Paradigme in istoria pedagogiei moderne din România
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2024-03-13 23:36
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37.01(498) (7)
Fundamente ale educației. Teorie. Politică etc. (3845)
SM ISO690:2012
CRISTEA, Gabriela. Paradigme in istoria pedagogiei moderne din România. In: Perspectivele şi Problemele Integrării în Spaţiul European al Cercetării şi Educaţiei, 7 iunie 2017, Cahul. Cahul: Tipografia „CentroGrafic” SRL, Cahul, 2017, Vol.2, pp. 15-20. ISBN 978-9975-88-019-0. 978-9975-88-021-3.
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Perspectivele şi Problemele Integrării în Spaţiul European al Cercetării şi Educaţiei
Vol.2, 2017
Conferința "Perspectivele şi Problemele Integrării în Spaţiul European al Cercetării şi Educaţiei"
Cahul, Moldova, 7 iunie 2017

Paradigme in istoria pedagogiei moderne din România

CZU: 37.01(498)

Pag. 15-20

Cristea Gabriela
 
Universitatea „Spiru Haret”, Bucureşti
 
Disponibil în IBN: 27 decembrie 2017


Rezumat

The history of pedagogy is a fundamental pedagogical science, necessary in the study undertaken by any older or newer pedagogical science of education. All the pedagogical and educational sciences must base their approach on historical knowledge.  From an epistemological point of view, the historical research requires a model of Ŗcritical and geneticŗ analysis of the evolution of the field. In our case, this model refers to the evolution of paradigms in the modern pedagogy in Romania in the first half of the 20th century. The pre-modern pedagogy, located at the border between the 19th-20th century, anticipates the existence of two paradigms: the social pedagogy (Spiriu Haret, Constantin Dimitrescu-Iași), and the psychological pedagogy (Vladimir Ghidionescu).  The modern scientific pedagogy evolves at the level of three paradigms that support epistemologically: a) the philosophical pedagogy: the formative-organic one (G.G. Antonescu), the cultural one (Ştefan Bârsănescu), the personalitarian one (Constantin Rădulescu-Motru, Constantin Narly), and that of the creative school (Iosif Gabrea); b) the sociological pedagogy of methodological orientation (Dimitrie Gusti, Petre Andrei) and of community orientation (I.C. Petrescu, Stanciu Stoian, Onisifor Ghibu, Simion Mehedinţi); c) the psychological pedagogy: the experimental one (Grigore Tabacaru, Florian Ştefănescu-Goangă, Emil Brandza) and the theoretical one (Ion Nisipeanu, Dimitrie Todoran).  The pedagogy in Romania, developed in the first half of the 20th century, evolves in a permanent synchronous relation with tendencies and currents established at European and universal level, on the background of valorisation of an ideal of culture and national education.