For a pedagogy of summaries values

Abstract

The title of the article is inspired by the work of J.S. Bruner, “For a theory of instruction”, built on the psychological theories of learning approached from a formative perspective, through an “effort to help and shape the development” of the personality of the educated (student) [3, p. 11]. By analogy, the study aims to design a pedagogy of values based on the higher formative resources offered by the concept of value, determined philosophically, sociologically, anthropologically, politologically, psychologically, historically. The analysis promotes a “tripartite vision” on the subject investigated with the means of fundamental pedagogical research (historical and theoretical), oriented in epistemological, methodological and practical plan. Such a “tripartite vision” refers to: 1) Defining and analyzing the concept of pedagogical value, reconstructed and fixed from a historical, (evolutionary) and theoretical (epistemological) perspective. 2) Deepening the value meanings of education in the postmodern (contemporary) society, specifically reflected, at the level of general theory of education, through the “model of pedagogical values in private education”, built in conditions of fundamental research, on the axiological continuity line between: purpose-values, norm-values, means-values, valence-values, utility-values. 3) The implementation of the technology for the promotion of pedagogical values in private (primary) education, evaluated in conditions of operational research, which constitutes a distinct final subject, approachable in conditions of empirical, experimental investigation.