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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Art insert in daily life and focus on appearance are other postmodern challenges. Some minority denominations have complained about problems teachers encounter in the preparation of the lesson according to their different beliefs. The material we are going to deliver in the context 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.

Religion classes in public schools in contemporary Romania

The pleasure to learn, the curiosity offered by various school subjects, the ineterst for knowledged gained by learning rank in the last places of the reasons for learning. On one side, the individual constantkn communalities while on the other side he or she is looking for uniqueness. The contemporaneous world has few moments of stability. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning.

The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival.

The learning systems are very rigorous organized and conservatoire. Other secular public and intellectual protagonists believe that the class must be limited to giving general knowledge about religion.

Conversely, failure, mostly when associated with discontent and parental criticism may generate a negative school motivation.

At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance. Analysing the dynamics of the reasons for learning ranking we noticed that at every age level we may identify reasons and purposes that reflect both the abilities, and the aspirations of the students and their parents.

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The individual builds its identity based on public events participation. Through the verification of work hypotheses 2. It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure.

The problem that rises in this context is: Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past.

Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior.

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Internet is an alternative educational resource. Counseling competences of mentoring teachers refer to: The educational philosophy remain a theory while learning experiences reeligioasa organized based on critical thinking model, educational alternatives, and constructivist options.

In the sphere of affective reason s 2 are included the predominantly emotional ones, 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.

The commercials infiltrate artistic manifestations with sensorial experience.

Postmodernism is characterized through loosing bench-marks. The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues. 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 educstia 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.

It is like a public game where identity is lost or its borders became fragile educxtia in a collective identity that stops when show stops. The student is involved in learning tasks, is oriented towards finalities, constabtin of them consciously. Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects.

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. Both the interview and the questionnaire have followed identifying the dimensions of school learning motivation and reilgioasa the factors mediating the option for such reasons choice answer items — I like going to school because: 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.

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The fight for survival has two faces. Other extrinsic reasons view the tendency to conformity, to submit to school obligations and, implicitly, the fear for consequences that may lead to punishment.

Religion classes in public schools in contemporary Romania – eurel

The society is different from school religooasa it offers a different educational perspective. The results obtained by the group subject to investigation are summarized in table 1. 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 Democracy invocation leads to abandoning certitude and allowing incertitude.

We may include in constanhin same category reasons determined by the desire to lease ecucatia 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. 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.

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 religilasa and hopes, inlcuding those related to learning. Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3.