EDUCAŢIA 21 Nr

EDUCAŢIA 21 Nr. 7/2009 Coperta: Anca Pintilie Colecţia Ştiinţele Educaţiei este coordonată de Muşata Bocoş Copyright© autorii, 2009 ISSN 1841-0456 Director: Mircea Trifu Fondator: dr. T. A. Codreanu Culegere şi corectură: autorii Tehnoredactare computerizată: Czégely Erika Tiparul executat la Casa Cărţii de Ştiinţă 400129 Cluj-Napoca; B-dul Eroilor nr.6-8 Tel./fax: 0264-431920 www.casacartii.ro; e-mail: [email protected] UNIVERSITATEA „BABEŞ-BOLYAI” CLUJ-NAPOCA INSTITUTUL DE PREGĂTIRE DIDACTICĂ CENTRUL DE CERCETARE ŞI INOVAŢIE ÎN CURRICULUM Educaţia 21 Nr. 7/2009 Coordonator: Prof. univ. dr. Muşata Bocoş Editori: Prof. univ. dr. Miron Ionescu Prof. univ. dr. Muşata Bocoş Prof. univ. dr. Vasile Chiş Conf. univ. dr. Ion Albulescu Conf. univ. dr. Cristian Stan Casa Cărţii de Ştiinţă Cluj-Napoca, 2009 REFERENŢI ŞTIINŢIFICI: Prof. univ. dr. MARTIN BRÖKING-BORTFELDT, Universitatea Regensburg, Germania Prof. univ. dr. TEODOR COZMA, Universitatea „A.I. Cuza”, Iaşi Prof. univ. dr. HARRY DANIELS, Universitatea din Bath, Anglia Prof. univ. dr. MIRON IONESCU, Universitatea „Babeş-Bolyai”, Cluj- Napoca Prof. univ. dr. EMIL PĂUN, Universitatea Bucureşti Conf. univ. dr. GEORGES ROQUES, IUFM şi Universitatea Paul Valery, Montpellier 3, Franţa Prof. univ. dr. CHARLES TEMPLE, Hobart and William Smith Colleges, Geneva, New York, SUA Revista Institutului de Pregătire Didactică CUPRINS RELIGION AND RELIGIOUS EDUCATION IN ROMANIAN SCHOOL (II) 9 CRISTIAN STAN, MUŞATA BOCOŞ “BABEŞ-BOLYAI“ UNIVERSITY, CLUJ-NAPOCA ................ 9 SOME METHODOLOGICAL PRECONDITIONS OF RESEARCH, SHOWN IN THE FIELD OF ETHICAL RESEARCH MUŞATA BOCOŞ, DORIN OPRIŞ, MONICA OPRIŞ .................................................................. 21 THE CURRICULUM FOR PRIMARY SCHOOL. MONO-DISCIPLINARY OR INTEGRATED APPROACHES LENUŢA POPOVICI, VASILE CHIŞ.......................................................................................... 28 THE SCHOOL, AS COMMUNITY OF LEARNING THE DEMOCRATIC BEHAVIOR ION ALBULESCU ................................................................................................................... 50 ADDRESSING THE PSYCHO-PEDAGOGY OF LEARNING DIFFICULTIES. IMPLICATIONS TO THE VARIOUS COMPONENTS OF PERSONALITY HORAŢIU CATALANO ........................................................................................................... 56 THE METHOD OF THE EXERCICE USED IN ACADEMIC TEACHING RAMONA RĂDUŢ-TACIU, IOANA MAGDAŞ, NICOLETA MARŢIAN......................................... 66 THE ROLE OF HYPERTEXT’S SYSTEMS IN LEARNING VIOREL MIH, CODRUŢA MIH................................................................................................ 76 CONDITIONS FOR EFFICIENT FUNCTIONING OF THE SCHOOL ORGANIZATION ADRIANA DENISA MANEA.................................................................................................... 87 PERSPECTIVES ON PRE-SERVICE TRAINING: A REPORT ON A NEW ASSESSMENT TOOL BIANCA DORIS BRETAN ..................................................................................................... 101 5 Educaţia 21, nr. 7/2009 GENERAL CONSIDERATIONS REGARDING THE PHENOMEN OF SCHOOL DROPOUT IN ROMANIAN SOCIETY VALENTIN COSMIN BLÂNDUL ............................................................................................ 108 THE ENVIRONMENTAL EDUCATION AND INOVATION IN SOME UNIVERSITIES FROM GERMANY AND ITALY SABO HELENA MARIA, ALFONZO GERMANI....................................................................... 115 WHO CAN READ BRITISCH NEWSPAPERS? SABO HELENA MARIA, SABOU MARTA .............................................................................. 124 ENVIRONMENTAL AND MINING IN SĂLAJ COUNTY. ECOLOGICAL REABILITATION SABO HELENA MARIA, SPAN RUDOLF................................................................................ 127 COMMUNICATION DURING NATURAL AND TECHNOLOGIC DISASTERS SABO HELENA MARIA, TUDORACHE TANIA ....................................................................... 130 THE NON CONSCIOUS DIMENSION IN THE FORMATION GAETANO BONETTA ........................................................................................................... 135 PEDAGOGY OF GENDER: MALE AND FEMALE EDUCATION AND HUMAN REALITY ELSA M. BRUNI .................................................................................................................. 142 DIGITAL LITERATURE AND MULTI-LITERACIES ILARIA FILOGRASSO ........................................................................................................... 155 THE RELATIONSHIP MULTIPLE INTELLIGENCE-LEARNING STYLES AND ITS IMPLICATIONS IN THE LEARNING PROCESS PETROVAN RAMONA ŞTEFANA, TRIF LETIŢIA .................................................................... 165 THE IMPACT OF MOTIVATIONAL FACTORS ON THE MEMORY’S PRODUCTIVITY, DIMENSION OF THE STUDENTS’ LEARNING CAPACITY TRIF LETIŢIA, PETROVAN RAMONA ŞTEFANA .................................................................... 178 PARADIGM CHANGES IN EDUCATION AND RELIGION IN THE RENAISSANCE AGE FR. DORIN OPRIŞ................................................................................................................ 189 TRADITIONAL AND MODERN METHODS OF EVALUATION WORKING TOGETHER – A WAY TO OPTIMIZE THE DIDACTICAL ACTIVITY IN THE SCHOOL SUBJECT RELIGION FOR THE THIRD FORM. ACTION- RESEARCH MONICA OPRIŞ ................................................................................................................... 197 6 Revista Institutului de Pregătire Didactică THE MANAGEMENT OF THE COMMUNICATION RELATIONSHIPS IN PUPILS FORMS IONUŢ VLADESCU............................................................................................................... 206 DEVELOPING PRE-ADOLESCENT STUDENTS’ POTENTIAL BY STIMULATING THEIR MOTIVATION AND POSITIVE ATTITUDE TOWARDS SCHOOL TĂUŞAN LIANA................................................................................................................... 221 METHODICAL ASPECTS REFERRING TO THE USE OF MOVEMENT GAMES IN THE INSTITUTIONALIZED CHILDREN’S MORAL EDUCATION MONICA STANESCU,CORINA CIOLCA ................................................................................. 226 THE VALUABLE CONSTRUCTION OF DOCTOR-PATIENT INTERRELATION FROM ITS AGE PERSPECTIVE MARIA DORINA PAŞCA ...................................................................................................... 235 7 Educaţia 21, nr. 7/2009 8 Revista Institutului de Pregătire Didactică RELIGION AND RELIGIOUS EDUCATION IN ROMANIAN SCHOOL (II) CRISTIAN STAN, MUŞATA BOCOŞ “Babeş-Bolyai“ University, Cluj-Napoca Zusammenfassung Erziehung ist eine typisch menschliche Tätigkeit, die sich als Ziel die Entwicklung und die Formung der Persönlichkeit der Erziehenden setzt. Diese Ziele dienen der Erreichung einiger klar und präzise festgelegten Ergebnissen, die den Erwartungen und den Perspektiven der Gesellschaft entsprechen sollen. Als Erziehungsmaß, setzt die religiöse Erziehung, die Existenz einiger Lehr- und Lerntätigkeiten voraus. Diese Tätigkeiten dienen der religiösen Modellierung des menschlichen Wesens. Die religiöse Erziehung ist eine typisch menschliche Tätigkeit, die auf gut überlegte äußere und innere Eingriffe basiert. Diese Eingriffe werden von den Lehrern, Pfarrer, Kirche und von der Familie organisiert, mit dem Ziel, die menschliche Persönlichkeit aus dem Sicht der religiösen Werte weiter zu entwickeln. Religious education – a necessary dimension of the Romanian contemporary education Although contested by certain authors because of its identification with indoctrination, religious education imposes itself ever more in the sphere of contemporary educational concerns. There are multiple and various reasons for the reversal of the religious education, starting with promoting the fundamental liberties of people on a large scale (including the right of faith) and ending with the assertions of some of the contemporary cultivated people who consider that religion and religious education are the main means of counteracting the actual phenomenon of alienation, which discards the people from their own human being, from their own essence and mission. Irrespective of the reasons which have generated and are still generating the demand of religious education, school should be able to adequately and scholarly respond to this request. Therefore, forming the human personality through educational actions realized in and outside school cannot elude the aspects which belong to the religious component, to the part it has always played within the human communities throughout time. In Romanian post-revolutionary society, after regaining the religious liberty, “the need of capitalizing the religious education at a superior level” (M. Ionescu, 2005, pp.5) in practical ways adapted to the new Romanian curricular and educational context is necessary. A primary acquisition 9 Educaţia 21, nr. 7/2009 in the theory and practice of religious education is that the basic value, the premise, the result and the sine-qua-non condition in religious education is the liberty of people, excluding any form of constraint or submitting. Religion represents the free, conscious and personal relation of the human being to God, underlain on love and liberty and developed through various forms of paying honor to Him, in private and in public: the prayer whispered or sung, participation in sermons and religious rituals, bringing gifts etc. Religion supposes the existence of a doctrine or of a certain conception about deity and of the relation with it; religion implies the moral which derives from the respective

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