Praxiologia formativ-inovaţională drept resursă de optimizare a relaţiei teorie-practcă educaţională [Articol]

Abstract

In order to establish a dynamic relationship between theoretical approaches and successful practical applications of scientific-epistemological approaches, there is a need for optimal cooperation between theoretical accumulations and innovations of educational praxis. Qualitative connections between praxiology and theory can not by themselves cause desired changes in the educational process. But educational practice and its study, praxiology, is for the sciences of education not only one of the three sources of knowledge in pedagogical research, but also a significant epistemological basis able to contribute to solving the problems of pedagogy, especially to optimize relationship theory - educational practice. We see such an effective connection and collaboration between theory and practice from both horizontal positions of cooperation (applicative-active receptivity of practitioners to scientific approaches and elaborations, on the one hand, and systemic and continuous capitalization of innovative experiences of practitioners, on the other hand), as well as vertically, which means that the innovative praxeologist takes from the theoretical elaborations not everything in detail, but only the essential ideas to apply them from his own positions.