CONSTANTIN CUCOS EDUCATIA RELIGIOASA PDF

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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Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options.

Annales universitatis apulensis

Educxtia the factors according to which this ranking is made is very important for the educators. School programs propose knowledge events, characters, attitudes that took place in the past.

These are consequences of dramatic changes, of social order and thinking models destruction. Through the verification of work hypotheses 2.

Bibliography – Annales universitatis apulensis

A superior form of the motivation for school learning is the intrinsic motivation 1consisting of those reasons that do not depend on a reward coming from outside the learning activity the student learns because learning brings him satisfaction by itself, and the purpose of learning in intrinsic to it, not out cucox it.

The fight for survival has two faces.

The individual builds its identity based on public events participation. Postmodern education can not exclude a educcatia conflict among formal and informal education.

The questionnaire for 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 and 2 items request certain identification elements from the subjects included in the experimental group.

The student is involved in learning tasks, is oriented towards finalities, most of them consciously. Inexperienced teachers could be overly tactless or zealous in their profession, thus, running the risk of transforming a religious class into a proselytising and indoctrination tool.

Democracy invocation leads to abandoning certitude and allowing incertitude. A coherent educational project can not be implemented without taken into consideration influences from other institutions.

Religion classes in public schools in contemporary Romania

Eurel project Eurel network Scientific network Newsletter Search. I, Januaryp. If achieved, learning is with hard efforts and tiresome.

It is not just the privilege of a specific class.

Being motivated cuco 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 ….

Seriousness is abandoned in favor of happy mood. Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior.

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They are teachers that assume the risk and engage in a postmodern learning style. The postmodern mentality breaks the patterns and brings incertitude. The same directions are shaped in what concerns avoiding failure; as a consequence, in the category of school success-failure we may include the reasons stated by students in very different ways, yet expressing the same tendencies: Because teachers are considered somehow replacing parents, the attitude towards them is similar.

The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years. In case certain subjects of the initial group answered in an ambiguous manner to more than five items, such questionnaires were classified as invalid and were not taken into account in the performed study. 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.

Both the interview and the questionnaire have followed identifying the dimensions of school learning motivation and of the factors mediating the option for such reasons choice answer items — I like going to school because: The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. 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.

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. In conclusion, two opposite situations coexists. In the past, communities cultivated their own traditions. The society is different from school and it offers a different educational perspective.

Other extrinsic reasons view the tendency to conformity, to submit to school obligations and, implicitly, the fear for consequences that may lead to punishment.

Without authority everything is allowed because events become contextual. 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.

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The results obtained by the group subject to investigation are summarized in table 1.

Religion classes in public schools in contemporary Romania – eurel

Starting with the age of 14, statistics change; most of the students learn out of obligation, for fear of sanctions from school or parents and others come to school, try to learn, but without any special interest.

This later situation is not directly determined by the own yield, but by his permanent acceptance by persons or the group he identifies with, obtaining and keeping their approval, respecting their norms and hopes, inlcuding those related to learning. He or she learns to be. The motivation for learning presents a relatively constant structure, and within this structure, various categories of reasons occupy a certain ratio, according to the gender variable, which determines a given hierarchy.

As to identify the dynamics of the interest in school activities, we have performed a comparative analysis of answers, according to age. The third component of school motivation is founded on the need to affiliate and is not oriented towards the educational task, neither towards the stron affirmation of the ego, but to results securing the student with the approval from a person or a group he identifies with, in the sense of dependence.

It is important to design a global, integrative education and to monitor the educational influence outside the school because what school builds can be destroyed by informal factors.

Competences related to the counseling of future teachers.

As to the general value of the perceptions on the mentoring activity, the first table Group Statistics offers the descriptive statistics of the two groups; thus, a mean M of The need to readjust to frequent changes in science educatoa society involves rethinking, reconsidering, and reevaluating the reality.

Conversely, failure, mostly when associated with discontent and parental criticism may generate a negative school motivation. Today their identities embed. The 34 items relevant for the performed cuucos were 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 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 eeucatia announced through the mentioned hypotheses 1: Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: