Kaimo vaikų ugdymo socialinio-kultūrinio kontekstualumo raiška darnaus vystymosi koncepcijoje

Abstract

Straipsnyje nagrinėjami kaimo vaikų ugdymo socialiniai-kultūriniai raiškos kontekstai darnaus vystymosi švietimo koncepcijoje. Formuojant kaimo vystymo politiką, priimant strateginius sprendimus, remiamasi pasiekimų aktualijomis ir artimaisiais iššūkiais, svarbiausiomis nacionalinėmis švietimo politikos nuostatomis, principais, taip pat darnaus vystymosi švietimo aspketais. Pristatoma darnaus vystymosi paradigma, hermeneutiniai jos kontekstai. Remiantis teorine analize teigiama, kad darnaus vystymosi koncepcija yra kompleksinė ir daugialypė, kuri jungia efektyvumą, lygybę socialiniu-ekologimu pagrindu. Pateikiama kontekstualizuota kaimo vaikų ugdymo dimensijų traktuotė

The article focuses on the socio-cultural contexts of the countiyside children in the harmonious development conception of education. While forming the countiyside development policy as well as making strategic decisions it is referred to the relevance of achievements and short-term challenges, to the most important national attitudes and principles of education policy including the harmonious development educational aspects. The harmonious development paradigm as well as its hermeneutic contexts are presented in the article. On the basis of theoretical analysis it is stated that the conception of harmonious development is complex and multiple in its nature. It combines efficiency and equality on the socio-cultural basis. The contextualized approach to countiyside children educational dimensions is proposed