Conceptual Approaches of Prospective Pedagogy


  • Viorelia Lungu Technical University of Moldova, the Republic of Moldova 38, Livezilor Street 2084 Cricova, mun.Chisinau Republic of Moldova
  • Nicolae Silistraru State University of Tiraspol, the Republic of Moldova 5, Ghenadie Iablocikin Street MD-2069 Chișinău Republic of Moldova



prospective pedagogy, education foresight, prospective


The theoretical and methodological foundation of Prospective Pedagogy has become one of the key issues of contemporary pedagogy, when exploring various aspects of the science of education related to personality formation, to deal requiments for present and future. The analysis perspectives of the prospective education presented the degree of complexity in terms of the characteristics that were inserted in the research, as conditions of its conceptualization. Studies of general epistemology state four main conditions that a certain field of knowledge must meet in order to acquire the status of science: to have its own research object, to develop a conceptual and explanatory system; to have its own methods and techniques; investigation of the object of study reunited in a scientific methodology; and, to have a praxiology of the field, in the sense of influencing, directing, and controlling the phenomena it studies. Thus, it confirms the theoretical conceptualization of the paradigm of prospective education, as science of education.




How to Cite

Lungu, V., & Silistraru, N. (2021). Conceptual Approaches of Prospective Pedagogy. International Journal of Emerging Technologies in Learning (iJET), 16(18), pp. 69–84.