Current investigations in the study of demographic trends at worldwide level are currently generating light on a extremely controversial aspect, despite the fact that ignored by worldwide institutions, like O.N.U., U.N.D.P., G 20, similar by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-referred to as “demographic winter” phenomenon, which reveals the dramatic consequences of the “modern day” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity and irresponsibility. Thinking of this demographic trend offers a new dimension to the way in which abundance and resource of the globe are distributed and also provides a new vision on elementary educational concerns.
The globalization of education is reflecting itself in the extension and unification of educational practices, applied by all these public or private entities, involved as active social educators. Over time, the public education systems in developed or emerging countries, which market formal education, are illustrating with consistency the practice of a classical education system. In the field of non-formal education there are made use of additional innovating and diverse methods of education, but however few of this are oriented upon person behaviour reshaping in the international context, and they are hunting only to proliferate consumerist habits, by preparing youngsters for a profitable specialist career get started. The presence of NGO’s with international coverage and expert training providers has fixed the currently understood “improvement in education” in comfortable limits. This makes area for a reshape of educational fundamentals and, extra clear, for the ultimate goal of learning.
Most men and women feel that education really should equip them with the correct exploitation instruments so that they can forever trample over the masses. Still other thinks that education need to furnish them with noble ends rather than implies to an finish. The function of education, for that reason, is to teach a single to believe intensively and to consider critically. But education which stops with efficiency may prove the greatest menace to society. The most risky criminal may well be the man gifted with cause, but with no morals.
Socially speacking, the technological revolution, the broaden access to facts and the contemporary life-style facilities have created probable the appearance of an irreversible phenomenon in the conflict in between generations. In our present times, the children, “sons of globalization” have access to several sources of data, with the internet getting most of the time an instrument of self-education. The balance is leaning in the favour of the energy of informed youth, who become “the teachers”, explaining the new world order to the eldest. This theory requires into consideration the acceleration of technology and the way of our lifestyle, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.
Therefore we are raising the query regarding the way organisms accountable for educational troubles really should reconsider the simple fundamentals of this basic activity, which clearly has guided the evolution of our planet so far. Capegoat isn’t sufficient for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of principal education and the discrimination concerning access to education in underdeveloped countries, to steer clear of resettling the educational requires inside an inappropriate system. It is required to deal with these aspects in appropriate time, mainly because we look at education the essential-element which can slow down the process of planet and men and women self destruction.
The proposal regarding fundamentals reshaping and reviewing the individual education, approached in all stages and cycles of life, begins with the assumption that “Man has to be educated to act accountable towards the environment and civilization, and not interfere in the harmony and balanced planet development with his behaviour”. This observation, not specifically recent, triggered a chain of initiatives in the educational technique in nations like France, Italy, Germany, such as Romania, but I contemplate that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.
We really feel that the new fundamentals and principals of education, which must be known, understood and applied by every teacher, by way of all the variety of educational processes in the long life understanding of men and women, and also in the non formal educational course of action, whereat people today have access for the duration of existence are:
1. Self-consciousness – is vital simply because it enables each and every individual to discover his function in society, to know his weak points and to create them according to his exclusive talents genetically inherited. A individual conscious of his/her self can conveniently act in picking out the occupation or the carrier to practice that he or she will be in a position to direct his energies to and recognize the genuine challenges that the planet and society faces. Consciousness-based education, introduced in 1971 by Maharishi Mahesh Yogi, is special in its capacity to efficiently develop the total brain possible of each student.
two. Stimulating creativity – this special quality is reflected in the mental and social process of producing new ideas, ideas, associations, and permits person adaptation to unpredictable contexts and circumstances. There are easy methods, linked to lateral pondering that can promote this capacity, for instance: improvisation, fiction as imaginary solution, (Randomness, Improvisation, P.S.).
3. Communication – in the actual types and methods utilised as learning practices, communication is not capitalized at being the supreme value, simply because mostly person activity it’s encouraged, which promotes inappropriate values like egoism, indifference, self-interest. With no communicating issues and discussing complicated scenarios, there is no way to claim solving the challenges in optimal parameters of time, high-quality and accuracy. The man can not act in terms of social responsibility, as a “macro attitude”, which I think about as becoming shallowly approached, especially in the economical atmosphere.
four. Advertising a accountable part in society – education will have to train 1 for quick, resolute and productive considering. To feel incisively and to consider for one’s self is extremely tricky. We are prone to let our mental life develop into invaded by legions of half truths, prejudices, and propaganda. At this point, I generally wonder irrespective of whether or not education is fulfilling its goal. A fantastic majority of the so-called educated people do not assume logically and scientifically. Even the press, the classroom, the platform, and the pulpit in quite a few instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is 1 of the chief aims of education. Education must enable 1 to sift and weigh evidence, to discern the true from the false, the actual from the unreal, and the facts from the fiction. This is the way in which he or she could develop and exercise an active part in society.