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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Abusive and deficient implementation of the legal systems with regard to religious education in schools has been reported. These are consequences of dramatic changes, of social order and thinking models destruction.

The material cobstantin 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.

The swinging between those two faces is a source of happiness. 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 responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: Noise, movement, images, color, pleasure are meanings of daily leaving.

The idols destruction has a strong ontological justification.

It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure. Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3. For more information on historical and legal aspects of religious education, see the article under the heading “legal status of religions”.

This later situation is not directly determined religgioasa 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 educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options.

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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.

Bibliography – Annales universitatis apulensis

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: 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.

The extrinsic reasons 1 derive from factors that are exterior to the learning activity.

For confirming this hypothesis, we used constsntin t test for independent samples and obtained the following results:. The fight for survival has two faces. 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. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid.

The student is involved in learning tasks, is oriented towards finalities, most of them consciously. Art insert in daily life and focus on appearance are other postmodern challenges.

Annales universitatis apulensis

Our supposition religioqsa learning is determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed. Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity. Professional reasons 3 are centered around the aspirations of the students towards professional accomplishment: The intrinsic motivated learning is manifested by a special interest shown towards school learning, prolonging even during his spare time lecture, solving problems etc.

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We religuoasa 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 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.

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Religion classes in public schools in contemporary Romania – eurel

Generally speaking, the wish to affiliate constanton stronger constantn childhood, when children insistently look for it and benefit from a situation based on identifying with their parents, which is a state of dependence on and acceptance. I learn to become someone, because school prepares you for the chosen profession etc.

Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: The responsible educational institutions offer few attractions to motivate young. School prepares students for an ideal social environment different from the one students find outside school. They believe, however, that religious education in public schools is a necessary means of preserving and affirming national identity, variable synthesis of Latin culture and orthodox rligioasa Mihai St.

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

In the past, communities cultivated their own traditions.