THE RELEVANT ASPECTS OF NATURAL SCIENCE EDUCATION HUMANIZATION

TitleTHE RELEVANT ASPECTS OF NATURAL SCIENCE EDUCATION HUMANIZATION
Publication TypeJournal Article
Year of Publication2009
AuthorsLamanauskas, V
JournalJournal of Baltic Science Education
Volume8
Issue3
Start Page140-144
Date PublishedOctober/2009
Type of ArticleEditorial
ISSN1648-3898
Other NumbersICID: 902207
Keywordscontemporary school, humanistic criteria, humanization of the educational process, science education
Abstract

It is obvious that the theories of Piaget and Bruner left some gaps in the assessment of the evolution of children‘s individuality. Naturally, it was noticed by such famous researchers as Maslow, Rogers, etc. who were the classics of psychology. From the viewpoint of psychology, self actualization, self-expression, etc, are notably crucial aspects while the educational process is approached as the pupil‘s intrinsic, controlled phenomenon. To some purpose, the Lithuania’s National Concept of Education (1992) maintains that humanism is the assertion of human incomparable value, freedom of choice, and responsibility. As the reform of the Lithuanian educational system is still in progress more and more attention is focused on individual training and human values fostering. The present humankind has to solve a number of serious problems. Under the threat of the ecology catastrophe, concern for physical and spiritual health care is felt. All our relations with nature turn out to be problematic. The establishment of a harmonious correlation between nature and society becomes an important task. We cannot exclusively rely on knowledge and mind in any activity as these are not overall dimensions. We also understand having no opportunities to become the lords of nature. According to Nazarenko, ecology problems can be solved taking advantages of science and technology achievements. However, the dynamics of the process should become individual and public, high virtuous and ecologic culture (Nazarenko, 1993). A psychologist Asmolov proposes that the worst of it is that culture oriented towards benefit. Therefore, the humanization and socialization of natural science education is a relevant pedagogic problem.
Thus, contemporary school cannot be the only educational institution that trains the young generation for life – it has to be life itself. The child should not have felt being under an obligation and trying to escape from it. In conclusion we can maintain that:
• the subjects of natural sciences have to help the child to accept the concept of healthy way of life;
• the unity of perceptive and practical activities is a very important condition for humanization, We have to integrate the scientific knowledge of the interaction of the system Nature -Human Being – Society;
• human interrelationship among people should be fostered.
• natural science education ruins the formed ethnic natural outlook independently of national culture and changes value-based orientation (Ramančionis, 1996).

URLhttp://oaji.net/articles/2014/987-1404740082.pdf
Refereed DesignationRefereed
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