The new developmental perspectives of the Study programme in the field of Educational Science (Social Pedagogy) is analysed from the Lithuanian and European approach. The main problems of implementation of the study programme as well as possibilities for its improvement are discussed on the bases of the self-assessment report of the Master study programme of Social Pedagogy. The links between learning outcomes of the Master study programme of Educational Science in the context of qualifications structure, general outcome of the programme and study subjects taught in the programme are analysed. Some insights in implementation difficulties, challenges and further developmental perspectives are presented by authors who were actively involved in preparation of the self-assessment report. One of the main perspectives suggested by the authors is to establish stronger conditions for internationalisation of the study programme and to create more possibilities for teachers' and students' mobility.

The theoretical concept of civic communication as well as its role in the world is discussed in the article. The author deals with the major problems of teaching civic issues and shows how these problems could partly be solved by developing deliberation skills of young citizens. The international project on teaching methodology of “Structured Academic Controversy” as a way for civic communication is presented in the paper. The main advantages and disadvantages of this methodology are pointed out and some other data from the pilot research study on effectiveness of the methodology mentioned above is analyzed. Finally, the author introduces the transatlantic civic project “Deliberating in a Democracy” in an implicit way, showing influence of this project to civic understandings and behaviour of the students in different countries. All insights and conclusions drawn by the author are based on the findings from the international study.

The article is based on the findings from the comparative research ‘Peace Education and teacher training: today in the context of yesterday. A comparative perspective from Finland, Lithuania and Sweden’. The research is funded by CiCea (Children Identity and Citizenship. A European Association). The authors deal with some theoretical concepts, some policies and practices of peace education and present case studies from Lithuania and Sweden. The researchers conceptualise peace education from different (social, historical, educational) perspectives and try to answer to the questions ‘what does peace Education mean in different cultural, political, social, contexts?’, ‘what messages regarding the content, referring to explanations of violence, war, peace, communication and preparedness for peaceful life now and in the future are send to young people by peace education?’. At the end some conclusions are drawn from these case studies.

The article focuses on developing links between Higher Education Institutions (HEIs) and those Non-Governmental Organisations (NGOs) that are concerned with social understanding, tolerance and respect for human rights, in developing the citizenship education/developing identities curriculum in higher education. Scholars from Ireland, Lithuania, Finland and Poland share ideas about the cooperation between HEI and NGO in developing curriculum for education for Active Citizenship. Some general conclusions are based on the results of case studies.

Employing sociologists’ insights into theoretical and empirical researches, the article discusses the problem of social activeness and tendencies of civic passiveness are stated. It also emphasizes the necessity to create and implement models of interaction between citizens and local government institutions that are optimally adapted to modern society. The second part of the study presents and analyses the empiric research on active involvement of young people in decision-making process. Moreover, the authors reveal that almost three fourths of young people would like to pay more attention to civic initiatives and, thus, have effect on decision-making.

The authors of the article deals with the problem of education for social responsibility from teacher training and didactical perspectives. The authors stress that every society has a need to perpetuate itself, and establishes supports and promotes institutions which do so. And the role of educational communities is discussed because schools need to provide learning / teaching settings for students awareness of their responsibilities to the society. That knowledge, those skills and dispositions in a globalized context are different from traditional ones and they have to be researched.

Straipsnyje, kuris parengtas Yorko universitete vykusios konferencijos metu (2012) skaityto pranešimo pagrindu, pristatomi ir analizuojami tarptautinio tyrimo rezultatai, atskleidžiantys kaip Graikijos, Čekijos ir Lietuvos mokiniai (15–17 metų) supranta socialinę atsakomybę. Įvadinėje dalyje trumpai pristatomas problemos aktualumas, akcentuojama socialinės atsakomybės įvairialypė samprata, kuri skiriasi atsižvelgiant į jos vartojimo kontekstą. Autorės savo tyrimą grindžia teiginiu, kad socialinė atsakomybė yra „mano paties“ indėlis į „kito asmens“ gerovę (Berman, 1990). Dėl teorinės sampratos kyla keletas klausimų: kas sudaro „gerovę“, kas konkrečiu atveju yra „kitas“, ar „kito“ gerovę skatina ir laisvoji rinka arba imigracijos reformos. Ir galiausiai keliamas edukacinis klausimas: ar socialinę atsakomybę galima ugdyti. Jeigu taip, tai pirmiausia būtina žinoti, kaip mokiniai supranta socialinę atsakomybę, kokius jos pagrindinius komponentus išskiria. Taip suformuluojamas šio tyrimo ir straipsnio tikslas – ištirti ir pristatyti mokinių socialinės atsakomybės supratimą trijose šalyse. Tyrimo metodika pristatoma antrajame skyriuje. Be literatūros analizės, taikytas anketavimas, kurio metu buvo apklausta Čekijoje ir Lietuvoje po 50, o Graikijoje – 46 aukštesniųjų klasių mokiniai. Klausimynas buvo labai platus, tačiau šiame straipsnyje pristatomi tik duomenys, padedantys suprasti, kokius pagrindinius socialinės atsakomybės komponentus atskleidžia mokiniams pateiktų teiginių vertinimai [...]

Authors of the article deal with the problem of social participation of students while studying in basic school. One of the most important aims of education is to help them to perceive themselves as a members of community, as a members of the whole society and become an active and creative participant of this society. Contemporary school creates the climate which has to be friendly to each student and has to help them to develop social competences as a main indicator of the creator of society. Social participation of students are seen as a main actor of socialization process. Thus basic school pays strong attention to organization and improvement of social activities in the school as well as outside the school life of students. Social education includes students social and civic culture, embodies humanistic and democratic values and principles and responds to individual and changing needs of the society. Social activities are an integral part of general and basic education. The organization of the educational process, additional education, school-community partnership, communication and cooperation in its relations with the local community promote students social maturity of the whole school community life. Theoretical analysis show that social activities in school educate not only the student’s knowledge, skills and understanding, but also affect in personal and spiritual powers.