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Editura Universitară Dictionary of literary-artistic education

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Publisher: Editura Universitară

Author: Vlad Paslaru

Edition: I

Pages: 352

Publisher year: 2024

ISBN: 978-606-28-1800-5

DOI: 10.5682/9786062818005

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Being a pioneering position of the author who inventories, deepens and puts into circulation the terminology of a field of education that is about 6000 years old - since the existence of writing and reading, but conceptualized by newer approaches such as aesthetic theory, semiotics, literary theory, didactic art etc. only at the end of the century 20th century, the pedagogical terms (and adjacent to the pursued issues) that the author proposes are approached from an innovative epistemic platform - that of the types of human existence and the specific type of human knowledge ELA - artistic-aesthetic knowledge.
At the same time, we highlight the integrality, the inter-disciplinary approach, the multiplicity of explanatory perspectives that intelligently combine epistemic positions coming from the literary-artistic theory, the aesthetics of the arts, the philosophy of art, the didactics applied in relation to various artistic discourses, the semiology of art, grammar, structuralism, literary criticism and history, etc.

Constantin Cucos
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VLAD PASLARU, n. 1948, Crocmaz, Rep. Moldova.
A absolvit Facultatea de Filologie a Universitatii Pedagogice „Ion Creanga” din Chisinau (1971). 
Si‑a luat doctoratul la Institutul de Educatie Artistica al Academiei de Stiinte Pedagogice a URSS (Interactiunea literaturilor in educatia etic‑estetica a elevilor (1983). A validat teoria educatiei literar‑artistice prin sustinerea tezei de doctor habilitat Fundamentele pedagogice ale educatiei literar‑artistice a elevilor (Institutul de Stiinte ale Educatiei, Chisinau, 1998). 
A activat in cadrul ISE in calitate de cercetator stiintific, sef sector, sef sectie, director (1975‑2011) si in functii de cercetator stiintific la Institutul de Filologie Romana „Bogdan Petriceicu‑Hasdeu” al Academiei de Stiinte a Moldovei (2012‑2022). 
A realizat abordari filosofice originale ale educatiei generale si literar‑artistice in RM (Epistemele educatiei moderne). 
A dezvoltat conceptele: educatie lingvistica, scoala nationala, educatie interculturala, didactica artei, identitate prin educatie. 
Este autor‑coordonator al documentelor reformei invatamantului in RM (legislatie, conceptii, programe, strategii, curricula).
*
A publicat 25 de carti (monografii, eseuri, manuale, ghiduri, plachete de versuri) si peste 120 de lucrari stiintifice in volume si reviste.
*
Membru al Uniunii Scriitorilor din Moldova.
*
De acelasi autor:
Epistemele educatiei moderne, Chisinau, 2023.
Educatie si identitate: Termeni de referinta, Chisinau, 2021.
Gandind gandirea, gandescu‑mi firea, Arad, 2018.
The Theory of Artistic‑Aesthetic Education versus Didactics Arts. In: Handbook of Research on Applied Learning Theory and Design in Modern Education. Vol. I. 2016 (Hershey, Pennsylvania, USA).
Prolegomene pentru o didactica a artei, Chisinau, 2017. 
Introducere in teoria educatiei literar‑artistice, Chisinau, 2001; Ed. a II‑a, Bucuresti, 2013.
(Im)Posibila educatie, Chisinau, 2011.
Principiul pozitiv al educatiei, Chisinau, 2003.
Valoarea educativa a interactiunilor literare, Chisinau, 1985.

PREFACE / 11
ARGUMENT / 15
ABBREVIATIONS AND SYMBOLS / 19

A
Accessibility of training / 21
Literary-reading accessibility / 23
Communicative-linguistic activity / 24
Literary-artistic activity of students / 25
The truth / 29
Artistic truth / 31
Literary analysis / 33
Aristotle / 35
Asymmetry / 40
Attitude / 41
Literary-lecturer attitudes / 41
Autotelism / 43
Literary/literary axiology / 44

B
Bakhtin, Mihail
/ 46
Barthes, Roland / 47
Bible / 48
Librarian / 58
Library / 59
Blaga, Lucian / 61
Brandza, Emil / 62

C
The quality of education / 67
Book / 72
Aesthetic categories / 74
Hermeneutic circle / 83
Reading circles / 84
Literature reader / 86
Literary commentary / 93
Competence / 94
Communicative-linguistic competence / 97
Literary-reading competence / 100
Literary-reading communication competence / 106
Intercultural competence / 106
Comprehension-explanation / 107
Human communication / 107
The concept of linguistic and literary-artistic education / 110
Linguistic consciousness / 110
Literary-artistic consciousness / 113
National consciousness / 115
Pedagogical consciousness / 116
Educational contents / 117
The contents of ELA / 117
Cornea, Paul / 118
Costin, Miron / 119
Creanga, Ion / 119
Artistic creation / 122
The evaluation criteria of literary-reading culture / 122
Identity crisis / 124
Property crisis / 125
Culture / 126
National culture / 128
National literary-artistic culture / 130
Universal literary-artistic culture / 130
Literary-reading culture / 130
Pedagogical culture / 131
Theatrical culture / 131
Knowledge / 135
Artistic-aesthetic knowledge / 135
Empirical knowledge / 136
Philosophical/hermeneutic knowledge / 137
Mythic-religious knowledge / 137
Scientific knowledge / 139
Curriculum / 140

D
The given and the created / 143
Deconstruction / 144
Deconstructivism / 145
Perfection / 145
Development. Literary-artistic development / 146
The development of the literary work / 146
Dialogism / 146
Didactics / 147
Didactics of art / 148
School dramaturgy / 148

E
Eco, Umberto
/ 149
Educable / 149
Education / 149
Artistic-aesthetic education / 153
Education-entity-identity / 162
Intellectual education / 164
Intercultural education / 165
Literary-artistic education / 168
Education for freedom / 173
Ethical-aesthetic education / 174
Moral-spiritual education / 174
National education / 177
The theater student / 179
Ethics of deconstruction / 179
Ethics of reading / 179
Evaluation / 180
School evaluation / 181
Evaluation within ELA / 184
Explanation / 184

F
Education factors / 185
Philosophy of education / 185
Educational purpose/of education / 187
The purposes of ELA / 189
Beauty and education / 189
Fusion of horizons / 191

G
Artistic/literary-artistic thinking / 192

H
Heidegger, Martin
/ 193
Hermeneutics / 195
School literary hermeneutics / 196
Huizinga, John / 196

I
The human ideal / 197
Identity / 198
Imaginary. The educational imaginary / 203
Imagination / 203
Image / Artistic image / 209
Immanent / 210
Literary training / 210
Interculturality / 211
Literary interactions / 212
Reading interests (concerns) / 213
Interpretation / 214

I
Formative education / 215
National education / 216
Teacher / 216

J
Jauss, Hans-Robert
/ 218

K
Kant, Immanuel
/ 219
Kusaev, Nariman / 222

L
Reading / 223
Critical reading / 230
Freedom / 231
Language / 231
ELA Language / 232
Romanian language and literature - school discipline / 237
Literature / 243
Playful / 245

M
Manguel, Alberto
/ 247
Handbook of literature / 264
Matrix. Matrix of the Romanian nation / 265
Method / 265
Methodology / 269
Methodology of literature / 273
The methodology of artistic-aesthetic education / 274
ELA Methodology / 280
Multiculturality / 288

N
Nation / 290
The new educations / 292
Negotiation of meanings / 296
Level of literary-reading development / 297
Reading level / 297

O
Educational objectives / 298
Literary work / 299
Waiting horizon / 300

P
Parfene, Constantine
/ 301
Pedagogy / 302
Art pedagogy / 302
Evaluation principles within ELA / 304
Procedures/techniques of ELA / 306

R
Radu, Caesar
/ 307
Artistic reception / 308
Receiver / 309
Artistic representation / 311
School results / 311

S
Educational space / 312
National educational space / 312
Purpose of ELA education / 312
Literary writing - literary text / 313
Reading status / 313
Subjectivation of knowledge / 314
Subjects of the literary work / 321

S
National school / 322

T
Theatricality / 324
Technique (learning) / 324
Teleology. Teleology of education / 324
Teleology ELA / 325
Educational-didactic text / 326

U
Reading universe / 327
Intimate universe / 327

V
Value / 328
Educational value / 330
Immanent value / 331
Values ​​of ELA / 332
Values ​​related to ELA / 332 axiology
Literary value / 332
Literary-reading vision (concept) / 332
Vygotsky, Lev / 333

NAME INDEX / 334

BIBLIOGRAPHY / 342

Professor Vlad Pâslaru, Romanian and Bessarabian (by origin and geographical location), is a landmark of pedagogy "beyond the Prut", of a school of pedagogical thought (and not only), of a direction and rootedness, in what we call today , the sciences of education, which deserve all our attention and valorization. As one who knows the community of pedagogues in Bessarabia, through proximity, direct experience, immersion in common activities, integrative interest, I testify to the professionalism, dedication, creativity, involvement not only of the academic body (from Chisinau, Balti, etc.), with whom we have privileged relations, but also with the didactic procedural outfit, at the macro or micro level, exercised by educators at all levels of education, through exemplary services of high didactic value.
One of the topics of interest of the university Vlad Pâslaru is the literary-artistic education, namely that formative component that aims to form, consolidate, chisel our receptivity in relation to the embodiments of sensibility and experiences, from the past or contemporary, at an artistic level. This is why, for reasons not so much "didactic" as epistemological, clarifying, penetrating, we are proposed, through the present paper, an introduction, even deepening, of some conceptual elements, horizons, strategies, solutions to facilitate, educators and the educated, together, an entry into the world of artistic values.
The idea of ​​inclusion in a dictionary, explicitly as an epistemological discourse, terms, keywords, meanings of some words that refer to art, reception of beauty, artistic joy, artistry, training for beauty, co-participation, artistic empathy, artistic attitude, value judgment And so on And so on it seems auspicious to me, especially since such an explanatory "concentrate" can acquire pragmatic, documentary, educational, projective value in the multiple circumstances of training in this direction. Searching and limiting yourself only to what Google-type engines offer you is a simplified, if not problematic, approach of a machine-like, impersonal, stochastic coordination. A query, in front of a dictionary, is nothing more than a random "walk" through virtual space. The classic dictionary, like the present one, is assumed, filtered, arranged from the perspective of a human, personal positioning - of a search experience lived and exercised on an individual or collective level. It cannot encompass everything, as Artificial Intelligence (AI) might, but it does bear witness to a way of thinking, feeling, imagining – with the assumptions and precarities of the humanity within us.
What does this dictionary contain and what does it refer to? The Dictionary of Literary-Artistic Education (DELA) is an epistemological reference (with concrete references to the ontological, actional, procedural plan) for the training of the art receiver, of the literature reader, and proposes 182 articles and definitions of terms specific to the field of training-development of the receiver cult of literature and art and a limited number of terms of general epistemology and pedagogy, related to literary-artistic education (ELA), presented both as etymological, lexicographical values, as well as explanatory, implicative ways of arts pedagogy, reading pedagogy, reception aesthetics .
Being a pioneering positioning of the author who inventories, deepens and puts into circulation the terminology of a field of education that is about 6000 years old - since writing and reading exist, but conceptualized by newer approaches such as aesthetic theory, semiotics, literary theory, didactics of art, etc. only at the end of the century 20th century, the pedagogical terms (and adjacent to the pursued issues) that the author proposes are approached from an innovative epistemic platform - that of the types of human existence and the type of human knowledge specific to ELA - artistic-aesthetic knowledge. At the same time, we highlight the integrality, the inter-disciplinary approach, the multiplicity of explanatory perspectives that intelligently couple epistemic positions coming from the literary-artistic theory, the aesthetics of the arts, the philosophy of art, the didactics applied in relation to various artistic discourses, the semiology of art, grammarology, structuralism, literary criticism and history, etc.
We mention the fact that DELA follows another work, dedicated to the theory of literary-artistic education, materialized at the level of a PhD thesis in pedagogy, developed by the author, with related publications (Introduction to the theory of literary-artistic education, Chisinau, 2001; Bucharest, 2013 ) and is part of a wider renewal movement, both at the level of theoretical and procedural-practical positions. We know too well that the educational system in the Republic of Moldova is also going through system reforms, inquiries and notable curriculum redefinitions. Also benefiting from relevant influences/confluences of the Russian school of psychopedagogy (traditional or contemporary, recognized at the global level - leaving aside considerations of a political, strategic nature), but connected to everything that means modernity and European, democratic values, education from Bessarabia knows a dynamism, fervor and revival, on qualitative lines, which deserve to be taken as benchmarks including for education in Romania. The present performance, due to Professor Vlad Pâslaru, is part of this trend and desirable horizon. For example, the Curriculum of the Romanian language and literature, developed and edited at the Publishing House Șiința, in 1997, by a mixed team from the Institute of Pedagogy and Psychology in Chișinău (precursor of the Institute of Educational Sciences) and the Institute of Educational Sciences in Bucharest, came up with a new vision of teaching the Romanian language and literature in school and the first theoretical school curriculum model in the educational space of the two Romanian states. Based on this reference, the curricula for the mentioned discipline, valid for both countries, were developed, manuals and other curricular supports were edited. Also, experiences in this field (designing programs, textbooks, but also actual teaching) have proven that in each cycle/year of education/studies, both pre-university teachers and university teaching staff they urgently need works of a theoretical, methodical character both to understand the new concept of LLR teaching in school (more concretely, through disciplines such as Communicative-Linguistic Education, Literary-Artistic Education, in the Republic of Moldova or different names included in the Language and communication, in Romania), as well as to form the relevant teaching staff that teaches Language and Communication, Romanian Literature, etc. in the Republic of Moldova and Romania.
The current theoretical-explanatory reference is addressed to a wide audience, starting from those who are training to become teachers, the current teaching staff who teach humanities or socio-human subjects, but also cultural trainers, the public interested in the processuality of reception and creation in the literary area - artistic. Working as a researcher and university teacher alongside and together with school and university teachers for 50 years and publishing several studies and articles on the epistemology of ELA, the author has bent and been interested in identifying and clarifying some theoretical and experiential landmarks of training in this direction, proposing solutions for the initial and continuous training of the relevant teaching staff. Therefore, the editing of DELA is not only an individual gesture, with an attributive-restorative character, to configure the professional identity of the academic Vlad Pâslaru, to identify some explanatory frameworks related to this topic, but also a challenge to identify, in the future , and by other colleagues, of related epistemological horizons for those interested in literature research and the formation of the literature reader - students, masters, doctoral students, researchers.
We are pleasantly impressed by the precision of the thematic construction, the problematic and bibliographic references and references, the correlations with complementary, clarifying, comprehensive correlative terms that come to support the primary meanings of the concepts in question. We also value the inter-textual and inter-domain dimension, the inclusion of cumulative, reinforcing, evidential lines of explanation. In the end, this tool proves to be a cultural operator, a guide for entry and value assumption along historical, anthropological, metaphysical lines of human creation. Inter- and trans-disciplinarity, somewhat concealed, make the current dictionary an access path to wider territories, which explanatory support - and not only - the internalization of literary-artistic expressiveness. Intra- and inter-cultural openness is ensured by citing some cultural, academic, scientific, artistic landmarks from Romania and the Republic of Moldova, but also from the perimeter of European and world modernity or current events. References and concrete illustrations, from Creangă and Eminescu to notable names of contemporaries (I won't name them, they are many and conclusive), from the philosophers of Antiquity and the Holy Fathers of the Christian Church to contemporary semiologists and literary historians, etc. there are other evidential axes that validate an extensive, in-depth, serious, professional approach.
We congratulate our colleague Vlad Pâslaru for the undertaking - both innovative, comprehensive and courageous - to come up with such a scriptural offer, supported by accuracy, method, affinity and attachment, which helps us to understand and enjoy, through mind and sensitivity , of human creation - in general, and of the Romanian one - in particular.

Constantin Cucos
Bârnova-Iasi, April 2024

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