Mokslininkas paradigmų virsme

LTStraipsnyje aptariamas mokslininko, istoriniu laikotarpiu patenkančio į mokslo paradigmos virsmą, socialinis fenomenas. XX a. paskutiniojo – XXI a. pirmojo dešimtmečių Lietuvos švietimo reforma, vykdoma ugdymo paradigmų kaitos pagrindu, traktuojama kaip iššūkis pedagogikos mokslininkams. Vienas tokių mokslininkų – habilituotas daktaras profesorius Bronislovas Bitinas. Fiksuojamas atvejo unikalumas: mokslininkas, savo darbais puoselėjęs klasikinę ugdymo paradigmą, ne tik pats išgyvena mokslinės minties virsmą, suvokdamas istorinio laikotarpio nulemtą klasikinės ugdymo paradigmos kaitą į laisvojo ugdymo paradigmą, bet ir pripažįsta paradigmų virsmo būtinybę, teoriškai ją apibendrina, pagrindžia ugdymo filosofija. [Iš leidinio]Reikšminiai žodžiai: Ugdymo paradigma; Ugdymo filosofija; Lietuvos švietimo reforma; Ugdymo tikslai; Auklėjimas; Educational paradigm; Educational philosophy; Lithuanian educational reform; Purpose of education; Education.

ENArticle examines the social phenomenon related to the scientist B. Bitinas, whose work fall under the period of the scientific paradigm shift in historical time. The uniqueness of the case lies according to the article in that the scientist, having drawn heavily upon the classical educational paradigm in his work, not only experiences a shift in scientific thought himself, but also, being aware of the need for contemporaneously determined replacement of the classical paradigm with the free educational paradigm, acknowledges the necessity of such a paradigm shift and justifies it in terms of the theory of the educational philosophy. On the basis of analysis of the scientist’s work the following conclusions are made in the article: The scholar considers the shift in educational paradigm to be an inevitability caused by new challenges of the 21st century as well as new goals of individual education set following the restoration of the independence of Lithuania in 1990. The role which the scientist has played in the educational paradigm shift has been meaningful for the educational science in that he discerns the differences between the paradigms and organizes them into two paradigmatic lines, i.e. the classical and free educational paradigms. Such scientific classification provides the basis for further research into the paradigmatic differences and their implementation in the educational theory and practice. The scientist develops theoretical thought of free educational paradigm in his work on educational philosophy, thus strengthening theoretical possibilities of change in teacher training programs. The article also debates whether some of the ideas of the classical educational paradigm adopted by the scientist correlate positively to the basic principle of the free educational paradigm which builds upon the nature of an individual.The article thus acknowledges that maintaining consistency in the process of the paradigmatic shift in the scientist’s work is a challenge difficult to meet. [From the publication]