Lietuvos švietimo kūrimas, 1988-1997

LTMonografijoje apibūdinamas sistemiškai ištirtas ir ugdymo paradigm kaitos aspektu išanalizuo tas Lietuvos švietimo kūrimas 1988-1997 m. Atskleidžiamos švietimo visuminės kaitos paradigminės priežastys, apibūdinami teoriniai švietimo kūrimo / reformos teoriniai pamatai. Atskleisti aspektai padeda suvokti švietimo dabartinės raidos aktualijas. Skiriama pirmiausia švietimo politikams, teo retikams, praktikams, edukologijos studentams, be jų, - ir politikams, mokslo, meno, kultūros žmo nėms - visiems, kurie domisi Lietuvos valstybės raida ir demokratijos kūrimo galimybėmis. [Anotacija knygoje]Reikšminiai žodžiai: Ugdymo paradigmos; Sovietinė ugdymo paradigma; Švietimo reforma; Švietimo sistema; Bendrosios ugdymo paradigmos; Ugdymo modeliaia; Švietimo politika; Education paradigms; Soviet education paradigm; Education reform; Education system; General education theories; Models of education; Education policy; Ugdymo paradigmos; Sovietinė ugdymo paradigma; Švietimo reforma; Švietimo sistema; Bendrosios ugdymo paradigmos; Ugdymo modeliaia; Švietimo politika; Education paradigms; Soviet education paradigm; Education reform; Education system; General education theories; Models of education; Education policy.

ENThe monograph deals with one of the stages (1988-1997) of the education reform in Lithuania by way of analysing the education paradigm shift. Taking into consideration the definition of paradigm given by T.S.Kuhn (1962), the education paradigm is defined as the system of attitudes towards education which evolved in the course of history. The subject of study covers the new education objectives undergoing major change, and the education system and sub-system/field models which depend on the above-mentioned changing objectives and on the education paradigm. Upon completion of the analysis of general principles of the education system shift, a deeper analysis of the general education sub-system, i.e. the expression of the education paradigm shift in the general education theoretical models, is conducted. The problem of the study is the expression of the education paradigm shift in the developed education models depending on the changing education objectives, as well as the peculiarities of the shift. The objective of the study is the establishment of the logical paradigm-related peculiarities of the initial stages of education creation, which are relevant for the present-day educational situation and for the future implementation of reforms. Trie following study tasks have been set: to analyse why and how the reasons for a major change in the education paradigm shift have formed; to what extent the shift has been modelled; what the expression of the paradigm shift in the general education theoretical models is like; what tensions occurred during the paradigm shift; how the attitudes of the persons who developed the various models of the reform have changed, which provided the basis for the formation of present-day opinions and practice; and what the cause-and-effect relationship of the first theoretical models and of the present education situation is like.The study method is the social educological qualitative documentary research, including analysis of written documentary sources, the expert method and the oral history method elements; analysis of theoretical scientific sources, including the sources dealing with typological peculiarities of education paradigms; context analysis, and comparative analysis. This monograph is new in the field of Lithuanian educological research as it represents the first attempt to comprehensively analyse the theoretical grounds of the education reform, and the novelty of the theoretical grounds: the political, social, and cultural context of creation thereof; to discuss the relationship of the theoretical grounds with the European education theoretical thought of the last decades of the 20th century; to describe the processes of creation of the reform theoretical thought; and to substantiate the pivot of the shift modelled by the reform theoretical thought by choosing the education paradigm shift as the study pivot. As early as 2000, educologists have acknowledged that the problem of a pivotal education paradigm shift in Lithuania had not been studied scientifically. Therefore, this paper constitutes an attempt to fill this gap at least to some extent. [...]. [From the publication]