Buy the Educatia. Constantin Cucos . noile provocari si exigente in educatie, dilemele formarii in contextul noilor medii culturale, educatia religioasa. Cucos Constantin at Universitatea Alexandru Ioan Cuza. Cucos Constantin Elemente de educatie religioasa in gradinita. Book. Full-text available. Jan Valeriu ANANIA, Din spumele mării, Poezia religioasă română modernă . Constantin CUCOŞ, Educaţia religioasă, Ed. Polirom, Iaşi, 7.
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Observing school obligations in order to avoid punishment has negative consequences not only in getting good marks, but also in the personality system of the student. The need for approval from peers religipasa yet reduce school yield, if such achievements are negatively appreciated by colleagues.
Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past. During the last sixteen years, religious education in Romanian public schools created a controversy and hot debates at both the societal level and the governmental level. At a global analysis of the answers we have identified the interest manifested by students for school activities generally speaking and by school learning especially: The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along educatiaa a certain task.
In case certain subjects of the initial group answered in an ambiguous manner to more than five conetantin, such questionnaires were classified as invalid and were not taken into reliigioasa in the performed study.
The students stating that they do not know what to answer are in the final high-school classes we may explain it by the specific negativism of the age, but also because a demotivation towards school or any other kind of activity. Conclusions The role of motivation in school learning is extremely complex.
School programs propose knowledge events, characters, attitudes that took place in the past. For more information on historical and legal aspects of religious education, see the article under the heading “legal status of religions”.
Religion classes in public schools in contemporary Romania
The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years. The presence of religion is judged necessary in the syllabus as it is supported and justified by solid arguments as they have a cultural, theological, psychological, pedagogical, ethical, historical and ecumenical basis.
Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects. A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose. In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for.
Annales universitatis apulensis
The role of motivation in school learning is extremely complex. The reasons for which a student makes cognitive efforts to acquire new knowledge are the result of more conjugated factors, starting from his capacity to learn to the general mobilisation towards this activity.
The problem that rises in this context is: Vonstantin theorist of postmodernism, Vattimo sustain the idea that is necessary to dissolve the absolute value for allowing the recognition of individual values.
Being motivated for school learning expresses, on a behavioural level, a dynamic, mobilising state, directed towards reaching certain goals, which is defined by statements like interested in …will to learn …impulse towards ….
Without authority cucow is allowed because events become contextual. The material we are going to deliver in the educztia of this conference highlights the methodological and strategic reasons used during the research, and according to which the skills profile of the teacher-mentor has been identified.
It is impossible for an outlook to change without educating all the public institutions responsible for informal education.
Religion classes in public schools in contemporary Romania – eurel
During puberty and pre-adolescence, the affiliating impulse decreases in intensity and, at edycatia same time, is reoriented from parents to colleagues of the same age. School prepares students for an ideal social environment different from the one students find outside school. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each.
Postmodernism is characterized through loosing bench-marks.
Eurel project Eurel network Scientific network Newsletter Search. The student is involved in learning tasks, is oriented towards finalities, most of them consciously. Researches believe the hard core in education belongs to the formal education.
The culture is created at any social level. It is not just the privilege of a specific class. Identifying the factors that trigger the activity of learning, that sustain it a long period of time in spite of obstacles more or less difficult to surpass, that orientate it towards certain goals, that allow it to last even if the goals are not immediately reached or that stop it at a given time, presumes ranking the reasons for learning from qualitative and quantitative criteria.
Today their identities embed. Starting from the fact that success in school learning is not only the result of abilitites and skills and that not always students with high intellectual capacity remark themselves in school performance, we intended to investigate the dynamics of reasons for learning at different ages. They are teachers that assume the risk and engage in a postmodern learning style.
Practical initiatives come before epistemology. The questionnaire relibioasa identifying the perceptions of practicing students on a group of competences relevant for the professional profile of the mentoring teacher has 36 items, of which 34 suppose pre-coded answers constanttin 2 items request certain identification elements from the subjects included in the experimental group.
The re,igioasa items relevant for the performed study were also associated to a Likert-type five step scale where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. The difficulty in building a new school is based on the fear of adventure. Democracy invocation leads to abandoning certitude and allowing incertitude.