Tema: Ugdymo filosofija ikimokyklinių įstaigų ugdymo programose Magistriniame darbe nagrinėjamos ugdymo filosofijos ir ugdymo proceso atitikmuo, pateikiama šiuolaikinės ir klasikinės ugdymo paradigmų įtaka ugdymo procesui. Analizuojamas ugdymo filosofijos programose ir ugdymo procese vaidmuo, bei pedagogų ugdymo institucijose galimybės. Vykstant spartiems pokyčiams visuomenės gyvenime, pakitus visos visuomenės socialiniam statusui, ypač svarbus tampa ugdymo filosofijos vaidmuo ugdymo procesui. Pasirinktos ugdymo filosofijos kryptys programose, paskatino išsiaiškinti jų realizavimo galimybes ugdymo procese. Tyrimo objektas – ugdymo filosofijos ir ugdymo proceso dermė. Tyrimo tikslas - išsiaiškinti ar ugdymo procesas grindžiamas ikimokyklinėse ugdymo programose deklaruotomis ugdymo filosofijos kryptimis. Hipotezė - pedagogai vadovaujasi įstaigos programoje pateiktos ugdymo filosofijos(ų) nuostatomis. Tyrimo metodika: tyrime dalyvavo 379 vaikai, 157 pedagogai ; taikyti pedagogų anketinės apklausos ir kriterinio stebėjimo metodai. Išvados: atlikus tyrimą nustatyta, kad pedagogai iš dalies vadovaujasi pasirinktomis ugdymo filosofijos kryptimis programose ir ugdymo procese bei jos iš dalies dera ugdymo procese. . / Education philosophies and equivalent of education process are examined in this work, as well as influence of modern and classical education paradigm towards education process is presented. Education philosophies in programmes and role of education in process, as well as potentials of pedagogues in teaching institutions, are analyzed. Due to rapid changes in society’s life and because of change of social status of the whole society, role of education philosophy in the education process becomes especially important. The chosen trends of education philosophies in programmes encouraged me to ascertain their implementation possibilities in the process of education. The object of the research is – consistency of education philosophy and process of education. The aim of the research is – to ascertain if education process in preschool education programmes is motivated by declared trends of education philosophy. Hypothesis- pedagogues follow the guidelines of an education philosophy (philosophies) which are introduced in the programme of their institution. Methodology of the research- 379 children and 157 pedagogues participated in the research. A survey by questionnaires for pedagogues and a method of criterion observation were applied. Findings- having done the research it was ascertained that pedagogues follow the chosen trends of education philosophies in programmes and in the process of education partially. Moreover, they partially fit in the process of... [to full text]

Although the words reasoning or being able to reason appear 480 times in today's curriculum Lgr 11, there are no explanations and justifications why students should learn and be assessed based on the knowledge requirements in their ability to reason. This paper examines how this can be found, mainly in the syllabus in civics education for grades 4-6, and whether the relevance of reasoning has been similar in previous curricula from 1962 to the present day. With quantitative content analysis and qualitative text analysis, curricula in social studies and commentary material have been analysed.    The analyses have been made based on the curriculum philosophies progressivism, essentialism and reconstructivism, as a theoretical framework and a possible way to explain the quantitative and qualitative results, and answer the purpose of the essay how the relevance has changed. Another purpose of the essay is to investigate how the change has been justified and whether a change in perception of knowledge can explain the varied occurrence of the ability to reason, or how important one have considered the ability to be. The results of the essay shows that the quantitative results are not entirely related to the qualitative ones. Although the words occur most times in Lgr 11, I find that the greatest relevance to reasoning is given in Lgr 80. One possible reason for this may be that Lgr 80 expresses a reconstructive view of knowledge where the learning process is in focus, rather than an essentialist view of knowledge as in Lgr 11, where the subject content is the most central.

Moral degeneration is a universal phenomenon which negatively affects many societies, also the South African society. The South African society, with specific reference to family life and school life is experiencing a serious moral breakdown. The media is constantly reporting this breakdown, which is evident in social ills such as a general lack of discipline and self-discipline, violence, poverty, unemployment, a high crime rate, promiscuity, school vandalism and corruption. The literature study indicates that these moral ills have negative implications for society and for education, and that they are mainly the result of a lack of a positive value system in society as a whole. This study aims at determining the role of “values education” in addressing the problem of moral degeneration. The conceptual framework upon which the study is based is known as social reconstructivism. It is a philosophical theory which proposes that society should be transformed by addressing the social problems which it experiences. An ethnographic research design and grounded theory were employed. Questionnaires were distributed to 200 learners from four public schools in order to determine their value systems. Trends that were found after the analysis of the questionnaires were further explored by means of in-depth interviews with some of these learners. The main data collecting instrument was the semi-structured interview (individual and focus group interviews). The participants were parents, principals, teachers, community leaders and learners, who are all important stakeholders in education. Data were collected in the Eastern Cape Province over a period of five months. The empirical research findings were compared to literature findings. Both these findings revealed that, to an alarming extent, the moral code in South African society is on the decline. Currently education in the home, school and community does not convey a positive value system to learners - thus perpetuating the problem of a society in decline. In the light of the findings, guidelines have been developed in order to improve school practices and to suggest possible solutions to the social problems that endanger the future prosperity of the South African society. / Education / D. Ed. (Socio-Education)

Moral degeneration is a universal phenomenon which negatively affects many societies, also the South African society. The South African society, with specific reference to family life and school life is experiencing a serious moral breakdown. The media is constantly reporting this breakdown, which is evident in social ills such as a general lack of discipline and self-discipline, violence, poverty, unemployment, a high crime rate, promiscuity, school vandalism and corruption. The literature study indicates that these moral ills have negative implications for society and for education, and that they are mainly the result of a lack of a positive value system in society as a whole. This study aims at determining the role of “values education” in addressing the problem of moral degeneration. The conceptual framework upon which the study is based is known as social reconstructivism. It is a philosophical theory which proposes that society should be transformed by addressing the social problems which it experiences. An ethnographic research design and grounded theory were employed. Questionnaires were distributed to 200 learners from four public schools in order to determine their value systems. Trends that were found after the analysis of the questionnaires were further explored by means of in-depth interviews with some of these learners. The main data collecting instrument was the semi-structured interview (individual and focus group interviews). The participants were parents, principals, teachers, community leaders and learners, who are all important stakeholders in education. Data were collected in the Eastern Cape Province over a period of five months. The empirical research findings were compared to literature findings. Both these findings revealed that, to an alarming extent, the moral code in South African society is on the decline. Currently education in the home, school and community does not convey a positive value system to learners - thus perpetuating the problem of a society in decline. In the light of the findings, guidelines have been developed in order to improve school practices and to suggest possible solutions to the social problems that endanger the future prosperity of the South African society. / Education / D. Ed. (Socio-Education)