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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They are teachers that assume the risk and engage in a postmodern learning style. The need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality.

The pleasure to learn, the cnstantin offered by various school subjects, the ineterst for knowledged gained by learning rank in the last places of the reasons for learning.

In the past, communities cultivated their own traditions.

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.

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.

Being motivated for school learning expresses, on a behavioural level, a dynamic, mobilising state, directed towards reaching certain goals, which is defined by statements like interested in …will to learn …impulse towards …. Observing school obligations in order to avoid punishment has negative consequences not only in getting good marks, but also in the personality system of the student.

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.

Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program.

Research results 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. In the absence of this desire, school grades decrease rapidly.


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.

A theorist of postmodernism, Vattimo sustain the idea that is necessary to dissolve the absolute value for allowing the recognition of individual values. Competences related to the counseling of future teachers. The swinging between those two faces is a source of happiness. 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.

Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: These are consequences of dramatic changes, of social order and thinking models destruction.

In conclusion, two opposite situations coexists. Everything is not forbidden is allowed. Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. 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.

We may include in the same category reasons determined by the desire to lease educators 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. At these ages, competition in school results may be a strong motivational factor. The society is different from school and it offers a different educational perspective.

Religion classes in public schools in contemporary Romania – eurel

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 cucoz, fear from parental punishment, anxiety determined by the rigid attitude of some teachers, regret or shame towards teachers, parents or colleagues.

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It is important to design a global, integrative education and to monitor the educational influence outside the school because what school builds can be destroyed by informal factors. Other secular public and intellectual protagonists believe that the class must be limited to giving general knowledge about religion.


The Conceptual Approach of Learning Motivation The current informational dynamics, expressed by the rapid growth of its volume cucod 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 reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure.

Religion classes in public schools in contemporary Romania

The success or failure recorded in educatis phases of learning may mobilise or de-mobilise a student along fulfilling a certain task.

During the last sixteen years, religious education in Romanian public consatntin created a controversy and hot debates at both the societal level and the governmental level. The commercials infiltrate artistic manifestations with sensorial experience. The fight for survival has two faces. 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.

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. Competences related to the contextualization of the acquired theoretical preparation.

The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world.

Bibliography – Annales universitatis apulensis

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. Democracy invocation leads deligioasa abandoning certitude and allowing incertitude.

Time lost its three dimensions for them.