Integruotas ugdymas: disciplinų integralumas nūdienos kontekste
Integrated Education: Integrity of Subjects in the Context of Today's

Summary/Abstract: Various researchers have categorized approaches to integration. One review of the integration literature describes Robin Fogarty's ten levels of integration: fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked. It can be seen from these labels that the levels progress from integration as an occasional classroom activity to integration as an overall model of teaching. In addition, the levels move from descriptions of content and teaching approaches to a focus on how the student thinks and makes sense of the curricular connections. This continuum suggests that curricular integration is more than a teaching technique. It must benefit and be designed for the students to transform their way of understanding the world. The author investigates the methods used by the teachers of secondary schools in integration of subjects. It is observed that the teachers mainly use the skills and experience of the pupils, formed during the lessons of some other subjects. Their aim is to vary teaching of their own subject, activate the attention of pupils, to strengthen their motivation. Following the Gardner’s theory of multiple intellect in integration of subjects, it is very important to make possibility to show all variety of intellects, then the basis for integration of nature, art, culture in different subjects will be created. Art disciplines, as it was found out during research, are integrated differently: usually- drawing, less usual- dance, theatre. Arts are taught for their intrinsic value, and one of the most important goals is to help students make connections between concepts and across subjects. The work of art as content is also a guiding principle in determining what is appropriate interdisciplinary art instruction. After students have interpreted the work of art, they may make meaningful connections in a number of ways, such as through a unifying theme, issue, question, problem, or idea; the exploration of similar concepts, theories, and symbols; artistic processes and skills; and a focus on historical, cultural, and artistic context. The author of the article makes the conclusion that in order for the pupil to become not only the expert of subject, but also creative personality, values should become the main axis of integrated education.

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