Epistemological components of normativity in the education sciences
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StatusThe thesis was presented on the 6 September, 2016Approved by NCAA on the 6 October, 2016 Abstract – 0.75 Mb / in romanianThesisCZU 37.0(043.3)
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Keywords
NP/E.S. Pedagogy, science education, epistemology teaching, teaching axioms, pedagogical laws, pedagogical principles, teaching principlesSummary
The research objectives aim at: the historical and postulate study of NP/PS, the identification of the epistemic framework to determine the conceptual and paradigmatic references of normativity in P/ ES; the prominence of normativity particuliarity in P/PE from a historical and postulate perspective (logistic); the elaboration of an ideal-epistemiologic model of normativity in P/PE, which, at a macrostructural level asserts itself through postulates and statistic laws, which are at the base of some pedagogical and didactical principles, as well as principles of classical or curriculum projection etc; the determination of the epistemic field of normativity in P/PE at the level of the fundamental pedagogical concepts, the formulation of scientific conclusions regarding normativity in pedagogy/education sciences.
The scientific novelty and originality of the paper are certified by: the intra- and interdiciplinary approach of the pedagogical research; the formulation and theoretical evaluation of the normativity model in P/ES; the identification of some epistemogical and paradigmatic components of normativity both through the reference to the history of pedagogy and the analytical way, through the clarification and improvement of the existing normative frame.
The scientific problem of the research is epistemological and is essential to bring to light the scientificity of the P/ES field. From this perspective, the problem solved within the research pointed out the epistemic foundation of pedagogy/education sciences through: a) the epistemic definition and the theoretical evaluation of the pedagogical normativity concept; b) the articulation of fundamental concepts of pedagogy, designed in the form of a curricula, at the postulate level; c) the construction and the contextualization of statistical rules of pedagogy; d) the structuring of education design-achievement principles; e) the elaboration of a normativity model in pedagogy/education sciences, by highlighting the existing organic relations between laws, principles, rules, mainly developed by the fundamental pedagogical sciences and having applicability in different interdisciplinary fields and areas.
The theoretical significance of the research, epistemically, socially and historically acknowledged, consists in the selection-structuring of pedagogical laws and principles as fundamental categories of the pedagogical normativity.
The applied value of the research is given by the contribution in relation to the epistemic clarification of pedagogy/education sciences, disciplinary, intra-and interdisciplinary argued by the classification of epistemic references (laws, principles, criteria) of the pedagogical normativity, applied in all the important spheres of the pedagogical projection and educational training: curricular, initial and ongoing training of the teaching staff.
The implementation of the scientific results took place in Ovidius University in Constanța (Romania) and in the State Pedagogic University Ion Creangă in Chișinău (R. Moldova) during 2011-2015, through the teaching activity within the Master's program.
Oficial Reviewers
- Vlad Pâslaru
doctor habilitat, professor, Institute of Education Sciences - SCORBA Diana
dr., în ped., conf., univ., Bucureşti
Council's Members
- Maia Borozan, president
doctor habilitat, professor, Tiraspol State University - Nina Garştea, secretary
doctor, associate professor (docent) - Larisa Cuzneţov, member
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga" - Vasile Ţapoc, member
doctor habilitat, professor, Moldova State University - Otilia Dandara, member
doctor habilitat, professor, Moldova State University - Ioana Axentii, member
doctor, associate professor (docent)
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