isnn1822-119x teacher education. 2009. nr 13 (2), 10-25...

10 Mokytojij iigdymas 2009

ISNN1822-119XMokytojn ugdymas. 2009. Nr. IS (2), ¡0-25Teacher Education. 2009. Nr 13 (2), 10-25

Audroné JUODAITYTE

Siauliii universitetas • Siauliai University

SOCIOLOGINES PARADIGMOSRAISKA EDUKOLOGIJOJE:

NAUJOS ZINIOS IR SOCIALINÉSPEDAGOGIKOS STATUSAS

AnotacijaStraipsnyje nagrinejania sociologinés paradigmos

raiska edukologijoje, isryskinant jos epistemologiniiipozicijq [ ontologines kait^. Ugdymas(-is) interpretuo-jamas kaip socialinis-kultûrinis reiskinys, orientuotasi zmogaus gyvenimo ivairovç sudétingoje, nuolat be-sikeiciancioje visuomenéje. Atskleidziamas „moks-lo revoliucijos" (Kuhn, 2003) inspiiiiotas socialinesparadigmos virsmo kontekstas bei del jo isr^skejcs„naujojo mii stymo" ir ziniii bfitinumas edukologijoje.Aiskinama, kaip ivyko peréjimas nuo kumuliatyvausziniii pobûdzio prie kûrybinio-interpretacinio., kurissavo esme yra ziniii ir zinojimo procesq iprasminimas.Sociologinés paradigmos raiska edukologijoje anali-zuojama per naujij soeialiniij ziniq kontekstiis, atsklei-dziant ir socialines pedagogikos, kaip sociologijos iredukologijos subsakos, nauj^^ metodologij!\. Nagri-néjama konservatyvios ir liberalios socialines pedago-gikos laikysenos sociologinés paradigmos ir socialiniiiziniq virsmo atzvilgiu.

Pagrindiniai zodziai: edukologija, sociologinéparadigma, naujos socialines ziiiios, socialiné peda-gogika.

{vadasrig^ laik^ socialiné pedagogika - pedagogikos

(edukologijos) mokslo subsaka buvo suprantama kaipmokslas apie zmogaus, zmoniij socialiniq gnipiii ugdy-m£( (Jakavicius, Juska, 1996; Rajeckas, 1971). Taciauvis labiau Lietuvoje [sitvirtinant edukologijos moksloidéjai (Jovaisa, 1992, 1993), kuri suprantama kaip so-cialiniii moksl^ saka, apimanti zmogaus ugdymq,(-si)per visci, socialinio gyvenimo [vairovç, ilg ^ laikcj pe-dagogikos moksle vyravusi psichologiné paradigmauzleido pozicijas sociologinei. Tai [vyko Lietuvosmokslininkii bendmomenés pastangii déka, nes, kaip

MANIEESTATION OFSOCIOLOGICAL PARADIGMIN EDUCATION STUDIES: NEWKNOWLEDGE AND THE STATUSOF SOCIAL PEDAGOGY

AbstractThe article deals with the manifestation of socio-

logical paradigm in education studies, highlighting thechange of its episteniological positions into ontologi-cal. (Self-)education is interpreted as a social-culturalphenomenon orientated to the diversity ofa human lifein the complex and constantly changing society. Thecontext ofthe change of social paradigm, inspired by"scientific revolution" (Kuhn, 2003), is disclosed aswell as the subsequent necessity of "new thinking"and knowledge in education studies. It is explainedhow the transition from cumulative knowledge typeto creative-interpretational, which by its essence issense-giving to knowledge and knowing processes,took place. Manifestation ofthe sociological paradigmin education studies is being analysed through the con-texts of new social knowledge, disclosing new meth-odology of social pedagogy as a sub-branch of sociol-ogy and education studies. The posture of eonservativeand liberal social pedagogy with regard to the changeof the sociological paradigm and social knowledge isanalyzed.

Key words: education studies, sociological para-digm, new social knowledge, social pedagogy.

IntroductionFor a long time social pedagogy - the sub-branch

of the science of pedagogy (education studies) - hasbeen understood as a science about education ofa per-son, people's social groups (Jakavicius, .iuska, 1996,Rajeckas, 1971 ). However, alongside with the consoli-dation ofthe idea ofthe science of education studiesin Lithuania (Jovaisa, 1992, 1993), which is under-stood as the branch encompassing the person's (self-)education throughout all diversity of social life, thepsychological paradigm, which dominated a long time

Audroné JUODAITYTÉSociologinés paradigmos raiska edukologijoje: naujos zinios ir socialinés pedagogikos statusas II

teigia Kuhn (2003), „atradimai <,,,> atsitinka tik tada,kai profesiné bendruomené is naujo [vertina tradieines,eksperimentines procedüras ir pakeicia sav je sampra-t^ prie kurios seniai buvo [pratusi, <,,,> pertvarko teo-rinç schenifj kuri£| vadovaudamasi traktuodavo pasau-li" (Kuhn 2003, p. 21), Todél psichologiniiiziniii, kaipilg^ laikci^buvusiq pacii^ reiksmingiausiij pedagogikosmokslui, taikomasis etapas uzleido pozicijas sociolo-gijai. Tai sí\ lygojo spartüs socialinés tikrovès pokyciai,kuriii studijavimui reikéjo ne tik epistemologijos, betir naujos ontologijos. Be to, atsirado bütinybé suvoktitiek zmogaus vaidmeni socialinio gyvenimo istorijoje,tiek ir pacios visuomenés istorinés, kultürinés raidossvarb^ zmogui, nés. Berger (1995) nuomone, vyko so-ciologinis zaidimas „zmogus visuomenéje" ir „visuo-mené zmoguje", turéjçs svarbos soeialiniii ziniq apiezmogaus ugdym^. konstravimui. Todél socialiniuosemoksluose atsisakoma pasaulio isskaidymo [ tamtikras lyg tai isbaigtas sistemas, nés zmogaus socialinigyvenim^ (tarp jti ir ugdymo sfer^ siekiama suprastine tik kaip tekst^, bet ir kaip kontekst<^ (Collins, 1998,Broch, 1998, Balbus, 1993, Ricoeur, 2001),

Ryskéja atsitraukimas nuo ilg ^ laik^ vyravusiiiepistemologinin teorijn prie ontologiniii, kurios pade-da zmogaus kasdieni gyveniniii. aiskinti kaip visumin[,kartu pateikiant egzistenciniii prasmitj naujus suprati-mo bûdus, Isryskéja istorinio, kultûrinio rekonstruk-cionizmo bütinumas socialiniuose moksluose, néssvarbûs socialiniai pokyciai, Collins (1998) nuomone,suprantami tik per viso simtmecio istorijí^ bet ir taineisbaigtu pavidalu, Todél nei zmogaus gyvenimo,nei jo ugdymo(-si) tikslai (ypac prasmés) negali bütiisreiksti abstrakciomis s^yokomis, kurios yra prieina-mos racionaliqja filosofija gristiems mokslams, priekuiún \\g\ laikq. buvo priskiriama ne tik pedagogika,bet ir sociologija, Pavyzdziui, pedagogikoje ilgít laik£|_zmogaus ugdyme^^buvo bandoma pagr[sti bendriausiaismokymo-lavinimo tikslais, atmetant individq ir gnipiusocialiniq patyrimij skirtumus. Vyravo siekis apibréz-ti visiems individams vienodai reiksmingas Sí\ lygas,grindziamas bendruoju zmogaus psichiniii procesyar büsenii raidos normii supratimu. Taciau plétojantiszmogaus grupiti, bendrijq rysiams su socialine aplin-ka atsiranda bùtinybé pedagogikq, kuri kaip visuome-nés socialinés, kultürinés esmés ir raidos désningumqmokslas padeda suprasti visuomeninio gyvenimo sis-temas zmogaus, individo ar grupiq socialinés-kultüri-nés sí^veikos procesuose su aplinka, aiskinti sociolo-gijos mokslo idéjomis, Kadangi XX a. antrajai puseiyra büdingi esminiai soeialiniai-kultüríniai pokyciai,sustipréjo edukologijos démesys sociologijos mokslui(Juceviciené, 1997, Freiré, 1993; Osterband, 1993),

Dar kitas siuolaikinés visuomenés ypatumas - glo-

in the Science of pedagogy, gave way to sociologicalparadigm. This happened thanks to the efforts of theLithuanian scientists' community because as Kuhn(2003) states "discoveries <,,.> take place only whenthe professional community evaluates traditional, ex-periential procedures anew and changes its concep-tion, to which it was accustomed to long ago, <,,,>reforms the theoretical scheme which served as a basisfor treating the world" (Kuhn 2003, p, 21), Therefore,the applied stage of psychological knowledge, as ofknowledge that for a long time have been treated asmost significant for the science of pedagogy, gave wayto sociology. This was determined by rapid changes ofsocial reality., the studying of which required not onlyepistemology but also new ontology. Besides, thereemerged a necessity to perceive both the man's role inthe soeial life history and the importance ofthe histori-cal, cultural development of the veiy society for theperson, because in Berger's (1995) opinion, tliere wasa sociological game "the person in the society" and"the society in the person", which was important forthe development of social knowledge about the per-son's education. Therefore, social sciences refuse theworld's division into certain as if complete systems,because it is sought to perceive the person's social life(including the education area) not only as a text butalso as a context (Collins, 1998, Broeh, 1998, Balbus,1993, Ricoeur, 2001),

The retreat from the previously dominated episte-niological theories towards ontological that facilitateto explain the person's daily life as holistic becomedistinct. The necessity of historical, cultural recon-structionism in social sciences shows up, because inCollins' (1998) opinion, understanding of deep socialchanges requires the centenary history and still willbe incomplete. Therefore, neither the aims of the per-son's life nor the aims (and the sense in particular) ofhis/her (self-)edueation can be expressed in abstractconcepts, which are available for sciences groundedon rational philosophy, to which both pedagogy andsociology have been attributed for a long time. For ex-ample, in pedagogy it has been attempted to groundthe person's education on the most general aims ofteaching-education, rejecting the différencies in socialexperiences of individuals and groups, for a long time.The dominating endeavour was to define the condi-tions that are equally important to all individuals,which are based on the general understanding aboutthe development norms of human mental processes orstates. However, alongside with the development ofthe relations between the people's groups and socialenvironment there appears a necessity to explain pei/a-gogy employing the ideas of sociology that assists to

12 Mokytojn ugdymas 2009

balizacija - sureiksmina edukologijos ziniti svarbqvisuomeneje.. nes zmogaus ugdymo(-si), ziniq ir zino-jimo procesai tampa visuotinai reiksmingi, o zmogausugdymo(-si) mokslas apima visoje socialinio gyveni-mo tikrovéje ir [vairiose aplinkose vykstancius zinoji-mo procesus, kurie yra kaip [vairiu gy\'enimo tekstq,kontekstij [prasminimas. Todél atsiranda butinumasugdyti kurybingq zmogn, gebanti ne tik perzengti api-brézto intelektinio konteksto ir empirinés taikomosiosjo raiskos teritorijas, bet ir iskelia naujc problemi ^ -„apmc^styti ir netgi perzengti save patf (Bourdieu,Wacguant, 2003, p. 16).

Todél nûdienos edukologija negali büti grindziamaankstesne metodologine patirtimi, nes bet kuris siuo-laikinis socialinis mokslas néra tolydus ziniij kaupimoprocesas, o mokslo veiksnys yra „mokslo revoliuci-jos" (Khun, 2003). Butent tuomet isryskéja naujq al-ternatyviq ziniij butinumas, nes socialiniij problemi}sprendimai neimanomi, vadovaujantis tradicinémismokslii teorijomis. Todél „naujojo m^stymo" pagrin-du butina kurti edukologijos metodologijq, nes „para-digma pateikia model ius, formuojancius konkrecias,naujas mokslinio tyrinéjimo tradicijas, moksl^supran-tant kaip tyrim^,. o kiekvienos tiesos atsiradim^^- kaiptokio tyrimo rezultat^" (Kuhn, 2003, p. 23). Tokiametodologija ir naujos zinios priimtinos ne visiemsedukologijos mokslininkams. Isryskéja dvejopo pobu-dzio jq pozicijos. Blackledge (1989) nuomone, vieniju vis dar naudojasi tradiciniais ziniq kaupimo meto-dais, 0 kiti tiesos iesko per atradimus, kurie yra kaipnuolatinis tiek ir atradimij, tiek ir praradimii procesas(Bate, 1990; BejiJi, 1986; Blackledge, 1989). Socio-loginé paradigma edukologijoje konkreciu istoriniuperiodu zymi jos kaip mokslo veiklos ribas, bûdingastam tikroms mokslininkii gmpéms, ir atskleidzia ji} [si-tikinimus, vertybes, metodii visum^ bei nurodo kon-krecius problem^ sprendimit bûdus. Visa tai yra kaipnauji mentalinio nmstymo pavyzdziai, kuriuos sukurialaikmetis ir mokslininkai, gyvenantys ne tradicijq, olaikmecio dvasia. Tuomet, Kulin (2003) teigimu, isky-la bütinybé vien^ konceptualiq sistem^ kaip tam tikromokslinio-empirinio mt^stymo ir matymo büd^ keistikita.

Pedagogikos (edukologijos) mokslo istorijoje zino-mi [vairüs teoriniai bandymai, ieskant jos metodolo-ginio instmmentarijaus kituose moksluose (visii pinna-psichologijoje, véliau - etikoje ir galiausiai - sociologijo-je. J. Lauziko (1997), J. Vaitkeviciaus (1995) teigimu,zinomi bandymai edukologijos metodologijq g4stipraktiniu naudingumu ir didaktinii^ metodi^ efektyvu-mu. Taciau visi sie bandymai buvo siekimas dirbtinaisutvarkyti gyvqjq pedagoginç patirty sukurti bendrqjlpedagogikos mokslq, grist ^ psichologija (dazniausiai

understand public life systems in socio-cultural inter-actions between a person, individual or groups and theenvironment. Because the second part ofthe 20 c. wit-nessed crucial socio-cultural changes, the attention ofeducation studies to sociology increased (.luceviciené,1997, Freiré, 1993; Osterband, 1993).

Still another peculiarity of the modern society isglobalisation, which gives prominence to the impor-tance of knowledge of education studies in the society,because the person's (self-)education, knowledge, andknowing processes become universally significant,and the science ofthe person's (self-)education en-compasses knowing processes, which take place in allsocial life reality and various contexts and as if give asense to various life texts and contexts. Therefore, it isnecessary to educate a creative person who is able notonly to step over the territories ofthe defined intellec-tual context and ofits eiTipirieal applied manifestationbut also to raise a new problem: "to reflect and evenstep over oneself (Bourdieu, Wacguant, 2003, p. 16).

Therefore, contemporary education studies cannotbe grounded on previous methodological experience,because any contemporary social science is not aneven process of accumulating knowledge and the fac-tor of science is "scientific revolutions" (Khun, 2003).Namely then the necessity of new alternative knowl-edge shows up because traditional theories of sciencesmake solutions of social problems impossible. There-fore, based on "new thinking", it is necessary to createthe methodology of education studies because "the par-adigm provides models that form concrete, new scien-tific research traditions, when science is understood asinvestigation and when the discovery of every truth, asthe result of such investigation" (Kuhn, 2003, p. 23).Such methodology and new knowledge are aeceptablenot to all researchers of education studies. Two posi-tions show up. In Blackledge's (1989) opinion, someof them still use traditional methods of knowledge ac-cumulation whilst others search for the truth throughdiscoveries, which are a permanent process of both,discoveries and losses (Bate, 1990, Bejui, 1986, Black-ledge, 1989). Sociological paradigm in education stud-ies marks activity limits of sociology as a science in aconcrete historical period, whieh are characteristic tocertain groups of scientists and disclose their beliefs,values, and the whole of methods, indicating concreteways of solving problems. All of it is like new exam-ples of mental thinking created by time and scientistswho live in the spirit of time, not traditions. Then, ac-cording to Kuhn (2003), there emerges a necessity tocreate one conceptual system, how to replace a certainscientific-empirical thinking and the way of thinkingwith another.

Audroné JUODAITYTÉSociologines paradigmos raiska edukologijoje: naujos zinios ir socialines pedagogikos statusas 13

kauzaline-eksperimentine) arba pozityvistine sociolo-gija. Naujoji edukologijos mokslo situacija suponuojair müsii tyrimo problem^: kokios socialiniq, pedago-giniii :ziniii sritys ir rüsys edukologijos moksle lemiasociologines paradigmos raisk^ ir keicia socialines pe-dagogikos bei ugdymo sociologijos kaip edukologijos,sociologijos mokslq subsakij statusii, edukologijoje.

Tikslas - isnagrinéti naujij socialiniii ziniij sferas,pobüdi, metodologin[ turini sociologines paradigmosraiskos kontekste irapibüdinti socialines pedagogikos,kaip tarpsakinio (sociologijos ir edukologijos) mokslo.

Metodai: teorinés literatüros analizé, metaanalizé.

Edukologijos mokslo metodologinis virsmasnaujq ziniq ir socialiniq pokyciq kontekste

Edukologija savo prigimtimi yra socialinis moks-las. Todél visi be isimties visuomenés socialiniai-kul-türiniai büviai, ypac bendroji visuomenés mentali-né kultüra, veikia ne tik teorinés koncepcijas, bet irzmogaus ugdymo(-si) metodq ir priemoniq sistemas.Pvz., jeigu visuomené orientuojasi [ individualizmofilosqfijq, tuomet ir zmogaus ugdymo(-si) priemonés,turincios savyje prievartos element^ ar kitaip ribojan-cios zmogaus kaip individo vidinç laisvç, pasidaronepriimtinos. Del sios priezasties visuomenéje nuolatkeiciasi zmogaus ugdymo(-si) sistemos bei transfor-muojasi jii filosofiné-vertybiné ideologija. Vykstantesminiams pokyciams pastaruoju metu Europoje su-siformavo nauja zmogaus ugdymo(-si) koncepcijair atsirado pagarbus (respektyvus) poziüris [ zmogq,kaip aktyvi^ socialini individu pajégij realizuoti savosocialinius siekius ir keisti aplinkí^. Todél mokslinin-kai (Balbus, 1993; Baand, 1995; Brock, 1998; Dauber,Verne, 1996), nagrinéjantys edukologijos metodologi-nes problemas, siülo teoretikams ir praktikams labiauorientuotis [ siuolaikinç visuomenç, jos struktüras, okartu k [sociologijos moksl^, nagrinéjantivisuomenésbei jos gnipiii, individq gyvenimo désningumus.

Pedagogikos ir sociologijos rysl dar XX a. pirmojepuséje yra pastebéjçs Lauzikas, teigdamas, jog „peda-gogikq butina ne tik psichologizuoti, bet ir sociologi-zuoti" (1997, p. 367). Jo nuomone,/?s/67¡o/og//a peda-gogikai pasidaro svarbi tuomet, kai visuomenéje isivy-rauja sqlyginai stahili büsena, o sociologijos reiksmin-gumas ypac isryskéja socialiniupokyciii metu. Kadan-gi XX a. antrajai pusei büdingi esminiai socialiniai-kultüriniai pokyciai, sustipréjo edukologijos démesyssociologijos mokslui (Freiré, 1993; Osterband, 1993).Lauzikas (1997), nagrinédamas pedagogikos sklaid^^S£\ lyginio visuomenés stabilumo sí|.lygomis, nurodé,jog stahilizuojasi ir zmogaus ugdymo(-si) sistemos.

There have been various theoretical experiments inthe history of pedagogy, searching for the methodo-logical instmmentation in other sciences, first of allin psychology, later in ethics and finally in sociology.According to Lauzikas' (1997), Vaitkevicius' (1995),tliere have been attempts to ground the methodologyof education studies on practical usefulness and ef-ficiency of didactic methods. However, all these at-tempts were an endeavour to arrange alive pedagogi-cal experience superficially, to create the general sci-ence ofpedagog)' gounded on psychology (most oftencausal-experimental) or positivistic sociology. Thenew situation of education studies also presupposesour research problem: what areas and types of social,pedagogical knowledge in education studies infiuencethe manifestation of the sociological paradigm andchange the status of social pedagogy and sociology ofeducation as sub-branches of education studies and so-ciology in education studies.

Aim: to analyse spheres, the type and methodolog-ical contents of new social knowledge in the context ofmanifestation of sociological paradigm and to describethe status of social pedagogy as an inter-branch sci-ence (of sociology and education studies).

Methods: analysis of theoretical literature, meta-analysis.

The methodological change of education studiesin the context of new knowledge and social changes

Education studies by its nature is a social science.Therefore, all socio-cultural states of the society with-out exception and particularly the general mentalculture of the society infiuences not only theoreticalconceptions but also the systems of the person's (self-)education methods and means. For example, if thesociety orientates to the philosophy of individualism,the means of the person's (sclf-)education that containcompulsion elements or othei"wise limit the person'sas individual's internal freedom become unacceptable.For tliis reason the person's (self-)education systemsare constantly changing, their philosophical-value ide-ology is transforming. Currently a new conception ofthe person s (self-)education was formed in Europe andthere appeared a respectñil attitude towards a personas an active social individual. Therefore, the research-ers (Balbus, 1993; Baand, 1995; Brock, 1998; Dauber,Verne, 1996) who analyse methodological problems ofeducation studies propose to orientate to the contem-porary society, its stmctures and at the same time tothe science of sociology.

The relation of pedagogy and sociology was noticedin the first half of the 20 c. by Lauzikas. In his opinion,

14 Mokvtoji( ugdymas 2009

nes pedagogikos (edukologijos) pagrindinis tikslas- ne naujij koncepcijn paieska, o mokslo pasiekimijpraktinis taikymas. Tuomet, Lauziko (1997) nuomo-ne, nekyla abejoniq del zmogaus ugdymo(-si) tiksloar metodii, o moksliniai gincai apsiriboja tik paskinimetodii ar J4 sistema taikymo galimybiq apzvalgomis.Sias problemas XX a. pirmosios puses pedagogikosmokslas galéjo sékmingai sprçsti pasikliaudamas ly-siais su psichologijos mokslu, ypac su ta jos kryptimi,kuri buvo [vardijama kaip empiriné, eksperimentiné.

Dar kitas XX a. antrosios puses ypatumas - tarp-sakinés zinios, jq globalizavimasis, kai zmogaus zino-jimo procesai yra socialiai reiksmingi. Tuomet, Bell(1986), Blackledge (1989) nuomone, zmogaus ug-dymo mokslas pasidaro daugiasakis, apimantis visi^zmogaus socialinio, kultûrinio gyvenimo [vairovç, nesugdymas(-is) vyksta [vairiose socialinése aplinkose beisocialiniii santykiij „zmogus - socialiné aplinka" siste-móse. Todél atsisakoma isskaidyto {isbaigtas sociali-nes aplinkas (dazniausiai fonnalias) zmogaus ugdymoprocesq supratimo ir siekiama ji aiskinti tarpsakininsocialiniq-humanitarinin mokslq „zmogus - socialiné,kultüriné aplinka" kontekstuose.

Taciau siuo metu Lietuvoje stokojama meiodologi-nio pobûdzio edukologijos darbq, pagrindzianciq j ^ ,kaip socialinio mokslo teorij^ praktikit bei sudétingusrysius su socialiniais mokslais, butent su sociologija.

Edukologijos mokslo sklaida ir socialiniai poky-ciai. Giluminiai visuomenés pokyciai, kuriuos ypacjaucia ir jaus XXI a. zmoniq karta, reikalauja esmininpokyciti ir zmogaus ugdyme, nes visokeriopai plétoja-si s<î veika su aplinka (sociopsichine, sociobiologine,sociokulturine ir kt.). Ji tampa daugiamate, sakotine,neisbaigta, o visuomené daznai buna neapsisprendu-si del nauju zmogaus ugdymo tikslq. Tuomet svarbiospasidaro naujos zmogaus ugdymo(-si) idéjos, kuriq.Grabe, Luscher (1994) nuomone, reikia ieskoti pa-cioje visuomenés sanklodoje, jos kaip saviorganizaci-jos egzistavimo busenoje. Visuomené savo struktijrainspinioja naujas zmoniq hendruomeninio gyvenimoidéjas. Mokslininkq (Freiré, 1993; Robinshon, 1997)teigimu, zmogaus ugdymo moksluose ir praktikojebutina jas ne tik pazinti, bet \x filosofiskai permj^styti,pagristi.

Robinshon (1997) nurodo, jog socialinis nestabi-lumas, kaip pagrindiné dabartinés informacijos (ziniq)visuomenés büsena, lemia socialiniq zmoniij gyveni-mo strukturq, socialiniq grupiq ir individo SE veikos suaplinka formq pokycius. Socialiniame-kultûriniamezmogaus visuomeninio gyvenimo kontekste nestabilu-mas reiskiasi kaip normatyviniq vaizdiniii krizé, todélyra permí^stomos ankstesnés socialinio gyvenimo nor-mos ir kuriamos naujos. Jos turi tapti tiek visuomenés.

psychology becomes important to pedagogy when aconditionally stable state settles in the society, whilstthe significance of sociology shows up during socialchanges. Because there were critical socio-culturalchanges in the second half of the 20 c , the focus of ed-ucation studies on sociology increased (Freiré, 1993;Osterband, 1993). Lauzikas (1997) indicated that theperson's (self-)education systems also stabilize be-cause not the search for new conceptions but practicalapplication of scientific achievements become the keyaim of pedagogy. Then, in Lauzikas' (1997) opinion,there are no doubts as to the aim and methods of theperson's (se]f-)education, while scientific argumentslimit themselves to the reviews of separate methodsor their application possibilities. These problems weresuccessftilly solved by pedagogy ofthe first half of the20 c , relying on the relations with psychology, its em-pirical, experimental trend in particular.

Still another peculiarity of the second half of the20 c. is the inter-branch knowledge, their globalisationwhen the person's knowing processes are socially sig-nificant. Then in Bejijr's (1986), Blackiedge's (1989)opinion, the science ofthe person's education becomesmulti-branch, encompassing all diversity of the per-son's social, cultural life. That is why breajcing downofthe person's education processes into complete so-cial environments (most often formal) is refused andit is aimed to explain it in the contexts of inter-branchsocial-humanitarian sciences "the person - social, cul-tural environment".

However, currently there is a lack of methodologi-cal t}>pe works on education studies, which ground thetheory, the practice of education studies as a social sci-ence and its complicated relations with social sciencesand with one of the most important, namely, sociol-ogy.

Spread ofthe science of education .studies and so-ciat cttanges. Deep changes in the society, which areparticularly felt and will be felt by the generation ofthe 21 c , require essential changes in the person s ed-ucation too because the interaction with the environ-ment (socio-psychic, socio-biological, socio-cultural,etc.) is developing in eveiy possible way. Then impor-tant are the new ideas ofthe person's (self-)education,which, in Grabe's, Luscher's (1994) opinion, have tobe searched for in the very organisational models ofthe society. By its structure the society inspires newideas of people's communal life. For this reason theresearchers (Freiré, 1993; Robinshon, 1997) state thatin the sciences on the person's education and in prac-tice it is necessary botli to cognize and philosophicallyreflect, substantiate them.

Robinshon (1997) indicates that social instability asthe main state ofthe contemporaiy knowledge societyinfluences clianges that take place in people's social

Audroné JUODAITYTESociologinés paradigmos ruiska edukologijoje: naujos zinios ir socialines pedagogikos siatusas 15

tiek ir individo „naujojo m^stymo" dalyku, kuris, kaipteigia Arnold, turi bûti „homogeniskas, o kaitu ir se-lektyvus"(1995,p. 47).

Be to, visuomenéje stiprêja socialines stratifikaci-jos reiskiniai, atsiranda tokios gnipés, kurios anksciauneegzistavo ir nèra pajègios adaptuotis visuomenéjebei i jci integruotis. Stabilin vertybiii ir nornni nebuvi-mas lemia ne tik socialinés-kultûrinés atskirties grupiijvisuomenéje gauséjimq^ bet ir kriminaliniii elementi[atsiradimci. Siomis st^lygomis, Osterband (1993) tei-gimu, turi ypac giléti edukologijos mokslo lysiai susocialiniais mokslais, y]îac su .wciologi/a, nes jos pa-grindu atsiranda galimybé kurti naujas zmogaus socia-linio ugdymo(-si) aplinkoje koncepcijas ir praktik^.

Taciau sociologija, kaip mokslas apie visuomenç,néra pajégus teikti edukologijai isbaigtas mokslinesidéjas ar zmogaus ugdymo(-si) bûdus bei priemonês.Berger (1995) nurodo, jog sociologija gali edukolo-gijai, kaip ir kitiems socialiniams ar humanitariniamsmokslams, pasiülyti naujii socialiniii idéjn sistemas irtokiu bödu padéti isryskinti zmogaus ugdymo(-si) so-cialini-kultûrinikryptingum^^bei prasmingum^^. Brock( 1998) nurodo, jog sociologinés idéjos yra edukologi-jai itin reiksmingos, nes pagilina socialinio-kultûrinio^ugdymo(-si) pobOdzio supratinici, nukreipia ugdymosipraktik^, padeda ]\ orientuoti i visuomenês socialinçraidi . Siuo atveju zmogaus ugdymo(-si) praktika pra-turtinama socialinio prasmingumo idéjomis. Tuomet iredukologija, kaip soeialinis mokslas, pasidaro socia-liai prasminga, o jos kaita - sistemine, reiskiancia irnauj^cl zmogaus ugdymo kokybç. Robinshon (1997),Zudeick (1992) mu-odo, jog si koncepcija gana ryskiEuropos saliii svietimo reformóse. Tai padeda edu-kologijos mokslui sékmingai integruotis [ socialiniiimokslii sistemq, o edukologijos mokslininkams pléto-ti sociologinés ugdymo koncepcijas, atskleidzianciaszmogaus ugdymo(-si) rysius su gyvenimo realybe. Siqrysii[ pagrindu edukologijoje susiformavo dvi subsa-kos - ugdymo sociologija ir socialiné pedagogika.

Sociologinès paradigmos raiska ugdyino(-si)reiskiniq teorinése-empirinése interpretacijosebei ugdymo sociologijos ir socialines pedagogikosturinys

Ugdymo procesas turi esminç reiksmç visuomenei,jos egzistavimui ir raidai, todél visuomet buvo socio-logijos doméjimosi sritis. Taciau sociologinis doméji-masis ugdymu apima daug klausimii, kartais, atrodo,mazai susijusin su edukologijos mokslo problematika.Taip yra dél gauséjimo socialini^ grupiq, kurios tie-siogiai neturi rysio su ugdymu (pvz., ugdytinii^ tévai,sudarantys didziiy'ci suaugusiqjq visuomenês dali, ku-

life structures, in the interaction of social groups, in-dividuals with the environment. In the social-culturalcontext instability manifests itself as the crisis of nor-mative images; therefore, previous social life normsare reeonsidered and new ones are created. They haveto become the subject of "new thinking" of both thesociety and the individual, which, as Arnold states,must be "homogeneous but at the same time selective"(1995, p. 47).

Besides, social stratification in the society increas-es and such groups that earlier did not exist and thatare not able to adapt in the society and integrate into itemerged. The absence of stable values and norms in-fluences the increase of both social-cultural exclusiongroups in the society and the emergence of criminal el-ements. According to Osterband (1993), in these con-ditions the relations of education studies with socialsciences have to deepen in particular, especially withone of them, sociology, because it provides the oppor-tunity to create new conceptions and practice of theperson's social (self-)education in the environment.

However, sociology as a science about the societyis not able to provide education studies with completescientific ideas or the person's (self-)education waysand means. Berger (1995) indicates that sociology can.offer the systems of new social ideas and this way helpto highlight social-cultural expediency and meaning-fulness ofthe person's (self-)education. Brock (1998)indicates tliat sociological ideas are particularly signif-icant to education studies because they deepen the un-derstanding of social-cultural type of (self-)education,direct the practice of self-education, and assist to ori-entate it towards social development ofthe society. Inthis case the practice ofthe person's (self-)education isenriched with the ideas of social meaningfulness. Thenedueation studies as a social science becomes sociallymeaningful and its change becomes systematic, mean-ing the new quality ofthe person's (self-)education aswell. Robinshon (1997), Zudeick (1992) point out thatthis conception is quite distinct in the implementa-tion of education reforms in European countries. Thishelps education studies to integrate into the system ofsocial sciences successfully and for tlie researchers ineducation studies to develop sociological educationconceptions, disclosing the person's (self-)educationrelations with life reality. Based on these links, twosub-branches were formed in education studies: soci-ology of education and social pedagogy.

Manifestation of sociological paradigm in theo-retical-empirical interpretations of (self-)educationphenomena and the content of sociology of edu-cation and social pedagogy

The process of education is essentially significant

16 Mokytojij ugdymas 2009

riq veikia apima kitokias nei ugdymas visuomeniniogyvenimo sritis - ekonominç, politinç, kultûrinç ir kt,Taciau si socialiné grupé (kaip ir kitos) yra pajégiosveikti zmogaus ugdymíi(-si) ir pakreipti ji tinkamalinkme, Tokiu büdu yra patenkinami [vairiti socialiniiigrupin poreikiai zniogaus ugdymo sferoje.

Be to, ugdymui ¿takos turi daugelis ir kitit veiksniq,netiesiogiai susijusitj su nüdienos gyvenimo socialinetikrove (pvz,, [sitikinimai, veitybés, susijusios su pra-eities, o ne dabarties kultüra), Todél ugdymas(-is) kaipsocialinis reiskinys savaime X^írnca sociologijos dalykuir yra grindziamas sio mokslo teorijomis (Ritzer, 2000;Blackledge, 1989). Tuo pagrindu sociologijoje isrys-kéjo speciali zinii{ sritis, nagrinéjanti ugdymo proble-mas. Tai ugdymo sociologija.

Galima apibrézti ugdymo sociologijoje teorinioir empirinio doméjimosi ugdymu kryptis bei sferas,Luhmann (1994) nurodo, jog ugdymo sociologijai yraitin svarbi interpretaciné sociologiné paradigma, nesreikia aiskintis nauji (tarp jn ir ugdymosi) socialinii^reiskiniq prigimti. Tai leidzia sutelkti démesi [:

• socialinius procesus, sistemas ir socialinés gru-pes, kurios nekelia sau ugdymo(-si) tikslo, ta-ciau veikia ugdym^(-si), jo turin[ bei pasekmesvisuomenéje;

• socialinés grupes ir svietimo [staigas, lemian-cias ugdymo(-si) proceso turin[, formas, poky-cius;

• ugdymo(-si) procesq s lygojancii{_ ugdymo [s-taigq funkcionavim^ tiksliniu ugdymo grupiqsutelktum^ pokyciams,

Taigi, mokslininko nuomone, sociologijoje issi-skiria gana plati ugdymo procesus aiskinanciq ziniijsistema, kuriij nagrinéja edukologijos ir sociologijosmokslo subsaka - ugdymo sociologija.

Ugdymo sociologijoje analizuojamomis proble-momis domisi ir kiti sociologiniai mokslai (kultûros,politikos, teisés, ekonomikos ir sociologijos), Jn turi-ni lemia visuomenés mentaliniai, socialiniai poreikiaibei paskirii tyrinétojq grupiq interesai, Todél ugdymoproblematika siame moksle gali bùti nagrinéjama ki-taip nei edukologijoje. Pavyzdziui, jeigu nagrinéjantugdymo globaliqsias problemas siekiama paisyti jouniversalios sampratos bei apibrézti tiriamo reiskinioplatesni socialini-kultürini kontekst^ atsiranda ne tikpavojus, „ieiti i svetimí^" tyrimq problematik^, esancií}^pemelyg toli nuo ugdymo(-si) sferos, bet ir perimti kitijmokslij tyrimii metodologijq, metodus. Taip galima is-eliminuoti edukologijos, kaip zmogaus ugdymo(-si)mokslo, specifiskum^, Todél apibréziant ugdymo so-ciologijos doméjimosi krypti, butina issiaiskinti, koksturinys suteikiamas ugdymo terminui, kuris edukolo-

to the society, its existence and development. For thisreason it has always been the area of interest to so-ciology. However, sociological interest in educationencompasses a number of questions which sometimesseem quite distant to the problems of the science ofeducation studies. This is so due to the increase of so-eial groups which are direetly not related to education,e,g,, learners' parents, who make up the largest shareof adults' society and whose aetivity involves otherspheres than education (economical, political, cultural,etc). But this social group (like other groups too) isable to infiuence the person's (self-)edueation and di-rect it in a favourable direction. This way the needs ofvarious social groups in the area ofthe person's educa-tion are met.

Besides, education is influenced by many other fac-tors which are indirectly related to social reality of to-day's life; e,g,, beliefs, values, representing the cultureof the past, not of the present. Thus, (self-)educationas a social phenomenon by itself turns into the sub-ject of sociology and is based on the theories of thisscience (Ritzer, 2000, Blackledge, 1989), Based onthat, a special sphere of knowledge, analysing educa-tion problems, showed up in sociology- sociology ofeducation. .

The trends and the spheres of theoretical and em-pirieal interest in education in sociology of educationcan be defined, Luhmann (1994) points out that intei--pretative sociological paradigm is particularly impor-tant jbr sociology! of education because the origin ofnew (including educational) social phenomena have tobe investigated. This enables to foeus on:

• social processes, systems and social groups,which do not raise the objective of (self-)educa-tion for themselves but influence (self-)educa-tion, its contents and consequences in the soci-ety;

• social groups and educational institutions,which determine the contents, forms and chang-es ofthe (self-)education process,

• functioning of educational institutions, whichdetermines the (self-)education process, con-centration of educational target-groups forchanges.

In sociology of education interest in analyzed prob-lems is taken by other sociological sciences too (ofculture, politics, law, economics and sociology). Theircontent is influenced by mental, social needs of thesociety and interests of separate researchers' groups.Therefore, the problems of education in this scieneecan be analysed otherwise than in education studies.For example, if, analysing global problems of educa-tion, it is sought to follow its universal conceptionand to define a broader social-cultural context of the

Audroné JUODAITVTÉSoeiologinès paradigmos raiska edukologijoje: naujos zinios ir socialinès pedagogikos stalusas 17

gijoje ir sociologijoje néra vienodai suprantamas. Jampriskiriama arba platesné (sociologijoje), arba siau-resné (edukologijoje) socialiné-kultûriné prasmés. Pa-vyzdziui, siekiant suvokti zmogaus tapsmo socialinioproceso esmç, butina nurodyti j[ kaip socialin[ indivi-dq formuojancius veiksnius, tarp jn ir ugdym^. Taciauedukologijoje negali ma nuneigti ugdymo kaip proce-so, kurio esmç sudaro „tikslingas soeialinin-kultüriniiivertybiii perdavimas ir perémimas" (Osterband, 1993,p. 74). Kartais ugdymas suvokiamas socialinio nau-dingumo prasme, kylancia is pacios visuomenèssocialinés-kultûrinés esmés. Taip suprastas ugdymasdaznai tampa ne tik sociologijos mokslo dalyku (Col-lins, 1998; Osterband, 1993), bet ir edukologijos.

Ugdymo sociologijos interesq sfera yra plati ir ap-ima [vairius individu ir grupiii santykius, kylanciusis socialinès ugdymo esmés. Siuo poziûriu santykiai„ugdytojas - ugdytinis", besireiskiantys ugdyme, yrakur kas platesni, nei santykiai „mokytojas - mokiniai",besireiskiantys mokymosi procese. Pirmieji apima[vairias socialinès aplinkas (institucijas, vietovç, re-gioni\, sali ir kt.), o antrieji - tik mokymo (dazniausiaiformalicyij) aplink^. Todél si^veika „ugdytojas - ugdy-tinis" tampa sociologijos dalyku, nes butent ji sociali-né prasme yra sudêtinga, priklauso nuo ugdytiniij^ kaipsocialinès grupés statusq, vaidmenq, Yys\\\. su kitomissocialinémis giupémis.

Band ( 1995), Brock ( 1998) nurodo, jog ugdymo so-ciologija nagrinéja zmogaus ugdymo procès^ istoriniuvisuomenès raidos, aplinkos ir kultûriniii s^lygotumiiaspektu bei visuomenès kaip socialinès struktûros irorganizacijos kontekstuose. Kitas mokslininkas Zu-deieh (1992) ugdymo sociologijq apibûdina nurody-damas jos svarb;^ zmogaus socialinio elgesio proble-moms, dalyvaujant jam bendrijq gyvenime. Bauerle(1992) nuomone, siuolaikinei ugdymo sociologijaibûdingas teorinis poziûris [ zmogaus socialinio ugdy-mo problemas ir jis yra susijçs su socialiné sio moksloftinkcija, ugdymo esmés aprasymu, aiskinimu. Prakti-nq ugdymo funkcijf , .sio mokslininko nuomone, per-èmé ugdymo sociometrija, kuri yra empiriné ugdymosociologija.

Mokslininkai (Collins, 1998; Bauerle, 1992; Vait-kevicius, 1995) teigia, jog socialiné pedagogika yrapedagogikos (edukologijos) mokslo saka, reciau- kaipsavarankiskas socialinès srities mokslas. Socialinèspedagogikos termini ^ Natorp ir Bergeman XIX a.pabaigoje apibrézé ne tik kaip praktini, bet ir kaip te-orini mokslfi, besiformuojanti biologiniq, socialiniq,etikos, kultûrologijos moksiii sandüroje (Vaitkevicius,1995).

Freiré (1993, p. 94), siekdamas issamiau ir giliau at-

investigated phenomenon, there emerges not only adanger to enter "alien" research problems which aretoo far from the area of (self-)education but also totake over research methodology and methods of othersciences. This way the specificity of education studiesas of the science about the person's (self-)educationmay be eliminated. Therefore, in order to define thetrend of interest of sociology of education, it is neces-sary to find out what content is given to the term ofeducation, ln education studies and in sociology it isdifferently understood due to broader (in sociology) ornarrower (in education stxidies) social-cultxiral mean-ings. For example, in order to perceive the essence ofthe social process ofthe person's becoming, it is nec-essary to distinguish the factors that form him/lier asasocial individual, including education too. However,in education studies, education as a process the es-sence of which is "purposeful transfer and taking overof social-cultural values" cannot be denied (Oster-band, 1993, p. 74). Sometimes education is perceivedin a sense of social usefulness, which arises from thesocial-cultural essenee of the very society. Educationunderstood in this way often turns into both the subjectofthe science of sociology (Collins, 1998; Osterband,1993) and of education.studies.

The sphere of interests of sociology of education isbroad and encompasses various relations of individu-als and groups arising from the soeial essence of edu-cation. In this respect the relations "educator-learn-er" which manifest themselves in education are muchbroader than the relations "teacher-pupils" whichmanifest themselves in the learning process. First re-lations encompass various social environments (insti-tutions, loeation, region, country, etc.), whilst second,only teaching environment (most often formal). There-fore, the interaction "educator-leamer" becomes thesubject of sociology because namely this interactionis complex in the social sense, depends on learners'statuses, roles, relations with other social groups.

Band ( 1995), Brock (1998) point out that sociolog}>of education analyses the person's process of educa-tion in the historical aspect of the development, en-vironmental and cultural conditionality of the societyand in the contexts ofthe society as a social structureand organisation. Another scientist Zudeich (1992)defines sociology of education pointing out its impor-tance for the person's behaviour problems when he/she participates in communal life. In Bauerle's (1992)opinion, contemporaiy sociology of education is char-acterized by theoretical attitude towards the problemsofthe person's social education, and it is related to thesocial function of this science, to the description andexplanation ofthe essence of education, whilst/;/-ac7/-cat ftmction was taken over by sociometrics of educa-


skleisti ugdymo sociologijos ir socialines pedagogikosesmç bei teorinius, taikomuosius aspektus, apibüdinougdymo sociólogo ir soeialinio pedagogo veiklíj . Jisteigia, jog „ugdymo sociologas yra inteligentiskas so-cialinés-ugdanciosios aplinkos analitikas", o socialinispedagogas - „zmogus, jautriai reaguojantis i ugdymoir socialines pagalbos problemas" (Freiré, 1993, p. 96).Tokiu büdu mokslininkas nusaké ugdymo sociólogo irsoeialinio pedagogo veiklos instiumentin[ pobüdi, okartu ir siq dviejij sociologijos mokslo subsakq zinii|pobüdi. Jo nuomone, ugdymo sociologija yra teorinio,analitinio pobüdzio mokslas, o socialine pedagogika -taikomojo, empirinio.

Ugdymo sociologijai, be socialinii} ugdymo struk-tüni, seimos, visuomeniniq organizacijii ir kultürossvietimo istaigii edukacinés veiklos, atsiranda naujosmokslinio pazinimo ir tyrimq sritys. Baand (1995)nuomone, ugdymo sociologijoje svarbios sios proble-mos:

• svietimo, mokslo ir kultüros vieta visuomenéje,pokyciai zmonix^ mentalinéje s^monéje;

• socialiniai-edukaciniai ir kultüriniai pokyciaiseimoje, lokaliose, nelokaliose bendruomené-se, tam tikrose gyventojij grupése (amziaus, ly-ties);

• svietimo, globos, kultüriniu istaigq tinklo struk-türa kaimo ir miesto vietovése;

• ivairiii ugdymo aplinki^ socialiniq rysiq struk-türos;

• individii ir grupiq socializacija aplinkoje (veiks-niai, procesai ir struktüra);

• darbinés, profesinés veiklos kaita ir kvalifikaci-jos kélimas;

• vaikii, jaunimo ir suaugusiiyii soeialinio ugdy-mo aspektai, ekologinio pavojaus ir politiniq,tarptautiniij konflikti^ bei terorizmo plétotés SÍ -lygomis.

Vis spartéjanti soeialinio gyvenimo informacinékaita sukuria ypatingus pokycius ekosferoje. Broch(1998) teigimu, siuo atveju ugdymo sociologijos iv so-cialines pedagogikos moksliniii empiriniq interest sri-tys gali büti: zmogaus gyvenimo sociosfera wpsichos-fera, nes didéja svietimo, mokslo, ugdymo vaidmuo,apsaugant individu socialines zmoniq bendrijas nuogalimij destrukcijii. Sociosferos pazeidimai iskreipiasocialinius rysius - tai matyti vaikq, jaunimo ir suau-gusiiyn tarpusavio santykiuose - ir s^lygoja soeialinçpatologij^. Panasios pasekmes büna ir esant asme-nybés psichosferos pazeidimams. Isryskéja depresi-ja. psichozé: zmogus net ir büdamas bendruomenésejauciasi vienisas. Todél Broch (1998) prognozuoja,jog XXI a. ugdymo sociologija ir socialine pedago-

tion.Researchers (Collins, 1998, Bauerle, 1992,

Vaitkevicius, 1995) state that social pedagogy is abranch of pedagogy (education studies), rarer, an inde-pendent science of social area. The term social peda-gogy was defined by Natorp and Bergeman in the endof the 19 c. not only as a practical but also as a theo-retical science which is being formed in the junction ofbiological, social, ethical and culturological sciences(Vaitkevicius, 1995).

To disclose the essence of sociology of educationand social pedagogy, Freiré (1993, p. 94) describedthe activities of the sociologist of education and socialpedagogue. He states that "the sociologist of educa-tion is an intelligent analyst of social-educational en-vironment", whilst social pedagogue is "a person thatresponsively reacts to the problems of education andsocial support" (Freiré, 1993, p. 96). This way the re-searcher outlined the instrumental type of the activityof sociologist of education and social pedagogue andat the same time the type of knowledge in those twosub-branches of sociology. In his opinion, sociologyof education is a theoretical and analytical type of sci-ence, whWst socialpedagog)', applied and empirical.

In addition to educational activities of.social educa-tional structures, the family, public organisations andcultural educational institutions, in Baand's (1995)opinion, sociology of education encompasses the fol-lowing problems:

• The place of education, science and culture inthe society, changes in the people's mental con-sciousness;

• social-educational and cultural changes in thefamily, local and non-local communities, andseparate residents' groups (of age, of gender);

• the structure of the network of education, careand cultural institutions in villages and cities;

• the structures of social relations of various edu-cational environments;

• socialisation of individuals and groups in theenvironment (factors, processes and structure);

• change of occupational, professional activity,and professional development;

• the aspects of children's, youth's and adults'social education in the conditions of ecologicaldanger, political, international conflicts, and ter-rorism development.

The accelerating informational change of sociallife creates particular changes in the ecosphere. Broch(1998) states that in this case sociology of educationand social pedagogy may be interested in sociosphereandpsychosphere of the human life because the role ofeducation, science and teaching increases, protectingseparate individuals and social groups from possible

Audionc JUODAITYTÉSociologinès paradigmos raiska edukotogijoje: naujos zinios ir socialinés pedagogikos statusas 19

gika susidurs su naujomis ateities zmogaus ugdymo irlavinimo problemomis, nes informacinés visuomenéssi\lygomis butina ugdyti zmogq, turinti savyje „homocreator'' (zmogaus kûréjo), „homo faber"' (veikianciozmogaus) bûdingq savybiq. Todél ugdymo sociolo-gams \x socialiniams pedagogams cia tenka ypatingasvaidmuo, nes naujos zmogaus gyvenimo strategijos,atliepiancios besikeiciancius poreikius, akcentuojabütinunicL analizuoti socialinés aplinkos teikiamij, pri-va\m\r\zmogaits kdréjo vaidmeniui.

Socialinés pedagogikos teoriniq, prakseologiniqpoziciji{ kaita socialinio gyvenimo issOkiq konteks-te

Siuolaikinéje socialinéje pedagogikoje (Jovaisa,1992) pastebimas tam tikras si|.stingis, kuris, skirtin-gai nuo kitq konservatyvizmo apraiskq, gali bûti api-bûdinamas kaip nepakankamai s^moningas ar nes^-moningas esminiq socialiniq pokyciq, [vykusiq pos-tmodemioje XX a. pabaigos visuomenéje, vertinimas(Arnold, 1995, Baand, 1998, Balbus, 1993, Bauerle,1992). Konservatyvizmo reiskinys bödingas ne tik so-cialineipedagogikai, bet ir kitiems socialiniams moks-lams: sociologijai, psichologijai, edukologijai. Balbus(1993) teigia, jog tokia situacija minétuose moksluo-se yra todél, kad vyrauja nuostata, jog nebutina keistipoziûri i tuos socialinius-kultûrinius reiskinius, kurienéra moksliskai isanalizuoti. Mokslininkas Bauerle(1992) mano, jog pasielgus priesingai bûtq iskraipo-ma socialiniq mokslq metodologiné paskirtis - aiskintizmogaus ugdym^ per zinomq socialiniq reiskiniq es-mes bei jq désningumus.

Osterband ( 1993) nurodo du konservatyvizmo tipus,vyraujancius siuolaikinéje socialinéje pedagogikoje -pasyvi{jl ir agresyviyi. Pagrindinis pa.syvaus konser-vatyvizmo bruozas - pasitenkinimas egzistuojanciasituacija {status quo), o agresyvaus konservatyvizmoesmé - baimé arba nenoras analizuoti naujus désningu-mus ir reiskinius. Mokslininkas teigia: antrasis poziü-ris yra priimtinas tiems socialiniams mokslams (taip jqir socialinei pedagogikai), kurie pasizymi polinkiu pa-laikyti visuomenéje jauegzistuojancii^^socialinç tvark^bei j< pagri_sti jau zinomomis mokslinémis tiesomis.Cook (1997) aiskina, jog pasyvusis konservatyvizmasyra susijçs su XX a. auksto ekonominio lygio salyse[sigaléjusia soeialine-ekonomine gerove, o agresyvu-sis pasireskia socialiniq kriziq perioduose.

Broch ( 1998) pazymi dar kit£i_ reiskini, bûding^ Eu-ropos saliq socialinei pedagogikai. Tai „s^skaitq suve-dinéjimas" su kitaip mi^stanciais. Todél Baand (1998),Balbus (1993) siûlo rekonstruoti socialinés pedago-gikos istorini-mokslinl palikimq bei atskirti

destmctions. Violation of sociosphere distort social re-lations and this determines social pathology. Similarconsequences occur in case of violation of psychos-phere of the personality, resulting in depression, psy-chosis, when the person even being in the communityfeels lonely. Therefore, Broch (1998) projeets that so-ciology of education and social pedagogy ofthe 21 c.will eneounter the future person's new education prob-lems because in the conditions ofthe information soci-ety it is necessary to educate the person who embracescharacteristic features of homo creator" and "homojaber". Therefore, sociologists of education and socialpedagogues get a special role, because new strategiesof human life emphasize the necessity to analyse theadvantage of the person-creator's role, provided bysocial environment.

The change of theoretical, praxeologlcal posi-tions of social pedagogy in the context of challengesof social life

Modem social pedagogy (sociogogics, Jovaisa,1992) undergoes eertain stagnation, which, unlike othermanifestations of conservatism, may be characterisedas an insufficiently conscious or unconscious evalua-tion of essential social changes that took place in thepost-modem society at the end of the 20 c. (Amold,1995, Baand, 1998, Balbus, 1993, Bauerle, 1992). Thephenomenon of conservatism is characteristic not onlyto social pedagogy! but also to other social sciences:sociology, psychology, education studies. Balbus(1993) states that this is due to the dominating attitude:it is not necessary to change the attitude to such social-cultural phenomena which are not scientifically ana-lysed. Bauerle (1992) thinks that in the opposite casethe methodological mission of social sciences wouldbe distorted: they have to explain education throughthe essences ofthe known social phenomena and theirregularities.

Osterband (1993) points out two types of conserva-tism, dominating in modem social pedagogy: passiveand aggressive. The key feature of passive conserva-tism is satisfaction with the existing situation {statusquo), whilst the essence of aggressive conservatism isfear or unwillingness to analyse new regularities andphenomena. The researcher states that the latter ap-proach is acceptable for such social sciences (includ-ing social pedagogy) which are bound to maintain thealready existing social order in the society and groundit on the already known scientific truths. Cook (1997)explains that passive conservatism is related to social-economical welfare in highly developed countries inthe 20 c , whilst aggressive consen'atism manifests it-self in the periods of social crises.

Broch (1998) notices still another phenomenon

20 Mokytoji) ugdymas 2009

mokslines tiesas nuo netikrq tiesq, kuriomis tikimabe [rodymit arba kurios yra formuluojamos stokojantirodymq, remiantis vien isankstiniais isitikinimais. Jissiûlo socialinq pedagogikq isvaduoti nuo mitologizuo-to supratimo elementi]. ir pateikia tokio mitologizavi-mo pavyzd[ - „socialines individo krizés yra neisven-giamos", skatina ji [veikiant atsizvelgti [ s^sajas - „pra-eitis, dabartis, ateitis".

Arnold (1995) nuomone, viena svarbiausiq siuo-laikinio laikmecio idéJ4 yra soeialinis egalitarizmas.Jis turi esminç reiksmç socialines pedagogikos kaitaiir sudaro galimybes tokiu socialiniq reiskiniq perziii-rai, kaip asmenybés ugdymas laisvei ir laisvéje, t. y.demokratijos kiiltûrai. Egalitarizmo sampratos esm^sudaro [vairiq individu ••' socialiniij grupiq lygiavertis-kumo ir lygiii galimybiii {issilavinim^^ bei ugdym<^(-si)pripazinimas. Bauerle (1992) mxxoáo,']og socialiné pe-dagogika {si reiskini dar neatkreipé reikiam^ démesi.Egalitarizmo tezé is esmés keicia poziüri i asmenybésugdymo(-si) soeialini-kultûrini pobüdi 'r paaiskinazmoniii grupiii, individq socialines sí^veikos ivairovç.Butent dél to egalitarizmo idéja. Dauber (1990), Frei-re (1993) nuomone, tampa ypac reiksminga socialineipedagogikai, nes apima ivairiq socialiniii gnipiq (tarpJH ir socialiai dezadaptyviu) kultûrinés raiskos ugdymelygiavertiskum^. Socialinio egalitarizmo idéj^aktyviairemiasociologai (Collins, 1998; Elias, 1978)irjagrin-dzia nekonfliktinés visuomenês kürimo(-si) galimybes.Taciau Blackledge (1989) teigimu, socialinéje pedago-gikoje zmogaus ugdymo strategijos dar néra supranta-mos per ivairiq socialiniq grupiq patyrimini-kultûrinipolilogq, nes labiau orientuojamasi i socialiai silpniiar dezadaptyviu grupiq s^veikos su aplinka specifikq_nei multikultûralizmu grindziami| jq socialinio ben-druomeniskumo palaikym^,.

Freiré (1993) nurodo, jog siuolaikinio socialiniougdymo(-si) teorijas socialinéje pedagogikoje butinapriartinti prie naujos demokratinés kultüros prakti-kos. Si problema, mokslininko nuomone, tampa netik socialiné, bet ir politine, kultûrine, nes demokrati-nés kultüros pagrindu galima konstruoti tuos grupiqsocialinio ugdymosi modelius, kurie orientuoti ipatirtibei dalyvavim^soeialinéje-kultûrinéje kaitoje.

Viena pagrindiniq priezasciq, neigiamai veikian-ciq socialines pedagogikos virsm^ is konservatyvios(atstovaujancios tiek pasyvqji, tiek agresyviyi kon-ser\'atyvizm£O i kultürin[ plluralizmq. Dauber, Veme(1990), Zudeich (1992) nuomone, yra orientacija i tassocialines, kultûrinés ugdymo(-si) vertybes, kurios su-fonnuotos ankstesniq kartq. Zudeich (1992) nurodo,jog butent dél sios priezasties ilg^ laik^ socialinéjepedagogikoje buvo diegiama filosofija, kad ugdymesocialiai silpnos adaptacijos grupiii galimybes yra ri-

characteristic to social pedagogy of European coun-tries: "getting square" with otherwise-minded. There-fore, Baand (1998), Balbus (1993) offer to reconstructhistorical-scientific heritage of social pedagogy andseparate real scientific truths from "pseudo" truths,which are trusted without evidence or with insufficientevidence. He also offers to liberate social pedagogyfrom the elements of mythologized understanding;e.g., "the individual's social crises are inevitable", pro-poses to consider the links "the past, the present, andthe future".

In Arnold's (1995) opinion, one ofthe most impor-tant ideas of modern times is social egalitarianism. Itis essentially significant to the change of social peda-gogy and provides possibilities to review such socialphenomena as personality education for freedom andin freedom, i.e., for the culture of democracy. The es-sence of egalitarianism is the acknowledgement ofequivalence and equal opportunities of various indi-viduals and social groups to educatedness and (self-)education. Bauerle (1992) indicates i\\-ài social pedago-gy has yet not paid necessary attention to this phenom-enon. The thesis of egalitarianism basically changesthe approach towards social-cultural type of personal-ity (self-)pducation and explains the diversity of socialinteraction of people, groups, and individuals. Namelyfor these reasons the idea oïegalitarianism in Dauber's(1990), Freiré's (1993) opinion becomes particularlyimportant to social pedagogy, because it encompassesthe equivalency of various social groups in the devel-opment of cultural manifestation. The idea of socialegalitarianism is actively supported by sociologists(Collins, 1998; Elias, 1978) who use it for groundingthe possibilities of (self-)creation of the non-confUctsociety. However, according to Blackledge, (1989),the person's education strategies in social pedagogyare not yet understood through experiential-culturalpolylogue, because it is more orientated towards thespecificity of the interaction of socially weak or dis-adaptive groups with the environment rather than tomaintenance of their sociality, grounded on multicul-tural ism.

Freiré (1993) indicates that the ideas of modernsocial (self-)education in social pedagogy have to beapproached to new democratic culture. In the research-er's opinion this problem becomes not only scientificbut also political, cultural because democratic cultureenables to construct such models of social self-educa-tion which are orientated to experience and participa-tion in the social-cultural change.

One ofthe key reasons which negatively infiuencesthe change of social pedagogy from conservative (rep-resenting both passive and aggressive conservatism)to cultural pluralism, in Dauber's, Verne's (1990) Zu-deich \s (1992) opinion, is orientation to such social.

Audroné JUODAITYTÉSociologinés paradigmos raiska edukologijoje: naujos zinios ir socialinés pedagogikos statusas 21

botos, todél jos turi bûti kontroliuojamos, Tokiu büduivyko individii ir grupii^ socialiniii galimybiti suvoki-mo redukeija, kuri yra barjeras socialinio egalitarizmofilosofijos skiaidai socialinèje pedagogikoje,

Isryskéjus socialinés pedagogikos mokslui ir da-lykui, joje laipsniskai émé formuotis naujas poziürisi zmogn, kaip i individij, ir grupés nari, savo raidojepaklûstanti ne tik biologiniams, bet ir soeialiniams,kultûriniams désniams. Bauerle (1992) nuomone,XX a, pabaigojc socialinèje pedagogikoje susiforma-vo poziOris i zmogti kaip i socialinç butybç, kuri yraneatsiejama tiek nuo ji suformavusios aplinkos, tiekir nuo jo aktyvaus dalyvavimo aplinkoje, lemiancioir asmeninç socialinç raidi . Tai s^lygojo naujt teori-niii pozicijn bCitinumq socialinèje pedagogikoje. Siosraidos fone vis labiau isryiikéjo socialinés, pcdagogi-nés minties inventorizavimo ir kritinés analizés büti-numas, nes ankstesnis supratimas „zmogaus ugdymasinstitualizuotojc aplinkoje" buvo suabsoliutintas, Tra-diciné, didaktiné technologija daznai pasirodydavoesanti bejégé ir neadekvati zmogaus ugdymo(-si) so-eialinei, kultûrinei prigimciai, Naujojo tipo ugdymoistaigose iskilo problemos, susijusios su moksleiviijsocialiniu ugdymu(-si) uz mokyklinés aplinkos ar kla-sés ribii, Atsirado mokyklinio ugdymo(-si) integraci-jos su aplinka bütinumas bei pedagoginés pagal bosformii (vairovés problema asmenybei tampant socia-liai autonomiska. Taigi socialine pedagogika priartéjoprie zmogaus ugdymo kaip socialiai Sc lygoto, taciau[ individq orientuoto proeeso sampratos, kuri atitinkadar J, A, Komenskio suformuluoto ugdymo principoesmç - asmenybei visas socialinis gyvenimas, \'ykstan-tis realioje aplinkoje, yra didelé mokykla.

Socialine pedagogika pamazu tampa bendrosiosedukologijos mokslo saka ir joje issikristalizuoja dau-gybé socialiniij koncepciji^, Vienos jn buvo idealisti-nio, kitos - realistinio pobüdzio, teigiancios, jog zmo-gaus ugdymas turi atitikti konkrecios socialinés realy-bés modelius. Tai atliepia Barto ( 1858-1922), Natorpo(1854-1947) suformuot^, nuomonç, jog svarbiausiasvisuomenés raidi\ lemiantis ugdymo prineipas yra so-cialiai aktyvaus ir ismintingo zmogaus ugdymas(-is).Tai ne tik socialinis, bet ir moralinis-dorinis uzdavi-nys, reiksmingas ne tik asmenybei, bet ir visuomenei.Natorpo (1854-1974) koncepcijoje ugdymo tikslas yraasmenybés si^veikos su socialine aplinka kaip idealiabendrija stiprinimas (Vaitkevicius, 1997),

Socialinei pedagogikai yra bütinos ne tik naujoskoncepcijos, bet ir rysio formos su soeialine realybe(Bauerle, 1992), Siuo pagrindu socialiné pedago-gika gali büti nukreipta ne tik i dabarties zmogausugdymo(-si) problem^ analizç, bet ir i ateities so-

cultural values of (self-)education which have beenformed by earlier generations, Zudeich (1992) indi-cates that namely this determined the philosophy whichwas being implanted a long time in social pedagogy: thepossibilities of socially weak adaptation groups are lim-ited, therefore, they have to be controlled. This is howthe reduction ofthe perception of social possibilities ofindividuals and groups took place, becoming the barrierfor the dissemination of social egalitarianism philoso-phy in soeial pedagogy.

Once the science of social pedagogy' has shown up,a new attittide towards the person as an individual andmember of the group, conforming to biological, socialand cultural regularities, was formed in it. In Bauerle's(1992) opinion, the end ofthe 20 c, in social pedagogywitnessed the approach to the person as a social beingthat is inseparable from both the environment which hasformed him/her and his/her active participation in theenvironment, determining personal social developmentas well. This detennined the necessity of new theoreti-cal positions in social pedagogy. The need of criticalanalysis arose because the previous understanding of"the person's education in the institutionalized environ-ment" was absolutized. Traditional and didaetic technol-ogy was often found hçlpless and inadequate for social,cultural nature of the person's (self-)education. Newtype edueational institutions faeed problems related tothe pupils' social (self-)education overstepping schoolenvironment or class limits. There emerged a necessityto integrate school (self-)educational environment intothe surrounding environment and the problem of diversepedagogical support forms in the formation of socialautonomy ofthe personality. Thus, social pedagogy ap-proached the conception that the person's education isa process that is socially determined but orientated to-wards the individual.

Social pedagogy slowly turns into the branch oí gen-eral education studies and numerous social conceptionscrystallize out in it. Some of them were of idealistic,other, of realistic type, stating that the person's eduea-tion has to correspond to the models ofa concrete socialreality. This responds to Bart's (1858-1922), Natorp's(1854-1947) opinion that the key educational principleinfluencing the development ofthe society is (selj-)edu-cation of a socially active and wise man. This is botlisocial and moral task, significant not only to the person-ality but to the society as well.

Social pedagogy requires not only new conceptsbut also forms of relation with social reality (Bauerle,1992), Thus, social pedagogy can be directed not onlytowards the analysis ofthe present person's (self-)edu-cation but also to the perception of future social expecta-tions, which determine changes in the environment thateducates the person. Therefore, various social life situ-ations of individuals and groups concretize the change


cialiniii lükesciii suvokimí^, kurie s lygoja pokyciuszmogii ugdancioje aplinkoje. Todél [vairios individoir ginpiii socialinio gyvenimo situacijos konkretizuojanaujq teoriniii, prakseologinii^ prieigi^ kaitq socialinèjepedagogikoje. Viena tokii^ situacijij yra nauji ugdyti-niii poreikiai ir ju tenkinimo galimybes laisvoje ug-dymo aplinkoje. Bauerle (1992) teigia, jog realybéjejau pastebimas konfliktas tarp fonnalios ir neforma-lios (laisvos) aplinkii. Kita situacija - zinii^ taikymassocialinèje pedagogikoje is siuolaikinés ekonomikosir socialinès komunikacijos sricin. Balbus (1993) tei-gia, jog norint siu problem^ sprendimuose naujn so-cialinès pedagogikos teorinin, prakseologinii^poziciji}raiskos, bütinos naujos idèjos, kudos padèti^ suvoktipokycius, vykstancius zmogii kaip socialin[ individi ^ugdancioje komunikacinèje, ekonominèje, kultûrinèjeaplinkose. Tik tuo atveju, Bauerle (1992) nuomone,socialiné pedagogika yra ne tik pajègi moksliskai ais-kinti ugdymo aplinkq, bet ir prisiimti atsakomybq uzzmogaus socialiniij galimybiij sklaid^ tam tikros so-cialinès realybés modelyje, kuris gali bOti suprastasir paaiskintas reñeksyviosios sociologijos pagrindu(Bourdieu, Wacguant, 2003).

Viena svarbesniii socialinès pedagogikos meto-dologinin pozicijii, Osterband (1993) nuomone, yrasocialinès pedagogikos kaip mokslo istorinès genezèsperziüra. Sis procesas turi bûti ne tik kaip vienkartinisaktas, bet pastovi nuostata. Perziüros e^wé- socialiniq,pedagoginiy '\àè.]\\sklaidos kontrolè ir savikontrolè. Taisvarbi s^lyga formuojantis socialinei pedagogikai kaipsociologijos ir edukologijos subsakai. Mokslininkasteigia, jog viskas priklausys nuo to, ar bus pasitikimasocialinès pedagogikos moksliniais, teoriniais pasie-kimais ir ar bus socialinès pedagogikos mokslininkqpalaikoma nuostata, jog socialiné pedagogika, kaip irbet kuris kitas socialinis mokslas, turi galimybiij daly-vauti aiskinant ir interpretuojant teorinius visuomenèsreiskinius, o ne tik kuriant socialiai silpnos adaptacijosindividii ar grupiii socialinès pedagoginès kompensa-cijos priemones (Bauerle, 1992, p. 54).

Tsvados ir apibendrinimaiSiuolaikinés edukologijos, kaip socialinio mokslo

sklaida, yra s^lygota visuomenès socialinii[ transfor-macijii ir büsenq. Informacinè visuomenè, bûdamasavo raida nestabili, reikalauja nauji| teorijn, turinciiiesminès reiksmès zmogaus ugdymo pertvarkai. Ugdy-mas pradeda orientuotis [ naujus tiksius ir priemones,visii pirma i laisvo ir savarankiskai mqstancio zmo-gaus. pasirengusio sprçsti globalias visuomenès raidosproblemas, ugdymq(-si). ^xd^mc étape ypac stiprèjaedukologijos rysiai su sociologija, kaip vienu ú svar-

of new theoretical, praxeological approaches in socialpedagogy. One of such situations is learners ' newneeds and the possibilities of meeting them in liberaleducational environment. Bauerle (1992) states thatthe conflict between the formal and informal (liberal)environments is already obsei-ved. Another situation isknowledge application in social pedagogy from mod-ern economics and soeial communication areas. Bal-bus (1993) states that the manifestation of new tlieo-retical, praxeological approaches of social pedagogyin the solutions of these problems requires new ideasthat would help to perceive changes which take placein the communicative, economic and cultural contexts,developing the person as a social individual. Accord-ing to Bauerle (1992), this is possible only \f socialpedagogy is both capable to explain the educationalenvironment scientifically and take responsibility forthe dissemination ofthe person's social opportunitiesin the model of certain social reality that can be under-stood and explained on the basis of reflexive sociology(Bourdieu, Wacguant, 2003).

One ofthe more important methodological positionsof social pedagogy, in Osterband's (1993) opinion isthe review ofthe historical genesis of social pedagogyas a science. This process must turn not into a onetimeact but into a constant approach. Its essence is (self)control ofthe spread of social and pedagogical ideas.This is an important condition in the fomiation of 50-cialpedagogy as a sub-branch of sociology and educa-tion studies. The researcher states that everything willdepend on whether the scientific, theoretical achieve-ments of social pedagogy are trusted and whether theresearchers of social pedagogy support the approachthat social pedagogy like any other social science hasopportunities to participate in the theoretical explana-tion and interpretation of society phenomena, and notonly in developing social pedagogical compensationmeans for individuals and groups with socially weakadaptation (Bauerle, 1992, p. 54).

Conclusions and generalisationsThe spread of modem education studies as a so-

cial science is determined by social transformationsand states ofthe society. Information society, unstablein its development, requires new theories which haveessential signifieance to the change of the person'seducation. Education starts to orientate towards newgoals and means and, in the first place, to (selj-)educa-tion of a free and independently thinking person, whois ready to solve global society development problems.In this stage the links of education studies with sociol-ogy, as one of the most important social sciences thatanalyses the development ofthe society, its structures,and organisation, enhance particularly, resulting in

Audroné JUODAITYTÉSociologines paradigmos raiska edukologijoje: naujos zinios ir socialines pedagogikos statusas 23

biausiii socialiniq moksly, nagrinéjancin visuomenéskait^ jos struktüras ir organizacij^. Stipréjant sociolo-gijos rysiams su edukologija, susiformuoja dvi naujossubsakos - ugdymo sociologija ir socialine pedago-gika, kurios, büdamos tarpusavyje glaud^iai susietos,skiriasi viena nuo kitos savo dalyku, problematika,metodologija.

Ugdymo sociologija yra metodologinio pobüdziomokslas, nes ji aiskina ir diagnozuoja ugdymo soci-alini pobüdi, atskleidzia jo raiskíj [vairiose aplinkose(institucionalizuotoje ir laisvoje), o socialine pedago-gika nagrinéja prevencines, kompensacines ir terapi-nes galimybes, siekiant normalizuoti atskiro individoar socialiniii grupiii rysius su visuomene, jos raida.

Ugdymo sociologija ir socialine pedagogika yrasvai-bios edukologijos ateiciai, kaip socialiniam moks-lui, nes si^veikaudamos tarpusavyje realizuoja siomokslo rysius su visuomenés raida ir suponuoja edu-kologijos, kaip soeialinio mokslo, statusq. bendroje so-cialiniii mokslii sistemoje. Be to, sios subsakos pade-da edukologijai isvengti konservatyvizmo apraiskq irnumato socialiai prasmingus rekonstrukcinius 17SÍUSsu ugdymo tikrove. Jii s^veika ir sklaida lemia ugdy-mo sociólogo ir soeialinio pedagogo veikl^^ suteikiamokslinius pagrindus ir padeda sprçsti zmogaus so-eialinio ugdymo problemas tçstinio mokymo(-si) visq.gyvenim^^ ideologijoje.

Socialines pedagogikos teorija, taip pat empiriniqtyrimij rezultatai Scj lygoja naujas :zmogaus soeialiniougdymo galimybes, spartina subalansuotus veiksmus,tobulinant, prognozuojant ir modeliuojant ugdym^^persocialiniij gnapii , individq protegavim^. Todél socia-line pedagogika ir ugdymo sociologija skatina visuo-menés veikéjii, politikn doméjinií^si ivairiii socialinii|grupiq ugdymo poreikiais ir problemomis. Be to, s\\\moksln atstovai pajégüs pateikti socialiai reiksmingasrekomendacijas socializacijos, ugdymo ir svietimo or-ganizacijvi socialines atsakomybés klausimais.

Ypatingas dvieju edukologijos mokslo subsakn {ug-dymo sociologijos ir socialines pedagogikos) uzdavi-nys ííte/c/a/- sukurti aplink^ jautrií^ individo ir grupesporeikiams, socialiniq-edukaciniij lükesciq tenkinimuisiuolaikinés XXI a. visuomenés raidos sí^lygomis. Ta-ciau norint pasiekti sin tikslq reikia kritiskai [vertintikonservatyvizmo apraiskas socialinéje pedagogikoje.Jii esmç sudaro [sitikinimas, kad nebütina keisti po-ziüri i tuos socialinius reiskinius, kurie dar néra pa-kankamai moksliskai pazinti ir isstudijuoti bei stokojasoeialinio interpretavimo metodij . Del tokio poziüriosocialine pedagogika, kaip ir kiti socialiniai mokslai,atitolo nuo soeialinio gyvenimo tihovés. Taciau nau-ji, dar nepazinti individii, grupiq socialiniai gyvenimo

the formation of two new sub-branches: sociology ofeducation and social pedagogy, which, being closelyinterrelated, differ from each other by their subject,problems, and methodology.

Sociology of education is a methodological typescience, because it explains and diagnoses the socialtype of education, discloses it manifestation in vari-ous environments (institutionalized and free), whilstsocial pedagogy' analyses preventive, compensatoiyand therapeutic possibilities in order to nonnalize therelations of a separate individual or social groups withthe society, its development.

Sociology of education and social pedagogy areimportant to the future of education studies as a socialscience because interacting they implement the linksof this science with society development and presup-poses the status of education studies as a social sciencein the general system of social sciences. Besides, thesesub-branches help education studies to avoid the mani-festations of consen'atism and bring in socially mean-ingful reeonstructional relations with educational real-ity. Their interaction and dissemination influences theactivity of the sociologist of education and the socialpedagogue, provides with scientific bases and helpsto solve the person's social education problems in ilieideology of continuous lifelong learning/teaching.

The theory of social pedagogy and the results ofempirical studies determine new oppoi"tunities ofthe person's social education, fastens balanced ac-tions, improving, projecting and simulating educationthrough safeguarding of social groups and individuals.Therefore, social pedagogy and sociology of educationpromote public figures', politicians' interest in educa-tional needs and problems of various social groups.Besides, the representatives of these sciences are ableto present socially significant recommendations on theissues of socialisation, social responsibility of educa-tion-related organisations.

A particular task of social pedagogy and sociologyof educationyôr the future is to create the environmentthat is responsive to the needs of the individual andthe group, to meeting social-educational expectationsin the conditions of modern society development inthe 21 c. However, in order to achieve these goals,the manifestations of conservatism in social pedagogymust be critically evaluated. Their essence is the con-viction that it is not necessary to change the attitudetowards such social phenomena that are not yet suf-ficiently scientifically investigated and lack methodsof social interpretation. In the presence of such attitudesocial pedagogy, like otlier social sciences too, dis-tanced from social life reality. However, new and stillunknown social life phenomena of individuals, groupsturned into the challenge to the science of social peda-

24 Mokytojq ugdymas 2009

reiskiniai tapo issûkiu socialinés pedagogikos moksluiir lémé jame naujq teoriniq-prakseologiniq pozicijqbütinum^,.

Ziniq visuomenés kürimasis ir del to [vykç globalûssocialiniai, ekonominiai, kultûriniai, komunikaciniaipokyciai st^lygojo socialinés pedagogikos naujq rysiqsu tikrove bûtinum^ ir tapo issûkiu konservatyviajampoziûriui. Tai sudaré prielaid^ kultûrinio pliuralizmopozicijq raiskai socialinéje pedagogikoje. Butent nuosiq, o ne nuo ankstesniq socialinés pedagogikos pozi-cijq priklauso jos, kaip edukologijos mokslo subsakos,ateitis.

Viena svarbiausiq socialinés pedagogikos proble-mq yra ugdymo rysys su XXI a. zmoniq socialinio,ekonominio, kultûrinio gy\'enimo pokyciais. Todélitin isryskéja asmenybés ekonominés, kultûrinés beisocialinés adaptacijos problemos, nes butinas pasiren-gimas suvokti pokycius socialinio gyvenimo realybéjeir zmogaus galimybes skirtingose situacijose sprçstiskirtingus socialinius uzdavinius. Nuo siq klausimqteorinio-prakseologinio sprendimo butent ir priklausyssocialinés pedagogikos dalyvavimo galimybes kuriantXXI a. ziniq visuomenç.

gog}' and influenced the necessity of new theoretical-praxeological positions in it.

Creation of the knowledge society and subsequentglobal social, economical, cultural, communicativechanges determined the necessity of new links of so-cial pedagogy with reality and tumed into a challengeto the consei"vative approach. This created precondi-tions for the manifestation of cultural pluralism posi-tions in social pedagogy. Namely these and not previ-ous positions of social pedagogy detennine its ftitureas the sub-branch ofthe science of education studies.One ofthe most important problems of social pedago-gy is the educational link with the changes in people'ssocial, economic and cultural life in the 21 c. Eco-nomical, cultural and social adaptation problems ofthe personality become particularly distinct, becausepreparation for the perception of changes in social lifereality and the person s opportunities in diffèrent situa-tions to solve different social tasks become a necessity.Theoretical-praxeological solution of these issues willdetermine participation possibilities of social pedago-gy, creating the knowledge society ofthe 21 century.

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Arnold, K. (1995). Der Situationshegriß in dern Socialwi.s-.<!en.<>chaftes. Beim Heilbrunn: Klinckhardt.Baand, K. (1998). Neue soziale Bewegungen in Westeeuro-pe und den USA. Frankfurt/M: Campus.Bate, P. (1990). The cultural paralysis of innovation. Paperpresented to the 7th International Conjerence on Organi-zation, Symbolism and Corporate Culture. Saarbrücken,Jane.Balbus, I. (1993). Neue soziale Bewegungen. Frankfurt /M.Bauerle, W. (1992). Theory der Socialpedagogik. Wein-heim: Beltz Verlag.Bejui, fl,. (1986). CoifUJibnuepaMKu iiH<j)opMi¡uoHO¿o oôufe-CAiea. MocKBa: llporpecc.Berger, P. L. (1995). Sociologija. Humanistinis poziüris.Literae Universitatis.Blackledge, D. (1989). Sociological interpretations of edu-cation. London: Routledge.Bourdieu, P., Wacguant, L. J. D. 2003. [vadas [ refleksyviqjq.weiologijq. Baltos lankos.Broch, A. (1998). Soeiologishe Phantasie und ex emplaris-hes Lernen in Theorie. Stuttgart: Klette.Campbell, C. (1987). The romantic ethic and the spirit ofromantic consumerism. Oxford: Blackweli.Cohen, L., Morrison, K. (2007). Research methods in Edu-cation. USA : New York.Collins, P. (1998). Conflict Sociology. Toward and Explo-motary Science. New Yourk: Academic Press.Cook, K.S. (1997). Social Exchange Theoiy. Beverly Hills,California: Sage.Dauber, H., Verne, E. (1990). Freiheit zum Lernen. Rowolt:

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Reinbeek. Opladen: Leske& Budrich.Freiré, P. (1993). Pädagogik der Unterdruckten. Rowolt:Reinbeek.Grabe, K, Luscher, K. ( 1994). Sociale Beziehungen jungenEltern. Bielefeld: Kleine.Jovaisa, L. (1993). Edukologijos [vadas. Kaunas : Techno-logija.Jovaisa, L. (1992). Edukologijos pradmenys : studijq prie-mone. Vilnius : Vilniaus universiteto leidykla.Juceviciené, P. (1997). Ugdymo mokslo raida. Nuo pedago-gikos iki siuolaikinés edukologijos. Kaunas: Technoiogija.Kuhn, T. S. (2003). Mokslo revoliucijn struktüra. Vilnius:Pradai,Lauzikas, J. (1997). Rinktiniai rastai. T. 2. Kaunas: Sviesa.Lukmann, N. (1994). Sociale Systeme. Frankfurt / M: Cam-pus.Osterband, A. (1993). Konservative Tendenzen und neuesioziale Bewegungen. Frankfurt / M.Rajeckas, V. (1971). Del humanitariniq dalykq si\vokos su-pratimo. Mokymo ir auklèjimo klausimai. T. 4. Vilnius.Ricoeur, P. (2001 ). Egzistencija ir hermeneutika. Interpreta-cijukonßiktas. Vilnius: Baltos lankos.Ritzer, G. (2000). Modern sociological theory. First edition.McGraw-Hill.Robinsohn, S. (1997). Bildungsreformais Revision des Cu-uriculum. Neuwied.Vaitkevicius, J. (1995). Socialinés pedagogikos pagrindai.Vilnius: Egalda.Zudeich, P. (1992). Alternative Schulen. Frankfurt / M:Campus.

Audroné JUODAITYTESociologinés paradigmos raiska edukologijoje: naujos zinios ir socialines pedagogikos statusas 25

AUDRONÉ JUODAITYTESocialiniq mokslq (edukologija) habil. daktaré. Habilitated Doctor of Social Sciences (Education

Siauliq universiteto Edukologijos katedros profesoré. Studies),Edukaciniq tyrimq mokslinio centro direktoré. Professor ofthe Department of Education Studies,

Moksiiniai interesai: studijq kokybés tyrimai, Siauliai University,vaikystés fenomenas, vaikystés pedagogq rengimas. Director ofthe Scientific Center

of Educational Researches.Research interests: reseaixhes on the quality of studies,the phenomenon of childhood, childhood teachertraining.

Address: P. Visinskio Str. 25, LT-76351 Siauliai, LithuaniaE-mail: [email protected]

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isnn1822-119x teacher education. 2009. nr 13 (2), 10-25...

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