Philosophical and Didactic Perspectives on Problematization

dc.creator	Nicoleta Martian, Assist. Prof. PhD
dc.creator	Livia Suciu, Assist. Prof. PhD
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:32Z
dc.date.available	2015-07-20T22:05:32Z
dc.identifier	2067-4627
dc.identifier	https://doaj.org/article/fda692ec1a2c4d23ba41c81d2f1f63cb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9821
dc.identifier.uri	https://doaj.org/article/fda692ec1a2c4d23ba41c81d2f1f63cb
dc.description	In order to approach the pedagogical method of problematization we started out with a first philosophical didactic perspective that Gilles Deleuze proposes because it deconstructs two big paradigms that were adopted in traditional approaches of problematization (focused on solutions or on already given problems ), which nonetheless prove to be prejudices since they ignore the problematization process itself. We then pointed out the emancipatory function of problematization, the approach to problematization as solution to surpassing cultural crisis, because it avoids both the limitation to only one solution as well as the relativization of all solutions that Michel Fabre suggests. I furthermore took under consideration the methodological didactic aspect of problematization, considering that philosophical suggestions were exploited in the field of didactic methodology. I scrutinized the construction of problem-situations and the operations that problematization involves (addressing the problem, building the problem, debating hypotheses) in order to emphasize in conclusion the problematization specificity in studying religion, as it reveals to us the transcendence of the problematic component.
dc.publisher	University Cluj-Napoca
dc.relation	http://psiho.ubbcluj.ro/SSU/revista/HOME_files/JoD1.1.pdf
dc.relation	https://doaj.org/toc/2067-4627
dc.source	Journal of Didactics, Vol 1, Iss 1, Pp 1-12 (2009)
dc.subject	Problematization
dc.subject	problem
dc.subject	solution
dc.subject	paradigm
dc.subject	prejudice
dc.subject	event
dc.subject	emancipation
dc.subject	integrism
dc.subject	relativism
dc.subject	problem-situations
dc.subject	addressing the problem
dc.subject	building the problem
dc.subject	debating hypotheses
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.title	Philosophical and Didactic Perspectives on Problematization
dc.type	Article