Abstract
Lietuvos kultūrine situacija pagrįsta humanitarinio ugdymo analizė atskleidžia, kad Lietuvai svarbi ne tik baltiška, bet ir bendra europinė kultūra. Pastarosios pagrindams pažinti reikia šią kultūrą atspindinčios kalbos. Lotynų kalba, viena vertus, yra labai svarbus klasikinio ugdymo elementas, antra vertus, moderniame ugdyme jos paskirties supratimas patyrė įvairių pokyčių. Tad lotynų kalba gali būti apibrėžiama kaip klasikiniai humanitarinio ugdymo pagrindai. Lotynų kalbos kaip klasikinių humanitarinio ugdymo pagrindų paskirtis straipsnyje nagrinėjama atsižvelgiant į specifinę Lietuvos kultūrinę ir politinę situaciją, tai yra ieškant tautinio tapatumo ir tarptautinės integracijos ugdymo procese pusiausvyros, kuri leidžia švietimui išvengti ir globalizacijos, ir etnocentrizmo pavojų. Šiame straipsnyje atskleižiami tie tarybinio laikotarpio Lietuvos švietimo sistemos ypatumai, kurie susidarė ugdymo procese dėl lotynų kalbos mokymo.
Highlights
Humanitarian subjects – such as languages, literature, history, fine arts, music, esthetics, and philosophy – best perform the function of preservation and rendering objective knowledge of general education about the surrounding environment and the achievements of mankind
The discussion on teaching Latin under the Soviet occupation is important for several reasons: first, researchers who analyzed education of the period 1940–1990 focused on the other issues of education, leaving issues of teaching Latin virtually unexplored; second, the Soviet education system was formally based neither on the classical nor the modern concept of education
On various levels of the education system, these subjects may compose the cycle of general education, performing the following tasks: education of a person capable of orienting in the system of cultural values and understanding the acquired knowledge in context of native and global cultures; the development of the critical cultural self-awareness of an individual, based on the continuity of European cultural traditions and the principles of cultural polylogue and openness; the development of communication skills necessary for true communication and cooperation with the world1
Summary
Humanitarian subjects – such as languages, literature, history, fine arts, music, esthetics, and philosophy – best perform the function of preservation and rendering objective knowledge of general education about the surrounding environment and the achievements of mankind. The second stage of the development of scientific education knowledge is characte rized by two essential features: reciprocal relationship between technology as acti vity and natural sciences, and a new form of the organization of scientific activity These features – especially the second one – stimulated changes in educational institutions, resulting in establishment of secular schools and emergence of learning societies and academies Russification was extremely widespread; for instance, in creating new terms, the requirement was to use a Russian word rather than a traditional European language22 This clearly shows the attitude to classical languages: the potential terminological possibilities of these languages were ignored, as were their functions in culture and the development of an educated person. Such orientation of the education contents affected the results of general education, i.e. decreased interest in humanities – especially language learning (there was even an opinion that theoretical knowledge of general education is totally superfluous in preparation for working practice)
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