Abstract:

Contemporary social paradigm outlines, within present-day reality, a whole range of aspects that do not necessarily justify the idea of educational pragmatism. The paradoxical situation of education is that education itself needs education. Consequently, technology relies on education and education develops inside this paradigm via new learning technologies. Still, such an assumption gives credit, on a socio-educational level, to the idea according to which new learning technologies prove their usefulness in a recently accepted educational culture. In this respect, we consider that a reevaluation of the dimension of education through a reference to mankind consciousness is needed. Thus, the emergence and development of a new type of educational culture, by assuming on a social level, new learning technologies, gives birth to a “possible world” that needs to be analyzed from the perspective of an epistemology of education.
In this way, we consider that the characteristics that outline a certain connection between social and educational systems speak about an approach from a scientific knowledge perspective. Moreover, the assessment standards show different degrees of complexity that offers an educational paradigm whose hermeneutics is to be identified with a scientific lexis. In the same way, a conceptual-theoretical construction, relevant within a new accepted paradigm, acquires methodological substance to the extent that by using new learning technologies we come close to obtaining results that are based on pragmatic criteria. The conceptual-theoretical understanding of new learning technologies corroborated with an analyses from the perspective of language theory is structured on specific set up levels in which cognizable structures are visible through which the new educational paradigm can be subject to a process of axiological reevaluation. It is in this context that I consider that new learning technologies should focus on a qualitative-competitive approach of information contents. It all comes down to a deep pedagogic understanding of a new educational culture in which human consciousness is related to new learning technologies.
A prioritized educational pragmatism is of utmost importance against the contents specific for the conservatism of those social actors that are involved in this activity. Consequently, this aspect brings about epistemological issues through which the realism of a paradigm is explained from the perspective of a conceptual relativism. Thus, I think it is appropriate, on the level of any scientific interpretation, that we should accept innovation in pedagogy from human consciousness perspective. On the other hand, as far as, both on theoretical and practical level, new learning technologies prove their pragmatism; the acceptance of a new educational model is completely justified from a social point of view.

Keywords:

social paradigm, human consciousness, educational epistemology, pedagogic innovation, educational culture.