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In the period 18-20 April 2013, The Faculty of Educational Sciences within “Dimitrie Cantemir” Christian University was the protagonist of two scientific events on an international scale, which had as a liaison the destiny of the European education today and in the future: the international conference “Education in the Future” and the international workshop within the European project “Connecting Generations", Grundtvig Program, the European Commission.
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It suffices to replace the concept of “disciplinary paradigm” (Thomas Kuhn, 1962) with that of “cultural paradigm” in order to realize that the limits of communication between scientists are valid for the communication between any human groups – since any group can be considered a cultural or sub-cultural community (ethnical communities, religious communities, social communities, professional fellowships, political parties etc.) The globalization of contemporary society generates multiple interethnic and interracial contacts in which the general-semiotic component becomes a sine qua non condition of efficient communication; in return, the absence of this communicational competence leads to the blockage of communication between natives and non-natives, opening the way towards interethnic conflicts, religious wars or clashes of civilizations (Huntington). So, as we believe, the intercultural perspective must be urgently adopted in order to improve dysfunctions, to reduce the areas of insecurity and also to enhance communication, taking into account that we are witnessing a real explosion of contacts between peoples and cultures, between cultural paradigms. The concept of transcultural competence determines qualitative clarifications that lead to the increase of the communication capacity between individuals, beyond natural, cultural and linguistic borders. As we believe, intercultural communication must be based on the communicative action that requires an explicit relation between “knowing” and “doing” in a intercultural communication situation. This paper is referring to the transcultural competences, a concept which implies the dialectic relation between personality and society (culture).
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A partnership requires families and educators to work together toward a shared goal. Issues that arise in creating partnerships are power and control. Families dramatically influence the degree to which children are engaged in school and how they identify themselves as learners. A strong family-school partnership will improve both academic and behavioral outcomes for children. The benefits of a strong family-school relationship extend beyond academic work. Other benefits of family involvement in schooling include improved behavior at school, higher attendance rates, lower drop-out rates, higher self-esteem, and higher probability of avoiding high-risk behavior in adolescence. The resulting empowerment of families and coordination of educational efforts isimportant for students’ success.
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Originally called Computer Society, the world of knowledge we are living in is gradually becaming Information society. Accordind to the opinion of many specialists Information society is based on technologies, such as the Internet and is seen as a new stage in the development of human civilization, with broad implications in all the areas of human existence. The most important area of the information society is the education. Today, more than ever, increasingly rapid development and deployment of information technology in social, economic and educational, the advent of new hardware and software technologies, alltogether require the active involvement of pupils from primary forms and permanent updating of information by staff specialist teaching.
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The policies of the European Union referring to plurilingualism and multiculturalism promote intercultural education based on teaching attitudes of tolerance and openness before diversity. The introduction of the intercultural element in training could be noticed especially in informal and non-formal educational settings. On the one hand, the simple interaction between international students in the campus or at school does not implicitly lead to acquiring and developing intercultural communication competence. On the other hand, this competence cannot be taught in a formal educational setting without the direct contact with “otherness”.
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Since 2010, forecasts of the European institutions on the need for competences and qualifications estimated that by 2015, European economies will move towards advanced knowledge-based sectors, which will require higher qualifications at a rate of approx. 30% of total employment. Society technological progress and knowledge generates the need for experienced specialists both in terms of professional competences, and especially in that of transversal competences that build autonomy and responsibility, social interaction, interest and motivation for personal and professional development. This paper presents the main tools used nationally to ensure quality human resources to increase competitiveness, comparability and mobility on the labour market in Romania and in EU, due to the lack of a national policy on human capital development.
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Teaching Psychopathology and Psychiatry to students undergoing a Psychology Degree is a difficult task, especially when it comes to emerging young people, the average age being around 20 years-old (the course being addressed to students in their second year of study). Consequently, the approach should be maieutic, combining knowledge of teaching with training, developing and shaping personality traits necessary for the development of psychologist / therapist professions. Therefore, this paper is intended to be a broad perspective on the possible ways of exposure (starting from simple to complex) of the basic psychiatry knowledge, understandable to the future psychologists. Emphasis is placed on the analysis of countertransference, on the dynamics of a clinical group that was formed during psychiatry seminars, using the stress – diathesis balance scale model of thinking and also learning the necessity to analyze each case individually.
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According to brain research conducted over the past decade, learning in the early years is critical to a child’s lifelong development. The neurological pathways children will later use for everything from coloring to calculus are constructed within the first few years. This discovery has led most civilized states leaders pay special attention to pre-school education, activity that is mirrored in global and European statistics.
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The present study aims at dealing with several questions related to the conceptual and applicative background of plurilingualism. The Romans were the first people to clearly understand what means the concept of globalization in the order of communications and government. Later on, in Europe, the vernacular languages represented an alternative to Latin and the Latin Middle Ages was a period in which universalism and globalization were based on the written version of the classical Latin language. If a language policy, inspired by some issues of the New Multilingualism, is to be Europeanized, language policy makers should accept that multilingualism is «normal» and interdependently connected with factors such as economy, politics, social welfare and education. Language policy must be based on a non-discriminatory subsidiarity principle, in connection with a language-planning coordination centre, European language policies being not only possible but imperative.
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In a society in which people tend to grow apart, where violence, selfishness and uncontrolled emotions seem to be increasing, educators have to face new challenges. Due to the breakthrough in technology and communication, the teacher’s roles seem to undergo even more changes in the future. In the past decade, emotional intelligence has come to be considered one of the main components of leadership effectiveness in many different contexts, including the educational ones and above all that of classroom management. The teacher no longer has a central role in conveying the information, he is a manager in a learner-centered educational process and his “soft skills” seem to be even more important than his “hard skills”. Therefore, the present article aims at examining the relationship among emotional intelligence, the teacher’s personality and his new roles as an effective leader in order to provide a satisfactory educational act beneficial for both his students and the society they live in.
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Since 2009, the EU Council set a strategic framework for European cooperation in education and professional training for the period until 2020. The main goal is to support the further development of education and professional training systems of the Member States, so that they can ensure the fulfillment of all citizens at all levels. At the same time, sustainable economic prosperity, employability, promotion of democratic values, social cohesion, creativity and innovation, active citizenship and intercultural dialogue are taken into account
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Children who begin their schooling today will be working until at least the end of 2070. No one knows what the world will then look like or even how societies might then function. Few can foresee what changes global events may bring to our lives over the next ten years. So what stands between us, or, more importantly, between our children, and the potential chaos of an unknown and unknowable future? Quite simply, our governments must develop public schooling. Wise investment in education is key, preoccupied not with smooth administration, but focussed upon the genuine support of teaching and learning. The time has come to say unequivocally that all schools are different and every child is unique. The way of standardisation, with its rigid controls and curriculum and massive filing protocols, leads only to a dead end. If, by definition, the future tests our ability to adapt to the unknown, our very flexibility, how can we create flexible strategies in education to meet the needs of the next generation and those following? How can we, as we must, take steps to customise and personalise education? What will be the most crucial themes and objectives for future learning? This article will elaborate upon these questions, as well as consider the European Commission’s own response to the issue in its recent paper “Developing Key Competences at School in Europe”.
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Oncogenic Factors. Ethical Aspects. In the world, the cancer disease has developed appeared in the foreground because of multiple problems generated by the health system which specialists has not been solved, including nonexistent treatments that leads to the safe recovery. Instead, health and economic studies underlines prevention and early detection activities, which in addition to increasing their efficiency, being important actions that bring significant savings to health budgets worldwide. The most important oncology factor remain foods, as distinct category of the main factors that can influence the health and appearance of favoring cancer. This article highlights the economic standpoint and few medical ethics issues facing society in Romania, and more.
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Domeniul bioeticii – efect al întâlnirii dintre procesul aplicării științei și tehnologiei în medicină, cu necesara stabilire a unor criterii morale, în funcție de anumite valori – s-a dezvoltat uimitor în câteva decenii, solicitând diferiți factori sociali în a se pronunța față de problemele tot mai variate care, datorită provocărilor fără precedent din domeniul medical, cu prioritate, au dat naștere situațiilor noi din punct de vedere moral, valoarea vieții umane ajungând să fie evaluată în funcție de situații cu totul noi, care depind de specialiști, de aparate, de norme morale, de valori, de repere, cele mai multe dintre ele incerte. Faptul că situațiile sunt de viață și de moarte, că deciziile privesc efectiv viața persoanei și a semenilor lui, fac din acest domeniu unul în care convergența formației religioase cu disciplinele științifice să fie maximă. Bioetica este, nu atât teoretic, ci mai ales practic, disciplină a dialogului, căci ea unește diferite domenii de cunoaștere, iar prin aceasta unește oamenii, cunoștințele, realizările și faptele lor, într-un efort dificil de stabilire și aplicare a unor criterii la nivelul intervenției tehnologizate asupra omului, în trei aspecte definitorii care privesc însăși viața lui: 1. în procreare, 2. în ridicarea standardului vieții și în prelungirea ei prin diferite soluții, inclusiv prin transplantare, 3. în asistarea momentului morții.
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