COMPUTATIONAL EDUCATION IN THE PERSPECTIVE OF PERSONALISTIC PHILOSOPHY OF EDUCATION: PROBLEMS AND INTERPRETATIONS

Abstract

The subject of this article is broadly defined computational thinking, interpreted in the context of its use (benefits and limitations) in the educational process. The presented text analyzes not only the phenomenon of computational thinking, but also the education based on it – “computational education”. The analyses presented are not holistic and exhaustive, but rather aspectual, theoretical and introductory. Referring to the theoretical perspective of personalistic philosophy pedagogy, the author presents analyses indicating both the cognitive effects of this type of education and (above all) its educational (formative) effects. Taking as a starting point the classical humanistic model of Greek paideia, developed in the Latin model of humanitas, the author of the study attempts to indicate to what extent computational education can serve the integral development of the person.