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

 română | русский | english

Epistemological Reference Points in the Analysis of Pedagogical Language from the Perspective of Informatics

Author: Manole Ionuț-Constantin
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Sorin CRISTEA
doctor, profesor universitar, Universitatea București, România
Scientific consultant: Maia Borozan
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"


The thesis was presented on the 27 June, 2019 at the meeting of the Scientific Council and now it is under consideration of the National Council.


Adobe PDF document1.60 Mb / in romanian


CZU 37.013:004(043.2)

Adobe PDF document 3.15 Mb / in romanian
199 pages


The thesis’ structure includes: introduction, three chapters, general conclusions and recommendations, 239 references, annotation (Romanian, Russian, and English), key-concepts in Romanian, Russian and English, 150 pages of basic text, 9 tables, 15 figures, 2 annexes.

Publications related to the thesis’ theme: 20 scientific works. Key-concepts: epistemological reference points, pedagogy, historical knowledge, specialized pedagogical language, fundamental pedagogical concepts, curriculum paradigm, informatics (computer science), fundamental concepts in informatics.

The field of the research: Historical Pedagogy.

The aim of the research: analysis of specialized pedagogical language from historical and logistic perspective, validated epistemologically by valuing the conceptual, normative and methodological resources of informatics.

The research objectives target: description of the historical evolution of specialized pedagogical language, expressed by the fundamental concepts that fix the basic matrix of the discipline at the level of study object, normativity and specific research methodology, epistemologically validated within the current framework of the curriculum paradigm; the valuing of informatics at the epistemological model level, the fundamental concepts, specific normativity and research methodology, approached from a historical and logistic persp ective, also usable in pedagogy; applying the epistemological resources of informatics (conceptual, normative and methodological) at the level of ideal-models built in the field of pedagogy, regarding the structure of functioning of the education / training / curricular project of lesson.

Scientific novelty and originality of the research it results from: the complexity of the proposed theme, explicitly not mentioned in the literature of speciality, and in the promoted research strategy that combines the resources of the historical - logistic investigation (theoretical and axiomatic) in accordance with the requirements stated in the epistemology of psychology (of socio-human sciences) by Jean Piaget.

The scientific results obtained which contributed to solving an important research problem are of interdisciplinary type: the relationship between pedagogy and computer science , which concerns the action and the result of the interdisciplinary investigation activity (at the pedagogical and informatic language of specialty level in historical evolution), and their effect in the pedagogical context determined at the ideal-model of education / training / lesson's curricular project level. The interdisciplinary relationship investigated is between pedagogy, approached at the level of specialized language (fundamental concepts) - computer science, approached as an epistemological model (of informatic analysis for specialized language), solved at the level of fundamental pedagogical research (historical, theoretical) based on interpretation, which allows the validation of the specialized language of pedagogy - epistemologically fixed at the general theories of the field (general theory of education, general theory of training, general theory of curriculum) - by capitalizing the fundamental concepts of computer science.

Theoretical significance of the research consist in: the "added value" brought through the historical and logistic analysis of the specialized pedagogical language and its epistemological validation at the level of: a) fundamental concepts engaged in defining the study object, normativity, specific research methodology; b) idealmodels of the functioning structure of education, training, curricular design of the lesson.

Applicative value of thesis it is proved by: harnessing the resources of informatics in the epistemological validation of specialized pedagogical language. At this level, the work is useful, in theoretical, methodological and praxiological terms, to specialists in education sciences, teachers involved in the curricular design of curricula and school textbooks and particular didactics, including those in the field of informatics.

Implementation of the scientific research results it was accomplished by: dissemination of theoretical and practical research results at national and international conferences by publishing articles in scientific journals and harnessing of scientific knowledge on the topic of research in pedagogical activity, held in the National College "Kemal Ataturk" in Constanta, Romania during 2014-2018.