I. P. Podlasii’s Contributions to the Reconstruction of Pedagogic Normativity

• Published in: Studies and Current Trends in Science of Education pp. 213 - 223
• Main Author: Hapenciuc, Aura
• Format: Book Chapter
• Language: English
• Published: Romania Editura Lumen, Asociatia Lumen 2018; Lumen Publishing House, Lumen Association
• Subjects: Social Sciences; normativity; Axioms; paradigm of the curriculum; regularities; scientificity
• ISBN: 1910129143; 9781910129142

The paper entitled “I.P.Podlasii’s contributions to the reconstruction of pedagogic normativity” highlights the contribution of the contemporary educator of the eastern area, I.P.Podlasii in demonstrating the scientificity of pedagogy. I.P.Podlasii is one of the few contemporary educators who noticed the need to address the issue of normativity, not by starting from the didactic principles but from the axioms of pedagogy. The axioms of pedagogy, fundamental truths which no longer need to be proven, are epistemological guidelines for the construction of the scientific knowledge system. The model of pedagogical normativity suggested by I.P.Podlasii, adaptable to the paradigm of the curriculum, includes: the axioms of pedagogy, the regularities of pedagogy, specific laws, concrete laws, principles of pedagogy, pedagogic rules which have an operational nature. I.P.Podlasii suggests the promotion and application of a three-step axiomatic method which creates the necessary context for the affirmation of a system of pedagogical axioms. It refers to systematising the basic concepts, stabilised at the level of the basic matrix of pedagogy. The second step consists in correlating the basic concepts and the third step in concentrated organisation of the theories of the field through formula, symbols. The contributions of the mentioned educator are remarkable. given that they are not reduced to the didactic principles, but create a coherent system. The scientific novelty and originality arises from its specificity, hermeneutic research of a theoretical type, which focuses on identifying the epistemic structures of pedagogy.