The peculiarity of school and family in S. Šalkauskis’ philosophy and educational reality

Abstract

The article discusses the peculiarity of interaction between school and family in the texts of Stasys Šalkauskis and in the contemporary reality of education. The major thesis is drawn: a model of the interaction between the school as a community and other natural factors, especially the family, is presented in Stasys Šalkauskis’ philosophy, which is grounded on the methodology of reality cognition, and is directed towards the attempt to develop a human as a personality. The school as a community can perform its function provided all its members cooperate, hear out each other, and seek for common goals related to social life. With regard to the major thesis, the minor thesis is drawn: normative acts regulating the changes of education system and scientific works emphasize that learners’ parents / foster-parents / caregivers are part of school community; however, the connections between the school and family are not tight in the educational reality. The lasting research has revealed that the greater majority of parents / foster-parents / caregivers visit schools and meet the teachers only during parents’ meetings or when there is a necessity. Merely every fourth family closely and efficiently cooperates with the school. It is obvious that features of the interaction between school and family of Stasys Šalkauskis’philosophy and in the contemporary reality of education are not adequate.