Analele Ştiinţifice ale Universităţii »Alexandru Ioan Cuza« din Iaşi.Ştiinţe ale Educatiei
Scientific Annals of Alexandru Ioan Cuza University of Iasi. Educational Sciences Series
Publishing House: Editura Universităţii »Alexandru Ioan Cuza« din Iaşi
Subject(s): Social Sciences
Frequency: 1 issues
Print ISSN: 1453-0775
Status: Ceased Publication
- 2010
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- 2015
- 2016
- 2017
- Issue No. XIV
- Issue No. XV
- Issue No. XVI
- Issue No. XVII
- Issue No. XVIII
- Issue No. XIX
- Issue No. XX
- Issue No. XXI
- Year: 2017
- Volume:
- Number: XXI
Articles list
Some Issues on the Epistemological Status of Pedagogy (or About How Much Education Theory Helps to Improve Education)
Some Issues on the Epistemological Status of Pedagogy (or About How Much Education Theory Helps to Improve Education)
(Some Issues on the Epistemological Status of Pedagogy (or About How Much Education Theory Helps to Improve Education))
- Publication: (XXI/2017)
- Author(s): Florin Vasile Frumos, Constantin Cucoş
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 5-18
- No. of Pages: 14
- Keywords: pedagogical epistemology; pedagogical knowledge; philosophy of education; pedagogical language
- Summary/Abstract: The main assumption of this paper is that the epistemological difficulties encountered in educational sciences require a continuous and deep reflection on the basics of pedagogical knowledge. Thus, a careful researcher will try to answer questions of his own research, being simultaneously aware of the hypothesis, research paradigms and methods that he uses. The topics of researcher’s epistemological reflection into the field of education could be: the nature and validity of the knowledge, the explanatory antinomies in education theories, the researchers’ liberty to choose specific research topics or the relationship between research and educational practice. The critic approach, the consistency of arguments and proofs, mutual feedbacks and significant debates could offer the context for emphasizing some valuable epistemological principles for research in the education sciences field.
- Price: 5.00 €
Education Sciences and Educational Research: An Epistemological Approach
Education Sciences and Educational Research: An Epistemological Approach
(Education Sciences and Educational Research: An Epistemological Approach)
- Publication: (XXI/2017)
- Author(s): Mariana Momanu, Nicoleta Laura Popa
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 19-34
- No. of Pages: 16
- Keywords: education sciences; pedagogy; educational research; pluridisciplinarity; interdisciplinarity; epistemological approach
- Summary/Abstract: Although intense debates and diverse systematizations have been produced over the last decades, the issue of epistemological status of education sciences is still to be clarified. This study attempts to offer an overview on pedagogy as science of education transforming into the more heterogeneous filed of education sciences, under the pressure of orienting pedagogical thinking and research towards pluridisciplinarity or even interdisciplinarity. Although the need for a unifying process is fully understood, described and even embraced, the present reality of education sciences is also acknowledged. Educational research is presented as one of the vehicles for the developments in the field of educational sciences, with the potential of strengthening the autonomy in the field, especially if promoting innovative methodological transfers.
- Price: 5.00 €
Clement of Alexandria - Founder of the Christian Pedagogy
Clement of Alexandria - Founder of the Christian Pedagogy
(Clement of Alexandria - Founder of the Christian Pedagogy)
- Publication: (XXI/2017)
- Author(s): Liliana Stan
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 35-50
- No. of Pages: 16
- Keywords: Christian education; ideal; method; methodology; pedagogue
- Summary/Abstract: he Greek theologian Clement of Alexandria (150-215/216) is known to be the first thinker to emphasise writing grounds to establish a specific formative approach and as a matter of fact to clear up numerous ides within spreading area of the Christian pedagogy. As a subtle connoisseur of the heathen philosophy, an admirer of Plato, Clement distinguishes himself through introduction of the philosophical dialectics to demonstrate Christian faith, as well as through emphasising characteristics of the Christian mode to form human personality. In religious education, the philosophical dialects itself may and should be accepted as a modality to form if it clears up and strengthens the consciousness of the believer. This study synthesises the pedagogical ideas of Clement of Alexandria while it follows two independent dimensions of subjects: specific intentionality which is referred to by approaches of the Christian education (in the state of the ideal) and methodology of human modelling having been claimed by the first dimension. In his work the "Paedagogus" (The Instructor), the first systematic writing of Christian pedagogy, the theologian of Alexandria would formulate distinctly and unequivocally the question: "what is the method of Word pedagogy?" and he differentiated the method of the "paedagogus" from the method of the "didasculus". While calling upon some elements of the training methodology from the Old Testament and the New Testament, we give reasons to Clement of Alexandria being place on the line of axiological continuity in relation to Christian pedagogic sources. In the works having been conceived by Clement of Alexandria, a happy association is present which is extremely dear to the theologian: culture and pedagogy; they are both integrating "the fairest and the most perfect objects in life", and pedagogy, in a particular manner, constitutes the way to "guide man's soul from childhood on the right path of virtues".
- Price: 5.00 €
Defining and Identifying Ethical Dilemmas in the Romanian Context
Defining and Identifying Ethical Dilemmas in the Romanian Context
(Defining and Identifying Ethical Dilemmas in the Romanian Context)
- Publication: (XXI/2017)
- Author(s): Roxana Ghiatau
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 51-64
- No. of Pages: 15
- Keywords: ethical dilemmas; professional dilemma
- Summary/Abstract: In this study, we have established a series of theoretical and empirical objectives. Theoretically, the research intentions were the following: a. defining ethical dilemma in education; b. identifying the distinct elements of an authentic educational ethical dilemma; c. distinguishing between ethical dilemmas and other types of dilemmas. In the empirical part, the major objective was to identify the ethical dilemmas and strategies involved in the Romanian teachers' process of making ethical decisions. Empirically, our major objectives consisted in investigating teachers' ethical dilemmas and in the context of ethical decision- making. The participants were 41 subjects, Romanian teachers, and the research methods used were the focus group and the written report. The study undertaken enabled the formulation of three major conclusions: 1. the teachers identified five professional themes where they believe that values are violated or where ethical dilemmas occur: the relationship with parents, leadership, the relationship with students and social justice issues; 2. most of the dilemmas identified by the teachers are not authentic ethical dilemmas, but pseudo-dilemmas, professional dilemmas or challenges for professional courage; 3. as decision strategy, teachers indicate, first and foremost, single-handed orientation and only after that the delegation to other fora.
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Perceived Influences over the Moral Attitudes of Israeli High School Students Towards Holocaust Moral Dilemmas
Perceived Influences over the Moral Attitudes of Israeli High School Students Towards Holocaust Moral Dilemmas
(Perceived Influences over the Moral Attitudes of Israeli High School Students Towards Holocaust Moral Dilemmas)
- Publication: (XXI/2017)
- Author(s): Shay Efrat, Sebastian Pintea, Adriana Băban
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 65-72
- No. of Pages: 13
- Keywords: Holocaust moral dilemmas; moral attitudes; moral motivation
- Summary/Abstract: This paper presents results of research that identified different factors perceived to have influenced Israeli high-school students' moral attitudes towards the different ways employed by Jews to cope with Holocaust and post-Holocaust moral dilemmas. The aim of this research was to identify whether and how social factors - nuclear family and close friends together with educational factors - prior knowledge, participating in Holocaust learning program and participation in the research, were perceived by Israeli high-school students as having an influence on their moral attitudes. The study questioned not only the nature of those perceived influential factors but also the hierarchy of their importance. 102 participants, students in Three Israeli high-schools responded to the Perceived Influence Factors Questionnaire. The results revealed that educational-learning and socio-cultural influences were perceived as having almost the same influence on the participants' moral attitudes. In addition, significant differences were revealed in the development of the students' moral attitudes as a function of the moderator "family relations" but only for participants who had family relatives, who were Holocaust victims or survivors. These students were more motivated to develop moral attitudes as an outcome of this relationship.
- Price: 5.00 €
Analysis of Attachment Style and Coping Strategies for Parents of Children with Autism Spectrum Disorder
Analysis of Attachment Style and Coping Strategies for Parents of Children with Autism Spectrum Disorder
(Analysis of Attachment Style and Coping Strategies for Parents of Children with Autism Spectrum Disorder)
- Publication: (XXI/2017)
- Author(s): Georgiana Iacob, Alois Gherguţ
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 73-84
- No. of Pages: 12
- Keywords: Autism spectrum disorder (ASD); attachment style; coping strategies; self-efficacy; parenting
- Summary/Abstract: This study presents the results of an investigation into the role of the attachment style (secure, anxious, avoidant, ambivalent) and the perception of parental self-efficacy in adopting different coping mechanisms by parents who care for a child with autism spectrum disorder. The study was attended by 76 parents (24 male and 52 female) from rural and urban areas. The results indicate that parents with a secure attachment style will adopt both self-sufficient approach-oriented coping as well as the socially-supported approach-oriented coping. Parents with ambivalent attachment style are oriented towards avoidance. According to another confirmed study hypothesis, participants with high levels of perceived parental self-efficacy will predominantly adopt coping mechanisms geared to self-sufficiency and social support, and a low level of perceived parental self-efficacy correlates with the adoption of avoidance-oriented coping mechanisms. Correlative results explain the variance of self-efficacy in relation to attachment style; thus, a high level of perceived parental self-efficacy and a secure attachment style lead to the adoption of adaptive coping mechanisms, while an ambivalent style and low level of self-efficacy lead to avoidance-oriented coping mechanisms.
- Price: 5.00 €
The Current State of Research Regarding Bullying Behavior in Romanian Schools
The Current State of Research Regarding Bullying Behavior in Romanian Schools
(The Current State of Research Regarding Bullying Behavior in Romanian Schools)
- Publication: (XXI/2017)
- Author(s): Tudorita Gradinariu
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 85-94
- No. of Pages: 11
- Keywords: bullying; bully; victim; school bullying
- Summary/Abstract: he purpose of this study is to summarize bullying research in Romanian schools and to discuss the implications for future research. This paper presents the current state of research regarding bullying behavior including not only the results obtained by academics, but also the results gathered by various institutions with responsibilities related to children education and health. According to the data provided by the Romanian Institute of Educational Sciences, research of the bullying behavior in school is pioneering and forms of school violence are not treated differently [Mitulescu, Scoda, Şandru & Zambeta, 2016].However, the results show that 33.8% of the students frequently exhibit abusive abusive behaviors (bullying) and 40.5% are frequently victimized by their peers [Beldean-Galea, 2012]. There is a high frequency of bullying among students aged from 13 to 15; the most common forms of aggression identified in schools are: direct physical aggression, direct verbal aggression (threat, teasing, nicknames, ironies and imitations.
- Price: 5.00 €
Discourse in Meetings Using the Kindergarten Multi-Dialogical Approach
Discourse in Meetings Using the Kindergarten Multi-Dialogical Approach
(Discourse in Meetings Using the Kindergarten Multi-Dialogical Approach)
- Publication: (XXI/2017)
- Author(s): Molly Efrat
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 95-104
- No. of Pages: 10
- Keywords: Multi-dialogical approach; children's participation; discourse in meeting; rules of discourse
- Summary/Abstract: The article aims to present part of a research study investigating development of social communication patterns among children in a multi-dialogical kindergarten. The article focuses on the manner of discourse in meetings with the kindergarten children. The research drew data from participatory observation of discourse in meetings among children. In practice, the aim is to teach the children the rules of discourse: timing - when to enter into the discourse and say their words, speaking without interrupting the speech of others, respectfully considering the words of their discourse partners, even if they contradict their own opinions, giving feedback with reasoning and without aggression and without any attempt to enforce their opinions on others (Blum-Kulka, 2008; Cohen, 2008). This forms the foundation for the dialogical approach, allowing the child to practice skills for dialog through dialogical discourse.
- Price: 5.00 €
The Creative Approach of Problems in Social Pedagogy: Limits and Opportunities
The Creative Approach of Problems in Social Pedagogy: Limits and Opportunities
(The Creative Approach of Problems in Social Pedagogy: Limits and Opportunities)
- Publication: (XXI/2017)
- Author(s): Nicoleta Laura Popa, Magda-Elena Samoila, Mariana Momanu
- Contributor(s):
- Language: English
- Subject(s): Social Sciences
- Issue: XXI/2017
- Page Range: 105-118
- No. of Pages: 14
- Keywords: social pedagogy; socio-cultural and socio-educational interventions; creative approaches
- Summary/Abstract: Having its epistemological roots in German pedagogy and sociology of the XIXth century, social pedagogy is an expanding school of thought, a research and a professionalization domain. The diversity of socio-cultural contexts and the heterogeneousness of ideological options connected to social pedagogy hinder the ambitious attempt to define the field in a unitary manner. Beyond semantic hardship, social pedagogy seeks efficient educational solutions for individuals and groups at risk, regardless characteristics such as age and types of difficulties. The theme is increasingly visible and lacks coherent management within the current Romanian social context; the approach is rather fragmented (with contributions from the field of social work) or centred on certain disadvantaged groups (for example, individuals with special education needs), and needs a unitary vision, as well as an educational perspective oriented towards preventing and solving difficult situations. The study aims to argue on premises for the development of social pedagogy in Romania as an academic field able to substantiate complex and innovative approaches of social vulnerabilities, based on current discourses and socio-educational projects. Activities of socio-cultural animation, the flexible and rather atypical use of socio-educational intervention techniques inspired by arts, sports, society games and outdoor education illustrate the methodological diversity of social pedagogy and the creative manner in which individuals are encouraged to participate in the process of problem solving.
- Price: 5.00 €
Short Description
The Scientific Annals of “Alexandru Ioan Cuza” University of Iaşi, Educational Sciences Series constitute a forum for fundamental and applied research in educational sciences, opened to all researchers interested in associated topics. The content of the volumes covers both theoretical and terminological debates as aroused from recent developments in educational sciences, as well as current tendencies in empirical research. Accordingly, the articles submitted for publication can focus on: o Theoretical debates on the history of educational concepts and pedagogical trends ; o Theoretical approaches on current educational challenges; o Original studies (based on quantitative or qualitative research); o Studies presented at national and international conferences that have been published only in volumes of abstracts; o Well documented and critical book reviews; o Reports on scientific events in which educational researchers may be interested.
