The historic and theoretic evolution of the curricula from Romania Cover Image

The historic and theoretic evolution of the curricula from Romania
The historic and theoretic evolution of the curricula from Romania

Author(s): Cristian Rudolf, Gianina Cătălina Prodan
Subject(s): Psychology
Published by: Editura Universitatii din Oradea
Keywords: educational curriculum; theory of the curriculum; paradigm; interview with experts; hermeneutic analysis

Summary/Abstract: The field of the curriculum theory in Romania it’s characterized by methodological and theoretic pluralism, highlighted by a symphony of voices; each one trying to proclaim its own theoretic superiority and practical usefulness. The Romanian pedagogues have adopted the word ”curriculum”, they conceptualized it, gave it ample, intermediate and restricted semantic coordinates, stating different points of view about „the curriculum theory”. Therefore, our approach of theoretically founding the educational curriculum builds its hypothesis on such a „paradigmatic” mismatch, out of the terminological of conceptual oscillations, trying to unite in a whole image the essential characteristics of the curricular field in Romania. This paper examines the evolution of curriculum theory, epistemological perspective through a hermeneutic approach that allows the possibility of open dialogue and of the intellectual options. To this end, we opted for a method that provides flexibility, subjectivity and objectivity context: interview with experts. Using this method gave us a personal and contextual reality, imbued with the actual experiences of options and views of experts in education. The topics proposed for discussion offered a picture of reality in Romania curriculum field: approaches, concepts, theories curricular status of educational research and curricular relevance to practices and policies, the existence of the scientific and practical curriculum and its manifestations; area existent problems, membership of a curriculum paradigm. The purpose of this research is to identify the dominant curricular concepts promoted by education experts from Romania, by highlighting specific ideas and visions of real interest for education. Also hermeneutical analysis of curricular concepts in the field of curriculum devoted teachers in Romania can be a criterion for assessing the paradigmatic status of the EU in this area.

  • Issue Year: XXI/2013
  • Issue No: 2
  • Page Range: 82-96
  • Page Count: 15
  • Language: English