knygų leidybai, ima stiprėti filologinis ugdymas. Remiantis konkrečiais pedagogikos istorijos ir filologinio ugdymo faktais parodomas filologinio ugdymo virsmas. Nes būtent XVI a. Lietuvoje globalizacijos proceso fone susiduria dvi iš Vakarų Europos atėjusios jėgos: reformacija ir kontrreformacija. Kiekviena jų, kovodamos už savo idealų įtvirtinimą ir konkuruojamos tarpusavyje, savaip veikė Lietuvos kultūrinį gyvenimą, jį intensyvino, skatino ne tik europinių tradicijų perėmimą, bet ir nacionalinę savivoką, sudarė sąlygas filologinio ugdymo virsmui. [Iš leidinio]Reikšminiai žodžiai: Filologinis prusinimas; Filologinis ugdymas; Filologinis ugdymo virsmas; Integracija; Kontraversija; Lietuva XVI amžiuje; Lithuania in the sixteenth century; Philological education transformation, integration, Controversies; Philological training.

ENThe article discusses the phenomena of philological education-in in 16th century from the multidisciplinary (historical, pedagogical, philological) point of view. The historic and cultural conditions that influenced globalisation processes in Europe of those days and their impact upon Lithuanian culture and education are disclosed. It is stated that, only when institutional educational system was completely formed, book publishing took place, philological education gets stronger. Referring to particular facts of pedagogics history and philological education, the transformation of philological education is displayed. Namely, in the 16th century two forces coming from Western Europe clash: reformation and counterreformation. While fighting for their ideal consolidation and competing between themselves, each of them influenced Lithuanian cultural life, intensified it, stimulated not only the succession of European traditions, but also national identity, created the conditions for the transformation of philological education.The following main conclusions were drawn in the article: 1. The historical events that conditioned the coming of reformation and counterreformation processes from Europe to Lithuania, other integration processes in the field of culture and education let the two strong cultural centres in Vilnius and Karaliaučius appear. This induced the formation of complete institutional educational system in Lithuania of that time. The favourable conditions for qualitative transformation of philological education – transition from elementary philological education to its dispersion not only at institutional but also formal level – appeared. Controversial cultural and religious life, strengthening of institutional education, establishment of printing-houses, book publishing in various languages induced the formation of new quality of the Lithuanian language, particularly – writing, in Mažoji Lietuva (Small Lithuania), and later in the Grand Principality of Lithuania. So from the end of the 16th century the possibility to fulfill the philological education not only in the old Slavic office, Latin, Polish, but also Lithuanian languages appeared. [From the publication]

• Edukologija / Education
• Kalbotyra / Linguistics