| Abstract [eng] |
When making the importance of child’s participation relevant (which,according to Reimer, 2000, is the basis of conceptualisation of the meaning),creating dialogue-based socio-pedagogical(Barkauskiatė,2001), spiritual(Pudžiuvelytė, 2004), partnership relations-based (Kondratienė, 2004; Kašauskienė, 2012) educational environment, it is important to understand that socio-educational content of outdoor educational environment is not only a whole of specific means reflecting expression of child’s personality but also a space being created together with an adult, where personality’s fundamental value benchmarks form. This means that today’s education science faces highly relevant benchmarks not only signifying (allowing measurement) quality of teaching/learning environment (physical, material), but also meanings attributed to educational environment too. The research data facilitates both elimination of naturally understood matters and conscious processes of change because transformation of the public discourse requires analysis/discussion/publicising of classical attitudes making education stereotypical. Present-day categories of a child and childhood are met by solutions ways offering the search in philosophical-praxeological teaching and learning approaches. |
