Attestation committee
Accreditation committee
Expert committee
Dispositions, instructions
Normative acts
Scientific councils
Scientific advisers
Doctoral students
Postdoctoral students
CNAA logo

 română | русский | english

Pedagogical concepts of the development of the curriculum theory and methodology. John Dewey’s contribution

Author: Mihăescu Mirela
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Sorin Cristea
doctor, professor
Scientific consultant: Ludmila Papuc
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"
Scientific council: DH 30-13.00.01-27.03.08
Moldova State University


The thesis was presented on the 23 April, 2010
Approved by NCAA on the 5 July, 2010


Adobe PDF document0.31 Mb / in romanian


education, curriculum, curriculum paradigm, curriculum methodology, theory of education, education philosophy, democracy and education, educational ideal, purpose of education, progresivism, reconstructionism, education content, teaching and learning methods, functions of education, ways of learning methods, educational models


Structure of the paper: Introduction, four chapters, general conclusions and recommendations, bibliography which contains 162 references, 21 annexes, 160 pages of core text. The results can be found in 8 scientific articles published in various magazines. The goal of the research consists in identifying and analysing J. Dewey’s scientific values, from the perspective of the evolution of the curriculum theory and methodology.

The objectives of the research: to retrospectively analyse the research papers and studies referring to J. Dewey’s scientific work; to identify criteria and instruments to select and analyse J.Dewey’s scientific work; to emphasize the scientific value systems in J. Dewey’s work from the perspective of their significance in developing a new curricular paradigm; to motivate the definition and use by J.Dewey of certain concepts at the level of open epistemological models; to scientifically sustain the significance of J. Dewey’s scientific values regarding the development of curriculum theory and methodology;to motivate the application mechanisms of John Dewey’s innovative ideas and those with untapped potential in the practice of curriculum design and implementation in present day stage.

The scientific novelty consists in giving arguments in favour of J. Dewey’s scientific values, in the identification and interpretation of those concepts that anticipated the paradigm of postmodern curriculum and the establishment of the interconnection between the curricular paradigm and the curricular theory.

The scientific value consists in providing scientific arguments for the methods of analysis of the scientific values produced by J.Dewey; the analysis of approaches, ideas, concepts that anticipated the emergence of the curriculum paradigm approached from the postmodernism perspectives; sustaining the strategies of applying J. Dewey’s ideas in the present day educational theory and practice.

The practical value of the research consists in the possibility to apply the obtained scientific results in developing the curriculum paradigm at a theoretical, methodological and praxiological level.