Recent investigations in the study of demographic trends at global level are currently making light on a pretty controversial aspect, although 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-referred to as “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 offers a new dimension to the way in which abundance and resource of the planet are distributed and also offers a new vision on elementary educational problems.
The globalization of education is reflecting itself in the extension and unification of educational practices, used by all those public or private entities, involved as active social educators. More than time, the public education systems in developed or emerging nations, which market formal education, are illustrating with consistency the practice of a classical education method. In the field of non-formal education there are utilised additional innovating and diverse approaches of education, but sadly few of this are oriented upon person behaviour reshaping in the international context, and they are hunting only to proliferate consumerist habits, by preparing youngsters for a effective qualified career commence. The presence of NGO’s with international coverage and qualified training corporations has fixed the at the moment understood “improvement in education” in comfortable limits. This tends to make area for a reshape of educational fundamentals and, far more obvious, for the ultimate goal of mastering.
Most men and women believe that education should really equip them with the right exploitation instruments so that they can forever trample more than the masses. Still other thinks that education need to furnish them with noble ends rather than implies to an end. The function of education, therefore, is to teach 1 to think intensively and to consider critically. But education which stops with efficiency may perhaps prove the greatest menace to society. The most hazardous criminal may possibly be the man gifted with purpose, but with no morals.
Socially speacking, the technological revolution, the broaden access to info and the modern day life-style facilities have made feasible the look of an irreversible phenomenon in the conflict amongst generations. In our present times, the kids, “sons of globalization” have access to many sources of facts, with the world wide web becoming 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 requires into consideration the acceleration of technologies and the way of our life style, 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.
For that reason we are raising the query with regards to the way organisms responsible for educational concerns ought to reconsider the simple fundamentals of this simple activity, which clearly has guided the evolution of our world so far. It is not adequate for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of main education and the discrimination concerning access to education in underdeveloped countries, to stay clear of resettling the educational wants inside an inappropriate technique. It is important to deal with these elements in appropriate time, since we take into consideration education the important-element which can slow down the procedure of planet and people self destruction.
The proposal concerning fundamentals reshaping and reviewing the person education, approached in all stages and cycles of life, begins with the assumption that “Man has to be educated to act responsible towards the atmosphere and civilization, and not interfere in the harmony and balanced planet development with his behaviour”. This observation, not precisely recent, triggered a chain of initiatives in the educational program in countries like France, Italy, Germany, including Romania, but I look at that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.
We feel that the new fundamentals and principals of education, which should be recognized, understood and applied by every teacher, via all the variety of educational processes in the long life understanding of individuals, and also in the non formal educational method, whereat people have access during existence are:
1. Self-consciousness – is essential due to the fact it makes it possible for each and every person to uncover his function in society, to know his weak points and to create them according to his special talents genetically inherited. A particular person conscious of his/her self can quickly act in selecting the occupation or the carrier to practice that he or she will be in a position to direct his energies to and recognize the real challenges that the planet and society faces. Consciousness-primarily based education, introduced in 1971 by Maharishi Mahesh Yogi, is exceptional in its capability to properly develop the total brain potential of every student.
two. Stimulating creativity – this specific good quality is reflected in the mental and social approach of generating new ideas, concepts, associations, and permits individual adaptation to unpredictable contexts and conditions. There are basic approaches, linked to lateral considering that can promote this capacity, for example: improvisation, fiction as imaginary solution, (Randomness, Improvisation, P.S.).
three. Communication – in the actual forms and solutions utilised as understanding practices, communication is not capitalized at being the supreme value, mainly because mostly individual activity it’s encouraged, which promotes inappropriate values like egoism, indifference, self-interest. Without having communicating problems and discussing challenging situations, there is no way to claim solving the issues in optimal parameters of time, excellent 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, specially in the economical environment.
four. Promoting a responsible function in society – education have to train 1 for rapid, resolute and effective thinking. To assume incisively and to think for one’s self is quite tough. We are prone to let our mental life turn out to be invaded by legions of half truths, prejudices, and propaganda. At this point, I normally wonder no matter if or not education is fulfilling its objective. A wonderful majority of the so-called educated persons do not feel logically and scientifically. Even افضل جامعة فى مصر , the classroom, the platform, and the pulpit in numerous instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education should enable one to sift and weigh evidence, to discern the accurate from the false, the genuine from the unreal, and the facts from the fiction. This is the way in which he or she could develop and physical exercise an active part in society.