სოხუმის სახელმწიფო უნივერსიტეტი

S O K H U M I S T A T E U N I V E R S I T Y

გ ა ნ ა თ ლ ე ბ ა E D U C A T I O N

ISSN 1987-782X

International periodical edition

#1, 2009

თბილისი-სოხუმი Tbilisi - Sukhumi

UDC (uak) 37 g-20

mTavari redaqtori: lia axalaZe EDITOR-IN-CHIEF: LIA AKHALADZE

redaqtorebi: Tamar zarandia rusudan fifia Tamar SinjiaSvili

EDITORS: TAMAR ZARANDIA RUSUDAN PIPIA TAMAR SHINJIASHVILI

sarecenzio sabWo:

joni afaqiZe (soxumis saxelmwifo universiteti saqarTvelo), SoTa axalaia (sox-umis saxelmwifo universiteti, saqarTvelo), inga belouza (daugavas universite-ti, latvia), stiven gudsmiTi (niu iorki, aSS), omar ardaSelia (soxumis saxelm-wifo universiteti, saqarTvelo), romeo galdava (soxumis saxelmwifo universi-teti, saqarTvelo), iStvan gzioveki (budapeSti, ungreTi), eka dadiani (quTaisis saxelmwifo universiteti, saqarTvelo), daviT zurabaSvili (fsiqiatriis insti-tuti, saqarTvelo), alberto de oliveira (rio de-Janeiros universiteti, bra-zilia), daviT malazonia (ilia WavWavaZis saxelmwifo universiteti, saqarTvelo), Teimuraz papasqiri (Tbilisis saxelmwifo universiteti, saqarTvelo), vlada stankuniene (litvis socialuri kvlevebis instituti, litva), nana fiCxaia (niu iorki, aSS), tariel futkaraZe (quTaisis saxelmwifo universiteti, saqarTvelo), hans ioakim Srami (bremenis universiteti, germania), beJan xorava (soxumis saxelm-wifo universiteti, saqarTvelo), marine xubua (Tbilisis saxelmwifo universiteti, saqarTvelo), jemal jinjixaZe (soxumis saxelmwifo universiteti, saqarTvelo)

REFEREE BOARD: JONI APAKIDZE (Sokhumi State University, Georgia), SHOTA AKHALAIA (Sokhumi State Uni-versity, Georgia), INGA BELOUSA (Daugavpils University, Latvia), STIVEN GOUDSMITT (New York, USA), OMAR ARDASHELIA (Sokhumi State University, Georgia), ROMEO GAL-DAVA (Sokhumi State University, Georgia), ISHTVAN GZOVEC (Budapesht, Hungary), EKA DADIANI (Kutaisi State University, Georgia), DAVID ZURABASHVILI (Institute of Phsychiastry, Georgia), ALBERTO DE OLIVEIRA (Federal Rural University of Rio de Janeiro, Brazil), DAVID MALAZONIA (Ilia Chavchavadze University, Georgia), TEIMURAZ PAPASKIRI (Tbilisi State University, Georgia), VLADA STANKUNIENE (Institute of Social Researches of Lithuania, Lithuania), NANA PHICHKHAIA (USA, New York), TARIEL PUTKARADZE (Kutaisi State University, Georgia), HANS – JOACHIM SHRAMM (University of Bremen, Germany), BEJAN KHORAVA (Sokhumi State University, Georgia), MARINE KHUBUA (Tbilisi State University, Georgia), DJEMAL DJINJIKHADZE (Sokhumi State University, Georgia)

Jurnali `ganaTleba~ (ISSN 1987-782X) gamodis weliwadSi orjer soxumis saxelmwifo universitetis ganaTlebis fakultetis iniciativiT, saqarTvelo

Journal “Education” (ISSN 1987-782X) is published biannually by Sokhumi State University, Faculty of Education, Georgia

menejerebi: omar ardaSelia, brolisa wulaia

Managers: Omar Ardashelia, Brolisa Tsulaia

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S i n a a r s i = CONTENT

ganaTlebis filosofia = PHILOSOPHY OF EDUCATION

inga belouza, alnis stakle .................................................................................................6ganaTlebis mimdinare perspeqtivebi latviaSi

Inga Belousa, Alnis Stakle ...............................................................................................................20Current Perspectives on Education in Latvia

nino CixlaZe, nato ficxelauri .........................................................................................34umaRlesi samedicino ganaTleba saerTaSoriso moTxovnebis konteqstSi

Nino Chikhladze, Nato Pitskhelauri ..............................................................................................39Higher Medical Education in the Context of International Standards

Tamar SinjiaSvili ....................................................................................................................42saganmanaTleblo sistemis transformacia Tanamedrove globalizaciis

pirobebSi

Tamar Shinjiashvili ........................................................................................................................46Transformation of Education System in the Modern Conditions of Globalization

Salva Wkadua ................................................................................................................................48saqarTvelosa da saberZneTis TanamSromloba ganaTlebis sferoSi

Shalva Chkadua ...............................................................................................................................51Georgian-Greek Collaboration in the Sphere of Education

pedagogika – fsiqologia = PEDAGOGY - PSYCHOLOGY

kaxi kopaliani, lali nakaSiZe .............................................................................................52pirovnebaTaSorisi urTierTobebis ganmsazRvreli fsiqo-socialuri

faqtorebi studentur jgufebSi

Kakhi Kopaliani, Lali Nakashidze ................................................................................................57Determinative Psycho-social Factors in the Interpersonal Relation in the Students’ Group

Tamar javaxiSvili ....................................................................................................................59swavla da fsiqikuri janmrTeloba

Tamar Javakhishvili .......................................................................................................................63Studying and Psychical Health

rusudan fifia ............................................................................................................................65siaxle ganaTlebis dargis profesiul leqsikaSi

Rusudan Pipia ..................................................................................................................................67Novelty in Professional Vocabulary of Education Branch

leila Serozia ............................................................................................................................69piradi magaliTi, rogorc zneobrivi aRzrdis ZiriTadi faqtoriLeila Sherozia ..................................................................................................................................72Personal Example as the main Factor of Moral Education

maia firCxaZe, lia axalaZe ...................................................................................................74bruneris kognituri zrdis Teoria da codnis gamoxatvis formebi

Maya Pirchkhadze, Lia Akhaladze ...............................................................................................80Cognitive Growth Theory of Bruner and Knowledge Expression Forms

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brolisa wulaia .........................................................................................................................83iakob gogebaSvili – bunebismetyveli

Brolisa Tsulaia ..................................................................................................................................87Iakob Gogebashvili – a Naturalist

Tamar javaxiSvili ....................................................................................................................88Sexedulebebi fsiqikur janmrTelobaze

Tamar Javakhishvili ........................................................................................................................92Views of Psychical Health

Temur ormocaZe ........................................................................................................................94maTematikis swavlebis zogierTi sakiTxisaTvis Tanamedrove saganmanaTleblo

reformis pirobebSi

Teimuraz Ormotsadze .....................................................................................................................97To Some Issues of Mathematics Teaching in the Modern Conditions of Educational Reform

maka doliZe .................................................................................................................................99swavla-aRzrdis sakiTxebi petre surgulaZis SemoqmedebaSi

Maka Dolidze ....................................................................................................................................103Teaching Aspects in the Works of Petre Surguladze

samarTali, ekonomika = LAW, ECONOMICS

Tamar zarandia ...........................................................................................................................105garigebis formis problema qarTul samarTalSi

Tamar Zarandia ..............................................................................................................................114The Problem of the Form of a Transaction in Georgian Law

alberto de oliveira .............................................................................................................133brazilia: ekonomika, uTanasworoba da antagonizmi

Alberto de Oliveira ..........................................................................................................................116Brazil: economy, inequality and antagonisms

devi Sonia ......................................................................................................................................136marketinguli investiciebi da kompaniis momgebianoba

Devi Shonia .......................................................................................................................................145Marketing Investments and Profi t of the Company

istoria, politikuri mecnierebani = HISTORY, POLITICAL SCIENCES

dazmir jojua ............................................................................................................................147globalizacia da saerTaSoriso sistemis struqturuli transformacia

Dazmir Jojua ....................................................................................................................................152Globalization and Structural Transformation of International Systems

qeTevan mania ................................................................................................................................153osmaluri dokumentebis wyaroTmcodneobiTi kvleva saqarTveloSi

XX s-is 60-iani wlebidan dRemde

Ketevan Mania ................................................................................................................................164Study of Ottoman sources in Georgia during the period from 1960s until today

kaxaber fifia ...............................................................................................................................166elius spartianes erTi cnobis dazustebisaTvis

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Kakhaber Pipia ...........................................................................................................................................................175 For Spesifying the Data of Elius Spartiane omar ardaSelia .....................................................................................................................................................177 Sarl de golis politikis transformacia indoCineTis qveynebis mimarT

XX saukunis 50-60-ian wlebSi

Omar Ardashelia .........................................................................................................................................................185 Policy Transformation of Charles de Gaulle towards the Countries of Indochina in the 50-60-ies of the XX Century Tamar paiWaZe, nino mindiaSvili ...................................................................................................................187 akademiuri TanamSromloba-konfliqtebis winaaRmdeg: realoba da perspeqtivebi

Tamar Paichadze, Nino Mindiashvili ....................................................................................................................... 190 Academic Collaboration Against Confl icts: Reality and Perspectives

filologia = PHILOLOGY Лилиана Джанашия ..................................................................................................................................................192 Постмодернизм в русской литературе Liliana Janashia ..........................................................................................................................................................196 Postmodernism in Russian literature Tamila zviadaZe ....................................................................................................................................................199 zogierTi andazis gaazrebisaTvis

Tamila Zviadadze........................................................................................................................................................204 Definition of Some Proverbs

sociologia = SOCIOLOGY nestan lomaia ........................................................................................................................................................206 globalizaciis genderuli aspeqtebi

Nestan Lomaia .............................................................................................................................................................214 Gender Aspects of Globalization Tamar SinjiaSvili ...............................................................................................................................................216 ganaTleba da uTanasworoba

Tamar Shinjiashvili ....................................................................................................................................................219 Education and Inequality koba noniaSvili ....................................................................................................................................................221 ganaTlebis sociologiis sakiTxebi da sociologiuri gamokvlevebis SesaZleblobebi

Koba Noniashvili .........................................................................................................................................................224 Issues of Education of Sociology and the Possibilities of Sociological Researches Cveni interviu - interviu saqarTvelos ganaTlebis liderTa ligis prezidentTan, b-n gia murRuliasTan ..........................................................................................................226 Zvirfaso avtorebo .............................................................................................................................................230 Dear Authors ............................................................................................................................................................. 231

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ganaTlebis filosofia = Philosophy of Education Jurnali `ganaTleba~ #1, 2009 Journal “Education”

inga belouza, alnis stakledaugavas universiteti, latvia

ganaTlebis mimdinare perspeqtivebi latviaSi

1991 wels latviis damoukideblobis aRdgenas latviis saganmanaTle-

blo sistemis mniSvnelovani transformacia moyva. ganaTlebis transforma-

cia anu reforma moicavs ara mxolod ganaTlebis ganviTarebis gadafasebas,

`demokratiuli saxelmwifosa da axali ekonomikuri viTarebis fundamen-

talur principebs~ da mis saganmanaTleblo kanonmdeblobasTan Sewyobas,

aramed gulisxmobs 1918 wlidan 1940 wlamde damoukideblobis periodSi

erovnuli pedagogikis sibrZnis ayvavebas, romelic jer kidev `eris sulieri

kulturis mniSvnelovan nawils Seicavs~.

pirvel rigSi mocemuli reformis gamarjvebis didi imedi arsebobs,

magram saganmanaTleblo procesze misi zegavlena jer kidev mcirea. sa-

ganmanaTleblo kvlevas, romelic amJamad inteleqtualur, teqnologiur

doneze tardeba, mosalodneli Sedegebis miRwevisaTvis efeqturoba aklia.

mecnierebi Seusabamobas xedaven ganaTlebis sferoSi: saganmanaTleblo sa-

marTalSi, koncefciebSi, strategiebsa da saswavlo dawesebulebebSi ar-

sebul realobebs Soris, specifiuri sagnebis codnis ganviTarebasa da su-

lieri, moraluri, socialuri, emociuri, fsiqologiuri sferos (rogoricaa

cxovrebiseuli unarebi da faseulobebi) ganviTarebas Soris. mocemuli vi-

Tareba ganaTlebis Teorias da praqtikas Tanamedroveobis fundamentaluri

sakiTxebis: saqmianobasa da faseulobebs Soris balansis, ganaTlebisa da aRz-

rdis kavSiris, ganaTlebis WeSmariti miznis gansazRvris sakiTxebis mogvare-

bis saSualebas ar aZlevs is qolistikuri codnis, unarebis, da gamocdileb-

is saWiroebaze miuTiTebs, rac tradiciuli faqtorebis aqtualurobas aRe-

mateba. miuxedavad amisa, saswavlo Sinaarsis reforma gauqmda.

ganaTlebaSi gardamavali procesi ramdenime problemasTan aris dakav-

Sirebuli. umaRles ganaTlebaSi miRebuli gamocdileba cxadyofs, rom zo-

gierTi cvlileba sxvebTan SedarebiT ufro warmatebiT mimdinareobs. sa-

jaro diskusia iseT sakiTxebs Seexo, rogoricaa maswavleblis saxelfaso

skala, axali bazris moTxovnebze pasuxi, ekonomikuri garemo, codnis kapi-

tali, saganmanaTleblo dawesebulebebis adaptaciis unari da sxv. balansis

naklebobis mTavar mizezad dasaxelda is, rom socialuri kavSiris da ekono-

mikuri konkurenciis sirTuleebi, maT Soris sainovacio da saadaptacio teq-

nologiebi ufro didi siCqariT viTardeba, vidre mocemuli sirTuleebis

dasaZlevad ganaTlebis SesaZlo cvlilebebi ukeTesisken. miuxedavad amisa,

latviis umaRlesi ganaTlebis sferoSi mocemuli Tanamedrove sirTuleebis

filosofiuri ganxilva palmeris pozicias amyarebs, rom `reformis miRweva

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SeuZlebelia Taviseburebebis modernizaciis, skolebis restruqturizaci-

is, saswavlo gegmis axleburad Sedgenis da teqstebSi cvlilebis Setanis sa-

SualebiT. yovelive es ver gardaqmnis ganaTlebas Tu Cven ver SevZlebT ada-

mianis gulis STagonebas da mis win gamowvevebis dayenebas, gulisa, romelic

kargi swavlebis safuZvelia~. palmeri im ganzomilebebs gamoyofs, romlebic

ganaTlebisaTvis fundamentalur sakiTxebs moicavs. mocemuli ganzomileba

dafuZnebulia saganmanaTleblo filosofiaze, romelic warmoaCens racio-

nalurobis Sesaxeb codnas da ganaTlebas racionaluri ganviTarebisaTvis.

ganaTlebis Tanamedrove sistema: Teoria da gamowvevebi

samarTlebrivi safuZvlebi

latviis saxelmwifos, kulturis, mecnierebisa da ganaTlebis ZiriTadi

principebi gasuli saukunis dasawyisSi Camoyalibda. miuxedavad amisa, sabWo-

Ta okupaciis periodSi bevri ram ganadgurda. amitom 1991 wels latviis re-

spublikis damoukideblobis aRdgenam ganaTlebis ganviTarebis gadafase-

bisa da Tanamedrove azrovnebasa da maxasiaTeblebTan dakavSirebiT misi ga-

moyenebis saWiroeba moitana. saWiro gaxda ganaTlebis saxelmwifo sistemis

gardaqmna. 1991 wels miiRes `ganaTlebis Sesaxeb kanoni~, romelSic mocemuli

iyo latviis saganmanaTleblo sistemis pirveli principebi. 1996 wels gamoi-

ca `latviis ganaTlebis koncefcia~ (ganaTlebisa da mecnierebis saministro,

1996 w), romelmac uzrunvelyo ganaTlebis strategiis SemuSavebisa da da-

nergvis ZiriTadi principebi.

1998-99 wlebi aRiniSna saganmanaTleblo sistemaSi Semdgomi mniSvne-

lovani cvlilebebiT: 1998 wels miRebuli iqna `ganaTlebis Sesaxeb kanonis~

axali versia. es kanoni amJamad warmoadgens sajaro ganaTlebis sferos Ziri-

Tad samarTlebriv dokuments, romlis mizania: ̀ uzrunvelyos latviis TiTo-

euli moqalaqis sulieri, gonebrivi da fizikuri potencialis ganviTarebis

saSualeba imisaTvis, rom gaxdes damoukidebeli da sruliad ganviTarebuli

pirovneba, latviis demokratiuli saxelmwifos da sazogadoebis wevri. pi-

rovnebas saSualeba unda mieces wlovanebidan da ganaTlebis moTxovnebidan

gamomdinare:

1) SeiZinos codna da unarebi humanitarul, socialur, sabunebismetyvelo da

teqnikuri mecnierebis sferoSi.

2) SeiZinos codna, unarebi da gamocdileba urTierTobebSi saxelmwifosa da

sazogadoebriv cxovrebaSi monawileobisaTvis.

3) moraluri, esTetikuri, inteleqtualuri da fizikuri ganviTarebisaTvis

ganaTlebuli, unariani da sazogadoebaSi integrirebuli pirovnebis Camoya-

libebis xelSewyobiT.

1999 wels miRebul iqna `zogadi ganaTlebis Sesaxeb kanoni~ da `profe-

siuli ganaTlebis kanoni~. mocemuli kanonebi amJamad gansazRvravs zogadi

da profesiuli saganmanaTleblo programebis saswavlo dawesebulebebSi ga-

moyenebis SesaZleblobas.

2000 wels Sesworebebi iqna Setanili 1995 wels damtkicebul `umaRle-

8

si ganaTlebis Sesaxeb~ kanonSi. is Seexeba programebs, mandatebs, umaRlesi

saganmanaTleblo dawesebulebis statuss, saxelmwifosa da umaRles ganaT-

lebas Soris damokidebulebas. mocemuli Sesworebuli kanoni iTvaliswinebs

umaRlesi saganmanaTleblo dawesebulebis avtonomiurobas saorganizacio

procedurasTan, saganmanaTleblo procesis danergvasTan, Sida wesebTan

da normebTan, saganmanaTleblo da teqnikuri personalis daqiravebasa da

samuSaodan ganTavisuflebasTan, gamoyofili dafinansebis ganawilebasTan

dakavSirebiT. umaRlesi saganmanaTleblo dawesebulebebisa da programebis

aRiareba dafuZnebulia xarisxis Sefasebaze, romelSic Sedis dawesebulebis

TviTSefaseba rasac moyveba Sefasebis viziti konkretul sferoSi ucxoeli

specialistebis monawileobiT. latviis sainformacio centris statisti-

kis Sesabamisad, 2004/2005 akademiur saswavlo wels arsebobda rva umaRlesi

saswavlebeli, romelic uzrunvelyofda latviis skoladamTavrebulTa da

umaRlesdamTavrebulTa 140 pedagogiur da maswavlebelTa programas. 1998-

2000 wlebSi latviis saganmanaTleblo sistema daukavSirda evropis saganma-

naTleblo sistemas, romelic sabWoTa periodSi ar arsebobda.

latviis saganmanaTleblo sistema gamoiyeneba sam doneze _ erovnul,

municipalur da institucionalurze. parlamenti (seimi), ministrTa kabine-

ti, ganaTlebisa da mecnierebis saministro warmoadgenen gadawyvetilebis

mimReb organoebs erovnul doneze. ganaTlebisa da mecnierebis saministro

saganmanaTleblo politikis gamtarebel dawesebulebas warmoadgens, rome-

lic agreTve saganmanaTleblo dawesebulebebis gaxsnis licenziebs gascems,

aseve ayalibebs saganmanaTleblo standartebs da maswavleblebis ganaTle-

bis Sinaarssa da procedurebs. mniSvnelovan faqtors warmoadgens sazoga-

doebis survilis zrda monawileoba miiRos ganaTlebis sferoSi gadawyveti-

lebebis miRebaSi.

reformebis politikis swrafi cvlilebebis procesma saganmanaT-

leblo sistemaSi konfliqti gamoiwvia. miuxedavad imisa, rom sirTuleebis

daZlevaSi mniSvnelovani progresi SeimCneva ̀ mTavari susti mxarea erovnuli

koncefciebisa da direqtivebis praqtikuli gamoyeneba ganaTlebis Semdgomi

ganviTarebisaTvis~. arsebobs latviis ekonomikur realobasa da kulturul

TaviseburebebTan politikuri erTgvarovnebisa da konsensusis miRwevis

saWiroeba. upiratesoba unda mieniWos kulturuli pirobebis xelSewyobas,

romlebic xels uwyoben mravalferovnebisa da erTgvarovnebis ganviTarebas.

es miuTiTebs sazogadoebaSi, saganmanaTleblo dawesebulebebSi, swavlebis

procesSi da TiToeul pirovnebaSi harmoniis miRwevis xelSewyobis aucile-

blobaze.

umaRlesi ganaTlebis reformebi

ganaTlebis Sesaxeb da umaRlesi saganmanaTleblo dawesebulebebis

Sesaxeb (seimi 1995, Sesworebuli 2000 w.) kanonis miRebis Semdeg bevri cvli-

leba gatarda umaRlesi ganaTlebis iseTi sistemis Sesaqmnelad, romelic

demokratiuli saxelmwifosa da misi axali ekonomikuri viTarebis ZiriTad

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principebs Seesabameba. mocemuli zogadi ganacxadi miuTiTebs imaze, rom

umaRlesi ganaTlebis ZiriTadi transformaciis procesi dasrulda. miRweu-

li iqna `sabWoTa epoqisaTvis damaxasiaTebeli Taviseburebebidan, principe-

bidan, poziciebidan...dasavluri tipis umaRlesi ganaTlebis sistemaze gada-

svla, romelic dafuZnebulia umaRlesi ganaTlebis miRwevebis ufro farTo

avtonomiaze da, romelic, miuxedavad amisa, dakavSirebulia saxelmwifosa

da sazogadoebis mocemuli institutebis pasuxismgeblobasTan~.

saxelmwifos evrokavSirSi Sesvlis miswrafeba warmoadgens tenden-

cias, romelic 1991 wlidan gamokveTilia saganmanaTleblo kanonmdebloba-

Si. melnisi miuTiTebs, rom mocemulma miswrafebam gamoiwvia `radikaluri

cvlilebebi saxelmwifo politikaSi, ekonomikasa da kulturaSi, romlebmac

warmoqmnes sruliad gansaxvavebuli garemo da winapirobebi umaRlesi ganaT-

lebis ganviTarebisaTvis.~ 2004 wlis 1 maiss evrokavSirSi Sesvlis Semdegac

latviis umaRlesi ganaTleba jer kidev gardaqmnas ganicdis. mimdinare re-

formebi dakavSirebulia boloniis deklaraciis principebisken umaRlesi

ganaTlebis orientaciis SecvliT da `evropis harmoniuli da erTiani umaR-

lesi saganmanaTleblo sivrcis~ SeqmnisaTvis saqmianobasTan. is, rasac lat-

viaSi `boloniis process~ uwodeben axali saganmanaTleblo reformebi ki ar

aris, aramed gagrZelebaa imisa, rac `mimdinare reformebs evropis umaRlesi

ganaTlebis reformebis erTian nakadad ayalibebs da xSirad afarToebs maT

axali an Secvlili SinaarsiT~.

saqmianobis mimarTulebebi, romlebsac boloniis deklaracia moi-

cavs, warmoadgens erTobliv miznebs da ganuyofel sferoebs, romlebic

mniSvnelovania umaRlesi ganaTlebis uwyveti ganviTarebisaTvis. `evropis

umaRlesi saganmanaTleblo sivrcis~ tendenciebisa Seqmnis procesis Sesaxeb

deklaracia aris angariSi imis Taobaze, rom `umaRlesi ganaTleba aris keTi-

li saqme sazogadoebisaTvis da sajaro pasuxismgebloba~. `evropis codnis

safuZvlis~ Camoyalibebis mniSvnelovani movlenaa `umaRlesi ganaTlebis

evropuli ganzomilebis xelSewyoba~ da `sicocxlis manZilze swavlis~ ga-

farToeba. amitom evropis umaRlesi ganaTlebis sivrcis Seqmnis garda misi

mizania `daicvas evropis kulturuli simdidre da enobrivi gansxvaveba,

romelic dafuZnebulia sxvadasxva tradiciebis memkvidreobaze, raTa xeli

Seuwyos inovaciisa da socialur-ekonomikuri ganviTarebis potencials

evropis umaRlesi ganaTlebis institutebs Soris gazrdili TanamSromlo-

bis saSualebiT~.

latviis umaRlesi ganaTlebis ganviTarebisa da umaRlesi saganmanaT-

leblo dawesebulebebis Sesaxeb erovnuli koncefcia 2010 wlamde perio-

disTvis (umaRlesi ganaTlebis sabWo 2001) moicavs monitorings boloniis

deklaraciis samoqmedo gegmebis mizanmimarTuli ganxorcielebisaTvis. am

koncefciis strategiuli mizania ganaviTaros latviis umaRlesi ganaTle-

ba ise, rom erTis mxriv, SenarCundes misi erovnuli ganviTarebis xasiaTi,

da meore mxriv, moxdes latviis xarisxebis da diplomebis aRiareba, rogorc

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evropis Sromis bazarze dasaqmebisTvis, aseve evropaSi Semdgomi ganaTlebis

miRebisTvis.

mizani legitimur imeds iZleva, rom dainteresebuli mxareebi, romle-

bic latviaSi boloniis process koordinacias uweven: ganaTlebisa da mec-

nierebis saministro, masze damokidebuli organizacia/dawesebulebebi _

reqtorTa sabWo, umaRlesi ganaTlebis sabWo, umaRlesi ganaTlebis xarisxis

Sefasebis centri (HEQEC), akademiuri informaciis centri (AIC), akademiu-ri programebis saagento, da umaRlesi saganmaTleblo dawesebulebebi xels

Seuwyoben ganaTlebis gavrcelebas.

cvlilebebi maswavlebelTa ganaTlebis sferoSi

,,maswavlebelTa ganaTlebis miRebis Sesaxeb saxelmZRvanelos~ Tanaxmad

(umaRlesi saganmanaTleblo sabWo 1996), maswavlebelTa ganaTlebis saerTo

struqtura oTxi nawilisgan Sedgeba: 1. kursebi pedagogikasa da fsiqolo-

giaSi; 2. kursebi romlebic uzrunvelyofen im konkretuli sagnebis/gakve-

Tilebis Sinaarss, romlebic skolaSi iswavleba; 3. saerTo saganmanaTleblo

kursebi, rogoricaa enis, kompiuteris, teqnologiebis, xelovnebis, fiziku-

ri aRzrdis/sportis kursebi; 4. pedagogiuri praqtika da sakvalifikacio

naSromi. maswavlebelTa ganaTlebis yvelaze rTuli sferoebi aris pedago-

gika da fsiqologia. SesaZlebelia mocemuli kursebis Sinaarsis xelaxali Se-

faseba da saganmanaTleblo fsiqologiis, garemos dacvis swavlebis, ganaT-

lebisadmi qolistikuri midgomis, moswavleze koncentri rebuli swavlebisa

da interaqtiuri swavlebis Tanamedrove miRwevebTan Serwyma.

miuxedavad imisa, rom saswavlo gegmis, saswavlo meTodebis da resur-

sebis gadafasebis procesi ukve daiwyo, jer kidev bevri samuSaoa Sesasru-

lebeli. maswavlebelTa ganaTlebis struqturis Sesaxeb msjeloba maswav-

lebelTa ganaTlebis reformis ZiriTadi aspeqtia. aRniSnaven, rom es stru-

qtura maswavlebelTa ganaTlebis Semadgeneli nawilia. isini maswavlebelTa

ganaTlebis meTodebs Semdegnairad moiazreben: `kompleqsuri modeli, ro-

melic niSnavs imas, rom mis CarCoebSi gaerTianebulia akademiuri (sagnebTan

dakavSirebuli), pedagogiuri, fsiqologiuri, profesiuli praqtika da swav-

lebis sxva komponentebi. Tanamimdevruli modeli Tavidan moicavs raime sfe-

roSi bakalavris diplomis miRebas....da mxolod amis Semdeg – swavlebis pro-cesis Semdegi etapis ganmavlobaSi (SeiZleba es iyos magistris wodebis mopo-

veba) - keTdeba arCevani, raTa gaxde maswavlebeli da xdeba maswavleblisTvis saWiro unarebis SeZena (pedagogika, swavlebis meTodebi, saskolo praqtika

da sxv.)~. maswavlebelTa ganaTlebis ori ZiriTadi modeli- kompleqsuri da

Tanamimdevruli - garkveul upiratesobebsa da naklovanebebs Seicavs. Tana-

mimdevruli modeli praqtikulad Zalze mcired aris dakavSirebuli maswav-

leblis profesiasTan [da] ar Seesabameba maswavleblis amocanebs Tanamedro-

ve an momaval sazogadoebaSi. ase rom maswavlebelTa ganaTlebis gardaqmna

kompleqsuri modelis mixedviT SeiZleba niSnavdes qolistikur swavlebasa

da swavlas.

11

maswavlebelTa ganaTlebis struqturis siaxleebma saganmanaTleblo

Sinaarsis reformis saWiroebac ganapirobes. bolo dros SeiniSneba SeZenili

codnis da unarebis fragmentacia, masalis Sereva, SeZenil codnasa da una-

rebs Soris sistematuri urTierTqmedebis nakleboba. ase rom, grinumas (2005)

Tanaxmad, skolebSi ganaTlebis Sinaarsis reforma, romelic 2005 wlis 1 se-

qtembers daiwyo, iTvaliswinebda informaciis praqtikuli SeZenis unarebs,

SeZenili informaciis Semdgomi ganviTarebisaTvis gamoyenebis gaazrebis

unars. amgvari reforma saWiroa agreTve maswavlebelTa ganaTlebisTvis.

geske, grinfildsi, kangro da zakisi aRniSnaven, rom latviaSi mawav-

lebelTa momzadebis xasiaTi `jer kidev dafuZnebulia sabWoTa epoqaSi war-

moqmnil zedmetad viwro specializaciis moZvelebul tradiciebze~. isini

miuTiTeben rom ganaTleba aRar unda iyos moqceuli erTi qveynis an erTi

eris perspeqtivis CarCoebSi. ganaTleba `damyarebuli unda iyos msoflio

Rirsebebze, romlebic adamianis saqmianobis nebismieri sferos globalur

konteqstSi analizisa da Seswavlis saSualebas iZleva.~ es aris ganaTlebis

warsulis da awmyos Sefasebis da misi globaluri ganzomilebis kvlevis wina-

dadeba.

sabWoTa sistemidan Tanamedrove sistemaze gadasvlis sirTule mniSv-

nelovanwilad dakavSirebuli iyo maswavleblebis samuSaosTan da ara ganaT-

lebis politikosebsa an TeoretikosebTan. miuxedavad amisa, maswavleblebi

kvlavac ekonomikuri mxardaWeris da profesiuli aRiarebis gareSe rCebian,

radgan maswavleblebi uSualod ar monawileoben ganaTlebis sistemis ganvi-

TarebaSi. maTi xma jer kidev sustad ismis. albaT, mocemuli faqtorebi gan-

pirobebulia maswavleblis profesiis naklebi popularobiT. sazogadoeba

ukmayofiloa maswavleblebis, skolebisa da swavlebis doniT. Tavis mxriv,

maswavleblebi ar arian kmayofilni sakuTari samuSaoTi da profesiiT. ada-

mianTa gulebSi arsebuli idealebi gansxvavdeba ganaTlebaSi arsebuli re-

alobisagan. sazogadoebaSi adgilis dabrunebisTvis ganaTleba unda dau-

brundes globaluri mniSvnelobis miRwevis moTxovnas da adamianebisTvis

mniSvnelovan sakiTxebs Seexos, maT Soris rogoricaa arsebobis mniSvneloba,

adamianis buneba, suliereba da a. S.

ganaTleba sxvadasxva cnebaTa konteqstSi

es rTuli periodia. ganaTlebis reformebi jer kidev grZeldeba da

SeiZleba davaxasiaToT, rogorc cnebebis gadanacvlebis procesi. miuxeda-

vad saimedoobisa, mocemuli procesi ara mxolod daucvelobis grZnobas

warmoSobs, aramed maswavleblebs aiZulebs, moaxdinon maTi profesiuli

saqmianobis gadafaseba da gardaqmnan TavianTi saganmanaTleblo praqtika

axali azrovnebis konteqstSi. warmatebisTvis igulisxmeba maswavleblis

saganmanaT leblo filosofiis kritikuli ganxilva. arsebobs axali infor-

maciis simravleSi dabnevis safrTxe. am SemTxvevaSi gadamwyvetia imis dadge-

na, Tu ra saxis informaciis, saqmianobis, midgomis da Teoriebis arCevaa saWi-

ro da rogor unda aswavlo im viTarebaSi, rodesac ar aris erTi WeSmariteba,

12

erTi zusti, an saqmianobiT dadasturebuli pasuxi.

swavlebis tradiciul cnebaSi, romelic latviaSi sabWoTa epoqaSi

Warbobda, zedmeti yuradReba eniWeboda codnis SeZenas yoveldRiuri cxo-

vrebisagan mowyvetiT. mis safuZvelze Warbobda konceptualuri codna, Sei-

niSneboda moswavleTa depersonalizacia da dabali TviTSefasebis komple-

qsi, SemoqmedebiTobis dacema da interesis da TviTaqtualizaciis naklebo-

ba. ganaTlebis tradiciuli cnebis mizani iyo instruqtaJis uzrunvelyofa.

saswavlo garemo maswavlebelze iyo koncentrirebuli da iTvleboda, rom

mis mier imarTeboda. saswavlo masalis wardgena xdeboda obieqturad, sadac

inteleqtis Rirebuleba iyo xazgasmuli codnis povna `sadRac iq~ xdeboda.

tesi aRniSnavs, rom `codnis Zveli cneba. ganmanaTleblobidan momdinareobs

[da warmoadgens] racionaluri konspiraciisa da sulierebis wminda mniSvne-

lobis dapirispirebas. is avtoritarizmzea dafuZnebuli, `romelSic suli

da suliereba datyvevebulia da verasodes ver afrindeba.~

latviaSi mimdinare periodi tradiciuli swavlebis cnebidan humani-

sturi swavlebis cnebaze gadasvliT xasiaTdeba. mocemuli cvlilebis Ziri-

Tadi elementia sabWoTa epoqis pasiuri, induqtiuri, normaze orientirebu-

li saganmanaTleblo procesis aqtiur, konstruqciul, studentze orienti-

rebul procesze gadasvla, rac Serwymulia Sesabamisi sferos Tanamedrove

miRwevebTan, sazogadoebis Tanamedrove struqturasTan, Tanamedrove azro-

vnebis modelTan.

SeiZleba gamovyoT 21-e saukunis ganaTlebis ori ZiriTadi saWiro-

eba: codnisa da unarebis momdevno Taobisadmi gadacema da maTi nayofieri

gamoyenebis instruqcia. sxvagvarad rom vTqvaT, ganaTleba unda iyos ro-

gorc rTuli da dinamiuri samyaros ruka, aseve studentebisTvis gzamkvlevi

kompasi. mocemuli miznebis miRweva saWiroebs axal azrovnebaze damyarebul

filosofias. tradiciuli (individualisturi, obieqturi, racionaluri,

normaze orientirebuli filosofia unda gardaiqmnas axal filosofiad,

romelic ganaTlebis oTxi svetis – codnis mizniT swavlis, gakeTebis miz-

niT swavlis, yofnis mizniT swavlis da erTad cxovrebis mizniT swavlis oTx

svets eyrdnoba. mocemuli koncefciebi moyvanilia iuneskosadmi `21-e sau-

kunis ganaTlebis saerTaSoriso komisiis~ mier wardgenil angariSSi. swavlis

mocemuli oTxi gza erT mTlianobad warmodgeba da pirvelad ganaTlebis

cneba saimedo momavlisaTvis aris gaTvaliswinebuli. mocemuli cneba Sesa-

bamisobaSia ganaTlebis gardaqmnil mniSvnelobasTan, romelSic xazgasmu-

lia, rom ganaTlebis daniSnulebaa ara mxolod kacobriobis gamocdilebis

da miRwevebis gaziareba, aramed ganaTlebis axali cnebis Camoyalibeba. sagan-

manaTleblo azrovnebaSi warmoqmnili cnebis mizania demokratiuli sazoga-

doebis Seqmna rogorc skolaSi, aseve mis gareT, socialuri da ekonomikuri

problemebis globaluri da ekologiuri perspeqtivis, kacobriobis arse-

bobis sulieri ganzomilebebis gaTvaliswinebiT. rogorc geske aRniSnavs:

`...swavlebis mizani Seicvala. dRes maswavleblis amocana aRar aris moswa-

13

vlisaTvis garkveul saganSi codnis gaziareba da imis Semowmeba Tu rogor

iswavla. dRes maswavleblis mizania ganaviTaros moswavlis swavlis unari,

skolaSi da Semdeg mTeli cxovrebis manZilze `swavla aswavlos~, misi profe-

siuli saqmianobisaTvis saWiro codna miaRebinos~.

swavlis cnebaSi codnis miRebis saSualebebi icvleba da instruqtaJs,

romliTac yvelaferi kontroldeba da miRebuli Sedegebis Sedareba xdeba,

Secvlis studentze koncentrirebuli saswavlo garemos organizacia da

uzrunvelyofa, romelic gaTvaliswinebulia imisaTvis, rom piradad moxi-

blos da daainteresos studentebi imisaTvis, rom isini gaxdnen codnis aR-

momCenebi da Semqmnelebi. moswavleebi swavlis cnebaSi aRiqmebian rogorc

pirovnebebi, romlebsac Canergili aqvT zrdisken, miRwevebisa da warmatebi-

sken swrafva. Tu mocemuli tendenciis dakmayofileba ar xdeba, maSin safrT-

xe eqmneba swavlas. maswavleblis rolia uxelmZRvanelos moswavleebs da gau-

ZRves maT cxovrebis centrisken, samyaros sxva sulier arsebebTan urTier-

Tobisken. rogorc sleteri aRniSnavs, `maswavleblebi arian xelmZRvanelebi,

romlebic axdenen TviTSemecnebiTi swavlis gamocdilebis orkestrirebas...

magram isini procesze ar dominireben da ar axdenen mis manipulacias~.

tesi gvTavazobs, rom codnis axalma cnebam adamianebi `racionaluro-

bis rkinis galiidan ufro farTo kategoriebSi unda gamoiyvanos, rodesac

poezia, saidumloeba da simbolika axleburad moiazreba~. mocemul axal cne-

baSi suliereba `Tavisi Zveli sapyrobiledan gamodis da kacobriobis saqmia-

nobis gacilebiT ufro farTo sfero xdeba.~ tesi acxadebs, rom mocemuli

axali cnebis saSualebiT warmodgenili axali azrovneba `wmindisken mimaval

karebs aRebs da msofliosTan axal kavSirs amyarebs~. mocemuli saganmanaT-

leblo cneba ra Tqma unda ar gvTavazobs ganaTlebis problemebis amoxsnas.

misi mTavari wvlilia ganaTlebis gadafaseba da axali sakiTxebis da saSuale-

bebis aRiareba, rogoricaa adamianis bunebis Semecnebis gafarToeba. cnebis

cvlilebis Sesaxeb msjelobam latviaSi ramdenime meta-saswavlo gegmis saki-

TxiT daintereseba gamoiwvia, mag. rogoricaa suliereba rogorc ganaTlebis

ganzomileba, romelic Tavidanve amoRebuli iqna sabWoTa epoqis ganaTlebis

muSakTa azrovnebidan da praqtikidan.

racionaluri ganaTlebis institutis gamocdileba

daugavas universitetSi ganaTlebisa da menejmentis fakultetis mier

Sesrulebuli samuSaos meti wili orientirebuli iyo maswavleblis ganaT-

lebisa da momzadebis ganviTarebaze. ganaTlebisa da menejmentis fakulte-

tis konceptualuri safuZvlis Sesaxeb msjelobisas SeiZleba Semdegi sta-

diebis gamoyofa: pirveli stadia misi (1993 w) daarsebidan moicavs ganaTle-

bis normaze orientirebulidan holistikuramde midgomas, asaxavs evropis

ganaTlebis Sesaxeb msjelobaSi monawileobas ZiriTadad TEMPUS proeqtebis konteqstSi. mocemuli msjelobisas gamoikveTa socialuri TanamSromlobis

ganzomileba da ganaTlebis sferoSi garemos dacvis sakiTxebis Setana. meore

stadiis saganmanaTleblo da kvleviTi saqmianoba, romelic 1995 wels daiw-

14

yo, moicavs integraciis aspeqtis kvlevas ganaTlebis sferos holistikuri

midgomis konteqstSi. is moicavs monawileobas kvleviT saqmianobaSi, ro-

melsac mxars uWerda latviis sorosis fondi, ganaTlebisa da mecnierebis

saministro, saswavlo gegmis SemuSavebis da sagamocdo centri da sxv. mesame

stadia, romelic 1998 wels daiwyo, moicavs ganaTlebis meta-saswavlo gegmis

ganzomilebas, romlisTvisac yvelaze ufro damaxasiaTebelia sulierebis

sakiTxi kulturuli da holistikuri midgomis konteqstSi. meoTxe stadia,

romelic 1999 wels daiwyo, moicavda holistikuri damokidebulebis ekolo-

giur, integrirebul da sulier aspeqtebs Soris kavSiris kvleviT saqmiano-

bas da ganaTlebis racionaluri ganviTarebis cnebas. zogadad ganaTlebisa

da menejmentis fakultetis ganviTarebas bevri gamowveva da kiTxva xvda wi-

lad. is moicavda miznebis, Sinaarsis da ganviTarebis gafarToebis saWiroe-

bebs, ris safuZvelzec daarsda racionaluri ganaTlebis instituti.

racionaluri ganaTlebis instituti (www.ise.du.lv) romelic 2003 wels daarsda, warmoadgens ganaTlebisa da menejmentis fakultetis struqtu-

rul erTeuls pedagogikis, saganmanaTleblo da evoluciuri fsiqologiis

kvleviTi saqmianobisaTvis, iseve rogorc ganaTlebis da menejmentis komple-

qsuri kvlevisaTvis. racionaluri ganaTlebis instituti sami ganyofilebi-

sagan Sedgeba. esenia: kvlevis, saerTaSoriso da akademiuri gamomcemlobis

ganyofilebebi. racionaluri ganaTlebis institutis strategiuli mizania

ganaTlebis meta-saswavlo gegmis, ganaTlebis mimarT holistikuri damoki-

debulebisa da racionaluri ganaTlebis principebis erTguleba. mocemuli

miznis misaRwevad gamoyenebuli ZiriTadi principebi erTvis swavlebasa da

kvleviT saqmianobas, ganaTlebis meta-saswavlo gegmis, jvaredini saswavlo

gegmis da saswavlo gegmis Sinaarsis erTianobas, racionalurobis sakiTxis

ganaTlebis sferoSi danergvas, regionaluri saganmanaTleblo sakiTxebis

kvlevas, koleqtiuri da individualuri kriteriumebis erTobliobas, krea-

tiuli saqmianobis stimulirebas, TanamSromlobas da saadaptacio mmarTve-

lobas. racionaluri ganaTlebis institutis mocemuli kvleviTi saqmiano-

ba warmoadgens latviis ganaTlebis racionalurobisken axlebur orienta-

cias.

racionaluri ganaTlebis institutis ZiriTadi saqmianoba Semdegnai-

rad SeiZleba davaxasiaToT: 1. 2002-2004 wlebSi iuneskos proeqtis ̀ maswavle-

blebis ganaTlebis racionaluri ganviTarebisaken axali orientacia~ pirvel

stadiaSi monawileobis dros SeZenili gamocdilebis Sefaseba; 2. 2002 wels

`maswavleblebis ganaTlebis da treningis Sesaxeb Jurnalis~ (JTET) daarseba, 2002 wels ganaTlebis sferos racionaluri ganviTarebis Sesaxeb msjelobis

xelSewyobisaTvis; 3. 2003 wels `maswavleblebis ganaTlebis da treningis Se-

saxeb Jurnalis~ JTET-is yovelwliuri saerTaSoriso konferenciis `racio-naluri ganviTareba. kultura. ganaTleba~ da 1999 wels konferenciis `piro-

vneba, feri, buneba, musika~ dafuZneba; 4. latviis ganaTlebisa da mecnierebis

saministrosa da latviis mecnierTa sabWos mier dafinansebuli proeqtebis

15

ganxorcieleba; 5. monawileoba ramdenime saerTaSoriso proeqtSi, romlebic

dakavSirebulia meta-saswavlo gegmis sakiTxebTan (mag. sulierebasTan, to-

lerantobasTan, genderul TanasworobasTan), holistikur damokidebuleba-

sTan da ganaTlebis sferos racionalur ganviTarebasTan da maTi gamoyeneba;

6. maswavlebelTa racionaluri midgomisaken axleburi orientaciisaTvis

miTiTebebisa da rekomendaciebis SemuSavebaSi monawileoba (iunesko, 2005);

7. maswavlebelTa ganaTlebaSi racionaluri midgomis sakiTxebTan dakavSi-

rebiT saerTaSoriso qselis Seqmna. 2005 wels mocemuli qselis koncefcia

gafarTovda da mas daerqva `baltikis da Savi zRvis jgufis konsorciumi ga-

naTlebis kvlevis sferoSi (BBCC)~; 8. ramdenime saerTaSoriso kvleviT pro-eqtSi monawileoba (mag. wynari okeanis jgufis ganaTlebis kvlevis sferoSi

konsorciumis iniciativiT Semdgari SedarebiTi kvlevis proeqti `maswav-

leblebis ganaTleba momavlisaTvis~, kvleviTi asociaciebi (mag `sruliad

indoeTis ganaTlebis kvlevis asociacia~, `fsiqologiis asociaciis saerTa-

Soriso skola~, `saerTaSoriso seminari religiuri ganaTlebis da Rirebu-

lebebis Sesaxeb~, da sxv.), kvleviTi qselebi (mag. `racionaluri universite-

tebis garemos dacva~, `maRali unarebis evropuli sabWo~ da sxv.); 9. raciona-

luri ganviTarebisaTvis saganmanaTleblo kvlevis strategiis SemuSavebaSi

monawileoba 2005 wels; 10. 2006 wels iuneskos proeqtis `maswavleblebis ga-

naTlebis racionaluri ganviTarebisaken reorientacia~ meore stadiaSi mo-

nawileoba; 11. ganaTlebisa da menejmentis fakultetis mier SemoTavazebuli

profesiuli, bakalavriatis, magistraturis, doqtoranturis saswavlo pro-

gramebSi xarisxobrivi cvlilebebisa da gardaqmnis dawyebaSi monawileoba.

saswavlo procesSi xarisxobrivi cvlilebebis Setanis magaliTia aka-

demiuri samagistro programa pedagogikaSi, romelic Tanamedrove ganaTle-

bisTvis mniSvnelovani ramdenime aspeqtis Sesabamisad gardaiqmna. gardaqmne-

bi sam doneze iqna gamoyenebuli: 1) programis struqtura, 2) kursis Sinaarsi

da 3) swavlebis formebi. ramdenime saswavlo kursi erTeulebad aris dajgu-

febuli (mag, `holistikuri pedagogikis~ moduli Sedgeba sami kursisgan: `ga-

naTleba garemos dacvis dargSi~, `pedagogikis suliereba~ da `ganaTlebaSi

kompleqsuri midgoma~; moduli `saganmanaTleblo fsiqologia~ Sedgeba sami

kursisgan: `saganmanaTleblo filosofiis Teoriuli principebi da Taname-

drove sakiTxebi~, `ganaTleba racionaluri ganviTarebisaTvis~ da `saino-

vacio da momavali ganaTleba~). TiToeuli modulis swavleba xdeba saerTo

perspeqtividan gamomdinare da dafuZnebulia im socialur cvlilebebze,

romlebic xels uwyoben studentis Semecnebas da damokidebulebis Camoya-

libebas globalur cvlilebebTan, msoflios kulturul da biomravalfe-

rovnebasTan dakavSirebiT.

holistikuri midgoma warmoadgens ganaTlebis racionaluri ganvi-

Tarebisaken axali orientaciis perspeqtivas. am midgomis Tanaxmad, samyaro

aris erTianoba da masSi yvelaferi dakavSirebulia ramdenime - pirovnul,

sazogadoebriv, erovnul da globalur aspeqtebTan urTierTobis gziT.

16

hoslitikuri midgomis mixedviT, mecnierebis sxvadasxva dargi da qvedargi

ganixileba rogorc sicocxlis Seswavlis sxvadasxva perspeqtiva. mocemuli

midgomis konteqstSi igulisxmeba, rom studentis gamocdileba an gamocdi-

lebaze damyarebuli swavla warmoadgens saswavlo procesis Semadgenel kom-

ponents. gamocdilebaze damyarebuli swavlis gamoyeneba iseT sirTulesTan

aris dakavSirebuli, rogorc individualuri swavlis upiratesi sferoebis

dadgena da saswavlis konteqstualuri Sinaarsis amocnoba. mniSvnelovania

gvaxsovdes, rom saganmanaTleblo procesi aris cvlilebebis dinamiuri pro-

cesi, romelic miesalmeba pirovnebis TviTSemecnebas da orientirebulia,

rogorc pirovnebis Sida, aseve mis gare samyaroze.

qolistikuri perspeqtivis Sesabamisad, saganmanaTleblo procesi da-

fuZnebulia TiToeuli studentis arCevansa da pasuxismgeblobaze. amgvari

saganmanaTleblo procesi racionaluria, vinaidan xels uwyobs students

ganaviTaros sakuTari individualuroba, iswavlos da miiRos sxvaTa mxarda-

Wera maSin, rodesac CarTulia saganmanaTleblo, socialur da kulturul

procesSi. samagistro programis transformacia ganaTlebisa da menejmentis

fakultetze im imedebs emyareba, rom is xels Seuwyobs xarisxobrivi cvli-

lebebis Setanas ara mxolod saswavlo programis Tu universitetis konte-

qstSi, aramed sazogadoebis ufro farTo seqtorSi.

gezi gardaqmnili umaRlesi ganaTlebisken

me-20 saukunis universitetis models warmoadgenda is dawesebuleba,

romelic me-19 saukuneSi Seqmnili socialuri da samrewvelo progresis miT-

Si da modernistuli msoflmxedvelobis meTodologiaSi arsebul proble-

mebze iyo dafuZnebuli. Tanamedrove araekologiur sazogadoebaSi umaRle-

si ganaTlebis da universitetis roli srulebiT ar Secvlila. is cdilobs

SeinarCunos Cveuli tendencia da es roli ar ganaviTaros, `radgan emxroba

Tanamedrove azrovnebas da miRebuli aqvs codnis is disciplinaruli stru-

qtura, romelic xelovnurad axdens zogierTi aspeqtis realobis sxva aspe-

qtebisagan izolacias~. salivani aRniSnavs, rom amJamad universiteti xSirad

funqcionirebs, rogorc `ramdenime organizebuli disciplinis holdingu-

ri kompania, romelsac ar gaaCnia filosofia~. amJamad universitetebi didi

korporaciebi gaxdnen, romlebic waradgenen da yidian codnas. miuxedavad

amisa, umaRlesi ganaTlebis mizani aris ara mxolod kacobriobis miRwevebis

da gamocdilebis gaziareba, aramed gascildes tradiciul normebze orien-

tirebul midgomas da modernistul msoflmxedvelobas. holistikuri mid-

goma universitets ara mxolos biznes proeqtis rols aniWebs, aramed warmo-

aCens universitetis, rogorc socialuri dawesebulebis kavSirs pirovnebasa

da sazogadoebasTan regionalur, erovnul da globalur doneze.

universitets, rogorc dawesebulebas, da kerZod, mis saswavlo pro-

gramebs mniSvnelovani roli gaaCnia sazogadoebasa da mTeli evrokavSiris

gerTianebaSi. universiteti, rogorc socialuri dawesebuleba, ar aris da-

kavSirebuli RirebulebaTa, ideologiis an realobis erT konkretul si-

17

stemasTan. istoriulad universitetebi radikaluri cvlilebebis mowmeni

gaxdnen dawyebuli Suasaukuneobrivi azrovnebidan, modernistuli msoflm-

xedvelobiT damTavrebuli. amJamad universiteti, rogorc socialuri dawe-

sebuleba, kvlav cvlilebebis mijnazea, radgan is filosofia, romelic amJa-

mindel saswavlo programebs safuZvlad udevT, SezRudulia, Tu isini war-

moadgenen modernizmis meqanikur damokidebulebas. is warmodgena, TiTqos

Tanamedrove sazogadoebaSi sazogadoebis samoqalaqo da inteleqtualuri

ganviTarebis xelSewyoba universitetis ZiriTadi da erTad erTi rolia, eWvs

badebs. fordis azriT, postmodernistuli universitetis msoflmxedvelo-

ba unda iTvaliswinebdes, rom `msoflios uzarmazari Rirebuleba gaaCnia

da kacobrioba valdebulia SeinarCunos da gazardos es Rirebuleba.~ sam-

yaros, rogorc sazogadoebis socialuri institutis gansazRvra, Semdegia:

`moraluri danaSaulia dedamiwis ganadgureba, moralurad miuRebelia rom

zogierTi gaWirvebulia, xolo danarCenebi fufunebasa da fulis xarjvaSi

atareben dros, moralurad miuRebelia nebismieri im tipis socialuri or-

ganizaciis ganviTareba, romelic amcirebs adamianis Tavisuflebas da usa-

fuZvlod amcirebs kulturaTa sxvaobas.~ im saswavlo programebis Seqmnisas,

romlebic xels Seuwyoben racionaluri universitetisa da sazogadoebis

formirebas, ganmanaTleblebma unda gaiTvaliswinon, rom mis centrSi iyos

pirovneba, romelsac eqneba socialur, kulturul, sulier da ekonomikur

garemosTan urTierToba. umaRlesi ganaTleba, romelic miesalmeba pirovne-

bis holistikur gagebas da sazogadoebis racionalur ganviTarebas, Semoi-

tans ganaTlebis gardaqmnil mniSvnelobas.

zogadad sazogadoebaSi universitetis roli yovelTvis transforma-

ciuli iyo da ganviTarebis socialur saWiroebasa da xedvasTan SeTanxmebaSi

arsebobda. universitetis Seqmna da struqturizacia SeuZlebelia mxolod

rogorc didi biznes proeqtisa, romelic codnas yidis. `momavlis universi-

tetebs, romlebic SeZleben Seasrulon transformaciis agentebis funqcia,

agreTve dasWirdebaT ufro intensiuri da mravalmxrivi kosmologia - cod-

nis dasabuTebuli sistema, romelic imdenad yovlismomcvelia, rom mniSv-

nelobas SeiZens Cvens mier uneblied da siZunwiT Seqmnil rTul globalur

problemebSi da agreTve mniSvnelobas mianiWebs am globalur problemebs~.

Tanamedrove sazogadoebaSi ganaTlebis mizania industrializaciis xelSew-

yoba da iseTi specialistebis gamoSveba romlebic unda moergon Tanamedro-

ve ekonomikas. postmodernistuli ganaTlebisaTvis aqtualuri unda iyos

sxva sakiTxi, romlis daniSnulebaa gankurnva, dakavSireba, ganTavisufleba,

uflebamosilebiT aRWurva, Seqmna da zeimi. postmodernistuli ganaTleba

sicocxleze unda iyos koncentrirebuli~, radgan postmodernistul sazo-

gadoebaSi cxovreba niSnavs imis aRiarebas, rom `Cven gvaiZuleben gavakeToT

arCevani da vmarToT cxovreba memkvidreobiT danatovari nimuSebis, damkvi-

drebuli codnis an xelisuflebis trafaretebis gareSe.~

postmodernistuli msoflmxedveloba damyarebulia yvelafris erT-

18

maneTTan urTierTkavSiris gagebaze. am epoqaSi mecnierebis akademiuri di-

sciplinebis rolze msjelobisas malpasi aRniSnavs, rom `erT-erTi ufro

damaxasiaTebeli niSania Tu rogor moxda am msoflmxedvelobis saSualebiT

bolo ramdenime dekadaSi akademiuri swavlebis sferoebs Soris zRudeebis

moSla, ramac maTi TanamSromlobis Tu dapiris pirebis axali formebi Seqm-

na~. universiteti rogorc dawesebuleba aris arsebul da momaval faseu-

lobaTa sistemis unikaluri sarke. universitetis faseulobaTa sistemis da

misi samecniero disciplinebis Sida struqturis cvlileba aris socialuri

azrovnebis anarekli da aseve misi struqturis da Semadgenlobis cvlilebis

saWiroebis mtkicebuleba. fords miaCnia, rom ̀ postmodernistuli universi-

teti ar iqneba neitraluri garemosaTvis mavne saqmianobisa da ekonomikuri

sistemebis mimarT, udidesi nawilisTvis zaralis miyenebis xarjze. namdvili

postmodrnistuli universiteti xels Seuwyobs samyaroSi yofnas an, ufro

swored, samyaroSi yofnis mraval meTods, romelic pativiscemiT ekideba

msoflio bunebas da romelic xels Seuwyobs adamianis arsebobis xarisxis

amaRlebas.~ universitetisa da zogadad, ganaTlebis koncefciaSi axal ho-

listikur RirebulebaTa sistemis warmodgenisas da universitetis, rogorc

socialurad transformirebadi dawesebulebis aRqmisas, ganmanaTleblebma

unda gaiTvaliswinon is rom `saWiroa vaRiaroT, rom pirovnuli Tu politi-

kuri cvlilebis gzaze unda movelodeT Zlier, SemecnebiT, emociur da eg-

zistencialur sapasuxo reaqcias.~ universitetma, rogorc socialurma da-

wesebulebam, Tavis Tavze unda aiRos istoriuli pasuxismgebloba dasavlur

modernistul samyaroze, romelzedac zegavlenas axdens socialuri, kul-

turuli konfliqtebi da ekologiuri problemebi, radgan es iyo is universi-

teti, romelmac daiwyo da gaagrZela dasavluri samrewvelo mecnierebis da

Sesabamis faseulobaTa sistemis ganviTareba.

Tanamedrove sazogadoebaSi universitetis gardamavali rolis aR-

werisas mniSvnelovania gvaxsovdes: `mTavari amocanaa studentebis garda-

qmna ise, rom maT esmodeT samyaroSi sakuTari roli. swavlebis warmatebuli

programebi moicavs studentebis aqtiur monawileobas sakuTari da sxvaTa

koncefciis SemuSavebaSi, risi meSveobiTac TviTSemecnebisa da samyaroSi

yofnis axal gzebs pouloben~. hiqsi xazs usvams, rom Tanamedrove epoqaSi

ganaTleba unda moicavdes globalur sakiTxebs da swavlis SemecnebiT, emo-

ciur, egzistencialur, potencialis moqmedebis ganzomilebebs, romlebic

mniSvnelovania transformirebis gamocdilebis SeZenisaTvis. SemecnebiTi

ganzomileba aris pirveli nabiji `mimdinare globaluri viTarebis Sesa-

xeb axali faqtebis, ideebis, koncefciebis SesaZenad da mas momavalSi Sede-

gebic eqneba~. emociuri ganzomileba aris emociuri gamocdilebis SeZenis

saSualeba `rodesac codna raRac inteleqtualuridan da calke myofidan

pirovnulsa da dakavSirebul codnaze gadainacvlebs~. egzistencialur

ganzomilebaSi studentebi CarTulebi arian Sida realobis transforma-

ciul procesSi, romelic maTi faseulobebis, sicocxlis miznebis, mrwamsis

19

da cxovrebis wesis sakiTxebTan aris dakavSirebuli. swavlis mocemul gan-

zomilebaSi studentebs uxdebaT `sakuTari me~-s aRdgena, rasac xSiras aqvs

adgili rodesac iwyeb cxovrebis ufro Rrma mniSvnelobis Ziebas.~ rodesac

studentebi ganaTlebis procesSi aRweven potencialis ganzomilebas, `maT

SesaZlebelia gauCndeT piradi potencialis zrdis SegrZneba. es SeiZleba ga-

momdinareobdes piradi pasuxismgeblobis ufro mkafio grZnobidan da rai-

mes keTebis survilidan. es koncentrirebulia sakiTxis pirad gadawyvetaze~.

saswavlo procesSi potencialis ganzomilebis uzrunvelsayofad `studen-

tebs unda SeeZloT momavlis dadebiTi scenarebis gansazRvra da iswavlon

warmatebebis im istoriebidan, romlebSic pirebis da jgufebis monawileobam

namdvilad Seitana cvlilebebi.~ moqmedebis ganzomilebas adgili SeiZleba

hqondes, rodesac masSi monawileoben studentebi da miRweulia transfor-

maciuli gamocdileba pirvel oTx ganzomilebaSi da `globaluri Tvisebebis

Seswavlam sabolood moitana maTi sicocxlis, piradi da/an profesionalu-

ri orientaciis cvlileba~. Sesabamisad, moqmedebis ganzomileba umniSvne-

lovania transformaciul saganmanaTleblo procesSi, radgan am stadiaze

studentebisTvis nacnobia ara marto socialuri, kulturuli, ekonomikuri

da sulieri urTierTkavSirebi, aramed isini agreTve mzad arian aiRon pasu-

xismgebloba sakuTar TavTan da sakuTar qmedebebTan dakavSirebiT rogorc

individualur, aseve globalur konteqstSi, riTac wvlils Seitanen racio-

naluri sazogadoebis formirebaSi.

20

ganaTlebis filosofia = Philosophy of Education Jurnali `ganaTleba~ #1, 2009 Journal “Education”

INGA BELOUSA, ALNIS STAKLEDaugavpils University, Latvia

CURRENT PERSPECTIVES ON EDUCATION IN LATVIA

Re-establishment of Latvia as an independent country in 1991 has generated a consider-able transformation in Latvia’s system of Education. This transformation or reform of Education includes not only reevaluation of the development of Education, establishment of “a system … that corresponds to fundamental principles of a democratic state and the new economic situation” (Melnis, Cakste, Vikmane, Gaigule & Meksa, 2003:12), and its adjustment to European educa-tional legislation (Haugh &Tauch, 2001; Rauhvargers, 2003), but also the revival of national pedagogical wisdom that was fostered during the period of the fi rst independence from 1918 to 1940 (Anspaks, 2003; Kopelovica &Zukovs, 1999, 2004; Zukovs &Kopelovica, 1997) and that still “comprises signifi cant part of nation’s spiritual culture” (Anspaks, 2003:6).

Initially there was much hope for the success of this reform (Catlaks, 2001), yet its im-pact on the educational process in general still is rather poor (Birzkops, 2003); Eglitis, 2004). Educational research that is currently conducted on intellectual, technological ground lacks the effi ciency to provide the expected outcomes (Anspaks, 2003: 447-448). Scholars discern the discrepancy within the fi eld of education between educational laws, conceptions, strategies, and reality in classrooms (Catlaks, 2001, Dedze, 2002; Eglitis, 2004, Vitins, 2004, between the devel-opment of knowledge in specifi c subjects and development of spiritual, moral, social, emotional, psychological sphere, life skills, and values (Anspaks, 2003). This situation “prevents the educa-tion theory and practice to approach fundamental issues of the present days: balance between activity and values, unity of education and nurture, revelation of genuine purpose of education” (Anspaks, 2003: 433). It indicates that there is a need of holistic knowledge, skills, and experi-ence that exceeds the importance of traditional factors. However the reform of the teaching con-tent has been cancelled (PROVIDUS, 2004:9).

The transition process in education has several concerns. Experience in higher education shows that some changes are introduced more successfully than others. Public discussion has turned to reforming the criteria underlying teacher’s pay scales, response to new labor market demands, economic environment, knowledge capital, adaptability of education institutions, etc. The main reason for the lack of balance has stated emphasizing that “the challenges of social co-hesion and economic competition including the skills necessary for innovation and adaptation of technologies have been shifting at a speed faster than the improvements can be made in education to meet those challenges” (PROVIDUS, 2003:6). However, philosophical consideration of these current challenges in higher education of Latvia echoes Palmer’s (1998a) preposition that “re-form will never be achieved be renewing appropriates, restructuring schools, rewriting curricula, and revising texts . . . None of that will transform education if we fail to cherish – and challenge – the human heart that is the source of good teaching” (p.3). Palmer highlights a dimension that incorporates issues fundamental for education. This dimension is based on educational philoso-

21

phy that introduces awareness about sustainability and education for sustainable development.Present System of Education: Theory and ChallengesLegal foundationsFundamental of state, culture, science, and education of Latvia were shaped at the begin-

ning of that last century. However, during the period of the Soviet occupation much was de-stroyed. Therefore, the renewal of the independence of the Republic of Latvia in 1991 brought about the need to reevaluate the development of education and to apply it in conjunction with the thinking and characteristics of the present time. The reestablishment of the state system of educa-tion was necessary. It started with an attempt to amend the legislation that governs education. In 1991, the fi rst version of the Law on Education (Saeima, 1991) was adopted which set the fi rst principles for an independent educational system in Latvia. In 1996, the Conception of Educa-tion in Latvia was issued (Ministry of Education and Science, 1996), which provided the main philosophical principles for designing and implementing the strategy of education.

The years 1998 and 1999 witnessed further signifi cant changes in educational system. In 1998, the new version of Law on Education (Saeima, 1999a) was adopted. It is currently the major legal document of public education aimed to:

Ensure that every resident of Latvia has the opportunity to develop his or her spiritual/mental and physical potential, in order to become an independent and fully developed individual, a member of the democratic State and society of Latvia. Corresponding to the age and the needs of an individual to be educated, he or she shall be ensured an opportunity.

to acquire knowledge and skills in the fi eld of humanities, social, natural, and techni-1) cal sciences;to acquire knowledge, skills, skills, and experience in relationships, in order to partici-2) pate in the life of the State and Society; andfor moral, aesthetic, intellectual, and physical development, by promoting the devel-3) opment of a knowledgeable, skillful, and socialized individual (Saeima, 1999a).

In 1999, The Law on General Education (Saeima, 1999a) and The law on Professional Education (Saeima, 1999c) were accepted. These laws currently guide the application of general education and vocational education programs in educational institutions.

In 2000, the Law on Higher Education Institutions ratifi ed in 1995 (Saeima, 1995) was amended. It concerns programs, credentials, status of higher education institution, and the rela-tion between state and higher education. This amended law asserts that a higher educational institution is autonomous in regard to organizational procedure, implementation of the educa-tional process, internal rules and regulations, hiring and discharge of educational and technical personnel, and distribution of allocated funding (Saeima, 1995). Recognition of higher education institutions and programs is based upon a quality assessment, which implies a self-assessment of the institution and is followed by an evaluation visit with the participation of foreign experts in the particular fi eld. According to the statistics of the Latvian Academic Information centre, in the academic year 2004/2005 there were eight higher education institutions that provide 140 undergraduate and graduate pedagogy and teacher education programs in Latvia. The laws of 1998-2000 link the Latvian educational system with European educational system and provide the connection that was missing during the Soviet period.

22

The educational system in Latvia is administered at three levels – national, municipal, and institutional. The Parliament (Saeima), the Cabinet of Ministers, and the Ministry of Education and Science are the main decision-making bodies at the national level. The Ministry of Educa-tion and Science is the education policy-making institution that also issues licenses for opening comprehensive education institutions, and which sets educational standards and teacher educa-tion content and procedures. A signifi cant factor is the growing desire of society to society to participate in the decision-making process in education (Dedze, 2002).

The process of rapid changes and conservatism in reform politics (Catlaks, 2002) has cre-ated a confl ict in the educational system (Catlaks, 2001). Although there is signifi cant progress in overcoming new challenges, the major weakness is the practical implementation of national con-cepts and guidelines for further development of education (Catlaks, 2001, 2002; Dedze, 2002). There is a need to achieve political homogeneity and consensus with economic realities and cultural peculiarities in Latvia. Priority should be given to facilitating the cultural conditions that promote diversity and equality. This highlights the necessity for strategies that promote harmony (Catlaks, 2001)within society, educational institution, teaching process, and within each person. These needs point to the urgency of addressing issues of sustainable development in education.Reforms in higher education

Since the adoption of the Law on Education (Saeima, 1998) and the Law on Higher Edu-cation Institutions (Saeima, 1995, amended in 2000) many changes have been managed to cre-ate a system of higher education that corresponds to fundamental principles of a democratic state and the new economic situation” (p. 12). This general statement affi rms that the essential transformation of the structure of higher education has been completed. The reorientation has been accomplished from “Soviet-era-inherited features, principles and positions . . . towards the Western-type higher education system, which is based on wide autonomy of higher education establishments and nevertheless is linked with high responsibility of these institutions to the state and society” (Melnis, et al., 2003:17).

The commitment of the state to join the European Union refl ects the tendency that was emphasized in educational legislature since 1991. Melnis (2003) highlights that this commitment initiated “radical changes that have taken place in state politics, economy, and culture [which] have created completely different environment and preconditions for the development of higher education” (p. 17). After entering the European Union in May 1, 2004, higher education in Latvia is still in the process of reconstruction. The ongoing reforms are connected with the reori-entation of higher education towards the principles of the Bologna declaration and activities for creation of “coherent and cohesive European Higher Educational Area” (Realising the European Higher Education Area, 2003). The activities entitled as Bologna process in Latvia are not the beginning of new higher education reforms but rather it is a continuation that “shapes the ongo-ing ones turning them into the overall stream of higher education reforms in Europe and often fi lling them with a new or changed content” (Rauhvargers, 2003: 19).

The action lines included in the Bologna declaration introduce joint objectives and consti-tutive areas that are crucial for the continuing advancement of higher education. The declaration and main reports on trends, the process of creating European Higher Education Area acknowl-edge that “higher education is a public good and a public responsibility” (Realising the European

23

Higher Education Area, 2003: 1) – a constitutive area of shaping “the basis of the Europe of knowledge” (p.2), “promotion of the European dimension in higher education” (p. 6), and en-hancement of “the possibilities of lifelong learning” (p. 6). So, the aim besides the creation of Eu-ropean Higher Education Area is” to preserve Europe’s cultural richness and linguistic diversity, based on its heritage of diversifi ed traditions, and to foster its potential of innovation and social and economic development through enhanced co-operation among European Higher Education Institutions” (p. 2)

The national Conception on the development of Latvian Higher Education and Higher Education Institutions for the Period until 2010 (higher Education Council, 2001) is mandated to monitor the purposeful implementation of the action lines of the Bologna declaration. The strategic objective of this conception is

To develop Latvian Higher education system with a view of, on the one hand, preserving its national development spirit, on the other hand, readability and recognition of Latvian de-grees and diplomas both for employment in European labor market and further studies in Europe (quoted in Rauhvarger, 2003: 24-25).

The objective gives a legitimate hope that the stakeholders who coordinate the Bologna process in Latvia: Ministry of education and Science with its dependent organizations/insti-tutions – Rector’s Council, Higher Education Council, Higher Education Quality Evaluation Centre (HEQEC), Academic Information Centre (AIC), Academic Program Agency, and higher education Institutions will foster the dimension of education that assured the survival of the Lat-vian nation during the long period of occupations so that its uniqueness can enrich the European higher education area.Changes in teacher education

According to the Instruction of Acquiring Teacher Education (Higher Education Council, 1996), the general structure of teacher education is composed of four sections: 1) courses on po-dagogy and psychology: 2) courses that provide content of particular subjects/classes that will be taught at school; 3) general education courses like languages, computer technologies, arts, physi-cal education/ sport; and (4) pedagogical practice and qualifi cation thesis. The most challenges and diffi cult areas in teacher education are the courses on pedagogy and psychology. The content of these courses has no reevaluated and infused with the current accomplishments in the fi elds of educational psychology, environment studies, holistic approaches to education, child-centered learning, and interactive leaning strategies.

Although the process of reevaluating curricula, teaching methods and resources already begun, much work is still needed. Discussion about the structure of teacher education is a key aspect of teacher reform. Geske et.al. (2003) point out that the structure is a constitutive agent of teacher education. They suggest the following understanding, of the models for teacher edu-cation: “The integrated model means that within its framework the academic (subject-related), pedagogic, psychological, professional internship and other components of the learning process are combined. The consecutive model at fi rst comprises at fi rst comprises the obtaining of the bachelor’s degree in a certain fi eld . . . and only after that – during the next step of the learning process (it could also be studied for a master’s degree) – the choice to become a teacher is made and the knowledge and skills necessary for a teacher (pedagogy, teaching methods, internship at

24

school, etc.) are required” (PP. 77-78). According to them, two main models of teacher educa-tion – the integrated and the consecutive – generate certain advantages and disadvantages. The consecutive model “basically has very limited relation to the profession of a teacher … [and] no more corresponds to the tasks of the teacher in the present and future society” [p.78]. Thus, the challenge of restructuring teacher education according to the integrated model could imply the possibility of holistic and learning performance.

The renovations of the structure of teacher education have necessitated the reforms of edu-cation content. Recently, it has been suggested that there is a fragmentation of acquired knowl-edge and skills, overlapping of material, and lack of systemic interaction between the acquired knowledge and skills (Eglitis, 2004). Thus, according to Grinuma (2005), the reform of education content in schools beginning at September 1, 2005, acknowledge skills of practical application of information, ability to comprehend the use of acquired information for further development. Same kind of reform would be needed also in teacher education.

Geske, Grinfelds, Kangaro, and Zakis (2003) assert: “The nature of teacher training in Latvia . . . is [still] based on outdated traditions of overspecialization stemming from the Soviet era” (p.74). They suggest that one-nation perspective can no longer be a comprehensive frame-work for education. Education is “expected to be on global values, which enable analyzing and assessing any fi eld of human activities in global context” (p. 75). This is a strong suggestions to explore the past and present of education and to acknowledge its global dimension.

The complicated shift from the Soviet system to the current system has largely been ac-complished through the work of teachers (Catlaks, 2001), not education politicians or theories. Yet teachers are still not economically supported or professionally recognized. Also teachers are not directly involved in educational development (Catlaks, 2001). Their voice is still weak. Pre-sumably these factors result in the lack of popularity of the teacher profession (Avotins, 2004). There is a high level of dissatisfaction with schools, teaching, and teachers in society. Teachers, in their turn, are not satisfi ed with their work and profession (Geske et al., 2003: 82). Ideals that are in people’s hearts and minds differ from the reality of education. To recover its position in society, education has to reclaim a global aim of education (Whitehead, 1929) and address issues that are meaningful to people, such as the meaning of existence, the nature of the human being, and spirituality, to mention but a few.Education through the context of different paradigms

This is a complicated period. Reforms in education still continue and can be described as a process of paradigm shift. Although promising, this process not only causes feelings of inse-curity, but it also challenges teachers to reevaluate their professional activity and to reconstruct a model of their own educational practice within the light of a different way of thinking. To be successful, it implies critical refl ection on teacher’s educational philosophy. There is a risk of getting lost in the immense set of new information. The most crucial issues are to determine what kind of information, activities, approaches and theories to choose and how to teach in a situation where there is no one truth, one right answer, or one approved way of performance.

In the traditional paradigm of teaching (Barr & Tagg, 1995) dominant in Latvia in the Soviet period there was over- concentration on knowledge acquisition without connection to every life. It caused a dominance of conceptual knowledge, depersonalization of students, and

25

feelings of low self-esteem/inferiority, exhaustion of creativity, and lack of interest and self-actualization. The goal of the traditional paradigm in education was to provide instruction. The learning environment was identifi ed as teacher-centered and controlled. Teaching materials were presented in an objectifi ed way emphasizing the value of the intellect. knowledge be-ing found `out there~. Tasey (2004) explains that the old `paradigm of knowledge … derives from the Enlightenment [and introduces] a rationalist conspiracy against spirituality and sacred meaning” (p.62). It is based on authoritarianism, “in which the soul and spirit are imprisoned and never allowed to take fl ight” (p.73).

The current period in Latvia can be characterized as the shift in education from the tradi-tional teaching paradigm to the humanistic learning paradigm. The key element of this change is a transition from a passive, inductive novm-oriendet educational process established in the Soviet tims to active constructive, learner-centered education (Belickis,1995)that agrees with current achievements in related fi elds, contemporary structures of society, and modes of present-day thinking.

Two needs for 21st century education can be especially highlighted: transference of the knowledge and skills to the next generation, and guidance in fruitful usage of them. In other words, education should be both, a map of a complicated and dynamic world, and a compass helping students to fi nd their way. Accomplishment of these objectives requires a philosophy based on new ways of thinking. The traditional ( individualistic, objective, rational, norm-ori-ented) philosophy should be transformed to a new one that interprets education in terms of four pillars – learning to know, learning to do, learning to be, and learning to live together. These con-cepts are introduced by the report to UNESCO from the International Commission on Education for the 21st century (Delors, 1996). These four ways of learning act as an integrated unity, facing, covering, and interacting with one other, and for the fi rst time, initiating the notion of education for a sustainable future. Such a notion is consistent with a transformed meaning of education which emphasizes the assumption that the aim of education is not simply to hand on the experi-ence and achievements of humanity but to generate a new understanding of education. Thus, the goal of the emerging paradigm in educational thinking is to create a democratic community both inside and outside the school taking into consideration the global and ecological perspective of social and economic problems while recognizing the spiritual dimensions of human existence. As Geske et al. (2003) contend,

… the task of teaching has changed. Today the task of the teacher no longer lies in provid-ing students with certain knowledge in a given subject-area and testing how accurately they have mastered it. Today the aim of the teacher is to develop the students’ ability to learn, ` to teach learning~ at school and later on during the rest of life, to acquire the competences required for their professional activities (p.78).

Thus, in a paradigm of learning (Barr & Tagg, 1995) the means of knowledge acquisition change from instruction where everything is controlled and the acquired results are compared, to the organizing and providing of a student-centered learning environment aimed at personally involving the learners so that they can be discoverers and creators of knowledge. Students in a learning paradigm are understood as personalities with their inborn striving towards growth, achievements, and success. If this tendency is not satiated, the learning endangers growth. The

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role of a teacher is to guide students to the center of their lives and their relationships with other human beings and the world. As Slattery (1995 ) suggests, “teachers are guides and mentors who orchestrate self-refl ective learning experiences … but not dominating and manipulating the process” (p.179).

Tacey (2004) proposes that the new paradigm of knowledge leads humans `out of the iron-cage of rationality into broader categories of trough in which poetry, mystery and symbolic thinking are reaffi rmed and experienced anew” (p.95). In this new paradigm spirituality “bursts free from its former confi nement, and becomes a much larger fi eld of human activity” (p.38). Tacey claims that the new kind of consciousness introduced by this new paradigm `opens the door to the sacred and expands to a new communion with the world” (p.123). This educational paradigm certainly does not suggest how to solve educational problems. Rather, its main con-tributions are re-evaluation of education and acknowledgment of new questions and possibili-ties, such as widening the understanding of human nature. Discussion about paradigm change in education in Latvia (Belickis, 1995) has initiated awareness of several meta-curricular issues, e.g., spirituality as a dimension of education (Belousa, 2002) that was intentionally driven out of educators’ thinking and practice in the Soviet system.Experience of the Institute of Sustainable Education

Since its establishment the majority of activities performed by Faculty of Education and Management (FEM) at the Daugavpils University has been oriented to the development of teacher education and training. Development of FEM’s conceptual background can be discussed accord-ing to the following stages. The fi rst stage, since its establishment in 1993, highlighted as a transi-tion from norm-oriented to holistic approach in education, features the participation in European education discourse mainly in the context of TEMPUS projects. This discourse has introduced social, cooperative dimension and awareness of environmental issues in education. Educational and research activities of the second stage, beginning in 1995, imply investigation of an aspect of integration in the context oh holistic approach to education. It is represented by participation in applied research activities supported by Soros Foundation-Latvia, Ministry of Education and Science, Center for Curriculum Development and Examinations, etc. The third stage since 1998 is devoted to investigation of meta-curricular dimension of education where an issue of spiritual-ity in cultural context and in context of holistic approach is the most characteristic concern. The fourth stage since 1999 introduced research activities on complementarily between ecological, integrated, and spiritual aspects of holistic approach and awareness of sustainable development of education. In general, FEM’s development has been proceeding through challenges and inqui-ry. It included changes or broadening of goals, content, and needs of development from which new structural unit-the Institute of Sustainable Education-has been established.

The institute of Sustainable Education ( ISE:www.ise.du.lv), founded in 2003, is a struc-tural unit of FEM for research activities in pedagogy, educational and developmental psychology as well as integrative research in the fi eld of education and management. ISE consists of three departments; Department of Research, Department of International Projects, and Department of Academic Publishing. The strategic aim of ISE is the commitment to meta-curricular content of education, holistic approach to education, and sustainable education. The fundamental principles to achieve this aim complement teaching and research activities, integration of meta-curricular,

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cross-curricular, and curricular content, implementation of the issue of sustainability within edu-cation, research of regional educational issues, integration of collective and individual frames of reference, encouragement of creative activities, cooperation, and adaptive management. Re-search activities of ISE that imply these principles represent Latvian case of reorienting educa-tion towards sustainability.

The main activates of ISE can be listed as (1) evaluation of experience acquired by par-ticipation in the fi rst stage of UNESCO/UNITWIN project Reorientation of Teacher Education towards Sustainable Development in 2000-2004; (2) foundation of Journal of Teacher Education and Training (JTET) in 2002 to facilitate international discussions on education for sustainable development in a fi eld of teacher education and training; (3) foundation of annual international JTET conference Sustainable Development. Culture. Education in 2003 and international con-ference “Person. Color. Nature. Music” in 1999; (4) implementation of projects fi nanced by Latvian Ministry of Education and Science and Latvian Council of Science; (5) participation and implementation of several international projects that contribute to issues of meta-curricular content (e.g., spirituality, tolerance, gender equality), holistic approach and sustainable devel-opment within education; (6) contribution in creation of guidelines and recommendations for reorienting teacher education to address sustainability (UNESCO, 2005); (7) foundation of the international network on addressing issues of sustainable development within teacher education. In 2005 this network expanded its conceptual foundation and was named as Baltic and Black Sea Circle Consortium in Educational Research (BBCC); (8) participation in several international research projects (e.g., comparative research project Teacher Education for Future initiated by Pacifi c Circle Consortium in Educational Research), research associations (e.g. All India Asso-ciation for Educational Research, International Seminar on Religious Education and Values, etc.) and research networks (e.g. Environmental Management of Sustainable Universities, European Council for High Ability, etc.); (9) participation in development of strategy of educational re-search for sustainable development in 2005; (10) engagement in UNESCO/UNITWIN project’s Reorientation of Teacher Education towards Sustainable Development second stage in 2006; (11) contribution to initiation of qualitative changes and transformation of professional, bachelor, master, and doctoral study programs in education offered by FEM (Salite, 2006).

An example of how qualitative changes are introduced in study process is an academic Mas-ter study program in Pedagogy that has been transformed according to several aspects that are critical to contemporary education. The transformations have been implemented on three levels: (1) program structure, (2) course content, and (3) study forms. Several study courses are inte-grated in units (e.g., unit Holistic Pedagogy consists of three courses: Environmental Education, Spirituality of Pedagogy, and Integrated Approach in Education; unit Educational Philosophy consists of three courses: Theoretical Foundations and Contemporary Issues of Educational Phi-losophy, Education for Sustainable Development, and Innovative and Future Education). Each unit is taught from common perspective and for evaluation of students` academic performance an integrated paper has to be submitted. The challenge of these new study courses has been and still is to create learning environment that is problem-based, ecocentric, and based on social changes, that encourages learners` understanding and attitude development about global changes, cultural, and biological diversity in the world.

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A holistic approach as a perspective of reorienting education towards sustainable develop-ment refl ects the assumption that the universe is a unifi ed whole, and that everything is con-nected in constant interaction within several aspects - personal, communal, national, and global simultaneously. Different branches and sub-branches of science according, to holistic approach are observed as diverse perspectives to study the phenomenon of life. The context of this ap-proach implies learners` experience or experience-based learning as a constitutive component of a study process. The challenge of implementing experience-based learning is to recognize individual learning preferences and contextualized content of what is being taught. It is important to consider that educational process is a dynamic process of changes that welcomes person`s self-refl ection and is both inwards and interaction oriented.

The educational process according to a holistic perspective is based on choice and respon-sibility of each learner. Such an educational process is sustainable as it encourages each learner to develop their own identity, to learn and to receive support from others while being involved in educational, social, and cultural processes (Davies, 2007; Dimmock & Walker, 2005; Fullan, 2005; Hoyle & Wallace, 2005; Tomlinson, 2004). Transformation of the Master study program at Faculty of Education and Management is based on the hope that it will foster qualitative changes not only in the context of study program or university, but also in wider section of a society. Towards Transformed Higher Education In 20th century the of model of university as an institution was based on problem solving that was rooted in the myth of industrial and social progress created in 19th century and in meth-odologies of modernist worldview. The role of higher education and the university in current non-ecological society generally has not changed a lot. It strives to maintain the habitual devel-opment not to improve it “because of its commitment to modern ways of thinking and its adop-tion of a disciplinary structure of k