UGDYMAS KAIP ATEITIES ŽMOGAUS KŪRIMAS: KELETAS ŠTRICHŲ

Abstract

Informatization /technologization of society (information and technology boom) causes fundamental changes not only in the field of communication, but also conditions deep culture changes – culture balance is damaged. "Lower" (mass) culture begins to dominate over "higher" (elite) culture. Does this manifest itself in education? Will really the concepts of deconstructivism and postmodernism determine the future of education? Probably so. It is obvious and inevitable that the transformation of education takes place under the influence of new technologies and human practice, which changes the entire social order. Can you imagine the school of the future? Is it possible to provide equal education to all students? Does this not contradict the general systemic logic (e.g., educated, but illiterate)? Education for the future is a complex construct that includes physical, intellectual, personal, technological education, etc. It is a multifaceted process that combines different approaches, different (sometimes contradictory) methodologies, systems, forms, etc. First, the education of the future will be clearly stratified and will be determined by access possibilities. Thus, the educational system will have to distinguish itself by two essential characteristics – mobility (ability to change quickly) and reactivity (ability to react to changes). What if a teacher is not able to cope with the competitive struggle in the education market today? What is the point of announcing that teaching is and will be a prestigious profession? There are many questions, but there is a lack of answers as usual. Here emerges the same classical balance problem. It seems that we all strive to create an efficient, safe, healthy, etc. teaching/learning environment. However, we should not forget that there is a balance in everything. It is a balance between individual and collective (group) teaching/learning, theory and practice, assessment and feedback, automated (machine) teaching/learning and “live” education, and so on. Subject balance can be mentioned as an example. Curricula should be designed to emphasise general education rather than focusing only on certain areas such as exams (e.g., STEM). The most important thing remains (should remain) the development of students’ abilities in various fields, including creative, critical thinking, problem-solving, and adequate communication.