Visuomenės transformacijos: ugdymo paradigmų kaita

LTGlobalių transformacijų proceso inspiruota modernios visuomenės kaita apėmė visus besiformuojančios Lietuvos valstybės gyvenimo aspektus. Švietimo srityje stebėtas klasikinio ugdymo paradigmos virsmas į laisvąjį ugdymą, suponavęs siekį evoliuciniu kultūrinės transformacijos keliu pereiti iš komandinės į poreikiu grindžiamą sistemą. Globalumas ir nacionalumas kaitos perspektyvų aspektu ypač ryškus pirmajame švietimo kaitos ir transformacijų etape – Vakarų pasaulyje įprastas reformų, kaip organiškos kaitos proceso bangos, vyksmas lokaliai netiko dėl savo visiško antagonistiškumo, kai reforma buvo iš esmės naujos sistemos ir struktūros keitimas. Straipsnyje apibendrinamos transformacinės švietimo kaitos Lietuvoje linkmės, suformuluotos strateginiuose švietimo kaitos dokumentuose, išskiriant prioritetus, kurie atliepė globalaus pasaulio iššūkius ir tendencijas, išryškino kokybiško švietimo poreikio ir realizavimo galimybes atsižvelgiant į besimokančią organizaciją žinių visuomenėje. [Iš leidinio]Reikšminiai žodžiai: Transformacija; Ugdymo paradigmų kaita; Švietimas; Švietimas, ugdymo paradigmų kaita, transformacija; Changes of education paradigm; Education; Education, education paradigm change, transformation; Transformation.

ENInspired by the process of global transformations, changes of modern society had influence on every aspect of life in the developing state of Lithuania. In the sphere of education, a shift from classical education paradigm to liberal education was observed presupposing an objective to evolve from command to need-based system through cultural transformation. The aspect of global vs. national in terms of transformation prospects was particularly marked at the first stage of the change and transformation in education process. The year 1988 should be regarded as the beginning of the development of the independent Lithuanian education aiming to cherish national culture as a basis for preserving and strengthening the nation as well as in pursuance of the principles of the democratic, law-based, open civic society and culture. Later, when the Lithuanian independence was restored, the aforementioned principles were named the strategic principles of nationality, democracy, humanity and change marking a change in education. The article summarises the trends in the transformational change in the Lithuanian education stated in the strategic documents for changes in education setting priorities which addressed the global challenges and trends and highlighted the need and opportunities for quality education in consideration of the learning organisation in the knowledge society.The research revealed that the paradigm change in education was first marked by the structural changes that occurred in the process of developing a permanent education system. This context emphasised the aim to develop physical and mental potential in an individual through the development of critical thinking, independence and information skills, and encouragement of the mindset for continuous education. The structural changes supposed a qualitative change in the content based on research and global practice, which focused on the skills and competences essential for the development of a stable personality. In the face of integration processes, an individual must have the ability to learn, analyse, apply his knowledge to new situations, deal with non-standard problems and feel responsibility. With the increasing amount of information and state-of-the-art technology, various phenomena and events receive different interpretations based on contrary opinions, approaches, theories and evaluations, which make individual choices even more complicated. [From the publication]