In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of ‘authentic' human intelligence.

The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist’s vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The... [to full text] / Disertacijoje nagrinėjamą edukacinių paradigmų virsmą lemia dabartiniam laikotarpiui būdingi kultūros pokyčiai, globalizacija ir profesinio rengimo tikrovė nepriklausomybę atkūrusioje Lietuvoje. Aukštojoje mokykloje toks kontekstas pasireiškia studijų modernizavimu, kuris disertacijoje vertinamas kaip edukacinių paradigmų virsmo strategija ir nagrinėjamas profesinio rengimo teorijos bei jos įgyvendinimo praktikos plotme. Tai atskleidžiama nagrinėjant profesinio rengimo teorijos ir praktikos ypatybes bei ryšius. Rengiant būsimus specialistus kolegijoje akcentuojamas praktinis studijų kryptingumas. Disertacijoje jis vertintas kaip studijų modernizavimo strategija. Išnagrinėtos laikotarpiui būdingos profesinio rengimo, meno dalykų mokymo ir meninio ugdymo ypatybės atsižvelgiant į edukacinių paradigmų virsmą parodė, kad modernizuojant meno dalykų studijas tikslinga atsisakyti į siaurus dalyko pažinimo tikslus orientuoto tradicinio mokymo ir jį keisti į profesiniu požiūriu orientuotą meninį ugdymą. Todėl profesiniu požiūriu kryptingas meninis ugdymas pristatytas kaip meno dalykų studijų modernizavimo strategija. Pristatyti būsimo specialisto profesinio rengimo, tradicinio dalykų (muzikos) mokymo ir šiuolaikiško meninio (muzikinio) ugdymo teoriniai modeliai, apimantys dalyko studijų, aplinkos, vaidmenų spektro ir veiklos sritis. Ištirtos galimybės ugdymo dalyviams koreguoti meno dalykų studijas ir profesiniu požiūriu aktualų veiklos kontekstą taikant šiuos modelius, o studijų... [toliau žr. visą tekstą]

Disertacijoje nagrinėjamą edukacinių paradigmų virsmą lemia dabartiniam laikotarpiui būdingi kultūros pokyčiai, globalizacija ir profesinio rengimo tikrovė nepriklausomybę atkūrusioje Lietuvoje. Aukštojoje mokykloje toks kontekstas pasireiškia studijų modernizavimu, kuris disertacijoje vertinamas kaip edukacinių paradigmų virsmo strategija ir nagrinėjamas profesinio rengimo teorijos bei jos įgyvendinimo praktikos plotme. Tai atskleidžiama nagrinėjant profesinio rengimo teorijos ir praktikos ypatybes bei ryšius. Rengiant būsimus specialistus kolegijoje akcentuojamas praktinis studijų kryptingumas. Disertacijoje jis vertintas kaip studijų modernizavimo strategija. Išnagrinėtos laikotarpiui būdingos profesinio rengimo, meno dalykų mokymo ir meninio ugdymo ypatybės atsižvelgiant į edukacinių paradigmų virsmą parodė, kad modernizuojant meno dalykų studijas tikslinga atsisakyti į siaurus dalyko pažinimo tikslus orientuoto tradicinio mokymo ir jį keisti į profesiniu požiūriu orientuotą meninį ugdymą. Todėl profesiniu požiūriu kryptingas meninis ugdymas pristatytas kaip meno dalykų studijų modernizavimo strategija. Pristatyti būsimo specialisto profesinio rengimo, tradicinio dalykų (muzikos) mokymo ir šiuolaikiško meninio (muzikinio) ugdymo teoriniai modeliai, apimantys dalyko studijų, aplinkos, vaidmenų spektro ir veiklos sritis. Ištirtos galimybės ugdymo dalyviams koreguoti meno dalykų studijas ir profesiniu požiūriu aktualų veiklos kontekstą taikant šiuos modelius, o studijų... [toliau žr. visą tekstą] / The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist’s vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The... [to full text]

Baigiamajame magistro darbe analizuojami ugdymo paradigmų realizavimo pradinėse klasėse ypatumai. Lietuvos švietimo sistema šiandien išgyvena kaitos procesą: nuo mokymo paradigmos pereinama prie mokymosi paradigmos, kurios svarbiausias uždavinys - atsigręžti į žmogų kaip absoliučią vertybę, sudaryti sąlygas atsiskleisti jo individualybei, pažadinti siekimą per saviugdą tapti asmenybe. Darbo problema - vaiką ir į žinias orientuotų ugdymo paradigmų realizavimo aspektai pradinėse klasėse. Darbo objektas – ugdymo paradigmų realizavimas pradinėse klasėse. Darbo tikslas – išanalizuoti ugdymo paradigmų realizavimo pradinėse klasėse ypatumus. Darbo metodai: mokslinės literatūros analizė, anketinė apklausa. Mokslinės literatūros ir atlikto mokymo ir mokymosi paradigmų raiškos pradinėse klasėse tyrimas atskleidė, kad Vilniaus miesto ir rajono mokytojai ugdymo procese dar kartais remiasi mokymo paradigma, tačiau iš esmės jau dirba vadovaudamiesi mokymosi paradigma. Siekdami ugdyti bendruosius mokinių gebėjimus, mokytojai taiko ir tradicinius poveikio mokiniui metodus (aiškina, iliustruoja, vadovauja diskusijai), tačiau daugiau naudoja aktyvaus mokymo metodų ir būdų (darbas grupėse, darbas porose, projektai, bandymai, ekskursijos ir kt.). Siekdami ugdyti bendruosius mokinių gebėjimus, mokytojai taiko aktyvaus mokymo metodus ir būdus, naudoja priemones ir veiklas, skatinančias eksperimentuoti, tyrinėti ir spręsti iškylančias problemas. Ugdymo procesui naudojami ir už mokyklos sienų... [toliau žr. visą tekstą] / Final masterwork analyzes the features of realization of educational paradigms in primary classes. Lithuanian education system today is going through the process of change: from teaching paradigm shift to learning paradigm, which main task is to turn to someone as an absolute value, to allow one’s individuality to unfold, awaken the desire to become a personality. The object – the realization of aspects of education paradigm oriented to the child and the knowledge in primary of classes. The aim – to analyze the realization of features of educational paradigms in primary classes. The methods: analysis of scientific literature, a questionnaire survey. The research of scientific literature and teaching and learning paradigms resolution in primary classes revealed that primary school teachers refer on learning paradigm. To develop students' general skills, teachers use active teaching methods and techniques, use tools and activities that encourage experimentation, research and solving problems. Educational process uses training (learning) resources, which are outside the school. Students are more active participants in their learning than passive recipients of information. Assessment for learning in which students evaluate their own friends and evaluates learning outcomes is applied. The most common problems faced by teachers, realizing learning paradigm, there are instructional materials, lack of ICT, lack of... [to full text]

Made available in DSpace on 2015-05-07T15:08:28Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1298915 bytes, checksum: 41db797dde3a59f1147e4393caf480a4 (MD5) Previous issue date: 2006-01-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study has as main subject Digital Literacy, which is seen as a state or condition of those who appropriate the new technologies and its hipertextual reading and writing practices through the screen. The object of analysis inside this type of literacy will be the observation on how it has been constructed among primary teachers of the Municipal Durmeval Trigueiro Mendes School in João Pessoa city. In order to achieve this objective it was made a case of study of the primary teachers (1st to 4th grade), whose descriptive and exploratory work investigates and perceives the possible problems related to the program of educative computer science adopted by the referred city. For this, the work carries through a historical passage of Educative Computer science searching its origins since a macrostructure understanding, where it is analyzed models adopted in some countries (U.S.A, France and Brazil) until reaching in the microstructural reality of João Pessoa. Then, there is a critical reflection on the changes in the pedagogical models that imply in alterations in the teachers and students role within the informational context. After that, the work goes through diverse concepts (hypertext, digital genres, alphabetization, etc) directly or indirectly related to Digital Literacy. Finally, it carries through an analysis of the data collected through interviews, observations and the context of the analyzed school, from there to generate hypotheses, critical reflections and positioning when considering the informatization program in Joao Pessoa schools. / Esta dissertação tem como tema principal o Letramento Digital, visto pela perspectiva de um estado ou condição dos que se apropriam das novas tecnologias e de suas práticas de leitura e escrita hipertextuais através da tela. Já o objeto de análise dentro deste tipo de letramento, será a observação de como está sendo construído este letramento pelos professores de Ensino Fundamental da Escola Municipal Durmeval Trigueiro Mendes do município de João Pessoa. Para isso foi feito um estudo de caso dos professores de 1ª. a 4ª. Série, cujo trabalho de cunho descritivo e exploratório procura investigar e perceber os possíveis problemas relacionados ao programa de informática educativa adotado pelo referido município. Para isso o trabalho realiza, primeiramente, um percurso histórico da Informática Educativa buscando suas origens desde uma compreensão macro-estrutural onde são analisados os modelos adotados em alguns países (E.U.A.; França e Brasil) até chegar na realidade micro-estrutural da cidade de João Pessoa. Depois, reflete, criticamente, sobre as mudanças nos modelos pedagógicos que implicam em alterações nos papéis do professor e do estudante dentro do contexto informacional. Em seguida perpassa os diversos conceitos (hipertexto, gêneros digitais, alfabetização etc.) relacionados, direta ou indiretamente, ao Letramento Digital. Finalmente, realiza uma análise dos dados coletados através de entrevistas, observações e do próprio contexto da escola analisada, para daí gerar hipóteses, reflexões críticas e posicionamentos diante do programa de informatização das escolas do município de João Pessoa.

Disertacijoje nagrinėjamas vizualinės kultūros diskursas kaip konceptualus meninio ugdymo pamatas, aktualus šiuolaikinės kultūros ir ugdymo paradigmų kaitos kontekste. Tyrimo tikslas – atskleisti vizualinės kultūros edukacinį reikšmingumą ir ypatumus meniniame (dailiniame) ugdyme, ištirti vizualinės kultūros studijų poreikį, problemas ir perspektyvas rengiant dailės pedagogus. Tyrimo problema siejama su meninio ugdymo situacija Lietuvoje, kur vizualinės kultūros diskursas yra nauja tyrimų sritis. Disertacijoje teoriškai pagrindžiamos vizualinės kultūros ugdymo prielaidos visuose meninio ugdymo lygiuose ir per jų sąveiką. Realizuojant postmodernų meninio ugdymo turinį ypač aktuali yra dailės pedagogų kompetencijos ir pasirengimo problema. Tyrimu siekta atsakyti į klausimus, kaip vizualinės kultūros fenomenas keičia šiuolaikinio meninio ugdymo pobūdį ir lemia jo turinį, kokios dailės pedagogo kompetencijos turėtų būti plėtojamos vizualinės kultūros ir postmodernios edukacinės paradigmos kontekste, kaip dailės pedagogai yra pasirengę priimti pokyčius ir plėtoti savo kompetencijas, kokios numatomos vizualinės kultūros studijų įprasminimo perspektyvos rengiant dailės pedagogus. Dailės pedagogų ir ekspertų apklausos rezultatai patvirtino, kad meniniame ugdyme vyrauja klasikinės ir modernistinės tendencijos, nepajėgiančios aprėpti vizualinės kultūros gausos, technologijų įvairovės, atskleisti daugiakultūrinės meninės patirties, reaguoti į aktualius socialinius reiškinius... [toliau žr. visą tekstą] / The present dissertation deals with the discourse of visual culture as a conceptual background of art education, vital in the context of changing paradigms of culture and education. The aim of the research is to reveal the importance of visual culture in art education, to investigate the need for studies of visual culture as well as problems and perspectives of training teachers of art. The research problem is linked with the situation of art education in Lithuania, where the discourse of visual culture is a new research field. The dissertation provides a theoretical grounding of assumptions for developing visual culture on all levels of art education. In implementing visual culture in the postmodern curriculum, the problem of art teachers’ competence and preparation is of utmost importance. The research questions were as follows: what curriculum changes does visual culture bring in art education? What art teachers’ competences should be developed in the postmodern educational paradigm? How are art teachers prepared to accept visual culture in art education and what competences do they need to develop? What are the prospects of art teacher training with the developing of the concept of visual culture education? The survey of art teachers and experts in art education revealed that classical and modernist tendencies predominate in art education, unable to cover a wide field of visual culture, the variety of new technologies, the multicultural diversity of art experience, and... [to full text]

The present dissertation deals with the discourse of visual culture as a conceptual background of art education, vital in the context of changing paradigms of culture and education. The aim of the research is to reveal the importance of visual culture in art education, to investigate the need for studies of visual culture as well as problems and perspectives of training teachers of art. The research problem is linked with the situation of art education in Lithuania, where the discourse of visual culture is a new research field. The dissertation provides a theoretical grounding of assumptions for developing visual culture on all levels of art education. In implementing visual culture in the postmodern curriculum, the problem of art teachers’ competence and preparation is of utmost importance. The research questions were as follows: what curriculum changes does visual culture bring in art education? What art teachers’ competences should be developed in the postmodern educational paradigm? How are art teachers prepared to accept visual culture in art education and what competences do they need to develop? What are the prospects of art teacher training with the developing of the concept of visual culture education? The survey of art teachers and experts in art education revealed that classical and modernist tendencies predominate in art education, unable to cover a wide field of visual culture, the variety of new technologies, the multicultural diversity of art experience, and... [to full text] / Disertacijoje nagrinėjamas vizualinės kultūros diskursas kaip konceptualus meninio ugdymo pamatas, aktualus šiuolaikinės kultūros ir ugdymo paradigmų kaitos kontekste. Tyrimo tikslas – atskleisti vizualinės kultūros edukacinį reikšmingumą ir ypatumus meniniame (dailiniame) ugdyme, ištirti vizualinės kultūros studijų poreikį, problemas ir perspektyvas rengiant dailės pedagogus. Tyrimo problema siejama su meninio ugdymo situacija Lietuvoje, kur vizualinės kultūros diskursas yra nauja tyrimų sritis. Disertacijoje teoriškai pagrindžiamos vizualinės kultūros ugdymo prielaidos visuose meninio ugdymo lygiuose ir per jų sąveiką. Realizuojant postmodernų meninio ugdymo turinį ypač aktuali yra dailės pedagogų kompetencijos ir pasirengimo problema. Tyrimu siekta atsakyti į klausimus, kaip vizualinės kultūros fenomenas keičia šiuolaikinio meninio ugdymo pobūdį ir lemia jo turinį, kokios dailės pedagogo kompetencijos turėtų būti plėtojamos vizualinės kultūros ir postmodernios edukacinės paradigmos kontekste, kaip dailės pedagogai yra pasirengę priimti pokyčius ir plėtoti savo kompetencijas, kokios numatomos vizualinės kultūros studijų įprasminimo perspektyvos rengiant dailės pedagogus. Dailės pedagogų ir ekspertų apklausos rezultatai patvirtino, kad meniniame ugdyme vyrauja klasikinės ir modernistinės tendencijos, nepajėgiančios aprėpti vizualinės kultūros gausos, technologijų įvairovės, atskleisti daugiakultūrinės meninės patirties, reaguoti į aktualius socialinius reiškinius... [toliau žr. visą tekstą]

The research s objective is identify and analyze into public politics of work and income, specifically the PLANFOR, being aimed at to understand its contribution for the Social Development of Maceió. The analysis of this problematic one, on the basis of estimated and its objective delineated. This agreement passes for the critical analysis of the Pedagogical project, identifying to which implicit the educational paradigm in the PLANFOR, and continues in the empirical marks interviewing egresses of the courses of professional qualification, given for the Serviço Nacional de Aprendizagem Industrial (SENAI) of Maceió, and finishes with the comparative study of the results of the Bulhões (2001) research in Rio Grande do Sul state. From the accomplishment of the research it was observed that the PLANFOR was one innovative qualification politics, however had resulted shy in insert and replace worker in the market work, having little efficacious in this social development aspect. / Fundação de Amparo a Pesquisa do Estado de Alagoas / O objetivo desta pesquisa é identificar as políticas públicas de trabalho e renda, analisar especificadamente o PLANFOR, visando entender sua contribuição para o Desenvolvimento Social do Município de Maceió. A análise desta problemática, com base nos seus pressupostos e objetivos delineados pelo plano. Esse entendimento passa pela análise crítica do projeto Pedagógico, identificando qual o paradigma educacional implícito no PLANFOR, e prossegue no terreno empírico entrevistando egressos dos cursos de qualificação profissional, ministrado pelo Serviço Nacional de Aprendizagem Industrial (SENAI) de Maceió, e finaliza com o estudo comparativo dos resultados da Pesquisa feita por Maria da Graça Bulhões (2001) no Rio Grande do Sul. A partir da realização da pesquisa observou-se que o PLANFOR foi uma política de qualificação inovadora pela sua abrangência, porém teve resultados tímidos quanto a inserção e recolocação do trabalhador no mercado de trabalho tendo contribuído pouco nesse aspecto do desenvolvimento social.

The summary of dissertation that studies the development of conceptual basis for the Lithuanian educational reform in terms of the shift in the educational paradigm, describes the importance of the research, its theoretical and practical significance as well as the scientific problem as to how the shift in the classical normative educational paradigm is implemented into the conceptual basis of the Lithuanian educational reform. The summary emphasizes the novelty of the research which consists in the fact that this work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose the processes of their development. The summary also presents the object, goals and methodological reference of the research as well as the content of dissertation and the conclusions, such as: the conceptual idea of the Lithuanian educational reform to implement the educational reform on the basis of shift in educational paradigm was determined by historical circumstances; the paradigmatic shift in education is systemic, the conceptual basis of the Lithuanian educational reform embeds the paradigm of humanistic education etc. / Disertacijos, kurios objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu, santraukoje aptariamas tyrimo aktualumas, teorinis ir praktinis reikšmingumas, pristatoma mokslinė problema – kaip klasikinės normatyvinės ugdymo paradigmos kaita humanistine ugdymo paradigma įtvirtinama Lietuvos švietimo reformos konceptualiaisiais pamatais. Pabrėžiamas darbo naujumas – pirmą kartą Lietuvos edukologijoje Lietuvos švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Pristatomas tyrimo objektas, tikslai, uždaviniai, metodologinis pagrindas, disertacijos turinys, pateikiamos išvados: Lietuvos švietimo reformos konceptualiųjų pamatų idėja vykdyti švietimo reformą ugdymo paradigmų kaitos pagrindu nulemta susiklosčiusių istorinių aplinkybių; švietimo kaita paradigminiu pagrindu yra sisteminė; Lietuvos švietimo reformos konceptualieji pamatai įtvirtina humanistinio ugdymo paradigmą ir kt.

Disertacinio tyrimo objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu. Nagrinėjant šį objektą, sprendžiama tyrimo problema, kaip klasikinės ugdymo paradigmos kaita laisvojo ugdymo humanistine paradigma įtvirtinama švietimo reformos konceptualiaisiais pamatais. Tyrimo problema konkretinama atsakant į probleminius klausimus – kaip, kada, kodėl, kokiame kontekste, kokiais būdais modeliuota paradigminė švietimo kaita, kokiomis idėjomis ji išreikšta. Tyrimo tikslas – atskleisti konceptualiųjų pamatų kūrimo procesą ir jų paradigminį pobūdį, aktualų šiuolaikinei švietimo situacijai bei tolesnei reformai. Šio darbo naujumas yra tai, kad pirmą kartą Lietuvos edukologijoje švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Teorinė reikšmė – metodologiškai pagrįstas ir empiriškai atskleistas Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmos kaitos pagrindu, susisteminta laisvojo ugdymo humanistinės paradigmos idėjas liudijanti medžiaga, traktuotina kaip metodologinė kitiems edukologiniams reformos tyrimams, metodologiškai pagrįstas ugdymo paradigmų kaitos sisteminis tyrimo instrumentas – dokumentinis tyrimas. Praktinis rezultatų reikšmingumas: apibendrinta medžiaga gali būti vertinga svarstant švietimo aktualijas, dėstant studentams naujausią Lietuvos švietimo istorijos laikotarpį, aiškinantis dabartinės švietimo reformos pamatus bei perspektyvą... [toliau žr. visą tekstą] / The object of the PhD theses research is the development of the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm. The problem of the research is defined as the transposition of the shift in the classical educational paradigm into the conceptual basis of the Lithuanian educational reform. The research problem is discussed by raising such problematic issues as to how, when, why, in what context and in what way the shift in the educational paradigm was generated as well as by defining the ideas of its expression. The research objective is to disclose the process of the development of the conceptual basis of the educational reform and its paradigmatic nature, which is relevant to the current situation in education and related future reforms. The novelty of this research lies in the fact that this scientific work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose related developmental processes. Theoretical relevance of the work is methodologically substantiated and empirically disclosed development of the conceptual basis of the Lithuanian educational reform based on the shift in the educational paradigm; the systematized material attesting to the conveyance of the ideas of the humanistic paradigm of free education with the help of conceptual ideas of the educational reform, which is to be viewed as... [to full text]