StatusThe thesis was presented on the 24 April, 2008
Approved by NCAA on the 19 June, 2008
Abstract– 0.34 Mb / in romanian
ThesisCZU 37.0 (043.3)
1.43 Mb /
The thesis makes a theoretical and methodological study of Emile Durkheim’s socio-pedagogical conception regarded from the perspective of the premises and coordinates which it accumulates in order to elaborate the social pedagogy, to initiate the socio-centrist paradigm, to stimulate the research in the educational sociology field. Emile Durkheim is a founder of the social pedagogy and an initiator of the socio-centrism paradigm in education, but who, by the interdisciplinary idea, the one of global approach of the social relations, he creates the premises for the development of a new science of education – educational sociology.
The re-updating and fructification of the fundamental pedagogical works were followed in order to understand the nowadays problematic of education, in the perspective of the challenges of the knowledge society. Emile Durkheim’s socio-pedagogical conception represents such an epistemological and moral challenge for the researches made in the nowadays social sciences. Emile Durkheim is the one who founded the sociology as a science, who created a respectable sociological school in France, in Europe and then in the entire world. He is not just the founder of sociology and the father of sociological functionalism, but also the initiator of a new paradigm in pedagogy – the socio-centrist paradigm.
The conceptual and methodological dimensions of Emile Durkheim’s works were identified and analyzed, which have direct and indirect implications in the social pedagogy field and in the educational sociology one. At large we underline two aspects: the centering on the most important socio-pedagogical ideas of Emile Durkheim; their interpretation from the perspective of the delineation of the social pedagogy and the educational sociology, as a statute and problematic.
The work has emphasized the powerful ideas of Emile Durkheim’s socio-pedagogical thinking, ideas which are or can be epistemologically or socially fructified by the postmodern pedagogy.
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