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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Seriousness is abandoned in favor of happy mood. If achieved, learning is with hard efforts and tiresome. 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.
Other consstantin public and intellectual protagonists believe that the class must be limited to giving general knowledge about religion. 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: Everything is not forbidden is allowed.
Religion classes in public schools in contemporary Romania
The swinging between those two faces is a source of happiness. The street is dynamic, alive and colored.
The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues.
Some minority denominations have complained about problems teachers encounter in the preparation of the lesson according educatiia their different beliefs. It is not just the privilege of a specific class. The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school.
For a democratic freedom, individuals ignore situations that could impede adjustment. The commercials infiltrate artistic manifestations with sensorial experience. A superior form of the motivation for school learning is the intrinsic motivation 1consisting of those rligioasa that do not depend on a reward coming from outside the learning activity the student learns because learning constanitn him satisfaction by itself, and the purpose of learning in intrinsic to it, not out of it.
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.
Religion classes in public schools in contemporary Romania – eurel
School programs propose knowledge events, characters, attitudes that took place in the past. The two questionnaires were cuccos through the application of the focus group method, which had three rounds of two hours each.
The culture is created at any social level. Practical initiatives come before epistemology.
Bibliography – Annales universitatis apulensis
They may be general social reasons – the tendency to accumulate knowledge to be place dat the same level with the others edhcatia special social reasons, manifested by the interest to get a certain favourable social position, to earn prestige as well as reasons for collaborating, of reciprocity.
Internet is an alternative educational resource. The problem that rises in this context is: The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: They are teachers that assume the risk and engage in a postmodern learning style. Time lost its cicos dimensions for them.
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, constzntin 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.
The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. On one side, the individual search communalities while on the other side he or she is looking for uniqueness.
The questionnaire for identifying the perceptions of practicing students on a group of competences relevant for sducatia 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 student succeeding in not so easy a task feels satisfied feligioasa his work, by the evucatia 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.
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.
The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. These are consequences of dramatic changes, of social order and thinking models destruction.
School prepares students for an ideal social environment different from the one students find outside school.