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.

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If achieved, learning is with hard efforts and tiresome. The problem that rises in this context is: 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.

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 religioassa involved in this process mentors and practicing students. Conclusions The role of motivation ccos school learning is extremely complex. The culture is created at any social level. 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.

The need for approval from peers can yet reduce school yield, if such achievements are reigioasa appreciated by colleagues. During the last sixteen years, religious education in Romanian public schools created a controversy and hot debates at both the relogioasa level and the governmental level. School programs propose knowledge events, characters, attitudes that took place in the past. 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.

In conclusion, two opposite situations coexists. 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, anxiety determined by the rigid attitude of some teachers, regret or shame towards teachers, parents or colleagues.

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Internet is an alternative educational resource.

Annales universitatis apulensis

For confirming this hypothesis, we used the t test for independent samples and obtained the following results:. Another category of reasons for learning, whose functionality is conditioned by the age of the students, of the structure and particularities of their personality, of the socio-affective relationship among class are the stimulative reasons — praise, encouragement, objective assessment, respect of opinion etc.

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: Everything is not forbidden is allowed. Eurel project Eurel network Scientific network Newsletter Search.

Bibliography – Annales universitatis apulensis

The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival. These are consequences of dramatic changes, of social order and thinking models destruction. The presence of religion is judged necessary in cucs syllabus as it is supported and justified by solid arguments as they have a cultural, theological, psychological, pedagogical, ethical, historical and ecumenical basis.

Because teachers are considered somehow replacing parents, the attitude towards them is similar.

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.

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 …. 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. The contemporaneous world has few moments of stability.

A theorist of postmodernism, Vattimo sustain the idea that is necessary to dissolve the absolute value for allowing the recognition of individual values.

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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.

The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along fulfilling a certain task. School prepares students for an ideal social environment different from the one students find outside school.

This is the world we build with democratic freedom. 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.

Identifying the factors that trigger the activity of learning, that sustain it a long period of time in spite of obstacles more evucatia 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.

The individual consyantin its identity based on public events participation. 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.

Religion classes in public schools in contemporary Romania

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 street is dynamic, cucox and colored. The society is different from school and it offers a different educational perspective. I, Januaryp.

The learning systems are very rigorous organized and conservatoire. The idols destruction has a strong ontological justification.