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• W2602841158 abstract "development of Romanian modern psychological pedagogy, interwar era, is realized through contribution of several authors that can be integrated two important orientations: a) orientation of experimental psychological pedagogy; b) orientation of theoretical psychological pedagogy.Emil M. Brandza (1894-1984) is author of School-pedagogy class, published 1932. In same year, 16 December 1932, at The Study Circle experimental opening, he held conference named What is understood through experimental In School Pedagogy, M. Brandza analyses base competencies of pedagogic phenomenon that must be , especially, by experimental (through experimental methods): teachers, students, curriculum, lesson, method, teaching materials, school furniture, school building, class of students. second edition of book, published 1940, conceived as system of general methodology also defines and analyzes other important pedagogic concepts: teaching, teaching methodology, instruction, education, (term that is systematic of ) (see Dumitru Muster, Emil M. Brandza and Romanian interwar experimental pedagogy) (Brandza, 1942).Emil M. Branza'spedagogic conception is clarified study named The problem of relation between and philosophic pedagogy (University Pattern, Bucharest, 1942). author starts from distinction operated by founder of psychological pedagogy, A. Binet, between the old that must give issues be studied and the new that must give study procedures (Brandza, 1973). The old pedagogy is philosophic one, focused values and goals of education that don't make object of scientific The new pedagogy is one, focused scientificly research methods. If we would remain within these boundaries the will be subordinated unscientific pedagogy (Brandza, 1973).The opposition between two pedagogies can wear extreme form of relation between the dogmatic pedagogy that fixates goals and pedagogy, subordinated by fact that doesn't enjoy prestige of university teachers (Brandza, 1973). proposed solution targets release conceived as experimental pedagogy, under tutelage of philosophic pedagogy. study object of experimental must be fixed not at level of the grandiose problems that can be solvable by philosophic only on paper, through game of quotes, but also level of detail researches viewed through real problems' perspective leading concise results (...) at least perfectly controllable (Brandza, 1973).The lesson, according experimental psychological is designed as learning, information and training process. Evolve through thematic lessons and practical lessons educational process that can be achieved in two ways: a) though instruction that spread knowledge through sustained contact between enlighten subject and cultural object, give student a material culture; b) though education that aims to exercise spiritual and physical powers which support cultural elaboration, that makes way student integral culture (Brandza, 1973).The lesson design is conceived herbatian spirit, with experimental orientation maintained by three psychological parts: a) psychological preparation of lesson (psychological introduction and discussions); b) psychological approach of lesson content (from perception, attention and memory contemplation, abstraction and reason); c) psychological application of content achieved throughout lesson (Brandza, 1973).The psychological approach of lesson and of student stimulates the adaptation of class activity work possibilities of experimented through some stimulation and care means a) punctuality at beginning and at end of lesson; b) allocation of at least of 7-8 minutes for testing students every time an answer is obtained that prove progress of one is being tested; d) eliminating tendency of indignation, of addressing harsh words towards students that do not answer or aren't behaving properly; e) accepting the goodwill signs demonstrated by students terms of cooperation expressed and through the desire of participation of weak students; f) creating appropriate teaching conditions that allow students time think both slower and livelier (Brandza, 1973). …" @default.
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• W2602841158 date "2016-07-01" @default.
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• W2602841158 title "Emil M. Brandza's Contribution to the Development of Modern Psychological Pedagogy" @default.
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