Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/127066
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Bitinas, Bronislovas
Title: Edukologijos mokslas ugdymo paradigmų sankirtoje
Other Title: Educational science in paradigm intersection
Is part of: Pedagogika : mokslo darbai. Vilnius : Vilniaus pedagoginis universitetas., 2005, [T.] 79
Extent: p. 5-10
Date: 2005
Abstract: In the context of the present article, a paradigm is a term used to name an answer to the essential question of educational philosophy. The classical paradigm states that a learner personality is primarily predetermined by the social environment; therefore, the educator has an ability to form learner personalities in a similar way like a sculptor forms his / her work. Meanwhile, the free education (progressivist) paradigm is aimed at the innate traits of the learner thus assigning the role of a personality self-development facilitator (a similar one to that of a gardener) to the educator. In the Lithuanian school, the classical paradigm and orientation towards academic contents of learning (which were difficult enough for the learners) was dominant throughout the entire 20th century. The said paradigm is based on the presumption that learners who study under teacher supervision can manage mastering such contents. In the transition towards education based on alternative paradigms, which is oriented towards learner needs and their ability to study independently, a threat of lower scholarly achievements of learners arises (it is especially often stressed by the academic society). The transition from classical education to progressivist one also gains complicatedness due to the newly emerged situation of educational sciences, i.e. expansion of the scientific knowledge object (as education is treated not only as a reality of childhood, but also assigned to lifelong experiences), abundance of theoretical educational concepts, complexity of practical application of theoretical research conclusions, etc. Under these conditions, a question arises what the main purpose of educational research is, and to what extent scientific investigations should be subordinated to satisfying the educational needs of our own country (“science for science’s sake” or rather “science aimed at educational practices”)
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/127066/2/ISSN1392-0340_2005_T_79.PG_5-10.pdf
https://hdl.handle.net/20.500.12259/127066
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:1. Straipsniai / Articles
Universiteto mokslo publikacijos / University Research Publications

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