THE RELEVANT ASPECTS OF NATURAL SCIENCE EDUCATION HUMANIZATION
Authors: Vincentas Lamanauskas
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It is obvious that the theories of Piaget and Bruner left some gaps in the assessment of the evolution of children‘s individuality. Naturally, it was noticed by such famous researchers as Maslow, Rogers, etc. who were the classics of psychology. From the viewpoint of psychology, self actualization, self-expression, etc, are notably crucial aspects while the educational process is approached as the pupil‘s intrinsic, controlled phenomenon. To some purpose, the Lithuania’s National Concept of Education (1992) maintains that humanism is the assertion of human incomparable value, freedom of choice, and responsibility. As the reform of the Lithuanian educational system is still in progress more and more attention is focused on individual training and human values fostering. The present humankind has to solve a number of serious problems. Under the threat of the ecology catastrophe, concern for physical and spiritual health care is felt. All our relations with nature turn out to be problematic. The establishment of a harmonious correlation between nature and society becomes an important task. We cannot exclusively rely on knowledge and mind in any activity as these are not overall dimensions. We also understand having no opportunities to become the lords of nature. According to Nazarenko, ecology problems can be solved taking advantages of science and technology achievements. However, the dynamics of the process should become individual and public, high virtuous and ecologic culture (Nazarenko, 1993). A psychologist Asmolov proposes that the worst of it is that culture oriented towards benefit. Therefore, the humanization and socialization of natural science education is a relevant pedagogic problem.