Spartėjantys šiandieninio gyvenimo tempai ir nuolat aktyvėjanti žmogaus profesinė veikla verčia kiekvieną specialistu maksimaliai sėkmingai organizuoti savo veiklu. Vis dažniau pasigirsta balsų, kviečiančių visas pastangas skirti informacijos sąmoningam perėmimui, paremtam aktyvia, paties besimokančiojo veikla

Neįmanoma pažinti tautos kultūros, jos civilizacijos bei dvasinių turtų nemokant kalbos» Būdami nedidelės tautos atstovai, ypač dabar, kai patys atgimstame, privalome pažinti kitų tautų kultūras, studijuodami jų kalbų. Nuo seno pas mus buvo mokomasi anglų, prancūzų, vokiečių, italų bei ispanų kalbų. Šiame straipsnelyje panagrinėsime prancūzų kalbos mokymo raidų Lietuvoje

Pateiktame straipsnyje apžvelgiama mokyklų, reformos ir švietimo sistemos formavimosi kryptis nuo 1905-1907 m. revoliucijos iki nepriklausomos Lietuvos Respublikos žlugimo (1940 m.) Nepriklausomybės laikotarpiu išryškėjo du švietimo raidos etapai: ligi nepriklausomos Lietuvos Respublikos susikūrimo ir jos egzistavimo laikotarpiu.

The preschool education in Lithuania was influenced by West European pedagogical trends, E. Pröbel, M. Montessori, O. Decroly pedagogical systems. Anyway, Lithuanian pedagogues strove to create the original national system of preschool education. The theoretical basis of that system was laid by J. Vabalas-Gudaitis, the author of the so-called „synergistic pedagogics". In his works he showed how to work according to the principle of synergism in kindergartens

The journals mentioned above reveal the relation of Lithuanian teachers to nation, society and national culture. The ability of the teachers to get to know life, to educate adults, and to raise the cultural level of the population had been given special emphasis. Serious requirements were imposed upon the country-teacher, who had to do his best to strengthen the ties of the youth with national culture. The teachers founded various clubs, societies, associations and organized their activity, of which the prolific and extensive activities of Basanavicius’s society pedagogical and ethnographic associations should be mentioned. School masters worked in the field of national culture and disseminated it among the broad public.

The article presents the views on education expressed by Marija PeGkauskaitä-Šatrijos Ragana, an outstanding representative of the Catholic trend in Lithuanian pedagogy. The following issues are in the focus of attention: the purpose of education and the resulting tasks; the development of a child’s intelectual, emotional and volitional spheres; forming the moral consciousness and behaviour. The article also reviews the principal ways and methods of education as well as some postulates of her pedagogical ethics

Different attitudes towards pedagogics as a science of education have been observed. In some cases pedagogics has become underestimated among schoolteachers and higher school teachers. S. Salkauskis’s (the Lithuanian philosopher and pedagogue, 1886-1941 ) treatment of pedagogics is of considerable interest

Įsitikinęs, kad pedagogika apima ne tik žmogaus „mokslinimų", bet visų psichofizinių funkcijų ugdymų ir žmogaus dorovinimų, jo kultūrinimų ir visašališko darbingumo didinimų" J. Vabalas-Gudaitis teigė, kad bent trumpas supažindinimas su pedagogikos mokslu būtų „privalomas kiekvienam subrendusiam žmogui, nes kiekvienas susiduriame su vaikais ir jaunimu, nes kiekvienas turime, kur tik galime, prisidėti prie mūsų tautos dorovinimo bei kultūrinimo" . Baigiamojoje klasėje jis siūlė įvesti privalomų 2 valandų per savaitę propedeutinės pedagogikos kursų, kurį dėstytų „ne paprastas kurio nors dalyko mokytojas, o pedagogas specialistas", žinantis „kūno ir sielos kultūros pagrindus, eugenikos elementus, šeimyninio auklėjimo pradmenis"

Due to his articles related to language teaching, the famous Lithuanian educationalist and psychologist of the first half of the 20th century J. Vabalas-Gudaitis can be regarded as a pioneer of the bilingual psychology of the theory of language teaching in. Lithuania. The paper deals with some considerations, test data and recommendations given by J. Vabalas-Gudaitis. They could contribute to the improvement of language teaching in our republic.

The article presents a review of teaching the Lithuanian language and literature in the secondary schools of Lithuania. The main trends and problems for perfecting the teaching process of the Lithuanian language and literature in the national school are analysed. Practical and scientific solutions concerning the teaching problems of the subject are indicated.