Educational Models: Academic Performance and Well-Being in Schools

Abstract

Abstract: The paradigms affirmed in the history of pedagogy promote models of education/training affirmed theoretically and/or practically, in different eras: 1) Premodern Era (17th-18th centuries) – magistrocentrism; the conformity of education with the abstract, divine, or concrete nature, which is good, but which society corrupts; 2) Modern Era (19th century – first half of the 20th century) – psychocentrism/focusing on the psychological requirements of education and the educated; sociocentrism/focusing on the social requirements of education and the educated; 3) Postmodern Era (second half of the 20th century-21st century) – technocentrism/focusing on the concrete/operational objectives of the lesson etc.; curriculum/curriculum design focused on the general and specific objectives of training, built at the level of interdependence between the requirements towards education and the educated: psychological (defined in terms of skills) and social. Performance and well-being can be identified at the level of each concrete activity (lesson etc.), operationalized according to the competencies, located in the area of specific objectives, cognitive (aiming at understanding knowledge, applying it in problem solving, analyzing and synthesizing solved problems; internal and external critical evaluation) and non-cognitive, affective-motivational and volitional-characteristic, more difficult to evaluate in conditions of reception, involvement (positive or negative), valorization, assumption, internalization.
Keywords: curriculum/curriculum design; premodern, modern, postmodern historical era; education/training models; paradigms affirmed in the history of pedagogy; performance and well-being at the level of taxonomies of cognitive objectives and objectives in the socio-affective domain.