PHYSICAL AND SPORTIVE EDUCATION IN THE CONTEXT OF THE CONTEMPORARY CHANGES
Titel:
PHYSICAL AND SPORTIVE EDUCATION IN THE CONTEXT OF THE CONTEMPORARY CHANGES
Auteur:
Liliana Mihailescu Nicolae Mihailescu
Verschenen in:
Citius Altius Fortius
Paginering:
Jaargang 23 (2009) nr. 2 pagina's 20-27
Jaar:
2009
Inhoud:
The pedagogic concept of “education” represents the psychosocial activity which has a basic function the permanent formation – development of the personality with a view to its social integration, value orientated in accordance with the assumed purposes, achieved at the level of the correlation between the teacher and the subject, by contents and general forms in an open context (S., Cristea, 2004, p.15). Education is „a system of actions exerted consciously and systematically concerning some persons or gropes of persons, in order to transform their personality according to some purposes to which they joined”.(I., Jinga, 2006, p.131)From the perspective of the psychological meaning, education is a human process of formation – development by using the internal resources of the human personality: cognitive, emotional and volitional structures, emotional ability and character resources. From the social point of view, education is seen as a product. It reflects a need of social nature which orientates the personality formation – development activity.Education is an indubitable social determination because it takes place in a social frame, expresses the ideal of the social system from the instructive prospect, answers to the social needs and is achieved with the help of the educational politics in special institutions. The concept and the functions of the education represent the social consequences of the engaged human formation-development activity (S., Cristea, 2004, p. 17). In the action of education all these can be expressed, from pedagogic prospect, in purposes terms of education:education’s ideal, education’s purposes (mission) and education’s objectives. From the perspective of thesociological sciences, the analysis of the education functions (C., Zamfir, 1987, 71-77) leads, by analogicaljudgment, to three categories of functions: general/basic function of the education, main functions of theeducation and derived functions of the education.On the base of the previous reference points, we can say that education manifests as an activity generated simultaneously biosocial and psycho-pedagogic needs, an activity engaged as a product and as aformation – development permanent process of the human personality.
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