Prospective Education and its importance for University Education

Viorelia LUNGU, associate professor, PhD in the Department of Social & Human Sciences, FCIM, stepped into the new year with a major accomplishment – she published the scientific monograph “Theory and methodology of prospective education”, a project supported and appreciated as a valuable piece of work of the year 2019 by the National Agency for Research and Development.

Given that prospective pedagogy (PP) as a fundamental field has been little researched so far, the author intends to present the prospective dimension of education from a dual perspective: as a particularity of education, but also as a premise and consequence of development. Even if by the end of the 20th century the prospective aspect of education was recognized on a systemic level, it was little used, especially in educational standards, textbooks and teaching materials in higher education. Currently, in the accelerated pace of change, when what is being learned today can already be overcome, the need to theoretically and praxiologically substantiate this important field of education is becoming more and more urgent, a necessity that is imperatively imposed in both the initial formation and in the ongoing formation of the personality.

Before establishing itself as a scientific theory, Prospective Pedagogy demonstrated its practical approach in the development of technology, in the field of planning, business, environmental studies, economics, politics, but also at the level of human and technological resources, applying principles and methods, verified experimentally and partially conceptualized in philosophy, pedagogy, sociology. Thus confirming the transdisciplinary content of the prospective Pedagogy, its implementation in the university has been investigated from different perspectives:

  • valuing the anticipation and planning of the actions, as fundamental elements of the prospective education (EP)
  • determining and structuring the prospective values, according to the competences needed in the future;
  • analyzing the specialties and competences that have disappeared or are about to be overcome and the anticipation of those that are about to emerge (skills for the future);
  • approaching the educational institution from a prospective perspective;
  • elaborating the structural components of the EP paradigm.

The theoretical-experimental approach of the research focused on the conceptualization of PP based on three concepts: prospective education, prospective pedagogy and the prospective aspect of education. As a finality of the theories addressed, the concept of PP in a broad and restricted sense was expressed through the proposed definitions:

In a broad sense, prospective pedagogy is a fundamental field of educational sciences with a theoretical, praxiological and prospective character, which studies and directs the process of value change and adaptation and aims to form a fully developed and prospective personality capable of coping with social transformations, fully exploiting its potential and competences, contributing to the attainment of the educational ideal.

In a narrow sense, the prospective pedagogy studies the instructive-educational process organized and designed for the development of the personality for the future, for the formation of the awareness and the proactive behavior of active integration in the ever changing social life.

According to the author, in the formation and development of the prospective personality, it is necessary to form competences for anticipating, designing and directing actions, depending on the social, professional and personal context. The author also came with some recommendations, based on the results of the investigation. In order to make the teaching process more efficient in university education, it proposes the introduction in the university curriculum, in different fields, of a new course – Prospective education, as well as the elaboration of methodological guides that would include suggestions, strategies, technologies for training prospective skills. The reliance on prospective competencies is also set in the elaboration of the standards of training of the teachers, but also of the specialists from different fields, which would allow to realize the flexible character of the requests of the company, but also the anticipation and the adaptability to the change. At the same time, in the Lifelong Learning Strategy, it is proposed to highlight the permanent and prospective character of education, taking into account the formation and development of the personality in accordance with the conditions of the Present and the defining features of the society of the Future.

This research opens new perspectives in the native pedagogical science, constituting a premise for the further investigation of prospective pedagogy as a holistic approach at all levels of the education system.

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