StatusThe thesis was presented on the 16 December, 2016
Approved by NCAA on the 16 February, 2017
Abstract– 0.94 Mb / in romanian
ThesisCZU 37. 013 (043.3)
1.66 Mb /
Thesis structure includes: introduction, three chapters, general conclusions and recommendations, bibliography consisting of 164 sources, annotation (Romanian, English, Russian), and key concepts in Romanian, English, Russian, 147 basic text pages. Publications related to thesis subject: 12 scientific papers.
Field of study: history of pedagogy, psychological pedagogy/education`s psychology, epistemology of education, the general theory of learning/ general teaching. Research goal: highlighting the developments in paradigm of premodern, modern and postmodern psihocentriste education, epistemological fixed at a level of some analysis`s models regarding the works of the most important Romanian authors of these ages in universal and national context. Objectives of the investigation aims to: identify the historical coordinates of the paradigm of psihocentriste global education, with spreads to the national; analysis of the affirmation`s process of modern Romanian psychological pedagogy in the two directions specific developed (experimental psychological pedagogy and theoretical psychological pedagogy); highlighting the contribution of Romanian authors in the development of psychological pedagogy in postmodernity, at an experimental research model which can be applied to the work of teacher training and also in pedagogical models of exploit psychological theories world reconigsed.
The scientific freshness and originality of the research derives from the complexity and profoundness of the subject, studied at a complex epistemological level based on a historical approach (that’s both synchronous and diachronous) of the evolution process of the paradigm of psychocentrist education, in the context of pre-modern pedagogy, modern and post-modern Romanian psychological pedagogy, reportable to the evolutions in the field on a global scale; the analysis-synthesis of the paradigm of psychological pedagogy in the context of reporting it to the general evolutions of pedagogy on a national and global scale, during the process of “scientifing” the field, triggered at the between the XIX and XX centuries; originality the manner of approach of analysis-synthesis of the selected authors’ contributions selected on clear epistemological criteria, using the hermeneutic method, based on text analysis, from a historical perspective, that’s both synchronous and diachronous. The scientific that’s being settled through research it’s centered at the level of normative, historical and hermeneutical requirements, engaged in the analysis of a decisively important paradigm for “scientifing” pedagogy, initiated during the pre-modern era (XIX century) and continued in the modern (the XX century) and pre-modern (the 2nd half of the XXth century) eras, with vast openings towards the curriculum’s paradigm. This fundamental problem has a theoretical, methodological and practical substrate, followed and intensified throughout the entire thesis; the theoretical substrate is clear on the level of the concept involved in launching the psychocentrist education paradigm and in its continuous maturation and development as a paradigm of post-modern and modern psychological pedagogy. The methodological substrate is defined by the role that the experimental method holds in asserting post-modern and pre-modern psychological pedagogy, perfectible through the involvement of historical and hermeneutical analysis in post-modern psychological pedagogy, especially for interpreting psychological theories of learning as efficient learning models.
The theoretical significance of research is confirmed epistemologically and socially by the importance of approaching historically and hermeneutically the problem of education from a paradigm standpoint, a paradigm of psychological pedagogy in the dynamics of its evolutions pre-modern, modern and post-modern societies by capitalizing the defined and interpreted concepts in the sense of the psychological pedagogy paradigm and its topicality in clarifying the specific object of study, of the specific normativity, of the research methodology specific for pedagogy as a specialized science of education, not just of the child / pupil etc. Applicative value of the research consists in its contribution to clarify the epistemic status of pedagogy/educational sciences from the perspective of experimental and theoretical research initiated and historical developed by the paradigm of psychological pedagogy in premodern, modern and postmodern era in Romania, addressed in national and worldwide context; regarding this background it is clearly the importance of assimilateing conceptual methodological and legislative values, historical supported by the curriculum paradigm, capitalized by every teacher and researcher for scientific knowledge of student towards individualization of education, in formal and nonformal context.
Implementation of scientific results was achieved by exposing the theoretical and practical results at national and international scientific forums, publishing articles in professional journals and by getting created and systematized scientific knowledge as a teacher at „Ovidius” University of Constanța, Romania during 2010-2015.
Under consideration  :