Referinţe epistemologice ale comunicării nonverbale în contextul noii paradigme educaţionale
Epistemological References of Nonverbal Communication in the Context of New Educational Paradigm

Summary/Abstract: The educational process shows a distinct compositional diversity. Starting from the pure informational transmission of knowledge and up to drawing a positive direction in applying the gnoseologically acquired elements in the personal and community life, the intermediary in this process is the teacher. He, through his work, pursues the realisation of the educational act in its most efficient format. Therefore, he uses all means which he has handy, from his spiritual and mental inside and from what the outer space offers him (drawings, magic lanterns, paintings, etc..). But, in addition, the most handy for the teacher himself is nothing else but the hands, the eyes, the legs, the speech tone, the way of walking, of looking, as forms of knowledge and transmission of the educational stimulus, and also elements which helps to determine the critical elements of perceptiveness coming from the classroom. In the context of new educational paradigm, an intensive knowledge of nonverbal language in the educational process is more than necessary. And that is because, in most cases, words do not tell us everything. If we are teachers and we have the impression that a whole class is paying attention to us, and enjoyes our knowledge, it is most likely that we are tricked even by some reactions induced for this purpose. Therefore, knowing the body language of certain moods and thoughts, behind the words, we can adjust our teaching content according to these, so that the student will feel the change, without knowing how, why, and certainly will not miss the next lesson. Therefore, the centrality of this study is occupied by the use of sign’s meaning and implications from the body language in order to educate and to train the teachers for improving the educational act. More precisely, our main hypothesis is that every teacher should possess, besides the knowledge of its domain, an exact understanding of body language. And that in order to ,, manipulate’’ the learning process to the most perfect purposes. Therefore, we will use the meanings of body language from management environment, from business environment and from others areas where it has a concrete meaning and its generate some specific understanding and reactions, and we will implement in education, giving teachers a superior ability to understand their students and to relate concretely to their own needs and their requirements. For example, if a student shows some gestures and some facial traits, the teacher, by the study of body language, will know what the student, involuntarily, share and he will accord the educational act to the interior needs of the student, which the teacher, as in a mirror, knows from the gestures and mimics. The originality of this theme is that, until now were not accentuated the implications of body language in the education act, with all its psychological, sociological and spiritual aspects.

• Details
• Contents