Vertybių ugdymas - pedagoginių kompetencijų pamatas
Development of values as foundation for pedagogical competences

Summary/Abstract: Education-related problems are, to big extent, determined by attitude of natural sciences to becoming of a human being, which fails to reveal transcendental underpinnings of human entity. Post-modern world changes attitude not only to knowledge but also to possibilities for gaining it, the latter being more and more related to teaching / learning to learn. However, the range of education problems is unlikely to decline. They lie behind indeterminacy of key notions and concepts (education, goals of education), which create favourable conditions for distortion of essence of education process; behind insufficient evaluation of the role of an educator, when education situation more and more saturated with visual and real amorality and educators are underpaid for their work; behind association of science with practical use, first of all, which prevents it from its development; behind devaluation of moral values, which perverts attitude to existential foundation of the society: family, Motherland, belief, religion. Value development is becoming of more and more obvious necessity. It is set forth in all the documents of education policy at European Union and national levels but is hardly implemented since values can not be directly standardised and included into examinations. Thus, they become secondary goal of education. The situation is impeded by the fact that the majority of educators are not properly prepared for education and development of values and very often evocation of values gains accidental and situational character. Due to the same reasons, while modernising education, the main focus is laid on education technologies, which meet challenges of the epoch and acquire status of goals. Thus, value education is trivialised even to bigger extent. Development of modern education strategies is founded on the concept of competence, which implies knowledge, skills, abilities and value principles. Thus, construct of a competence links education with holistically perceived personal potential, which is important both in education process and professional activity. In the documents of European qualifications organisation, the strategists of the professional activity point out the following competences: a) cognitive competences; b) functional competences; c) personal competences; d) ethic competences. This signifies an exceptional place of values in the definition of competences. It is substantiated by psychological researches, which reveal that a successful development of competences is only possible having perceived learners’ values and providing conditions for their actualisation. Therefore, education of values is considered to be a central issue in the contemporary paradigm of education. Moreover, this process is twofold in this pedagogical becoming, since dissemination of pedagogical competences is based not only on learners’ value principles and situations, where the latter are actualised but also on those of teachers...

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