{"title":"传统与进步之间——教育的时间取向","authors":"M. Groenwald","doi":"10.38014/ehs-ss.2021.4.05","DOIUrl":null,"url":null,"abstract":"Selected temporal orientations dominating in education are presented in the light of ontological-cum-epistemological premises of the main didactic paradigms. Thus connections are indicated between (1) the objectivist paradigm with the time prescribed; (2) the constructivist-cum-interpretative paradigm with the assigned and shared with others; (3) the transformative paradigm with one’s own prescribed time. From the theoretical perspective this model is characterized by trichotomy, yet in everyday educational practices the didactic time, as illustrated with examples, takes the form of temporal triunity.","PeriodicalId":261606,"journal":{"name":"EUROPEAN HUMANITIES STUDIES: State and Society","volume":"135 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Between tradition and progress – temporal orientations in education\",\"authors\":\"M. Groenwald\",\"doi\":\"10.38014/ehs-ss.2021.4.05\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Selected temporal orientations dominating in education are presented in the light of ontological-cum-epistemological premises of the main didactic paradigms. Thus connections are indicated between (1) the objectivist paradigm with the time prescribed; (2) the constructivist-cum-interpretative paradigm with the assigned and shared with others; (3) the transformative paradigm with one’s own prescribed time. From the theoretical perspective this model is characterized by trichotomy, yet in everyday educational practices the didactic time, as illustrated with examples, takes the form of temporal triunity.\",\"PeriodicalId\":261606,\"journal\":{\"name\":\"EUROPEAN HUMANITIES STUDIES: State and Society\",\"volume\":\"135 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EUROPEAN HUMANITIES STUDIES: State and Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.38014/ehs-ss.2021.4.05\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EUROPEAN HUMANITIES STUDIES: State and Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.38014/ehs-ss.2021.4.05","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Between tradition and progress – temporal orientations in education
Selected temporal orientations dominating in education are presented in the light of ontological-cum-epistemological premises of the main didactic paradigms. Thus connections are indicated between (1) the objectivist paradigm with the time prescribed; (2) the constructivist-cum-interpretative paradigm with the assigned and shared with others; (3) the transformative paradigm with one’s own prescribed time. From the theoretical perspective this model is characterized by trichotomy, yet in everyday educational practices the didactic time, as illustrated with examples, takes the form of temporal triunity.
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