Profesoriaus B. Bitino ugdymo filosofijos įtaka šiuolaikiniam edukologijos mokslui
| Author |
|---|
Aramavičiūtė, Vanda |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2006 | 83 | 16 | 24 |
Straipsnyje aktualizuojama ugdymo filosofijos reikšmė ugdymo mokslui. Kartu atkreipiamas dėmesys į prieštaringas šiuolaikinės ugdymo filosofijos traktuotes dabartinėje situacijoje, kurių fone iškyla ir Lietuvos ugdymo filosofijos interpretacijų įvairovės problema. Tarp jų išskiriamas profesoriaus B. Bitino - ilgamečio ugdymo filosofijos puoselėtojo - požiūris į kertinius ir pastaruoju metu diskutuojamus ugdymo filosofijos klausimus: ištakas, paskirtį, uždavinius, kryptis, į ugdymo filosofijos santykį su ugdymo mokslais. Atskleidžiami ir ugdymo tikslų filosofinių pagrindų, nagrinėjamų asmens dvasinės raidos kontekste, vertinimai. Taip pat pateikiamas požiūris į ugdymo aksiologijos esmę, įprasminančią vertybių funkcionavimą ugdymo struktūroje ir pagrindžiančią auklėjimo teorijos objektyvumą.
This article actualises importance of philosophy of education and educational science. Paralelly, emphasis is laid on contradicting approaches to modern philosophy in present situation, in the context of which, a problem regarding variety of interpretations of Lithuanian education philosophy emerges: interpretation variations of its place, purport, links with education, search for origins related to increase or decrease in its impact. There is an opinion that philosophy of education in Lithuanian receives insufficient attention, that its continuity has been violated and that it is on the decline. Though contribution of some earlier (S. Salkauskis, A. Maceina) and contemporary Lithuanian authors (L. Jovaisa, B. Bitinas, K. Pukelis, etc.) to establishment and propagation of systems and schools of education philosophy, a scarcity of more active followers is clearly felt. On the other hand, such impression may occur due to the fact that the ideas of the above mentioned philosophers and thinkers are not properly reflected, discussed and that their mportance to changes in both education philosophy and educational science is not sufficiently clarified or actualised. Considering all the afore-said, the philosophy of professor . Bitinas, based on long-term researches in issues of methodology of education theory, theory of upbringing and other education-related problems, which laid foundations for theoretical philosophical analysis of education reality, is the object of the research. The aim of the article is to achieve at least partial actualisation of professor’s approaches to keystone problems of education philosophy highlighting its significance to contemporary education science: 1) purpose, objectives and trends of education philosophy; 2) relation between education philosophy and educational sciences; 3) philosophical foundation of goals of education; 4) axiology of education and its relation with theory of upbringing. Having analyzed education philosophy of professor B. Bitinas by the selected aspects, it can be stated that its importance to contemporary science of education is firstly justified by the attitude to purpose of education philosophy, as cognition ofeducation reality, which is linked to general problems of human existence and search for origins of education goals. The objectives of education philosophy, determined by the author are of no less importance. They orient to analysis of education concept and perspectives of its implementation, link between development of the society and education, interaction of philosophical thought and pedagogical idea, influence of philosophical systems on formation of pedagogical conceptions, key problems of education and developmental perspectives of education science. Secondly, the professor has determined relation between education philosophy and educational sciences, attributing to educational sciences an intermediary role between education reality and philosophy of education and renouncing direct relation of education philosophy and education practice and through that, denying the attitude to education philosophy as a substitute ofedu- cation theory. On the other hand, conclusions regarding substantiation of link of education theory and education philosophy by the context of a particular culture and substantiation of independence of educational science object are vety useful to educational science. Implications regarding criteria of classification, selection and evaluation as well as conclusions related to nature of interaction of education technologies, as an intermediary link between education theory and practice, and changes in educator’s role and survival in the process of transformations in education technologies are of huge value. Thirdly, coherence of education goals with spirituality is expressed through individual’s relation with other people, society and mankind and is based on adoption of human values and their implementation. In this context, philosophically grounded ideas regarding factors and mechanisms of spirituality development, an exceptional role of spiritual needs and life purport and their link with supreme values, development of an integral and hierarchical system of values, importance of criteria of value origins in this process as well as essence of person’s individuality and its nurturance gain a specific value. Fourthly, conception of relation between axiology and hodegetics limits the object of axiology to cognition of value systems functioning in the education process, whereas the object of hodegetics comprises functioning of values and process of their transfer. This allows for hodegetics to gain an appropriate status among branches of educational sciences. On the basis of principle of value pluralism, valuable information is provided not only on a diversity of value systems but also on determination of their hierarchy, their incorporation into content of education but also on functioning of values at personality level, internalization processes of values including factors and mechanisms conditioning them.