Exista o mare diferenta intre instruire si educatie. Daca instruirea se leaga de acumularea de cunostinte, educatia se leaga de formarea de comportamente. In general insa aceste doua forme diferite se confunda si noi consideram ca un om educat este cel care are o diploma de absolvire a unor cursuri, cand el este doar un om instruit. Cele doua directii se adreseaza unor campuri diferite de manifestare. Educatia se vede pe plan social, in timp ce instruirea se vede pe plan profesional. De exemplu un om instruit care nu este educat poate avea un limbaj injurios care nu ii da sansa de a gasi un grup social in categoria profesionala spre care tinde. Adica daca injuri ca un birjar vei fi acceptat doar de birjari, desi esti poate o persoana cu cunostinte peste nivelul birjarilor.
Programele educative se adreseaza nevoilor de integrare sociala si de coeziune sociala. Studii sociologice arata de exemplu cat de important este zimbetul social pentru consolidarea stimei de sine a celorlalti. Aceleasi studii arata ca o atitudine super-criticista face ca oamenii sa piarda stima de sine, sa se teama, sa nu aiba incredere in fortele proprii, sa nu aiba parametri de lucru suficient de performanti, sa aiba un nivel jos de aspiratii si sa se motiveze numai pentru supravietuirea materiala sau pentru puterea data de bani.
Programele educative trebuie sa formeze deprinderi de viata sociala care pot imbunatati viata tuturor. De exemplu, daca vecinii de pe scara sau colegii de servici ar fi politicosi, ar pastra curatenia pe strazi, ar avea un minim de grija fata de altii, ar cultiva gradinite de flori in fata blocului in loc sa creasca buruieni, viata tuturor ar fi mai buna fara sa ceara cunostinte enciclopedice din partea fiecaruia.
Culmea este ca desi noi putem trai mai bine fara a avea mai multi bani, aceste mici “tehnici” nu sunt formate de nimeni, nici de familie, nici de scoala.
Daca este sa consideram impactul asupra dezvoltarii economice a unei tari pe care il pot aduce programele educative constatam ca: lucrul in echipa organizata in care membrii echipei se respecta si se stimuleaza reciproc, sau respectul fata de competenta sefilor ierarhici care se formeaza prin alt comportament social, anume acela al recunosterii valorii cuiva, duc in mod direct la o economie functionala ce poate deveni chiar performanta.
Si cu toate astea nimeni, nici familia, societatea sau scoala nu investesc eforturi de timp si de interes in programe educative. Poate pentru ca se crede ca sunt consumatoare de timp dedicat instructiei. Dar de fapt nu sunt consumatoare de timp ci doar inductoare de atitudini. Programele educative se pot derula in acelasi process didactic in multe cazuri, dezvoltind atitudini corecte, prin toate formele de educatie.
Dar sa nu uitam ca printre formele de educatie in afara de scoala sau de grupul de influenta propriu, mai exista un educator continuu si iresponsabil de ceea ce face. Acesta este mass-media. Putem face cu usurinta un process public unei parti a mass mediei de distrugere a sanselor de deveni compatibili cu normele de educatie sociala care sa ne faca parteneri respectabili din doua motive. Primul motiv este la nivelul continuturilor de scandal cazind in scabros sau bestial, acestea dand norma de comportament social considerate statistic acceptabila. Al doilea motiv este metodologia de lucru care este facuta sa creeze dependente ca un drog. In cazul in speta sa ajuns la un antiprogram sau la un program antisocial numai din dorinta de a face bani cu orice pret.
Telespectatorii sunt “instruiti” sa foloseasca un limbaj licentios, sa aiba un comportament violent sau desfranat, sa fie gata sa riste orice pentru bani, sa fie inculti si lipsiti de gandire critica si alte asemenea tinte educative. Mai ales tinerii sunt afectati, dupa ce parintii lor au fost suficient intoxicati incat sa gaseasca in aceasta lume irationala o norma a normalitatii.
Daca vom ajunge sa invatam bine lectia comportamentului antisocial vom fi desigur acceptati de catre grupurile care au acest tip de comportament. Daca nu ne convine ce invatam nu avem decat sa plecam in alta parte a lumii unde gasim ce ne place.
Exact asta se intimpla acum, iar efectele antiprogramelor se vad in locuri greu de presupus ca ar putea fi direct afectate. De exemplu in natalitate. Anul acesta numarul de locuri la licee este cu mult mai mare decat numarul de copii ce se indreapta spre licee. Aceeasi situatie se gaseste si in cazul facultatilor, unde numarul de locuri depaseste cu mult numarul de absolventi de liceu.
Pe de alta parte nivelul de reusita in facultate este redus, o mare parte a studentilor abandonind studiile. Acelasi lucru se vede si in licee.
Veti intreba poate unde este legatura intre natalitate-performante si programele educative sau antieducative. Legatura este in speranta de realizare a cuiva intr-o societate deviata. Intr-o societate in care omul de succes este needucat, neinstruit, eventual mafiot. Intr-o societate in care valoarea profesionala nu este pretuita si in care inzestrarea intelectuala este un handicap social. O societate in care oamenii motivati superior sunt niste “ciudati” patetici care nu au invatat regulile jocului sau mai bine zis ale anti-jocului.
Daca tintim sus si vrem integrare Europeana trebuie sa schimbam regulile jocului cat mai avem vreme, altfel s-ar putea sa ne inecam la mal in propriile noastre esecuri.
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The “Gifted education” program is addressed to all the youths with a view to develop their personal abilities and talents. Within the “gifted education” program the children are not labeled as gifted or non-gifted, but there is only a specialized offer grid on ways of personal gifts, departing from the premise that the developing potential of the child depends directly on his eagerness of personal development at any age. The «Gifted Education » program helps children who want and manage to develop their personal abilities to their own benefit and to the benefit of the society.
Children who are able of high performance need conditions free from any pressure and a supporting environment in order to develop all their abilities. An educational environment which provides them information and gives them affective support is essential, and that presupposes the existence of teachers who have been trained for the identification and education of gifted and talented children.
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The development of the Gifted Education program in Romania shall be performed in many stages both by macro-programs, meso-programs and by micro-programs. In all these case, there should be a structure by stages required for the main development directions. A synthetic view on this development could form by the help of the following table where one could see the time synchronizations between macro-programs, meso-programs, micro-programs, and logical structures by stages and their development directions. One can read this table both horizontally and vertically:
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The education and education system in Romania suffered a permanent and continuous degradation in the last 15 years, due to a complex set of causes, including:
1) The functional incapacity of the educational system administration. The frequent change of general inspectors and school principals, based on criteria of political affiliation, removed the apolitical teachers from the administrative system. This fact was aggravated by the lack of specializations within the educational system administration. Read the rest of this entry »
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CHAMBER OF DEPUTIES
LAW on the education of gifted and talented students
the Chamber of Deputies passes this bill of law.
CHAPTER I
General provisions and definitions
Art.1 - This law regulates the legal operation and organization framework of the National Differentiated Training Center as well as the institutional organization of differentiated education programs for gifted and talented students. Read the rest of this entry »
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Cultural characteristics are very important to be considered when projecting the appropriate policy for gifted education development. Several characteristics are historical and they are derived from the communist philosophy that reverted Maslow’s pyramid at a social level.
It is well known that the communist ideology created a leadership model based on the “healthy origin” of the working class. Nobody had the right to get promoted on the social hierarchy if she didn’t have a healthy origin and obviously, intellectuals were not among the preferred ones.
Because of this doctrine, the basic physiological needs in the hierarchy characteristic for the first level of Maslow’s pyramid became the top level needs in the rows of the social class leaders. Read the rest of this entry »
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The development mismatch
Statistically speaking, gifted children constitute between 2 and 6 percent of the human population, and given that a great number of the famous people in history are or were gifted, certain misconceptions concerning such gifted persons were formed.
There is a myth of the gifted children, assuming that those more gifted than others necessarily enjoy greater social success. This assumption could not be further from the truth. Due to the asynchronous development of the gifted children, they develop special intellectual abilities against an emotional background identical to that of children of the same age, much more intense however.
Therefore, gifted children are usually regarded by children their age as odd, nerds etc. and are not socially integrated in the collectivity. The phenomenon is present not only among children but later on as well, until the high reputation generated by the results of gifted persons constrains society to act accordingly. Read the rest of this entry »
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Cand dupa 1990 s-au deschis granitele, multi tineri romani au reusit sa obtina burse de studii in marile universitati. Erau in primul rand doritori de cunoastere deoarece izolarea informationala comunista i-a privat de toate noutatile din domeniile lor de interes. Mai erau multi dintre ei doritori sa procedeze dupa exemplul altor tari, adica sa ia tot ce pot mai bun din strainatate, apoi sa se intoarca in Romania pentru a o ajuta cu competenta vestului si cu cunoasterea regulilor din tarile dezvoltate. Read the rest of this entry »
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Argument
Programele destinate educatiei copiilor supradotati sunt necesare ca alternativa educationala specifica dezvoltarii abilitatilor acestor copii. Profilul psihologic specific al copiilor supradotati reclama o curricula complexa si interactiva si metode de predare care sa le stimuleze creativitatea, gindirea critica, adecvarea informatiei la situatii concrete si deschiderea in solutionarea problemelor chiar prin mijloace non-standard. Read the rest of this entry »
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Introducere
Un institut de formare strategica care sa instruiasca tineri sau adulti in programe de leadership si management al viitorului este o importanta componenta a crearii unui cadru strategic necesar unei politici de dezvoltare nationale si de integrare regionala. Un astfel de institut va trebui sa raspunda la un numar de cerinte clar definite si va trebui de asemenea sa aiba o structura clar definite. Read the rest of this entry »
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