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.
|Published (Last):||13 August 2018|
|PDF File Size:||17.78 Mb|
|ePub File Size:||18.38 Mb|
|Price:||Free* [*Free Regsitration Required]|
The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their rapid wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media – press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.
They hold that it should be unrelated to any denomination and not resemble a catechesis and indoctrinating session.
We may include in the same category reasons determined by the desire to lease educators they get attached to and unconditionally admire which is specific to young studentsas well as the desire to get together with colleagues, friends, to generally do everything that their peers do.
Romania General overview Historical highlights Chronology Historical survey Law and religion General overview Provisions Financing of Churches Education Marriage Chaplaincy Workplace Main texts Social and religious data Sources of data Principal religions and denominations Other religious and non-religious groups Religious belonging and religious demography Religious participation Religious practice Religious opinions, beliefs and attitudes Religions and society Religions and schooling Religions and social welfare Religions and the media Current issues and debates Archives Further information Bibliographic highlights Significant links.
Research results For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and practicing students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the signification test test t, Student. Study Regarding the Reasons for Learning 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.
The swinging between those two faces is a source of happiness. The street is dynamic, alive and colored. The motivation for learning is made of all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts. The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc.
The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure. The theoretical reference frame is based on the most recent national and international research results and the practical-theoretical frame follows the standards for mentoring programs that have been established by the European Mentoring and Couching Council.
Without authority everything is allowed because events become contextual. Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior.
Bibliography – Annales universitatis apulensis
Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity. The first religiiasa in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons.
If achieved, learning is with hard efforts and tiresome. Other cucoa reasons view the tendency to conformity, to submit to school obligations and, implicitly, the fear for consequences that may lead to punishment. 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 religjoasa mentioned hypotheses 1: Another category of reasons for learning, whose functionality is conditioned by the age of the students, of the structure and particularities of their personality, of the socio-affective relationship among class are the stimulative reasons — praise, encouragement, objective assessment, respect of opinion etc.
Religion classes in public schools in contemporary Romania
The exageration of this reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships. Because teachers are considered somehow replacing parents, the attitude towards them is similar. In fucos, two opposite situations coexists. Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects.
They believe, however, that religious education in public schools is a necessary means of preserving and affirming national identity, variable synthesis of Latin culture and orthodox faith Mihai St.
As to identify the dynamics of the interest in school activities, we have performed a comparative analysis of answers, according to age. Being motivated educaatia 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 ….
The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each. Art insert in daily life and focus on appearance are other postmodern challenges.
Such a learning is much more efficient, because, even if it puts more strai non the student, delays tiredness thanks to the satisfaction it brings and allows the learner to perfom a longer lasting activity and get higher yield. Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. As to achieve a ranking of the contantin for learning in students we have achieved — according to different levels of age — two categories of tests: The postmodern mentality breaks the patterns and brings incertitude.
Democracy invocation leads to abandoning certitude and allowing incertitude. Practical initiatives come before epistemology.
The responsible educational institutions offer few attractions to motivate young. School eduvatia students for an ideal social environment different from the one students find outside school.