THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE
The purpose of the paper is to highlight the evolution of the psychocentric pedagogy paradigm in the modern and postmodern eras. Although they are historically integrated in the modern era, the analyzed pedagogues, L.S. Vygotsky and P.I. Galperin and D. Elkonin, have a recognized influence at the l...
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Association of Social and Educational Innovation
2022-08-01
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| Series: | International Journal of Social and Educational Innovation |
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| Online Access: | https://www.journals.aseiacademic.org/index.php/ijsei/article/view/251 |
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| author | Aura HAPENCIUC |
| author_facet | Aura HAPENCIUC |
| author_sort | Aura HAPENCIUC |
| collection | DOAJ |
| description |
The purpose of the paper is to highlight the evolution of the psychocentric pedagogy paradigm in the modern and postmodern eras. Although they are historically integrated in the modern era, the analyzed pedagogues, L.S. Vygotsky and P.I. Galperin and D. Elkonin, have a recognized influence at the level of postmodern (contemporary) pedagogy.
The epistemological foundations of a science, especially a socio-human science, relate to the fundamental concepts, which define the object of study, the normativity and the research methodology. The specific object of study of pedagogy is the formation of the educated, mediated by the educator in the socio-cultural environment favorable to the optimal development of the educated in the “zone of proximal development”, in constructivist psychological pedagogy, in the achievement of education / training / learning at the level of the optimal ratio between information (with content non-psychological object) and pupil training (which has a psychological content), in the psychological pedagogy of mental actions, and play, as a psychological and pedagogical activity specific to preschoolers and young schoolchildren and in the psychological pedagogy of play.
Regarding the specific pedagogy normativity, the paper highlights the basic principles used by the three representative pedagogues, by “creating the scaffolding”, for L.S. Vygotsky, the principle of capitalizing on the pupils' mental actions in relation to the psychological age and learning stage, for P.I. Galperin, the principle of the relationship between play and development, which is the “source of learning” at D. Elkonin.
The specific research methodology of pedagogy, the qualitative structural analysis method, the genetic method, the comparative method, the instrumental method, with L.S. Vygotsky, the method of the constructivist interpretation of the theory of mental actions from the perspective of their pedagogical resources, with P.I. Galperin, the method of the constructivist interpretation of the game from the perspective of the resources of his pedagogy, at D. Elkonin, alongside the object of study and normativity, highlights the scientific nature of pedagogy. The originality of the study results from the analysis-synthesis method of the contribution of the authors selected on epistemologically explicit criteria, by using the hermeneutic method, based on text analysis, from a historical, synchronic and diachronic perspective. The conclusions of the research are that, in addition to defining the key concepts, through which they contributed not only to the evolution of Russian pedagogy, but also to the consolidation of the system of pedagogical sciences worldwide, the representatives of psychological pedagogy in Russia also left as legacy the proof of some results of practical activity. The zone of proximal development of L.S. Vygotsky, the concern for effective learning through mental actions of P.I. Galperin and the pedagogical foundation of the game by D.B Elkonin are always current concepts, which are the basis of the explanation of various aspects of the human personality evolution through education.
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| first_indexed | 2024-04-12T20:58:14Z |
| format | Article |
| id | doaj.art-957bb0b44ef349c696227a0a58738865 |
| institution | Directory Open Access Journal |
| issn | 2393-0373 |
| language | English |
| last_indexed | 2024-04-12T20:58:14Z |
| publishDate | 2022-08-01 |
| publisher | Association of Social and Educational Innovation |
| record_format | Article |
| series | International Journal of Social and Educational Innovation |
| spelling | doaj.art-957bb0b44ef349c696227a0a587388652022-12-22T03:16:55ZengAssociation of Social and Educational InnovationInternational Journal of Social and Educational Innovation2393-03732022-08-01918THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPEAura HAPENCIUC0Stefan cel Mare University of Suceava, Romania The purpose of the paper is to highlight the evolution of the psychocentric pedagogy paradigm in the modern and postmodern eras. Although they are historically integrated in the modern era, the analyzed pedagogues, L.S. Vygotsky and P.I. Galperin and D. Elkonin, have a recognized influence at the level of postmodern (contemporary) pedagogy. The epistemological foundations of a science, especially a socio-human science, relate to the fundamental concepts, which define the object of study, the normativity and the research methodology. The specific object of study of pedagogy is the formation of the educated, mediated by the educator in the socio-cultural environment favorable to the optimal development of the educated in the “zone of proximal development”, in constructivist psychological pedagogy, in the achievement of education / training / learning at the level of the optimal ratio between information (with content non-psychological object) and pupil training (which has a psychological content), in the psychological pedagogy of mental actions, and play, as a psychological and pedagogical activity specific to preschoolers and young schoolchildren and in the psychological pedagogy of play. Regarding the specific pedagogy normativity, the paper highlights the basic principles used by the three representative pedagogues, by “creating the scaffolding”, for L.S. Vygotsky, the principle of capitalizing on the pupils' mental actions in relation to the psychological age and learning stage, for P.I. Galperin, the principle of the relationship between play and development, which is the “source of learning” at D. Elkonin. The specific research methodology of pedagogy, the qualitative structural analysis method, the genetic method, the comparative method, the instrumental method, with L.S. Vygotsky, the method of the constructivist interpretation of the theory of mental actions from the perspective of their pedagogical resources, with P.I. Galperin, the method of the constructivist interpretation of the game from the perspective of the resources of his pedagogy, at D. Elkonin, alongside the object of study and normativity, highlights the scientific nature of pedagogy. The originality of the study results from the analysis-synthesis method of the contribution of the authors selected on epistemologically explicit criteria, by using the hermeneutic method, based on text analysis, from a historical, synchronic and diachronic perspective. The conclusions of the research are that, in addition to defining the key concepts, through which they contributed not only to the evolution of Russian pedagogy, but also to the consolidation of the system of pedagogical sciences worldwide, the representatives of psychological pedagogy in Russia also left as legacy the proof of some results of practical activity. The zone of proximal development of L.S. Vygotsky, the concern for effective learning through mental actions of P.I. Galperin and the pedagogical foundation of the game by D.B Elkonin are always current concepts, which are the basis of the explanation of various aspects of the human personality evolution through education. https://www.journals.aseiacademic.org/index.php/ijsei/article/view/251epistemological foundationsresearch methodologynormativitypsycho-centric pedagogy |
| spellingShingle | Aura HAPENCIUC THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE International Journal of Social and Educational Innovation epistemological foundations research methodology normativity psycho-centric pedagogy |
| title | THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE |
| title_full | THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE |
| title_fullStr | THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE |
| title_full_unstemmed | THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE |
| title_short | THE PARADIGM OF THE PSYCHO-CENTRIC PEDAGOGY IN EASTERN EUROPE |
| title_sort | paradigm of the psycho centric pedagogy in eastern europe |
| topic | epistemological foundations research methodology normativity psycho-centric pedagogy |
| url | https://www.journals.aseiacademic.org/index.php/ijsei/article/view/251 |
| work_keys_str_mv | AT aurahapenciuc theparadigmofthepsychocentricpedagogyineasterneurope AT aurahapenciuc paradigmofthepsychocentricpedagogyineasterneurope |