Fundamentele epistemoloice ale știițelor educației

Abstract

The epistemological foundations of educational sciences are constituted at the level of pedagogy affirmed and developed in the pre-modern, modern and postmodern historical epochs. Our study: 1) Fixes the distinction between educational sciences: a) authentic - built on the basis of concepts proper to pedagogy validated as a specialized science in the study of education; b) "pseudo-sciences of education", practiced by applying concepts proper to other fields (psychology, sociology, political science, communication sciences, etc.) to education. 2) Analyzes the epistemological foundations of the educational sciences from: a) historical perspective (historical epoch - the stage of maturity acquired - the paradigm affirmed in educational theory and practice); b) theoretical, according to the fundamental pedagogical concepts - denotative (defining the specific object of study), normative (ordering the specific object of study at the level of axioms, laws and principles) and methodological (involved in pedagogical research) - developed by the fundamental educational sciences: General Theory of Education, General Theory of Instruction (General Didactics), General Theory of Curriculum. 3) Proposes the classification of educational (or pedagogical) sciences based on epistemologically relevant criteria. 4) Emphasizes the importance of pedagogical research: a) fundamental (historical and theoretical), with the general aim of epistemic consolidation and social emancipation of pedagogy in the medium and long term; b) operational (observational, empirical), with the general aim of correcting and improving the practice of education in the short and medium term.