| Abstract [eng] |
Democracy without Authority? The Problem of Continuity in Lithuanian Education Policy analyses the problem of continuity in Lithuanian education policy through the decline of democratic authority. The study argues that Lithuanian education policy has become increasingly fragmented, unstable and dependent on short-term political decisions, procedures and measurable indicators, while lacking a clear philosophical and strategic direction. The theoretical framework is based on Hannah Arendt’s concept of authority, Zygmunt Bauman’s liquid modernity, Jean Baudrillard’s theory of simulation and Leonidas Donskis’ critique of technocratic and neoliberal democracy. Thesis focuses on Dr. Meilė Lukšienė as an example of democratic authority in Lithuanian education policy. Her role in the formation of the restored Lithuanian education system is interpreted as a case of morally and intellectually grounded leadership, capable of uniting society around a long-term educational vision. This model is compared with the current situation, where reforms often appear cyclical, insufficiently coordinated and weakly legitimized by public trust. The empirical part is based on qualitative research: analysis of education policy documents and seven semi-structured expert interviews. Thematic analysis revealed recurring problems of strategic inconsistency, political discontinuity, excessive proceduralism, fragmented democracy, the absence of recognized authorities and the weakening of Lukšienė’s educational legacy. This master’s thesis argues that the crisis of Lithuanian education policy should not be understood only as a matter of administration or institutional coordination. It is also a cultural and philosophical problem, connected to the weakening of shared educational vision, public trust and democratic authority. |
