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.
|Published (Last):||23 May 2017|
|PDF File Size:||15.65 Mb|
|ePub File Size:||13.92 Mb|
|Price:||Free* [*Free Regsitration Required]|
Conclusions The role of motivation in school learning is extremely complex. 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.
The society is different from school and it offers donstantin different educational perspective. The following persons participated in the debates caused by such method: Still, generally speaking, during adolescence the impulse of the strong ego affirmation is the dominant component of the school motivation, as well as during the active period of time of the individual, maintaining high levels of connstantin.
Competences related to the counseling of future teachers.
In the past, communities cultivated their own traditions. The problem that rises in this context is: 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 lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival. Some minority denominations have complained about problems teachers encounter in the preparation of the lesson according to their different beliefs.
The first place in boys is occupied cognitive reasons that chcos as early as 12 years old and by professional reasons. This is the world we build with democratic freedom. The same directions are shaped in what concerns avoiding failure; as a consequence, in the category edudatia school success-failure we may include the reasons stated by students in very different ways, yet expressing the same tendencies: Everything is not forbidden is allowed.
The difficulty in building a new school is based on the fear of adventure. Noise, movement, images, color, pleasure are meanings of daily leaving.
Bibliography – Annales universitatis apulensis
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. At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance.
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. The individual builds its identity based on public events participation. 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.
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 certain 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.
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. During puberty and pre-adolescence, the affiliating impulse decreases in intensity and, at the same time, is reoriented from parents to colleagues of the same age.
If achieved, learning is with hard efforts and tiresome. The 34 items relevant for the performed study 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. They hold that it should be unrelated to any denomination and not resemble a catechesis and indoctrinating session.
Postmodernism is characterized through loosing bench-marks. He or she learns to be. The students stating that they do not know what to answer are in the final high-school classes we may explain it by the specific negativism of the age, but also because a demotivation towards school or any other kind of activity. I, Januaryp.
Democracy invocation leads to abandoning certitude and allowing incertitude.
Religion classes in public schools in contemporary Romania – eurel
Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: 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. 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.
Identifying the factors according to which this ranking is made is very important for the educators. 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.
Religion classes in public schools in contemporary Romania
For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and conxtantin students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the signification test test t, Student. 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.
In this investigation, the questionnaire-based investigation method was used. The idols destruction has a strong ontological justification. Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. 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.
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. The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. As to the general value of the perceptions on the mentoring activity, the first table Group Statistics offers the descriptive statistics of the religioxsa groups; thus, a mean M of It is not just the privilege of a specific class.
In the sphere of affective reason s 2 are included the predominantly emotional ones, both positive constanntin 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.
Postmodern education can not exclude a potential conflict among formal and informal education. Constantin Cucos, Educatia religioasa, repere teoretice si metodologiceIasi, Editura Polirom,p. The motivation for learning presents a relatively constant religiioasa, and within this structure, various categories of reasons occupy a certain ratio, according to the gender variable, which determines a given hierarchy.
The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues. A coherent educational project can not be implemented without taken into consideration influences from other institutions.
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 – educxtia, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.