Actualitatea pedagogiei formativ - organiciste a lui G. G. Antonescu

Abstract

The purpose of the research: consists in the analysis of G.G. Antonescu`s work from the perspective of his actuality in the modern and contemporary era (postmodern). The objectives of the research deduced from the general purpose are: highlighting the historical dimension of the personality of the pedagogue G.G. Antonescu, demonstrated syntonically-diachronically at the level of the author's life and work; analysis of the epistemological dimension of G.G. Antonescu, proven at the level of the fundamental pedagogical concepts of the field, denotative, normative and methodological; highlighting the contribution of G.G. Antonescu to the construction of general pedagogy, at the level of the existing connections between the Fundamentals of pedagogy - Theory of education / General Didactics - Theory of education, supported in terms of pedagogical, historical and theoretical research; analysis of the praxiological dimension of G.G. Antonescu, demonstrated at the level of education policy and education reform needed in the context of the education crisis in the interwar period; highlighting the theoretical and historical foundations engaged in the construction of a normatively constructed education policy, based on the principle of the formative-organic school, in accordance with the directions of evolution of modern pedagogy; the elaboration of a model of education reform based on the fundamental, historical and theoretical research of the work of G.G. Antonescu, applicable even today in the context of the evolution of the sciences of education in the postmodern era. The scientific novelty and originality results from: a) the historical and theoretical analysis of the fundamental, denotative, normative and methodological pedagogical concepts elaborated by G.G. Antonescu in his work, capitalizable even today in the perspective of the epistemological construction of a model of education reform applicable in the modern and contemporary era; b) identification and capitalization of significant pedagogical ideas from the perspective of the past, but especially of the present and of the future of education, made in own research conditions for the specialty of Historical Pedagogy.