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

Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. Pedagogues accept that educational influence and intervention manifest itself in three states: If achieved, learning is with hard efforts and tiresome.

Through the verification of work hypotheses 2.

They may be general social reasons – the tendency to accumulate knowledge to be place dat the same level with the others — special social reasons, manifested by the interest to cucoe a certain favourable social position, to earn prestige as well as reasons for collaborating, of reciprocity. The student is involved in learning tasks, is oriented towards finalities, most of them consciously.

Seriousness is abandoned in favor of happy mood. The main objective of our research was to identify and validate some criteria, quality standards and educaatia profiles that could be used as reference instruments within the in-service teacher training.

Ausubel Learning in Cucso considers that in the structure of school motivation we may identify three basic components 3. School prepares students for an ideal social environment different from the one students find outside school.

Religion classes in public schools in contemporary Romania – eurel

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. 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 relgiioasa value of the signification test test t, Student.

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The responsible educational institutions offer few attractions to motivate young.

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. Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past. From this attitude derives the lack of scruples and relativism of values. The results obtained by the group subject to investigation are summarized in table 1.

Annales universitatis apulensis

The difficulty in building a new school is based on the fear of adventure. Starting with the age of 14, statistics change; most of the students learn out of obligation, for fear of sanctions from school or parents and others come to school, try to learn, but without any special interest.

In case certain subjects of the initial group answered in an ambiguous manner to more than five items, such questionnaires were classified as invalid and were not taken into account in the performed study. The role educaita motivation in school learning is extremely complex. They hold that it should be unrelated to any denomination and not resemble a catechesis and indoctrinating session.

The society is different from school and it offers a different educational perspective. Constsntin found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students.

Our supposition that learning educatiw determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed. The Conceptual Approach of Learning Motivation The current informational dynamics, expressed by the rapid growth of its volume in cuco 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, relihioasa — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.

Identifying efucatia factors according to which this ranking is made is very important for the educators. 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.

The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc. The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: He or she learns to be.

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The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning.

Educatka 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. Postmodernism is characterized through loosing bench-marks.

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

Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects. Today their identities embed. Mass-media, socio-economical and cultural environment propose attitudes incompatible with a classical educational program.

The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. The questionnaire for identifying the perceptions of practicing students on a group of competences relevant for the 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.

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 Without authority everything is allowed because events become contextual. The individual builds its identity based on public events participation. 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.

Everything is not forbidden is allowed. Competences related to the counseling of future teachers.