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CNAA / Theses / 2019 / June /

Pedagogical Constants in the Evolution and Capitalization of Emotional Intelligence Paradigm (comparative approach)


Author: Androne Simona Ionela
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2019
Scientific adviser: Maia Borozan
doctor habilitat, professor, Tiraspol State University
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 28 June, 2019
Approved by NCAA on the 17 September, 2019

Abstract

Adobe PDF document – 0.88 Mb / in romanian

Thesis

CZU 37.013(043.3)

Adobe PDF document 3.02 Mb / in romanian
222 pages

Keywords

emotional intelligence, emotional culture, emotional intelligence paradigm, emotional intelligence-based educational model, pedagogy of emotional culture (PCE)

Summary

Thesis Structure: introduction, three chapters, general conclusions and recommendations, 267 bibliographical sources, annotations (Romanian, English, Russian), key concepts (in Romanian, English, Russian), list of abbreviations, 150 pages of basic text, 27 tables, 23 figures, 12 appendices.

Publications on the researched subject: 16 scientific publications. Key concepts: emotional intelligence, emotional culture, emotional intelligence paradigm, emotional intelligence-based educational model, pedagogy of emotional culture (PCE).

Field of study: General Theory of Education, Pedagogy of Emotional Culture.

The purpose of the research: to explore the notable Italian pedagogy researches that have determined the evolution of the emotional intelligence paradigm, stimulating the praxiological establishment of the PCE in Romania and the Republic of Moldova.

The research objectives: to determine the historical context of the evolution of emotional intelligence paradigm through chronological examination of the relevant theoretical contributions to the assertion of the specific values of the emotional intelligence-based educational model; to elucidate the priority directions in defining the terms paradigm and emotional intelligence; to highlight the significant researches that have led to the assertion of emotional intelligence paradigm in the Italian pedagogy from 1950 to present; to elucidate the relationship between the emotional intelligence paradigm and other paradigms asserted in contemporary pedagogy: psychological pedagogy paradigm, classroom management paradigm, curriculum paradigm, etc.; to establish the peculiarity of the Italian emotional intelligence paradigm assertion through the values created in Romania and the Republic of Moldova; to elaborate and validate experimentally The model of valorizing the emotional intelligence paradigm in Romania based on the Italian pedagogy as a methodological benchmark at the level of contemporary educational practice. The significance/ novelty and scientific originality of the research consists in: describing the historical evolution of the emotional intelligence paradigm in the Italian pedagogy by chronologically systematizing the relevant theoretical contributions to the establishment of the specific values of the emotional intelligence-based educational model; elaboration, scientific foundation and implementation of the model of valorising the emotional intelligence paradigm from the Italian pedagogy in the Republic of Moldova and Romania considering the practical tendencies of the emotional intelligence paradigm at the level of the education system reform (the ideal of humanistic education and the general aims of democratic education); the pedagogical constants regarding the application of the emotional intelligence paradigm at the level of educational process were outlined, contributing to the affirmation of the pedagogy of emotional culture as a science of education with its own object of study - the education of human emotions.

Scientific results that contributed to solving an important problem in the research: highlighting the significant researches and representative personalities that have contributed to the affirmation of emotional intelligence paradigm in the Italian pedagogy from 1950 to present, which created premises for the elaboration / experimental application of the Emotional Intelligence paradigm of the Italian pedagogy in the Republic of Moldova and Romania at the level of educational process, by designing / building the socioemotional skills required for the emotional intelligence-based educational model through new technologies, which stimulate the cultivation of human spirit, the managerial style and the efficiency of the socio-affective climate, pedagogical message reconstruction and promotion of educational partnerships, possible to be achieved on the basis of education system reform by defining the ideal of humanistic education and the aims of democratic education with wide openings to strengthen the scientific identity of the pedagogy of emotional culture, relevant for students' emotional development.

Theoretical significance of the research is confirmed by: elucidating the relationship between the emotional intelligence paradigm and other paradigms asserted in contemporary pedagogy: psychological pedagogy paradigm, classroom management paradigm, curriculum paradigm etc.; the description, in the reflexive optics, of the values of asserting the emotional intelligence paradigm in the Italian pedagogy; the scientific and experimental argumentation of the importance of promoting the pedagogy of emotional culture in the Republic of Moldova and Romania; producing new knowledge in the field of Historical Pedagogy and the Pedagogy of Emotional Culture.

Applicative value of the research: the theoretical and praxiological contribution of the relevant researches from the Italian pedagogy to the affirmation of the emotional intelligence paradigm in the Republic of Moldova and Romania and the epistemic foundation of the Pedagogy of Emotional Culture; establishing the specificity of promoting the emotional intelligence paradigm in the Republic of Moldova and Romania; the experimental implementation of the model of the Italian emotional intelligence paradigm in Romania; identifying the emotional intelligence paradigm values in the Italian pedagogy that constitute methodological benchmarks that can be used at the level of contemporary educational practice.

The implementation of the scientific results was achieved through the mediatisation of the theoretical elaborations at the Department of Educational Sciences at "I. Creangă" State pedagogical University from Chisinau, and the experimentation of the Italian emotional intelligence paradigm in Romania at "Dinu Lipati" High School, Pitesti, Romania between the years 2014-2018.