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Contributions of Italian pedagogy in postmodern epistemic foundation of educational sciences


Author: Ispas Cristina
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2012
Scientific adviser: Sorin Cristea
doctor habilitat, professor
Scientific consultant: Ludmila Papuc
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 30 November, 2011
Approved by NCAA on the 16 February, 2012

Abstract

Adobe PDF document0.29 Mb / in romanian

Keywords

science, art, education, epistemic structures, pedagogical epistemology, postmodernism, postmodern pedagogy, science education, "strong" core

Summary

Thesis structure: Introduction, three chapters, general conclusions and recommendations, bibliography, of 221 appointments, 19 annexes, 137 pages basic text. The results are published in 12 scientific papers.

The research field: Theory and history of pedagogy

The purpose: To establish the valence of Italian postmodern pedagogy and its contribution to the epistemological rationale of science education.

The objectives of work: 1. The analysis of the postmodern epistemological context of education; 2. The analysis of the epistemological pedagogy course; 3. The fundament of the status pedagogy in science education, and the interpretation of valence; 4. The identification of the Italian postmodern pedagogy, reflecting the valence lineages; 5. The settlement of the postmodern pedagogy and the development of epistemic science education; 6. The argumentation of the valence impact on the development of epistemic Italian postmodern pedagogy of science education.

The scientific novelty and originality of the scientific research is of type theory - epistemic structures to identify pedagogical practices of pedagogy that gives dynamism and efficiency.

The theoretical significance of the work consists of: developing the concept of education (as process: growth, enculturation, learning, training), developing the concept of pedagogy (the science as a discipline, like art and educational practice, as a philosophy), grounding principles of the Italian postmodern pedagogy valence, recovery of the epistemic development of science education, foundation concepts that are "the core of pedagogy in the postmodern context".

The research was conducted by a major scientific problem: the identification and interpretation of epistemic valence Italian postmodern pedagogy from the perspective of the epistemic grounding of science education with reference to the philosophy and theory of education, curriculum theory in the thematic core constituent of the pedagogical paradigm.

The practical value of the thesis costs that lead to a better understanding of the general problem of postmodern pedagogy. The thesis provides scientific support for the development of scientific papers, textbooks, teaching courses in the area. At the same time, the sentence may be a useful tool for both educators and politicians involved in the foundation of education policies.

Implementation of the results was achieved Sector Programme (EU project) for development of human resources and institutions of higher education in Romania and Moldova.