STATUTUL ŞTIINŢELOR EDUCAŢIEI (Sinteză)

Sorin CRISTEA Universitatea din Bucureşti (România)

Rezumat

This study emphasizes the education sciences status and its analysis from a historical and epistemological perspective.
It has mainly in sight the delimitation between the authentic education sciences (developed from the basis matrix of pe-
dagogy) and the non authentic education sciences, appeared only as applications to education of the other social sciences.
The status of pedagogy as a social science is proved by the emphasizes of the object of specific study (education,
studied at a global and profound level with the help of the function and basis structure concepts and the other concepts:
finality, content, general forms system and education process, specific research methodology - historical and hermeneu-
tical, specific normatively expressed through axioms, laws and principles and rules.
The education sciences classification values two criteria: the position towards research object, education and the
research methodology mainly used. The first criteria emphasize the importance of the fundamental sciences of education:
education general theory, education general teaching theory, education general curriculum theory, pedagogical research
theory. The second criteria emphasize the appearance of the education sciences through different methodologies typo-
logical separated. This is a perfect issue to understand the fundamental sciences of education.