@article {1600,
	title = {THE IMPLEMENTATIONS OF PRIMARY SCHOOL TEACHERS ABOUT THE CONCEPT OF DIGITAL CITIZENSHIP},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {777-791},
	abstract = {The current study seeks to explore primary school teachers{\textquoteright} implementations of the concept of digital citizenship. The study adopted a questionnaire as the quantitative method and distributed it to the participants online. 943 participants were both (female, male) of Hail city in Saudi Araba. The results show that the primary teachers have positive implementations about the concept of digital citizenship and its dimensions. It also found that tender had no effect on digital citizenship dimensions. However, primary teachers with more than 10 years of technological experience high higha level of knowledge of concept of digital citizenship, especially in digital communication and digital etiquette.
Based on the findings, the study recommended focusing on developing the capabilities of educational cadres in general and teachers in particular, as well as preparing and training them in the areas of digital citizenship, allowing them to teach it effectively and to effectively employ digital technologies in the educational process. More research is needed in the future to identify the requirements for citizenship in education from the set of cultural, social, health, legal, and security determinants related to digital technology that enable the educational system in general, and teachers in particular, to contribute to the preparation of a modern citizen capable of using and employing digital technology in a safe and sound manner.
},
	keywords = {descriptive research, digital citizenship (dc), education system, primary school teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.777},
	url = {https://oaji.net/articles/2022/457-1672600746.pdf},
	author = {Hind Rasheed Alqirnas}
}
@article {748,
	title = {PHILOSOPHY OF MIND AND COGNITIVE MODELLING IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put the thing together. Educators have been reliant upon others{\textquoteright} expertise for the interpretations from contemporary science hence have not been able to discern whether the claims made are valid or invalid representations of the research. Without a direct access to the primary research educators may be at risk of misusing results from this advanced research. The need for so called {\textquoteleft}mediator{\textquoteright} in the translation of research to practice has led to a situation where the application of cognitive neuroscience research findings is running ahead of the research itself.
 The overall objective is to produce an integrated approach to problems of connection Education with the contemporary knowledge from the area of Philosophy of Mind, Cognitive Science, Psychology, Neuroscience, Cognitive modelling and Artificial Intelligence.},
	keywords = {cognitive modelling, education system, philosophy of mind},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.05},
	url = {http://oaji.net/articles/2014/457-1413727678.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {591,
	title = {THE {\textquotedblright}McDONALD{\textquoteleft}S-IZATION{\textquotedblleft} OF EDUCATION: SEARCH FOR FAST RESULTS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The pace of life forces us in getting everything quickly and preferably for free, i.e. the faster {\textendash} the better. No matter that fast food from McDonald{\textquoteright}s simply kills the human organism. The crucial point is that the action itself is fast and cheap. However, I see no sense in discussing the topic of junk food. A better idea is the transformation of the above introduced term into the field of education and debates on {\textquotedblleft}appetite{\textquotedblright} for learning rather than for fast food. Thus, what are the shown indications? First, it should be noticed that when considering the phenomenon of {\textquotedblleft}fast{\textquotedblright} training, education fails to retain its purpose, and therefore the systems of comprehensive and higher education appear to be just a blur (Lamanauskas, 2011).
Thus, the international community accepts the idea that more or less the current society is not ready for challenges posed by the 21st century. The activity of being awarded {\textquotedblleft}a rapid{\textquotedblright} diploma guarantees neither individual nor social progress. The universities supporting the concept of producing similar certificates take a position of self-defeating institutions.
Hence, education is not a game, and universities are not {\textquotedblleft}the playgrounds full of toys{\textquotedblright}. However, an impression that the number of such {\textquotedblleft}playgrounds{\textquotedblright} increases along with a growth in the amount of {\textquotedblleft}players{\textquotedblright} is formed. We can be taught by others; however, education is our personal business. Finally, an educated person who is acclaimed to be a self-determined, independent and strong-minded man the qualities of whose must be inherited by the nation as a whole is our primary goal. },
	keywords = {educated person, education system, international competition, university education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.05},
	url = {https://oaji.net/articles/2014/457-1406611709.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {105,
	title = {EDUCATION FORTUNES AND FAILURES: BETWEEN TENDENCIES AND CONTINGENCIES},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Dear Readers,
 It seems to be a paradox that frequently initiated political decisions in the field of education influence the expected alterations as well as a number of negative factors. Recently, the quality of education has been devoted meticulous attention. There is no doubt it is a pressing matter at all levels of the education system. Every stage is specific and encodes the fortunes and failures of the following stage. The one, who obviously failed to succeed at the very beginning, can experience arising problems in the future. First of all, in this particular case I refer to lack of certain education and therefore, probably no one can be blamed as the education system is often found guilty about the situation. The education of the post soviet countries encountered a variety of fortunes and failures. On the one hand, the reforms of the education system were an inevitable and necessary process. A worse point is that in certain cases, they became sustained, ongoing and not preserving the established order, and thus caused discontent at a varying degree. For example, applying the so called modern ICT in the education system was not always a clever idea as only later it was perceived that the technologies themselves brought no success. Skills at purposefully using them, abilities to effectively apply the required equipment in practice etc. are necessary. 
The rejection of the identical programmes of general education in a number of post soviet countries including Lithuania, Latvia and Estonia can be accepted as success. Up to 1990, all Baltic States used the same course books as in the former Soviet Union. After gaining the independence, an underlying update of teaching content at all levels of the education system started. First original (not translated from the Russian language) course books appeared. In a few years time, first course books written by the European authors were published. However, didactically, these were not particularly suitable for Lithuanian students. For example, for more than ten years, the Latvian students of comprehensive school have been provided the possibility of choosing a learning curriculum. Although at previous times, they had a chance of selecting teaching subjects, still the latter principle did not satisfy expectations. A number of disagreements on bringing profiled teaching in practice occurred in the year 2000 (Lamanauskas, 2000b). The prospects and reality of the former education reforms taking place in Lithuania were openly discussed (2000a). It was expected that the then chosen model would ensure the individual possibilities of free choice. However, it can be stated that to a larger extent the implementation of the model in Lithuania did not succeed. After making the major transformations the initial model was withdrawn. It is clear that not all students are equally good at all subjects taught at school. Although the idea of profiling was brilliant, however, the chosen strategy for implementing things in practice had not been properly checked considering the prevailing conditions in Lithuania. Another important aspect is that this seems to be one of the ways to deny the core of comprehensive schooling. Though rather selective education systems exist in a number of European countries (for example, in Germany), too early specialization contradicts the conception of general education as the one graduating secondary school, must receive thorough education. Certainly, an opponent should state that presently, almost there is no country that should not provide a child with the possibility of choosing at least a part of educational content. Even supposing it is true, who can ensure it is a careful, well-balanced etc. choice. Since 2007, controversially evaluated profiled education in the Lithuanian establishments of comprehensive education has been changed to a less elaborated system that allows the learners to individually decide on 40\% of the subjects they want to be taught. Following a new requirement, a basic school graduate first of all, must choose not the profile but at least nine subjects from the basic school curriculum and almost the same number of the optional subjects. 
Another failure is that up to now, no equally qualitative education has been guaranteed for students neither in Lithuania, nor in Latvia. Despite the fact, that conditionally the above mentioned countries are quite small, the level of social isolation varies to a large degree in the city site and the rural area. In the majority of cases, financial support for education institutions depends on municipalities as these promote the latter establishments and are responsible for providing the required resources which definitely worsens the quality of education in general. Secondary schools were transformed into the institutions of basic education whereas the former basic schools were either closed or reorganized into the establishments of primary education in the larger part of rural areas in Lithuania. Such situation cannot be explained referring to demographic arguments, for example a decreasing number of learners, which on the contrary, facilitates higher quality education, as having the same financial resources, the number of students remains reduced and therefore more attention can be devoted to teacher training etc. Modern technologies and a smaller amount of students in the classroom create conditions for every learner to work out an individual plan of education that helps with introducing a personal style and pace of studying. In this case, the larger part of countries supports the idea of individualized teaching. 
Strong competition, general instructions on enrolling in the Lithuanian institutions of higher education and students experiencing pressure of their parents ignoring natural children{\textquoteright}s abilities to learn have a negative impact on education. To organize the process of total enrolment, all universities in Lithuania have formed an association. A number of young people break studying due to the wrong choice of a subject. For the last few years, the regulations have specified that up to 20 positions pointing out the chosen curricula of studies can be included in the application form. It is an opened lottery. The results of random enrolment are dramatic. Statistics shows that students{\textquoteright} options frequently do not correspond neither to their interests nor individual possibilities. The annual average of people eliminated from higher and vocational schools makes more than 20 000. For example, in the school year 2003/2004, 378 in 10 000 citizens of Lithuania were studying in universities. Under statistics provided by the Ministry of Education and Science of the Republic of Lithuania, more than 70\% the same year secondary school graduates are still studying in the institutions of higher education (44\% - in universities and 238\% - in colleges) http://www.smm.lt/. Thus, on the one hand, the number of students constantly increases, on the other hand {\textendash} the required financial support cannot be guaranteed, and therefore the quality of studies remains reduced. The Rector of Vilnius University suggests that if a number of students having no motivation enter the university and study no matter what they get, logically they fail to qualitatively study (Juodka, 2007). Another evident failure of education policy is that the number of managers having a doubtful qualification is increasing while that of qualified workers is decreasing in all three Baltic States. 
The problem of teachers{\textquoteright} social status can be accepted as a serious failure in some post soviet countries. Though education in Latvia and Lithuania is considered to be a priority field, nevertheless teachers{\textquoteright} remunerations remain really poor. Such situation does not attract qualified teachers to work at school. They must work longer hours and sometimes increase work load twice which prevents them from raising qualification, training courses and professional advancement. For the last few years, the trade unions of the above discussed countries have been fighting for their rights so that they would be honestly paid for the work they did. Periodically performed protest actions and strikes do not help with achieving main political decisions. 
A positive point is that all three Baltic States are closely collaborating in the fields of policy and education. The latest statistics and research have disclosed that the achievements of Estonian students surpassed those of Lithuanian and Latvian learners. The Latvian students of upper secondary school (forms from 10 to 12) were provided with new equipment necessary for laboratory experiments in sciences which is a very complimentary decision. During the last 15 years, an interest in natural sciences has remarkably decreased, is negatively evaluated by the majority of people and certainly will have a damaging impact in the future. A relevant task that should be undertaken by the Lithuanian Government is to arrange school network and properly supply schools with necessary equipment. However, a matter of concern is frequently and motivelessly closed schools having a small number of learners. The decrease of schoolchildren is not the major argument about the closure of school. In the majority of cases, the schools located in the rural area are the only focal points of education and culture. Therefore, the space of education in the Baltic States can be more or less treated in a similar way. It is likely that a close collaboration in the fields of education and policy will be central issues in the future. The Ministers of Education and Science of the Baltic States regularly discuss achievements in education in each of the countries.
 The problems of education fortunes and failures have been briefly discussed. Even such a subtle point of view should encourage researchers to more critically analyze the phenomena of fortune and failure in education. Quite a few failures were obviously programmed in the past and retrospectively can be accepted as a tendency. A number of things are being programmed nowadays as this is the way to programme the future of our society. Is it a tendency, contingency or both? Sinergetically, contingency can be accepted as creative constructive antecedent. With reference to education, it has a positive shade because of the power pushing forward the tendencies stimulating the growth of education planning and efficiency. 
The present and future education policy is definitely related to globalization and rapid changes taking place in society which is a real information revolution connected with the use of information communication technologies. It is clear that the countries that intended to change the education system and thus society itself had approved purposes. Some goals were achieved whereas a part of those were not attained. There is no excuse for a strong wish to intercept experience of the Western countries as the latter situation prevented from solving local problems. Therefore, a pertinent question whether we have our own science and education policy and a future project or only blindly follow things occurring in the West and enthusiastically take them over arises. An objective to change things and be changed is welcomed. It can be emphatically affirmed that education is able to change society. However, are the politicians competent enough to change education itself and create the required conditions for changes in education? The increase of reforms at different level is determined by gaining certain freedoms. Nevertheless, the main problem remains the same {\textendash} how to combine the previously launched various projects on the reforms of education into the wholeness in order to achieve better implementation of the projects through coordinating them and how to succeed in getting the best results. Losses and failures have never been ageless as they can be treated as general systemic regularities. It is the time to take control over, predict and learn from the failures of education. In the end, a controversial question asked by A. Bloom Will future learning be in tablet form? can be repeated. 
},
	keywords = {education system, general education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232594.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {152,
	title = {EDUCATIONAL POLICY IN TERMS OF THE CONCEPT OF MODERN LIBERAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {At the outset of the 21st century, education evidently faces a number of challenges and transformations (frequently baseless) at all stages including national and international level. Such situation is primarily determined by political, economical and cultural changes in society life. New complex problems are encountered at the crossroads of global and local tendencies. On July 4th 2003, under the resolution No IX-1700 put forward by the Seimas of the Republic of Lithuania, National Education Strategy 2003 {\textendash} 2012 was approved. The document states that {\quotedblbase}education should be developing having in the forefront all new challengies and possibilities for a society... (Regulations of National Education Strategy, 2008). What kind of assistance should be given to the members of society? This is the key issue that needs to be clearly defined as we are living in a consumer-centred world based on consumerism and pragmatic morality. In general, modern Western Civilization is a capitalistic and global society mainly focused on consumerism. What is more, the attitude that this is the only universal and approved system is formed. Too many economy factors make impact on the pattern of life and thus on Lithuanian education. Economic logic determines education policy in Lithuania as well as in a number of countries. Education seems to be a sort of service that can be clearly noticed in the sector of higher education. Almost no ordinary life at university has been left {\textendash} life is more focused on providing services, attracting customers, making money etc. It seems to be that the idea of university has been carefully hidden underground and waiting for more promising future. The students have become customers offering money for universities. Therefore, even a more pragmatic outcome is elaborated as the establishments of higher education are expecting everyone having enough money to pay for studies. Individual ability to study is undeserving and stays out of the way. Universities may vary from providing poor quality services to those very positively valuated by the customers. However, I suppose that slight marking exists which once removed pushes a university towards the nowhere (only a name and signboard of an institution remain visible). More and more university degrees are obtained in Europe and North America as well as in the rich countries of Saudi Arabia, China and Japan. It comes with career opportunities and tells about our imaginary success. Nevertheless, it is only an external aspect including mobility, changes, variety etc. However, such paradigm of global education and production/consumerism contains prior evaluation. The market value of those unable to satisfy the established criteria significantly decreases and thus leads to uncertainty whether they can be appraised in general. In this case, winners and losers are formed in the system {\textquoteleft}prosumer {\textendash} consumer{\textquoteright}. The only question is about the quantity of those and whether the assumed winners are as they have to be. Certainly, it comes true. Still, even the most socialized capitalism (Scandinavian) fails to escape from the ideology of consumerism. 
The young generation encounters the tendencies of society{\textquoteright}s growth (or regression?), follows daily life and appropriately develops individual world outlook. It is true that comprehensive school cannot aimlessly foster the values that should be cherished as a part of a schooling mission. The principles and values cherished or encouraged by school environment most frequently appear at a standstill in Lithuania. The world is different outside school walls. The youth experiences severe difficulties in such discrepancy and avoids trusting in school. They clearly distinguish between things declared at school and underlying reality. Axiomatic truth declares that the mission of education is fully accomplished when its evolution goes beyond a general development of society. However, to achieve the purpose, the Government must pay real rather than declarative attention to the education system. Supporting the ideas of modern education, knowledgeable society, the development of information technologies etc. is not enough to fulfil the task. Any state finds insufficient upraising education as a national priority because valuable and regular assistance is required. Nonetheless, the youth in Lithuania is observing other type of {\textquoteleft}concern{\textquoteright}. The teachers of comprehensive and the lecturers of higher schools are forced to go on strikes to show they are worth getting more attention than they are presently given. 
Recently, Lithuania and other countries of Central and Eastern Europe very frequently run into a number of problems addressed to the system of higher education. The decrease of the quality of studies, corruption, insufficient financial support, the inadequacy in reality and university mission etc. are the issues in progress. Everyone knows that in order to survive and compete in a knowledgeable society, all countries, especially small ones, must learn how to create, accumulate and manage intellectual property. Knowledge is the only resource to be accumulated when using it. It is extremely important for small countries having insufficient natural resources. Yet in 1999, the rectors of 14 higher education institutions in Lithuania declared that on the 20th of December of the running year, a preventive action Higher Schools against Destructing Education would be performed and that no academic work would be done that day. It seemed to be a matter of great concern. If higher schools are made to go on a strike, obviously, serious problems may occur. Although almost a decade has gone, still the situation remains the same. The sector of higher education in Lithuania is waiting for going out again. A few weeks ago, mainly the same requirements for the Government were presented i.e. the salary of the teaching staff and operating-household personnel should grow 20 percent in 2009. Particular attention is devoted to improve the present situation and achieve that the Government should adequately support the students and allocate necessary finances for studying. Currently, considering different types of methodology, the Government totally spends only 48 percent of the sum of money required for studies. Another concern is the salary of staff as due to low compensation for work, universities may encounter difficulties in recruiting appropriately-qualified staff at all levels. In higher education sector some negative tendencies recently are observed. Many experts of higher education underline that the Western universities get attributes of the original enterprises (clients, services etc.). In the centre of attention the finance, servines, and {\quotedblbase}the goods{\textquotedblleft}, instead of formation / preparation of well-educated young people. The main mission of any university is positive influence on society development. Despite that the tendency of the estrangement of universities from the traditional value orientations is strengthened. Similar tendencies can be noticed in Lithuania. The universities that have been accepted as the temples of knowledge have become the tools of the powerful market. A.Samalavi{\v c}ius (2003) notices that one-sided orientation is very dangerous when a university becomes an institution of trade and highly specific vocational activity. Hence, following such logic, universities turn into the market and university education becomes a simple item. A customer always feels right in such higher education market. It seems to be clear that customers have different needs and possibilities to be accepted. Consequently, the curricula of university studies will be designed following the concerns of the companies that may appear as the potential employers of students. Bearing in mind that the post- soviet youth is not selective enough, it is likely that one will try to get the required diploma rather than necessary education. After all, in one way or another, the above introduced process is in progress. Besides, the problem is more than pressing. An evident satisfaction of students and businessmen{\textquoteright} needs translate the university not into the force forming society but into a usual market agent playing an invaluable beforehand defined role. Fundamental knowledge is not treated as a marketable product in such political-economical conjuncture. A narrow point of view creates an impression of disengagement. Universities take a flexible position on the market needs. Nevertheless, it seems to be an illusion. Even the satisfaction of the speedily varying market needs shows understanding that in order to effectively design the curricula of studies, a broad theoretical background, for example prognostic, is necessary. Universities carefully observe market fluctuations, and thus become doomed to failure. 
An interesting point is that depending on the number of students per thousand citizens Lithuania falls into the category of the EU member states having the largest number of students, however, considering the average allocation received by a single student of a higher school, we are lagging far behind other European countries. Thus, the system though has limited resources, {\textquoteleft}produces{\textquoteright} a number of graduates. The number of received graduation certificates cannot be an index showing the level of education. Bright students and those having high motivation and ready for further studying choose the universities in Western countries. The process of the so called {\textquoteleft}brain drain{\textquoteright} is taking place. Different onetime actions are arranged to provide improvements on the situation (for example, Design and Implementation of Brain Drain Programme). Therefore, can we accept the present situation as an outcome of democratic education? Taking into account that democratic education is mediocrity-oriented mass education, the situation should not be a matter of great concern as this is a sort of education for the majority. So, the question is if {\textquoteleft}liberal education{\textquoteright} vs. {\textquoteleft}democratic education{\textquoteright} should be the only real way of overcoming the problem? {\textquoteleft}Liberal education{\textquoteright} is evidently not {\textquoteleft}democratic education{\textquoteright}. Simple life-based logic confirms that if having one thing, you loose another. Are the contracting parties facing the problems of higher education ready to choose another option? Are universities determined enough to form national policy and at least minimally participate in the process of arranging it or on the contrary, they will start receding from policy and stay {\textquoteleft}shut in{\textquoteright} becoming the blind executers of the beforehand adopted ideology? Several countries of Central and Eastern Europe have already dealt with the above introduced situation? An interesting example is that in 2004, the Chinese Government organized a conference and invited 30 leaders of the most prestigious universities worldwide including the representatives of Harvard and Oxford. The final outcome of all discussions was that China preferred fundamental education as the foremost one at national level. 
Shortly after restoring State Independence, a conception of education at national level was formulated. It is a paradox, however, that in the above mentioned conception, we can hardly find such concepts as liberalism and conservativism. A major objective was to design a concept aimed at national traditions and the needs and interests of a modern society. The core of the conception is an effort to combine the conservative and liberal tendencies of education. Such steps as the renewal of gymnasia, the revival of teaching religion, awakening confession schools, look back at national culture and history etc. are the vital elements of the conservative tradition. On the other hand, a private sector of education, the right to choose educational institutions, competition among educational establishments, the growth of market relations etc. are the apparent elements of liberal policy. Within the period of almost 18 years of regained independency, the Lithuanian Government has changed from the extreme left to the extreme right wing. It can be treated as an objective stage of development in the post-soviet countries. A valid point is that the political forces of both sides have mainly failed to make corrections to the already formulated and implemented concept of education. A number of political decisions in the field of education have been reached in light of the business concerns of narrow political groups rather than taking into account clear value-based political attitudes. This type of behaviour is characteristic of the whole region of Central and Eastern Europe and is frequently narrowly accepted by western countries. I suppose that too liberal (which means cosmopolitan) attitude to education has a destructive character when fostering national traditions and values inherent to small countries. On the other hand, the liberal education system of Great Britain could serve as a good example. This is a tradition of British education. However, it does prevent neither from corruption nor from the fictive organization of studies or receiving diplomas and in general, from plenty of problems encountered by the system of education. As far as you know, education policy was decentralized in the Soviet Union. Some countries have strict regulations issued but a few of those follow very liberal traditions. Both positions, after Aristotle, can be considered as extremities. Education in a modern world has turned into a huge market which means that relations here are not always based on values and common decency. The problems facing the illegal producers of the certificates of higher education, the counterfeiters of scientific degrees, illegal studies and establishments of {\textquoteleft}higher education{\textquoteright} have become burning issues in a number of countries. The powerful market demands not only for knowledge and real qualification but also for {\textquoteleft}paper-based{\textquoteright} pseudo-education. Thus, the conception of real education and background is being obviously devolved.
 Liberal commercialized education in Lithuania is not the exact way to be followed. The approach of cosmopolitism, disorganization and denationalization cannot be acceptable to Lithuanian people as it may cause national decline. In this case, I do not support a position that liberal education acts either as absolute evil or absolute good as much depends on the context and various circumstances. Proper (elite) education apparently brings neither honour nor conscience etc. for a person. Excellent education can be available for dishonest and corrupt people. Therefore, such education can be used for deceiving society on a broader scale. In this instance, the importance of national-value-based substructure in the whole framework of human education can be clearly noticed. Unfortunately, following only the liberal concept of education cannot act as the basis for forming such substructure. Only the citizen of Lithuania having emotional spiritual culture-focused relation with national and human historical experience uncloses new sources of property power for freedom and creatively develops informative and financial (economical) relations with all people (Srebalius, 2002). Finally, manipulating the concept of {\textquoteleft}citizenship{\textquoteright} is very modern nowadays. However, the situation when citizen, citizenship, civil society, civil nation or civil education based schooling do not reflect even the smallest part of Lithuanian nation can only get to homo sovieticus times and nowhere else (Nainys, 2008). It is expected that Lithuania as well as the other countries of Central and Eastern Europe will find the most appropriate way to develop education and nation prosperity. It is worth making a question whether eudaimon{\'\i}a by Aristotle is somehow reflected in the current education policy? I dare to say it is not. Will we come back to the Aristotle{\textquoteright}s Golden Mean formulated in the {\textquoteleft}Ethics{\textquoteright} the essence of which the balance between excess and shortage? The question is still open and every idea about this issue will be accepted to be appreciated. 
},
	keywords = {education system, educational policy, liberal education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284010.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {72,
	title = {FROM TEACHING TO LEARNING: A NEW PARADIGM IN MODERN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The 4th edition of publication {\textquotedblleft}Problems of Education in the 21st Century{\textquotedblright} is in front of you. The main idea of this publication, not without reason, is paradigm change in modern education. We can safely claim that the role of education in the global world is, undoubtedly, the biggest comparing with the other spheres of social life. Education dimensions have grown up greatly in almost all countries. Informal education sector has increased immensely. The most modern ICT are being implemented into education system. Perhaps we will not find any scientific conference in which the questions of ICT application in education process were not discussed.
 However, it is obvious that education systems in most countries experience various difficulties. It is clearly seen in Central and Eastern European countries, in which the second decade in turn education system reforms of different level and amount are taking place. So called {\textquotedblleft}Instruction Paradigm / Teaching Paradigm{\textquotedblright} has been dominating for a long time in education. In recent years the accents are being transferred to learning, to motivation of self learning. It has been realized, that it is impossible to teach if the person doesn{\textquoteright}t want to or is not able to do this himself. At present the opinion occurs that it is impossible to teach another person, it is possible only to help him to learn. From this as if directly follows the statement that the responsibility falls on the student first of all, what, how and how much he/she will learn. However, didactically it is a totally wrong approach, especially when it is applied to junior forms of comprehensive schools. The systematization, deepening, formation of general concepts can{\textquoteright}t be left for the student himself, because frequently it happens that students master the new things which are related to the old ones without their interrelations, without any system (Vaitkevi{\v c}ius, 1968). Ability to systematize information is one of the most important. As J.O{\textquoteleft}Connor and Mc.Dermott (2006) notice, there is a very remarkable tendency in many spheres nowadays, to solve everything {\quotedblbase}in parts{\textquotedblleft}, i.e. to analyse different phenomena and situations only in separate aspects. From this point of view, transferring education aspects only into learning is not fully grounded. Each learning personality is very different, therefore different approaches should inevitably be applied in teaching process.
 On the other hand, education quality in many aspects is getting worse. We can{\textquoteleft}t claim that education quality is getting worse because of former mentioned paradigm change. Lithuania as a post soviet country has a many year experience when education, especially secondary, was unified. However, it is necessary to emphasize that education at that time was also better supervised. We can{\textquoteleft}t say that there is no supervision nowadays. It really is. But, everlasting reforms, sometimes even opposing to each other, don{\textquoteleft}t make Lithuanian education more effective. As professor G. Merkys noticed, the therapy of shock continues in Lithuania. We not only have to think about this but, of course, solve the problems arising in reality.
 Speaking about Lithuania, it is obvious, that now it is very important for our state what decisions and steps, what ideas and actions in the sphere of education we will suggest and implement. 2006 PIRLS research shows that the ability to read and understand fiction and informative texts of our country 4-th formers has declined very much. 2006 PISA research states that natural science, maths literacy and general reading abilities of our 15 year-older are by statistics significantly lower than OECD countries{\textquoteleft} average result. Though Lithuania is not at the end of country list and it seems that the results are not so bad but the matter is worth of concern. The results of the research highlighted one of the most sore points of education that the preparation of our students for practical life is still poor, the main attention being further concentrated on theoretical education. Theory without practice is not the goal of today{\textquoteleft}s teaching. We can discern here another meaning of the mentioned paradigm improvement {\textendash} from knowledge towards the development of abilities. In the ability development process the learner himself has to take part most actively. The mission of education system is to form suitable conditions for that purpose and give all round help.
 Other countries like Latvia, Estonia, Czechia, Poland and other have serious problems in education sector as well. Obviously, every country has its own traditions and context. Besides, education is a part of culture. In this case we are speaking not only about national cultures but also about common European culture. We are speaking about common European education standards. The question arises how to match national and European aims. Any school has a challenge to create the future of the state. Education reforms have been going on for more than ten years in several countries with the purpose to achieve higher education progress and to implement the latest innovations. However, attitude to changes and innovations is not the value on its own. Changes have to be conciliated with the basic human and nation values. Modernization is a very necessary and inevitable thing, however it doesn{\textquoteleft}t have to dwarf the vision of the school mission. Among permanent reforms direction and vision of the whole education purpose shouldn{\textquoteleft}t be lost. This applies not only to Lithuania but to all European countries. I would like to go back once again to our mentioned paradigm change. The implementation of innovations into education doesn{\textquoteleft}t have to overshadow the good side of education experience. Not everything that is modern is sensible. For example, Lithuania as well as the other countries of central Europe has a many year tradition when the priority was given to strong knowledge and to education basis in general. Lithuania hasn{\textquoteleft}t lost this tradition completely and that is good. The main goals of education are: to help to form knowledge system of a learning person and give him basic social communication skills. Knowledge is not everything in person{\textquoteleft}s life. Not only knowledge makes the man. However, we have to agree, that without its powerful movement in history, mankind wouldn{\textquoteleft}t be as it is. The progress of humanity in many ways is conditioned by the development of knowledge, its expansion and so on. Thanks to it the greatest changes have taken place. School doesn{\textquoteleft}t have the right to doom children and youth to ignorance.
 It is not difficult to foresee necessary changes theoretically, to discuss about paradigm changes on a methodological level, but it is much more difficult to put these ideas into practice because of various both subjective and objective reasons. It is necessary to really perceive the mission of education and other questions of education, to analyze them from different perspectives, taking into consideration different theoretical and practical approaches. Education is not a one-day matter. The rule {\textquoteright}Education is in the hands of those who have power{\textquoteright} doesn{\textquoteleft}t suit here. To develop education is almost to be ready that everything what is moral in your mind will inevitably be overcome by immorality of real world (Butvilas, 2006). Education in the socioeconomical and cultural context is multiform. Therefore, we can{\textquoteleft}t one-sidedly accept a statement that moving from teaching to learning is a new paradigm indeed. Its newness is limited by time, amount, content and application aspects.
 This edition contains different articles. I hope that the articles included in this publication will interest the readers by their problematics, content, methodology of research and its methods, will encourage their systematic and critical thought, will make them active in scientific discussions.
},
	keywords = {education system, modern education, paradigm change},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222415.pdf},
	author = {Vincentas  Lamanauskas}
}
