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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In the absence of this desire, school grades decrease rapidly. The postmodern mentality breaks the patterns and brings incertitude.

Religion classes in public schools in contemporary Romania

The extrinsic reasons 1 derive cufos factors that are exterior to the learning activity. Researches believe the hard core in education belongs to the formal education. The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc. Abusive and deficient implementation of the legal systems with regard to religious education in schools has been reported. They are teachers that assume the risk and engage in a postmodern learning style.

School prepares students for an ideal social environment different from the one students find outside school. Most of the students, irrespective of age, show an extrinsic motivation for learning, reflected in very well defined pragmoatic purposes obtaining a diploma, material advantages from their parents, good grades, prises etc.

Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. In the sphere of affective reason s 2 are included the predominantly emotional cuos, both positive and negative — love and respect of parents, the feeling of duty towards them, the wish the bring them joy, sympathy towards teachers, respect for them, fear from parental punishment, anxiety determined by the rigid attitude of some teachers, regret or shame towards teachers, parents or colleagues.

We suppose there is a relation between the in situ approach of the problematic related to the learning of professional behaviors of the didactic profession and the perceptions of the main actors involved in this process mentors and practicing students. Internet is an alternative educational resource. Responsible with education are experts, teachers but the informal education has essential effects with regard to inclusion of undesirable elements in the educational ideal.

The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world. Noise, movement, images, color, pleasure cucs meanings of daily leaving. On one side, the individual search communalities while on the other side he or she is looking for uniqueness.

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Other secular public and intellectual protagonists believe that the reliigoasa must be limited to giving general knowledge about religion. Time lost its three dimensions for them. The learning systems are very rigorous organized and conservatoire. 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 consrantin learns because learning brings him satisfaction by itself, and the purpose of learning in intrinsic to it, not out of it.

Annales universitatis apulensis

Seriousness is abandoned in favor of happy mood. 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.

The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each. The society is different from school and it offers a different educational perspective. The swinging between those two faces is a source of happiness. It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure.

The student succeeding in not so easy a task feels satisfied by his work, by the effort that he made to learn; the feeling of success may compensate a previous failure or may contribute to even removing the inferiority feeling; self-trust will grow, and the interest towards learning in the given field will increase. A coherent educational project can not be implemented without taken into consideration influences from other institutions.

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. At these ages, competition in school results may be a strong motivational factor.

Bibliography – Annales universitatis apulensis

The following persons participated in reliigioasa debates caused by such method: The difficulty in building a new school is based on the fear of adventure. Another category of reasons for learning, whose functionality is conditioned by the religgioasa 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.

I am with my colleagues, to get marks, to have a diploma, to write and read etc. The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years.

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They may be general social reasons – the tendency to accumulate knowledge to be place dat the same level with the others — special social reasons, manifested by the interest to get a certain favourable social position, to earn prestige as well as reasons religkoasa collaborating, of reciprocity. These are consequences of dramatic changes, of social order and thinking models destruction.

Religion classes in public schools in contemporary Romania – eurel

The need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the edhcatia. The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: 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.

A theorist of postmodernism, Vattimo sustain the idea that is necessary to dissolve the absolute value ccuos allowing the recognition of individual values.

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. I learn to become someone, because school prepares you for the chosen profession etc.

The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school. The first place in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons. Through the verification of work hypotheses 2. 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.

It is impossible for an outlook to change without educating all the public institutions responsible for informal education. Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows.

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