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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As to the general value of the perceptions on the mentoring activity, the first table Group Statistics offers the descriptive statistics of the two groups; thus, a mean M of 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.

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

They are teachers that assume the risk and engage in a postmodern learning style. Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. Other secular public and intellectual protagonists believe that the class must be limited to giving general knowledge about religion.

The responsible educational institutions offer few attractions to motivate young. The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: 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.

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: Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: Internet is an alternative educational resource.

The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years. Study Regarding the Reasons for Learning 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.

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Bibliography – Annales universitatis apulensis

Art insert in daily life and focus on appearance are other postmodern challenges. Such a learning is much more efficient, because, even if it puts more strai non the student, delays tiredness thanks to the satisfaction it brings and allows the learner to perfom a longer lasting activity and get higher yield.

They hold that it should be unrelated to any denomination and not resemble a catechesis and indoctrinating session. 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 learning systems are very rigorous organized and conservatoire.

The student succeeding in not so easy a task feels satisfied by his work, by the effort 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. Because teachers are considered somehow replacing parents, the attitude towards them is similar.

As to identify the dynamics of the interest in school activities, we have performed a comparative analysis of answers, according to age. In this investigation, the questionnaire-based investigation method was used.

Today their identities embed. School prepares students for an ideal social environment different from the one students find outside school. Our supposition that learning is determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed.

Annales universitatis apulensis

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 results obtained by the group subject to investigation are summarized in table 1. Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects.

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 culture is created at any social level. 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.

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Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior.

The swinging between those two faces is a source of happiness. The reasons included in the category of school success-failure 5 are grouped around the will to success or to avoid failure. 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.

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 Conceptual Approach of Learning Motivation 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 – press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.

Religion classes in public schools in contemporary Romania

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 lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival.

The third component of school motivation is founded on the need to affiliate and is not oriented towards the religioqsa task, neither towards the stron affirmation of cuucos ego, but to results securing the student with the approval from a person or a group he identifies with, in the sense of dependence.

For verifying the research hypothesis, the significance of educatja 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.

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