IDEAS home Printed from https://ideas.repec.org/a/sae/jousus/v7y2013i1p39-49.html
   My bibliography  Save this article

Phenomenological versus Instructional Approach to Curriculum Formation for Sustainable Development: A Lithuanian Case Study

Author

Listed:
  • Lilija Duobliene

    (Lilija Duobliene is Professor with the Education Department at Vilnius University, Lithuania. E-mail: lilija@centras.lt)

Abstract

The policy and philosophy of school curriculum formation in this article is interpreted from phenomenological and critical pedagogy perspectives. The main features of the phenomenology, set against the instructional method for an individual’s development, and his/her relationship with the surroundings, are herein explicated. The distinction between these two methodological standpoints towards sustainable development results is presented using the Lithuanian case. The research hypotheses tested are: the Lithuanian common curriculum is not convenient for teaching dialogue and critical thinking and furthermore cannot help foster students’ abilities to understand unique world phenomena. Content analysis results of the national curriculum presented in this article help prove the tested hypotheses. Improving the curriculum appears to be merely an imitation of change and one that produces new instructions for setting limitations upon teachers’ creativity.

Suggested Citation

  • Lilija Duobliene, 2013. "Phenomenological versus Instructional Approach to Curriculum Formation for Sustainable Development: A Lithuanian Case Study," Journal of Education for Sustainable Development, , vol. 7(1), pages 39-49, March.
    • Handle: RePEc:sae:jousus:v:7:y:2013:i:1:p:39-49
    DOI: 10.1177/0973408213495605
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/0973408213495605
    Download Restriction: no
    File URL: https://libkey.io/10.1177/0973408213495605?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:jousus:v:7:y:2013:i:1:p:39-49. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.