| Conţinutul numărului revistei |
| Articolul precedent |
| Articolul urmator |
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 1541 23 |
| Ultima descărcare din IBN: 2023-11-27 14:33 |
| Căutarea după subiecte similare conform CZU |
| 37.013.3 (67) |
| Fundamentals of education. Theory. Policy etc. (3920) |
 SM ISO690:2012PETROVSCHI, Nina. Semnificaţia învăţării pragmatice în postmodernitatea educaţiei. In: Revistă de știinţe socioumane , 2013, nr. 1(23), pp. 41-52. ISSN 1857-0119. |
| EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
| Revistă de știinţe socioumane | ||||||
| Numărul 1(23) / 2013 / ISSN 1857-0119 /ISSNe 2587-330X | ||||||
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| CZU: 37.013.3 | ||||||
| Pag. 41-52 | ||||||
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| Rezumat | ||||||
Postmodern education is the education which has to value a new model of education: not the model of the best performance, but the one of the most different performances. This way, to operate with pragmatic tasks means to search and discover the most relevant exemple, to find paradox and legitimate it by new learning rules. Thus, postmodernism functions quantitatively; it measures and determines everything. The postmodernism legitimity has been replaced by the operativity criterion. That what is operativity becomes true and fair. Postmodern knowledge is expressed in quantitative terms and the sense of postmodern knowledge is the transformation after utilizing. |
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| Cuvinte-cheie postmodernism, pragmatic learning, tehnology humanization, education personalization |
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