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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School prepares students for an ideal social environment different from the one students find outside school. The postmodern mentality breaks the patterns and brings incertitude. 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 rsligioasa study.

Competences related to the contextualization of the acquired constatnin preparation. The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each.

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. On one side, the individual search communalities while on the other side he or she is looking for uniqueness.

They hold that it should be unrelated to any denomination and not resemble a catechesis and indoctrinating session.

In the past, communities cultivated their own traditions. The 40 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 results obtained by the group subject to investigation are summarized in table 1. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning. 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.

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. 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.


Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. Responsible with education are experts, teachers but the informal education has essential effects with regard to inclusion of undesirable elements in the educational ideal.

Bibliography – Annales universitatis apulensis

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.

The wish to be among the first, to gain success with all costs can be a stimulus for educwtia just in elementary school.

The Conceptual Approach of Learning Motivation 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.

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 wish to affiliate is an obvious extrinsic reason when the child goes to school and learns thoroughly, mostly to please his family, who is interested in what he does in school, praises and even rewards him.

For confirming this hypothesis, we used the t test for independent samples and obtained the following results:.

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 of it.

At these ages, competition in school results may be a strong motivational factor. As to achieve a ranking of the reasons for learning in students we have achieved — according to different levels of age — two categories of tests: 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.


Annales universitatis apulensis

The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world. Consequently, looking beyond the problems inherent to the implementation of the legislation on religious education in public schools, afterthe presence of religion in the Romanian syllabus either taken as an optional or a compulsory subject is generally appreciated and considered a necessary and safe source of education based on social and spiritual love, tolerance, human kindness and true values even when unrelated to identity.

They believe, however, that religious education in public schools is a necessary means of preserving and affirming national identity, variable synthesis of Vonstantin culture and orthodox faith Mihai St.

It is like a public game where identity is lost or its borders became fragile melting in a collective identity that stops when cuocs stops. Democracy invocation leads to abandoning certitude and allowing incertitude. He or she learns to be. At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance. The student is involved in learning tasks, is oriented towards finalities, most of them consciously.

The society is different from school and it offers a different educational perspective. 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.

Religion classes in public schools in contemporary Romania – eurel

Postmodernism is characterized through loosing bench-marks. The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions. It is impossible for an outlook to change without educating all the public institutions responsible for informal education.

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. Time lost its three dimensions for them.