DIMENSIUNI ALE POLITICILOR CURRICULARE ACTUALE
New Dimensions of the Curricular Reform

Summary/Abstract: In-depth Learning, based on action and accountability of the learner, developing vocational skills, integration of knowledge in application structures, interactive teaching, inter and trans-disciplinary curriculum are some concepts and ideas which modern pedagogy has been based on. They have been generated by switching European societies to globalization and to the society based on knowledge. They have also been required by the need for synchronization between society and the development of education, by the new results of some assessments and applications in education systems and also by the need for integration and globalization of education. In order to meet the requirements that education in the 21st century should subordinate (i.e. a widespread transmission of a growing volume of knowledge and information, on one hand, and on the other hand, making the necessary tools available to the educated individuals so that they might plan their future), The International Commission on Education in the 21st century suggests that education be organized according to four fundamental types of learning: learn in order to know, learn in order to act, learn to be able to cope with the others, learn to be yourself. In order to achieve these four types of learning one should impose innovative ways and principles in organizing the contents which have been a constant issue of the curricular policies in the last decades: promoting an inter- and trans- disciplinary vision of investigating reality and restructuring the contents of education. Although, the literature does not reach a general consensus regarding defining curricular integration, most authors who have addressed the issue of the integrated curriculum, have highlighted the following features: connecting school subjects from the same domain or different domains in order to harmonize them, unify them and establish cohesion between them; establishing relationships between knowledge, abilities, skills, values from different fields; linking learning experiences with everyday life situations, with one’s own needs and interests; organizing contents on topics, issues, concepts, principles; managing educational time and grouping students in a flexible way. Consequently, correlations between the contents of different disciplines in order to avoid possible breaks, developing some dynamic and flexible structures, developing problem solving skills, the emergence of new knowledge that does not find any counterpart in the traditional content of education are just a few of the arguments that justify and require the necessity of promoting the perspectives of inter-, pluri- and trans- disciplinary curricular integration both from a theoretical and a practical point of view.

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