EUROMENTOR JOURNAL STUDIES ABOUT EDUCATION Volume VIII, No.7/December 2017 EUROMENTOR JOURNAL 1 “Euromentor Journal” is published by “Dimitrie Cantemir” Christian University. Address: Splaiul Unirii no. 176, Bucharest Phone: (021) - 330.79.00, 330.79.11, 330.79.14 Fax: (021) - 330.87.74 E-mail: [email protected] Euromentor Journal was included in IDB EBSCO, PROQUEST, CEEOL, INDEX COPERNICUS (CNCS recognized) and in CEDEFOP 2 VOLUME VIII, NO. 4/DECEMBER 2017 EUROMENTOR JOURNAL STUDIES ABOUT EDUCATION Volume VIII, No. 4/December 2017 EUROMENTOR JOURNAL 3 ISSN 2068-780X Every author is responsible for the originality of the article and that the text was not published previously. 4 VOLUME VIII, NO. 4/DECEMBER 2017 CONTENTS EDUCATION FOR THE FUTURE ..................................................................... 7 JUKKA KANGASLATHI, GABRIELA POHOAȚĂ LANGUAGE BIOPROGRAMME HYPOTHESIS: EMERGENCE OF PIDGINS AND CREOLES AND THE EVOLUTION OF LANGUAGE ...... 19 NILOUFAR JAFARI, MAJID AMINI HOW TO BOOST SUSTAINABLE DEVELOPMENT IN HIGHER EDUCATION? ..................................................................................................... 39 MARJA-LIISA TENHUNEN THE MORE THEY CHANGE, THE MORE THEY STAY THE SAME: JAPANESE MILLENNIALS AND THEIR ATTITUDES TOWARD WORK AND FAMILY .................................................................... 53 NICULINA NAE TEACHER TRAINING FOR MULTICULTURAL CLASSROOM TEACHING .......................................................................................................... 71 DUMITRU VALERIU ACTIVE LEARNING IN JAPAN AND EUROPE .......................................... 82 IULIA WANIEK, NICULINA NAE MORAL EDUCATION AND VIRTUE ETHICS - AN OPERATIONAL FRAMEWORK ..................................................................... 98 OANA D. RADU EUROMENTOR JOURNAL 5 THE IMPORTANCE OF HUMANITIES IN BUSINESS EDUCATION ..................................................................................................... 117 SIMONA BUŞOI EVALUATION OF PRE-SERVICE BIOLOGY TEACHERS' OPINIONS ABOUT PEDAGOGICAL EDUCATION CERTIFICATE PROGRAM ........................................................................................................ 131 TUĞBA TAFLI, TAHIR ATICI FORMATION OF BIOTECHNOLOGICAL TERMS IN ENGLISH AND UKRAINIAN LANGUAGES .................................................................. 150 ELENA MYSHAK INFLUENCES OF STREET PLAY ON THE GENERAL MOTRICITY OF THE HUMAN BODY ........................................................ 161 ANDREI DUMITRU DESIGN THINKING: WHAT IT IS AND HOW IT WORKS. A CASE STUDY ON ROMANIAN LIBRARIES .......................................................... 181 CAMELIA CRIŞAN, CAMELIA-IRINA CĂLDĂRUŞĂ 6 VOLUME VIII, NO. 4/DECEMBER 2017 EDUCATION FOR THE FUTURE JUKKA KANGASLATHI, [email protected] GABRIELA POHOAȚĂ [email protected] Abstract: Education for the future responds to a current urge of rethinking education at the level of education systems in Europe and worldwide, taking into consideration the fact that they no longer meet the expectations of a rapidly evolving generation that transcends by intelligence and pragmatism what school offers them today. The education for the future must be dynamic, able to react quickly to the swift pace of change in everyday life. Thus, it is imperative to move from standardization to adaptation. The education for the future must be consistent with the individuality of each child. This requires a selective education meant to re-evaluate all the values. In this sense, in the school of the future the teacher cannot be replaced even by the most powerful computer in the world, because the teacher is the only one who can discover and stimulate the creative potential of children and young people respectively. The professions of the future must not be primarily dependent on advanced (top) technology development, but on exploring the creativity of each child in one area or another. Education through and for humans can be a new type of education that should take into account all aspects of the human being. Keywords: education for the future, education creativity, child, youngster, teacher, educational system. The idea of this article is not new. Education in the future was the topic of the international conference held on April 20, 2013, which I initiated and organized as a Dean of the Faculty of Education Sciences at the Dimitre Cantemir Christian University, a structure I set up with the clear purpose of Professor PhD., Turcu University, Finland. Profesor PhD. Hab., Dimitrie Cantemir Christian University, Bucharest, Romania. EUROMENTOR JOURNAL 7 forming a new type of educator, generically called Euromentor1, able to meet the demands of education for the future. Even if I had to abandon the coordination of the Faculty and of the Educational Management Master’s Degree, for objective reasons, the experience gained in the field of education, both as a teacher and an educational manager, and the permanent preoccupations as an educator will always lead me to analyze and discuss issues of the future destiny of education both in Romania and in the world. The meeting with Prof. Jukka, the author of the Finnish educational reform concept, whom I invited as a visiting professor at the faculty that I coordinated, was a significant moment in my paideutic approach, implicitly in that of the university. Prof. Jukka honored us by attending our courses with students, conferences, and also by publishing articles in the academic publications COGITO and EUROMENTOR, being part of their scientific board.2 This is also the meaning of the current article we have written together in order to try somehow to continue developing a collaboration that began in 2012 and that could provide, through our ideas and experience, important milestones for rethinking education in the future. The increasing the complexity of the modern and contemporary civilization, the demands for active and responsible participation of all the members of the human race in the "new world" have generated wider and more focused concerns, dedicated to the analysis of the objective and subjective boundaries of contemporary education as well as to the prospects of its evolution. Under these circumstances, it is easy to understand the preoccupation, almost generalized worldwide, to reform education, to develop and tune it with the configuration of the current state of development and with the trends of the future evolution of human society and civilization. The present and future development of education will increasingly be marked by a complex set of evolutions that are already recorded in all the fundamental components of contemporary societies and civilization. The most profound one is that of the entry of the contemporary society into the era of knowledge and transformation of economic and social systems from systems based on traditional factors of production and work into systems based on knowledge and computerization, with all the implications of this evolution for the entire 1 Gabriela Pohoață, A School for the Future, EUROMENTOR (Studies on Education), vol. IV, no.2/June 2013, p.7-12. 2 www.cogito.ucdc.ro&www.euromentor.ucdc.ro 8 VOLUME VIII, NO. 4/DECEMBER 2017 economic, social, political, cultural and spiritual life at present and and in the future. Rethinking, resizing and changing the educational paradigms is already an important task, along with a closer correlation of economic, social, scholar and cultural policies at society level. The redistribution of educational functions and of education itself towards all educational social organizations and institutions and the radical reconsideration of the relationships between formal, non-formal and informal learning will aim to increase their complementarity and efficiency along with the ”lifelong” learning. It is obvious that the foundations of the knowledge society - the human capacity to create and use efficiently and intelligently the knowledge, skills and behaviors acquired during childhood and adolescence cannot last for the whole lifespan. Thus, even a brief introduction to the challenges the policy makers and educators are facing right now makes it clear to everyone that the future of education should try to comprehend both the opportunities and demands of unknown and ever-changing territories where both individuals and societies will have to work and comply with in the future. It goes without saying that in one way or another the responsibility of education systems is to prepare students for professions that do not even exist at the moment. This is the reason why national and international policy makers have tried to come up with reports and strategies, which could outline and promote the 21st century curriculum and learning skills. When studying the reports in question one may easily notice a dramatic change in thinking during the course of recent decades, when comparing how some of the key international players in the world have established the most important themes of learning. As early as 1960s, UNESCO introduced life-long learning as a fresh concept and guiding principle for restructuring and developing education. Research on the education for the future In the school of the future, the teacher will no longer be a mere knowledge transmitter of knowledge, but his main mission will be guiding the student along his own learning process. The curriculum will practically include more than the academic content. The Internet will be the main source of knowledge, even more than