Author, Institution: Brigita Miseliūnaitė, Kaunas University of Technology
Science area, field of science: Social Sciences, Education, S007
Research Supervisor: Assoc. Prof. Dr. Gintautas Cibulskas (Kaunas University of Technology, Social Sciences, Education, S007)
Dissertation Defence Board of Education Science Field:
Prof. Dr. Brigita Janiūnaitė (Kaunas University of Technology, Social Sciences, Education, S007) – chairperson
Prof. Dr. Remigijus Bubnys (Vilnius University, Social Sciences, Education, S007)
Prof. Dr. Vilija Bitė Fominienė (Lithuanian Sports University, Social Sciences, Education, S007)
Prof. Dr. Jolita Horbačauskienė (Kaunas University of Technology, Social Sciences, Education, S007)
Prof. Dr. Mirja Tarnanen (University of Jyvaskyla, Finland, Social Sciences, Education, S007)
Dissertation defence meeting will be at Rectorate Hall of Kaunas University of Technology (K. Donelaičio 73-402, Kaunas)
The doctoral dissertation is available at the library of Kaunas University of Technology (Gedimino 50, Kaunas) and on the internet: B. Miseliūnaitė el. dissertation.pdf
Annotation: The holistic education paradigm is a complex educational system aimed at nurturing the whole child by applying an integrated educational programme, holistic teaching methods, and fostering a holistic educational culture led by holistically minded teachers. The principles of interconnectedness, balance, inclusion, and spirituality are consistently upheld across all
elements of this system. This dissertation examines the expression of the features of the holistic education paradigm within Lithuania’s primary education system. Based on complexity theory
and the philosophical concept of holism, a multi-level mixed-methods study was conducted. Using a convergent data collection design, data were gathered through a systematic literature
review, content analysis of documents, an online survey of Lithuanian primary school teachers (n = 365), lesson observations in primary education institutions (n = 30), and expert interviews
with education policymakers (n = 5). In accordance with the principle of complementarity, quantitative and qualitative data were analysed separately and subsequently integrated through
qualitative interpretation, grounded in the interpretivist paradigm. The study’s findings revealed that all key features of holistic education are present within Lithuania’s primary education;
however, the spiritual dimension was found to be the least evident. It was established that the current system is dominated by transaction-oriented experiential teaching methods, with a lack
of transformative approaches and deep reflection, both of which are essential for nurturing spirituality. Spirituality plays a vital role in fostering ecological awareness and in developing an
understanding of one’s role in the global context.
June 17 d. 10:00
Rectorate Hall of Kaunas University of Technology (K. Donelaičio 73-402, Kaunas)
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