<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISAGREEMENTS AND PARADOXES OF EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">schooling system</style></keyword><keyword><style  face="normal" font="default" size="100%">system of education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400133907.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Why the 21st century scholars start raising their voices while facing troubles and difficulties in the field of education. To identify the situation, it is worth having a closer look at the present schooling system. Post-modern life and education more and more frequently are coming into force. Superficiality becomes a common phenomenon. Only available regularly used and easily with no effort achieved attractive things are greatly appreciated. What is more, only minimal efforts are taken to gain a broader educational background. Quite a few countries display similar tendencies. On the other hand, education is frequently treated as a product or a kind of service. The laws of the wild market fail to get round this area of life. The chosen life style (including education) rather than the meaning of life and education itself often play a crucial role.�
 There is no need to be an expert perfectly knowing matters of education to find out not everything works in the system of education. Also, it seems to be clear that the evaluation of those working in the ‘fields’ of education cannot be rejected. I suppose the latter are not the majority as more and more frequently ‘strangers’ gain access to the education system. Discussions with the representatives of other countries have revealed that those currently studying educational subjects at universities usually fail to understand what the school is and what role they are going to play in this institution. The most important point is studying and receiving a diploma. Modern education encounters a large number of different problems the answers to which can be hardly found.�
 Disagreement between an objective need for a continuous improvement on educational content (is there anyone who will dare to say it is needless) and a traditional pedagogical requirement for ensuring the stability of educational content is another field of the initiated discussion. A try at improving things is closely related with the extensive development of education, for example, more and more alternative course books and information sources for learners are prepared which disintegrates the content of education. Disagreement between the increased abstractness of education influenced by growing theoretical knowledge and the necessity of improving practical learners’ training should be mentioned. An opinion that the process of learner/student training is too much theoretically supported can be frequently heard. In this case, a huge number of reasons could be suggested.
 Life and education with no problems is a hardly acceptable idea. However, a wish to stay at a distance in order not to face the existing problems is one of most awful disasters presently seen in the education system. It might be money can solve all problems as according to Marx, ‘They have by no means merely one mode of affirmation, but rather that the distinct character of their existence, of their life, is constituted by the distinct mode of their affirmation. In what manner the object exists for them, is the characteristic mode of their gratification. Wherever the sensuous affirmation is the direct annulment of the object in its independent form (as in eating, drinking, working up of the object, etc.), this is the affirmation of the object... By possessing the property of buying everything, by possessing the property of appropriating all objects, money is thus the object of eminent possession. The universality of its property is the omnipotence of its being. It is therefore regarded as an omnipotent being. Money is the procurer between man’s need and the object, between his life and his means of life...’ (The Power of Money, Marx, 1844) I strongly reject this idea. The problems of education cannot be solved only on financial grounds. Everyone figures out that vast and broad knowledge as well as full understanding are required to overcome the encountered problem. Education is not a stable system made of insecure and poorly defined components. To find it more reliable, it must contain excess supply, i.e. guided by the principle of redundancy. More investments in education are necessary so that to expect at least minimal results and it makes no account that this idea passes over the presently prevailing liberal economic logics. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-9</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATED SCIENCE TEACHING BY APPLYING DIDACTIC DIFFERENTIATION: SOME ACTUAL CIRCUMSTANCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">differentiated teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">schooling system</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393665879.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevičius, 1979).
 A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. 
Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren’s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases.
 Research indicates that genetically all people differ. Genetic inequality most frequently determines the child’s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.�
 Teaching material is imparted insomuch that all learners should be offered suitable opportunities to develop skills during the class. The objective can be reached by maximum solidification of the child’s self-sufficiency and his/her personal free choice to learn what, how and how much s/he wants. Raising distinctive claims to all pupils, information should be given expediently and definitely. All schoolchildren should achieve at least minimum level (should get satisfactory evaluation) and all willing, engaged and skilful pupils could reach much more. The system of evaluation is not important (a five point, ten point etc. system). One purpose is clear – it also should be differentiated.
 Hence, it is clear that integrated teaching seeks the highest level of knowledge and differentiated teaching points out to every schoolchild. It is obvious, that the main aim of differentiated teaching is to create grounds for the childs structural type of thinking, to form possibilities for a learner to master knowledge according to the degree of abilities (individualized teaching) while teaching separate subjects (subject teaching). The application of differentiated teaching seeks to develop powers of learners. Differentiation can be comprehended and defined in the following two ways: first, as a result of spliting a particular whole into segments, levels etc. or, second, as the formation of new qualitative connections between the separate components of the system due to processes of integration. In the latter case the system acquires a new quality – it becomes more complex. Finally, I want to underline that differentiated teaching (or personalized, individual etc. teaching and learning) is a key component of future teaching/learning process. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-12</style></section></record></records></xml>