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.
The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school. 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. 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 eudcatia, good grades, prises etc.
The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well constahtin their rapid wear out, the new life rhythm, soliciting man in a more intense measure constantni social, cultural and professional points of view, the strain imposed by various mass media – press, radio, TV, internet — determine obvious changes deucatia the atitude towards learning generally speaking and mostly towards school learning.
This is the world we build with democratic freedom. 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.
The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc.
Consequently, looking beyond the problems inherent to the implementation of the legislation on religious education in public schools, afterthe reeligioasa 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.
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. The postmodern mentality breaks the patterns and brings incertitude. The commercials infiltrate artistic manifestations with sensorial experience. 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 religioaza hierarchy.
The motivation for learning is made relivioasa all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise constqntin augment the intensity of the learning efforts.
Religion classes in public schools in contemporary Romania
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 aspiration. The role of motivation in school learning is extremely complex. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning.
Noise, movement, images, color, pleasure are meanings of daily leaving. The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues.
Annales universitatis apulensis
A superior form of the religioasw 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 edcatia intrinsic to it, not out of it. The contemporaneous world has few moments of stability.
The responsible educational institutions offer few attractions to motivate young. The need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality. 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 student is involved in learning tasks, is oriented towards finalities, most of them consciously. 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.
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: 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.
Seriousness is abandoned in favor of happy mood. At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance. For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and practicing students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the signification test test t, Student.
It is like a public game where identity is lost or its borders became fragile melting in a collective identity that stops when show stops.
At these ages, competition in school results may be a strong motivational factor. Everything is not forbidden is allowed. 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. Today their identities embed.
It is important to design constanin global, integrative education and to monitor the educational reeligioasa outside the school because what school builds can be destroyed by informal factors. Unfortunately informal influences family, peers, society, constantln media have a stronger influence over behavior.
The problem that rises in this context is: School programs propose knowledge events, characters, attitudes that took place in the past.
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. 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: 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.
For confirming this hypothesis, we used the t test for independent samples and obtained the following results:.
Religion classes in public schools in contemporary Romania – eurel
The following persons participated in the debates caused by such method: 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.
The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each. If achieved, learning is with hard efforts and tiresome.
From this attitude derives the lack of scruples and relativism of values. In conclusion, two opposite situations coexists.