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Edukologijos mokslas ugdymo paradigmų sankirtoje
Educational Science in Paradigm Intersection

Author(s): Bronislavas Bitinas
Subject(s): Education
Published by: Vytauto Didžiojo Universitetas
Keywords: educational science; paradigm intersection

Summary/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”). The above factor means a contradiction: globalisation of educational research vs. satisfaction of national-level needs.

  • Issue Year: 2005
  • Issue No: 79
  • Page Range: 5-10
  • Page Count: 6
  • Language: Lithuanian