Recent investigations in the study of demographic trends at international level are at the moment making light on a quite controversial aspect, though ignored by global institutions, like O.N.U., U.N.D.P., G 20, similar by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-named “demographic winter” phenomenon, which reveals the dramatic consequences of the “modern” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity and irresponsibility. Thinking of this demographic trend delivers a new dimension to the way in which abundance and resource of the globe are distributed and also provides a new vision on elementary educational problems.
The globalization of education is reflecting itself in the extension and unification of educational practices, applied by all these public or private entities, involved as active social educators. Over time, the public education systems in created or emerging nations, which promote formal education, are illustrating with consistency the practice of a classical education technique. In the field of non-formal education there are utilised additional innovating and diverse approaches of education, but unfortunately couple of of this are oriented upon individual behaviour reshaping in the global context, and they are seeking only to proliferate consumerist habits, by preparing youngsters for a effective professional profession commence. The presence of NGO’s with international coverage and professional education companies has fixed the currently understood “development in education” in comfortable limits. This makes area for a reshape of educational fundamentals and, much more apparent, for the ultimate goal of learning.
Most men and women consider that education ought to equip them with the correct exploitation instruments so that they can forever trample over the masses. Nevertheless other thinks that education need to furnish them with noble ends rather than means to an finish. The function of education, therefore, is to teach one particular to consider intensively and to believe critically. But education which stops with efficiency may possibly prove the greatest menace to society. The most unsafe criminal may possibly be the man gifted with reason, but with no morals.
Socially speacking, the technological revolution, the broaden access to info and the modern day lifestyle facilities have created probable the appearance of an irreversible phenomenon in the conflict involving generations. In our present times, the young children, “sons of globalization” have access to several sources of details, with the internet getting most of the time an instrument of self-education. The balance is leaning in the favour of the energy of informed youth, who grow to be “the teachers”, explaining the new world order to the eldest. This theory takes into consideration the acceleration of technology and the way of our lifestyle, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.
Consequently we are raising the question regarding the way organisms accountable for educational difficulties ought to reconsider the standard fundamentals of this basic activity, which clearly has guided the evolution of our planet so far. It is not sufficient for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of key education and the discrimination relating to access to education in underdeveloped nations, to keep away from resettling the educational desires inside an inappropriate program. It is important to deal with these elements in appropriate time, mainly because we think about education the important-element which can slow down the method of planet and people self destruction.
The proposal relating to fundamentals reshaping and reviewing the individual education, approached in all stages and cycles of life, begins with the assumption that “Man has to be educated to act accountable towards the atmosphere and civilization, and not interfere in the harmony and balanced world development with his behaviour”. This observation, not precisely current, triggered a chain of initiatives in the educational system in nations like France, Italy, Germany, such as Romania, but I contemplate that implementing a discipline of Civic Education, in the gymnasium module is not sufficient, neither convincing.
We feel that the new fundamentals and principals of education, which will have to be identified, understood and applied by each and every teacher, by way of all the range of educational processes in the long life learning of people, and also in the non formal educational procedure, whereat folks have access throughout existence are:
1. Self-consciousness – is essential due to the fact it permits just about every individual to obtain his role in society, to know his weak points and to create them according to his unique talents genetically inherited. A individual conscious of his/her self can very easily act in picking out the occupation or the carrier to practice that he or she will be in a position to direct his energies to and recognize the actual difficulties that the planet and society faces. Consciousness-based education, introduced in 1971 by Maharishi Mahesh Yogi, is unique in its capability to correctly create the total brain prospective of every single student.
two. Stimulating creativity – this special good quality is reflected in the mental and social procedure of creating new tips, concepts, associations, and permits individual adaptation to unpredictable contexts and situations. There are very simple strategies, associated to lateral considering that can market this capacity, for example: improvisation, fiction as imaginary product, (Randomness, Improvisation, P.S.).
three. Communication – in the actual forms and techniques utilized as mastering practices, communication is not capitalized at being the supreme value, since largely person activity it is encouraged, which promotes inappropriate values like egoism, indifference, self-interest. Without communicating problems and discussing tricky conditions, there is no way to claim solving the issues in optimal parameters of time, quality and accuracy. The man can not act in terms of social duty, as a “macro attitude”, which I take into consideration as being shallowly approached, especially in the economical atmosphere.
four. Promoting a accountable function in society – education should train 1 for fast, resolute and successful thinking. To believe incisively and to assume for one’s self is pretty tough. We are prone to let our mental life turn into invaded by legions of half truths, prejudices, and propaganda. At this point, I frequently wonder regardless of whether or not education is fulfilling its goal. A wonderful majority of the so-known as educated persons do not think logically and scientifically. Even https://blog.fetc.org , the classroom, the platform, and the pulpit in a lot of situations do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is 1 of the chief aims of education. Education have to enable one particular to sift and weigh evidence, to discern the true from the false, the genuine from the unreal, and the facts from the fiction. This is the way in which he or she could create and exercise an active part in society.