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Curriculum paradigm in modern and post-modern period


Author: Prodan Gianina Cătălina
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 document0.32 Mb / in romanian

Keywords

curriculum - phenomenon and concept, paradigm, modernity, postmodernity, re-conceptualizing, hermeneutic analysis, epistemology

Summary

Thesis structure: introduction, tree chapters, general conclusions and recommendations, a bibliography containing 124 titles, two annexes. The obtained results are published in 12 scientific papers. Keywords: curriculum - phenomenon and concept, paradigm, modernity, postmodernity, re-conceptualizing, hermeneutic analysis, epistemology. Field of study: Educational curriculum theory. The aim of the thesis: Theoretical foundation of the curriculum from paradigmatic and epistemological perspective. The research objectives: retrospective analysis of modernity and postmodernity in the curriculum; analyzing thema in contributions and the definitory features of modernity and postmodernity in the field of curriculum; analysis of paradigm construct and transposing it in thefield of curriculum; contrastive analysis of modern and postmodern conceptions of curriculum in terms of paradigmatic; analysis of dominant conceptions promoted by researchers and experts from Romania; substantiation of new issues in curriculum development by creating a theoretical map of curriculum paradigms. The novelty and scientific originality is given by: applying a construct from the philosophy of science in thefield of curriculum using a hermeneutical interpretative approach; establishing and operationalization of a definition of the paradigm in the filed of curriculum; analyzing the paradigmatic evolution of the curriculum theory through an holistical, coerente and sistematic view of educational paradigms; establishing the dominant curricular concepts promoted by curricular experts in Romania. Through this research has been resolved one of the important scientific problems - the paradigmatic and epistemological foundation of the educational curriculum development plan: historical, ideological, praxiological, psychological, etc. Theoretical significance: The thesis analyses the evolution of the curriculum theoryusig a hermeneutical approach that makes an open dialog possible and also own intellectual options. A holistic image of curriculum theory in terms of development and understanding of development is offere dthrough: the advanced position of interpretative analyses of the historical and epistemological foundations in thefield, the critical analyses of the different views of the paradigm construct, the operational definition of the paradigm in the field of curriculum, applied in the analyses of important curricular theories and the evolution of the paradigmatic stage of curriculum in Romania. The practical value of the thesis consists in making an operational definition of the paradigm in the field of the curriculum, whose coordinates makeup the analysis markers of the trends in the field. The results of the theoretic study of the paradigms in the field of the curriculum are applied in design of quality research on the educational realities. Implementing the obtained scientific results is done through studies, scientific papers, educational projects and social development projects, focused on the curricular problem. These projects are financed through the European Social Fund.