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place at present, at the level of the main structural and methodological dimensions of the educational action and by deriving them to the level of the specific macro and micro-paradigms. Chapter 1 (Why paradigms shifts in the methodology of education as well?) synthesizes reasons to sustain the hypothesis stated complimentarily for the two books and then the hypothesis specific to this approach: • the methodology of real education is the prior field of shaping and dynamics of the paradigm shift (starting inductively
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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real education is the prior field of shaping and dynamics of the paradigm shift (starting inductively from the educational act that raises a tension, a crisis and then the transition to another approach to practice) • the essence of education itself as a socio-human action is reinterpreted considering the praxeological quality and efficiency criteria • the new educational realities and situations require new means of understanding, explaining, solution, conceptual rearrangement, paradigmatic shift • especially in the field of methodological practice the restating and diversification
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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the educator herself/himself must be trained. And the approach put forward herein values through argumentation not only the continuously updated documentary study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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And the approach put forward herein values through argumentation not only the continuously updated documentary study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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values through argumentation not only the continuously updated documentary study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view of finding an actual solution for
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view of finding an actual solution for an efficient methodology for the conceiving and realization of
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view of finding an actual solution for an efficient methodology for the conceiving and realization of education. Meaning, reaching a consensus concerning paradigm shifts, as priorities, in its main problems: a) Aims of current education (chapter 2) bring forward other categories of targets and objectives to reflect the means to materialize society's expectations concerning the training of the educated and to reorient the conceiving
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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the process of reconceiving activities we need to make the projection more flexible, to choose alternative models, which implies the affirmation of the flexible, constructivist projection priority paradigm versus the instructional design paradigm. f) Evaluation (chapter 7) is the finalization, as process and methodology, of the entire system of competence formation, which implies the shift of accent from the quantitative criteria to the qualitative assessment criteria. This means that we have to promote the formative-constructivist evaluation paradigm (for continuous evaluation) and
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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criteria to the qualitative assessment criteria. This means that we have to promote the formative-constructivist evaluation paradigm (for continuous evaluation) and the summative-integrative one (for final evaluation) versus the quantitative evaluation, through standardization paradigm. g) Management in education (chapter 8) as well demands some changes in the methodological role of the pedagogical context necessary in order to achieve new aims and other paradigm shifts. Herein, we mark the new roles-competences of the educator in the process of training the educated: the
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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concept, un model nou, o tehnică nouă. După întrunire, membrii grupului trec la elaborarea amănunțită a unui "model", apoi la "experimentarea" acestuia și la "prospectarea pieței". Procesul sinectic are mai multe etape: Etapa 1. Problema așa cum este dată (PAG problem as given), precum urmează prezentată grupului, fie de către cineva din afară (clientul expert), fie de cineva din grup. Scurta analiză a PAG face ca ceea ce este străin să devină familiar prin intermediul metaforelor și analogiilor. Purjarea este procesul de eliminare a soluțiilor
COMPORTAMENTE CREATIVE ÎN ȘCOALĂ by Adriana Apostol, Iuliana Olaru () [Corola-publishinghouse/Science/720_a_1436]
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Scurta analiză a PAG face ca ceea ce este străin să devină familiar prin intermediul metaforelor și analogiilor. Purjarea este procesul de eliminare a soluțiilor superficiale ce apar în urma analizării problemei din etapele anterioare. Etapa 2. Problema așa cum a fost înțeleasă (PAUproblem as understood): fiecare participant descrie problema așa cum a înțeles-o el; liderul notează fiecare punct de vedere. Etapa 3. Zborul sinectic. Membrii se îndepărtează de problemă în scopul de a face familiarul străin. În această etapă se folosesc, de asemenea, metafore
COMPORTAMENTE CREATIVE ÎN ȘCOALĂ by Adriana Apostol, Iuliana Olaru () [Corola-publishinghouse/Science/720_a_1436]
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True, Matthew Paterson, Christian Reus-Smit, Jack Donnelly, and Andrew Linklater by Palgrave Macmillan, a division of Macmillan Publishers Limited. This edition has been translated and published under licence from Palgrave Macmillan. The Authors have asserted their right to be identified as the authors of this Work Cuprins Prefață la ediția a treia / 9 Notă introductivă / 11 Capitolul 1: Introducere (Scott Burchill și Andrew Linklater) / 15 Cadre de analiză / 15 Diversitatea teoriei / 16 Natura contestată / 19 Fundamentele disciplinei Relațiilor Internaționale / 20 Teorii
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mai importantă problemă a societăților umane și să asigure o bază normativă pentru a o putea soluționa. Traducere de Alice Gabriela RADU Bibliografie Ackerly, B.A. (2001a) Political Theory and Feminist Social Criticism (Cambridge). (2001b) "Women's Human Rights Activists as Cross-Cultural Theorists", International Journal of Feminist Politics, 3(3). Ackerly, A. și Okin, S.M. (1999) "Feminist Social Criticism and the International Movement for Women's Rights as Human Rights", în I. Shapiro și C. Hacker-Cordon (ed.), Democracy's Edges (Cambridge
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Political Theory and Feminist Social Criticism (Cambridge). (2001b) "Women's Human Rights Activists as Cross-Cultural Theorists", International Journal of Feminist Politics, 3(3). Ackerly, A. și Okin, S.M. (1999) "Feminist Social Criticism and the International Movement for Women's Rights as Human Rights", în I. Shapiro și C. Hacker-Cordon (ed.), Democracy's Edges (Cambridge). Ackerly, B., Stern M., True J., (ed.) (2006) Feminist Methodologies for International Relations (Cambridge). Ackerly, B. și True J. (2006) "Studying the Struggles and Wishes of the
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