Open AccessM. Lukšienė’s Insights Evaluating Spread of Educational Tendencies
Author(s) -
Dalia Survutaitė
Publication year - 2013
Publication title -
pedagogika
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.17
H-Index - 6
eISSN - 2029-0551
pISSN - 1392-0340
DOI - 10.15823/p.2013.1797
Subject(s) - lithuanian , context (archaeology) , sociology , humanism , pedagogy , expression (computer science) , variety (cybernetics) , democracy , social science , political science , geography , law , politics , linguistics , programming language , philosophy , archaeology , artificial intelligence , computer science
The history of pedagogy accumulates descriptions of educational practice, education ideas are analysed, compared and evaluated. The retrospective analysis of the Lithuanian and foreign research on the history of pedagogy results in discovery of various approaches to analysis of education ideas. The article focuses on the experience of Lithuanian researchers in education to divide education ideas into theories, directions, trends, paradigms and conceptions. The role of Dr. Habil. M. Lukšienė performed while establishing and developing the modern system of education and nurturing the democratic community of the country is exceptional. M. Lukšienė links the development of pedagogical thought in Lithuania with the issues of national culture.
The culturological aspect is a distinguishing feature of her research in the general context of educational research papers written in Lithuania. While evaluating the points of intersections of education culture and human development, the following education directions identified by the researcher are analysed: pragmatic-technological and humanistic-cultural. The article also focuses on the homo humanus education highlighted by Dr. M. Lukšienė. The researcher employs educational trends not for definition of the finished system but for highlighting of their fragmentary expression. The variety of education expression observed in the reality creates conditions for free movement of education fragments and situations as well as for their adjoinment to one or another education stream.