Volume 41, issue 1

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Issue contents

1. Volume 41 · Issue 1 · 2020 · pp. 9-25

   LIFELONG EDUCATION - NECESSITY AND DESIDERATUM OF THE PERSONALITY (PDF)

   • Valentina MISLITCHI

   Keywords

   Lifelong education; Purpose; Objectives; Characteristics; Factors; Forms; Contents; Methodology.

   Cite as

   MISLITCHI, V. (2020). LIFELONG EDUCATION - NECESSITY AND DESIDERATUM OF THE PERSONALITY. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 9-25. https://aucpp.ro/wp-content/uploads/2020/07/1.-AUC_PP_no_41_Mislitchi_V_pp.-9-25.pdf

   Abstract

   The article presents the problem of the need to ensure education throughout the life of the personality. There are highlighted various definitions of lifelong education given by various researchers, there is specified the purpose, objectives, characteristics, contents of lifelong education, there are described the forms and factors of lifelong education and it is elucidated the methodology of lifelong education.

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2. Volume 41 · Issue 1 · 2020 · pp. 27-37

   LIFELONG LEARNING AND VALUE ORIENTATION DEVELOPMENT IN PERSONALITY’S SYSTEM (PDF)

   • Diana ANTOCI

   Keywords

   Value orientation; Lifelong learning; Education; Personality.

   Cite as

   ANTOCI, D. (2020). LIFELONG LEARNING AND VALUE ORIENTATION DEVELOPMENT IN PERSONALITY’S SYSTEM. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 27-37. https://aucpp.ro/wp-content/uploads/2020/07/2.-AUC_PP_no_41_Antoci_D_pp.-27-37.pdf

   Abstract

   Reviewing the process of initiating lifelong learning and the need to form value orientations within the personality is one of the major perspectives for the entire educational system. The content of the article highlights constituent parts of lifelong learning and value orientation, reflects personal opinions on the relationship between lifelong learning and the process of forming value guidelines for personality supported by arguments derived from a theoretical-scientific study aiming at practical application. Consequently, the reflection on the process of value orientations formation resulted in developing a mechanism for the formation of value orientations within the personality as correlated with the educational process, sociocultural implications and as projected in lifelong learning. The mechanism of orientation formation towards values and through values is established from the perspective of the personality development in ontogenesis and it allows for its extension throughout various educational stages.

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3. Volume 41 · Issue 1 · 2020 · pp. 39-44

   DIGITAL SKILLS OF TEACHERS FOR LIFELONG LEARNING - ROMANIAN REALITIES AND PERSPECTIVES (PDF)

   • Alexandrina Mihaela POPESCU

   Keywords

   Lifelong learning; Digital skillsitale; E-learning; Education crisis.

   Cite as

   POPESCU, A. M. (2020). DIGITAL SKILLS OF TEACHERS FOR LIFELONG LEARNING - ROMANIAN REALITIES AND PERSPECTIVES. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 39-44. https://aucpp.ro/wp-content/uploads/2020/07/3.-AUC_PP_no_41_Popescu_AM_pp.-39-44.pdf

   Abstract

   The need for teacher's Lifelong learning is a permanent and paramount goal of any 21st-century education system and the best investment that any state can make to ensure the social, economic and cultural future. The European Union has shown an increased interest in training and developing the digital skills of teachers in the European area in recent years. In this regard, EU has developed a series of measures and recommendations for Member States. Nevertheless, in Romania we are experiencing a crisis caused by the shift of teaching activities to the online environment, the lack of digital skills of teachers in pre-university education and, last but not least, the lack of digital media (free internet access, computers, tablets) for a large part of the students. The current paper aims to identify the Romanian context shaping the development of the teachers' digital skills for Lifelong Learning up to the onset of lockdown, which led to the relocation of teaching activities online (on 16 March 2020), also focusing on the measures taken during lockdown (16 March 16 - 15 May 2020). The question we are trying to answer is how prepared were the teachers to cope with the online teaching activities, how much had the schools advanced in the integration of digital resources to face-to-face teaching.

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4. Volume 41 · Issue 1 · 2020 · pp. 45-61

   TRAINING TODAY'S INDIVIDUAL FOR TOMORROW'S INDIVIDUAL'S PERFORMANCE. LIFELONG LEARNING (PDF)

   • Florentin Remus MOGONEA

   Keywords

   Continuing education; Lifelong learning; Adult education; Andragogy.

   Cite as

   MOGONEA, F. R. (2020). TRAINING TODAY'S INDIVIDUAL FOR TOMORROW'S INDIVIDUAL'S PERFORMANCE. LIFELONG LEARNING. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 45-61. https://aucpp.ro/wp-content/uploads/2020/07/4.-AUC_PP_no_41_Mogonea_FR_45-61.pdf

   Abstract

   The contemporary world is characterized by a rapid and unpredictable evolution of science and technology, generating a significant movement of ideas, inventions and discoveries, an exponential growth of information and cutting-edge technologies. These have as a consequence the digitalisation of the society, the restructuring and the renewal of some multidisciplinary epistemological approaches, from all sectors of the social life. Contemporary society is facing limited resources of raw materials and energy, population growth, widening the gap between rich and poor countries, the steady deterioration of the environment, and interethnic conflicts. The solution to this crisis is the education reform, which will cause profound transformations in relation to the specificities of each country, a new education policy to increase its quality and imprint the prospective character. Through structure, objectives and content, education must constantly meet the requirements of the evolution of national and international reality. The meanings and efficiency of the educational act are given by the the adaptation and selfregulation capacity of education, compared to the more numerous challenges of the social space. Our paper aims to demonstrate the importance of lifelong learning, deepening and capitalising on it, after the period of compulsory schooling. Tomorrow's human education is no longer reduced to what the school transfers; it results from the harmonious combination of the three forms of education throughout life. This means that the training of today's individual, through education, will meet the demands of the tomorrow's knowledge society.

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5. Volume 41 · Issue 1 · 2020 · pp. 63-73

   ALLOSTATIC NEUROPLASTICITY AND EPIGENETIC MECHANISMS IN PERSONALITY DEVELOPMENT (PDF)

   • Oprea-Valentin BUSU
   • Elena Cristina ANDREI
   • Mihai-Narcis POPESCU

   Keywords

   Epigenetics; Bio-psycho-social factors; AND.

   Cite as

   BUSU, O.-V., ANDREI, E. C., & POPESCU, M.-N. (2020). ALLOSTATIC NEUROPLASTICITY AND EPIGENETIC MECHANISMS IN PERSONALITY DEVELOPMENT. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 63-73. https://aucpp.ro/wp-content/uploads/2020/07/5.-AUC_PP_no_41_Busu_OV_Andrei_EC_Popescu_MN_pp.-63-73.pdf

   Abstract

   Genetics is part of the life of every individual having a great influence not only in terms of the transmission of physical characteristics, but also in terms of the development of the human being. Genetics makes its mark on the character and lifestyle and relationship of an individual with the social environment. Epigenetics is a relatively new field of genetics that aims to elucidate the causes of the presence or absence of a pathology caused by the activation of genes. Epigenetics does not end its activity in intrauterine life, but is in a permanent dynamic. This dynamic is influenced by the individual’s lifestyle and environmental factors. Thus, by adopting sanogenic practices to maintain good systemic and mental health, as well as ensuring an environment free from pollution, an optimal state of health of the human body can be obtained. An individual’s adequate state of health encompasses three major factors: physical, mental, and social health. Alteration of one factor leads to the cancellation of the other two. Therefore, in order to maintain a balance, a good functionality of the bio-psycho-social complex is necessary. The novelty element brought by epigenetics compared to classical genetics is represented by the way in which certain factors act on human DNA and produce changes throughout life.

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6. Volume 41 · Issue 1 · 2020 · pp. 75-83

   CHANGE MANAGEMENT – THE APLICATIVE CONTEXT OF THE FACTORS WHICH DECISIVELY INFLUENCE THE QUALITY OF EDUCATIONAL ACT (PDF)

   • Emil LAZAR
   • Ionel Florian LIXANDRU

   Keywords

   Change management in education; Levels of change; The transforming change in education.

   Cite as

   LAZAR, E., & LIXANDRU, I. F. (2020). CHANGE MANAGEMENT – THE APLICATIVE CONTEXT OF THE FACTORS WHICH DECISIVELY INFLUENCE THE QUALITY OF EDUCATIONAL ACT. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 75-83. https://aucpp.ro/wp-content/uploads/2020/07/6.-AUC_PP_no_41_Lazar_E_Lixandru_IF_pp.-75-83.pdf

   Abstract

   Romanian pre-university education, is at the point when it needs a rethinking, a reconsideration, a change. We speak about a necessity imposed by the endogenous factors of system, but required by external aspects of educational system, by the interaction of education with social subsystems and challenges humanity. The article proposes a definition of change, of the structural elements susceptible to the change process and of the systematic approach, according to witch this change may take place within Romanian pre-university education.

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7. Volume 41 · Issue 1 · 2020 · pp. 85-92

   PSYCHO-SOCIOLOGICAL PERSPECTIVES ON THE FAMILY INSTITUTION IN THE CONTEMPORARY SOCIETY (PDF)

   • Alina Doina IONESCU (DASCALU)

   Keywords

   Nuclear family; Modern family; Couple; Family model; Isolated nuclear family.

   Cite as

   (DASCALU), A. D. I. (2020). PSYCHO-SOCIOLOGICAL PERSPECTIVES ON THE FAMILY INSTITUTION IN THE CONTEMPORARY SOCIETY. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 85-92. https://aucpp.ro/wp-content/uploads/2020/07/7.-AUC_PP_no_41_Ionescu-Dascalu_AD_pp.-85-92.pdf

   Abstract

   The family is part of the phenomena for which there was an interest especially in all societies. Knowledge of the functioning of this institution it is of paramount societal importance, given that it leaves itself, directly or indirectly, the imprint on the entire socio-economic system. So, on the state of the family depends, first of all, the reproduction of the population in a society, socialization / education of new generations, creation and transmission spiritual values, behaviour patterns, process organization production and consumption etc. This article is presenting the most important theoretical contributions – from psycho-sociological point of view – on the family institution. The concept of family is analysed in a correlation with the concept of "couple". Also, the article is presenting the most important typologies of families that are used in scientific literature, mainly the sociological one. We have tried to present in a comparative manner what are the characteristics of the traditional family and modern family in our contemporary society.

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8. Volume 41 · Issue 1 · 2020 · pp. 93-104

   FORMATION OUVERTE ET A DISTANCE (FOAD) : QUELS ENJEUX POUR PLANIFIER ET ELABORER LE SYLLABUS D’UN MODULE MASTER EN DIDACTIQUE DES LANGUES (DDL) ? (PDF)

   • Euphrosyne EFTHIMIADOU

   Keywords

   Ere numerique; Formation Ouverte et a Distance (FOAD); Application des systemes informatiques sophistiques; Approche actionnelle; Elaboration d’une fiche de planification du syllabus; Methodes d’enseignement innovantes au cycle superieur.

   Cite as

   EFTHIMIADOU, E. (2020). FORMATION OUVERTE ET A DISTANCE (FOAD) : QUELS ENJEUX POUR PLANIFIER ET ELABORER LE SYLLABUS D’UN MODULE MASTER EN DIDACTIQUE DES LANGUES (DDL) ? Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 93-104. https://aucpp.ro/wp-content/uploads/2020/07/8.-AUC_PP_no_41_Efthimadou_E_pp.-93-104.pdf

   Abstract

   A l’ere du numerique, la Formation Ouverte et a Distance (FOAD) se presente comme un nouvel enjeu par la mise en place de nouveaux systemes informatiques tout en creant une interdependance parmi les participants avec la realisation des taches actionnelles actives a travers des pratiques differenciees et innovantes en vue de s’adapter aux nouvelles exigences professionnelles d’une societe en mutation profonde. Dans le cadre de l’apprentissage collaboratif a distance, la contribution du mentor s’avere essentielle pour mettre en place une pedagogie actionnelle où les participants pourront optimiser leurs attentes par la mise en œuvre des taches collaboratives en ligne, l’adoption d’une pedagogie de projet interactive et l’integration a la fois de nouveaux dispositifs de formation ouverte et a distance (FOAD), en vue d’atteindre l’accomplissement de soi et de satisfaire les nouvelles exigences qui se creent en matiere de formation. L’investissement psychologique et emotionnel des participants renforce leur motivation mais aussi leur engagement pour developper des competences numeriques et cultiver des competences transversales avec l’application de systemes informatiques sophistiques. D’une part, on va souligner les defis de la pedagogie informatisee dans une formation ouverte et a distance. D’autre part, on va s’interesser a l’approche interactionnelle constructive par la mise en place de la perspective actionnelle et focaliser l’interet sur l’elaboration de la fiche de Planification du syllabus d’un module Master en Didactique des Langues (DDL). Enfin, on va aboutir a l’elaboration du syllabus pour didactiser un module de cours master par la selection des methodes pedagogiques tout en precisant leurs fonctions et les types d’activites pertinentes et en promouvant le developpement en spirale en faisant distinguer les differentes etapes de realisation de la methode iterative dans la mise en application du projet e-learning.

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9. Volume 41 · Issue 1 · 2020 · pp. 105-118

   L’ANDRAGOGIE ET SES IMPLICATIONS SUR LA FORMATION CONTINUE DES ENSEIGNANTS (PDF)

   • Imad BELGHIT

   Keywords

   Andragogie; Formation continue; Strategies; Dispositifs de formation.

   Cite as

   BELGHIT, I. (2020). L’ANDRAGOGIE ET SES IMPLICATIONS SUR LA FORMATION CONTINUE DES ENSEIGNANTS. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 105-118. https://aucpp.ro/wp-content/uploads/2020/07/9.-AUC_PP_no_41_Belghit_I_pp.-105-118.pdf

   Abstract

   La formation continue des enseignants n’est pas etrangere a la problematique de la qualite du systeme educatif. Au-dela des politiques educatives, l’andragogie est partie prenante dans le processus de formation du public cible. Elle permet de s’interroger sur les savoirs et sur les mecanismes de la transposition didactique. Strategies, methodes, dispositifs, objectifs et suivi des projets de formation continue des enseignants seront questionnes dans le contexte marocain afin de dresser un etat des lieux de la question et apporter des propositions a meme d’ameliorer les pratiques de formation.

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10. Volume 41 · Issue 1 · 2020 · pp. 119-131

    A MODEL OF STREAMLINING ACADEMIC LEARNING (PDF)

    • Mihaela Aurelia STEFAN

    Keywords

    Competence; Cognition; Metacognition; Autonomy; Motivation.

    Cite as

    STEFAN, M. A. (2020). A MODEL OF STREAMLINING ACADEMIC LEARNING. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 119-131. https://aucpp.ro/wp-content/uploads/2020/07/10.-AUC_PP_no_41_Stefan_MA_pp.-119-131.pdf

    Abstract

    The present paper aims to draw attention to a model of streamlining academic learning. The model is based on a holistic approach to learning, taking into account the following directions: a) boosting the student's motivation for undertaking responsibility and engagement in the learning process; b) training and development of cognitive and metacognitive abilities; c) learning through situated parctice and cooperation. The motivational dimension is deeply involved in the learning activity, success being engendered not by constraints, but by the stimulation and maintenance of the intrinsic motivation, of the mindset, of the responsible attitude. The proposed model is intended to be a starting point in the direction of developing students' competence to learn autonomously, with the training (meta) cognitive skills and motivational-attitudinal support at the core of this approach.

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11. Volume 41 · Issue 1 · 2020 · pp. 133-154

    L’APPRENTISSAGE TOUT AU LONG DE LA VIE AU PRISME DE L’EDUCATION A L’ENVIRONNEMENT ET AU DEVELOPPEMENT DURABLE: REPRESENTATIONS ET ANALYSE DISCURSIVE AU SEIN DE LA COMMUNAUTE EDUCATIVE (PDF)

    • Amina COURANT MENEBHI

    Keywords

    Analyse discursive; Apprentissage tout au long de la vie; Developpement durable; Education a l’environnement et au developpement durable; Savoirs.

    Cite as

    MENEBHI, A. C. (2020). L’APPRENTISSAGE TOUT AU LONG DE LA VIE AU PRISME DE L’EDUCATION A L’ENVIRONNEMENT ET AU DEVELOPPEMENT DURABLE: REPRESENTATIONS ET ANALYSE DISCURSIVE AU SEIN DE LA COMMUNAUTE EDUCATIVE. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 133-154. https://aucpp.ro/wp-content/uploads/2020/07/11.-AUC_PP_no_41_Courant_Menebhi_A_pp.-133-154.pdf

    Abstract

    Il est admis que l’education rend les Hommes plus libres. Notre monde connait actuellement des bouleversements fondamentaux sans precedent : sanitaires, technologiques, climatiques, demographiques, economiques, etc…qui posent de nouveaux defis pour l’avenir du travail et de l’humanite dans sa globalite. Ces megatendances mondiales ont un impact profond sur les competences qui risquent de devenir rapidement obsoletes. L’apprentissage tout au long de la vie (ATLV) nous concerne tous. C’est un continuum de la petite enfance a la fin de vie. Aujourd’hui, tout le monde est concerne par le savoir d’autant plus que la revolution numerique rend le savoir plus accessible a toutes les generations. Lorsque l’ATLV a ete adopte en tant que concept fondamental de l’Objectif de developpement durable (ODD), le but vise etait non seulement une education de qualite mais aussi le developpement durable. Selon l’UNESCO, l’education a l’environnement et au developpement durable (EEDD) est une education holistique et transformationnelle qui se voudrait transdisciplinaire dependant des contextes socioculturels et territoriaux singuliers et de leurs relations avec l'espace-monde. Depuis son independance, les efforts du Maroc dans le domaine de l’education sont incontestables meme si ces derniers demeurent encore insuffisants compte tenu de la pression demographique, du taux eleve d’abandon scolaire et de la necessite d’accompagner les differentes avancees technologiques. Notre article tente de mettre en lumiere comment certains acteurs de la communaute educative (enseignants, directeurs d’ecole) declinent l’EEDD au sein de leur espace cognitif, par le biais d’experiences personnelles,d’activites extrascolaires, par leur propre vecu, par des apprentissages formels et informelset l’utilisent en vue de realiser des projets durables. Il s’interroge essentiellement sur la correlation entre l’EEDD et l’ATLV et s’appuie sur une enquete qualitative basee sur des entretiens semi-directifs ainsi que des observations sur le terrain dans 11 ecoles primaires marocaines.

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12. Volume 41 · Issue 1 · 2020 · pp. 155-169

    THE TEACHER – MAIN ACTOR IN THE KNOWLEDGE SOCIETY (PDF)

    • Vali ILIE
    • Ecaterina Sarah FRASINEANU

    Keywords

    Knowledge society; Teacher; Skills; Roles.

    Cite as

    ILIE, V., & FRASINEANU, E. S. (2020). THE TEACHER – MAIN ACTOR IN THE KNOWLEDGE SOCIETY. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 155-169. https://aucpp.ro/wp-content/uploads/2020/07/12.-AUC_PP_no_41_Ilie_V_Frasineanu_ES_pp.-155-169.pdf

    Abstract

    We live in a world in continuous transformation, mainly characterized by an informational explosion as well as an aspirational one. This can arouse interest, send to searches and constructions, but it can also create confusion. Therefore, the man needs stable benchmarks. Children and young people need support and guidance. The roles of the teacher are about to be rethought, not so much from the perspective of their change, but from the point of view of adapting to the new demands. The concept of education for the knowledge society starts to be formed in the second half of the 20th century. During this period, the change of the entire educational system of the society is taking place. To effectively promote the development of the knowledge-based economy, it must be understood that information is a factor of production (as well as labor, land and capital). The process of globalization coincides with a fundamental transition to the informational society - a new global information-based community.

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13. Volume 41 · Issue 1 · 2020 · pp. 171-174

    COMPTE RENDU DE LECTURE. ARTHUR DE GOBINEAU. LETTRES A EUPHROSYNE, ZOE ET MARIE DRAGOUMIS. BOOK REVIEW. Maria Menegaki (2018). Arthur de Gobineau. Lettres a Euphrosyne, Zoe et Marie Dragoumis; 1866-1882. Edition etablie et annotee par Maria Menegaki. Berlin: Editions Universitaires Europeennes, 686 p. ISBN : 978-620-2-28967. (PDF)

    • Maria MALCOYANNI

    Cite as

    MALCOYANNI, M. (2020). COMPTE RENDU DE LECTURE. ARTHUR DE GOBINEAU. LETTRES A EUPHROSYNE, ZOE ET MARIE DRAGOUMIS. BOOK REVIEW. Maria Menegaki (2018). Arthur de Gobineau. Lettres a Euphrosyne, Zoe et Marie Dragoumis; 1866-1882. Edition etablie et annotee par Maria Menegaki. Berlin: Editions Universitaires Europeennes, 686 p. ISBN : 978-620-2-28967. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 171-174. https://aucpp.ro/wp-content/uploads/2020/07/13.-AUC_PP_no_41_Malcoyanni_M_pp.-171-174.pdf

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14. Volume 41 · Issue 1 · 2020 · pp. 175-177

    Sociologia educației. Book review. Ilie, V. (2019). Sociologia educației. București: Editura Universitară./ Ilie, V. (2019). The sociology of education. Bucharest: University Publishing House. (PDF)

    • Ecaterina Sarah FRASINEANU

    Cite as

    FRASINEANU, E. S. (2020). Sociologia educației. Book review. Ilie, V. (2019). Sociologia educației. București: Editura Universitară./ Ilie, V. (2019). The sociology of education. Bucharest: University Publishing House. Annals of the University of Craiova, Psychology-Pedagogy series, 41(1), 175-177. https://aucpp.ro/wp-content/uploads/2020/07/14.-AUC_PP_no_41_Frasineanu_ES_pp.-175-177.pdf

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