<?xml version='1.0' encoding='utf-8'?>
<oai_dc:dc xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:oai_dc='http://www.openarchives.org/OAI/2.0/oai_dc/' xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:schemaLocation='http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd'>
<dc:creator>Ispas, C.</dc:creator>
<dc:date>2009-06-24</dc:date>
<dc:description xml:lang='en'>Since the second half of the nineteenth century, in Europe, there is a strong interest in education issues; in Italy, in particular, the policy bore the mark of the teaching elements, trying to find ways for the national move of revival of Italy to be desired by most people, not only by those who started it. In the nineteenth century in the natural sciences and in some social sciences were introduced experimental methods that have led to important progress. In educational sciences the philosophical approach remained predominant. Following that, a strong reaction is triggered against philosophical pedagogy and against the education centered on the teacher. Experimental research is much closer to the requests of the educational practice, checks the traditional norms and leads to the formation of new experimental schools in all the countries of the world. The twentieth century was animated by the debate regarding the relationship between philosophy and pedagogy, regarding the autonomy of pedagogy and its opportunity to establish a core of educational sciences. The careful historical reconstitution highlights the emergence of new themes and horizons.  </dc:description>
<dc:source>Revistă de știinţe socioumane  12 (2) 25-30</dc:source>
<dc:title>Gândirea pedagogică italiană şi influenţa curentelor filozofice</dc:title>
<dc:type>info:eu-repo/semantics/article</dc:type>
</oai_dc:dc>