AXIOLOGICAL PREMISES IN EVALUATING INNOVATIVE EDUCATIONAL PARADIGMS. A PHILOSOPHICAL APPROACH

Abstract:

The main purpose of this paper is to examine the recent tendencies in analysing the axiological grounds of educational paradigms, inspired by the historical, ideological and social context of post modernity. My aim is to explore the particularities of a certain type of reflexivity targeted by educational paradigms, determining the expectancies that experts have on orienting education towards autonomous behaviours, quality, creativity. I will explain larger European coordinates and specific, Romanian cultural implications of educational paradigms developed under the edge of postmodernity, emphasizing the urgency to embody constructivist approaches (from social and epistemic standpoints) in educational trends. An important contribution of my research is represented by the study of two core-concepts – reflection and reflexivity – as axiological coordinates of educational paradigms, for which reflection is understood as the process of mental construction of interpretations, whereas reflexivity depicts a metacognitive process of analysing and contrasting such interpretations.

Keywords:

axiology, educational paradigms, reflection, reflexivity.