Vaikystės pedagogo pasaulėžiūrinė koncepcija: "Laisvojo" ugdymo kontekstas

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Vaikystės pedagogo pasaulėžiūrinė koncepcija: "Laisvojo" ugdymo kontekstas
Alternative Title:
Infant Pedagogues' Worldview Competencies: "Free" Education Context
In the Journal:
Pedagogika . 2004, 70, p. 87-91
Notes:
LDB Open.
Summary / Abstract:

LTStraipsnyje atskleidžiama pedagogų pasaulėžiūrinių kompetencijų kaitos paradigma, kuri ryškėja formuojantis „laisvojo“ ugdymo krypčiai. Šis ugdymas savo esme atstovauja radikalaus edukacinio pliuralizmo idėjoms ir atspindi postmodernizmo recepcijas šiuolaikinėje pedagogikoje bei ugdymo realybėje. Nagrinėjami šiuolaikiniam pedagogui reikšmingų edukacinių požiūrių konceptualizavimosi kontekstai, kurie savo esme yra pedocentristiniai, nes jų pagrindu vaikystė yra suvokiama kaip ugdymo vertybė. [Iš leidinio]

ENThe article reveals a paradigm of alteration of pedagogues’ worldview competencies, which develops in the process of “free” education formation. This type of education essentially represents ideas of radical educational pluralism and reflects receptions of postmodernism in contemporary pedagogy and practical education. Free education is a kind of pedagogical expression of the changes typical to the 20th century. This tendency of education gives a sense to the respective attitude towards children’s self-expression in educational processes. “Free” education is an alternative to traditional education, which tolerates a child’s dependency on the teacher as an adult; it is also an attitude towards a child as a subject of education, and childhood as inadequately significant period of social cognitive meaning. These conceptions are being replaced by other alternatives, one of the most important of which is as follows: education of children is successful only if we have belief in the child’s experience and his/her free and easy interaction with environment. Significant educational contexts of conceptualization for a contemporary pedagogue are analysed.

ISSN:
1392-0340, 2029-0551
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https://www.lituanistika.lt/content/8042
Updated:
2018-12-20 23:01:12
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