J. Laužiko pedocentrinių idėjų raiška šiuolaikinėje vaikystės fenomeno sampratoje

LTStraipsnyje nagrinėjami šiuolaikinės vaikystės fenomenologinių sampratų metakontekstai, kurie atskleidžiami kaip J. Laužiko pedocentrinių idėjų filosofinė – pedagoginė rekonstrukcija, įvykusi „naujojo“ postmodernaus žinojimo pagrindu. Bandoma eliminuoti iki šiol pedagogikoje tebeegzistuojantį „vaikiško amžiaus“ ir vaikystės, kaip socialinio kultūrinio reiškinio, nuvertinimą. Aiškinantis vaikystės esmę fenomenologijos principu, bandoma suvokti jos, kaip šiuolaikinio kultūrinio reiškinio, prasmę ir įveikti J. Laužiko įvardytą pedagoginį negatyvizmą vaikų ugdyme. [Iš leidinio]Reikšminiai žodžiai: Pedagogika; Idėjos; Raiška; Vaikystė; Fenomenas; Sampratos.

ENThe lack of a historical – cultural view of childhood in social sciences at large, and simultaneously in pedagogy, is determined by the conception of it as an insufficiently significant phenomenon in the cultural processes of the society. Therefore childhood would frequently be mythologized and based on “archetypes” that are as if images transferred from the past to the present and having lost their significance in it. However, they often become certain standards of the “inner control” for the pedagogues. The process of mythologization of childhood is of a double character: it is perceived as a period if insufficient significance in the present and based on “past-oriented” thinking, characterized by attachment to its negative evaluations in the past, valid even after the change of views of childhood. The other myth is determined by the “prolepsis” of culture, with the child being perceived exclusively in the crossings of the past and the future, missing his situation (social, cultural) in the present and interpreting the period of childhood as significant only for the preparation for the life in the future. Distortions of the essence of childhood were amplified by quantitative researches, expanded in the conditions of progressivism that interfered with the disclosure of the subjective element existing in the perception of childhood. In the article is analyzing the childhood phenomenon educational reconstructing metakontext between J. Laužikas historic – cultural pedocentric point of view at childhood. [From the publication]