Defining Normativity in Educational Sciences as a Field of Research

Abstract

The relevance, implications and the stakes of forming a conceptual framework, as well as a theoretical foundation specific to each science, therefore to Educational Sciences too justify approaching the topic of normativity. The enterprise we propose in this paper is meant to emphasize the scientific importance of a fundamental theoretical model in the field of sciences of education, and more specifically a model of normativity. The latter constitutes itself as a basis or a foundation of scientifically in this field. Which is also the reason why we will approach mostly topics from the conceptual area as a research field in it, within sciences of education (such as, for example, aspects regarding typical principles and rules, fundamental axioms, norms and laws of pedagogy). Another aspect dealt with in this paper is that concerning the stage of research in educational sciences internationally, in what concerns normativity, but also what is typical of this field of research in other social sciences (such as psychology, sociology, history, etc.). Finally, one other aspect approached by the current paper is that regarding the criteria of scientifically for the identity of a field of research of its own in educational sciences. These criteria will be investigated according to the following categories: - Structural criteria - Intra-research criteria - Outcome criteria - The validation of criteria.