StatusThe thesis was presented on the 24 April, 2008
Approved by NCAA on the 19 June, 2008
Abstract– 0.35 Mb / in romanian
ThesisCZU 37.0 (043.3)
1.00 Mb /
The investigation synthesizes the main concepts, ideas and formative models developed by Gusti in his pedagogical work and reveals the originality of his ideas, manifested at the level of education policy and culture pedagogy.
The author emphasized the multisided preoccupations in the vast field of social-philosophical and pedagogical disciplines. An extremely erudite scientific personality, D. Gusti underwent an intense intellectual activity, in which he combined research and didactical work. He was the initiator and organizer of the action regarding the research of the social reality, in the form of sociological monographs; he was also the founder of a socio-educational reform and the editor of educational reviews.
From a praxiological perspective, the author underlined D. Gusti’s contribution as regards solution elaboration for solving some pressing social and cultural problems. Author of a coherent system of social knowledge, D. Gusti brought important contributions to the development of Romanian social pedagogy by his activity as an organizer of people’s culture, following the extent of the educational activity at the level of the community, especially of the village, seen as an outstanding social unit. It was also emphasized Gusti’s consistent and competent effort concerning the knowledge of social-economic reality, its orientation and capitalization at a formative level. His effort has been capitalized while initiating the first experiment of institutionalized social education, extended at the level of the entire country.
At the level of education policy, the innovative ideas of the Romanian social pedagogue have been researched from the perspective regarding the necessity of assuring the national character of school. Education is, first of all, a social phenomenon; in order to clearly formulate its goals and functions, Gusti related it to the social reality. The original measures proposed by Gusti within the socio-educational reform of the educational system at all levels, regarding its objectives and content, were materialized in the elaboration of visionary and realistic legislative projects. They provided the accurate understanding of the phenomenon of educational change, which presupposes the restructuring of the educational system, but also the major implications of change on its quality.
The paper stressed the main ideas of Gusti’s socio-pedagogical thinking, ideas which are or can be capitalized by post-modern pedagogy, both from a epistemological and social perspective. At the same time, there have been underlined several limits of the elaborated theories and models, manifested both at the level of theoretical and practical conception.
Under consideration  :