Acta Paedagogica Vilnensia
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Darbo rinkos profesijos mokytojų bendrosios kompetencijos: situacija ir poreikis
Get PDFThe promoting of the generic competencies of the vocational teachers is a relevant issue in information society. The generic competencies providing the opportunity of working in various areas makes them significant in theory and practise of vocational training. From the point of the development of these competencies more and more attention is paid towards the functional learning conception involving the competency of planning, the organizational competency, the methodical competency, the competency of continuous learning. The authorities of the vocational training institutions have evaluated the need of these competencies. The data of research shows that the competency of planning as well as methodical competency is of significant importance. The authorities of the vocational training institutions have also evaluated the teachers\u27 possessions of the distinguished competencies. The vocational teachers\u27 competency of planning is claimed to be at the high level while the competency of continuous learning and methodical competency is at a low level. Consequently, the inconsistency of the need of the competencies and the possession of the competencies is observed. The competency of continuous learning has some exclusive features. The need of this competency is of great importance whereas the possession of it is relatively small. Furthermore, from the aspect of the respondents\u27 education and gender the significantly important differences are observed in the attitude towards the competency of continuous learning. The authorities of the vocational institutions have a different attitude towards this competency depending on their age. The competency of continuous learning is treated as important or very important by all respondents (age between 20 and 61). However, the major part (62.5 proc.) of respondents aged between 41 and 50 years have indicated this competency as very important while the elder respondents (of age more that 51 years) have graded it only as important. It is worth mentioning that this percentage difference has not been approved as being of statistical importance.Straipsnyje aptariamas darbo biržos profesinio mokymo įstaigų vadovų požiūris į profesijos mokytojo bendrąsias kompetencijas: planavimo, organizavimo, nuolatinio mokymosi, metodinę. Nagrinėjama šių kompetencijų svarba vykdant profesinį rengimą, atskleidžiamas faktinis šių kompetencijų naudojimo lygis. Tiriant darbo biržos profesinių mokymo įstaigų vadovų požiūrį į profesijos mokytojų bendrąsias kompetencijas, atsižvelgta į respondentų socialinius ir demografinius požymius
Sokrato metodo naudojimas mokant užsienio kalbos
No full textThe article considers the use of Socratic Dialogue when it is applied in teaching English for specific purposes. It looks into the functioning of Socratic Method in the English language classroom for Law and Public Administration students. The investigation employs a two-fold techniques. On the one hand, the emphasis is laid on the self-confidence in one\u27s own thinking. Therefore, in the form of the Socratic Dialogue this method encourages students to reason and think independently and critically. On the other hand, the development of the thinking process calls for the use of a very specific vocabulary which fosters students to develop foreign language skills. Students have to master English for Law and English for Public Administration vocabulary as well as complicated syntactical and grammatical structures. The article also gives an account of a classroom discussion on a topic "What is autonomy?". Students assume that autonomy is a matter of internal personal experience rather than phenomenon which is perceived objectively in the world.Straipsnyje nagrinėjama Sokrato metodo naudojimo galimybė mokant teisės ir viešo administravimo specialybių studentus anglų kalbos. Pabrėžiama, kad šis inovacinis metodas padeda studentams suvokti pateiktą informaciją užsienio kalba, prisiminti faktus ir įgyti bei įtvirtinti kalbos raiškos įgūdžius (gramatinės ir sintaksinės struktūros, žodyno). Sokrato dialogas - tai bandymas kartu su grupe rasti atsakymą į pateiktą klausimą, naudojant kritinį mąstymą. Siekiama dviejų dalykų: bendros įžvalgos ir klausimo suvokimo bei grindžiamo bendru supratimu atsakymo i pateiktą pagrindinį klausimą. Sokrato dialogo taikymas apibūdinamas dvipusės technikos naudojimu. Pirmiausia pabrėžiamas pasitikėjimo reiškiant mintis ugdymas. Tai skatina studentus savarankiškai reikšti mintis ir kritiškai mąstyti. Kita vertus, minčių raiškai reikia tam tikro užsienio kalbos mokėjimo lygio. Tai verčia studentus mokytis anglų kalbos specialiesiems tikslams (teisinė anglų kalba ir anglų kalba viešam administravimui), taip pat sudėtingų sintaksės ir gramatikos konstrukcijų. Sokrato dialoge ypač svarbus veiksnys yra tokie loginiai klausimų sudarymo principai: aiškumas, tikslumas, gilumas, tinkamumas, teisingumas, logiškumas ir kt. Straipsnyje taip pat pateikiama Sokrato dialogo praktinio atvejo analizė tema „Kas yra autonomiškumas". Sokrato dialogo metu studentai susiaurina sąvokos „autonomiškumas" reikšmę. Sutariama, kad būtina atsiriboti nuo bendrų interpretacijų apibrėžiant pagrindinius „autonomiškumo" principus. Nors vienas iš kertinių Sokrato dialogo principų yra tas, kad dalyviai diskutuojamu klausimu prieina prie bendros išvados, straipsnyje analizuojamo diskusijos klausimo atveju gaunamas priešingas rezultatas. Studentai suvokia, kad autonomiškumo klausimą galima interpretuoti įvairiais aspektais
Apie L. Duoblienės knygos „Šiuolaikinė ugdymo filosofija” aktualumą
Get PDFA review of the book “Contemporary Philosophy of Education” by Lilija DuoblienėLilijos Duoblienės knygos „Šiuolaikinė ugdymo filosofija” recenzija
Gabių mokinių identifikavimo problemos
No full textThe recognition of abilities and creation of favorable conditions for their development is an old and relevant problem. Studies of scientists from all over the world confirm the necessity to consider gifted learners as an important part of the pedagogical process because of their significant aspects. A personal level comes first, as the quality of formation has to meet the needs and inclinations of every learner. It is followed by a social level since the revelation of all learners’ certain abilities should not make a negative impact on the psychological atmosphere of the training process. Thirdly, the potential of giftedness is also of major importance to political and economic levels as that is human resources of every state.The identification process of a gifted child is problematic seeing that the concept of giftedness is rather complicated. It implies different abilities that can show up with mixed intensity in different time and circumstances.A traditional paradigm allows us to regard giftedness as a static phenomenon. That conception is first of all related to intellectual or academic abilities. Discussion of modern concepts of giftedness, however, provides us with a new paradigm defining giftedness as a dynamic phenomenon conditioned by genetic, personal and environmental factors.To recognize gifted children, one can be guided by two criteria: the points of a test and the value of results. The most common identification of gifted children by using tests is currently not so reliable, yet it remains as an objective evaluation. An alternative way to recognize gifted children is by the reference to better achievements and certain behavior characteristic to the children in question. It can reveal a more dynamic view of giftedness, yet the problem of subjectivity is still there.Vilniaus kolegijos dėstytojaSocialinių mokslų (edukologijos) doktorantėVilniaus pedagoginio universitetoEdukologijos katedraStudentų g. 39, LT-08106 VilniusTel. 8 5 279 00 42 Straipsnyje pateikiamos šiuolaikinės gabumų koncepcijos (J. Renzulli, F. Gagne, A. Tannenbaum, R. Sternberg) ir aptariama gabumų sampratos paradigmų kaita. Remiantis tyrimų duomenimis, galima teigti, kad nuo tradicinio statinio gabumo vaizdinio yra linkstama į dinamišką, sąlygojamą genetinių, asmenybės ir aplinkos veiksnių, kuris daugiau konceptualizuoja nagrinėjamą reiškinį, bet nesumažina gabaus vaiko identifikavimo problemų
Ugdymo tikrovė XX a. pirmosios pusės Lietuvos kaimo bendruomenėje: kasdienis ugdymas kasdienybei
Get PDFThe article discuses the ordinary reality of the education in the Lithuanian rural community of the first half of the 20th century. It also analyses the influence of daily physical and material environment on education and discusses the goals and objectives of education. The study is based on the material collected during ethnographic interviews carried out in the districts of Biržai, Kupiškis, Ignalina, Rokiškis, Šakiai, Kaišiadorys, Kretinga and Prienai.The research results revealed that the education reality of the period in question formed an inseparable part of the everyday life reality. Children education in the Lithuanian rural community of the first half of the 20th century was a continuous process, which occurred on a natural plane in the process child’s play, work and communication. The community in the Lithuanian rural regions laid a particular emphasis on the external (everyday, social and material) side of education reality. According to the respondents, the daily environment, which reflected people’s interrelations and their contacts with material world and living space, is the main factor differentiating the modern education from the one in the beginning of the 20th century. The simplicity, tidiness and functionality of the environment had a considerable effect on all the sides of people’s life, including their education as well. The sensitive relation with the environment and reflections of the sacrality in the use of everyday things, household utensils and food were characteristic of the majority of the families of the analysed period.The poverty and hardship, which accompanied the daily life of that period, were not always considered to be a factor, which impaired the quality of life and education. On the opposite, according to the respondents, the hardship only hardened the people, enabled them to cognise life, prompted people’s sensitivity, sympathy and willingness to help. However, in cases, when basic living conditions were not ensured (lack of main household utensils, food (especially bread), insufficient tidiness and cleanness), relations of people with both the environment and people surrounding them used to get complicated and sometimes there was a threat for survival of the most vulnerable members of the community, i.e. children.The realia of everyday life in the community were reflected by the goals and objectives of education, which focused on preparing of an individual for life in the community: perfect performing of duties in the life of community and family, involvement of an individual in the active religious life, etc. The goals, which were not related to the community life were not very supported. The ambitions of the growing generation to learn, change their life and escape from the rural routine or to significantly improve the life through application of the acquired knowledge, were also impeded by external conditions (the attitude of the sočiety to science, the social and financial status of the family, etc) and lack of internal motivation.Lektorė, edukologijos mokslų daktarėVilniaus universitetoUniversiteto g. 1/9, LT-01513 VilniusTel. 8 5 266 76 25Straipsnyje, remiantis kokybinio tyrimo medžiaga, aptariama kasdienė ugdymo tikrovė XX a. pirmos pusės Lietuvos kaimo bendruomenėje. Analizuojama kasdienės fizinės ir materialinės aplinkos įtaka ugdymui. Į XX a. pirmos pusės kaimo kasdienybę lydintį vargà ir skurdą siekiama pažvelgti kaip į specifinį ugdymo veiksnį. Kaip kasdienybės atspindys ir stimulas kaitai aptariami ugdymo tikslai ir uždaviniai
Mokymosi mokytis kompetencijos ugdymo aspektai Virginija
Get PDFIn diesem Artikel wird die Bedeutung der Entwicklung und Entfaltung der Lernkompetenz erläutet, sowie analysiert die Autorin die Faktoren, die für die Entstehung der Voraussetzungen dieses Phänomens entscheidend sind. Es wird gezeigt, dass jedes Individuum über Potenzen verfügt, die Lernaktivitäten selbstständig zu organisieren, zu steuern und sie zu kontrollieren und dass die Lernenden erlernen müssen, diese Potenzen sinnvoll, wirksam und erfolgsvoll zu benutzen. Das Lernen ist immer ein subjektiver Prozess und die Tätigkeit der Lernenden, die Prioritäten und die Entwicklung der Kompetenzen bezieht sich auf Weltanschauungen der Individuen. Die Voraussetzungen für die Lernkompetenz werden durch bestimmte Faktoren gebildet, die nach der Meinung vieler Autoren wichtig sind: (1) Kenntnisse über das Lernen und Gedächtnis überhaupt, (2) Kenntnisse über den individuellen Lernstil der Lernenden, (3) Kenntnisse über bestimmte Lernstrategien, (4) Planung, Steuerung und Kontrolle des Lernprozesses, (5) Organisation des individuellen, langfristigen Lernens. Das Lernen des Lernens, d. h., die Lernkompetenz beschreibt also einen Prozess, der das selbstmotivierte, selbstgesteuerte, lebenslange Lernen umfasst. Angesichts der vielfältigen Lernkompetenzdefinitionen wird in diesem Artikel das hypothetische Modell des metakompetenten Lernens vorgelegt. Als Ausgangspunkt werden hier die persönlichen Potenzen des Individuums, seine Handlungsfähigkeiten, die durch erworbenes Wissen und bestimmte Fertigkeiten gekennzeichnet sind, sowie auch die individuelle Bereitschaft zum Lernen, d. h. positive Einstellungen, die die Richtung für die Lerntätigkeit geben, dargestellt. Zur produktiven und effektiven Tätigkeit in einer bestimmten Situation reicht nur die Handlungsfähigkeit nicht aus. In diesem Falle spricht man von einem Determinanten, ohne dessen keine sinnvolle und wirksame Tätigkeit möglich ist, d. h. psychologische, emotionelle Handlungsbereitschaft, die durch positive Einstellungen charakterisiert wird. Den Kern des Modells bilden sechs eng verbundene Fähigkeiten, die verschiedene kognitive, metakognitive, motivationelle, soziale Aspekte des Lernprozesses umfassen.Stichwort: Lernprozesses, Lebenslanges Lernen, Kompetenz LektorėVilniaus universiteto Užsienio kalbų institutasUniversiteto g. 5, LT-01513 VilniusTel. (8 5) 268 72 71Klaipėdos universiteto (edukologijos) doktorantėUgdymo metodikų katedraS. Nėries g. 5, KlaipėdaEl. paštas: [email protected] Straipsnyje ryškinama studijuojančių mokymosi mokytis kompetencijos samprata bei šio fenomeno formavimosi(si) svarba. Pateikiamas mokymosi mokytis kompetencijos ugdymo hipotetinis modelis, kurio esmę sudaro studento gebėjimai, aprėpiantys kognityvinius, metakognityvinius, motyvacinius, socialinius mokymosi aspektus. Daroma išvada, kad, formuojantis šiuolaikinei mokymosi vizijai, atsiranda reikmė skatinti atsakomybės pajautimą mokant(is) ir perteikti einantiems mokslus studentams, t. y. raginti ir suteikti galimybę planuoti, organizuoti, kontroliuoti bei įsivertinti savo paties mokymąsi, kaip sėkmingo mokymosi visą gyvenimą prielaidas
Suaugusiųjų požiūris į neformaliojo ir savaiminio mokymosi pasiekimų pripažinimą universitetinėse studijose
No full textAssessment and recognition of non-formal and informal or so-called prior learning at the university level has recently become a new challenge for universities worldwide.Nowadays in Lithuania attempts are being made to create the system of recognition of non-formal and informal learning at the university level. Therefore, the issue of the quality of assessment of prior learning at the university level has become particularly important.The results of literature review provide enough proof that high standards of quality in the assessment of prior learning at the university level are predetermined by the proper choice of the assessment paradigm. Therefore, awareness of the differences between the positivist paradigm of assessment and the hermeneutic paradigm of assessment is crucial.The present research is aimed at analysing adults’ attitudes towards recognition of prior learning at the university level in Lithuania.The results of the study prove that in Lithuania adults’ attitudes towards such a possibility are positive. Study results show that adults’ age is the factor that influences their attitudes towards the possibility of participating in the process of recognition of prior learning at the university level, i.e. adults’ over 40 years of age are likely to be less active in this process than adults’ under 40 years of age.It has also been established that other factors, including the level adults’ education, their satisfaction with the current position, salary and career opportunities provided by the present job do not influence their attitudes.The results of the study prove that in Lithuania there exists adults’ need to have their prior learning assessed and recognized at tertiary institutions. It has been established that adults have much work experience, knowledge and skills gained in courses and studying autonomously in four major fields: management, social work, psychology and foreign languages.The finding that adults’ attitudes towards their participation in the process of recognition of prior learning at the university level are different across the four regions of Lithuania is important. What is more, this difference is statistically significant. This leads to the conclusion that adults’ articipation in this process is likely to depend upon the region.Lektorė socialinių mokslų (edukologijos) daktarėMykolo Romerio universitetoUžsienio kalbų katedraAteities g. 20, LT-08303 VilniusTel. (8 5) 271 46 13El. paštas: [email protected] Straipsnyje, kuris parengtas vykdant Europos socialinio fondo remiamą projektą BPD Nr. 2004-ESF-2.4.0-03-05/0086 (sutarties Nr. SF/2004/2.4.0-03-308/BPD-94/PES-7), analizuojami metodologiniai suaugusiųjų neformaliojo ir savaiminio mokymosi pasiekimų vertinimo universitetinėse studijose požiūriai bei pateikiami diagnostinio tyrimo, skirto suaugusiųjų požiūrio į neformaliojo ir savaiminio mokymosi pasiekimų pripažinimą universitetinėse studijose Lietuvoje analizei, rezultatai
Vizualiojo meninio ugdymo kaitos tendencijos
Get PDFThe purpose of this theoretical study is to explore contemporary directions of visual art education. The theme is analyzed with the purpose to investigate ant evaluate peculiarities of visual art education in accordance with new technologies. The work summarizes theories and conceptions in this area.Some aspects of impact of new technologies on visual art and creative process were analyzed. Digital technologies help students overcome temporal and spatial limitations and expand their domain of activities. Its impact on creative process is great. Key peculiarities characterizing creative process and imagery are technology competence, virtual reality, integration and interactivity. Virtual reality presents new possibilities which can be created only in such a digital way. For young people this virtual space is attractive very much and they are under the impression that digital imagery can’t be replaced.Computer is a new tool for design creations. But visual art education should not be restricted to teaching students how to use all the range of technical devices. What is much more important is to teach them how to handle media aesthetics. Contemporary dimensions of visual art education are not only aesthetics, technology competence, synthesis of different art but also traditional goals of developing creativity, artistic talent and self – identity. Cultural and historical context dimensions of visual art education aren’t new but digital space expanded their ranges. Visual art teacher’s role in art classes is changing from knowledge provider to adviser and assistant.Two tendencies are discussed in the article. The first tendency is the belief that visual art education must radically alter its course. Such course correction is believed necessary if the young people are to be prepared to live effectively in a culture that is increasingly reliant on aggressive visual imagery. The second tendency states that studying visual culture is complicated because it goes beyond the goals of developing creativity, artistic talent and aesthetic experience. The analysis revealed that the new fundamental solutions are required in education. Common competencies such as visual, social, communication etc. should be teaching at the schools and universities. Then, every school discipline can contribute its different special content for teaching of competencies.DocentėSocialinių mokslų (edukologijos) daktarėVilniaus pedagoginio universitetoUgdymo pagrindų katedraStudentų g. 39, LT-08106 VilniusTel. (8 5) 275 08 25El. paštas: [email protected] Straipsnio tikslas – išanalizuoti šiuolaikinio vizualiojo meninio ugdymo aprėptis. To siekiant, buvo nagrinėti kai kurie naujų technologijų įtakos aspektai vizualiajam menui ir kūrybiniam procesui. Išanalizuota šiandieninė gebėjimų ugdymo vizualiųjų menų srityje meninės išraiškos specifika ir išryškinti meno pažinimo ir suvokimo ugdymo pokyčių bruožai. Atskleistos vyraujančios vizualiojo meninio ugdymo kaitos raštingumas, vizualioji kultūra
Patyčių bendrojo lavinimo mokykloje samprata: priežasčių, formų ir pasekmių diskursas
No full textThe article attempts to analyze the interpretation spread of conception of bullying in comprehensive school, emphasizing both multi-dimension of bullying and its purposeful linking to bullying forms, reasons and consequences. Researches of Olweus (1999), Smith, (2000) demonstrate that it is topical when analyzing the phenomenon of bullying at comprehensive school. Before the end of sixties and beginning of seventies in the 20th century any manifestation of aggressive behaviour at school used to be treated as violent behaviour and interpreted by different theories of aggression. It is to be noted that agression could be named under general phenomenon, involving both bullying and violent behaviour, though it is evident that entire aggressive behaviour can not be treated as bullying. Stimulus to start analysis of bullying as a phenomenon was given by „Agression in the schools: Bullies and „whipping boys“, the book of Olweus (1978, Swedish version in 1973). Nowadays sound researches of the phenomenon and implementation of interventional strategies are executed in Canada, USA, Australia, New Zealand and other countries (Smith et al, 1999). On international level the notion of „bullying“ is usually employed, as it gives a sense to frightening or hurt of a weaker person, employing strength or power and aiming at making someone to do something (Oxford Advanced Learner’s Dictionary of Current English, 2000). The problem of naming the phenomenon also exists in Lithuania and complexity of it is also justified by the problem of its classification forms. It is to be noted that bullying characterized by different forms, whose spectrum of manifestation is changing rapidly in particular. Bullying leads to long-term consequences both for schoolchildren, who used to be the victims of it, and bullies themselves (Olweus, 1978; Schafer, Korn, Smith, Hunter, Mora-Merchan, Singer, Meulen, 2004). Bullying may have a negative impact on schoolchildren, who appeared to be the victims of it. Monitoring of situation evokes unpleasant sensations and distress, as attention is mostly concentrated on willingness to avoid the status of victim (Zigler, Pepler, 1993). Besides, onlookers of bullying fear to become such victims themselves. Thus, bullying has a negative impact on entire micro-climate at school, since environment becomes soaked with fear and intimidation. Findings • Frequent bullying is a most common form of aggressive behaviour at comprehensive school and is treated as deliberate, frequent negatyve individual or group actions against person, usually weaker and unable to protect himself, aiming at his wounding or injury. Therefore, bullying behaviour is usually characterized by absence of balance on physical and psychological strength between bully and his victim, employment of physical and verbal actions, causing pain to the victim of bullying, deliberate hurt of another person and frequent recurrence of bullying actions. • Direct and indirect forms of bullying are separated out, though scientific sources also distinguish between physical, verbal and relation based forms of bullying. Nowadays this phenomenon takes the shape of modern forms, often linked to IT. Besides, most frequent is bullying, based on personal peculiarities or body shape, racial background, confession. It is also divided into bullying, directed against disability, based on sexual abuse against schoolchildren of comprehensive schools. • It is not yet examined, how natural psychical properties, like impulsiveness, sensibility and emotionality, influence manifestation of aggressiveness among children and what part of it depends upon child’s environmental factors, like upbringing methods of parents, lack of love and warmth, violence that they experience at home. • Bullying is not only the reason of short-term consequences for the victim. It also causes longterm consequences both for the victim and the bully. In the future bullying is likely to turn into other forms of frequent aggressive behaviour. A direct relation between delinquent behaviour and crimes in adult age has been identified. Bullying, experienced in childhood, is likely to be related to behavioural, communicative, emotional problems of adult age.Vilija Targamadzė
Profesorė socialinių mokslų (edukologijos) habilituota daktarėVilniaus universiteto Filosofijos fakultetoEdukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: [email protected]
Džiuginta Valeckienė
Edukologijos doktorantė Klaipėdos universiteto Socialinės pedagogikos katedra H. Manto g. 84, LT-92264 Klaipėda Tel. + 370 686 68 575 El. paštas: [email protected]
Šiame straipsnyje analizuojama patyčių reiškinio įvardijimo problematika, patyčių mokykloje priežastys, formos, paplitimo mastai ir pasekmės, kurias jaučia tiek patyčių auka, tiek patyčių iniciatorius, tiek ir visa mokyklos bendruomenė. Patyčios yra dominuojanti agresyvaus elgesio išraiška mokykloje, kuriai būdingos tam tikros formos, sąlygota tam tikrų priežasčių. Jeigu nebus kreipiama dėmesio į tai, kad yra būdų nors kaip pažaboti patyčias, ateityje šis elgesys pasireikš daug sudėtingesnėmis agresyvaus elgesio formomis. Be to, paþymėtina, jog patyčios gali turėti ilgalaikių ir trumpalaikių pasekmių ne tik patyčių aukai, bet ir pačiam patyčių iniciatoriui
Istorinė universitetinio aukštojo mokslo sampratos raida
Get PDFThe aim of the article is to present the most important aspects of historical development of higher education and to look at the context of the origin of basic features of higher education. The most scientists agree that the main features of university, such as academic freedom, autonomy, democracy, should be preserved despite of globalization challenges. The article starts with the idea of higher education in antiquity, and then discusses concepts of higher education in the works of Humboldt, Schleiemacher, and Newman. Next chapter of the article presents conceptions on higher education in the understanding of Flexner, Gasset, Lewis, Hutchins, Jaspers, Oakshott, Minogue and Barnett. The main ideas on higher education at university started from G. Fichte (1808) concluded with R. Barnett (1990) are presented in the table. The third part of the article describes the situation in Lithuanian higher education system and shortly presents the main challenges of massification, diversification and internationalization in the country. The article concludes that, in continuing the democratic tradition of higher education, modern universities preserve common values, aims and ideas, and the concept of modern higher education should be based on the presumption that higher education has to be developed as an autonomous institution of science and learning, which is free from external pressure or control by other institutions. Lectors take a critical position with regard to the knowledge they deliver to students and include students in scientific research process, thus contributing to their critical thinking and intellectual power. The relationships among members of academic community are based on a parity basis and each of them is entitled to academic freedom.Socialinių mokslų (edukologijos) doktorantėVilniaus universitetoEdukologijos katedraUniversiteto g. 1/9, Lt-01513 VilniusTel. (8 5) 266 76 25Žinių visuomenėje kyla naujų reikalavimų aukštajam mokslui ir aukštojo mokslo institucijoms. Atlikus mokslinės literatūros analizę, straipsnyje apžvelgiama istorinė aukštojo universitetinio mokslo sampratos raida bei esminių tradicinių aukštojo mokslo bruožų, kaip akademinė laisvė, institucinė autonomija, mokslinė veikla, mokslo ir studijų vienovė, santykių paritetiškumas, atvirumas, kritinio mąstymo ugdymas, aktualumas šiuolaikinės visuomenės kaitos sąlygomis