TLtbeIuI nr. 38 7. Se poate, dc ES€Irlenea' oonchide cd man'lrale'c de peda-
gogie gi',pra"ii.a pedagogi,cd
nu le-€u oferit sturl,enli{or vii-
igpirrtllei,iiminrfaEerp"gc,t't"pe.ib,anoht"e{enpngirooo5aoltnroie:r6iegi eroiiaenreivvpdisczqildiiihrmiu'oucrfprceiaenddtcpuiaetnl'gaueiori,iagsnli;'iltrEgc'rcadiii1uinaen,-c11r-,t,v'oiuamdiaipret1poreci.rnr..nii5aflDoca'nrresaialapraupr:'oliartadfceeitofslii,'bcoitiuireddilcttcISit'ieiav{aeilrrlncodciird--t
I'r0puncri ll lcl i I lirr I t'uuun'' I s1,,.1.,,,. I t'rnt.-
cl.alX-r arrll I I rrttttl rrl irr I r,'ti
,l,r\ll.:rl I t.r,,;br., I (r:'xl)crl I tt:,'',,ct
( Labe I
('Jrl'tcil I | i
Organizarea de cercuri 5i ce- I ,,,.,, vdnve-ecrrsirzlpsec,a,eai:te:arpeSdnifaremi-or-l,,ecec,lcaciiluaie'ccaidanfiolunti,irseetceirtailoieEntaotcierrieei,uilesavc,Ettloereiura,farlldae.te,e$cesav;cporoccin,5nuntdcrd,anleuefzzisrdaimiicinnos'atn'amtdare'r,ttuargdelteiirdprLciiraelnei:.'czmrttreliioclinndtf"rsoa-c'tbt+,lraio";ecntp5'iczc'ttraili.-i-t:
nacluri 13,909/.
l-lI
Dotare"a qcolilor cu echipa- 17,26"/L
ment (Iaborat,oare etc.)
i 0,8ir?/"
Elalrorarea rle rnanuale mai l-l_t12,;4y" <os.rpdoIie,fteruertailEzi diacuiaantrcm:alprci'r.et,easlriaciostur,itciirradiciealqecclutoridcvlarsi'artpd5rue{tni,riaesdiuvnirdooilaarocsrdttri'ecaSei,emvccuioalotlitL,qrdci-iilreieonbvgeio,cincrcdtiu'vidteea';1telectre-mdcaicnnruaie--
2r),30?/o
bune 16,21"/o I I,Es?6
12,6()o/o
Legarca teorici ,cu practica r.ini^LCe,d.cadctului preddrii, .apr.e'cierilor fd.cr.lte tra adres'a rdspunstr-
r.gcomanddri,lon oferite aceslcra pernrtru- studiul
r{lor el,evilor,
inclivid,ural, irrtr.eb5,ril,or sau subiEctelor pe'n,trru lucr5'rile
Md,rirea pondel'ii anumitor I
scjrise.
obiecte {ex. matematicd) I
Pr,egdti,rea su,perioari a
clr:elol didactice Il-
ca-
I
5. Din cele co,nstatate pini aici reicse crd tablou1 oduc,afiei * In 9dr6ee9vipsdetaeda,i,gnFoossrtuii.tmuai"u,'il"t"ndaei,a,'R-qeitnviiisinutatl.-ucdipeesdpuacpgdcoaregioiocrgc, ieos"fiAEc"i lll]ca'",Utp-nr-iilvm?c.ru.sfli.tatsiliemia"-
intelectualc qcola,re, ,aq,a cum s-ra contrurat ,el d;i,n dat,e,le t:ecol- porion-
trat,e pe baz,a druLreb5,rilor ptrse gi a obs,orval;ijlor efoct'uate de Lnut t
no'i, pnezint5 go1,uri, incororen!e, irx,psl'f,q.g{iu,ni Ei rimineri in
urrmd fatd de ceca ce ar trerbui si fie m,oidrelul contemporan al icqeand.
'odu,caliei intelect,uale sco1lare. con,stitrrit pc f irndahll exigen-
lelror epocii ;i socletSfii noastrc.
6. Rdspunsurile subiec{i1oi' clevi gi stuclen{i permit presll-
punerca ci, in ntajorit,atea lor. ci rirLl aLt ,cler.enit conqtienfi de
!e,Iu,r,ile qi. se'nsr-Lr,ile pro'cesr-rlui dc c'd,Lrcatie intele,ct,iinld, cI ei
nu Ei-an insugit rolul de parbicipanli activi la proces,ul pr,o-
priei formlri it-rteic,ct'uale $i ,c5, in conseoin!,5, nu sint bine
pr'egdtiti p,en tf tl edr,r c'a{ia pe,rrmanentd.
1(lt 13. Educaf,ia intelectuaiS - i0 193
sau a necunosicStor"il,or istoriei gindirii pedagogi,ce qi filozofice,
n,L1 este o mod5 tnecito,ar,e, ci un irrr-pcrativ roereu qi insistent
C,e rno,dralitSlile gi ri'irrr:tlrile clezvoltdrii societd!ii
acttlaliz-,at
contempolancl. r"epl:czintd singura sotrulie completd qi efi-
Restru,cturarea
cient6, dar ,transformarea profundd a educatiei intelectuale
(gi. irnplicit, a s,istemtilrtli in ciare ea se integ,reazd; presupune
o cercetore-ac{iune de }ungd duratS, eare sd imbin'e interdisci-
plin,aritat'ea Si prospectivitatea2. Or, pi,n5 vom elra'bora Ei va-
Capitolul IV iida urn no,u rnodel a} edr-r,oaliei intele,ctuale, actua,lele struc-
PERFECTIONAREA EDUCATIEI INTELECTUALE ltrueririr,-rcie,ognifi,naurluprr-ir,'tefaorfmi ,renaEii rne'fode vor dainr-ri ; de aceea ele
inge,nios qi mai s,upl,u fotrosite.
G. Vdirleanu In-
A urmdri, in epoc'a qi in srocietatea n,oastr5, oblinerea 'linei treaga noastrd l'uorare dem,on's,treazd cd actuala organizare a
noi ca iiLdli a erd,r-lc,atiei intrelLectuale inseamnd a aborda itl"ta e'Cr-r'caliei inteicctuale inoorpc,reiaz,S nu numai c'arenfe, ci qi re-
d,in'rtre cele rnai complicabe qi 'cornplexe proibJ,erne sociopeda- slirs,e necrltnos'oLlte srau putin r,-,alorificate gi rcd actualele forme
gdoegiicnete-li.qeancllede.aaal onraga{inuizndii..ri.Ei x;ipeuraimloerrifnicted.rsi'ieronpmtiifmicaertaiilrefon$diuelux-i sar-r m,etode nu constituie nurnaidecit o limitd rigida. Dim-
perrienle de anverrgu,rd na{iona15, izbitoar"e prin lez,.ilrat,:1e potrir,'d, impr.osipdlirrird,r-r-Ei i'nformatira gi vizi'un,ea psihopedago-
sr1eiogcru,trdf edomlo,o'cosnitistectr,,eeglria'czpod'en'srcmtiit'r&-nrniutcndetixnsirsuintsbtleintlieugzteea'nudlerclemubaniinipedreefoaliroimsdac$tcit.inairrtoai-li .lgiz'ia.5,fotprrnnoefeles'oqrriiimveotordd'eelsecotrtpa,de,ri[.iion,nLruamleerionatsr-eum'nosrpdial liittSi(nindoeit.a uti-
CapiLolul de fia{d rare in vedere pagii aare ar putea fi par-
cr-rrEi pind 1a lansar,e,a ac{i,uinii de restru,cturlane, in timp ce
ultim,ul va pxolpune rooo,rdo,natele ,un'ui progr:am de mod'erni-
surperi'or. Progres'ul so,cira,l-,cnltu,l:a,l Ei solrLfionalca i,,clor n,e.i zare a edurcaliei in-telectuale.
cornpfircate pno,bleme s;tiinlifice sa,u iehnice d,epincl astirzi ar,it,
de mult de capacitelile spinitual,e, dc pr'o.Jn-rrctivirtiatea gindirii. ntuoa1i .teoUbEineicptiinruoegr,re'enzser-arilnlttazat'eobl,eirlge,oainb,nilzianarucctatretlpaprl'oerecleesusrcupo,ulrunnied'ieliaid.suPicmrraair(laaie-rlieeilnaateiurlnen',tocrer-
incit ideea cd irnvestitria in om este cera mai rentalt:ii. a:.,trci
cinrd este bin,e or,g,a,niz,at5, devirne o convingl,:.e inrtte t,abl:ourrile,tradi{ionale de orbiective, urmdrite ide majorit,ate'a
openeze in politica $,ool,ard a tuturor st,atelor. ;i si. s,ubitecti-I,olchestlisnali d,e noi, gi trabl,ourile ,Ce obriective pro-
$i invers : nu existd pi,erdier,e mai greu clc rt-:cuperar cir.lit puse die pedagogiia contemp'or,and va treb,ui sd facd obiectul
nedepistare& sau piienciere,a re,gulatS, dratori'td careiltelor sis- multor disc'ufii, con,fcrrinle gi dezbateri, pen,tru a conrdulce, in
final, la fo,rmiarea un,or noi reprezerltdni gi a 'unor ,convingeri
tem,ului ,educativ, ,a un,orr tal,ente autentic'e. CinC 'd,atoriti luior- proiunde. Confrurntarea dintrr,e vechile ,ansamibluri de objective
strrtlcrLuri, rmetode sa,u mentalitdli depdgite, invS!5mint.ul inc.or"-
auprirp-mralsdrairliietaeduuic,nanoli'raprnain'cotrtiiecplreraci'touElaiorit.odSl(ai,rs-dpErqrievi oaannjs'ouausrntdibfllscuaariiiliesiactcheaimrvea'bpdcorluitl,ecp.eriolna-
porao.zd ir-r,n rprocent rel,ativ ridicat de eroni r-craplrizorinmrod\risnedl,:cmtie,a-
cliotcr^jrf1s6,gs, derscs16jir64 creati'vitatea
sail
ginicv,e'rcsridin-divinizisi uvfizeari{nilddeneurosreii,acfaldreuanrarnd,ur'emptiutLld,edceaalogsepereCaaTgioz-a
gi afirma, qi s,oci'etatea, cat:e pretind,e c'u inrdrreptd!i,re sI fie in lVezi: Mali{a, Mircea, R,,eRneovuiasrteaadpeedpaegdoaggieoi gqiei"a, nerduI/cIa9l7ie7i
spiritul stiinlei moclerne, in
prn1c:j.V'n1!e7-<z2!ie6:.elVabdoirdaerta: nous,istcGnt..a, loCrtedr.cse.t'a,:rze',aiid.irntttie?lrf,diisllci,p,Il)irnccvirsdl.acdocinilsctdruit-'
s,en-it5 de totalitatea ene'rgiilor spiritualc. Mod,erniz,arca cclr-t-
ca{iei nu estbe, aqadar, o idee prieferatd ,a amtatioril,orr dc n,outili
gogi':", nr. l/1i171, pi2. 2B--.1.1,
r94 13 195
centrul ansamblului de noi obiective, cu funclie polariza- qi eleganSa exprim,Snii, rd'minind cu adrt Ei constatind prea
toare, se va situa creatriuirtafua ; dar, a$a curn ardttern, accepliu-
nea conferit,5 aceslei catego,nid psihopedagqgi'oe tretu.rie sd fie ttrrzi'u cd au ,r.ealizart mrult ,prea pu(in. Or, ac$irunera comlplemen-
de noi ,ar trekrui sd se ingurirjeas'cd tocma'i de
allta dedit ,caa intfldniitd la unii rpecialiqrli, oar€ o i,denfiificd tar'5 preoonlizatd se dezvolrtl cra'Iit5{ile Intelectuale gi de pre-
cu un numdrlde calitdti ale gindimii : flexibilitater4 rapidita- terrerrrurl p,e 'oame
rrrenlf,ea ex'orillor gi ,a eEerout.ilor.
tea, i,nventivirtatea. Thatratd ca o condruitd m,oral-intele.ctual5,
centnatd pe flexiibili'tate qi rrnranif,estatd prin ee, dar s,us{inutd 2. In gcoala de astdzi qi, cu altit mai murlrt in gcioa'la de miine,
idrd,e,eaolaupl adceiltSvi(ailfed,vo,clrietaivtirevi,i,trdatee,asepnoriaimte,ednetrevleeniintuc,'nl,eocltruiealcetivEei ddue- cu,anitr-lmru{l c.rilturii rgeneral,e rofir]urrr€, asrirnri]a$e 'de to'fi elevii,
oaf i,onral priorital'. se diminrueazS, irar diivrersificarea conlin'uitrului invSldm'intului
se erocentu,eazS, in scdrirn,b, proc,enbul e,leVil,on efectilv realizati
P,ancuqg,erea d,r"r-rrnului de la ob'iectivele generale reinnoits qi aativ integ,rra[i in viala sociald sporreqte. Cdt'icrifte insiste'nte
pfl,nd JLa portenlial,ul fcroardtrenrainttivsaeral mfiraeceddrerui cdaistoar,iilioplri.nOe rEiciulran,nini- Eloi vs,ietuverniedaadtqe.rsceu'd'IetuJr.iui,cgrarerenaern'aolaesnrterdceesnacri€cloorprneudl'rri,5rrrinurnluo'idenrurt.s',i,nOt
vel,ul fi'Ecdnei clase adevdratd educalie intelectuald, scrie R. Hubertt, este contra-
viitor, jttorsrtartirefic'aectmiivuitldttirlenadiildmatcrtrilrtceprqi,inexrt,?a,padoir'dtatarcertilcae vor t.rebui
sE se t'irul irneti cultr,rri enciclope'diice(3. ,,Enciolopedisrn,ul, Flr€cizeaza
o'biectlveIe in acelaEi sens W. OkoIi, a rdmas inci stdpin pe practica noas-
ecdauticvatvioa,rrtanlee.blunitres.bdafrieerapu,,ss5prerncueltd,murc,a,ei(cfr,euonvaennrtu,rnpiet netfnou'r'tped,criui-- trd qcolar5, rna{o'rita'tea cadrelor didactice, aa qi prin'cipalii
araidmacti'enisstretriaefiarosin'iv-ilSmainutrntorlrriLi rpi r*osrn€lumrperleo,ra Si ai me-
sinea m'entali't5{i,1or dep6qite gi p,e,ntru promovarea criteriului sus,lindtror.i
finatritdfii ca term,en suprem de referin!5. sirrt c'on-
toldicilor qi
qtienli de grravitratera greqelii.,Per"imarea enciclop,edismttlui nu
Atingerre,a,orLriectivel"or presupruine rru n,uimai cu,ltivar.ea unor. irnplircd cle l,oc abando'narea ideii dezvolt5rii rnulrtilaierale a
calitSli gi capacrit5li spiriturat,e, ci Ei o ac$iune cornplerne.ntard
de indepdrtare a unor trdsdturi negative"' sau carenle care ar elevil!or(t1'. Se p,une, agddran, nu numai ,9i nur a,tft ches'tiunea vo-
l,urnu,l,ui qi ,a fonrd,uluLi comiun de currnqtlinte, ci qi iaceea a fun'c-
putea trarra s,au inc,etini prrogresul intelectuaJ, real ob{intrt de ffnio,rorr-,mlnturaa,l,uliltilirad({noiivipdl,{toiSrrnr'.ndO0nprentu'nolurtruiud,-arratirnrn,gereuvrerednaradiocdidbillidderac:etcipvtietcutiotirr-deedtuaecoasrltii'aaobncial'oilenin{qi--i
elevi. Trrebuie sd reounora$tem cd traditira gi sitrr-rcrb.unile sis,te-
muh.r'i existenrt. nu nre-iau o,bligart sd tlrmdrim s,oarta investi-
n{iiuJ,on,r,eaiamb,uinnevldorfart€c,,corrurmnanSddd,arif,1o5fmeriqtei elevilor, cu alte cuvinte'
curn sd mds,urdm ce re- d,e oau'trma.ebtaoiadceeacsa,trde ihforma{ie cu}rtu'ra1-rgtiinlif:icb d'Lrpd criterii
zultate ped,ag,ogrirce val,or'oase Ei stabile produc activitdtil,e di- sd evite enciclopedismul sterd], descripti-
qi
r,'tibrniu11., compartimentdnile d'dr.rn6,torare qi toatre exagerdrile
dactirc,e qi extradidactic"e. Este ,adevdrrat ci ELevii pot participa lnrtre{irnu,te cu inrdlrjire de unii specia'liqt,i. Or, aceste dinectii
Epvedfrijecrpaijeuotntr,ticrcliiroaedsp,iiourc,,poniacod1eates,ri'uncinllreepslanuetofgiripcreiritieaastnireitmfaoinmpctleniuslSet ar'ssib,eaitd,ui'rtira-gararrteeersaqtp,eituirat'dtonee,'sata:abniunt,i-ctilrteumcrI'liauete,pjarauIdm,,ireni--.
sa,u tenrdiqr!.e f'o'arte puternic,e pot f'ecu'r-lria de pe ac'um pl'ac-
convingerile 1or. Ei pot extinde flexibilitatea Ia domeniul rno* rti,ca dildacticd.
ln verd,ereia u,nei restrucfundri,'c,on{in'utul invS{SmintuJ-ui
tneb,uie sd fire supus unui exam'en rnultil,atera,l, oare via con-
ra1, ajr-lngi:nd la l"abil,itate qi in'cerrcti'nrd sd-gi org,anizeze via{a fsrdionuaiacfb3t4roduttReiWrllmda.pls.mFavruIeOlappuizaorkbetar,rotnEeeactibtnar,uiuitttnl,it1csluoisradfppridci..Csiddeccgo,eiiterltz.oea.,nvcnpepSovutr.l,iiatenute3ulmll4eed1i.nnn.ilinOaafiefcliiaeoaccrconotciananv|rccleeeeeadpspcte'lltoiiieavepIitagiinml.,iit{eAoaiuileimndEcciateuuiftprndaacrsligaincs:pzu-tmddaetgco9nui1atti9asr6eettdu8e-nilac;nqpicdi,elr,oEeenmpsfterateeua-i-
pe princip'ii etilse q,u,bred'e. Elevji p,ot fi incdntraili de ideiie pe
care le au, de pro,du,otivitatea imragrinali,ei lor saru de fluen{a opera schimbdri", op. cit., P. 2.
pcrde"zveLanrtatr',terllbta"u"psi llseednacslroeacueCntr.naCeb.no,arteelzdPee.Cu.pnRa.crdtoiiddn qa3il-5cr.uenlaodliieei,oimosrberbbiei.raezl9ain7t LpPesr--aosgtaircaradrntau$tli,
echirtatea socialistd.
196 19?
voca, sub conidrucereia teoriei' conlinutului invdtS,mintul,ui, utr ad-arptsanresalinloer eiitcient integrarea soci,o-,oultura15 a elevilor Si
grr.lp de qtiin$e : ditLrernetic'a pedagogicS, rnetod,olqgia cEncet5rii }a dinamica profes'iunilor m,oderne.
qLiintifilce gi trehtr'ologioe, axiologia p'edagogic5, logiroa Etiinfeis,
Pind i€axpoepreLs*t,r"-turtcdturirainrdeehp-rrnoga'rt-bin,erd,5oabsccoun'vtainre,uattaiinterin, tcdara',eapcrees--
es'teti,ca q.a. Prin caracteristicile sale logice ;i ped,aoogice, corL-
srlpu,ne
fiinutul modernizat ua realize o sintezd. i,ntre dezuoltarea qtiin- tor caraderirsti'ci generale qi riespectarea lror in organizarea qi
p,rodrar,ea conlinrutuJ"ui actual va acluce b,ii,ne r.ezultrate qi ne va
{iJka ;i sociald gi aspira{iile prin care ontul i;i erprimd qi tgi apro,pia treptat de formula viitorr.rlrui.
realizeazd esenfa sa. Cunoarytenea acestor rcaracleristirci generale
drevtine indispensalbilS tutur,or ed,r"rcatorilor pentr'u reorientarea 3. Restrr.rctu;rarea ,tehnol,ogiei cl,id,acti,c,e via cond,uce spre un
d scipiinei ptddate. C,on{inr-r.tul rnorder:nizat, :
aicord strudtural gi rnreltordoiogic cit rnai per- sir,stem cornLbinrat Ei integrat, in c,adr,r:l cdruia ponrderiile Ei do-
neral,izeaad ,un conternporarnd gi p,rogramele qi manualele zele dintne m,etordele ,tradilionrale gi n,oile nlstode, dirntre tele-
fe-ct +pcledclainrddui-rs.-etegdreatdlagoi biniescttriuviereEai progrramatd se vor de-
intre qtiin$a viziunea in fr"rnctie de specifici-
termina,
fquono-dlarra.6ernse;funtaelseenpfiean,1tin'zuati,nfs,uurErniri,zoainduneolrevmilo:odr,eolerise'unpteirriioaqriepdriencgiipni-i tiatea discirplinel,o,r [a diif,eritele nive]uri gco'lan',e. Prin su'plelea
dirc qi p'ehtr,u gf,eretruaneia sch,irnbdrilo,r ceru,te de dezvoltarea tqici dvamrtoie,tdaeternaiz'actodrnvbaiinLtcaol,iriiltorirrbui i a form,ulel,oo:, tekrnologia didac-
gtflinlifi,cd qi soroia].5 ; gi ea la realiz,area iunei sinteze
[ntre exigen!e1e qtiintfei Ei inrclirra{ii}e sa'Li inl,eresele intelec-
un-ivem,ofaelre'5 elevi,lor o btr"nd cuno,aqtere a valorilor naliona-le gi tualc al'-, clei ilor.
qi a perspedtiveloir societS{ii
oonitren-Iporane, pregd- Flexirbilizrarea qi li'beraliz,arera sari dil/ercifiicarea tehnologiei
tfpuiSnt-rdduiiui,qi-rqiirrtdpciielenun,ldaaternrloupdnliifslaruirl,cdls,,iaupei,rliei,n'ameanegrrradctooje,dalasObiEn,lo,tioreSsgzrir-a-i5ris,,ilcinrnest,rerucemeactpdsldiuripniniotiEa1:r,teeiiqn't;ldiiifenicla,aepdpqrdiamtreeihna--
did,actice, ,atit d,e insistent ofaemptrtein'idlie,autivnaii dirrtre s,ubi'ec{ii cer-
c'etirii nrcastre, solicltd cie qi creatlivita,tea per-
sonal,ului dldactic. Daci i'n restructuranea con(in'utului invd-
{izndatrmr,roei,rdalt,uu$,hcie-frriieeadrei,''bcu,inilziziulaai r,nae'poa,,uafrolsirnpmei'refiotlorrrL,prarlunCei atdrgoeordg,ceioclonr'gdugicti'enp,rr,eod,'icvienedrseliifebicleoarrra,eliair-i
nice, estetica generalS q,a. ;
ex-pficsap,toivr€dqtlnettrp,eosdiribsilclii,ptalitneaeles'tqaibgilriruiipeulneodrecordrieslcaitlpitliinceuc'ru,rlap,lorinasree
[n planeil de inv6{d1rn1int ; iavorizerazd organizarea umor acti- stiluluri ciidactitc in'i{iativa gi rdsp'un'der'ea apartin qi, mrai ales.
vor tre,buti sd apa4ind oC,i,r:ratorilor.
vitd{i exh.adirdactibre cu rpnonil p}uri,driLscirpltnar ;
Eduoalia rn'ordernizatl pretindc p'ersonnl,ul'ui d,id,actic inven-
nbiot--5ilovraEarplc'o!oue,'rao,ceree$artrirfneauiorrrptaceoI{reinoddnqeeatrsirlidernoahqeidsiit,,<irirsanpcteiipcrsrialeitn{ein,ohesnlnoauo},lrdlocq;gdiieapiegtrerinmaiteieetroienrrstrtroeoutdicudici,ee;ous'eea- sodti,vebuipltliaudg,;iaEtei{inricesEatirrunc'uc,ootnnirvleap-licerp'dtterr,o,aunfr'dfeo5sia,t'tiioiiivnndia{seiia5-var.etuivnC' dietoefqneit'scrtr,rtdoiunslajrueptmluminEJ'td,'iouraei,nInntrdeet.nirIrsnnmep'aai'imcrneerasptn'uppunrmuoencerccleeta-,
psiitru--id,nrir'ueg'Loanliu]filejnpzrdagd,earped1eti,irnl6ssrcd,viei'dlpnoeltirnsqer'culioonarncgXrtleialvxsiarmtiGlo,een(girale'enrsrrepecroaeqnaipittopraorrindrrrngeeroao; bnpienlirrecuittoneri,fpasrrtcii'umnlutasl,teeivcaefziid,,
unor nrorme foarrfe putin surple, iar dtierdnladciinti'{cau'ndieicaeldanifeorset a edu-
cato,rilor la tLn stril qi 1a
r"ln m,o'del puter-
nic5. Prin instrrr-rotiuni prreocupate de detaiLii ,gi n;u de prin-
cipii, rprin solr.riii ,c,ar,e rinc,ercra'u sd fie exJr'arustive, inventivi-
va-rearctaolne{ninteel'ornnagi i rnrulte posihirlii.t'5fi pentrru depistarea qi culti- tatea qi responsabiLiLa'Lea ,au f,o'st dimrinuratre. La n'i,nd,ul 1or,
a aptiitrr-adinilor ; eorodbauiEs,oena,utiaor,t1risti'e5s1-eaardE-rtcoldpsrbrreaatloin'dad'roreumn1i-n'nnadrdl,ir'oidi.e,cslnx,ihnceodur.msI,n,teiveEfei lgureiilg.sr'audcli',easruc'tn{,aieo,,'ln,eeeizv.esa-l,,caouu-
5 Pentru cePrceetidtrreile, deScdhidifadc. taiciumneodi elorngdicei snteatfuoraarltee, utilS lucrarea: o pr,udenfd exageratS.
Ed. qtiintificd,
Botezatu,
Bucureqti, 19ti9.
198 199
Dacd este adovdrat cd nef,ormeJ.e gcola,r'e se trad'r,rc in ultimd aotrinaiG(ii didaotirce) ; care nql perclepe ad,evd'rrul, in ultim,u,l
instanta in ,,ref'oorme ale pr'of,oso,ri1,or((, ,ale siste,mului de for- {iprp iinsistent surbldnrist qi convingdtror demonstrat prin expe-
nirnren0e, cd tiput rde ediuroator-rantist ,gi modelul ed,ucalional-
rn,are ,gi per,frec[ionarre ,a edrxcatorilor, rdia,cd radrnitem cd ,,a pu'ne ardigtits (mod,eJul de educra(ie tt"atatS gi re'arlizabd ca ar:t5) tre-
probl'ema edr.loatonilor lnsoamn5 ,a pune, prin ,inbeo:mediul oon- buie propulsate ca o pcroomgrpaemnrsaatlbiegEi icou completare necesare in
secinldlor, aproape to,att e pr,oblem,e le i nvS(5mfl ntu!.ui t'6, inseamnd r,alport cu lirnstrui,rea
terkrnicile audio*vizuele
cd reconsirdrerarea rolului pers,onralului 'd"ildtacrtirc fln rapou't cu
rnod,sr,ne,
prograrnel,e qcolane, cu tehnicile .;i prin,cipiile didactice se irn-
Dacd ,o no,u5 c'aLitate in eduoafira intelerotua'ld nu poate fi ob!i-
prLrne ca sanoin,S prioritari la to,ate nivelir-rri,le i'nvdld,rn[nttulrui. nut6 fdri 'o trrarnsfomnare e,f,echivA a menrlalirt5fii tu'turor e'd'u-
catori,lor qi a stilului did.actic (ca mrodali'tate care orienteazd qi
no,D'm,eel,apu'o(in,acf,tlievxitiabitle,e didacticd pnea linideapro€xpe cond,usd de ihtegreazd intr-o perspect'ivi lagtd, co'n,fo'rmd tactorilor m'oder-
sau nigitd inlelese \4a trre,bui sd tr,ecern nri,zdrii invd{5m[,n't'ui1ui, tota,Jiirtat,oa stiltrriJ.or relaibor:ate indivi-
'pr-.e f'orme qi rne,trod,e ,ait ,rnai aprop'taie rd,e mod,alita,tea in
care se face gi se aplicd Etiin[a corrtemrporrand. Dre ,]a run stil dural), atunci strategin acestei nruta{ii se cere atent elaboratd
did,actic r,el'ativ unidorm sa,u, ,ori,cum, pr.ltin dirferen{irat, sE qi aplicratd. Lucrdrile, sesiunile gtiinlifioe, emisitlnile radi'ofornice
facem pasu{I spr,e o gamd de stilu'ri rdtidactritce s'ensi,biL di,feren- siint ne'cesaoie, 'd,or nu gi suflici'ente. Nor-lt5lile se percep prin
{iate in funclie de finalitatea instituliei de invd{dmint, de ni-
l,ecturd, d'ar s,e ,l,nQelerg rprofun'cl qi se apli'cd i'n p,racttircd pe bazd
velml Eootrar, ,de 'titpr.ll de aativitta't"e, ide s'p,ecifioita'tea axiol,ogicd
a disrciplinei gi, totdeaunia, de petscraalitatEa ed,,urca:bonilo,r. Astfel, dle ,d'gmrorns,triatii, rde rntodele. C'onsildr.^rdm crd a, vorbi cadrelor
aceqtia se v,orr afi,r'rnra gi realiiza mai de,piin, iarr efi'oi,enfa acfiivi-
sdtiltod,arrcntrinicge((-due,1s8pr(ebr,oiamine:tod,cdreoiue{rm*ess,ttoea,r,mES:altfuu'rl''dtrueLin'dd,)e,i(s( asuattch,,rbiarar inde-
,td{ii J:ou' va stpori. De la o astiMlta.te dddactricd rdesfdqurratd in maredrrttloadi,anmceaipcuunncrotsecng-rtit5inac[e.nfved1!dn,r,o'ii'uparrrinrrne,'tdoedsdcosiep,edreiores,eifbdergdte a Ie
prin0ipal ,,ex r0atth^Cira(', lprrdfgsorii vor trebui sd se orienteze
sau
qprre poziifia rde iprofescrr-raonsil,irer, dispus sd s'e situeze frec- s,e ,opfune rn'otrordelor tradition,ale, fins,eamrn6 a Ie ldsa cu multe
ven\ din 6ru,not ,d'e vgdrer,e ,pozi{ironal Ei rnoo:ad, nu numai in nddrumerini. D,srnonstratiile dirdactic,e s-ian pufe,a real.iza prin :
pre-zinStecofliilddeelrnqoi ncsotnravtiinureg,dt:osrvnure,nziutdlta{iteple'revgatdlidti'ltareiLes5aloenece,iar,cq'eitdsrdji
farla elevll,or, ci qi aldtu,ni d,e ei. Nimic rnu ar pu.opulsa rnai
rnuilt,creativittatea edurcatoritor, decit tratarea proceSului didac-
tic oa ar:t5, deci ca procss ,care dispune de o tehrrologie proprie peCtagogice, oblinrute lrn unritd(il,e experimrenta,Ie ; qrcolile dcm,on-
tiine precizat5, dar cane ,are ,oanacter,istirci estetice, ii,inrd sr,rscep- srtratrive ar pmtea fun'clion,a s'ub inrdr,uLrnarea caseior corpului
tibirl sd rdevin5, in funrc{ie ide culttlra qi ,ta},entrul cei'ou: oe-l
at expresiei- didaltrirc sau a irnsrhirtutelon de prsfif..1ionare, beneficiind de con-
presteaz5, un proces artistirc irn 'cel mai inalt sens dilii org,arnibaitoniicre qi mnt'eritale speci,a,le ;
subtil,i'tate, avem de desfdq'urat o lar pe peli-
ln aoest dioimreniru ,d,e rnar'e fitmn didactice pentru profesori, c,are din re{ine
leclii desti'nate
atdevSrtatd l,upti ,cu,lturral.petdratg,ogi'cd pentru a sahrimiba o men- cu,-15 lec;fii rrxoddl sau mom,ente semnifilcartrive
talitate indilfelEntd sau roStild ta(,5 de esteitiirc, oare opune radirc,al sd inov,eze tehnologi,a rdiirdactriBs, tns,o{irnrdu-tre cu exp}iaalii perti-
qtiinta, a,rtei qi ,eoonornicul, ,es'tetiouluiT ; ,cat'e nu int"u,ieEte simi- nen'te ; efioi,enda acres,trotr fitrne ,ar fi ce1 pu(in ergald cu aceea a
l,ltr.rtdrini,le qi a,flinitdtile dirntne cre,a{ia antislticd gi cr'ea{ia d,idac- fiilmelor d,es;tinate e'l,erviIor, iar oostrul I'or 'ar prurtre'a fi
nrai rodus ;
tricd, din{re criltriroa arttistircd qi critica pedagogicd (an,aliza
6 Actes de colloque national, Amiens 1968, op. cit., p. VII. G., Cultura 8Vezi: Osborn AIex., L'imagination constructiue' Pri'ncipes et
? gperosceRsosnuas ,dDeuInaodp,enPsadreisc, r1E9a5ii9u.eInetSc.lUu.Ab.raain-fostsotrmcrienagt,dTirnada'npualr.1G9e5o3r-cr
Vezi bibliografia citatd in lucrdrile : V a'ii d e a n u, institu{ie specializatd : Creative Education Foundation'
qesi teesti'tcodtirScac"o,latitr:dr ,FEu:.nD'd.Po;.m, eISnutacuprae.eqdti.,ag1o9g6in7e;, VvodJid. Ie,apnpu. ,BBG'-1.,0,0,P: eTda,ugodgoiar Vezi qi: Roqca, Al., oP. cit.
Top a, Prcrcesul didactic in Lumina esteticii (rnsr.).
20r
200
tra-nsmteisleiuuniziiuTneealidtziadtaecdticind pentru profesorl, sutb fonma u,nor in toate imprejurdri.l,e, in persgtectiua obi.ectiuelor educafiei inte'
semnifi,cative gi reurgite ; rrycolile u,nd,e se irrtneprinrd cerce,td,ri lectuale gi nru a,un'or tabl'or.rri de critet'iri incnmplete sau impro-
clacd televiziunera in,t-egratb, pentru
vizq,te. Extrag,erea criteriil,or de apreciele din acreBrl ans'amiblu
actului exarnindnil ,n'oi valenife edtrcative"
e1evi,^.presrupllnie ao.o-r:ddl grreu cle rie,alizat a,l orJiiilor gcoiitor de dbieative Jrr conferri
mzbeiiinnneltcufr,il'o,stirraeerileiea,vl idzs,ia,auucndef5aterlpieevfuniz,teriuc,uvr,eep'narfido,sfrupisbn,soe,rttiiinitr'edusetinte2id-,m3ru-}l,,toii,lriedmcialn'ei pe el'evi, profeso,ii am datou:ia sd se ln-
invdld- In,ai.n'te de a-i irnrtreba
emis,iuni trle,be p'e ei lnqi'gi oe uflrrxaresc pr,in suibi;ectele date ia lu'cririle
uq,or de s,crise, pri,n probele de Laborator sau pnin intrebdrite orale'
realizdt. Inainte-de a-i obiEnui 'p,e el€v"i sd pre!'uiascd esen{ialu!-' pro-
ufne,ensPso'iiennrimrEitenslreiafeicpi aooeltixvrce0eesn,ststririarevuub'c'aptdueper,npeadtrreequiitre;iaanlndaqdutirlqrcem,ias'ldddpaieeac'cdareiinarxrnlauitdmdBn'leu'iuinnpcetr€oolo,dnrats'rrcqtaehic.elcam'oti-ercr,ucumdrasvutae*
,vtndiiculoo4dma,'r,im.ac'cmiohhldioiua,'egarlirtc2-dd-m-oar..at-acr3cireid,onrpsatreuiru.aitlnbozadrrfncor'rEiirc:n,irm'sitnrcuda'r^,l,ei'rucecdnefn,teeliorEe.fertrxeeca1ocLe2rvm-fenoae,rnrarnrnrnttiursdiildndaderuielaelno,iotvndroidvinnfdl-edcittauramirtr{e,siienalosta,udr,li,rdapvecaritlnorceue---l rilor, iSendin,v1S,a lialnt'tr(,oddeucperreedaar,tee,stdeel,orredpoecit+amr'eolrosrgaicue9d- esavueraif,i-c.narrael)i-,
fobrfi,annaea,htiscir{eao,ieteluraqai'rielr.haumirPez,'eu,leoeaaltts.rielatagPetiene,artunsesiartmhfed,lanl,eiistpit,trdcc-"ireeipylfe,dl,rl,aiieonlfecv'oae,,ilal,ii,oi,ocildlstreeaeistorteeEtpiorirqs[,osriiafaded0,usenacodd,smroieoeJnoap,c{oirtibtn,n,ieriernlgud5,rro(te"mdp-isa'e-lepenrexeufeaxtlmreapvaviamdqtidlt,,isosiendaadn[rtiuieifntoraulicurcb,dieefloiirnndcrsed_eed nilor
arrenniiuetmeqeiltauecdrlominc,urairnilncdche'demtdauinnncod,,ac),sljlatvrsSoa,radininvVdI,lciaIe-aitnintsr-LaucuenmaaanIdXumm-aitu. flDleilaesrl,ieacvnui urgn-i fptei[nrsedenE1saii'Loirnir,Itirerimn:'dtba'uurcenedratedateirfltei.qveAilicoep'rae,sdataldcrgtuEoaglr'itlccterlil'ocsuai:lsa'triencmsstrtdduomicneimnptoudltoeegreiccra-rpnoood''aauqte--
sssdttrbdreuofadiebei,{nnijnnlvi15dnrldanu,'!olar,ten!eiraalrnipn;a'darnrnpoerir.reifmsMac,rulairrrslindrderli,ennnvtrvadre,rce.leummepesnsa.rdlrurrr,rmepnaro,,iotdtrt]iurgzci,dinulue-cr{niaialeci eaEscti,cmce,upomtdd
catoril,or. ;oi'bpieecrrfteivcefi,oendra-rr,ecaa{pioenrasleonEaliuilruri dirJactic in pers*
5. Formarea ved'erea
preddrii
pectiva nroilor
un,ui con{inuit res,tru'ctu'rat rdrnfl'ne aclirgnea prim'ol diald pcntru
oblinere,a unei n'oi cralit5ti a ed,uca{iei inlelectu,ale. Dacd rnajo-
nrfaiictteiamiarti,ezoi 6asinf,ecdiranau,tsve,,utgirrnil,taoiovr,l,aiiei,rlio,reasniirdtl6toei{qir,tsippidr,eo-efceaisacrifueeiq,ssnttipii,-airvSvaiirnitnnotae'rjdiin:iicspaiitrq,i'otaau'fgetcerr'osul'e'non-r'ioiresnrmsiunpiie,tbciecnti'ovngc'eni"---
ciinneetprvuditteainbgiilc,,pbl]na,ucsruanrteeec,nd{s5'uprecsuuori'dlepisocdziepi{lipinee,edsla'eegooudgneideas,pqr''ide.pcmiaNTalircrtitaticrtiearnqpd'ie,sdipanegroamgn'iocla'dd
pnscqdtbsne,loreueiioiLenPnrtsgeeiia{idnenrilelijei-v,jvmanltEaordeoc;eira,llrcdtaebirtri,pneedvrc.u,caetn;eeeiai,taneaio5lnirfi,nidiilc{fnnrsc,leiin,ev'vi'uedn5'siSdErnr'''essdtlsfclte'5dra*tuiea-derEtrlpnoermo,,riraeimtarrice,licnobagditsuirnod,iifo.onainedcsueaEPuaidallis.Eripqpta,optpitrdeivt.aifn're'ore[eteirfspienr,,nse{aearuroLspsfrli.dri,rridnooaneeii,-Pa,ursslrsuceetcriaiiorler;inreuline,,ncl,odIir''xdrncg.ded,lei,veap^rie.iinraeppli,iteleceripaefd,inpdre,tpaomoe,tqcurrdppt,iui'ieecOuaneancn,rsoabiici,ranneeeeu,gzsot,ilie5ldrdidariend,da,nv,Eitaupsitpoeueuiecrutpl'lieemeaenn,jfur,,verisigdon"irapf,eiri,iduu,no"ecci,rirtcctoare,"idaeaulfs.s,ontitemrecnac_ra--i pip:nlrao'ss'brdtiire'itru'imtiiianct.i'cuoalteurprcrsaeihltroaepr,ecsdaa,tquqgrtd'oieirngnr{{ii'icifdi-cci 'Lsvr,aiiinu,ttoeinrriedpsiu'frelorviftiereitsol,arobuorlurrai'irteodauprce€arcts',oaerup'
ca p'res'tigiu, rred'usd
formaliei gi nu informaliei. Pentru ca actuL docimologic sd con_ i-,a rinrdu-i, practica rpedagiogircd, dirri.nuatd
ac'tivit,ate s'ecruddard a facu]-
tnibu,ire ef'e'ctiv la dezvoltar,ea gindirii elevilon Ei la perfeclio- ca d,i-ra,t5, iro'ndusd v€!g, ca o
tdlilor", cu un conlinurt impre'cis, rlrnine o activita'te u;oar5-
narea studirului inLdivici,ual, er ar trebui organizat gi clesJdsurat, neinteresatd gi o:resemnificativd. Ea nu p'regdrbegte p'entru pro-
s Vezi: D. Mu ster, Verificorea progresului scolar pri11 teste docx-
innrto'erlo.Sqfeidtemr,dinEaadriutfuilrapinedsdidadgasocogtilciucdlidaqei cpocemudraripgnloedgtdicco;i,inB,esutficitcuuirietenqrtetdi,prp1e9e,7z0i.cnatdreuinnvpd-{a5srninina*-
tul o aqteapitd.
202 203
fersiq-rnea dJdactircS, ,ea qn-l-i ,anttneneazd pe studen{i intr-un do- tenfi ; 4) inritie,r.e [n acliunea padeeda-acoginoivigeiitcnitetiatr;roe5rE),osinuo"ligaliare5nrizEeai^.(i*ip1ro"or"ftedie--
rneniu de rnarne s,ubtilitate, roare pue,tlrnrde er-rnoq,tinte, abilitdti
,"ui"^tei"aiad*E' ,ioionn'uduti,lcizeraereaaS,fciE,oeiiiloqri programatd etc' ;
gi aptitudini precise, ci le di ideea falsd cd ar fi asimilat ceea tineret ; 6) inifiere in instruirea apliciative (mijtroa'ce
ce numim metodologia qi tehnologia didacticd. Capitolele ante- a pnobettror
fi'oare ne-tau ar6tat rclte l,u,cnuri (pnegdtiir,ea elevi']or pentru mo-.l"op^reu,g"AatrtLeaavoe'rra'tmrireiineetl'ocr') suitinersa acesitora, cu durata
sttr,dirLr in'divi1d,ual, linilierrea acest,ora in domeniul m,etodologi,ei Ei
cercetdrii, pn:erdiarre,a mo'utd{il,on, oonceperea verificdrilor qi a Ei
examienrel,or etc.) s-ar pr.ltea desfSgura altfel in gc,o,ald, d,acd gpidr,oeo.Pgido*irea-il16cmue,nrrd'a5,iencs.ahudirEvdsiitpaicntrreeiefiae\in1rtadereaebr"egppniree,een$fafio''cenuicaan:flei'oduine'-Laplroineeltngnru'drnutnirodsi ,eitf'r'doavorcarmurnn'raaen'rnteiaei,ii psihopeda-
prer,fec[i,onanea tprofesorilor ar fi
forrnariea gi radical imbu- orienta in
ci spre i'n-
ndtSlite.
In ,elaboranea u,nor pr,opunreri plecdm de La un dllblu prin- pedagogice
csp,ipnieu,,saooliuo;e{ipi tnaet,aqliis,pter,:acahi)rolantvldn{d,rton,ialntetu!l5rpi1ree,tcinradree s-au or.ientat .gi in noi tehnol'ogii dirdaotice.
ca spe'ol,aliqti
nu simpli chirniqti, ci ,ped,agogi ai chimriei, nu d,oar m'uzi,cieni
tal,enttali, ci rpedagogi ai nnuzi'cii etc. ; b) ,bu'na f,or.mafie psiho-
pedalgogf,cd s,poneqte valrorarera specialistulLtii chemrat sd depisteze
gi sd rn'odeleze enengiil,e tinerilor.
C,onsider5,m cd f'o,rm,a(ia psihopedagCIgic\5 a viitoril,o,r pr,o-
fesori ar :treb,uLi,realizatd dupd t er min&r e a stu&iil or uniu er sitar e,
in institulii de tipul seminariilor pedagogice, subordonate rec-
torateloq' rmiv,enrstt5lilo,r sam direct M,inListerrul'Lli Invdtdmintului.
Ele ar fi faoufltative p,entru liicenfia{i, d,ar oblig,atorii pentru
toli vii,to,rii pnoiesorri. Dacd seminariile pedagog,ice ar" avea
durata de 6 l,un'i, d'ceuirsaunr"it(reut,iulirzlilvinedrsiqtainteinan,rpup,lu,tled,sarafti
gite ,cu jurndtate prelun-
liber de
ped,agogire), cu oblirgatia rd,c a-i pregdti pe stud,en{ii viitori pro-
fesFo,orirminadliaoupded'd,aisrg,o,qi'gpillcindea, surriumrilpartSlincini,pacleSl,eaElfaases,elcu,unnid,asr-5a10r. putea
organiza sutb f,orrnra a trr.ei ,aotivitd,li :
pe o durat(r de doud-trei luni; 1) psihol'ogie peda-
go-gicdcu; rs2u)ri pedragogie generald ; 3) pedagogie comparatb ;
4) rnijloace ,tehniroe nr,oderne t(cuns teorretin-apl,icativ) ; 5) meto-
dologia disci',plineflror de pnedat; c) arta vortririi (curs tecrr.etic-
aplical iv). psihopedogogicd in gcoZz, sub indrumarea unui
pe-rso'nparal cbtiincae calificat gi stuficient nurneq:ic pentr,u a,ooperirea
tuturor genurilor de activitdti pe o duratd de doud
1) asistenle Ia l,eofii ; 2) lec{ii rc-ru asisten{i ; 3) lerc{ii fdrd luni :
asis-
10 Vezi: G. Vdideanu, Obseruafii Si date asupro invdldmintului
noruegian, in ,,Revista de pedagogie", nr.
2/1971.
204
I)aii ai"clora;i c:1u{:'atori 1i s'c cerc insd sI pr.ezin,t,c co,ofdo-
raL,llc pedagogice akr l,nliilamintului dc miine sau nrumai c,arac-
l-clislicilc- pcdagogircl alc conlinutr-r1r.ri m'oclelnizat, ei sc gdscsl:
rn.r..r'-o nrla|o clilit'rrltatc. sclicitd rntrlt mai mult t,i;mp pen.Lnr
it,ot-rpiLl.inrc.irl''oraiir1s:p;ru'.nlsiiirtnriizqiinscolirorfii5. iami r,rait'iatiiL, Lrnccl'i qi c'on,tradic-
( l nr :jc c:rpli':'d ar-'lasl;i cltnrinu,ar,e ,a c or-rrpcicnlci ecluca-
':or ilr,r', ihrstt'ala gi ci,' t.al;clir1 nr'. ll-{ clin lLrcralea noastrS.
Capitolul V ai'..;is1:i ciif ic iiltatc cle a sl'hifa nr-r all modcl cliclaclicr*ecluca-
;tiriic-iri,i,ri ari.niii,,clllt>uriiibnie:.l'll/ailrltl:acitecL,r-cleialdolrcr:n,alcf'ci1tcieagcirceilriir-liritrpavcceecElaaireaa-ltiltri:caaiv-rcccmcztiirl$tioiliiilinlsorrtripirLignrniintaa-ril
D- tCr OMNOCDEEPRI,N'iEIZSAIRPIIRAOGERDAUMCAPTEINETI RINUTAECI,ETCIUTNUEAALE irCininisllatolili.rr inr'Stinintului ? Fdrd indoiali, anticiparca
G, Vdicleantt ;'-,'lioilrh,'qr-itar1uci.irf'5iitnnicalrein, pcc,uclsit clc nccesarS, pe alit dc dificili, meto-
clc el.abc,rarc. trn,acest t'az, arr'rm insi
1. Sa teadtuutcual li.eei tiinct5eilepcetduaagleog.ic al ac{iunii de rnodernizare : i'i ,,-ccle're o a^ti catr.golie clc cauzc care expiicd r.alietai: ea
'--- r oncrp!iiloi' $i a atituclinilor falir de modemizarea e'duca!ici
,lrse1qoptlsdtelsbnt,seo'.piian,uersrbod!chgrrait,ac'p,lAr'rioccricncie'imiitnii-ets'rcn,ictratcciintil{,rtbonv.r1clti"n.o'c,co'-iiiseoluarca'ebiril.a.'lainnn(;rcn'f,.'qs,oeoactsoe.iao[eetornrda.ii'a.sd-oo.horoulrrcnur^irtmrcnra'rcorpagcrmatlrrinirlbulc,t'elar'r,alccialeccieltrcar,nfeta-in,rtoni.icpssztc:fnla'.lfraiitncTlaci,irinaor,r.crrdarti.tcarcu-lanc'orlaetraaecEr,ielrnrclie,.inni-otalL.ntciiioafrrddscdtsiiricrcncrclilcc.o,cft'ualdeiid,"oi,zminnrzn-in_\nl*u.tta.,iolop,itdpJamcirieta'i"ue..fLcret;ic.Li-".berccr;ctci,oolacrai,aul1r_-z-.iaiai"Jr.r'ciaopo'gt"tnpi;liita."i"roo;f'"."fc'orre-{,f,i."-gfi'aidc;niin'1"aui.iuii;i'a^lc'cii{i-i!"-igu,Ekiii',rirai,tu-'i.rinfn,lti,ioi.gdiiri,,t,lrnt,rtce.r"a,ai.r.ai,,"s1",".tan-riil.,t"ii.erf.,tn,iiitt.n"pidccccrEo-.t,otc,qc.rLe,a.atlrii,tti'.,i,ici,rtunt-ipv,cioer,m,o;ia-i,-tr".tf,ca.r,.el.liisd-,c"ccj'ca-rstr,,"btr-iolccv,te''ritp,".;traanJiarai,,u,";am.zeic,irrrc;Y"c.ic,cia.oiie;ae.nd",iL.rrs:i"nuia.liciqcae,tc'iiir'e-i-aa,"iricc,r.i'h;'nri.anptftfcaineaicz-todr,rtrc,liid-iari<,n.eniccir_t;rilu_ur;me-*e_tr_;cr;_-ri- irti:iec,tLralc, iai' in scns mai larg, a in-r,ilSmri,ntulLri.
slds'odiesLCs{lsgec'i€cnrlhSnicci('ltr"clsqrzariegiin,asdturicsnrco*.iltman,aibicralaii,ttocama,Lt!nier.rsrsoiinieznmet'psztrniare"irtfzait<i".tn.,hraqt'e;rii;i'iiic,;ngioiru'o-ciruritac._ldoc.na.,c,.ar,,l..lilid{l,r,c"aai,meclc.tspi.pc,e,e,rddeac,'llnafaregiilico,.-liagu'sic3.cs,larcela,trLo{arrrri1iti,i.cr -\tri-rnci Cin,l in,troclucem schirnbdli, closcoperim c'u pregnanlir
li rru o anlr,r-t-titi sr.rrprinclcre extraoldi'r-rarra sa crorrrpleritatc,
206 nurneroascle qi nebanr,ritelc depcnden{e clin,tre coordon;atclc
sistc,rnrr-11,r-ri de invir{5mint. Prin consecinlclc previzi,bilc, dar mai
ale,s 'prin ,ceJ.,e imprcvizibile, inorrdrile fac m,ai evidente condi-
!ionililc socio-cconomicc ale invilSrrlintului ca s,u'bsistem so-
i 1a1 ii i'ariet,atea rtipu,ri,lor cle conCi{iondri gi de determinii'j
.as'oun)e sLlb dcnumirea comuni de proces instrr-rctiv-cclucativ.
TL)aetsriccrpLclridme.sctnI lSmeut;oucrlionlo{5gi,ad$ini tehnologia didactici intrebr-tin-
obignrrin!d, rcprezintd o cla-
ltola,r'c cle lungir clur,atit, fransrnisl prin lr.ircr5ri gi p,ria-r modelele
,. rlcr vii'stnici, din gencr',a!ie in generalie, pestc d,eccnii. Pro-
';r'cs'trl ,a fost continuu, dar foartc lL'nt. O ,cercetare de peda-
rloglc is't,oric5 ar evircl,enlia faptr-r'l ci actual'a tehnrologie di'dacticd
lncrorpoteazi elernentc,(lar,e aLl lravcrsat secolcle, provenind
tle la I{erbart, Pestaioziri. Rorrssr,aLr, Comcnius. Accastd iclec
crii :sr-rblinia'id crr clcoseiriti irr.rsisterriir La cies,cj'ridc'1'ea Co oc-
'"irilui nalionai dc la 1\miens (r',r.anfa) din anul 1968 : ,,Pr.ofund
L,i-rlbulali dc. iria"daptarea unu,i sistcm erducaliv m'oEtenit dirr
sccoh.il al XIX-iea, a rcdrui rigiditate qi inerlie ne apar cu atit
nrai gr,ave in rnomcntrrl ln care, c,a ,Si in alte !5ri dezvoltatc,
-.e ofectueazi ,trecerea n,ec€Sord sprc o forma[ie ]ice,ald sri rrni-
v'er"sltard ourpq:iinz5toare, ca f,orrnatie de o callitate superioard, rnalor. In lr.r,me, m,odernizarea ,are gi ad,uersari, ian aceqtia se
afinmdtm urgenta ,unei r.en,ovdri a edtlca$iei qi a peiiagogiei, prxt oonstitui pe tam,eiuri diferite sub rraport ideolorgic sau
crzetaantlidioevirapprereirnronaaa!c:neue,nnmrtueuptadorainteaqtiifuifrinlclitoin(n'1ac.erpioudr,,Les-,oadfeol'cucf'nmt gt'uunlrel-pmedirrrsdup-lateocctrticivddaerceeeadnuliii-,- vafl,qric. Unii rur'tres,c temerea neinterneialt5 cd televizir.lnea
gcolard sau i,nstruirrea programaG realizatd pe ibazA de manuale
program,ate sau de n-naEini de i.ns'tr,uire vo:: putrea fnlocui pro-
for:rnul5 transmitsd cu unele m,ordiificdri din genenati,e in gene- f,esorul srau, orioun:n, ii. vor diirninua rrLr-rlt rolu,l, fd,cilndu-i cron-
r:a!i'e, ins,olitd d'e un cnez unanjst gi de o a'nr_r,mirtd concip[ie c,uren!5 ;qi pun[rnd"u-]. in inrf,eri,oritate. tExperienta demronstreazd,
despr.e oopii, ins,pird incr,edere $i ,opune [n mod fires,c rezis-
cmtaine,co.nan{,{iidsdu,doensuiofi,iiiicn'zchdfeeiii,rc5eniinbdmdd'eerrioid'inaotidttunre,'a.eircnruNegizneuuaal rpreederxoegaiosi,esatid'snt,rvrpdueS,rseoal'fd,IrLI'ururrravncubigtnueidlrt{auoidiluuiisnnirotarsc,eGc,aipianurl,gie,cni.iid,ncC,ienuanseeze'uoensrcors,moeucmaris,iraaealqdn,ii insd c5, ac'olo rurnCe a pS,truris temeinirc gi pe haza unor prin-
cipii pedag,ogice, televiziunea contribuie la r"en'ovan.ea eduoa-
!iei, dar qi la stimularea ed,ucatrrrilor. Mai mrult, pdtnunderea
btedleriviaziuenduii,c'a'a'fLoosri1t ,coor.n,,dSitpioinriatutdl de reoepLivitatea fatp de s,ohirn-
educatia japo-
nou c,are animd
qarepisEndtorxrrlieirsnaa,sttpid,vtadSa,te-itnrd.,reuicdfciiiinnacr,leCiueairiondintgeft'raonamlepdcieintzduaieeutldnlaeetcintuu;uirdosiinpssi.r,ienijigdneuirsredohacidotiefni,uuoidncisnade,lea-Lia,bccee!rida- n,ezd d,upi a[ doil,ea r:dz;boi mondial 'a t,avor:izat pdtrunderea
televiziunii in ;icnoap15ri.ni'cniapi,natlcpdeemr,daznbuo,ai,lei,nviadr{5emleinvtiui leirnauJadp,oatnoirai
cra int,emeiat
r-rn-ii de restnuctLrrare a edu,c,a{iei, izvoriG din percrerpere,a c,o_ sd invele pe din,afan:d Ei si relind un lnare nr-rrndr de frapte.
ftaciorilor ,care ed,u,ca!io,nale gi Dr,rpa razboi, e a intcrvenit in metodel,e de
r.eoti a re,olannd ,noi ,obioclive o schirnba inv5-
in c,onfin,ntrul sdu((2. Desig,u1", nru s,e po,ate ascunde
dintr-o bund intuine a viito.ui,ui. M,ordernizarea este irrttmpi- fdmint ,cEdi propagarea radioului, ,a l,elevizitlniii, a rnaEinilor de
f,aptul
r-ratd insd cu rezervd chiar de crtre educatorii rraloroqi, care rrdd i'nvit.at in Lurnea gcoiar5, car,e pinl in pr.ezent le-a igniorar",
ris,cd sd mo,difice profund raportu,I pr.ofesor-e1ev, care nu s-a
resurs,ele ins,uficient valorificate ale ,actualei formule educ,a- s,rhimbat decit foarte pulin de-a lunrg,u[ secdleL'or(t3. AUi edu-
catoni, cantona,li in lirmitele speciaiitdtii flnsuqite cu dcvud-trei
sdli'&ionun,tar,le,ein,,vnvdo5tialdereamasespmtorSridnne,S,orecilr,eucem'dtaiarnert(r(e, idma,,,eirrtnonv'd5ue!tarper.eetraraoedppirliionfanpdaetleusclogepiseuerinnreeli(lacel decenii in urnnd qi lndragosti{i de ,un sistem inohls de val'ori
tradiliornale, nu se pot des,chirde spr-e revol'u(ia care are l,o,c
cd prregdtirea ti:nerretului pentr.u prezent qi viitor nu mai poate in qt,iin!5, ln tehni,cd qi in viala so,cirald. fin num'ele a c,eea ce
f,i reajizatl numai prin con{inutu,rile qi rneiodele ,tradilionale
qi prin transferul experien.tei mor,a[-cultura].e ac'um,r-rlate cie
gtiu Ei pretui'es,c, ei nu acceptd renovarea c,onlinutului invS-
edtr,c,a1,ori acr.rrm treize,ci, doudzeci sau chi,ar ,acurn zece ani" l5mintului, 'deci a ,cee.a ce ar trebui 55 gti,e Ei sd prefuiiascd
Exisl5 ;i cartegoria celor indif erenfi, care, fii'nd neinf,orrnali qi
neangaja{i, minimalizeazd ,acliunea d,e renovare a invd(5min- elevii. ,,Pedagogia tradifion,ala, va srpun,e Arn,ould Clar-rsse, este
tului, stin,d in expect"ativd qi praoticfnd ,,Iee,{ia cu to,ate veri-
in morC nonmal dogmraticd gi de cateCird ; ea sre va mu1lumi cu
lnansmilerea de dir"eclive, de inf'ormafii gi de tehnici ounos'c'ute'
$iJe(( gi sistemrul monoton ,,as,cultar€-pred,aret(, cu catalogul qi d,efi'nitiv pus,e La punct((4. O arlt5 categ,orie d,e adversari ai
des'chis qi cu sancliu'nii'e s,au ironiile de rigo.are pe buz'e. Cer* m'odernizdrii ed,uca,{iei inrtelech-ral'e o oonstituie cei nepreg5tiii
cetanoa noastri de tenen ne-a oo,nvins ,c,5 acdas'td categorie
exis'|5 gi c5 ea n-ar pute'a fi ignora'ti de un program triansfor- 2 Cassierer Henry, La teleuisictn et L'enseignement, UNESCO,
1963:]B, pe. r2n47a. rd Planque, Mach"ines a enseigner, Casterman, 1967,
1 Association d'etude pour l'exp,anrsion de la re'cher.che scien,tifique" -p. 414A. rnould Clausse, Le problbme de I'unitd et de la diuersitQ
Pour une 6cole nouvelle, Actes du colloque national, Amiens 1968, dans lo Jormation de I'homme, A.I.S.E., 1969, p. 5.
1)unod, Paris. 1969, p. I.
208 l{. Educalla intelectualS 209,
spirjtu,alicegtc pentru schimbdri ,si p,entru dom'i,narea srhim- cin-'d Transfornarea nru 'est€ deptrinl qi eficientd nici at'uncf
restnrcturat,
bdrilor. Aceqti,a ar put,--a fi p,rizoni,eii ,ai une_i filozofii statice un conlinut ibine co{"e atpropie oonli,nutu}
,g-simpreip'dteea,orbvmgaimlet,raaosbtricicillrieei,e1qdapuiv,ep'aed5clao,cghruiiollimcgiburg,alui rEipscpeplnrmsitrepiutrernarc-ctriliaivlKeoLairnei1egnpt,rrdteeae'zclie,rlin.anrttutmrUliutonrici.i,.vl,de,iEnersssvitictseantteirenenad-t invd!5,mlntu]ui de l,ogica iinstrsurcpritruitratraindtei{,ironnrda}aqEi fininu{meiaciocnu-
din l-.,o,ndr,a. ,cd unii educat,crri riu pcrcep ca atare ,Lln mjarc tem,porane, este transmis
numdr de arhaismc pro{und inrddS,cinate in structr.rra invdli- metroide tr,adilionrale. Intercondilion,area dintrc conlinu,tu,l rno-
dernizat qi metode es,te astizi pregnant eviden(iatd6.
rniintull,i-ri, fapt care fac,e ..nem,ur,itoare" acgstc rrtstigii inactuale Restructurare.a conlinutului
ale trecutr-rlui((j. ple-t5 qi parlia[ eficientd cit tiu-np invdfd.mflntuititi rdmtne irn ooff] -
gr.esele qtiinlei, qi
rrietii sociale. ia in co,nsitc],erare numai pr.o-
nu din
transtorrndrile d,orneniul artei 91 aI
Pentru a constitui o realizare justiJicatd social-pecla(Jof1i{:, rno-deUle'nd,eingviSn,!d,5irme,ignit m,o'dcrnizat va inzestra ,tirneretul cu noi
:sernniJicatiud sub raport um,onist Jitozofic qi eficienti in ptanul cu ,Lln bagaj aililitS{i inrtelecriuale, ii va
de
cultural, dar ;i in, cel econonl.ic, ac[iunea cle mocl,erniiare a insr-tftra s'pirit cr,eator, ini[iativd qi doriinla id,e aplicare a ideilor,
tnud{dmintului trebui,e : 1. s.5 fie pr,opulsatb d.e o conceplie
Jilozofi"cd-pedagogicd., 2. sd benefiCieze d,e un procJram cu- dar va c'ultiva c'r-r stS,r,uintd run n.um5r de ,c,a,litd!i moral-filozo-
fice care sproresc valoiarea rolnului, fe,cundrind ,crea{ia lui : sen-
prinzd.tor, elaborat pe ,baza acesrtei conceplii qi 3. sd dispund tim,enir,ul marilor idei, adeziune Ia ide,alurile sr"rperioare, dispo-
de o strategie de aplicare & proqramului. zi\ia de a. medita.
un tnudfdrrui,nt modern ua satisface cit mai ficlet T,otdeauna invdtdrntintui a trebuit sd se ;ardapteze qi, intr-o,
cornplet un ansamblu ierarhiza.t de eticten{e, aclresate si mai mdsurd rnai m,are siau m,ai mlc5, c,u promtptiturdin,e sau cu irntir-
ziere, cl s-a adaprt'at l,a ,un ansamiblu d,e exigenle predominant
omului
,gi institu{iei care tl Jormeazd de cdtre epoc{t gi societate, cle
cdtre prezent gi uiitor. ollltural€, f'oarte diferit percepLl,te qi ieranirizate de cdtre spe-
cia].jgti. EI a fost
O acliune social-pedagogicd obligatd sd introducd noi mij- la nivel liceal, a conceput ca prop,agare ,a $'Liin{.ei rde crarte s,au,
loace tehnioe Ei sd s,chimbe mentali,tatea ,e'du,cartoritror', sd ad,ucd
culturii, gi nu ca formare orientatd spre obi-
transformdri greu de evaluat sub raportul consecinleior apro- ective bin'e detecrminate ; c,a domeniu at unei invers,ti{ii valoroase
piate,qi lnd,epdrtate, ddruire r,e,aliz,atd din ,c,o,nsiderente ,u,mani,ste, irnves-
infruntd mr-llte risrcuni. Tr.ansfo,rmlre,a in sine, ca
titie pr.ea,pulin preo'cupate in,si de efici'ent5, de integrarea socio-
adusd e,dtlcaliei ar p,utea pdrea un,ora pr,ofunidd qi c,uprinzb- pnolesionald a iindivid,r-rlui. Pentru a, obline o noud calita,te in
in tinap ce ea ar fi in r.eraiitate sru,perficiald gi unilate- educalia intelectuaLd ;i a da astfel un rdspuns noilor exigenle.
torar,e,
rald. De aceeia, ,es,te util sd precizdm q1u ,nu-mai oeea ,ce este, socio-'oulttr"rale, este necesar sd cercetSm ,crare si,nt aoeste exi-
.cpiregcii'sc, eceeaeacecennueperse,tzeinmtS,oidnerrn'eizaalrite,aateinnvudrlrdrrrnailinotutlr,,uainssfa'ourmma,rati genle qi cum a'clioneazd ele.
parfialS srau apar:entd a prrocersrului irrstructiv-edu,crativ. 2. Interpretarea pedagogicl a factorilor care reclame
cit-re M,oderniza;r,ea i,nvdf5rmintuLr-ri es,te,con/c,ep,ut5 simplirst dc ij'" restructurarea educa(iei intelectuale.
cei care o reduc la propa,gare,a mijloace,l,or audio-vizuale, In ultjmele decenii, exige,nldle care impu.n restructuror€B:
de,ci la tr.ansmiterrea unui ,con{inut 'd,e'p5rgit, c,u a.jutorr"rl mij-
lo'acelor tehnic,e moderne. eC,urca{iei'au d,evenit rnrult mai in,sis,tente, mult miai ctare, Iuind
5Edmund King, Structural Changes in, Europecut, Secontlary 6 Vezi, de ex. : J. B r Lt n e r, 'Ihe Process of Education, Trad. Cam-
SVcehzoioql Si:?lsOternnds,qAy.l.SP.tra.,vVliakrgov(iBa,ra1t9is6l9a,vpa.),3. L'Education a L'epoque de bridge H. Univ. Press, 1960 ; \,V. O k o i, Lo science et le contenu de
L' ett se'irtn ant<' :tt etftr ol. A.LS.It,, Varsovie, 1 9t19, pp.
Ta reuolution scientifique et tecltnique, A,LS.E., Varsovic, 1969, pp. 28-32. 27 -32.
91
1210 2t1
,'f"cpcq,oroaclaa|orlrirnlto6nrrae:naiar*taetnSuls,a_n,j,cn,,esoadttieraatrrpnb,idr,raiosehiparr,serutntir,tleapn't-nrts,e'ua,io.atnrfa,d,u,ritsI'eainnrpordl5readr'ru-sp,tr'-littr'vcemti(idamc,eurzaexct.itgjaMsu,mreumOen,radldveieaitnrasrnncetiecr,azuajpaordretrla,rereedlicoa,set''€drcoptricfr'ritcoezo,ila,l,nuctlepaiessterutiernrliuuenctiecaturt-rletiuevz,aradaiiglaluteead-r "n'eaodfirm.atre prin aplirca{ii, la nrenum5rate gtii,nfe de sin'lezd
rmrsncmSrsfielut rrGan.aicMei sn,iceauvlarotrie,ea.t,d,,tSerecjbuoupsuiteilliep'dnrseoocpicriianiuldmerddoue,dcvianc{eoientisotEat irrn-rntnaerietocv,doizen'l,ueqittieesnatpl5ee,, '6,aru ,ceroetdli intardisciplinare. Al{ii sint tentali sd ign'oreze fie
faotorii econro,mici sau demografici, fie factorii psihologici gi,
[n principal, aspiralii,le ti.nenetrului.
'La s'esiunea din anul 1965, Societatea Europeand, de Peda-
"Eo'gie Com;paratd (rfhe Comparative Ed,ucation Soci'ety in
Eur.ope) ,oerea, in rezolu:fia ad,optatd, sd se rdetermi,n'e tipurile
,d.e schirnbdri s'ocio,-ec,on'o'mic,e care redlamd tr,ansfrorm,are,a edu-
,ceaco{ireaoi.,m,,iEces,t,ecafro,eairntfelu,iernnp\eoarzt6a,ntc'ocnafitnipuut'ruildeediud',ecasf,ieoihisrndbfdirei
pe mdsur5 ce gtiinla qi experien'rta..5Poresc inform,alia noastrd s,ocio-
despre copil, despre om qi societate"d. i'den-
,naFoidn,ecrtrorizraiire,saoceiod-ueocoan{ireomi si,tcni tgdi''ceup1is'ttuarlia, 1s-isgtteiimnlaifitcizia{ciaqrieieimraprhuin* tificate qi ,evaluate :
zali dupS criterii foarte dirferite. Dezv'oltar,ea gtiinlei contem- a. Srchi,mbdri demograficc ;
porarle,^,pr,in rit'm qi cantitaie de inf'or,rna{ie, prin trransforrna- b. Schimibdri in aspiralii ;
iile stnur'ctur,al,e gi rnetodologice, prin aplicaliile spectacurloase c. trxplozia in[onn,a'!iei qtiln!ifice(lt).
care ,a fos,t mai pu{in
Invildnn n,tull, i'onri'eorpxti,artitsppra,etefrinnaaliistatteq,i
'ognsiderindu-sie o investi{ie reali'zatd
r,e.spiingind imixtiun'e,a €rc'onomircurl,ui, accepte astdzi cri'teri'ul
.qi efi,c,ienrbe srub raport s,ocial-,economi'c, ,e,ste_ prin,cipaluil. f'actor .eqon'offiiic Ai ,cons'tatd cd ,,investi{ia in orm(c este nu numiai ce.a
orientea,zS ,ac{iurnea de ci gi cea mai ,efi,cient5. ,,Dacd
care irnpu,n qi rnodernizare a invatd- mai m<rbild, tnvd!5mintu1, scric'
.frdsin'aeetnnrpbspuaigntiri'uueoitrni,ncaadsnecstrisisreadteifmnmizteeiqc'ariivaragendn,ueifldtiouJia'nacramt{edieeodismecpCae'aoTnpniturneola.cnfei,t,zs1i':1cAn'icic.eltuivAucantriueetaxtdtrr'seeaaboimmrudipeein'rogasredr- .,S,al,ormon Philippe, roomandd forrnanea om,ulrui, el cornande im-
t:taauisn,ettidzoi episaaterftaeacceeasae,sunt5zliadsiL,ecdhiearnlerbtraa,gcr,hea,ijauirln'uqci iitinincteoln'de'cecetcupitzreaitilelcaqlstoaiinmle'rr{'rcifliuucie,c'acorho'aen'mcsttaei-tr plicit 'gi constr:uir,ea vi'itorul,ui : invdfdnlintu[ pregdteq,te pentru
pr,ufesiune qi p,entru timpul Iiber, urlegte econrornioul cu cerin-
'{ele oLr}turai,e, individ'udl'ul cu socialul". Acondindu-i n-tn L'oc din
.ce in ce mai irnportant irn politica 1,or, s,tatele red.au economiei
eimlnetiSci s,s.ircenuh.ridDs,rinastubcte,ldbmeuss,nigtn,aletf{anfioecsaltaarotuterivildop'lernurafguirne,t,eani feainlcudaemfeiodcrsirap.ruoa.eclifacaroonconerttoreords-rre,rltarSnrecipz,vard]oi.mreiliuas{eitineud:uiltcgqpa,tteliiiiisenntei--' d,estin'atia s,a fundamental5(11.
'b,einrt lucr',area e1,aborati in col,aborare cu Gas,ton Mial'ar'eil, Ro-
Dotrtrensl2 c,onsiderd ,cI patru sint facto,rii care impun
:nestrrucfuranea educaliei :
:fifioe gi tehnice. unii sint inelina{i sd namor-chiez,e n,e,lnijlocit _- - progresul mijloacelor de comunicatie ;
corr{inutul irnvi!5rnin,tu1ui, f5r6 un act pr,ealabil de selerc{ie qi revolu{ionarea mijloacelor de informare
;
,d'e orrg'amizare, [a ceea ce numim qtiirnld contemporand, ou alte - prelungirea ;coiaritdlii ;
c,u,vinte, la ati,te,a qtii'nfe qi raimruri in constituire sau de-acum L- a problema timpului liber.
"arfir-rnate, Ia atitea ip'oteze qi directii par(ial 'conf,irm'at'e sau inci ses,iun'ea din ,anul 1966, O.C.D.E. (Oryanis,atioin de Coop6-
i Robert Dottrens S. a., Eduquer et instruire, Nathan UNtrSCO, r,ation ,et 'de D6vel,o,ppement trconomique), ,care a,firmd un con-
Pa-drisC. u19.t5o6,np. 11. (sous la direction), Education nouuelle et 1o The Comparative Education Society in Europe, General Education
in a Changing World, Second General Meeting, Berlin, 1965.
wtialaret
'rnosndJeammoedsernCe,oPn.Un.aF.n, tP,ariLs,a1s96c6ie' pic.e7. moderne et I'homme moderne' 11 Salomon Phiiippe, Theorie,4.conomique et strat€gie d'en-
'Trad., Librairie Istra, Paris, 1958, p' 58. 'sei1g2neRmoebnte, rPt arDis,o1t9tr6e6,nps. ,188o. p. cit.12- 15.
2t2 213
siant interes pentrr.r probiemele educa{i,ei, statrilea urmdtorul rioal'e nu reprezintd o institulie modernizatd, chiar dacd ar in-
tl.uni ci{iva dinlre parametrii cs,enliaii ai m,od,ernizdrii. A
ta,bL,ou de factori pri'orit,ari : rpiiee,rsis.t,ri,ilpriic,Lctriutnaartaacnaegnail,d,eaaonprltirderrninitsaIeaaendpr'rlnrocagarnleiau'smEe,lace,ioqlaati,-irnii {ia,nesiigpqu,erirrsaap1a,eebcstt'ioevalhvneenidctuiuic,luaci-i
1. Presiunea exencita,td de efecrtivele s,colarp in cregtere.
2. Dezr,.oltarrea Eiiin!'ei (arnplific'arca voLumu'Lui de cunoq* ,ti,in"rr-.ai r'i1'n,av, 5c!,aorsrdlu-EniicpaebsiltirteazteeaprEoisipnet,leimre,esanl sufiete,ascd, grustul p'en-
trn{e). pc'ntru problemele in-
3. RoltLi sporit ,al instrr"rclic.i in vi,ala so,cio-economicd,
4. Neccsitate,a dc a adapta invS!5m1'ntr-rl gi colectivitatea 1a, ii.r:"arlg'riipaurmeasndit5,p,lui".n,i,iinn giganltica migcare de idei ;i de,scoperiri,
evolr-rlia Etiinlificd qi tehLnicd.
5. Ccrcrea socialS d,e servicii c'Lr fr-rn,ctie crdr-lcativd((l:]. discu{ie \r,alorile consid,er'ate pln6 astdzt
ca fiinci s,o,cia1e aele mai s,tabile, cultura
Evidcnl, este d'eosebit de im,portantd el'ab,orare'a nnui tablou poblir-itii sigur,c Ei strllcturile
omului este aoeea care ii va p'ermite sI
cit mai com'plct al fac'torilof care im,p,sn moCernizarea inr,515- se nr,enlina intr'-,o"op^terrsir,onarpdodrs,nde tr,ansformbri pltternice Ei s5r;i
mintrii'rri. Tot atit d,e utiil.r cs'te Ei dcterminarca sp'ecificiidtii atir:ne, m,ai mult dectt in oricare altd cipocd a is,loriei, con-
1,or qi a pondcrii crar',-'ii sc citvinc ln f,r-rnclic d,e situalia social- dilia sa umana, r'cea ce inseamni-r (apa: itatca dc a domina
polilica ln carc a:lioneazi. Pcd,agogia participd la cerrcctdrile'
consacra.tc acestlli dom,eniu qi are der solr-rlic,nat i'n principal forlerle declanq,ate de progrcsul qtiin{ific-tehnirc, sup'unindu-}e
trebuin{elor sale economice, dar qi idealuh-ri sfu-r moral. Cultura
prcblema '. curn trebuie sd acfioneze factorii cJeneratori ai nto--
dernizdrii asupra coordonatelor ittu(t{dmlntului ? Ne propunem ornnlrui m,odern treb,uie deci sd intr,uneasc:i o duiblS caracte-
,r:isti,c6, aceea ,a eternitd{ii va}oritror car,e definesc umanitatea $i
clcrj sA numai un tabloLr al factorilor, ci Ei c
siliemii, pr'ezcn,tirn nrLr ace ia a moderryitdfzi irnprrsd ,de lumea ac,tu'a15((11.
asupra r:oordonatelor invS!5mint.ul,ri.
a acfiLrni,i lor J,udecind probl'ema adaptlrii educaliei la exigenlele de as-
inva!5mintLrl, rca sLr,bsisrt,enl, rc,:eplioneazS exigernle din intreaga 'mqi,aclrexi'sntl-ilienneinraisletes'ogLiciaetlSe{iidsoo'ccuiamlisetnetedloer pe pozi{iile filozo-
sinfcterdrioarlvrliestdiiLrs, oucnialpeo, 'tdean,rli,,ainl ina'ocvclaatgoi rtimremrpa,tercl'a'cblie1{.inAevoermganinic,rrein-- l.dzi nos'tlu,
praa"tidului
fiei
e neces.ar Sd ,BMeITl totd,eauna drept prernrisd form,arca inte-
dcre atit aspiralilie tin,ere'tulr-ri gi c,ap,acitatea sa dc a part,icipa gra15 qi armronioa,sd a personal,it5{ii.
1,a perfeclionarea procesul'r.ri propr,iei forn'riri, cit gi inventir-i-
t,ia,dnccvrierattuclud ifaacrtopruiiti.ina'taccr{nioi .n--a In fa!,a fract'orilor ,car'e rec'lamd insiste,nt renovalrea edr-rca-
tat.ga ecluc'atorilo'r. Este inde'osebi. qdr{iiateeigiin,olnilgfvaiiidan-ldd,amrce,0aancoptlaiom;lnbaieislia$iuzsidii5rfeaaocsdtpuiofrpirocripialsuSoiln.slietU,rcz,einetgd,iiudirfnla,uasricistqxote'iergisnis-dttroorLinaldanepurl'errsngimilisettdzue'mel,,cru'oiphnoe,drt--i
aspiraliile spontarne al'e d,onatl : conlinutrttl invd{5mflntu,1,ui, tEhni,cile d'e evaluare, ar-
nu nurnai
in acorC, ci Ei in dezacord c,u fartorii externi. Eistc tot aqa cle.
aj,:rvdl-at cd, ratu,nci cind prio,ritdtile gl specificitiliie nu sint
s,t,abilitc, facto,rii gcn.cratori ai r-r-rodernizlrii po't a,c{iona confuz,
hiteoturra ,gcolard gi mohilierul scolar et,c. Cum ,aclione,azd insi
dczor"donat. ,aoeqti factori ? Rds,puns,r-r1 la aceastd intrebare, roricit dc s'ttc-
Prin carl-a,cteristicilc sale, cdLlcalia modernizaLd va ,o{eri t,r,r- cint ar fi, va demonstra cd interprotarc,a pedag,ogicd a exigen-
turor t,incriior" ce1 mai fav'olabil cardru p,entrr-r ,c[rltivarea apti- :mqclnlotruglueinceotn6slgtir'tdueiefra-mcta'od'riini tcraer.ceeilme pmuani invS!5-
lr-rciinilor qi afirrnar.ea idedlr-trirlor. In ultimd inrst,an{d, moderni- mod,ernizare,a compli-
ze.ree se ualideazd i.n planul, um,anist-pedagogic 'prin plenitu*
imp,ortante gi
"uete probl'em,e pentrru forul d,e d,ecizie, pe,ntru personalul di-
clinea ;i ualoarea Jorma[iei educafil"or. O qcoal5 cane, in numele
rtn r.tia sarll altllira dintre f actori, ar unilateraliza indivizli, ar' dactic $i pEratrm cerceLtane'a educ alional.d.
lt Charles Bru-nolcl, L'enseigttement scientifique d.u seconcl
cor-rstringe a,s'pira{iilc 1or sau i-'ar inclepdrta de buc'uriile supe- 'd.ectre, L'Institut Pddagogique National, Paris, 1960, p. 7.
l;: O.C.D.It., Ln 16Jorme dcs pro,Trttn"trnes scoloires et Le detelc,tpl:t:-" ': Aceastd idee a fost afirmatd. cu o pregnanld exem,plard qi o insis-
lnent (lL) L'1rLw-atiort, 1966, pp. 27--:"2. 'tcn{il cloosebitd in ultimele docu,rrrente cie particl privitoare
tionarea edr-rcatiei socialiste a tineretr-rhii qi a aclr-rl'fi1or. la perfec-
2t1 zl\
U,nii f,aciori, ,oum an fi ,Eliin{a sau anta, iEi expriml Irl€S3- nc'"-tptctrdiiiaavreereemestbnrtudnlaufesalirizi,ieenidneadsir"esreiitiinptacqreaneiuif'(r.sdlce5hp"tait,eieigzsvecnoaei-uingttesrriustecdup0oan,uocsne{ec'itatcauuiroaliitpdtvdreatnr.iiirvitpentel.ouessaaatcFnpurajdteeui,rrinenluocruereidreifrslioagceefecnaliddrthsvpcudr,aelaitcifl'roomioaeitnrtrraolaio.anlaralnviiAaz,rrLddscscofgdfef5oriEea,umriinsmninnait'nfediatdipot,rp:alieuiupncttflucotee,5euiirncatrii,it.psrtainrvicrIunipe.dneptmate'ureruJoroa1reni-----'
j'ul innoitor prin r:ezurLtate concretizate 0n stud'ii, lucrdri de" -prognann, ed,u,catorii au nevoie in primul rinrd de o conceplie'
sintezd, rorper€ sau prin rezul"trate prezentate in simpozioane, 6.iftd,,anioetair,nmimniitc[oerefui,undsresmen,ndirSasraurov,iscmoeeau,tp.o,aaonrnipsiir,geut.rraerp'jiparbiaarr,e-erz,,ilicn,e,eeoa.nosiAtnraddctreEeoEsant'tidaeset'oe,,cdblaoh,ieeericmnc1tein,itvevisia5,io'i!mn,5sAtripacnon{uiinerrtr,te'-cuarfene0nsec.'t,uiaa,trir(ufde(a'aacaErttcroielairpsmnitireosiina-r-
conieri,nfe eic. de cdtne specialiEtii domeniului respectiv' Se"
intrrebarea : curn Ei prin ,cin,e receplion'eazd invS{Smintu}.
pune mesaj innoitor ? Este
acest satisfdcdtoare actuala situatie,
cind ,asimrilarea qi integrarea noutd{il'or qtiinlifice s,all artis*
ti,ce cade in searna autorilor de pr,ogram,e 9i manuale ?
Ei de ,un al d'oilea oanal pe'ntru a',
Progresele tehni,cii dispun
beneficiazd n-Ll CIuffrLai d'e lucriii
se afirm.a qi imrpuine : ele
tooretice, de expozitii qi de o prezenfd convingltoare in viata,
socialS, ci Ei de posibititatea de a pdtrunde direct in activi'-
tatea qoo1,ar6. Chiar dacl au sus,citat t'amcri qi dls'cufii, picupul
mijloace, in pr'ocesul instnr'c-'
Ei magn,etofonul s-au intr"odus, ,cra recom,and,ate in mod ofioia1," :sruklcapitolul,r-rrndtor.
tiv-educaliv, inairnte Consid,erdrm cd factorii ,sare reclamd 'o no'u5 calita,te in edu-
de a fi fost
inai;-'te de a fi primit ,,avizul oficialc( al filozofil,or $i al pe*
'calia tiineretulr-li qi o restt'u'ctturare 'paruirtneraSf{i'Sgmniunptualu{ii (a activi-
dagogilor. extradi'dacti,ce) ar 9i prezen-
tatii didaotice qi
O arltd cral.e prin c,a1.e se transmit imperativele generate de' 'tati astfel :
factor:ii socioieconomi'ci eslre d,escil-risd aoel,or fenornene prreg-
socireitilii contem'potrane, curn ar fi rno-- -"vlrea--dneirrsnddleisecznzS\vor,6oiellltest3atrerrr"teaier'racanauErvantiriiie,tneottliioufiimrccdoqtSiirgd'iainiettneorehsenste'iet,ect'tidt,cicci');ia;'o'irorlndtreumstrpiaolrSa' neest(eatvicoAmulrn-
nanrte Ei insistente a1e
pnofesionalS, c?r'e s'e imipuin gi d'etormind nernijlocit.
biiitatea
mo:iificdri ln m,etrtialilatea pnof,esorilor. lnscrierea ed'ucatiei
in cadrul eduLcaliei peflnrdn'€nte sau s,iturarea creativi--
rStoaoliliarien .f,o-nr,rad{eieziv;oltranea rnijl'o,acetror de oomlulni,care qi srt'ocarc a in-
rirird,ul otrje,ctir,relor ed,ucation'ale pri,oritare cons:titruie'
imperative ,oonvi,ngdtro,are, s'ustin'ute in prirnul rlnd de m'obi-
litatea ,excepti,onala a vielii so'cialc.
,(re-stndrectzuvraolletaareeaduscoac{iieail-vpaolittrieicbd,uni rsa5lionpanlclrxdfiriegi irntern'ati'onrald
Exisrtd qi o a patra cale rsau mrodalitiate, u'tilizatb de acei fac-'
de ,ini{iativele
toi, cum' si,n,t ,cei dem'ogrrafici, care aclion,eazd din in'teriorul efui NAfSu Cs,Ouocgeisealelte{Llonrorgr ,afonirswrnei intern,afi,on'ale, cruim sint ONU,
invd!5mintului, cerind noi structuri gi tehnici didactice, noi
metrod,e de ,condru,oere a invdtdrntintului etc. Desiguu, se Irune al'e aoestorals cane se ocupd de
intnetlarrea : cili dintre a'cei care delin func{ii d'e 'ao'nducere
saiLr ci{i di,'ntre profesorri percep adecvat irnplica(iil'e pedago- .odurcalia ;tineretului qi rniliterazd pentru stimul,anea colaLrrordrii
pdoepzvooalrtearEtei apeen,ctorunompui,ncderleeasiprnnoligtdrledsueluiinvind{s5emrvl,inctiuilnp5p,criiin) -,
gice a1e creqterii efectivelor Ecolare Ei ale cererii de educalie' inrtrc prin apari{ia unor noi profiluni profesionale, prin mo-
in corrtinmd creqter,e ? cip-al
bilita.tea prrcrfesion'a[d qi prin cereril,e de ,cadre ;
Oridirt de pregn'a,nt qi de convingdtor ar fi mes,ajul facto-
:,1ai,nA9att61ed9;pr,InrPnimamatelciialoreitnn,esmaaraatlipdzo,sednear,a-spSileueandAnepus,ticserlauoantctoi,Oia,arpismtlroliooo"r..ngrploenesfnElitunrdunuascpaeaatrcouvergisciunisufotllru1p9mWd7e0co,i)ir"Alc.dsooDnPcsee'itaailtitcuziaeiatS(aAsiasnoorgceaiasantnteuiiaL-:
ril,or c,arc reci,am6 renova.re.a ed:u,caliei, estre g)reu sd presu-
punem cd eI va determina, in mod direct, transformdri efec-
iatnicvseeealesint6indviievzveiuornslueitlaaiete,EtirdeserbbusilroiueXlicorrnritgai'arjionrqizitiadtdtdiei i,niemttdrr-,plurecnraattoaiMrniJeso'ar.amD'bflelautaoeltrddeeolle,*.
216 217
triav-lciiiloedr.ecEazrcvaoorcllattare'erreisag,tiicdeaemticnocegr,rre,acrftiiric,r,ddlueimceaodnn,utiefcemasfpite,aot;rdanap.greizndranreagitcerieE,ai efec-. unei analize valoriice tentafiile qi indemnurile generate de
aspi- rnedi'ul so'ci'al-curltural Si sd promoveze o reactie viguroasS
P,en,tru ca restrruc,turarca si decurgd I'o,gic, fird perturbdri, {a{5 de exagerdri Ei enoii. N,n trebuie ocolit,e pr.oblemele s,ocio-
r.cstgee-5uasi_rtleaerfrneigcemela'g,ioparulrc,'aleirileoz'trc,iaenztsputisnu5eaditbdmdianairlngp,i,itcvaoridi'dgpnediloE,lcScoerdiitrrpenspfrafi,onnineIc,la,tdiuin,ueicaldlni,igcat,utdnomrSiiargt,ciel-i'tcneqer,t,iaiauianlii5dtms'rrpeepsp-eeiia,brneaaultrmur,iica,[rtneaiuti,deisssvodideocnrugcetcieaianniazadnctd{lrreiei".zuoeaatiqlssptraiiadedlctialcen{adid.oeEiienAvrdixiioucpdfpiencr,l-uut,atearanalsasirciclceet--ii, pedagogice 'unmo,ia, nreid, icdautped mrarile
,agl"omreralii de urba.nistica moidernd, de sigure
de c5!re societate,a contemrporand. Prin n,a,tura sa, idealul e,rl.,i- c'Lr'm nlr pot fi gdsirtc solulii
oativ rdmine deschis, dcopotrivS, sple j.umea r,'alo,rilor gi via{a f5ri o rclclire clard la valorilc sllprslne in,col"rporatc de idea-
lu1 ped,agogicrt l;.
st,ouchia.rl5i.,^Indasrrhqoimsaprepripolpro,uicsedsu,al ncr'diurrcc,laictiao,nt aal cqeistasirp-ri.rcar"fuiilp,erintitnr'c-.rrcn- Ide.alr-rl e:hrcalional este 'uin srcop sllpriem., grett dc atins,
cuplu de sSgefi. De aceea, in numele lui, solicitdrile pot fi ad* ,dar in prin.cipiu realiz-abil. C,a ,mod'el specific unei so,cietSli gi
mise sa,l respi,nse, iar modif,i,carile p,o,t privi i-rneo,ri dontc,niill ca cxpresie a ndzr-rinlelor ei sr-Lperioare, idealul are fi-rnclie sti-
etdr-rcalici, al;teori mcCiul f,a,n-rilial sar,r -.rr.]ran in car:e tlAit:sc
elevii. ,,C'onLsiderdm ci cer-cetarea peclagogicd trebuie si-Ei in- m,ul.ativd Emi ionrteie,antaertdivrrd-u.cIamtoarigloi.rn. e(Ian1suci,htroenbar.tpicnottpt,u€rs.d3Lrarmeiminpdriocsa-t
pdtatd in
trebuinfa ca ccl'uc'atorii care infdptu,ie-<c prorcesul de invS!d-
mint, ca gi cei investiti cu pcr{eclio'narea qi con,d'urcerea 1r-ti sd
perceapi concxiunea dintrc ,,ac!.iunea factorilor de moderni-
zarc(( qi ideahrl cd'uca!ion,a'l).
Dar ac{irunr:,a cducaliona1i, care, f 5rd indoiaIS, are nevoie
de persp,ectivd gi di. o vizir.rne intr:git,oarer se ,oolrtp1r'ng dintr-o
steuait,dla'd,crisinedc,vuelnJt:eo,r,dac'plaerclil'nii sau activitdli
d,eplineusci cu rnai mr,rltil cuti:zani.5 qi perscv.erenld datorta ile urn,ui anurnit c-xtradi'dactice. Aces-
nu ,num'ai de intcgrarea social-c'Lrltr-rrali ,a iincri:-
a se orcupa nivc'1 de invdldmint
qi unr.ri anr-rmit tip de qco,al5. De aici, nevoia de a detralia qi
trului, ci gi de pro,blema ad'ec",rdrii rn,t'cli,ui,r-ri soliaL, urjrar-risticr organ,iza idealr-rl pedragogic s,r.tb folrma unor ansarnb{uri de
gi cultr-rral La nc'voile legitirne ale copiiulLli i nlr nnrn,ai c'[e crea
cc elevii sint d,at,ori sd. fa'c5, ci qi de .ceela ce ei tr,ebuie sI obiective educalion,ale in f,u'n,c!i'e de stru,crturile qoolare, de func-
!ion,alitatea acestora qi rde virstele ,cl"'evilor. ,,Ptrani{icarea in-
evite. sau sd facd altfel decit le-o icnedrerpolinaniruiimuitnd,ilcroinmjpu,necratrt,rirviir:n; vdtimintuiui, precizeazd special.istul american Frederii< Har-
d'e,ci, .mr n,um.a,i bison, pl€supunrc rnai intii detcrmin,area ,orbic,ctivel,ortt t8.
d,c mod,alitatea
ci Ei de coi"cictivel,c' care tre,buie aduse unor c,crinde insuficie,nt
a,nalizate s'uib raportr-rl valo,rii l,or ed,ucativr. (...) Clnci c,i.,'iii- cceitvPbe'dddteo,arg-pioluog'{rii..naacaoanut'Ce,smmtpairntoi,sroatb,rnaieEt,ocrctiioivonerislelt,naetvddSu'clc,dLalmloioinnroatnul',Lleur,Iiirirgirtdiasat,er:rnp'p,leriainrsdoc,enerare--
l,utui ,diclactic : ,cit de rar s-a plecat, in determinarea oonli-
z.a!ia cronLemporairti prodnce ;i of*:,l.ii un gir neintrenrpt cie nrritrului srau a t,ehnoloqiei prccesr,rlui insrtructiv*'od'r-rcativ, de
inn-oili gi te,nt,a{ii, crnd ea d,eschide cu rep,czic,iune qi firrA o {Lfoianaorptberireea,cottecirurneplia;Itaicdicteeedca,eeecEoe,tepcrreseeduasouirnEsti(otcbuomibe{,cinptidrve.edqleai udpe,qeinpmtenurrflct,pcrlniooafneiasroroer'ra-iti-
evarlu.are calit,ativd prc.al'abi-d noi dire,c!ii cic artivitate
lalS gi noi modatitSli de agrement, ci,nd stimuli de cult,r_t- activirtS{ii 1or pc baza rezultatelor obfinute.,f)c altrfel, ir-rtreaga
valori
diterirte'ac!io'neazd insistent Ei oontinuu aslupr;a tiner,etrrLr.ri.
p'edag,ogia n,Ll se p.oatc ocupo irLlrrr,&i de model,are,a
tin,eret,ului
pntrivit tuturor acestor solicitdri, ea fiind clatoare
sd stipund
lglti61in6rlFsea'iiiinppete:dssaccguou,gic,e,,IVdienaalel,,eRndetiuvncisaatt,aivd",c.IidnpeeadDaLigcuolIigoeinerJa,.,u,rcnad.trei.u it't problematica 1? Georgc Vaideanu, ,,Fr-lnc!ia inovatoarc a cercctdrii ln do-
parand, Bucureqti, 1969, pp. 129-130. 1-1968;$tef an meniul edr-rcatiei Oionieregti", in rrol. Bazele ltsi.hopedcqogice ale actit'i-
td{ii piallieregti. Ild. politicii, I]ucrureEti. 1970. p. 49.
pedagogie con,tL"ln-
ls F. Harbison, Plo.nifir:ati.on clt' !'eclu<:etio11 et r!.et:'Ir.tit1:cmeszt
des re.s'rorrrces h.umai.nes, UNESCO, 19i18. p. 11.
2r8 219
nroastr6 ceroEt,are, preoc,upatd in mod speciel de o,biecti,vele" ACTIUNEA FACTORILOR DE M,O1fERNIZARE
ASUPRA cooRDONATELOR lNVAl"AMlNTtll'tJI
educaliei intelectuale, a demonstrat Ei ea acest fenomen, aceastd, Perf€clionerea rni jloacel'or
c'ar.enld. de comunicor€ e lnforrnatriei'
Dezvoll., rea €D{:lz1/oltarea
A organiza sau a .desfdquna invdlErnintrurl in perspecrtiva. $1.i i{lti tica -tetlni cr {3 +
,,"i:elor
obi,oativelor edru,c'ational,e lnseernnd a aqeza pe prirnul plan
Jinalitatea. N,ici ef'orrtull gi nici patosrul educatorutui nu ,pot I
co'nsti.tui etaloane ; r,ezul,iate,1e, prin ealitatea tameinicia J
sint semnif,icative Ei lorr. Dezvoltat-ea J
pentrru eficienla ed,ucati,ei. ,I' economici Dezvoliarea demografici
+ <---b aspinaliile tineretulul
A pleoa de la ide,alul educa{ional oibi,ec,tive gi Dezvollarca
in ved,ere obiectivele insearnn5 gi rde la un cr,iteri,u a su'ial-Politicd
avea a
define q!.
o metodd sigure pentru solulionerea unor probleme, altfel in-
soiubile :'dElerrninanera strmctruril.or invd{drnflnfiulnli, selecfio-
narcra $i organizarre,a conli,n'utulrui invS'f5rnintu-1ui, nenovarea, ldealul educalional
metodelnr de invdlSrnint saru a material,ul,ui di;darctic, etrabora- obrec*velc e<l*calionate genera'le
rea noului mord,el arhirtecbunal g,colar Ebc. Nici un continu,t rlu
poate revendica prin el a rimine sau de a; | \
pdtrun,d,e i1 rplanrul de 0nsugi dreptu,l d,e nu se justi,fic6 ln \OJUbriue!cutriv'.e,lie"_"1$"c""o,',l-i,i-g'""e"'n' erale jI liceului
Obiect'i-vr ele
invdfimint, dacl
raport cu robiectivele erd,ucalionarle. Nici o metodd norud. satl
tradi{ionraLd nu poarle oiblin'e slan-l n-ar trehtri sd oblind o arnu-" \\SStructulile iinnvveatefmSinmtuliuni t/ulul/ \
mitd pondere, fdrd o oonfirmare venit6 din sferra o,biecti-
veior. Ni,ci ,un proiect arhitectura:l n-,ar puitea fi ,avizat, d,acd
nu convine obiective,or educalionralie gi, in oontinuar.e, tuturor. \#':n;i:"""I
exigenfeL'or procesului dida,cti'c qi extradid,actic, oricit de in- _-_Ma-
gcnios qi d,e eoonomi,c'os ar fi. ,,1"-^.11'=:;,;='cu,ot,,t..rli i'vit':ninr'*1!! I
orn,.
inv5f5'mlntu] modernizat, in spetE, edruroa{ira inielectuiald, r,,,",,r
m,odern,izatd, va beneficia de un sistem d,e acrtivitSli extra-
di,d,actioe, ,crornp,l,ementrare in rarp,olrt cu a,ctiviiatea didacrtitcd, {l--:**l^::lll",, l*";ria-
dar furndamen'bale pentr:u atingerea oibi,ectivelor edrucia{ionale. {il:lul
Avsm in ved,ere, fl,ndeoseb;i, depistarea, cu]rtivarea gi af,irmarea.
prin conctrrrsuri a ta1,entel,or, angajarea etrerril,or in i,nvestigalii di-
aqticinofrif$irioneutguiriclourL,ltievTadreboanactreesaatiuvistSel{.eii.ctPi,orniantext[pnleffuienac{Jieordmeeitnocrlig-i; Nletoclolcgia Si tehlrc'logia dtt"rrl;-ir- I ;;
naliile, posiibilit6{ile gi ,talentete el,evilor, indiferein,t d,e virsta_
1,or, qi prin inuenturea saLl alegerea tehnologiei i,n f,uncfie de. dat'-
situ'a{iil,e met,ord'ol,orgice sau psi&roped,agogice, d,eci in firnclie
ttc
de ,nivelurilc cele rnai inalte ,accesibite elev,ilon, activitdlile
extr..adi'dactic,e vor putea c,ontribui ef,ectiv [,a idiferenlier'ea tn- lTff'':lH:l'J"Tehnoiogia cunoaqteiii elevilor, a evaludrji i
vdlirnintului Ei la sporirre,a r-arnd,arnentului s5,u. formaliei lor qi a orientdrii qcolare gi
profesionale
Per.son,al,u1 dida,ctic este el,ernen$r,r1 ,cel mai arctiv gi mai ne* 'l --------*) Formarea Ei perfec{ionarea personalului didactic
ceptiv aI sisrtemului ; orientat in spiritul idea,lui,ui edrucational, L--------_ Conducerea invdldminitului la nivel institulional'
judelean gi central n&
220
'perloprnopatteanrreucmeitpetiiornnpae, r'aotrigvaengizea,ngeiraatetpdliceafainctom,roii Cmoaddeercnviazdt rEiii ticd a coordonatelor rp,aepdoargtaongeicel,,a'evsitietonrecpetsltaermd tuturor eciruca-
invS{d,mintului. Vrern sd surbli,nic'm cd, fiind plaisat pe penul- torilor. Numai prin stabili
dacd o'
inovare confu:ibuie Ia apo:opierea sistem,u,lu'i exist'en,t de rn,o-
tirnul Jo'c in schema pr-opusd, per'.s,onalu1 didbctic nu este in delul d,orit qi c5n-rtat, sau dacd ea r,e.prrezin,td u,n pas pe loc'
nici ,u,n saz ul,timul sau chiar un pas inapoi. lnoudrile se se ualori,-
care va rdspunde apelu,rilor lans,ate de fLcd, usadar. in cadrul unui progranl. ualideazd ,si obligat sd
:societrarte s,au d'e gtiinla epocii noastire. In scrhimhr, formarea Acesta este
s,i perfeclionaree lui n-ar put,ea fi stabilitd de,cit dupd ce s-ar fie cuprhtzd.tor, multilaterol ; eI presupltne o cercetare inte-
determi,nat, p,e baza unei metodologii riguroase, obiectivele, g1ratd, un efort. colectiu multidisciplinar gi o strategie pentru
c'ontinuturile gi teh,n,ologiirle prccesulu,i instrrrcliv-ed,r_rcativ. ftt aplicarea rezultatelor. P,rin iaplic.are, programu'l du,ce Ia re-
ef'ec,trtlare,a unei tr,ansform,Sri de mrare anvergurd, de fac-
:turd organizatortcS,, dar gi eticS-pedagogici, conducerea invd- structurarea, Ia rn'oider"nizarea invS{5,mtntuirui.
{Smintului, realizatd la nivel insl"itulionai, jr-rdelean Ei cen- Oricirt de num'eroase qi de ingenioase ar fi inovdrile, ele,
tral, chematb sd ori,enteze qi sd s,timuleze, sd nu vor putea schimkra es,enla veoh ulq"ri sistem qi lnrdepdrta:
avizeze gi sd re- car.enlele lui ,organice. Fdrd inovdri orientate spre viitor, in-
gl'eze ef'ortul de m,o,d,ernizal'e, aire ,un ro1 mai mare d,ecit i se
rezervd la ,noi, ionbtpi,nrien,cdiepsiui,gEuir,inprfianpmt.dOsLrnr,oi u,addmoainliitsattreatiinveedsauu- 'ctLrur.netefzlfn)Sav'rtdoetaSdrmeecginaitlaudjleEdiineugneanzcii'oonqafsiL'iei'nctv,aS;r{ndfuimmeiianleit',upslni'isdnt,eeimnrnomfvilidnereix,s'i,s-otaerrinctcitrnedaue
catie nu se va
npdureqmcpizauiilispIa'rrr-iernataeaspitnfeeifliiaLdrtaeivzaemlcodesrnuqcriei,,tiddn,raoiirv$ediar,jlpio.ttrrepbsurinipneucnl,peoiqiau:ine, snoatamtecboli,nnutriinracule-i
poate fi adaptat la 'cerinlele esenli,ale al'e viirtorul'ui.
udUfdnmTintrtouglurai m;i,pietdtacgutodoriuclrnluuil,tilaatyetrrainltceipdaeleimdoidreecrn[ii,izeadreucaatitune*
port cu lnvdlimin'tu1 ,de miirae. -minetucll,uuciasfi-aa ipnutetrl.ertctrueaalldiza-, este necesar. ,,Progresul invdfd-
pind nu de rlr,rlt, prin ,conjugarea
inilirativei qi a efortului a 'doi f,ac,tori : persoinalul didac,tic Ai
3. Coordonatele unui program de modernizare a educa{iei forul cie analizS ;i decizie. Invdlamintul a dispus totdeauna
dc m,aegtri ai cateCrci, ,creator,i de rneilsl!' de artd didacticS"
intelectuale.
infIsdlefcetau,naelececs:tiqtd:tligiidiitnootvdmriia,ierdnuucaltfietei nqei,ni,niasipeinciialil,,aatjveadupce,ars$oic_i Expansiunea invb{Smiintului contemporan, sporirea r€sprs,115s-
.ncearlcuelub5i rdiiidd,"aa cptriocps,oenmlii,,ainailf-es,ttiSrp,utol dt emoadiruircnastoisrt-ecnert.oeEtdxpt-aonr ssiueniena_
bi'litdtii sal'e cullural-ec,onorni,cje Si ,comp.exitatea netdgdrd,r-ritd
tilneqte Ia noi relativ fre,svent. a aclir-rnii'or de tpecfeclionare aurenti sau periodicd devenite
cotrld'us, in rnajorilatea tdrilor" l,uLrnii, ia insti-
tnureicreesaa,rc:ee-rceatlLrili ,c,a aI treilea fasbor de pr,ogres aI
pedagogirce
in{elegem prin inovare orice pr:opllnere sau mdsurd cu carac- 1nv5ldrnri;ntulu'i. (...) D,acd admit,em cd pnosprsgtarsa este prin-
cipal,a fnnciic a cer'cetirii, ,admitem imprli,cit cd ,un nou mod
ter teonetic seu practic, elaboratr individ,uail saru corectiv, care
uatinmnde,relaionsrnddrnriri,ntcioeudlei-mafic,reriereub,ploa,acr{alialsiz[isastteadm,u iugnllouoviibdearldil,ueocaantnu,iuvmsecxihtiisimcteobondrtd.eoFsnieianntcil.al
r1r Arn demonstrat nqeicseuspitaetreioar,uinnorspturodgiriaiem:Ge .deVciiedrceeatdnriu:, a) pentru.
invdtiiminl.ul mediu Sensul
gdioinii,pleoou."xui,ac:antitotoFr.ia,.ruiteS1p't<'1pi:afp.-iar4coieAsnfrp9o-ce/6et-:ct99tdtt;t;iruoiibc'tra))eiInrppaceedenn<.rotc,:rtemerurutcei.decnritloiiodummrlpiieeeeinddnniaiuurguctliolaoegelmidiedceuiuenc,,acaiiudanlilueliclei,f,iidRlpoauierolcd,vnauisiifrleit-{erairleoi: drqp.t,ei'oil.,nnpdFiieenrurduneamcsSg$ttduo.iai---,
spirsitnerneufolurtiu, raiu,intedrirvni,deunaeles.cV,uarltoe,a,rdeea apliLcarre qi sint realiz,abile
[or, deci qi validaroa 1or,
lapnlteusul pd,ue,nceitruinl'rvte5tlmimefnntuu,nlj,dc,edernrieinfeer,rintn{5vdgtiiranciansttual ,nu po.ate fi
taclreruclecrcrrel1tdurri"irlp",ednarg.a9g/i1ce9,ij9in; pentru lnvdldmintul superior: Persi:ectiue
moi]ernizat ,,Forum", nr. \h970, pp. 19-21.
sau res'tru,c,turat. Imagi,nea lui, ,datii fie gi sr_lb forma scrhema-
222 qq4
t*pii1nnuednpaeeeLrruo,sonnpudea.tcproetrioavggtadinaseeomdvJ,,,aujmigdfl'qoeugnnJirfstaaifd,rae:i2so,cpa.iepprlfirenocab{ritoredne,maraceetairiicineedvhudir,ficdafnetdirorirnn-artrloeurluiseienptiarmete_- log-icccoqni fpinerd.latugJo.giinccvSalldemcoinntfuinltrr-ritnElri-,li indeos,etbi, oaracteri6tic'i13
m'odcrniz-at pentrtt $c'|oala
generalS qi lice,u ; qi tehnologia : formc
org-a-nirz-anrect'o, drorelo,tgoi,adec, lrindiajloc'taicclc tchnioe : did,a'ctic5 de
Ne aproepduunc,ae(mieisid,ntddrelemc,touinasltcrdtmre,bcdui,cunsbpr',ongtrr.aumnedaescrlesabnrur-rrr,cntiute- -- tehnolo,gi.a cvaludrii pregdtirii elevilor (met,ode Eqiiinpsrotrfue--
rare men,te docim,ologi,ce) qi teh'nologia orientdrii gcolare
'caracterisfi'ci :
.-fun1d.-lasdrnetineialc,euiparli,nezSs;itsotre, rvniuzltunidcJtoeainterrcdotodrmd,ionntatq,ei,led,(eepleismti,enndtecleo)- I-rs-rio-1nr-arilfeds1i'darnrea,scle1ti'vecialoqdri e;pesrp.feeccliiaolnitaartee,agliupi spihootpreivdiatgeoxgigicednalelop€rrsgreonn6e--
nexiunile dintre diferitele elemente ;
2. sd fie mtrltidisrciplinar, ,or,g,anjzincl ip perspectivd peda-
"gogicA eior.tul diisciplinetror angaj;ate ; r'a.te d,e fact'oril mord,ernizdrii e,duca{iei.
3. sd fie recepliv qi suplu in raport c,u exigentel.e s,ociale. Acres'tor coo'rdornate le-am putea ad5,ug,a, desigtrr', altele ; in
din-u1c'.a.i.-fUasrpr^anpeprrooegon:cruaopmudircrcia'Ianoleritaisgtaeile1exndlori.pclcui an,lueiansaidirdtre.ienlgstctrnetuucrctaoL]olirrednzore.nr ,bpgtoieaLsetde scl-rimb, ,nutndr'u.1 lor n-ar putca fi di'minr-rat, fdrd a s,e ,aiunge
co,n- Ia iln program in,co,ere,nt qi inop'erant. Oric,ine ar incerca, de
ldsn exempl,r-i sd amelioreze actr-tl exam;in5rii, ac'ordind prioritatc
fu,n- calitdlilor" qi operalii1or gin'dirii 9i rec'ltrglnd in acest :scop Ia
'dlarnentale aJe pnocesrr:lui instrucliv-educativ. Dacd,,programul alt gcn cle intrebdri satr pr'obe d,ecit cele pra'ct'icate in pre-
de perspootivi rai ,oercetdtrii pddragogic€*2l are in r,"edere siste-
rnul d'e i,nvdfdm0nt ln inbegralirbatea sa ,gi toafie procesele edu- zent, va intilni la un moment dat o Iimit5. Cit timp conlinu-
,cati,onatre (educalia rnroral5, educa{ia esteti,c5 etc.), imibrd{iqind tul rimine cel tradi[ional, cit timp invSldmintul se realizeazd
,,'ex cathedrar', pc bazd de aLtttoritat,c, nu ne pu,tem 'aEtepta ca
,de aceea un m,ai mare n,umir de elem,ente sau coordonate, elcrrii sd gindeasci Ei sd se m,a,nifeste ,aitfel intr-'o anurnitd
,resrtrruclunarea edu,catiei intelectuale poate rdmine Ia un nu-
rndr mai restrlns. ln spiritul principiitror afirmate, nu consi- etapd a activ,itafii 1or, ctapd ..-'uo" rgprezintd U10 s,ar-r 1i20 din
,derdm posibil5 resrtrruroturarroa educa{iei intelectu,ale in efard clr-rr,ata intrc.qii activitd{i. Mai m'ult, s-ar pdLeigte,aajac,t,,acealreeveiiv-a-
:Tau independent de ac irr-lnea de mod,ernizare a intreg,utrui in- Lln exarlen
predispuEi psihologic spr'e m,a,i
qfvocSasfdt,munnfei,cnpetr.Gsiafgorrrcamrm?,rairsoip'ed'dceiis,aac,o,lu,et,aeie'gaianaaonual rsemtrxe,te.insCtseo,ncusrenirledopereir,im,caaiiunrnesc-dli cind a lguiiesatrzedzie^1t'qo'pttlLjv;itiamteaa,iormigiunlatelitaeteEae, cinugrienqiiozsitadteain-cerscdeinmrea-i
multe emolii, tottmai pentru ci o schimbare importantd
posibil s-a introcltts intr-r-tn singur punct aI activitdlii 1or, fdrd o prc-
gdtirc. prealabiiS. Oricitc' inconvcnientc ar avea, examenrrl
p!:opu-
nern, sI s€ orcup€ nurnrai de coord,on,atel,e rdirect qi insistent an-
gajiate d,e reslr.Lrcturarea e,druc'ati,ei intel,eotuale :
tradifional le va apdrea mai convenabil, chiar dacd nu Ei mai
{i:a-te dbiec,tivele edu,ca{ionale 1g;enexalie qi otbiectivele dif,eren_ s,ernnificativ, intrucit peintru acest gen de verific,are atl fost
prcgeliti de-a trungttl mr-rlt,or ani, ei, ca qi gerncratiile prcce-
pe tipuri, circluni qi nivdle ,qcol,a,re ;
.ggmporpiang22.1tmi0er7LG"G,l9du.-n.ie2,rV1V.ipn6dde;:/,ir1i.dsdG9Rpe7eee.0aavcVnptinisupduut.dai,,d6ad-e2elPaV4cpe.nleer.surdcpa,eegKtcodrCtg.iaurieieeisr"cpn,aeenaltdearsa.rgeec1oaes-grcicicnhee1ttie9,d,2ri,1dnr.iii:sTpct,ie.p;dRl,iTaengvaroiursgdtitcazeae.droe,inppup.rdeoclddi-at..--, dente. $i inverrs, oricine ,ar rt:ierarhiza s'au ar reinnoi tablor-rl
,obicctivelor educalionaie, fdrd a-qi rcsttructura in ir-l'mina l'ol'
intr,eaga-i activit,ate, iqi inchicle sing,sl' drumul spre leLurile
urmdlite, creeazd confiictc intre el gi clasd, deruteazi efortu-
rile cleviior ctc. ,.Clasificarea scopurilor este indispens,abilS
221 1;. Iiducatria inlelectuali 225
u'L,rnrlelrii organizdri eficienrt'e a proces,r-rlui de invilhmin,t qi contro- cetdrii gtiinlifice. Aceastit idee este foarte clar enr-rn!at5 de
J. Bruner2'., care afirmd cd un elev, sii-t,diind fizicd este un
t"t,"tatr lor'(r1. fiZician, iar sti,ldir,tl ]ui este mult inlesnit dacd se cornporti
plNfpmeoeu,vuaTinnetmrrdtcitrr.cetueri,aongasrdiiadta'tesaerc,seirptn,efoeilsie.unlnuidctccdleiatreqrdaddrneicer!o5iepse,qiea:silpeneit,eeusdmmmvuetaaie,snn_rln{,ndludiatniaifneaefrdiaes1iimtndbtgsretirlircaoiserettb,qEeaaatmietitdidldnueqeetfmasiriufcp,iejhcalrnuieomsdtig"ei.starlgqi,pteoaiiuslrmiaparntverte,dmooipirndpduiieumrnctnnirdlie'n,taoarattl,a,alreaipltlrn,au,eauu"tirr,ne__-. oa fizician, decflt dacl s-ar r\omporta altfel((]5.
efdvaicssfe.teusiiesLdexaclgirnp,l.ucfitnltoesoci.ituq'iouinanllrrrli,s.n'irnovnuuiei'nglnSindnpi-dnanltea{r.etdedsrdierrmeii'vgmensudnmcuriuineaneiieannotalecertmote,dcipit,ttsir,eldetcSteiii'drvsierzapscinesithvatec'rlsciapenJiozsitcnatpmrdoaeurhepi,llrinri,uipliansoepivlplr,c,dug,.rd-aaraioiiFioat{i.,nrad,cbeasdPa(tcemxllde.ditred.,{saooaean.igmnn)u,r,gvsrcuntlR,r,,eodvuaein'ei,s,gerne,fail,arnetedidati-cpegs1lreaileet,iiteaedrz.zuds,rcarverutele-is,ro;or.ara1nnnoe.cr,lr,.It.o{t,iea;aaeitcivarcergisu-oaccilaexcdleaalb"vtdpcrqec-riipa,pe,ed-etu"ierecrecrcc,e-piatr,,rmantneoepatmi,vcteortlfeirreifiedvir:ucnlettdoe,ldeq.i-cooiie-gnoa,frini.oarrovrsreaees'a"idan.sr*trasiot:etais;eutcdt;ioal"mtrqoi:;tme,*irep:j,-iiiiflrmiate.iiu-lpanp,rrpcn1.tr1,r,t.,tuludceulaoii"c._.-.i___J.,li_.,
ldeca ,cd orice acit de restr,lt.c+'urar'e cste obligat sd ia ir-r con-.
efi,cient5 a relevilor gi a personalului ididactic.,t3. siderarc t,oate c ementcle fundlarncntale qi sd surprind6 toate
depen,denleie esenli,ale dintre ele a fost insistent abordatd de
parti,cip,anlii la Colocviri,tl internalional c'ons&cI',ot i,nvdldmin-
tuluri qtiintific (qtiinlelor natnr,ale qi matematice), gdsindu-;i"
Ioc iin douS ciintre articolele ,concl'uziilor fir'-ak: :
,,;\r' tlebui sd se recunoascS faptul cd examenele ;i pi:og1'3-
intre ele. Am fi lipsi{i
rnele qcolare sint strins legate de lca-
lism clacd aln vl:ea sd trecem la lefolmc s',.tbstanliaie ale pi'o-
qr,ame{or firl sd confelim ex,amcnelor elasticit'atea cerr-ttd rie
scopul gi funcli'a lor(c.
,,Trebuie sd existe ,o strfnsi legilur6 intre rnateriile ir-rlr-t-
dite, mai ales aiuinci cind ele sint preda,te de pers,oane clifc-
r,ite. De ,aici ,decurge o:bligalia de a reaiiza o planific,are inie-
grald a ,progr'amel,or, o ooord,oflara intre diferitele tip,r-rri dr:
Ecoli qi o burni s6l6,foeps1g lntre plofesorii c'are predau clifeli-
srnt.r'Nue,t,cou'dtuperula.teqdmiemitnenvta,don{ds5pomrlornigneiat.inE,,tEiipnxl!ai,scntidl-mrl,ooc,did,iedera,pnceet,incjr,irleisnninslidiscntiieirsWe.-c,lttiirOni,,kbnoatrht.ier, iele discipli,ne((26.
c'ontinut rgi metodele aplicate in ,activitatea did,arcrti,ci. cu cit
cldEifoitinicninettir-n.eterIuinm,tuo'aelltcliono'rdarrdedtlitetdcmuminianvatcd,ier!-5smrmltnapiinrr,seiin'uec1tria,rpuepiiubrog,ripiiienicmspmedor,olacodilneemilvaer-inra.,icrtuccErliorei:ceac,tpoirirr,nio"irtpicEnieiutLdiit'cnir,ai-rl De fapt, pentru a realiza o restrt-ic,tlttare cfeolivd gi a cr.'ita
fi1mno9vnil5dtdd5l,a,"eriiennv,tveo5,n,r{i,nasbverae5dc!apeernreaicnepptcdrlieernjnl.ucd(aee.t.sag)orioeN',ap,eo(rrLiicresen(pacuermnc; itniiamngmabneloytteourdae{edslreerliaopred,caraohl,)pie.tasr(ittie.c.c)neduIrrn,,-: dec'alajeie sar-r contradic.tiile intre ciif,eritele cliscipline sau ac-
tivitafi did,a,ctice (prediar.e, ,examin,are), to'ate et'apele, de la
el,aborare,a pianrilr-ri dc invii{dm'int pind 1a exami,narea ele-
vilo,r gi ia per-fec{i,onaire,a profesoliior. trebrdc ,organic inte-
grate cle o a'ceeaqi conceplie. C'crcet'area qtiinpificd cla,borcazi
aceastd r:onceplie, accst ansanlblu de teze inovatroare c,are lre-
prezinti. 'Lln gen de manifest peclagogic, dar orga,nr-rl de r,on-
duc'ere a invdtdmr,ntulr-ii es,t,e cel chcmat sd asigLrre aplicarea
c'oncepfiei in t,oate ctapele ,acliunii clc restr,tlctlllrLal:c a in\'5-
{dmlrn'tulr-ri.
2! M611er Ilernard Ei N{dller Cristhilic, op. cit., 1" J. Il l'Lr n n c r, i-rp. cit.
p. :536G. . Vdidcanu, A.2:65I.SW1.,Ef...,OHCkaoonsgitrre,ddsLI6n(tEsecrivineean!tciiaeo)ne,atGl,I.cVaCcrasatotrtveainec',uo1sd9te6a9I,'epn(p'Gs.er2ieg7cr-tie2at8)n,.eCntontJceluns(rioatlte'i,
cit., pp. 7 si 14. Vl. Krasnaseschi, l'. Trutzcr, op. dVeetzl iCsoil:loq1ui{ioar:ioObMieactniaaicdoergdltiri,nseCgonnatmeneun,timsectiletondtiefiscLe, tRtoe1mhatto, lr1t9g6ie7.
de I'1ducation, A.I.S.tr., Varsovie, 1!i$9.
226 ,tr 227
('onccpfia se anrllnti in stu'd,lu1 de pr,ezcntar,c a ptral-rr,Lriio,r de ganizarea conlinutulu i invdldmi ntriltii.,,Sarcina f r.rn,dan-ren t,alt-r
ir-rrii1,5mir-rtl7 (penlru scroala gernerald, pentrLr Xi,cer-rl cle cr-rltur5 a ciLberrrerticii, spr-rnea ia Congresul A.I.S.E. spccialist'ul so-
tlcr-r:t'ali-r, pentnt laicceliulrnl e'da,c sp'ec.iralitale ct,c.) qi pri,n clircctirrelct viretic L. N. l,,and.a, consist5 in a c'lab,ora rnetod(l care se per-
de cla'bolarc ;a pr-ogr-,am,elor' : b) ,ac-- rnitd cal'cularca cc'lor rnai bune m'o,d,ali't5{i pel-rtnr atin'get'ea
t'i i,r'ic.irtcazi : a) obie,ctivului viz"at. Ca,rac'tclistica f'LrndamentalS Ei spccifi<rii a
c,iberncticii este acee,a c5 ea rczolvd ,pr,o,bletrele pri,n nlct.ode
liitli'a clc elaborar€ B rno.nLr;?1clor; c) ,acliunea ,ckr elaborar-c a e-xacte, baz.atc pc lrl'a,lomaticd gi l.ogicS(c2l'. Et€onornia exprimii
rni,io:licilor, .a peclagogiilor pc,dis,ciplinc : pedagog,ia n-r.atcnta-
tic'ii, pr.clagogia iiic:ratL-rrii etc.. ; d) ,procc'su,l diclacrtic, cleci pro- pun.cle clt' vederc noi gi f'-'c,r-incle in clomcnitl,l organizatrii in-
vd{Smintr-r1rri, al eu'hitectrrilii qi al n.ro'bilicnrlui Ec'olar'. Tcoria
cresiil instrur'tirr-r,'cirrcatir. ; c') aclii-rnca clc strpravc,ghelc ;i per- g,en.era15 a continrltLilrri far:c as'tdzi apel ia axiologia pcclago-
gicii, che'n-rati sI cvaltlezc stt,b rapor.t crrltlr'.al-ioltnalirr lalo-
fc. tio:ralc' a i nr,iilhminitLrirri.
Pi i-r'.r'Lr c a tezcle acestuii strrdi,tr cu \ialoafe ,orientatir.i si r:ilt' rc!intite in pr'ogratnL'l.e si na.n'ua:lcle EColalc. $tiin{clt'
paii'rrrrclii, fall inlirziet'i sa,Lr altcrit'i, pin,a la ,ac,tivitatc'a ciidac- logic angaj,ate in cer('etarrt\a qi'o'pNimiz'at'ea trdr.tc,aliei tincl sit.
tltnioi'"ilriiii.cporp1li'1ci;.iliaial5ntrir'rtrlo,Lrrpiicicrlpneriotirgntrlavctira!l:5r.c1rinorsi'nd;ti,Lor,ra'ioeirinrtnrtcdazonenrig,aailleis'iaoI tc.ir-$srsiteppirecn,crcedcaesolaizprado.-- s,e c'onstitnlie. ca cercetdri inteqrale, clcci ca cc-t-('et5t i nrulti-
rrindi:s,-' i plin ar: c.. o riri in t artt' .i p,.: r'sp e crli
I Lir-r pfograul rn,ultilatcr',al cle lcstrruct,urr:are a inr'dttimin- ped a,gog ir:5.
tLrlrri pi i,lii-r r.le ,o cercctare multidisciplinard. Pr-in c.arlactelis- Intr-o ctapa dc r,estr,itt,tttrdri mctodologice ploftlnclo. (l(.,21(r
ertr<:.me tre:buie tuit(rte : ince.rcare& dc $ rezolua irttrauqa
licilr' ILri gi rn,ai ales plir-r rraloar,ia s,o,('io-c(:oncnticd a r-czr_tl- problematic(L a ctiuca{iei rtumai prirt pt:clagoclie ;i ittr:crcurt'it
tle a rezolua totul Jdrd peclttgtorTfe. Inc,clcarc'a de a solLr'r,iona
1a1l: lol' salc, inl'StimirrtLrl rsr-lsciti ,asLirzi inLeresrul mrultor' gtiinle. intinsrii rc.gistrlr al cducali,ci, dcci al formdrii Ei pcrfec{ionirrii
o'mrr1,ui, ciin irarrn-gah,tjLrrrlin'ui'incciinsCingarrllpfii' $:tiintc por,ncgto d'c la o op.
Peciagogia ,a apclart totd,e,arrr-ra 1a spli,jinrrl al1,or qtiinlc: etica,
tici nraivi, irnlbrirtiqata Ei aplicatir. al
'r.,.sirrtre\mslicitt,ciaz,,i.,l;otrigilncictfaoc,dasoLolrocxigiolii,laoargcic,..ae,irnpcsIci'hafpoilolioir-gtia,(c.,Ldi,frei,zaLi.coaloliergi iaa,lei.qoicnianfd-.tiE,daerc- dc-'vg'ni primcjdioasS. Existi spccjali$ti ,unilatcr'ali qi enttrzii-r;1i,
caplivali dc o t,eoric sau d'e un punct clc rrodele incclit. l'arr-
:-cl'unrJratir. S-ar-r c'r,r,nslituit irn itur-nd.r de qtiin!c satu clc ramur-i vdd in cirberin,r-tiz"arca sau in ergonomizarea invdldminlrilrri cr
alc rinot' s;',iin(e care ,aLr dc spus trn crrvint. irlrpor.tant qi iitil
in lrltrgicsul cclLrc'aliei : cibernelica pccla,gogicd, ,r"r'gonomia in- sotrLr{ie atotpr-rti:rni'c5. Ei agitii un stcag, pr:czentindLl-1 ca so-
lLr{ic sr,rprn.ntti, nurnni i,ntrr'Lrcit nLr alr d,cscope::it intcgral com-
i,dtirrnlnl Lrliri. soi'iok-rgia c.clucafici, ccoltorni,a invdtiirnintultri,
plexitatca qi fin'e{ca ploblenr,aticij r'dul',ati,onale. trxis'ti tc-.n-
axirrlcgia p.l,ilagogicd s.a. (liberr-r,crlita aclr-r,ce i.r cotrtlibri!ic d.: diin!,a cle a invcsli L'col'rol'lrie saru s,ociologia, psihologia sarr
r-i-'iri1t;crtril iir cletclmii.rarca obic'i'1ir.clor cclrrcationale si ir-r or- ci,bc.r'netica ,ou pLrtcri care ic clicpdgt'sc, ,clupi cum existd icleeti
t'd pcd,agogi,a 'al pr-r,tca fi clizrolvati,i intr-,u,n ,ansarnblLt sarr in,
1: l)i in .,r'trlt ir'Lilrrrn" r':;tc rlc.nrtrnjl in li'irilt' ari:gir.r-saxonc, in r-rltinru1 tt'-u,n amalgarn dc qtiin{c, preo,cLtpat:c. in sulx,idiar, gi de cdr-r-
;l (',' ir'( lrlrir. si:r invctc r'lcvii. Du1;ii cc' oirsctvii cii tcrmct'tul t:atie.
il L ri (.'-iliil i jt ltcdtiqogi:r gr.iitlriti t.ilitrc, ,irnnl 1[i{)tJ. r'rr
Lrrcrrrr:ile devin ,c,ontpiic,a'te n,unta,i alru,nc'j cind sc renunfi
.,1)r',rllfirnrii" (Lclrr 1;llri:), c'ii t,i tinclc itstti::l :{i sc' r't'iIt'cti nu 1a o an,u,lniiti ilr,adi{i,c, in nr,otl evid,enrt dep5git5, nLr la poda-
urr inlr'ic,s rntLi cLtlrrinz:iLrr'. l(l:ttts littit:';c' oltserviL: ,,Ostc' gogia rigirdd qi cla'r-rstr.ald a n'nor .amumilc p'crio,ade, c,i Ia pr.in-
(1. rli iar no1 '.lrrair clc ..r'ir|i'ic'rrlun- sc c{:fil'rc;t.c r':Lt-iir1 cit' ili tl litt'ii 1;,
si cir'lit o c'l)ocat iit iiitiL. (...) l'rir li;1o-r.ilt'it iii(r,;itli ici'tnclt cltlt'in'i rs I-. N. I- a lr d a, T-rolorett < iberncticd a irtud.fd.rntritului Si irtJluaifi:t
,ri lrin r':i ci i[r,r'itcLr iL('cc'1)1.iLlni tlcbilii' ton::idct'iitc- c;L dift'ritc sc dsupr.. clezt:oltdrii te<triei generole Si a m(todclot pectuaoglice (ori-
lli ir.rrr.j:t si iL(('la.:aiii siil'c:,iri: clefinilcr:t srccllut'.iior' gcolii, a ginalul in liml;a rusii), A.I.S.F)., Var5ovia, 1969, p. 3.
tuliloi cliduc't.icc si it tlc'icdcloi cic lnvitttitniui". ii Lr lt s <' I{ I li u s,
cipiile rnetod,olo,gi,cre modernre, Ia cercetdr"ile integrate rcugite vind in limite ra{ionale arctul examindrii, promovind invd{area
gi Ia exemplele sem,nific'ative ,al,e zilelor no,asitrre. pr,etuftind,eni prin descoperire, educatorii aprorpie lent, dar terneinic, educa-
'urnide m'odernizanea invdlSmintului ,ane obiec,tive pr,ecise qi
nprtspi,dtnelrreiiraansxlcpcidz{tuirpidaer,rltaciiennhmraf[ie'i,eercm.n,ii,gr,pdo'anolremrorocg,iasrceapabe,nneislunreiczl,upaiafieiecttdudiati,aanergteaenosrptuga,eiepmcr.plpusiretopndpeeidrad1ciug1st,i1ocvcs,gi5arp1itcli5pi,nieed,aadernardpuguro,o,ng&piei,uctasrtd^eeus.rlraunDnmi u,fddbapelleuodneu,*ccrtoranrm-briirt__-n, {ia de azi de ed,uca{ia de miine. Intr-o epocd incdrcatd de soli-
cnietdmrdi,sucraarretdpraedcisapnuitnitdlatiiadceceilenrfaorrema aeldieu,caeldieuiic;ai tloariiasmipnltifipcarirmeaii
chemali sd respecte legea de &ur & dozdrii ,qi ,a temeiniciei.
atCaivvtamiintlaiotta5tsetfldeilee,rdtFcin.cruot-e,rteleerspceptrrued,rnterizandald,tenooaaclricezeuSr.-l,uEtitfvselaeteorxemiubuininllirdt-aaericltuemtn,d,gooeadrteiSpgrr,inonrfre-uaanliltdiazidmtae.ta,iln,gi{niinenyatteerl-inpeo--
acgpLuflr?nialSmtl.,mmpvAEta:ioict'undngun,rruduaecemmrtizaisaucpcecilenodlasrdm,Edbporisrccre,u-cuaasov,t{rriJioiedntaroadee,olrmsi,tnffdaaicvrltciageaietriltooebuarsilrionrid,ceeumida,,anefdluneEeieci?f,,ieenntTioreoi,otfccrei,tueet,ogts-addiinr,,ateJguatrdtdreeq,nu,iaup^er,aaudretip,nndeclcuio,crh,asinainddiptztierrincdonmidee__ ciune acela de a realiza educafia, in epoca reuolu[iei qtitntt-
,cdoidnadcutciceereEa iirnwiu5ldbrlon,icndtulnl,uiinnonvudrdileimipnruoddmuseindifieat,eivdrar,,r,cc,aatdorri e?l,oInr Ji,ce-te,hnice, i,ntr-un ritm Jauorabit insi;irii principiitoi
liale ;i. Jormdrii gindirii suple, profunde ;i esnn-
creatoare.
Dacd strategia aplicdrii unui program va urmdri cu asidui-
'tate orien'larea gi valorjficariela po,ten.tialului inovator delinl_it
de pers,ornalul didacrtic, ea va fi otrligatd sd
'atreeur'cdnle,utscltiq;eaicitoarierzniz,lvoinsSr tre-!fr5inepmfarosrifednau'utl'udrctleimdm',meelnou,etdrunseltrcrcnu,oiuczntlapuftiaridc$brtiiilii'n?tnd',utlriieicninr,evndda'fmdp;ominritnctr,iu.n,{c-i"euixiriirlosc-- lueze gi sd adopte mdsuri ,oor.esp,unzdtoare qdie-pfias!tedzde,esidneervfaia-
in,crorporatS, 1n rn,od inevirtabil, de orf,ce s,urbsistem so,cia]. I'
ac,est d'omeniu, declara$iitre car,e supraestim,eazd sau s,u,besti-
vPE.iioi,Utloirnnimvipatl,rcmoepg'sreertatvosmiedzooidbsloei,l,gnrirnieuaoi-,dri rapesnorrtntitrciazitpiaredirpger.siia:i,lt"sreaiueppbrl,ilur,ec,inelSeuasriidipq,rfIioiue'gci ra,raerprlmrariencv,snteeuudr,uq,elidird,nen,eposddmcqeheoirssndc.
tr\edz6. poten{ialul pers,onal'nlui d,idactic vor trebui inl,o,cuitr:
cu cercetbr,i gi mdsuri qtiintifiroe. Aoesta este, .de ,altfel, ros,tul
pdrlii intii a lucrdrii noastre. Ca fenomen psiho-social dat.
gen,erat in prim,ul rlnd de vi,teza exc,eplio,nald a ,dezvo,I'tdrii
olbligatoriru adaptdri periodi,ce. Intrebarea oare neclamd urn rds- gstoli,ncliiefictSel.ii$oioinnte,macpr,eosrtadn,eo,rnienneiur,lima asiei,mc,peorertatrnratdtadtd,ec'cituamc{eiutnoedae
plrns ,sau un pl,1au,rsa'pdoer,ptunledciizrrdtrrei fapot,ltend,e{i,acleulleinaonvtaetro,ior aarel
este crur'atir,'5 srau chinurgircalS. es;te ,acliLunea preventivd. Inform,ar,ea
cea pri,vitoarre
per- person,alului didactic prinrLr-un fl,ux co,ntinuu qi ca'litativ bine
s,onaluiruri didacti,c qi irnvd:!5mintul dc rnii,ne, afl,at in curs de
experimentare sau validare. seleobat gi in cadru,l unui si,stern convenrabil gi sti'mulativ este
ir-rainte de ,a dirspune d,e un conlinu,t restrructnr,at, inainte esenliald p,entru deitermi.narea unei atitudini pozitive qi active
ta!5 de modernizarrea'ed'uca{iei intelectu,ale.
de a pr,imi cele m'ai moi ,mijloac,e tehnice ai.rdiio-vizuale, ,edu-
d'diedaeciticin;qi,iqai,i ,cu al,te ouvinte, sinf c'reatorii In lara noastrS, prin totalitatea docr-rmentelor de partid pri-
crat.orii disp'un spiritului pedaaogic care animd 'vitoare la invdldmint, prin Legea dnvSlSrmintului gi prin p,ara-
mretrii socio-economici ai planurilor prentr.u u'rmdtorii ,cinci
proTtriului stil qi zece ani, dar mai arles prin ultimeLe rndsuri privito,ar,e la
relafia educator-clasd. MetodologtLa didacticd. este elementul
cel mai suplu al sistemului ;i, totodat(r, cel, m'ai intim gi direct
legai de personalitatea educatarului. Adoptlind ,cit rn'ai fr,e,cvent legarea qcolii de via{d, de practicd, cadrrul pr,ograrnului de mo-
qliie,rci,udceipt lmasainidmuulnLtdgiriodoenvainccgeenretepaolzei{aiact'idveitd'plrioi f'deisd'aocriti-ce, c'onsi- clernizare a fo,st dat. Apiici,ndu-l ,cu ,oonsecvenl5 Ei op'erati-
reno- vitate, invdldmintul se va inscrire in efortut de construire a
s,ocietSlii socialis'te rnultilater'al dezvoltate.
230
] ;Ii]LIOC.I I]AITI F] SEI-}IC1.IV;\ *
tr- Arrtone scu, G. G., PcckLriogitr cycneraliL, eclil.ia a l;-ar, Craiovrr,
Scrisul Ilominesc. 194ti.
2. Apostoi, Pavel, Accelt:rafio cleztolt(tri,i stt<'Lole ;i ittt:d.fdntir;^
ful" in ,,Revista cle peciago.gie', nr. 7-U, 1964.
Apostol, P.; iluncscu, V.: Irutzci'. 7., Aspecte ntt:'
todolo.rlice ol<: tt<:titrnii cle perJeclictnore e sisl:etnului tiostrlL de
inudldrrtirtt, in ,,Revista cle pedagogie'', rrr. f. i965.
4. Apostol, Pavel,,,Conceptul o(tucl tle culttLrd gtnrcrald, si i.ttt-
plit'aliile. inxdld,mintt.Llui de cttlttLrd cletrcrol<1", it't !'un'clameniu
paedogogiae, vol. I, Editura didacticd Ei pedagogicd, 1970.
i) Aposto lescu Nicol ac.,,L.,egita,te:r il-r peda.gogie", in FuttdLt'-
ntenta paedagogiac, vol. II, Eclitura didacticti qi pedagogicd, 197f1
pp. 22-l)1.
ai IlAr,sdne-scLr,,St ; Vdiclcanu, (1., Etluca{ia esteticd, Il.D P.
Rucurc'gti, 19(i1.
7. RnrsAn.escu, $tef aIr, Pedagogic, Editura Scrisul Roma-
n.sc, Craiuva, 1933.
tl. llArsdr'escu, $tef an, '"{ehttoktgia cli<Incticd, Irt-e}egeri urri-
versitare. Iaqi, Atbina l>tomAncarscd, l9ii9.
t). lje iat, Metrian, 'l'alettt, itttttligt:rt1,(t. creoti'uitote..', llditura enti-
clopcdicA, Ilucurcsti, 1971.
10. Il e r c a. I , Probleme psiho-peckryogice ole matlernizdrii itt--dlir^
,.Revistel de pcdtlgogie", nr" 5, 19ti6'
il. min'tttlui, itl jina' l'. Y., Probleme psiholctgice ale orgonizdrii
Illir.qonade
muncii de inodlare, E.S.D.P , Iltlc' 1962'
12.1]otezatu,Petre,schifiiattneil.ogicit.taturale,Edituragtiin-
{ifica, I3ucureqti, 19{j9.
+ Ribliografie Pentrlr tcma
23$
'13. ll u n e s c '-1. r,r, '"'{'ir*,-o incJependentd. a eler)ilor, Bucureqri, E.s.D.F.. -i9. Com]rayre, Gabriel, Cours de pEdagogie th|orique et prati-
I li,r7. quc, Paris.
14. Il r ir n c r', .1., Per:i-n] c_ teecc.lruiecaalieiinsit.ttrtuc.leirti.ii,tLiei.|D...pE.,diBiuurcaurEeqtitiin. l;1tgic70i, 10. Connant, Jamesj Lc science n-Lo{iern,e et L'hotntne lnoderne,
15. ir e 'ft'a-d. Lil:r'oirie Istra, Paris, 195ti.
B'rr r. .i-, P''c'.,s:rJ
:i1. Curs de pedttgogie generald (sub r-editc{ia l;rof. univ. Starnciu Sto-
Ill:cu1"t1,,, r.,rt11.
ian), Br,rcureqti, E.S.D.Ir., 19ti1.
16. ciirnr,':.rI-biea,.'ist1a.:;crlc!jpi c1d,a3coagzica,,c, u1,966,Ancru. tit|_n9,, EclucalirL irztc:.lcctttard,
pp. fOb_f3:. i2. lJ a i r i, ld., O Lec{ie eJicient(t, in ,,;\,'ialcle lomirr-ro-sovieticc", seria
17. C.r:rba \-ir.rlil; Caz,acu, AcuLin. ,,Schiti mctodlci p.ir:i.cl oeritr.qogie-psihologie, nr'. li, 1{iii2.
r..clricatiu inlclcciurla,,, in Srisfernti m.unr:ii eclucatit:t: itt liceit,
i)ucrLrcgi"i. lrl.D.P., I9{j.1. .jll. Dclrcsse, It{auricc, Psiltctiogia t:opiiulu.i, Jiuculcqti, Editut'a
didactici gi peclagogicd, i3ucure;ti, 1970.
iB. Clciruq€r-qcu, Nic,tlae, Cuuintart: Ia nitirtttrd cttnsoc:rat clt.s_
chitlcrii o"'tului de ittt'lildmint ut'riz:ersilctr, EciitLra politici, IiucLi- JL. Dicf.LuLqr de pedagogie c(:nte!nparanci, lJdil,,rra cnciclopcdica (sub
resti, 1{)'7 1. lcdac',iia Acad. $tefan ISlrstincscr,i), li.rctirclti, 19{j9.
19. CcflugescLt lVicolzrt, Cttt:intare lu otlunore.a !esti.L;(t. (:11 pri_ Ji) DirecLixele C.C. aL P.C.tt. priuind dezuoltarcu irtudfdtntnLtilui in
leiul znaul;urdrii noului or.t ttniuersitoi., Ecjitura l'iepublica Socialistd Rontdnia. Eclitura politici, lSucurcqti, 1968.
polilicri. Jlircu-
reqti, 11J70. 36. Directiuele Congresului at X-Lea aI P.C.R. cu priL;ire Ia planul de
cleztrtltare econantzco-sor:ialii tt linmdnici pt: anii 197 1-197 5 Si
20. CcaLrqcscu, NicoIae, Cutitttare Io ConfcrLnlcr ['ttitLrtii Aso- iiniite diret-.tottre cle ocestci clczt:oltdri pe ptrioada 1976-1930,
cialiilor stzLdenlilor din lieynLbrica sociaristil licnnd,itt. Ecirt.r.r f,n voiumul Congresul u-.t X-Iect, al. P.C.R., iidituna poliiiicA, BLt,ctr-
politicS, Rucureqti, 1969. resti" 1!]69.
l17. Iloitlens, Ilobert ;.a., A edtLctr, a ittstrui, Editura didactici
21. Ce er.Ll$cscu, Nicolae, Cutintore Ia Conjcrinla rtafional4 a
cadrr:Ior didcctice, Ildittira politicb, Ruculcqti, i g69. si pedagop,icd, I3ucureqti, 19?i).
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e membrilor de partid, a tuturor oarnenilor muncii ; Erpunerea
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27-
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iLi- [i o i lL n, {:l 1r c o r !] h r:, ,,I-o.q,rcizai ciL irrval;imiltrtlui sub influenl,a
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238 ii
o40
rl
i
i
II
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lumul :
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z:i.ktr cv, Anastasia; Chi$, Malicica, Acti.uizclrea elt,_
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.,,1ilevi>1a dc pcdagogie", 1!l(i.l. nr. 4. CIJPRINSUL
trl:1. T u r o v t e r'. A n u s t a s i a ; C h i s, NI a r i cr i r: tt, Ct.tntt ibttfiu. u.-
ootti.:(rrii ntt:.todit'<t a k:c[iilrtr lu acliuiz<treq eIt:ciktr in pro<:ex.tl
tle inud.fdntinl, in,,Stuclia univcr.sitatis ..Ilabcs,B()lyai-', scr.ios
I. Educa{ia intelcctualS : Problematici qi investigatie 7
psychologi a-paeciagr-rgia, Cluj, 1 9{i.3.
(George Vdideanu)
111.'ll rr r o v l c v, A ii n s t :r s i a : C h i s, }l[ a r i c i c tt. Muttr:tt indeput-
1. Tema educatiei intclectuale in lucrdri Ei dezbateri
rLetttdt a eI<:uilor La Lcc:liile cLe peclagaclie, in : St.uclia universit:rtis 7
2. Noliunea de educa{ie intelectuald
ll.r. V-i1ri3daeb:crgn-1u3.o1yGai-e",osrgecrr.ics('prsrlyfrcrhrortlocgsitaertpi.ta'dcdqa<g'<otlgairad., Clr-rj, 1tt64. 3. Tehnica cercetdrii t7
Ilciitura didactic:r
26
gi pcdagogicir, llucureqtr, I 9(j?. II. Educa(ia intelectuald in acceptiunea elevilor a studentilor 31
L16. \,r:iidctinu, (ieor!lc. .,FuncliiL irrovatoiu'e a celcetdrii ir-i do-
qi a profesorilor
meniul educnliei pionier-eqti", in volrtmul llazele psihopede(to(lit'r'
A) Cum udd educalia inte,lectuald cei ce o primcsc -PoepleesDciui )
ole actiL;itit{ii 1:;io,iere;ti, llclitura politicd, }3.c.rcqti, 1g20. 1. Elevi absoilventi ai qcoli generale (Pelaghia Popescu) 3l
pp. .10-49. 2. Elevi absolvenli ai clasei a XII-a (Tiberiu
l:7. viriclear-iu. Gcorgc,,,Pedagogi:r in cercetarc:r i.tercliscipli- 31
68
nard a 'cdlrcaliei aduitilor'-", in rrolumul .ildtLt:u[i.t tttlttltilor, 73) Cum infeleg educatia intelectuald. Jo;tii studentii 102
1. Stu,clenti din anu,l I (Iacob lrhnia) eleui - . 102
Ilucurcsti. I!){i{}.
llll \''aidcar-ru' (icorgc, pc?'s/ rie t'crt:<'t(trii padtLclot;ice, it'. 2. Studenti din ultimul an de studiu (III sau Y\ (Iacob l3l
,,Folunr". rrr. 1, I970. Irimia)
'cticr
i:!r' \'I ai i c'l e'a n Lr, ci c o r g c, scrzsnr i.ttctL:atrr ,sr p'ospc.rli. a!, r:err:r,- C) Cum concep educafia intelectuo.Id. cei ce o realizeazd -
td"rii parlocloqicr,, ir-i,,Iicr.ista de pedagogie,'. profesorii (Pelaghia Popescu)
Vijcl e anu, (lcor.go: Kr-asnascschi, nr. 11, tUtj9. r60
Vlac1 irnir;
l'llr. .[,i.u_ i II. Aprecieri Benerale asupra datelor recoltate qi interpretate
t ,u r- r-. T i b e'r' j u, P,ogram cit: DcrsllecLiL:d aI t.erc:t,tdt ii I:eclagoclitr, (George Vdideanu, Pelaghia Popescu, Tiberiu Popescu, lacob
in ,.ilcvis1:r clc \lr.trtrlitttl,s tutcl ltttt,Ilt:t., lrimia)
1.11. \rc1'no1.r1 Plril pe'clagogic,,. trr. 6, 1920. 185
Ettlironlnattil
jppc I,),.
trtttl l)t:L"cLolrrncrrl. jn,,'fitc jlrir,ish Jouq-11;11 of Ecklc:rlioi.tul Ir:;r._
IV Perfec{ionarea educatiei intelectuale (George Vdideanu) 194
c,1t..rio93. ". 1!)ti-. p1t. 9 !0.
V. Concep{ie Ei prograrn pentru ac{iunea de modernizare a edu-
:)l .zLslrlcstrr, $1cfun. lrrrcrTittaliu t:t'i'utoarr.'ltt riclr.rlr:scr:n/:j, iq:
ca{iei intelectuale
..Iir, rrista dc 1rcdlrg6g1q"', 19ii7, i-ir'. ?-[J.
(George Vdideanu)
.lii.i. LTrbirnczyk, 1,'ran.r.i sz1<, Din clicltz<:tit:t: oantr:nill;r otlltlfi \1tt't' 1. Statutui etic qi pedagogic at ac{iunii de modernizare 246
cl'.tt'erc - lnstituhrl clc stiint,e p'-'c1agogi':e). a educaliei intelectuale 206
I 6. Educaiia intelectualS 241
i
.l
2..lntorpretar.ea peclagogici a factor.ilor (,Jr-c reclama
restructu,rarea educaliei interlec,tua,lc
3 i.nctre:olerdctounaaletere unr-ri program clc modernizare a educatiei 2lj
222
lJ ibliogral ie selecLi t:it
L'EDUCATION INTELLECTUEI,LE
i'TUDES coNsTATAI.IVBS E1I PROSPECTIVES
Ilesume
Les auteurs du pr6sent ouvrage se sont propos6 d'analyser les con-
ce'ptions contemporaines concernant l'6ducation intellectrrelle et l'6r'a-
l'ation de ce processns sur la base d'une recherche constatative; en
guise cle conciusion ils ont esquiss6 un programme de moderirisation
de cette composaute de 1'6ducation.
Dans les ouvrages contemporains I'etucle de l,idr,reation irrtellec-
ttauenltleasuexcasorallcict6itraistiecrnpsarcluarltruercehdelcrsc-hseciednetifciqeuretasineest solutions se rappor-
aux possibilit6s ou
arspirations spiritr-telles de I'individu. Ma1gr6 le grand nombre d'6tr-Ldes
ed'toCduevcrsareg6cetuhsedrmecshoenssoognprsta,ypcphhoioqu-upre6sdlaapgoopgrlutiqapunaetsrts,uadrcotlum'6eidnlleuc3sce,astiliopnna'erinxItieasltlecpcrpt6uroeecsllceqn.upeatliror_nirj
manifeste cl'urte innouation de l"|ducation inte.Ilectuelle.
Les factcurs im1;liquels dans cette action, de rndrne que les soiu-
tions pr6cor-ris6es patltuesstepnot uurnseatgisrafanidsaendteivelarsits6o.luAtuiojonudrd'u'hnuir,r:pmear--
sonne l'le tient
niemen,t des prcoognratemnm,nese. tL'adveen,ilraextiegcehnIeolorgeineordryeeltlel'r6ndern-rictadtioesn
objecrtifs, du
cvplinalelituvureesstllreslptaecerrtosu-ffrooemirrnlamlccdno.saien,Dti\'orrpaepnnastes.rdLqcleeeusasescpseluc;lneueasnllp,iltteia6lmesslest-cnediitmtsesprdoisncen<tssetrpaloldcetpooifcsi6nr,tardudaliietetsiioltoseInn,'sanspvdsade'eoresnrilielrapanastroepr6cnncdntteescsp6soeteiunrv.elceiOstur6smsroe.rrd.ntsisetl-
thd,tiqire, 1:ar la mirditation philorsophique.
En i'tudi:rnt les ntanuels ef les cours tle p6dagogie g6n6r'ale palrrs
en Rciumanie durant les cleux delnidres ddcennies, on constate I'ab-
sencc d'r,rn6 pr6occupation c.xPresse pour 1e thdme de 1'6ducation
intellectuelle. Sa probl6matique est abord6e dans la partie centrale
pdoeusrvmuaendu'einlst6-rdt la didacticlue et cela d'une manidre diffuse, d6-
de systdme. -
et
Cette absence entraine des cons6qucnces tant dans le plan iogique,
dans I'ordonnance et l'inttigration de la mr.rltitude dcs normes et des
243
I
I
{
gtadtridprotPaiiianniaoono.euooboedannnngLtsrjnuspcieat6s,rieciqp,suprocieusalntiuqh'ilntsanersta6ciuesd6iftdn.odsns6a,oltrductnuuedslgcn,i.ecldst'eocere'aasdmeteaamntttllisectitdaaltraviirecoosolbcnereedele.nnnll,oavsgeeternlstNrrl.mieresresilineGdopnprlsbsil'co6sunrerlti.Ieeoaegreopn'drsu.cniGtnsebllie6cepnuqdcis-p.fndsc,ihsueetituaiteaAe5epeasua"nantrrnetsuictonpti-sepl,oihrdonlrcedqeeet-ednsi'noeo6scgscas,iecntreijvensoatisoensseahmlsn,lxsaenemnurdrepisaasnrt6mt,u.a6e,aij,selpienCrvtsett,diiirs.aiuremlsLorep.l,m"."arrirsee'Nidr-mep..anisd,r,eaatiedtisn.harearg'qcnruinds6rrrtci\cyluteiqsaheirdrase,eussuciedastic$tc-qmtcct*i"r,olrotnct6u"teae.sintilnqcra"consv-Efru"ul{iicueui"rfgeAeg,ooer"trpcruerii,irlrsi.ogrs.iaemr"ciJe".dqsna1C"honoenauia,imueusi"t"e",oeni"ertn_..ai.citcdc"ilvs're"ldei-hecrtseciioa,"aJe,-s.utvmrrn6uliseli,ie"-'dui-s'jeDt"doesuc"c"oInl,or"ul-'araf6tian'"mncu.t.pdbptriest,e6ruucerro.-uftcj.rdr;.)raoo,r,l'lmct,c"eat.snr_-rriasr._s-s-,-.,- jfrtnaeifctpseoolnnltersoacebtdsusit6cisodilenaen,seteeolst.n.ctcec'erotsanticneepnsotru6drsequvcoeeisrslec,so,Inepsotpau6tnacleteioninntasigbserems lsaeotrisnf"tp1rc6ulpe,s61t66'1eeedsvu6cdsa,uticnoleens
I-'.acPqer-rrriseitxioenmpdlees, la majoriti des sujets
connaissances comme lceonbsuidt deret n.tlalaprtirnacnipsamleiss- rioainsc,ent
de I'iducation intellcctuelie d l'6cole.
jrttac(puriaco-foushasinsuccxeq.no,rcezzfucanooraie'littdnriebsaclnmessjtiie3naanmsa9ccgntue0tetctecir7usifnplfe0ssdlsretsq6idoacdeemresnt-tethtrsuactesis5tciansirleol6elftudaiorlpodcexindqrovnmtteluenstaereesaasfacneds,tidhins.tefiirrnts7fereeopn,isqt5.2pios2rd8urmrL8,ulore64ei,c/er8a9ss6us30tealirad/pfnn0(aencotcspne6hfuxuotneoxe'prrr)atzu.mc'cleurlllaeretannilieavstsfeiofnioeotenc6gcnirglemruimnvaiel;enaatpatutecnstrtirilatftleoclesdetcnievcqcsocatlutednull6raseieteilvelluetXttssele6lsaoIroeIc.tp-rleh,l6pSr,ientccacec)ioiqpssmti^upb6'rp6ceeooatlcensbIrpr+v,ettjetae+uciocddlnn,ro_inuusstst
cLaiqisodlnmaoroeubetrnipneisrirDtiructlgel_ml'rdeeeeraelnrisencrnfspif'nve-Iasioeo''tioseolsturryneraeicsesea,ndgno6lri1eelrnjtrlseo:ee'ptse6c:su,updad.ilrdha,ueitssnceur'csra,t,ealmloslsopa1ctoniinaroo'cbq6qirginnsenjeuduetspefeeucliieotdna.mictorieBtamDn1eppist'.seaelisue,olsGern,rllncasecsat.osptetieieunoetsnccsrsccne,olshoottelnoininolvreddrbiq,neqtecmeeju.aesuasnv,denecedueaBetts.nciledefe.cosuI,itd'esrrMoeidr,segld6,atsdeuretvucladaenlcostlvueexvlaeoeuaic,restsrac,iaudtdorhtatRsotixinconinmon,.notcLdscnnpliDr.nor6een-nsigoecn.iiq-tnislcettaeouroeeenedudnrrns,ste\ee,,are.n/scpeis,tnIltesa'n'u66srouWr.rred6"dnutiausum.o_lsucucrnaOcoltarreeadt:ktsanetueiucicotottrrsntoeiensne."-, scientifique concernant le monde cnvironnant.
pe6rndCiouefrci-instar.tipridoeoenus.cripcnoeatmenr ptllnaetgoecettrusuenee6lllpgecorvaq6ounsrediereenntsto6ntmeconbtrvtreeeqrsduso'aceilnl6edtd6sv.emsob6njmeece]tti6pfsne6urf6icsciae1tnairtsmfap6iari sscaondmt'sumn_ce
modtv7dtpjIeei'pem.eaaSclc6llcDce.JieerttltIti'c'inaoca'ifaetvisntsntdunsinicpos6tatdcv6etnrp.lioiie'illtstunsitl'snerositanssttceeccua6tcelleitengvlioiueeerscerinelncnnsaoao,tiattgunreivdiin;fepceeailatqeleellesll2ulnepelcef1'seu.to6t;si6aueorrdledsm4enatpaual.;lucceaInes'lufa:ottsrcaioeissl;t.oitelirusouaonlmfn5eirronnmsetv.ariaefldim,lsiietillenqteliieiatoagtsuv6eeItn-etne'itlisado.loalocIp6nefdsn'lpiiaaveceireipcDedtlnmndrusetlettioeerlvIiasefii'lpusEiiinltnqtep6rni.tmhusodr6e.t:taegnomraes6blnde1nue;idtdelssr-sneeeae3tltlsdtmceai.ie'doseotlnbenaacdgvelsiaele'inehrtcdpvqo.ciuytietdenoucsilgfeltnimoaitulis:eaabplrp"inetpitfBlieecetr,eacsr.xd;mdJhcieelsa"ngat.esouti,i.rqdnnlsrIcuftt,o'doer.ieebn"caern"sr__lte,----; itt1rnirnv6ef-ee6sLnumrelitaletesaduntrousctsbo,pdjpenlcroerf-coiirgdstrcisunfe,6prsltdaertfiteevsoio6rfienmsnonvr(admt-er^teenisafstttir0igi'efe,ae.1dnt18Iiul0,o-r1c0ne/n4ago,'te-i8yis1ot5t5rn,0ae17ncai0qntet)t,uteeeqcp,ntluaidqeiqraucuante,uicoclqeoceaulenlceentm,rcsteuooe,pdersdoedqle.:uceqrnr,s'inctrsceeupsbnrdnenttuae'eatlgrciapceccrsanseot,rreittrsaa,scgeilnelcsanc-ss--
importance au d6vetoppement de 1a pensd'e (14,BSo7o chcz les 6tudiants
dcs derniAres annees), a la culture deis sentiments inteilerctue,\s (11,42n/o
chez los 6ldves de la IX-e) et d la formation de la conception
scicntifiquc sur le monde (1C,560,u,, chez ies 6tudiants dr:s dcrnidres
ann6es).
Pourtant ce pour,ccnta"gc ne pr6sente qu'uns sillnif ication aLi-rs{.2
restreintc. D'antres comiposantes et objectifs, tels que 1'6dulcation sen-
sorielle et la formation de I'esprit d'observation, l,cducation de l'at-
tention" dc la memoire et de l'imargination, ont i:t6 igncri:s par de
nombreux sujets ou ont r6unis peu cl'adh6sionrs.
rtie.olcnLva.6c-lsepsacrepthiret6a.nicnoomsndpsnrtaoetsbaldt6irrtrnueedsideeeesslsaeentrtelieoclhsde6erpc1ihspeNra6agfeigeud'reepieosduifcrfiiecosrbitsajco,sclu.ttifiyoIn'esovnaintlun6aot-e- Les questions portant sur le r6le de l'6colc dans 1'6ducation inlellec,
luelle ont emmen6 des r6ponses vagues et acc dentelles. I'ri:s peu d'cldvcs
vatrices. mentionnent let contribution de lt6cole qutils vicnnent de terminer .i
Ia formation de leurs habitudes de travail intelJcctuel, au d6vcloppe-
ment des proccssus psycl-iiqr-rcs cognitifs et dc cri'ati.vitrit, ir
De ce point de vue, I'ouvrage offre ]es pr.6misses d'une rccherclte dde'rusninet6,crcd-rtnscedleptiocnonmnaaitt6reriaelist .dteesdisaelcnrtcimtiqeunets intellectuels, d I'irnprilsion
atmemanidttr6ieiordsr,ae,ctiodvme6c,p6ortueavnnrntierdnlota,,nnme6taqcnouidneqreopivaderonn,ltetsl'l6eqcsluue6csladttiviooennsn,ainlicirteesslle6artcuptpdulieiaqllnuet6sssceooltanilrdesa. conccrnant le
Un Ia creation
XII-e) moncle etc.
tivit6
j.etLsecsorn6cpeornnsaenst reques attestent que la vision cle la majorit6 des su_ pourcentagc important d'fldves (1g,80 dc la IX-e et 16,10 de la
l'6ducation intellectuelle se limite encore aux objec_ appr6cient favorablement la contribution de l'6cole d'aprds l'ac-
et Ia qualit6 des professeurs, sans spScifier pourtant de qrrelle
manidre cctte influence s'6t:rit excrc6e sur leLrr d5veloppement intel-
lectuel.
244 245
ncsprlrulr,trUrLcr'rsessln'atsieifonmanp,sit6t,rtiolltrciuoilcot.arosrmaptisiit,nnoiipto)tinoce,n,,n,ss'as.d.imeStcdooIlircn'ltiaitsitedeiriusdljeec'ilsadcceivtstsisLeotrlsqnsljoueesifantofrstellrnccernlttlsee'Iod'ticrn'npotiultsztreerdrprrglrflaefoclisesliisoagtt'sn[6lrn'6retdte6cpseorosciliienslle.sdueejc)stcctsn'ilrictrlfu:oltmarrcamdllcutitrrlte,it--lr1clcnrrior;siidoiltrrlrncle,c', l-a formatiorr ps;'clto-1:cdagogiquc erccr.oit la verlcur cltr nrrritr.c.
Cettc prcparation pourrait Otre rcalisec aprds Ia fin dcs etuclcs
rt-ornuLitvaeesrdsleietarsniriedcsillc,codvnaosnitseandinccdesiscclcutati:bcldisvistinessmc elIan'atscpteedresdpotcyc(,p.itmier-oeslo6dgmieqinuIae'circcclouncpscadjtdiaocgnro6ginidqatrerrrels-,
Icctucilc.
ipq,i|.iOtcI,1Ilis.t"o,e,s,s6rp.te.'|irpibaraerrblmrlu,canmlerqeuqtnrrl(lta'fraretqi-b'tr-rcllecelesc1coalncenlluia,aixr.iisss(ao.an1ntc'ceedg'socccrliiceg1ssanpctd:rhmo'cectteo-utsrrrstilcitaslsatnlpti.sri1'lrtaric,ccnptalqrrt_iuafset.sitqccls.le,s'.lt(o':ts1sl-t Dirns le c'hapitrc,,Conception ct prcgriintme dc modernisatlot'r cle
L.i['raro'.e"ul.-ssrnci.'iii,oe"".."""izr-v,t6-ietoippin,'age]nt",,n.c,:,srlotleu,crdnes"s,e.tcis,lc.t.ar'lpiccctqiciarq'ous,,tlsieploppioonrs1r.sOrit1ciriiodfnteii:ssntoSfeaosSnvlen,lC9sttcrLn'acrcdeerbStl6n.ul,cetisasCtl|lCiaaeslclrto6imlin'asnspdf.ntaolder'd('n<1e'Ic''tCn'.ioi:fSqlsdolleecuura.mcticUgla.IesnlXtiproe,aethn-1Isrdrce1ttsionisct1;ertil1tt,lvsaee,iautctimrlir-lcoogeicr.npun:tntssm:uttthpeccq6or-llrlctnocct]sstc.stti-aciece'fr.t1ndusaeutrrcec-'rtr"'clnists.-ctt I'education intellcctuelle" sont esqr-risscs lc statr.rt ethirlus ct pedagr>-
gique dc cette acticrn, Ics factcur:s r''t les co<trdonnees de la
tttration. Farrni ccux-ci, lc. principitl factctrl qui deitcrrnirle cI lestr"u. -
oricnte
I'action de rnocle lnisation de I't:duc ation intcllcctuellc en ti.rnt quc
lI)crrrocpersosgLllsancr'ncrsct Ic crleevsetnlorpclt:uermatciontndcclrl,aI'esdcric.rnccaetiocnonjrt-ermlclltleorcatuinccii.eXd,toaiist
de
corrnrcnccr pirr solt 6l6mcnt esscntici, I'idial edu<:atiotttu:I, sc deploy'cr
palallilcrnenx d I'action clc moclcluisation dc: tout I'cnseigncment ct
viser: les objcctifs g6nir:rux diffclcncitis p:tr lypes, cyclc.s ct rri-
vcitux scoiaircs; lc c.ontcnu dc 1'c.r'rsr,igncnicnt: lii mcthodOlogic cli-
cl;rclicllrc et ia tcchnicluc diclacticluc, les formcs d'organisation, ntc-
tJif;.oo-erIrmliit--"lru.r;tler6,r;isltrl:,sfislco"as-rittud.,qecph.icsaatssertianiiorccdqnoo1.,rnhsisil:p6roeqi'-enuseecs((nt)'sstc,,eoqnct tli,cl(,cl,se-rsri]rnenoi-:pbtccsacrl'bfarcvlpecartatiiisorornnl,ecsslsoeecfltlf'o6enccd1ntenr6.cserciscarsetIi',teoapcnrrgd€iIcrtircrstnec.ne]s!tnecs:LtnrLs'-tr tltodes, moyols tcchniqucs ; la technologic de la connaissance t.lcs
eldves ct 1a tcclrr-rologie de i'c.r'lluittion de leur preparBtiorr ; Ia for-
mation r:t Ie pcrfectionnement du pelsonnel cnseignant.
La strategic dc itlpplicalion d'un progrlmrnc exigc dcs mesurcs
sc'icntiliques i;as6es snr dL-s rc(llcrclrcs approfoldies. I-,c 16lc centriti
Daltra])Doftaceqtle<levraitdtrele'moddlocontemporaitrc]e]'6dtr_ revieDt, dtrns cette activita', dL l'o|ieirtation ct a la vcrificatior-r du po-
a"'-nti;el,i;r,rr.en;in;;cl-n"li;lsc"rllccocnlusdccieleisoitt6stsdc.vl,e)es!siliore'5''t'jeccletsifs6teutdi(altnltsseinnsdicq'i'tct 'n1;trocqcrs.ts'ri-lsts
tr'orit lrits; tcr:tiel innovarlcur du pcrsonncrl cnseignant, d son information par
tic l'erlrl- un flux ccntii-ru, bieir selectionne ct de lrautc qu:tlite.
cation ilrtellectuelie.
caloleD-,,ar,rn*ofsn"lae"icnirhdaaifqpio'-it,ier'rc,led,Is,-,e"vlIl'codr,icdfciuccataiotinsorrnttitv'imnrctcc' tjilultc<scq]tcuul''tii'lrlcluolulCca:n'tllctcico€mt'r-'etnitlar-trtrttcdlIel'e.scIs'tiitrmtc-tiioiitn-
clcts"nfltliir;cmi,irre'inojorr-vc-.cinleuirr,cpicnintct,liLl1.iu6l."tn,ce"rettt'tl-rgdid.',tic'r*1.iitria1ecd.beno-"cI"le6sot"u,e"urrl-liirlotn:x-,"icoens"eclnc",taot-err"drnop6irttu"dltosmriiatpt"aavvoleerciin"l6vcreivrnpnqrso"c-ar,icer.oltlnas,rILui6Isscmr-c'sttclrlaicti.sxirisrco,sov-eietctunlIoun,dcltol'tce,cit,.naestrni'tl1trsp'ludlrli-ij.rt.nncc1rt,r;'.cltiliniaiqi<cnriieiii-sd"'t;t't1ttioeiio;,Isriist6atl"o;,aflta"i;s.;r.tctr";,td.;.,-'.;i,'f-'d'1tcic'rtii"niloo"pt.cdpi'cre"iatmi,rs'"calti"toetrcritlprrsa'tl'cttl1mr,uI6pilctct.'ll'v,p''4iaijtaattl,tsnccctii6ci*mtttrornttsdi6t:r'eoilcni-dmctue6capcimnerceitecalltuc,nirurricirclsl.(irlctirtl(das.stc'a.iolillii..nclictslrolil\ett:'onr'cptr,(itnesiorgisei]tacerl',riynU'i:se.'ccprli.l.rrrtt'vurtt,aic'idgtoatn1ntunldriqnie6:ialltlssrsrndeum,tn'rct,oritt"eIsii(liir:r'vitnp'plis]qt(r'nsr-rclzlncn1!c1'tiule^sn'rtnc;osi1clstcepteei]mccueoio'v)cr's{oltnrtdvd.lr-ernIldl:inctc.r,'.q:nicdeotl^-ldnsirlcrt"trtiee|rte'let'le-:-pcpstt-1sa1uottltr,i,i]ils\tt'torum:if'ol3d;vtcsff(''lrtdi"onrl'ilfir,tnrsleceorucntttsrlslrtlr'.'iItatti'iiirprinrquturiotse"'l'iet)tttv'si.t.rlttoltlii]lrrL'il'--c-r_ilt'---r':.t
si1lbeilsitt6t.rLc)lcternsssal:irrefodrme atctinoinr ectloeml'opttfte) cqtuioenLn-eeumX_c(l'litdclto'sivccnl-srtc(ig'trneani.gts;rlernent
spdcialistcs et p6da.qogues dc ia sfii'ciniilC'
246
coAEPEtAHr4E
I. VmcreesHoe Bocnr.rrar{le: npo6,reuarrrl vt rrccre4o- CO.NTENTS
BarrHe ($ut. BeidnH!/) .
I. lntellectual Education: Problematics and Investigation
1. Tcua yllcrBerrrroro BocrlrrrarrrrR rr pa6orax u o6ly;ri;leuurx t, 7
2. I[ou.arrre y,!rcrBorrHoro Boculrrarrrrs (Gec;rge Vdideamr)
3. Texnrrxa rrcc"rreAonaHtlt 26 7
1. The Subject of Intellectual Educatim in lVorks and
II. VrrrcrBeui{Le Boc;rr{Tauue Kari efo BuArrr yqau1necfi, 31 in Discr-lssions l7
cTyAellTbl fi ytlfl'teJ|fl 3l 2. The Notion of Intellectual Education 26
.1 I 3. Research Technique 31
A. Karc paccilurpJsanr U"t4crse itHoe BocnuroHtle re, Kora- 68 II. Intellectual Education in Conception of Pupils, Students and 3l
3l
t02 Teachers
ta2 68
pue eeo ttorxaLlunr - aqa.Lquecsl A. trIous See Intellectual Education theg ruho Receiue it -
l3l the Pupils t02
1. Vuarqrrccfl - tsr,rnycriHr.rxrr o6u-ieo6paaorare;nsorli mrio.;rbr
r60 102
(17 . II orrccrc1) 1. Pu,pils which have Finished the General School (Pela-
2. lB5 ghia Popescu) l3l
B. V](.ararrcqrp.raecccfl.u-aT'upru{nlayrccrTtulrAritrdrcXrseIIH-uHxceHBJaocccnouBra(t7tu.eITSoonteecu;utye)
194 2. Pu,pils which have Finished Twelve Forms (Tiberiu r60
Aq{a.tqClteryc4ne-nrscrrlIl-dreorurrstyt pca (f. II pu.t'mn) 206 Popescu) 185
194
2. Cry4enru rrocrreAr{ero xypca (fl. 14pu,uun) 200 B. Hous Understand Intellectual Education tlrc Former School 206
Pu1.pTilsh-e the Students
R. I(arc pu,cc.M(rrpusercr A.ncraeHHoe lcciluraHue re, KOTO- 2ll Irimia) Students of First Year of Univeirsi:ty (Io'cob 206
puIeILeeOo6o,qcyars4eocqrel,ixrnxracrco-5paAnquu;rrxertun (17. IIonecrcy) 222 2. The Students of Last Year of University (Iacob 2tl
233
trpoarra!,rr{3r,tpoBoHHr,rx Irirnia) 222
233
AaHHbrx: (,I,cr. BertdnHA, Il. II onecny, T. I7 onecxy, fl . H pu.uun) C. Hous Understand Intellectual Education theg uho Achieue
it - the Teachers (Pelaghia Popescu)
IV. VcooepueucrBoBaflr{e yMcrBeflHoro BoclluraHrrfl . .
General Appreciations about Collected and Interpreted Data
V. Konqenqufl H flporpaMl,ra MoAepHa3aq[HyM crBenHoro (Gemge Vdideanu, Pelaghia Popescu, Tiberiu Popescu, Ia-
cob lrimia)
BOCTTHTAHU' lV. fmprovement of Intellectual Education (George Vdideanu)
1. Mopalrr'ur,rii n lrc;qar'<trlrqecxuit ycrari Mcponpr4flrt{rr ro V. Conception and Program in Intellectual Education Moderni-
zatiola (George Vdideanu)
nloAgplrrrSarlrrrl yt\tcTBeHrroro Boc[lITalrrrfl
1. Ethical and Pedagogical Statute of Action of Intel-
2. flegarorirrlcrurr-r ar{aJri13 $rrtropoe, TpeiyloiqrrK peopraurr- lectual E ucation Modernization
3ar{r,rnr'r yNIcTBeHHoro Bocnr.rTaHr{fl. 2. Pedagogi'cai In,terprnetation oI Factors which Make
Ne'cessary the Reorganization of Intellectuarl Education
3. Itoop4nrari,r ilpolila\r\ri{ rro nroAepHlr:]aqrrr{ }r\rcrBerrHoro
3. Coondinates o'f a Progra,m of Intelleslua[ Education Mo-
BOOTII{TAfIII'I
dernization
B t't6 o po u ruan 6 u6 nuoe pa(bun Selectwe Bibliography
248 249
SOMM.AIRE 2. L'interpr6tation p6dagogique des facteurs qui r6cla- 2tl
ment une r6organisation de lt6ducation intellectuelle
,') 9'
3. Les coordonn6es p6d,agogiques d'un prognam,me de mo- 233
dernisation de l'6ducation intellectuelle
t|ibliographie selectiue
I. Education intellectuelle : Probl6matique et investigation 7
(George Vdideanu) 7
1. Le thdme de lt6ducation intellectuelle en ouvrages et t7
en d6bats 26
2. Notion de l'6du,cati on i,ntellec'tuetll e
3. Technique de la recherche
II. L'dilucation intellectuelle dans l'acception des 6lives, des
dtudiants et des professeurs
A) Comment concoiuent I'€ducation intellectuelle ceur qul
rferqaoisir;6emntom- lusledseel'l6iocoeles
1. Ia g6n6ra,le (Pelaghia Po'pescu) 31
Les 3l
2. Les frais 6moulus de la XII*e (Tiberiu Popescu) 68
B\ Comment ,,colnprennent" l'1drrcation intellectuelle les frais
E1r.wLuelsus6tdtrudiaTngtcsded-u Ies |tudLants
1-er (Iacob Irimia) 102
an d'6tudes 102
2. Les 6tudiants du dernier an d'6tudes (Iacob lrimia) 131
C) Comment conqoiuent I'6.ducatiort, intellectuelle ceu:r qui Ia
r1alisent - les protesseurs (Pelaghia Popescu)
160
III. Apprdciations gdndrales sur les donndes recueillies et inter-
prit€os
(George Vdid.eanu, Pelaghia Popescu, Tiberiu Popescu,
lacob Irirn;ia) lB5
IV. Perfectionnement de I'dducation intellectuelle 194
(George Vdideanu)
V. Conception et programme dans Ia rnodernisation de l'€duca- t05
tion intellectuelle 206
(George Vdideanu)
1. Les statuts ethiques et pedagogiques de I'ac'tion de
modernisation de lt6ducation intellectuelle
250
Coli de tipar ; 1b,750 Nu existd lezour moi prefios 9i
SLtr.PM. ,i,hOalriteVni.iate,,azC,ural inovr.a4 mtri sigur declt cel constituit din in-
teligenlele bine formote, coreci fo-
Republica Socialistd Romdnia losife 9i p,e'rmonent suslinute de un
Comanda 310/6507 ideol de viofd superior. Progresul
sociol-culturol gi soluf ionoreo celor
@ moi complicote probleme gtiinfifice
sou lehnice depind ost6zi otit de
mult de copocitdlile spiriiuole, de
productivitoteo gindirii, incit ideeo cd
investilio in om este ceo moi ren-
tobild otunci cind este bine orgo-
nizotd devine o convingere 9i in-
cepe sd oper3ze in politico tcolord.
GEORGE VAIDEANU
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