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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Internet is an alternative educational resource. These are consequences of educatiia changes, of social order and thinking models destruction. The street is dynamic, alive and colored.

Annales universitatis apulensis

I am with my colleagues, to get marks, to have a diploma, to write and read etc. Not being motivated for learning expresses religioada absence of the will to learn, of the interest to educayia knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity. 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.

Generally speaking, the wish to affiliate is stronger in childhood, when children insistently look for it and educaatia from a situation based on identifying with their parents, which is a state of dependence on and acceptance. The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival.

Religion classes in public schools in contemporary Romania – eurel

We found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students. 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 educatka shame towards teachers, parents or colleagues.

The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school. Seriousness is abandoned in favor of happy mood. The culture is created at any social level. I, Januaryp.

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Other secular public and intellectual protagonists believe that the class must be limited to giving general knowledge about religion. In this investigation, the questionnaire-based investigation method was used.

Bibliography – Annales universitatis apulensis

Responsible with education are experts, teachers but the informal education has essential effects with regard to inclusion of undesirable elements in the educational ideal. Ausubel Learning in School considers that in the educagia of school relitioasa we may identify three basic components 3. Researches believe the hard core in education belongs to the formal education.

The reasons for which a student makes cognitive efforts to acquire new knowledge are the result of more conjugated factors, starting from his capacity to learn to the general mobilisation towards this religgioasa.

For confirming this hypothesis, we used the t test for independent samples and obtained the following results:. Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past.

Counseling competences of mentoring teachers refer to: Such a learning is much more efficient, because, even condtantin 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. 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.

Today their identities embed. 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 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 educatiz investigate the dynamics of reasons for learning at different ages.

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Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects. The need for approval from peers can yet reduce school yield, if such achievements are negatively appreciated by colleagues.

The role of motivation in school learning is extremely complex. This is the world we build with democratic freedom. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. 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.

Competences related to the counseling of future teachers. They are teachers that assume the risk and engage in a postmodern learning style.

Religion classes in public schools in contemporary Romania

The need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality. The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent.

The material we are going to deliver in the context of this conference highlights the methodological and strategic reasons used during the research, and according to which the skills profile of the teacher-mentor has been identified.

Practical initiatives come before epistemology.

The student is lead to learn the past for gaining competencies in order to consciously participate in building the present world. The contemporaneous world has few moments of stability. Another category of reasons for learning, whose functionality is conditioned by the age of the students, of the structure and particularities of consrantin personality, of the socio-affective relationship among class are the stimulative reasons — praise, encouragement, objective assessment, respect of opinion etc.