Geros mokyklos koncepcijos įgyvendinimas Lietuvoje ar vice versa
The Implementation of the Concept of the Good School or vice versa

Summary/Abstract: The Good School concept was approved back in 2015, yet its implementation is rather problematic. It is not easy to tell exactly why that is the case, but some insights could be found by systematically observing the concept’s manner of proceeding (Lat. modus procedendi) and manner of living (Lat. modus vivendi). The insight method is a new and risky chance to take a look at the implementation of the Good School concept. Moreover, it is also an undoubtedly theoretically and practically significant opportunity for insight into the implementation of the theoretical model, which opens new opportunities for improvements related to said model’s realisation. The analysis of the implementation of the Good School concept within the context of the levels of educational reality has shown that the documents being passed at the societal level of this reality are getting mired at the systemic level, because the documents being prepared by the Ministry of Education, Science and Sport and its subordinate institutions lack harmony with the space of content of the Good School concept. A rift between modus procedendi and modus vivendi manifests – the manner of living cannot form due to the conceptual chaos within the documentation. This is also affected by the particular understanding employed by some people acting within the education system when it comes to Good School and learning outcomes. Thus, discussions are needed to address the understanding of the Good School concept.

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