Ugdymo fenomenų analizės problemos

Straipsnyje nagrinėjamas filosofinių principų bei teorijų ir ugdymo principų bei standartų tarpusavio santykis ir sąveika. Eksplikuojama ir pagrindžiama hipotezė apie klasikinių, žinias akcen tuojančių, ugdymo teorijų ir klasikinių, metafizinių, filosofinių pažinimo teorijų sąsajas. Kalbama apie ugdymą, kaip komunikacijos procesą, pasitelkiant teorinės distancijos ir teorinės interpretacijos lauko sąvokas. Iliustruojama, kaip distancijos principas ugdymo procese leidžia pritaikyti gausybę labai efektyvių šiuolaikinių ugdymo metodų bei principų: mintinio eksperimento metodą, savianalizės ir savi- refleksijos metodą, loginių alternatyvų išskaičiavimo metodą, loginės analizės ir kritinio mąstymo principą, moralinio subjekto decentralizavimo principą ir kitus. Ugdymo teorija interpretuojama kaip metateo- rija, analizuojant ugdymo teoriją ne tik kaip dėstymo teoriją, bet ir kaip dėstymo metodologiją.

Abstract (en)

The present paper deals with the methodological problems of Analysis of Phenomena of Education relating the principles of education to the basic principles of philosophy. Teachers should be taught by the same procedures we expect them to use in their teaching. If we expect them not only to act, or not only use this “learning by doing”, if we expect them encourage students to think, we should encourage the trainers in thinking about thinking. We should stress the importance of mental, cognitive acts, but we should stress the importance of meta-cognitive acts (Knowing about knowing of others, remembering that others remember, and so on), and the importance of meta- affective acts (such as willing to love, desiring to desire). If we want teachers to improve their reasoning skills we should encourage them to reason about how they reason, what are the techniques and technologies of improving the reasoning processes. Theoretical analysis of phenomena of education is based on the philosophical works by Plato, A. Bergson, K. R. Popper, P. L. Berger and T. Luckman also on ideas of philosophy of education by Matthew Lipman and Ivan Illich. Principles and concepts of theoretical analysis of basic principles of philosophy such as objectivity, determinism, expedience, distance, theory and metha theory are structured and explained in their relationship to the principles of education. The process of education itself it is revealed and explained by the very principles of social communication: as the process of permanent interpretation and re-interpretation of social reality, the reflection of what is going on and assessment of changes that should be relevant to the changeable social reality. It is stressed that in the process of education the teaching and learning transforms into self-teaching and meta learning. The process of education is analyzed as a whole set of very effective and modern methods and principles of education, such as the methods of mental experiment, selfanalysis and self-reflection, logical alternative calculation, logical analysis and critical thinking and is based on such thinking and ethical strategies as empathy, decenteringfrom the self and moral imagination.