AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: ELENA ANCUȚA SANTI, GABRIEL GORGHIU.
DOI: 10.24193/subbpsyped.2017.2.04
Published Online: 2017-12-30
Published Print: 2017-12-30
pp. 77-86
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ABSTRACT: The educational model proposed by John Dewey brings the student in the center of the pedagogical act and promotes an approach that emphasizes on the motivational structure of the student’s personality, on his/her interests and skills, those being considered as important variables in the educational process. In this respect, an educational approach able to harness and maximize the students’ natural potential is claimed by the actual educational system, mostly when proposing to implement student-centered learning at all the levels, as its main objective. So, taking into account that the student-centered learning starting practically with a change in the teachers’ current practice, it comes the question: under what conditions this model can be really applied in practice?
Keywords: student-centered learning, contemporary school, educational model, experience, John Dewey.
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