Values : education strategies and reality

Straipsnyje iškeliama asmens vertybinių santykių su pasauliu ir ypač su nacionaline kultūra kaitos problema, nuolat stiprėjanti globalizuotoje visuomenėje ir daranti poveikį švietimo politikos prioritetams. Siame kontekste siekiama paanalizuoti VII-IX ir X-XI klasių mokinių vertybių internalizaciją kognityviu ir emociniu lygmenimis. Kadangi mokinių internalizacijai turi įtakos mokytojų vertybinės nuostatos, tai straipsnyje palyginami skirtingo amžiaus paauglių ir mokytojų požiūriai į vertybes. Daroma išvada, kad tiek mokinių, tiek mokytojų vertybinių nuostatų ugdymas — aktuali švietimo realybės problema.The article discusses the problem of change in relations between personal value and the surrounding world, which is becoming more urgent in the global society and is determining priorities in education policy. The value internalisation of school learners from 7th to 9th forms and from 10th to 11th forms is.analysed at cognitive and emotional levels. The attitudes of teachers' towards values are referred to as a potential precondition for internalisation of school learners' values. It is concluded that such terminal values as mature love, true friendship, family and freedom and such instrumental values as responsibility, honesty, sensitivity and altruism are most widely acknowledged among adolescents. The same values, except those of family and honesty, are prioritised less frequently by junior adolescents but more often they relate such values with experiences. Both junior and senior adolescents refer to the following values as least relevant: national security, equality, creation, beauty, imagination and obedience. Such attitudes impede development of respect for democracy, patriotism, tolerance, creativity and implementation of other strategically important objectives. Value-based attitudes of educators lack maturity and may not significantly effect internalisation of school learners' values. Though strategic documents underline priorities of value-based principles, the real situation regarding internalisation of adolescents' and educators' values only partially meet them