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Antanas Maceina (1908–1987) – iškilus tarpukario Lietuvos ugdymo mokslo – tautinio auklėjimo teorijos, pedagoginio santykiavimo, švietimo ir mokyklų vaidmens lietuvių kultūroje, pedagoginio vitalizmo problemos, fenomenologinės pedagoginio akto analizės, visuotinės pedagogikos istorijos – atstovas, pagrindęs filosofijos ir pedagogikos santykį, teigęs realistinį idealizmą. Pirmasis VDU apgynęs pedagogikos daktaro disertaciją Tautinis auklėjimas (1934, vadovas – prof. Stasys Šalkauskis), A. Maceina parašė kapitalinį Pedagogikos istorijos veikalą (1939), kuriame svarsto tautinio auklėjimo ir atitautinimo problemas, aiškina lavinimo ir auklėjimo esmę, teigia ugdymo kūrybinį pobūdį ir mokyklų laisvę valstybėje. Straipsnio autorius, vertindamas įvairialypį A. Maceinos pedagoginį palikimą, koncentruoja dėmesį į tautinio auklėjimo teorijos reikšmingumą, švietimo ir mokyklų vaidmenį keliant lietuvių kultūrą, taip pat į fenomenologinę ugdymo, ypač pedagoginio akto, analizę. Iš akiračio neišleidžiama A. Maceinos pedagoginių pažiūrų raida, ugdymo interpretacijų kaita, ryškėjančio filosofo pastanga kurti universaliąją pedagogiką. Nors A. Maceinos palikimo leidėjai suskubo ugdymo teoriją pavadinti "pedagogikos filosofija", straipsnio autorius linkęs sugrąžinti autentiškesnį, paties pedagogikos veikalų autoriaus teiktą "filosofinės pedagogikos" įvardijimą ir analizuoti jos virsmą į ugdymo filosofiją. Pagrindiniai žodžiai: ugdymo filosofija, pietizmas pedagogikoje, tautinio auklėjimo ir atitautinimo teorija, švietimas ir mokykla valstybėje, kūrybinis ugdymo pobūdis.Philosophical Pedagogy of A. MaceinaJuozas Vytautas Uzdila
SummaryAntanas Maceina (1908–1987) is an outstanding representative of pedagogical education inbetween the two wars. He worked in the spheres of the theory of national education, pedagogical correlation, and the history of world pedagogy, analyzed the role of education and educational institutions in Lithuanian culture, the problem of pedagogical vitalism, and gave a phenomenological analysis of the pedagogical act. A. Maceina grounded the close connection between philosophy and pedagogy, asserted their integral synthesis and realistic idealism. At Vytautas Magnus University he was the first to maintain a doctoral dissertation in pedagogy "National Education" in 1934 (scientific research supervisor Prof. Stasys Šalkauskis). In 1939, A. Maceina wrote his great work "A History of Pedagogy" where, with his characteristic pietism, he considered the problems of national education and denationalization, elucidated the essence of education and training, asser ted the creative nature of fostering and the freedom of educational institutions in Lithuania. The article focuses on A. Maceina's diverse pedagogical heritage emphasizing the significance of his theory of national education, the role of school education in promoting Lithuanian culture, the phenomenological analysis of the pedagogical act, the development of his ideas of pedagogy, and his determined attempt to create world pedagogy. Although the publishers of A. Maceina's works labeled his theory of education as "philosophy of pedagogy", the author of the article is inclined to call back a more authentic term "philosophical pedagogy" given by A. Maceina himself and then to analize its transformation to educational philosophy.Keywords: philosophical pedagogy, educational philosophy, pietism in pedagogy, theory of national education and denationalization, school education in the state, pedagogical act, creative nature of education.

This essay introduces a short analysis of the actuality that is designed to the research of reality of the virtuous education. The essay is dedicated to the educational reality and theoretical urgency of this area. The tendencies appearing in the society are not only due to the social and economic life; they also depend on education in the society, especially on the programs of sexual education applied in educational institutions (schools). In Lithuania after regaining of independence in 1990, more and more destructive social problems, such as spread of sex before marriage, trying to change marriage into cohabitation, cultivating early sexual life can be noticed. The consequences of these destructions are obvious in Lithuania: during ten years period the number of marriages has reduced twice in a year, the number of children born not in a marriage has become four times bigger. "A strong" move towards a limited reproduction has become obvious. In the meantime, moral education in schools, especially its form - sexual education, has become simply impossible. Thus, parents and teachers, as educators are being replaced by other subjects: TV and radio journalists, showmen of discos and other mass events, "heroes" of yards and streets, even the representatives of "shadow" narco and porno business. This article broadly analyzes the urgent problem: evaluation of the USA experience of "Comprehensive Sex Education" and other pedagogic (etiologic) approaches are postulated. It is stated that more social control from government and non-government organizations is needed. It is necessary to apply other educational programs orientated towards cultivating high spirituality and chastity at schools. The problem under discussion is presented in wider social economic context (not only Lithuanian). This kind of phenomenon has a tendency to spread out as social tectonic wave, and its neutralization, similar to prevention of terrorism, gains a global character.

This essay introduces a short analysis of the actuality that is designed to the research of reality of the virtuous education. The essay is dedicated to the educational reality and theoretical urgency of this area. The tendencies appearing in the society are not only due to the social and economic life; they also depend on education in the society, especially on the programs of sexual education applied in educational institutions (schools). In Lithuania after regaining of independence in 1990, more and more destructive social problems, such as spread of sex before marriage, trying to change marriage into cohabitation, cultivating early sexual life can be noticed. The consequences of these destructions are obvious in Lithuania: during ten years period the number of marriages has reduced twice in a year, the number of children born not in a marriage has become four times bigger. "A strong" move towards a limited reproduction has become obvious. In the meantime, moral education in schools, especially its form - sexual education, has become simply impossible. Thus, parents and teachers, as educators are being replaced by other subjects: TV and radio journalists, showmen of discos and other mass events, "heroes" of yards and streets, even the representatives of "shadow" narco and porno business. This article broadly analyzes the urgent problem: evaluation of the USA experience of "Comprehensive Sex Education" and other pedagogic (etiologic) approaches are postulated. It is stated that more social control from government and non-government organizations is needed. It is necessary to apply other educational programs orientated towards cultivating high spirituality and chastity at schools. The problem under discussion is presented in wider social economic context (not only Lithuanian). This kind of phenomenon has a tendency to spread out as social tectonic wave, and its neutralization, similar to prevention of terrorism, gains a global character.

This essay introduces a short analysis of the actuality that is designed to the research of reality of the virtuous education. The essay is dedicated to the educational reality and theoretical urgency of this area. The tendencies appearing in the society are not only due to the social and economic life; they also depend on education in the society, especially on the programs of sexual education applied in educational institutions (schools). In Lithuania after regaining of independence in 1990, more and more destructive social problems, such as spread of sex before marriage, trying to change marriage into cohabitation, cultivating early sexual life can be noticed. The consequences of these destructions are obvious in Lithuania: during ten years period the number of marriages has reduced twice in a year, the number of children born not in a marriage has become four times bigger. "A strong" move towards a limited reproduction has become obvious. In the meantime, moral education in schools, especially its form - sexual education, has become simply impossible. Thus, parents and teachers, as educators are being replaced by other subjects: TV and radio journalists, showmen of discos and other mass events, "heroes" of yards and streets, even the representatives of "shadow" narco and porno business. This article broadly analyzes the urgent problem: evaluation of the USA experience of "Comprehensive Sex Education" and other pedagogic (etiologic) approaches are postulated. It is stated that more social control from government and non-government organizations is needed. It is necessary to apply other educational programs orientated towards cultivating high spirituality and chastity at schools. The problem under discussion is presented in wider social economic context (not only Lithuanian). This kind of phenomenon has a tendency to spread out as social tectonic wave, and its neutralization, similar to prevention of terrorism, gains a global character.