international journal of social and educational innovation (ijsei) no.1/ 2014 25 theory of knowledge by experts lepcaliuc anamaria stefan cel mare university suceava, romania anamarialepcaliuc@yahoo.ca received 25.06.2014; accepted 23.07. 2014 abstract few thinkers have failed to score with such force of ideas, both education and policy universe during the first decades of the twentieth century, as did john dewey. hi's instrumentalism was considered a pragmatist version of the current version which gives more substance "structure" created by the two and has firmly established that traditional philosophical conception that analyze the practical effects of beliefs and our actions should be represent the most important concern of the human mind. intelligence has its basis in experience, but not instrumental, in that it was only a means that produces, mechanically, a preset goal, it is "an organ imaginative and creative," says dewey, leading to the future and past "has significance for all disciplines who have an intimate connection with human behavior: logic, ethics, aesthetics, economy. keywords: theory, logistics, traditional philosophical conception, intelligene 1.introduction few thinkers have failed to score with such force of ideas, both education and policy universe during the first decades of the twentieth century, as did john dewey. john dewey's instrumentalism was considered a pragmatist version of the current version which gives more substance "structure" created by the two and has firmly established that traditional philosophical conception that analyze the practical effects of beliefs and our actions should be represent the most important concern of the human mind. intelligence has its basis in experience, but not instrumental, in that it was only a means that produces, mechanically, a preset goal, it is "an organ imaginative and creative," says dewey, leading to the future and past "has significance for all disciplines who have an intimate connection with human behavior: logic, ethics, aesthetics, economy [...]". the ultimate goal of morally, is constantly improving and refining the process of intelligence, "growth", accumulating, continuous reconstruction of experience. organic connection between the theory of knowledge, ethics and dewey's conception of society is even more visible when american philosopher argues that social institutions should critically examine the social function of intelligence, because it is not innate and can not be polished in isolation. the development of "skills" democracy must begin at school, namely in the first years of the child's educational experience. dewey does not agree with the idea that the school prepares future members of society. it should be seen, rather, as an extension of society, where the child operates seamlessly as a full member of the community. international journal of social and educational innovation (ijsei) no.1/ 2014 26 john dewey is considered by specialist reviewers as one of the most important representatives of modern american pragmatism, "dr. dewey's scientific perspective and his arguments are largely derived from a review of the scientific method." he claims that the truth of an idea lies in its correspondence with reality, and that the term should be understood otherwise than according to the traditional theory of truth correspondence. he believes that for a pragmatist, an idea is consistent with reality when it leads to solving a problematic situation, being used successfully in action to achieve a certain goal individually. dewey addresses the issue of knowledge in a naturalistic manner, considering the development of knowledge is a human adaptive response to environmental conditions, the role of this response being to intervene actively in the environment and turn. dewey believes that for an instrumentalist, knowledge is not just passive reception of a reality independent of the mind, but is the result of investigative activities. our judgments are tools that serve to explain how to carry our interaction with the environment and predict our future experiences. they operate in situations of life and have implications for our future existence. judgments are tools which work together with the experience in the meaning that they are able to connect to each other different experiments (thus making possible the prediction), but are, in turn, screened through experience. according to dewey, judgments should be regarded as resources in the process of investigation and should be evaluated according to their effectiveness or ineffectiveness. in the value of truth, it is relative to the opportunity to justify their assertion. to understand clearly what the truth of a judgment in terms of dewey, it is necessary to specify in advance how he thinks the investigation stems that reach the truth. the reason is that, for dewey, inquiry is the means by which we approach the truth, building it all the time. american philosopher distinguishes five phases of the investigation, namely indeterminate situation, setting a problem, determine the solution of the problem, reasoning and experiment. the investigation stems from a problematic situation and consists of "controlled or directed transformation of an indeterminate situation into a situation that is so determined in its constituent distinctions and relations that converts elements of the original situation into a unified whole" . 2. some problematic situation concerning dewey’ problem investigation can turn an indeterminate situation into one determined. the operating conducting the investigation deliberate changes on cognitive situation, reaching eventually, build subject knowledge, there are no pre-trial investigation, but is the product of this process. dewey does not deny that before the investigation take place, there are events surrounding nature but considers that they are not objects of knowledge only when they are investigated. characteristics of an object of knowledge depend on the specific conditions which have been imposed since the beginning of the investigation process. the researcher attempts to solve some problematic situation, devise a specific procedure on which is to be conducted the research and make observations and measurements in terms of concepts that are available in that phase of development of science. in the process of investigation, indeterminate situation from which we started is transformed and the object of knowledge is built. dewey points international journal of social and educational innovation (ijsei) no.1/ 2014 27 out that "according to pragmatism, ideas (judgments and judgments are included for convenience in this period) are attitude response to extra-ideal things, extra-mental." turning to the first stage of the investigation, the problematic situation, it is characterized by dewey as a situation in which instinctive responses that the body gives the environment no longer allow individuals to achieve their goals. based on these data, he can understand the problem faced and may make this hypothetical solutions. the experiment follows according to the requirements imposed by the initial difficulty. success hypothesis to be tested experimentally depends on how comprehensive it helps to solve the difficulty identified. the truth of the hypothesis depends on the consequences that occur when it is implemented where consequences of the difficulty of resolving the original, which generated the investigation, the hypothesis tested is true (though its truth is accepted provisionally, thanks to useful results obtained after checking them). consequences if not eliminate the difficulty, then it means that the hypothesis is false to address. summarizing, we can say that to be true, a judge must satisfy two conditions: first, it must be justified, that is the product of an investigation which was carried out in order to solve a given problem; secondly, it should solve the problem that prompted the formulation of this judgment as a possible solution to them. dewey rejects foundationalism and position failibilist. he believes that any court accepted as true is only provisional status, as long as you can provide a sufficiently coherent understanding of reality, so that it can serve as a basis for human action. according to dewey: "the ability to reach the truth and using it is a fundamental problem and a condition of modern life." owning truth makes life easier for us and allows us to act more effectively, which is why it is very important for each of us to know the truth and we can use. it is noteworthy that in his later works, dewey will get to have doubts about the possibility of formulating a clear and precise characterization of the truth. 3.conclusions and sugestions in conclusion i would like to mention that one aspect of the pragmatic theory of truth for which currently advocates and american pragmatism is the anti-foundationalism, rejecting the idea of the existence of unquestionable foundations of theories. and the right time to introduce his comments: "dewey's theory of knowledge has not been processed in a manner to bring into the mainstream of anglo-american epistemology. today few epistemology appreciate what dewey's thought can contribute to the solution of problems of knowledge launched by other theorists. " as can be seen, is a project formulated in general terms, which provides a range of information on current pragmatic points of interest but whose chances of success are difficult to assess. however, if the attempt to formalize a pragmatic theory of truth will be a success and will allow any objections which have been brought to this theory, i would say that there are encouraging prospects contemporary pragmatist project to be successful. international journal of social and educational innovation (ijsei) no.1/ 2014 28 references: [1] dewey, john. (1910). “a short catechism concerning truth”. in the influence of darwin on philosophy and other essays, new york, henry holt and company. [2] dewey, john. (1938). logic: the theory of inquiry, new york, holt. [3] dewey, john. (1910). “the significance of the problem of knowledge”. in the influence of darwin on philosophy and other essays, new york, henry holt and company. [4] glock, hans-johann. (2003). “logical pragmatism in quine and davidson on language”. in thought and reality, cambridge, cambridge university press, 2003. [5] gouinlock, james; dewey, john. (1998). the routledge encyclopedia of philosophy, london and new york, routledge, 1998. [6] haack, susan, “pragmatism”. (2000). in jonathan dancy and ernest sosa (eds.), dictionary of philosophy knowledge, vol. ii bucharest: three, 2000 [7] haack, susan, “two theories of truth: the relation between the theories of john dewey and bertrand russell” in the journal of philosophy. website http://www.journalofphilosophy.org/ [accesed 12.05.2014] international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 25 social and psychological benefits of self-disclosure posteucă (eşi) narcisa loredana narcisaposteuca@gmail.com ”a.i.cuza” university of iasi, romania abstract the analysis of the concept of “self-disclosure” and implicitly, of the benefits it has upon the psychological and social dimension, reveals from an epistemic viewpoint the need for a theoretical and practical foundation well outlined from a scientific viewpoint. thus, a comparative study at the theoretical level, but also at the level of inter-subjective practice transposes the results obtained over time in the area of psychological and social consequences and effects. moreover, such epistemic results acquire epistemic validity in the inter-subjective field and space insofar as we can see, from our point of view, a series of (affective, cognitive) benefits related to the interpersonalrelationships or to the therapeutic relationship between the patient and the physician (analyst). keywords: self-disclosure, inter-subjectivity theory, inter-subjective field, reciprocity norm introduction the communication understood as a global paradigm of the interpersonal relationships (mucchielli, 2005) places the human being at the level of the discursive understanding. in fact, the communication itself means transmitting and expressing a relational-social paradigm. the meaning of this term refers to the ontological and etymological dimension of the word cominecare (which highlights a religious connotation equivalent to the phrase "to share from") or of the word ("comunico", "communication" from latin), as both the conceptual dimensions highlight at an explanatory level expressions such as "to notify", "to be in contact"/"in connection with". under these conditions, to communicate, to share means to convey something about oneself to someone, it means to give up a part of one's intimacy for a period of time, it even means to lend someone something of one's own person (thoughts, moods, feelings, and so on). however, to receive communication can stand for receiving what one can call the self disclosure from the other and an acceptance of one's own emotional states. the self-disclosure understood and explained from the forecasting and anticipation perspective (baxter, 1990) or the perspective of the intentional verbal disclosure (cozby, 1973), perceptible as a pragmatic model of mailto:narcisaposteuca@gmail.com international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 26 communication (garcía-jiménez, 2014) or relevant technique (knight, 2009) or seen as an attributenecessary to the concept of formal plan in psychiatry (mcgahey, waghom, lloyd, morrissey, williams, 2014) transposesat the level of the intersective field a pre-established conformity, anchored between potential and cryptic. that is why, whatever form is created, voluntary or involuntary (greenson, 2016), one of its benefits lies in the very relational asymmetry (carefully analyzed by sándorferenczi when proposing to reconsider the countertransference in terms of self disclosure from the perspective of the inter-subjective theory) which it should imply in order to protect the person whoperforms the self-disclosure and the personwhoperforms the analysis. the self-disclosure and the reciprocity even if the process of self-disclosure itself highlights the potential subsequent nature of the social contact with the other (farber, 2006), one can appreciate the role of the affective dimension in the structure of the human personality. thus, beyond the cathartic function of the transmitter, the self disclosure is a process of communication. in terms of relational psychoanalysis one can talk about the relationship between analyst and patient. the dynamics of the social and mental life clearly show that at least one person gains in communication. in the case of the self-disclosure, the broadcaster becomes a winner precisely because he or she assumes such an attitude. one can even admit that such an attitude also expresses the qualitative relational type towards the person to whom it is revealed. on the other hand, the reorganization of the experience is done by facilitating the understanding, as well as by assimilating the inter-subjective space, a state of fact that positions the analyst in a beneficial situation to the process of intercommunication with the patient.moreover, from the perspective of the social psychology, the self-disclosure acquires a special character, especially in the personal area (jourard, 1964; eşi, 2015) or inthe gender differences (hill, stull, 1987) or when it is extended in the dimension of the interpersonal attractions (jones, gordon , 1972). at the same time, we specify, in this context that the way in which the self-disclosure and the concealment materialize reveals a form of communication confined to the dimension of conviction and of persuasion.the issue is how onecan correlate the attitude of the sender, whoperforms the self disclosure (the sender) with the attitude of the one who receives the disclosure (the receiver). the analysis of self-disclosure from the perspective of the attitude, but also from that of opinion, money, taste, interest, work, personality, body (jourard, lasakow, 1958) reveals, among others, the benefits related to the knowledge of social norms or family or differences between gender and race. the self-disclosure and the interpersonal relationships in the process of self-disclosure, trust prevails, and to trust the other means to appreciate the type of relationship between the sender and the receiver of the "self-disclosure", sometme with humour (eşi, 2017) international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 27 and the trust translates very well into this dimension of attitude and interrelationship with the other, as well as the amount of information revealed on the basis of reciprocity, also called "dyadic effect" (jourard, 1959). therefore, the self-disclosure based upon reciprocity highlights a certain way of being in relation to the other, through which the emotional state of both is connected by the very state of trust. trusting someone means appreciating the degree of comfort that exists at the time and after the process of the self-disclosure. moreover, the degree of relational comfort expresses the very quality of interpersonal relationships, as well as of the information revealed (jourard, 1959; eşi, 2014).the self-disclosure itselflies precisely in and through this way of participation in a communication process, of a social nature. thus, the performance of similar behaviors through the "reciprocity norm" (derlega, harris, chaikin, 1973), a concept to which gouldner (1960) devoted a thorough analysis and whose effects have been very well summarized by some specialists in the field (burger ,horita, kinoshita, roberts, vera, 1997; eşi, 2013), is a quantified form of the process of rendering and transposing information by the fact that "self-disclosure generates more self-disclosure" (boncu, turliuc, 2016).therefore, such an assumption pragmatically transposes the role that evaluation and description have as forms of self-disclosure, from a psychological point of view, in the social plan. the self-acceptance to express the self-disclosure also implies a state of self-assessment thatis done consciously. at the same time, the assessment implicitly involves a process of description in an intimate, affective way.thus, the decrease of mental discomfort becomes more than obvious as the negative emotions are replaced by the positive emotions. in this way, positive affective states only illustrate a state of well-being for the human being. in other words, the transposition into an area of the manifestation of extroverted behavior can be a beneficial result of the process of self-disclosure.such an image illustrates the pragmatic nature of the attempt of self-knowledge. we can also notice this time the pragmatism of the self-disclosure in the sphere of interpersonal relationship psychology, especially if the affective states are of a positive nature. an example in this sense can be given by the important role that relational self-disclosure has – different from the personal self-disclosure – at the level of communication. although the psychological resistance becomes evident in the case of self-disclosure, the relationship of subordination of the second (the self-disclosure) to existing social norms makes a relevant contribution in the process of understanding the interpersonal intimacy (pleşa, 2017). moreover, such an identifiable situational process in the area of comprehensibility of relational aspects reveals only the reciprocal relationship between the two actors participating in the act of self disclosure. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 28 conclusions by summarizing the ideas presented in this paper we can deduce the following: • one of the major benefits of the self-disclosure is given by the cathartic function itself which expresses people's desire to reveal themselves in times when they do not feel good emotionally/mentally; • the second benefit, which we can highlight, is that the repression of some frustrations at the mental level can be diminished and even removed through the process of self-disclosure; • a third benefit is that in the case of the self-disclosure, the interpersonal knowledge acquires positive affective valences and the connections between people can coagulate. references baxter, l. (1990). dialectical contradictions in relationship development. journal of social and personal relationships, 7, 69–88. boncu, ş, turliuc, m.n. (2016). relaţiile intime. atracţie interpersonală şi convieţuire în cuplu, polirom, iaşi. burger, j.m., horita, m., kinoshita l., roberts k., vera c. (1997). effects of time on the norm reciprocity. basic and applied social psychology, 19(1), 91– 100. cozby, p. c. (1973). self-disclosure: a literature review. psychological bulletin, 79(2), 73–91. derlega, v.j., harris, m.s., chaikin, a.l. (1973). self-disclosure reciprocity, liking, and the deviant. journal of experimental social psychology, 9, 277-284. eşi, m. c. (2014). about a (non) theory of education.education for peace versus education for war. international journal of social and educational innovation (ijseiro), 99-104. eşi, m.c. (2015). adapting and integrating alternative didactics in the teaching-learning-assessment system in relation to the concept of “disciplinary field” , international journal of social and educational innovation (ijseiro), 2(3), 7-12. eşi, m.c. (2013). the education of the future in the context of the new communicational paradigm. journal of teaching and education, 2(1), 1-12. eşi, m.c. (2017). the necessity of using humour in the teaching activity. international journal of social and educational innovation, 4(8), 49-62. farber, b.a. (2006). self-disclosure in psychoterapy, new york, the guilford press. https://www.ceeol.com/search/article-detail?id=495761 https://www.ceeol.com/search/article-detail?id=495761 https://www.academia.edu/download/51096366/the_education_of_the_future_in_the_conte20161228-29108-11kumo1.pdf https://scholar.google.ro/scholar?oi=bibs&cluster=7244174671588601490&btni=1&hl=ro international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 29 garcía-jiménez, l. 2014. the pragmatic metamodel of communication: a cultural approach to interaction. studies in communication sciences 14 (1), 86–93. gouldner, a.w. (1960). the norm of reciprocity: a preliminary statement. american sociological review , 25, 161-178. greenson, r. (1967; 2016). the technique and practice of psychoanalysis. london: routledge. hill.c.t., stull, d.e. (1987). genderand self-disclousure: strategies for exploring the issues, în v.j. derlaga, j.h.berg (eds.) self disclosure.theory , research, and therapy (pp.81-100), plenum press, new york. jones, e.e., gordon, e.m.(1972).timing of self-disclosure and its effects on personal attraction. journal of personality and social psychology, 24(3), 358-365. jourard, s. m. (1959) self-disclosure and other – cathexis. the journal of abnormal and social psychology, 59(3), 428-431. jourard, s.m. (1964). the transparent self: self-disclosure and wellbeing. new york: van nostrand reinhold. jourard, s. m., & lasakow, p. (1958). some factors in self-disclosure. the journal of abnormal and social psychology, 56(1), 91–98. knight, z.g. (2009). conceptual considerations regarding self-disclosure: a relational psychoanalytic perspective. south african journal of psychology, 39(1), 75-85. mucchielli, a., arta de a comunica, editura polirom, iaşi, 2005, p. 86. orange, d. m., & stolorow, r. d. (1998). self-disclosure from the perspective of intersubjectivity theory. psychoanalytic inquiry, 18(4), 530–537. mcgahey , e., waghom, g., lloyd, c, morrissey, s., williams, p. (2014). formal plan for self‐ disclosure enhances supported employment outcomes among young people with severe mental illness. early intervention in psychiatry, 20, 178-185. pleşa, r. (2017). psihologie social clinică şi psihologie medicală. presa universitară clujeană. https://onlinelibrary.wiley.com/action/dosearch?contribauthorstored=mcgahey%2c%2bellie international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 15 augmented reality and education sciences cristian pamparău ștefan cel mare university, suceava, românia pamparaucristian0@gmail.com abstract the present paper reviews the field of augmented reality, starting from the current research and publications of this specialization, starting from the premise that augmenting reality implies an extension of virtual reality. thus, types of implementations of augmented reality will be presented, emphasizing the hmd type, referring to an application of this kind, made by the author. based on the application, the observations from a public presentation of it and, taking into account the way in which ra flirts with education, the educational perspectives of and how they can be implemented in the educational system will be presented. also, in this paper will be presented the limitations of this technology, given that not every educational subject can be presented and taught in an immersive environment.for the implementation of the application under discussion, the technology was used microsoft hololens 1 that combines an untethered device with apps and solutions that help people across your business learn, communicate, and collaborate more effectively. keywords: augmented reality; head mounted display; education; hololensl augmented reality definition and technology if we want to define exactly the field of augmented reality (ar), it cannot be said that there is a generally accepted definition that no longer requires further additions. if we were to compare, initially this concept with that of virtual reality, which introduces the user to another reality where, for his "functioning" in the physical world, his senses are no longer useful (virtual reality is replaced by the physical one), the augmentation of reality is only a supplement to the physical one (kesim and osarzlam, 2012). in this sense, it can be stated that the use of augmented reality mailto:pamparaucristian0@gmail.com international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 16 technology is justified because it extends the user's perception of the real world. (swensen, 2016). however, in 2001 a definition was given (azuma et al) described by three characteristics: (a) the combination of real and virtual objects in a physical reality, a real environment (b) augmented reality applications run interactively, requesting gestures or voice commands from the user; (c) the overlap of real and virtual objects, by their mutual alignment. thus, it can be stated that ar allows the use of a tangible interface for manipulating objects, either real or virtual (singhla et al, 2012). in order to display the digital content superimposed on the physical content, three types of devices were highlighted: (a) mobile, portable devices; (b) stationary units; (c) head-mounted display (azuma et al, 2001). given that many researchers haveaddressed the influences of mobile devices in education, in this paper we will focus on head-mounted devices (hmds), even though these, though expensive and considered immature, are rarely used in education( nielsen et al, 2016). one such technology that i interacted with is microsoft hololens 1, the first version of the device. according to microsoft, hololens is the first device that can be viewed as a holographic computer that displays images in the visible spectrum, in the user's field of view. as mentioned above, augmented reality is considered an extension of virtual reality, but also an extension of the preception about the real world, running in an interactive environment. in this regard, pressing, buttoning or other similar operations in a 2d environment have been replaced with the user's gaze, gestures and voice, thus ensuring the launch of augmented reality applications, but also running them based on theinput of to the user. thus, the most important operation for this device, performed by the user, is the look. this is the equivalent of positioning the mouse on a 2d desktop, so virtual objects can "respond" to gestures or voice, when it is detected. obviously, we are talking about augmented reality applications that have defined certain behaviors at the time of gesture or voice detection. the hololens paradigm foresees two fundamental gestures, that of accessing virtual objects (airtap) but also of returning to the previous menu, or home menu (bloom). with these gestures you can create and generate a multitude of gestures, respecting the requirements of the application. in the figures below you can see the two basic gestures. international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 17 figure 2. https://arvrjourney.com/research-mr-content-types-interactions-gesturesinterfaces-spacing-it-out-98c7ae752b3e educational observations on a personal application of ar the application i developed is a new approach in terms of viewing, accessing and manipulating digital content in augmented reality. the feature of the approach is that the user, introduced to this reality, will be able to follow a completely organized approach to information, in the sense that the classic elements of a 2d desktop (buttons, menus, toolbar, windows, folders and files, etc.) will be missing. they are completely replaced by elements of semi-transparent geometry (similar to the idea of a folder containing other folders or files inside it) that will contain various https://arvrjourney.com/research-mr-content-types-interactions-gestures-interfaces-spacing-it-out-98c7ae752b3e https://arvrjourney.com/research-mr-content-types-interactions-gestures-interfaces-spacing-it-out-98c7ae752b3e international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 18 virtual objects, such as fruits, machines or boxes (like files in a folder).therefore, the information is organized on hierarchical levels, accessing them is possible through recognition of sight and gestures. thus, it can be stated that ar allows the use of a tangible interface for manipulating objects, either realor virtual (singhla et al, 2012). the figure below shows a screenshot of the application running. 3. screenshot from the personal running application following a public exhibition through which the ra application was presented, a number of user difficulties were identified and identified. the first reaction, most commonly encountered, was that most users were blocked in terms of the definition of the "desktop" concept. for these people, "desktop" meant the display of windows, buttons, menus, etc., and a desktop in augmented reality meant transposing these elements into the new reality, this has been implemented for about 20 years. (regenbrecht et al, 2001). therefore, the users in question could not deduce that the application presented an elementary, immature model of 3d desktop. however, once they had learned the name of the concept, many of them were still not convinced of how such a holographic interface could look like a desktop of a mobile device that they owned. thus, hmd augmented reality applications are still at the stage of immaturity (nielsen et al, 2016), but if we think of the concept previously defined as belonging to science and, based on the difficulties mentioned, the idea is validated that students perceive science (or, one side of it) as abstract, which makes it difficult to understand. to overcome this impediment, gilbert stated (2004) that some special skills international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 19 are needed. in order to improve the visualization and comprehension skills of the visualized content, it is recommended to present a multitude of abstract visual images and allow them to access, manipulate and explore them (kozhevnikov et al,2007). another observation regarding the difficulties of the users, considering the adaptation to the new concept or even the requirement for this software implemented for the industry, was that the current hardware device for which the application was programmed, is expensive for anordinary user, the device being purchased in within a research laboratory. however, as time goes by, devices will also improve, prices will decrease, and augmented reality applications will also improve, adapting to human needs and solving them. thus, if we think about the first difficulty, it can be stated that the latter will have a natural solution, as time goes by. conclusion and educational perspectives as it is easy to see in educational systems, one of the negative aspects of these is the lack ofmotivation among the students, perhaps because, over time, the familiarity with the teaching methods and techniques of teaching-learninghas intervened. to this problem, ar comes up with the solution of the idea again. the idea has always attracted the attention of students. in other words, augmented reality, immersive virtual environments can contribute to increasing the motivation of the students, bringing an additional possibility of increasing the performance in the instructional-educational process (pantelidis, 1995, roussos et al, 1999, winn,1993). on the other hand, itshould not be neglected that the technology used, the application that will be developed, must meet the educational needs, be consistent with the objectives of the learning process and, last but not least, be adapted to the target audience (kaufmann, 2002). it is useless an application that presents, for example, the sections of the human body, to children in the primary learning cycle, how, in the same way, the presentation of an application designed to help students learn, say, the alphabet, the high school students will have no impact positive. moreover, the direct and immediate consequence will be the appearance of disinterest in the students, that is exactly the problem from which we started. it should also be mentioned that educational goals are not without importance. in this way, not every educational subject, not every teaching lesson can be taught using this medium. from here international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 20 comes the role of the modern teacher to prove his creativity and originality in adapting his scientific content to be taught, to the new technology, in this new educational environment. current research, however, has shown that augmented reality has been applied at an experimental level in schools over the past 20 years, obviously receiving the classical methods and procedures of teaching and learning (lee, 2002). probably, given the fact that the field is immature, governmentsprovide very low financial support (shelton, 2002), so that the costs of technology, its introduction into schools, are difficult to cover. references: 1. kesim, mehmet, osarzlam, yasin(2012) , augmented reality in education: current technologies and potential for education, procedia-social and behaviour science, volume 47, 297-302 2. swensen, hakon (2016),potential of augmented reality in sciences education. a literature overview,doi:10.21125/iceri.2016.1546. retrieved from https://odahioa.archive.knowledgearc.net/handle/10642/4737 3. azuma, r., et al., recent advances in augmented reality. ieee computer graphics andapplications, 2001. 21(6): p. 34-47. 4. gerber, b. l., marek, e. a., and cavallo, a. m. l. (2001). development of an informal learning opportunities assay, international journal of science education 23(6): 569–583. 5. singhal, s., bagga, s., goyal, p., & saxena, v. (2012). augmented chemistry: interactive education system.international journal of computer applications. retrieved from https://dx.doi.org/10.5120/7700-1041 6. nielsen,birgitte, lund, brandt, harald, swensen, håkon. (2016). augmented reality in science education–affordances for student learning, nordic studies in science education, vol 12, no 2. retrieved from https://journals.uio.no/nordina/article/view/2399 7. regenbrecht, holger, baratoff, gregory, wagner, michael (2001, october). a tangible ar desktop environement. retrieved from https://www.sciencedirect.com/science/article/pii/s0097849301001182 https://oda-hioa.archive.knowledgearc.net/handle/10642/4737 https://oda-hioa.archive.knowledgearc.net/handle/10642/4737 https://dx.doi.org/10.5120/7700-1041 https://journals.uio.no/nordina/article/view/2399 https://www.sciencedirect.com/science/article/pii/s0097849301001182 international journal of social and educational innovation (ijseiro) volume 7 / issue 14 / 2020 21 8. gilbert, john k. (2004). models and modelling: routes to more authentic science education. internationaljournal of science and mathematics education, 2(2), 115-130. retrieved from http://dx.doi.org/10.1007/s10763-004-3186-43 9. kozhevnikov, m., thornton, r. (2006). real-time data display, spatial visualization ability, and learning force and motion concepts. journal of science education and technology, 15, 1.http://dx.doi.org/10.1007/s10956-006-0361-0 10. pantelidis, v. s. reasons to use virtual reality in education, vr in the schools 1(1), 1995. url:http://www.soe.ecu.edu/vr/reas.html (revised 2000). 11. roussos, m., johnson, a., moher, t., leigh, j., vasilakis, c., and barnes, c. learning and building together in an immersive virtual world. presence 8(3), pp. 247-263,mit press, june 1999. 12. winn, w. a conceptual basis for educational applications of virtual reality, technical report tr 93-9: http://www.hitl.washington.edu/publications/r-93-9/, 1993. 13. kaufmann, hannes. collaborative augmented reality in education.(2002). retrieved from https://www.researchgate.net/profile/hannes_kaufmann/publication/2555518_collaborat ive_augmented_reality_in_education/links/0912f508031dc45254000000/collaborativeaugmented-reality-in-education.pdf 14. lee, kangdon. (2012). augmented reality in education and training. techtrends. 56. 10.1007/s11528-012-0559-3. 15. shelton, e. brett (2002). augmented reality and education:current projects and the potential for classroomlearning. new horizons for learning. retrieved fromhttp://www.newhorizons.org/strategies/technology/shelton.htm http://dx.doi.org/10.1007/s10763-004-3186-43 http://dx.doi.org/10.1007/s10956-006-0361-0 http://www.soe.ecu.edu/vr/reas.html http://www.hitl.washington.edu/publications/r-93-9/ https://www.researchgate.net/profile/hannes_kaufmann/publication/2555518_collaborative_augmented_reality_in_education/links/0912f508031dc45254000000/collaborative-augmented-reality-in-education.pdf https://www.researchgate.net/profile/hannes_kaufmann/publication/2555518_collaborative_augmented_reality_in_education/links/0912f508031dc45254000000/collaborative-augmented-reality-in-education.pdf https://www.researchgate.net/profile/hannes_kaufmann/publication/2555518_collaborative_augmented_reality_in_education/links/0912f508031dc45254000000/collaborative-augmented-reality-in-education.pdf http://www.newhorizons.org/strategies/technology/shelton.htm art 2_monica turturean pt. m. esi.docx international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 digital addiction on teenagers: implications for their future development monica turturean stefan cel mare university of suceava monica.turturean@usm.ro abstract for many families, smartphones, tablets and other devices are a normal part of everyday life. children notice when adults are fascinated by their devices, they constantly check their email, write or read through them more than they interact with their children. thus, the little ones end up feeling neglected and feel that they are fighting for the time and attention of their parents. given the fact that most adults are absorbed by the digital world, not having the energy to spend quality time with their children, those have only one chance: to follow the parental model and spend more and more time in the virtual reality. many families which are strongly absorbed by their own electronic devices during the meal not only cause their children to act to get the attention of their parents, but also respond harshly to the inappropriate behavior of the child. this phenomenon is widespread and is becoming increasingly difficult to manage, for example, deloitte research of 4,150 people reveals uk smartphone owners’ device shows that: -39% of respondents believe they use their phone too much. of these, 83% would like to do something about it – representative of 14 million people in the uk; -32% of phones in the uk are on a sim-only contract, up from 19% in 2015; -55-75-year-olds are among the fastest-growing adopters of voice-assisted speakers. in this context, we intend to conduct a comparative study between parents and children to find out: 1. if these parents are aware of the negative implications of technology for their children; 89 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 2. if these children realize that they are dependent of electronical devices. keywords: addiction, electronical devices, parents-children relationship; future implications. 1. digital addiction-a worldwide problem we live in a world where each of us uses, more and more, electronic devices, which make our lives easier, help us to be competitive, high-performance, efficient, but, at the same time, we find that children allocate everything more time to these electronic devices, neglecting many aspects of daily life and, at the same time, developing various physical and mental problems. 1.1. digital addiction-an international perspective there are many medical studies that have analyzed the consequences of digital addiction, most of them affecting children in the short, medium and long term. we present some of these: the journal front psychiatry published the article cell-phone addiction: a review, oct. 2016. the authors josé de-sola gutiérrez, fernando rodríguez de fonseca and gabriel rubio discovered: ● young people under 20 are the ones who spend more time on mobile phones; ● children receive their first mobile phone at a younger age, and the younger they get, the more likely they are to abuse the phone in the future; ● 27% of young people between 11 and 14 years old admit that they do not turn off their cell phones, a behavior that increases with age, so that between 13 and 14 years old one in three young people never turn off their phone. a recent study by deloitte shows that americans collectively check their phones 9 billion times a day; ● the average check of the phone is 47 times / day, including during free time, while watching tv, when they are with friends or even at the table; ● young people aged between 18 and 24 check their phone even more, up to 82 times / day; ● also, the time required to check their phones in the morning continues to decrease: over 40% of consumers check their phones within five minutes of waking up. first check chat or text messages (35%), followed by emails (22%); 90 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 ● once the day is over, over 30% of consumers check their phones five minutes before going to bed and about 50% in the middle of the night. 1.2. digital addiction-state of the art in romania in 88% of families with schoolchildren in romania up to the 12th grade, there is at least one electronic device (desktop pc, laptop, tablet, mini-pc, 2 in 1 laptop, smartphone, ipod, kindle). ● 61% of children are using a computer. ● 81.5% of schoolchildren use the computer only for games combined with movies, including xxx movies ● in romania children under 10 years old represent 22% of the visitors of pornographic sites; children between 10-14 years 36% and those between 15-18 years, 42%; ● the average electronic consumption in romania of children between 5-16 years old is around 5 and 7 hours a day, and is growing from year to year (https://www.scoala-familiei.ro/efectele-ecranelor-detoxifierea-digitala/) 1.3. digital addiction-consequences excessive consumption of digital media brings many disadvantages, such as: ● brain volume decreases and areas of cortical lesions appear (dark spots on the brain which means that the neurons are dead) ● decreases grades at school ● children have problems with language, reading, memory, attention, logical-mathematical thinking, causal, impulse control because the left hemisphere is affected ● children have trouble planning, organizing, completing homework on time, or motivating themselves in the long run because their prefrontal cortex is affected ● they have trouble sleeping, have a general state of irritation, anxiety, jump from one activity to another, are sometimes euphoric, sometimes depressed, tend to defy and offer unjustified resistance ● their ability to interact socially decreases due to isolation, boys become shy and do not know how to behave with a girl and girls have unrealistic expectations of boys because of soap operas 91 https://www.scoala-familiei.ro/efectele-ecranelor-detoxifierea-digitala/ international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 ● they can become addicted to computer games, porn movies, facebook or tv ((https://www.scoala-familiei.ro/efectele-ecranelor-detoxifierea-digitala/) 2. comparative study regarding using electronically devices in romania 2.1. purpose and objectives the purpose of this study is to identify the perception / opinion of 4th grade students and their parents regarding the effects of electronically devices in children ‘life (but not only) the objectives of the study: ● to identify the parents and the children opinion regarding electronical devices; ● to find out situations in which spending too much on the phone or pc can really harm ● to discover if the electronically devices improves or not the child’ life; ● to find out how many hours children and their parents spent on a phone or a laptop hypothesis: 1. the children are using too much time electronical devices because their parents are using them too; 2. the parents don’t realize that these electronical devices are harmful for the children’s life and for them too; 2.2. participants the sampling survey was applied to a non-probability sampling group. the students were selected randomly from a group present to a conference: ● 4th grade students: 36 ● parents: 36 2.3. instrument we used a sampling survey with predefined answers that allowed participants to complete it more easily and not feel pressured because they do not know how to answer various questions. 92 https://www.scoala-familiei.ro/efectele-ecranelor-detoxifierea-digitala/ international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 procedure the statistical method used is identifying 4th grade students and parents’ opinion about the electronical devices. the study is based on the data yielded following a sampling survey which investigates the opinion of students and parents about the electronically devices the investigative technique used was the auto-questionnaire survey consisting in 6 questions administered in group. 2.4. data analysis the statistical package for social science program (spss) was used to summarize and run correlation on data obtained from the survey. frequency distribution used to mention demographics of the children and parents. correlation technique was utilized to discuss relationship between children, parents and their need of using electronically devices. the favored surveying technique was the individual filling in of the questionnaire in a group. (rotariu t.,. iluţ p, 1997, p. 54). this surveying technique was chosen because it is the easiest and the less expensive. 3. results figure 1: the structure of answers at question q1 as we can see, 34 children (94% of students) and 33 parents (91% of parents) consider that the main role of a computer or a phone is: to communicate with others; instead, 31 students (86%) 93 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 and 31 parents (86%) put on the second place the role of gathering information for school and for job. there are no differences between students and parents regarding the same subject. figure 2: the structure of answers at question q2 looking on the numbers, we can see that 55 % from parents (20 parents) consider that they spend between 6-8 hours per day, using a computer, 44% from students (16 students) consider that they spend the same number of hours. if we look closely, we can see that 88% of parents and 77% of students spend more than 4 hours per day, using a computer, which is a big number. figure 3: the structure of answers at question q3 94 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 it is important to notice that, according to this questionnaire, 38% of the children (14 students) and 44 % of the parents (16 parents) declare that they don’t have free time, but, more serious is that 33% od students (12 students) and 25% of parents (9 parents) prefer to do shopping in the free time and only 8% (3 students) and 13.8% of parents prefer to spend time with their families. figure 4: the structure of answers at question q4 it is interesting to see that 50% of students (18 students) and 27.7 % of parents (10 parents) cannot resist at all, without a pc or a phone, not even a few hours and only 11% (4 students) and 16.6% of parents (6 parents) resist 2-3 days without an electronical device. figure 5: the structure of answers at question q5 95 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 looking on the figure 5, we can see that 50% of the students (18 students) have laptop, tablet and phone, comparing with parents which only 13.8% of them (5 parents) have these three electronical devices, so, there are significant differences regarding this topic. figure 6: the structure of answers at question q6 it is quite interesting to see that 66% of students (24 students) and 50% of parents (18 parents) consider that they didn’t notice any negative consequences due to excessive use of electronically devices. 4. validation of the hypothesis the first hypothesis „the children are using too much time electronical devices because their parents are using them too;.” was validated by the answers offered by children and their parents to the item 2 (more than 88 % of 4th grade students spent between 4 and 8 hours per day on a laptop of phone and more than 77% of their parents spent between 4 and 8 hours per day on a laptop of phone). the second hypothesis “the parents don’t realize that these electronical devices are harmful for the children’s life and for them too” was validated by the answers offered by children and their parents to the item 6 (more than 88 % of 4th grade students consider that these devices are harmful and more than 83 % of their parents considers the same thing. 96 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 5. the main limit of the study sample consists only of 4th grade students and their parents from iasi county, so these results cannot be extended to the entire population of romanian population. there will be no pre-testing the subjects, which means that we cannot obtain the accuracy of the results; there is no control group. discussions taking into account the frequencies of the sample’ answers, we notice that both parts (parents and students) considers that the electronical devices are extremely important for them, because the main role is to communicate and, maybe this is why they have so many devices and this is why they cannot resist to much time without them. it is sad to see that the same patern is present not only on the students, but on the parents too because they spend a lot of time in the front of a cumputer, without living their life, in tru true sens of it. so, it is very important to make some sugesstions: ▪ the parents must spend more time with their children, in order to have a healty relationship and to live a normal life ▪ the parents must consult a psychologist in order to solve their problem and their children too: digital addiction. references 1. bettelheim, b. (1976). the uses of enchantment: the meaning and importance of fairy tales. newyork: knoph, p. 24; 2. rotariu, t., iluţ, p., (1997). ancheta sociologică și sondajul de opinie. teorie și practică. ed. polirom, iasi, p. 54; 3. 2016 global mobile consumer survey: us edition, deloitte 4. cell-phone addiction: a review, josé de-sola gutiérrez, fernando rodríguez de fonseca și gabriel rubio, front psychiatry, 2016 97 https://www2.deloitte.com/content/dam/deloitte/us/documents/technology-media-telecommunications/us-global-mobile-consumer-survey-2016-executive-summary.pdf http://www.sciencedirect.com/science/article/pii/s0277953615302458 http://www.sciencedirect.com/science/article/pii/s0277953615302458 http://www.sciencedirect.com/science/article/pii/s0277953615302458 international journal of social and educational innovation (ijseiro) volume 8 / issue 16 / 2021 5. https://www.scoala-familiei.ro/efectele-ecranelor-detoxifierea-digitala/ 98 https://www.scoala-familiei.ro/efectele-ecranelor-detoxifierea-digitala/ international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 20 students’ involvement in cyberbullying elena bujorean ”ștefan cel mare” university of suceava, romania the county center for resource and educational assistance suceava e-mail: bujorean_elena@yahoo.com abstract the present study sets up to investigate possible changes in the manner of manifesting violence involving middle school and high school students in suceava county. taking into consideration the tremendous impact of social networks on establishing means of communication and of free time, it is inevitable for the cybernetic environment to be a place where certain forms of violence can manifest themselves. by applying a questionnaire adapted by a.n.grigore (2016) and used on the romanian school population, we have proposed to investigate the incidence of the cyberbullying phenomenon in middle schools and high schools from suceava county. once finished, the study confirms cyberbullying isn’t a pseudo phenomenon, which justifies the need for nonformal education and school counselling programs to take into cyberbullying into account, as a form of violence in which students might be involved. key words: cyberbullying, violence, online environment 1.introduction the development of new technologies has led to a spectacular increase in possibilities of interacting with other people, regardless of geographical distance. apart from advantages one could have scarcely imagined several years back, these new forms of communication are accompanied by potential risks. the new means of socialising in which young people are involved have also led to the appearance of new forms of manifesting conflicts. recent research shows that students are involved in new forms of violence through the use of electronic devices and the internet, manifesting themselves through intimidation, harassment and other forms of aggression. cyberbullying is a term used by experts to define these new forms of violence produced in a virtual environment. n. willard (2005) affirms that what is specific for cyberbullying is “to be mean to another person by sending or publishing damaging material or by involving oneself in other forms of social aggression using the internet or other types of digital technologies” (călin, f.m, 2016, p.271). 2. the theoretical context of the researched problem a.n.grigore (2015) distinguishes the following forms of violence that are produced by means of electronic devices and of the internet: repeated sending by a certain person of offensive or vulgar messages, through e-mail or any other type of text messaging; international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 21 virtual stalking which includes threats or excessively intimidating messages; vilification by sending malicious, untrue news about a certain person, or the posting of materials online that can lead to the damaging of someone’s image; sending or posting of material that contain personal or embarrassing information, including the redirecting of private messages to strangers; brutal exclusion of a person from an online group. another form of cyberbullying with a very great social impact is known as“happy slapping”. the “happy slapping” phenomenon is described as an unexpected attack on a victim while the aggressor’s friend films what is happening, in order to later distribute the video or to view it repeatedly. the fact that there are two aggressors working together make the victim feel even more damaged (călin, f.m., 2016, p.273). moreover, the unexpected attack of the aggression makes the victim think that it can happen at any time. one of the first studies undergone in order to explore the degree of incidence for cybernetic violence throughout the year 2000 in new hamsphire shows that 6% of the youth interviewed have been victims of online aggression. in canada, the percentage of people receiving threatening message online has reached 25%. the same percentage can be found in great britain, within the 11-19 age group. online safety has become a concern for romanian experts, considering that most children use at least one social network. according to romania’s save the children organization, 45% of children claim they have been emotionally affected or offended online. at the same time, 22% admit they have viewed or received messages of a sexual nature, 42% of these affirming they have been personally sent a message or image with explicit content, 8% declare they have been asked to speak about sexual acts and 5% say they have been requested a picture or video where they show their private parts (save the children romania. research report: study on the use of the internet in the family, 2015). studies in this domain show that violence through the means of electronic devices has certain particularities that differentiate it from traditional forms of violence. thus, in electronic violence, it is practically impossible for the victim to prevent and distance themselves from these attacks. another aspect particular to this form of violence is linked to the extremely large audience forming the witnesses to the aggression, as well as the invisibility or anonymity of the aggressor (cristea, m., 2013, p. 83). the indirect form of aggression makes it impossible, most of the times, for its author to be penalised, and, since the author isn’t in direct contact with the victim, he most of the times labels these acts as harmless. the “anonymous” character of online violence creates a protective curtain around the aggressor. according to a study published in 2011, in canada 21% of young people who were victims of cyberbullying declared they never knew the identity of their virtual aggressor (apud. drăgulinescu, a., 2018, p.27; eşi, 2014). unlike the school yard aggressor, who one can recognise and avoid, the online aggression can seldom be identified and avoided, placing the victim in a state of anxiety and stress. studies show that most instigators of certain forms of cyberbullying have taken part in the aggression for the fun of it and not to prove their power in front of their colleagues. many instigators hold the impression that virtual aggression is a behaviour everyone is involved in and that what takes place in the online world is a game consented to by both parties, lacking in consequences. while it may appear harmless, any participation in acts of cyberbullying has damaging effects for students. victims of online violence tend to have, just as victims of physical bullying, lower selfinternational journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 22 esteem, feelings of loneliness, disillusion, lack of trust in people. these emotional problems can lead to educational difficulties. 3. research methodology the current study wishes to investigate possible changes in the manner of manifesting violence involving middle school and high school students from suceava county. taking into account the tremendous impact of social networks in establishing means of communication and of spending free time, it is likely that the cybernetic environment might be a place where certain forms of violence manifest themselves. the study objectives target: comparing the opinions of students from middle school and highschool regarding the frequency in the school place of direct and online violence; assessing the role that the students’ background and home environment might have on the frequency of the investigated forms of violence; assessing the impact of the role the biological gender has in establishing the frequency of direct and online forms of violence from the perspective of the aggressor, the victim and the witnesses. comparing results obtained from the studied group with those obtained from other geographical areas in studies that use similar research methodologies. the hypotheses targeted were the following: hypothesis 1 : there are differences in the perception of forms of bullying and cyberbullying, depending on the level of education the students attend; hypothesis 2: there are differences in the way violence is manifested, depending on the students’ background; hypothesis 3: there are differences in the perception of the frequency of bullying and cyberbullying forms, depending on the place where the school is; hypothesis 4: biological gender influences the manner in which students assess the frequency of online violence, from the perspective of aggressor, victim and witnesses; hypothesis 5: there is a great probability that students involved in face-to-face aggression might also initiate different forms of online violence. the research methodology consists of an investigation through the means of a questionnaire. the questionnaire was adapted by a.n.grigore (2016) and contains 44 items meant to examine the frequency of certain forms of bullying and cyberbullying, from the perspective of the victim, aggressor and witness in the two situations. this tool will be applied to a sample of 425 middle school students and high school students (students from the 7th and 10th grade). results and discussions as far as victimising students in the virtual environment is concerned, the percentage data are significant from the perspective of preventive measures. according to the data obtained, 25,6% of students have declared they have received offensive messages once or twice in the past year, and 13,4% – several times in the past school year. also, 15% of students admit to receiving threatening and intimidating messages once or twice and 7,5% say they have been threatened several times in the international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 23 past school year. a worrying number of students declare they were contacted by persons pretending to be somebody else. almost 25% of the students undergoing this study claimed they were confronted by impostors on social networks at least once and 9,9% say they were contacted several times in the past school year, by persons using false identities. the students have also admitted they were in the situation of having personal and sensitive information leaked through the distribution of private messages. using test t for the independent samples, we were able to identify significant statistical differences up to a p<0.05 threshold, between the averages obtained by middle school students and those of high school students, from the perspective of victim and aggressor in acts of online violence. high school students (md= 3.45) signal more often that they have been victims of online harassment than middle school students (md=2.56). also, high school students admit they have involved themselves as instigators/ aggressors (md=1.67) in cybernetic violence more readily than middle school students (md=1.28). the same statistical application has allowed us to determine that the frequency of forms of bullying and cyberbullying in schools from the urban areas is more common than in schools from the rural areas, both from the perspective of victimizing students, as well as that of witness to the two forms of violence. the comparison between environments, as well as the analysis of the lavene test, indicates a higher frequency of boys acting as aggressors in different forms of traditional violence, as well as in online aggressions. these data confirm previous findings which show that there are no differences between boys and girls as far as online victimization is concerned, as well as the higher incidence of boys when it comes to initiating these types of violence (grigore, a.n., 2016, călin, f.m., 2016). the application of the pearson correlation test indicates moderate ties, significant from a statistical standpoint, between the following scales: bullying aggressor – cyberbullying aggressor, bullying victimcyberbullying victim, bullying witness –cyberbullying witness. this aspect indicates the following: 42% of students, victims of direct aggression were also victim of online harassment; 44,9% of traditional aggressors were also involved in online harassment; 51,2% of those declaring they have been present at different forms of bullying have also claimed to have heard that certain classmates were victimised in an online environment. the synthesis of research on role dynamics in bullying and cyberbullying shows that these forms of harassment coexist among students (grigore, a.n., 2016). conclusions this research confirms that cyberbullying is not a pseudophenomenon. the numbers indicating the frequency of these forms of violence among children and young people are relevant to the importance of educational programs targeting prevention of student victimization. the lack of abilities as far as managing an unpleasant situation the students might be confronted with online stresses the need to instruct them at home and at school concerning the risks and limits of socializing in a virtual environment, similar to the way in which children are taught to draw attention to abuse which might appear during face-to-face interactions. student counselling programs for the prevention of victimisation in an online environment can target objectives such as: international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 24 identifying conducts exposing students to the posture of “victim” or “latent victim”; identifying multiple means in which children and young people can be harmed in an online environment; awareness of ways of revealing personal identity in accordance with the right to privacy and dignity; stressing the importance of civilized forms of expression online, respecting the principles of assertiveness. informing students about security measures form modern technological means of communication. but what must not be forgotten is that an important factor to the development of resilience in that face of this violence is the quality of communication between parent-child, as well as a positive relationship with classmates and teachers. references călin, f.m. (2016). ”noi forme ale agresivității în mediul școlar”. enache, r., ermolaev, i. (coord). sugestii și dialoguri în psihologie. de la teorie la practică, editura sitech, craiova. cristea, m. (2013). „forme de manifestare a violenţei şcolare”. curelaru, m. (coord.), violenţa în şcoală. repere pentru analiză şi intervenţie. editura universităţii „alexandru ioan cuza”, iaşi. drăgulinescu, a. (2018).”cyberbullying-hărțuitorii din spatele ecranului”. revista familia ortodoxă, nr. 11 (118). eşi, m. (2014). about a (non) theory of education.education for peace versus education for war. international journal of social and educational innovation (ijseiro), 99-104. grigore, a.n. (2016). violența în context educxațional. forme actuale, editura universității ”al.i.cuza” iași. willard, n. (2005). educator's guide to cyberbullying and cyberthreats, center for safe and responsable use of the internet. save the children romania (2015). studiu privind utilizarea internetului în familie, https://oradenet.salvaticopiii.ro/docs/raport_cercetare_safer_internet_2015_web.pdf, accesat la 20 mai 2018. https://oradenet.salvaticopiii.ro/docs/raport_cercetare_safer_internet_2015_web.pdf international journal of social and educational innovation (ijseiro) volume 3 / issue 5/ 2016 99 the european dimension of education – axiological component of the european educational policies corina gheorghiu ”ștefan cel mare” university of suceava corinagheorghiu2003@yahoo.com abstract the axiological dimension of the curriculum supposes on the one hand the spreading of some specific internal values and on the other hand the potentiality of connecting and giving a meaning to the external values, to the totally different cultural and social stimuli. keywords: values and attitudes, european dimension of education, european citizenship in the last decades of the 20 th century, by changing the priorities in the classical triad of the educational goals (knowledge, abilities, skills, habits, attitudes) advanced by the teacher g. văideanu during his activity under the unesco aegis, there has been put an emphasis on the importance of the final component values and attitudes, in the compulsory structure of the curriculum, in the european context. (g.văideanu, 1988, p. 82). the international commission on education for the 21 st century in its report to unesco warned that the future of the mankind depends on the options which the individuals make from the values perspective, options which are generated essentially in the context of the formal education. consequently, the axiological climate feeds the educational goals consistently, imprinting them with a specific dynamic which contaminates all the other components of the curriculum, contents, didactic strategies and assessment. the educational european programmes planned for the next years, reflect the concern for promoting the european values along with the economy globalization and the knowledge society. in an epilogue of the commission report, z. nanzhao makes an inventory of the values which have to be formed through the curricular contents in order to build a global moral profile:  being conscious about the human rights, supported by the social responsibility feeling; ▪ appreciating the idea of social equality and democratic participation in the process of governing and taking decisions; ▪ understanding and tolerating the cultural differences and the pluralism, a fundamental condition for the social cohesion; ▪ a spirit of being open towards the otherness; ▪ having a spirit of collaboration in the context of promoting a strong solidarity towards the world’s problems; ▪ entrepreneurial spirit, both on the economic market and in everyday life; international journal of social and educational innovation (ijseiro) volume 3 / issue 5/ 2016 100 ▪ openness towards the idea of non discrimination of the gender, considered as both goal and way towards the human development; ▪ receptivity and openness towards change (j. delors, 2000, pp. 213 – 214). an important problem in this context is how students with different cultural backgrounds, who don’t share the same values, can learn to integrate? the first answer is that these students have to be educated through values and co(shared) ethical principles, associated with the multiculturalism, the human rights, the solidarity and the social cohesion (robert fullinwider, 1996, gutmann, 1996, taylor, 1992). these aspects must be found in the teachers’ training as well as in the curricular design. furthermore, the democratic education, the education for the human rights, the intercultural education and the education for a global citizenship, as premises for forming the global citizenship, built up on solid ethical principles and shared human values can also be feasible solutions. in 1988, a resolution was adopted by the european council whose general purpose was the development of the european dimension of education through which the young generation has to assume a european identity and become familiar with the values of the european culture and civilization (cec, 1988). even since the first use of the concept the european dimension of education, in the council resolution of the european ministries of education from 1976, it has gone, as m. vorbeck (2000) declared, beyond the study of the european union’s institutions. in the quoted meeting it was stated the necessity to confirm the european dimension as an integrated part in forming the european citizenship by developing the intercultural skills at the level of the relationships and interpersonal communication. the european dimension of education was present as a concept persistently and more constantly in the vocabulary of the european educational policies, at the end of the 80’s. in the beginning, in the articles 149-150 of the european union agreement, it referred to the efforts of mutual contact or to the common exchanges and projects concluded by the institutions of the compulsory education from the countries of the european union. obviously, it was about a “european extension of the state policies” because education and training were supervised on a national scale. thus, the european dimension was becoming an auxiliary feature of the state policies in the education field, associated with more openness and cooperation within the european space. another step of this evolution corresponds to the political changes from 1989. all the european countries became members of the european council, a pan-european organisation, totally different from the european union. consequently, the meaning of the european dimension widened significantly, the european dimension becoming a common goal for all the educational systems in europe, enhanced by the three values which offered an identity to the european council, such as human rights, pluralism and rule of law. beginning with 1993, in the charter of the new europe, adopted at the same time with the maastricht treaty, the concept was processed, getting the meaning of:  education in europe, asserting itself as belonging to a common cultural space;  education about europe referring to the contents and the subjects which study the different aspects of the european civilization; international journal of social and educational innovation (ijseiro) volume 3 / issue 5/ 2016 101  education for europe aiming to form the identity and the european citizenship. another important step in the evolution of the european dimension was marked by the closeness of the two zones of european concern, the european union and the european council, especially after the considerable extension of both organizations. it can be noticed that during this phase, the european dimension was becoming the way of being for the european educational systems. it has to be mentioned that beginning with the year 2000, the european commission adopted a series of recommendations concerning the promotion within each european state of an education which encourages, through goals, contents and methodological approaches, common european values. in this context there has also been asserted the necessity of a democratic education. the first common educational dimensions, provided by the european documents, were the education for democracy, lifelong learning and the intercultural education. christine winter identified the key-words through which the european dimension of education becomes operational, these being, in most cases, values and important messages bearers: culture, division, communities, empathy, cooperation, respect, geography, tradition, partnership, globalism, freedom, understating, common patrimony, tolerance, positive attitudes, solidarity, identity, exchange, justice, integration, multiculturalism, politics, impregnation, interculturality, sensitivity, openness, citizenship, civic sense. other important terms in order to define the concept of the european dimension are: ▪ european culture; ▪ european consciousness, meaning the feeling of belonging to a common civilisation; ▪ european citizenship, considered as a result of the education construction within the european space; ▪ european society, for which the european council was submitting in 1996 a series of common values such as: human rights, human dignity, democratic legitimacy, pluralism, diplomacy, dialogue, human solidarity, equality of chances, individual responsibility (r. tudorică, 2004, p. 27). in the european educational context there was underlined especially the sense which explains the european dimension of education as an orientation of the educational policy having the purpose of training and developing the personality according to the european values. the european dimension of education is also defined in the european context as a common feature of the educational european systems, as a common project which takes into account the democracy, the pluralism and the intercultural approach of the diversity (r. chivu, 2008, p. 15). in the curriculum structure, the european dimension is a part which is carried out by transmitting knowledge, shaping skills, values and attitudes, through some specific subjects or by promoting the cross-curricular approaches, aiming at the education according to the european values. a lot of reports from different countries concerning the education, and didactic principles (eşi, 2010, 41-50) supervised by the european organisations show the development degree of the european dimension of education, as a goal oriented towards values in the structure of the compulsory curriculum: in lithuania, for example, the new curricular features for the primary and secondary level of the compulsory education aim to synchronize with the european cultural heritage. the syllabuses for civic, international journal of social and educational innovation (ijseiro) volume 3 / issue 5/ 2016 102 ecological or moral education concur to the implementation of the values and to the training of the skills connected with the european dimension of education (z. jackunas). in slovenia, on the topic of the european dimension of the curriculum there were introduced contents concerning the humanist values, including: the human rights, the respect for the others, the tolerance, the education for peace and cooperation, the gender equality, the concern for the environment, etc. the idea of a european curriculum was applied in study fields such as: history, geography, arts, civic education (d. piciga, 1995, p. 38). in switzerland, at the conference of the districts’ managers, the economic managers of the public districts adopted two important recommendations which aim to structure a federal educational frame. they tried to cover the following aspects of education: values, history, cultural heritage, common shared future, etc. they encouraged the internal and external exchanges in the education field (r. sauthier, 1995, p. 37). in the netherlands, the resolution of the ministries of education from the european community was followed by the proposal of creating a national common platform for all the educational activities which include important features for the development of the european dimension of education in the structure of the compulsory curriculum (k. broekhof, 1995, p. 41). in england, understanding and applying the european dimension of the education was inserted in all the structures of the curriculum (j. singh, 1995, p. 29). in ireland, the new curriculum for the secondary compulsory education enhances the presence of the european dimension in the cross-curricular themes. consequently, there was promoted an important number of curricular projects carried out in partnerships with other european countries (j. koolahan, 1995, pp. 35-36). in scotland, the introduction of the european dimension has the highest degree of success there where the direct experience is put into practice. one can understand that the connections between the schools of the countries members of the european union, the use of the didactic materials from abroad, the face to face contact with people from other countries, the use of the modern communication technologies, support a high european integration (j.mitchell, 1996, p. 56). in denmark, one of the benefits for promoting the european dimension was to strengthen the importance of the inter and transdisciplinary approaches within the compulsory education. on the other hand, there was increased the importance of the extracurricular activities in order to promote the european dimension. the exchanges between schools and groups of students were appreciated at an international level, so that each student of the secondary education must participate in a study visit during his three years of compulsory secondary education. in other european countries, there are fewer opportunities from this perspective and we consider here especially the countries from the central and eastern europe. the geographic distance or the lack of consistent contacts with the schools from the western european countries, still determine low performances regarding the european dimension of education. international journal of social and educational innovation (ijseiro) volume 3 / issue 5/ 2016 103 the european dimension of education becomes subsequently, in a continuous and systematic manner a basic component of the european educational policies, with important value accents through which one aims at the training of the european citizens, with a european identity, able to manage a european society. due to its nature, based on openness, cooperation, interculturality and innovation, this component represents an important feature for the curricular reforms all over europe. the project of the european constitution, adopted by consensus by the european convention in 2003, advanced the idea of rendering substance and motivation to the european model, through values. europe has always been a global, over national project, a synthesis of four essentially european values– germanic freedom, roman order, christian faith and greek thinking, the european union being created on the values of the human dignity, freedom, democracy, equality, cohesion, legality and human rights. references 1. abramson, p.r., inglehart, r., 1995, value change in global perspective, the university of michigan press 2. aigner, h., 1995, secondary education in austria in country reports for the project a secondary education for europe, council of europe press 3. bîrzea, c., 2005, cetăţenia europeană, editura politeia – snspa, bucureşti 4. carnoy, m., 1999, mondialisation et reforme de l’éducation: ce que les planificateurs doivent savoir, unesco/ institut international de planification de l’éducation, http://www.unesco.org-iiep 5. charter of fundamental rights of the european union (2000), http://ec.europa.eu/justice_home/unit/charte/en/ 6. chivu, r., 2008, educaţia, învăţământul şi societatea cunoaşterii în sec. xxi, în pregătirea psihopedagogică. manual pentru definitivat şi gradul didactic ii, editura polirom, iaşi 7. commission of the european communities, 2002, european report on quality indicators of lifelong learning 8. http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf 9. delors, j., (coord.), 2000, comoara lăuntrică, raportul către unesco al comisiei internaţionale pentru educaţie în sec. xxi, editura polirom, iaşi. 10. eşi, m.c. (2010). legitimizing the educational experience in the context of the didactic methodology. revista romaneasca pentru educatie multidimensională, no 4, august, 41-50. http://www.unesco.org-iiep/ http://e.europa.eu/justice_home/unit/charte/en/ http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf international journal of social and educational innovation (ijseiro) volume 3 / issue 5/ 2016 104 11. reviews of national policies for education, 2003, oecd centre for co-operation with non-members, oecd, france 12. shennan, m., 1991, teaching about europe, london: cassell, council of europe 13. sun-keung pang, n. (ed.), 2006, globalization: educational research, change and reform, the chinese university press, the hong-kong educational research association 13 a cognitive process in second language acquisition through speech errors analyses azamat akbarov international burch university sarajevo, bosnia and herzegovina aakbarov@ ibu.edu.ba received 14.06.2014; accepted 16.07. 2014 abstract speech accidents can also be evaluated by some psychological constraints as some of the interfering effects of the producing some sounds may cause slip of tongue in the coding-encoding process. such an error is the result of the transposing of initial sounds of two words; what's more, spoonerism as a linguistic deviation refers to the speech errors of l2 learners while it can also be related to the ones of native speakers. especially errors in the verbal production of the l2 learners stem from some slips of tongue, which hinder the intended message as a result of some psychological conditions, and sometimes they may convey unintended humorous meaning codes. spoonerisms of the l2 learners are tried to be explained by a psycholinguistics perspective. in this context, the linguistic conditions that sanction the slips of tongue will be explained through cognitive processes. keywords : cognitive process, speech errors analyses, extroversion, introversion 1.introduction the process of conveying thoughts through articulated speech is a very complex intact. therefore, there have always occurred speech errors in the history of humankind. these kinds of errors are committed when the sounds are uttered in an unintended way and cause meaning loss or a different message from the intended one. according to sturtevant (1947), „speech error‟ is “unintentional linguistic innovation”. another definition comes from boomer and laver (1968): “a slip of the tongue … is an involuntary deviation in performance from the speaker‟s current phonological, grammatical or lexical intention. ” bears (1992) defines slips: “conceptually, slips are actions that mismatch their own guiding intentions. operationally, they may be defined as actions that are quickly recognized to be errors as soon as we become aware of them”. in fact, people try to communicate each other effectively in an error-free way. but, their wish to speak perfectly is far from reality. several aspects must be taken into consideration while analyzing speech errors such as linguistic units and linguistic rules. psychologists believe that speech errors may occur in a speech environment that is probably affected by speaker‟s psychological and cognitive state. additionally, many socio-cultural factors may play an important role in speaker‟s communication performance (yang, 2002). international journal of social and educational innovation (ijse i) no.1/ 2014 14 spoonerisms can be defined as the words or phrases containing swapped sounds. several studies regarded many types of spoonerisms (tongue slips) and language games have the more eye catching one are from different scholars. speech errors may be phonological, lexical, or grammatical, or they may be errors against social appropriateness (nooteboom, 2005). speech errors have traditionally been used to provide evidence for models of speech production that utilize the constructs of linguistic theory as psychologically real components of linguistic performance (e.g., levelt, 1989 cited in frisch and wright, 2002). in fact, one may be prone to commit errors in speech both in mother tongue or target language. in this paper, we tried to explain the speech errors or slips of tongues connected with some psychological conditions in second language learning 2.lite rature review in this section, some of the studies dominated in this field are mentioned from different perspectives linguistic pe rspective of speech errors the concern of this classification is to understand the occurrence of the speech errors in appearance. actually, syntax of a sentence is usually preserved almost in all kinds of speech errors. what may be intended is about the misused with the changes of the sounds in a word or between two words or omissions of the sounds of a unit. it may be understood from the literature review of linguistic perspective of speech errors; speech errors do not occur randomly, the occurrence of speech errors follow a way of rules (fromkin, 1968). speech errors often occur when there are repeated sounds in the unit (mackay, 1970). for example: irreplaceable  irrepraceable (fromkin, 1973). fromkin (1973) advocates that speech error has been studied in the history of linguistic to understand the mechanisms of speech production process such as studies from lashley, 1951; boomer and laver, 1968; mackay, 1969, 1970; hockett, 1967; fromkin, 1968; nootebom, 1969. boomer and laver (1968) classify speech errors as disordering of units in the string, omission of a unit and replacement of a unit. fromkin (1973) explains that according to boomer and laver the units so disordered, omitted, or replaced may be segments, morphemes or words. the choice of the word in the process of conveying the thoughts is of great importance both for the meaning and grammatical rules. according to the findings of nooteboom (1969), a mistakenly selected word in speech process belongs to nearly the same word class of the intended word. for example: i have some proposals to hand out  hang out book of sixes  book of twos (fromkin, 1973). mackay, boomer and lever, and nooteboom (1969) study the influence of stress on errors in speech. in the study of boomer and laver, it is concluded that “the origin syllable and the target syllable of a slip are metrically similar, in that both are salient (stressed) or both are weak international journal of social and educational innovation (ijse i) no.1/ 2014 15 (unstressed), with salient-salient pairings predominating” (p.7). nooteboom supports this conclusion, stating that “ in significantly more cases than is to be expected in a random distribution the elements involved in a speech error belong to stressed syllables ” (nooteboom, 1969 cited in fromkin, 1973). as it is seen in the example below, there is no transposition of the stress, in spite of the transposition of the words. for example (fromkin, 1973): a computer in our own laboratory  a laboratory in our own computer spoonerisms generally draw a picture of the transposition of the linear ordering of the sounds especially the first sound of the words. wells (1951) supports this situation with his “first law” of tongue slips. according to this law, “a slip of the tongue is practically always a phonetically possible noise”. for example: keep a tape  teep a kape sphinx in moonlight  minx in spoonlight (fromkin, 1973). psycholinguistic pers pective of speech errors speaking in target language is mostly regarded by most of the learners as the main skill of a second language. therefore, uttering sounds in target language bear in mind the potential fallacies. if so, what can be the real criteria of real speech in target language? is it only the ability of producing sounds in target language or the ability of verbal communication with a native speaker of the target language? probably, another answer is more acceptable for most of the learners. besides, the fear of committing errors can be more dominant when communicating in target language especially with a native speaker. from this risky perspective, any speaker committing speech errors because of psychological and cognitive state is more probable. therefore, one may commit errors in both mother tongue and target language. apart from the linguists‟ speech error studies, there are also some studies, which look insight for the cognitive and psychological aspects of the errors (reason, 1982; bears, 1992; garrett, 1992). the psychological state of the speaker plays a significant role in both types of verbal productions (l1 and l2). the extent of effects of psychological factors may vary in both l1 and l2 and therefore they do not affect the cognitive state of the learners at the same le vel. individual differences such as extroversion and introversion, motivation, anxiety and willingness to communicate should be taken into consideration while analyzing the speech errors. additionally, communication barriers such as lack of subject knowled ge, stress and emotions can be effective on speaker‟s speech performance. fromkin, (1971) exemplifies that errors as cup of coffee  cuff of coffee and less young less young and these samples are believed to show that speech segments of different sizes in an utterance are organized and processed in a linear order. such segmental errors obey structural laws (cited in yang 2002; 69). other errors like pleased to meet you  pleased to beat you in a job interview competition are thought to be caused by the speaker‟s psychological state (motley, 1985 cited in yang, 2002; p.70). international journal of social and educational innovation (ijse i) no.1/ 2014 16 extroverts are more sociable and active people than introverts are. they are active and have many friends. therefore, they are always risk-takers to speak with people (eysenck & c han, 1982 cited in ellis, 2008). in this respect, introverts are closer to commit errors in speech since they prefer loneliness and avoid communication. motivation can be seen as the captain of psychological factors. speakers especially one of the second langua ges should be motivated to speak in target language. lack of motivation brings stress together with higher rate of speech errors. willingness to communicate (wtc) can be defined as the intention to communicate. that is, speaker‟s unwillingness to communicate occurs in an unplanned context. when it is thought that speech errors are generally committed unintentionally and unplanned manner, lack of wtc can cause problems in communication. most of the people fear speaking in front of society. people start to sweat and tremble when it is time to say something to the people they do not know. what is more, they can forget what they will talk about. the main reason of this undesired situation is of course anxiety. high level of anxiety and stress can end in speech errors and change the meaning unintentionally as in the example pleased to meet you  pleased to beat you in a job interview. brown&yule (1983) talks about “communicative stress” drawing an outline including 3 main factorsfeatures of the context (the listener and the situation), state of the knowledge of the listener (the language and information) and type of task (status of knowledge and structure of the task). these factors have the speaker feel worried and give rise to speech errors. speaker feels more comfortable if the listener is one of his peers or „junior‟ to him and talks to one listener than to many. if the environment is familiar to the speaker, it is easier for the speaker to communicate. when one is talking about a subject who is not known in detail by the listener, speaker gets stressed to explain it and transmit the message to the listener. these factors have the speaker feel worried and give rise to speech errors. regarding speech errors in l1 and l2, the following questions may be addressed: which situations and conditions are effective in speech errors in both first language and second language? communication barriers, speaker‟s unawareness of grammatical and phonological rules, individual learner differences, and psychological conditions state of the speaker and communication stress can all play a role on the performance of speech errors. but their effect on l1 and l2 speech can be different. speakers may commit speech errors in native language because of personality differences and psychological factors rather than unawareness of language rules. 3. conclusion and discussion speech errors have been mainly discussed within the frame of linguistic and psycholinguistic perspectives. speech errors may be committed in both mother tongue and second language. we have tried to find answers to the question which factors are more effect ive on speech errors committed in both languages with the help of literature review (see references). some linguists such as fromkin (1973), nooteboom (2005) etc. study speech errors from the perspective of language rules. psycholinguists such as garrett (1992), reason (1982) etc. study these errors to understand the psychological and cognitive nature of the errors. apart from these studies, socio -cultural perspectives (yang, 2002) have been developed to understand speech errors. additionally, the effect of l1 on l2 may be taken into consideration while studying speech errors. speech errors may be discussed by analyzing the errors in detail within the perspective of communication stress (brown&yule, 1983) and individual learner differences. the effects of personality factors may be more comprehensible in the light of further studies. international journal of social and educational innovation (ijse i) no.1/ 2014 17 references [1] bagemihl, b. (1989). “the crossing constraint and backward languages”. in natural language and linguistic theory 7, pp.481550. [2] bears, b. j.. (1992). experimental slips and human error, new york: plenum press. [3] boomer, d. s. & laver, j.d.m.. (1968). “slips of the tongue”. in british journal of disorders of communication, 3, pp.1-12. [4] brown, g. & yule, g.. (1983). teaching the spoken language: an approach based on the analysis of conversational english. london: cambridge university press. [5] campell, l. .(1980). “the psychological and sociological reality of finnish vowel harmony”. in vago, r. m. (ed.), issues in vowel harmony. studies in language companion series 6. amsterdam: j. benjamins, pp.245-270. [6] campell, l. .(1981). “generative phonology and finnish, theoretical contributions. in goyvearts”, d. l. (ed.), phonology in 1980’s. ghent: e. story scientia, pp. 147-182. [7] cutler, a..(ed.) (1982). slips of the tongue and language production. berlin: mouton. [8] davis, s. (1988).. topics in syllable geometry. published in outstanding dissertations of linguistics. new york: garland publishing inc. [9] ellis, r.. (2008). the study of language acquisition. second edition. o xford university press. [10] eysenck, s. & j. chan. (1982). “a comparative study of personality in adults and children: hong kong vs. england ”. in personality and individual differences, 3, pp.53-60. [11] fromkin, victoria a.. (1968). “speculations on performance models ”. in journal of linguistics 4, pp.47-68. [12] fromkin, victoria a.. (1971). “the non anomalous nature of anomalous utterances ”. in languag , 47, pp.27-52. [13] fromkin, victoria a.. (1973). speech errors as linguistic evidence. the hague: mouton. [14] fromkin, victoria a.. (1980). errors in linguistic performance: slips of the tongue, ear, pen and hand. new york: academic press. [15] lashley, k. s.. (1951). “the problem of serial order in behavior in: crebral mechanisms in behavior”, in l. a. jeffress (ed. new york: wiley), pp. 112-136 . international journal of social and educational innovation (ijse i) no.1/ 2014 18 [16] mackay, d. g. (1970). “spoonerisms: the structure of errors in serial order of speech”, neuropsychologia, pp. 323-350. [17] motley, m.t.. (1985). “slips of the tongue”. in scientific american, 253, pp.116-128. [18] shattuck-hunfagel, s.. (1980). “speech error units smaller than the syllable ”. in the journal of the acoustical society of america, 68, pp. 132. [19] shattuck-hunfagel, s.. (1982). “three k inds of speech error evidence for the role of grammatical elements in processing”. in obler, l. &menn, (eds), exeptional language and linguistics. new york: academic press, pp. 133-142. [20] vago, r.. (1985). the treatment of long vowels in word games. phonology yearbook 2, pp. 329-342. international journal of social and educational innovation (ijseiro) volume 3 / issue 6/ 2016 7 a reflection on organizational culture in higher education nadia laura serdenciuc teacher training department faculty of educational sciences "stefan cel mare" university from suceava nadianutu@yahoo.com received 03.03.2016; accepted 23.04. 2016 abstract the present study focuses on the role of the organizational culture in sharing values, shaping goals and guiding actions of the organization’s members. it also discusses the relationship between the tangible components and the less visible ones in the structure of the organizational culture. after a brief description of a few coordinates defining the organizational culture, our study focuses on the context and on the descriptors that establish some traits of the specificity of the organizational culture in the contemporary higher education. keywords: organizational culture, academic organization, higher education, organizational culture‘s dynamic, shared organizational values 1. introduction an organization is a dynamic structure. it has its own life and it marks the life of its members in a sense of identity and belonging. many recent researches are focusing on the organizational culture with the intention to explain the evolution of an organization and trying to delineate some useful coordinates for an efficient management (eşi, 2014, 131-138). the analysis of the organizational culture can provide useful information in order to help managers face the change and its implications in the organization‘s life. considering the culture as a result of social interaction consisting in a sum of rules, norms, beliefs and structures, which guide the behavior of the community members, e. schein (2004) analyses its implication at the level of an organization. the author emphasizes on the fact that the culture cannot be defined as good or bad, but it can be appreciated as functionally effective in relationship with the context of its development. the culture can be viewed in relation to power: it guides and constrains our behavior. culture gains more power in a certain context. culture is important in building strategies of action for people, affirms a. swidler (1986), and this is a specific trait for the institutionalized culture because it expands beyond the simple way of life oriented on achievements (eşi, 2010, 41-50). the author emphasizes on the role of the values: shaping goals and regulating actions. we think that the functionality of an organization is determined by the assumed values. this functionality is validated international journal of social and educational innovation (ijseiro) volume 3 / issue 6/ 2016 8 in terms of the organizational performance or in terms of its members‘ attitude because of the shared values, the responsibility in assuming actions and the correspondence between the members‘ professional goals and the organization‘s goals. we consider that an analysis of an organizational culture can provide some predictors for the evolution of an organization and can explain some choices in the professional life of the organization‘s members. 2. a few coordinates of the organizational culture’s structure for a better understanding of the specificity in the organizational culture‘s dynamics we will point out some components which sustain the organization‘s functioning and which have important consequences on its effectiveness. a conceptual framework delineated by y. allaire and m. firsirotu (1984), based on a literature review, proposes three interrelated dimensions that characterize an organization: the socio-structural system (consisting of all formal elements that determine its functioning), the cultural system (the shared beliefs and values) and the individual actors. the main components of the organizational culture are, in authors‘ opinion: the myths (fictional component expressed in symbolic terms), the ideology (a system of beliefs that explain reality) and the values (as symbolic interpretations of reality). some theories include in the system of the organizational culture a few strategic and contextual components. a configuration model of the organizational culture should include the following domains, in the opinion of d. dauber et al. (2012): a values and beliefs system, a strategy, a structural system, organizational activities/ actions, an external environment. schein (apud p. gagliardi, 1986) considers that the development of an organizational culture is related to a process of dynamic learning that establishes actions to be done with the intention of external adaptation and internal integration, that looks for alternatives when the given response is no longer valid. even if we can analyse an organization as an autonomous entity, the organizational culture is connected to the social culture, because an organization is functioning in a social context and needs to cope with its challenges. the functioning of an organization is analysed by d. denison and a. mishra (1995) in a framework built on two types of coordinates: internal integration and external adaptation. according to the authors‘ opinion, the capacity of the organization to cope internally and externally is related to four cultural traits: adaptability, mission (for external orientation), involvement, consistency (for internal integration). we can find an interesting perspective on organizational culture in b. schneider, a. brief, r. guzzo (1996). the authors consider that the organizational culture is represented by its members‘ beliefs and values that are not directly visible, because they are placed at a less conscious level, but that are very deeply implemented and hard enough to change. the organizational climate is presented as the tangible perspective of policies, practices and routines. the organizational culture is related to the organizational climate according to the authors‘ opinion, because the change of beliefs and values that represent the organizational culture can occur through the organizational climate and the change of practices and routines. international journal of social and educational innovation (ijseiro) volume 3 / issue 6/ 2016 9 although the social values influence the organizational culture, d. dauber et al. (2012) affirm that the organizational values differ significantly from the societal values. the organizational culture reflects in a certain way the social culture because an organization consists of individuals who are members of the society, but they understand, explain and act in an organization according to their personal values built in a social context. thinking about a culture of an organization e. schein (2004) means more than shared elements or things held in common, the organizational culture is about structural stability (it doesn‘t change easily, even if culture is a dynamic structure), depth (below visible line, sometimes represented by unconscious elements), breadth (meaning the culture extension covering all perspectives in the organization‘s functioning) patterning or integration – which makes possible to consider cultural elements as parts of a larger structure. organizational performance is a result of the organizational culture put in action. w. g. tierney (1988) identifies three coordinates of analysis for the internal dynamic of the organizational culture: values, processes and goals. these are concretized at the level of decisions, actions and communication process. different types of approaches proposed by the studies on organizational culture point out that researchers are interested in understanding the mechanisms that generate this reality, in putting it in correspondence with an efficient functioning of an organization, in explaining and predicting the actors‘ behavior. d. dauber et al. (2012) consider that literature emphasizes on three categories of approaches related to the organizational culture: the dimensions approaches (focusing on measuring the relations between different variables of interest), the interrelated structure approaches (focusing on linking the organizational culture to other constructs of an organization) and the typology approaches (focusing on defining certain categories of organizations). if some theoretical approaches bring in attention different organization types, others focus on components that assure the organization‘s internal functionality, emphasizing on the specific traits of this internal perspective, in relation with the mission of the organization and with its general functioning. 3. higher education institutions descriptors and context of the organizational culture the organizations evolve and it is interesting to observe their efforts in order to find functional responses to the problems faced. the type and the mission of an organization generate specific traits regarding the organizational culture. the organizational culture links together the mission of an organization and the identity of its members in a communication process based on shared values. using the image of the culture as a tool kit for problem-solving situations proposed by a. swidler (1986), we can analyse the actions of the actors from the high educational institutions in some sort of a technical manner but in the same time as a result of a personal reinterpreting of symbols, rituals and ways of action. considering a university as an organizational actor, g. krȕcken, f. meier (2006) confirms its functional autonomy and, at the same time, underlines the image of an integrated entity which has its own goals, chooses its own strategies of action and is ready to assume the consequences of its actions.w. g. tierney (1988) describes a few key dimensions of culture providing a framework of the organizational culture: the environment (the way it is defined by the members of the organization and the attitude towards it), the mission (its statement and its power in the decision making process), the socialization (the basis for relationships between international journal of social and educational innovation (ijseiro) volume 3 / issue 6/ 2016 10 members, all the relevant information that helps the members to survive in the organization) , the information, (the context and conditions for the information flow), the strategy (related to the decision making process), the leadership (the organization members‘ expectations from the leaders, the type of leaders), which are appropriate for higher education organizations. these descriptors draw the context for the interaction and communication between the members of the organization. the academic organizations, linking education and research with socio-economic environment as part of the national innovation system (mowery and sampat, 2005) become the center of the international knowledge system by putting in correspondence technologies (eşi, 2014, 87-92), communication and culture (p. altbach, 1998). this proves that universities play an important role in the contemporary infrastructure of knowledge. 4.values and functionality in higher education a few landmarks of a contemporary organizational culture perspective globalization, as a main feature of the contemporary society, generates changes in culture, politics, economy and social life and also contributes to the redefinition of the institutions at their structural and organizational level. in the higher education sector we can also observe new values at the level of the scientific theory (eşi, 27-38, 2010), and a process of deep institutional change that ―involves the deinstitutionalization of its rooted policy and values frameworks and the parallel institutionalization of new ones‖ (m. vaira, 2004).the economic forces of the modern world transformed the academic life according to the market coordinates and the educational services can now be viewed in terms of sale and purchase. frank furedi (2010) considers that this marketization in higher education is more a political ideological process than an economic effect because governments put pressure on universities to compete for funds and to sell their services. what happened to the system of shared values and to the development of the organizational culture in higher education institutions in regard to these changes? f. furedi (2010) considers that it is difficult to fit academic teaching into the marketing paradigm because the research based knowledge cannot be transformed into consumer goods and because the relationship between teachers and students is more about quality than about the quantity. t. lewis, s. marginson and i. snyder (2005) propose the concept of a network university based on the changing nature of the contemporary social relations transferred in the context of academic collaboration, on the coordinates of an information society. this vision offers a decentralised approach to the university management and the sharing process at the level of beliefs and values of the organizational culture, shifts our attention on the extended meaning of a contemporary university: a ―borderless university‖, opened to the community and to the social concerns. a belief passes through different phases until it is born as an organizational value that determines the thoughts, the feelings and the actions of the organization‘s members. m. vaira (2004), analysing the cause effect relationship in terms of the organizational culture, delineates four phases in the process of transforming a belief into an organizational value. the point of start is the vision of the leader that externally orients the behaviour of the members in the desired direction, even if the members don‘t share the beliefs of the leader yet. the second stage occurs when the experience confirms, by bringing the desired result as a consequence of the vision put in action, the belief of international journal of social and educational innovation (ijseiro) volume 3 / issue 6/ 2016 11 the leader. this belief has then the power to influence the choices of the members, even in those areas that aren‘t under the direct control of the leader. the third phase is related to a change of orientation from the ―effect‖ to the ―cause‖ (it is the stage of identification with the ―cause‖ and according to m. vaira, an organization will fight from now on for a cause, not for an effect). in the final fourth phase the value will automatically orient the behaviour of the members, it is ―shared unquestioningly‖ (m. vaira, 2004). the power of shared values influences not only the functioning of a higher education institution but also sustains its evolvement. a study of c. zhu and n. engels (2014) emphasizes on the relationship between the organizational culture and instructional innovations, founded on the specificity of goals, on the desire and the openness for collaboration and a shared vision among members. this perspective shows that it is important to build a collaborative environment in the higher education institution in order to facilitate this kind of transfer. it is important for us to know that the higher education organization needs to adjust to the changes of the external environment but the change occurs also within the organization determining the activation of its members‘ thoughts, feelings and actions in a constant perspective, based on deep-rooted values or on the integration of new values and beliefs in the structure of the organizational culture. 5. conclusions the organizational culture‘s dynamics is related to the capacity of an organization to react in a functional manner to the change manifested on internal or on external coordinates, based on the validation process of the needed alternative from the variety of possible responses. the higher education institution assumes its role as an organizational actor and chooses its own strategies of action in the context of the socio-economic challenges of the contemporary society, playing an important role in building the infrastructure of knowledge, while expanding at the same time the territory of the shared beliefs and values. references: 1. allaire, y., firsirotu, m.e. (1984) theories of organizational culture in organization studies, 5/3, pp. 193-226. 2. altbach, philip g. (1998), comparative higher education. knowledge, the university and dvelopment, ablex publishing corporation, london, england. 3. dauber, d., fink,g., yolles, m. (2012)a configuration model of organizational culture, sage open mar 2012, 2 (1) doi: 10.1177/2158244012441482. 4. denison, d. r., mishra, a. k. (1995) toward a theory of organizational culture and effectiveness in organization sciences, vol.6, no.2, marchapril 1995, pp. 204-223. 5. eşi, m. c. (2014). about the idea of an intuitive didactics and the role of intuition in the activity of teaching and learning assessment. international journal of social and educational innovation, 1, 87-92. international journal of social and educational innovation (ijseiro) volume 3 / issue 6/ 2016 12 6. eşi, m.c. (2010) legitimizing the educational experience in the context of the didactic methodology, in revista romaneasca pentru educatie multidimensionala (romanian journal for multidimensional education), volume 4, august, 2010, year 2, lumen publishing house, 41 – 50. 7. eşi, m. c. (2010). normative explanatory valences at the level of the scientific theory. revista românească pentru educaţie multidimensională, 2(5), 27-38. 8. eși, m.c., (2014), the missions statement of the business organisation by referencce to the economic market requirements, the usv annals of economic and public administration, vol.14, number 2(20), 131-138. 9. furedi, f. (2010) introduction to the marketization of higher education and the student as consumer in vol. ―the marketisation of higher education and the student as a consumer ‖ m. molesworth, r. scullion and e. nixon (eds.), tylor & francis elibrary 10. gagliardi, p. (1986) the creation and change of organizational cultures – a conceptual framework in organization studies, 7/2, pp. 117-134. 11. krȕcken, g., meier, f. (2006) turning the university into an organizational actor in globalization and organization: world and organizational change, edited by gili drori, john meyer and hokyu hwang; oxford, oxford university press, 2006, 241-257. 12. lewis, t., marginson, s., snyder, i. (2005) the network university? technology, culture and organizational complexity in contemporary higher education in higher education quaterly, vol. 59, january 2005, pp.56-75. 13. mowery, david c., sampat, bhaven n. (2005), universities in national innovation systems, www.vwl.unimannheim.de/stahl/!/van/fss07/literature/05_universities/ms_uninis_wp.pdf 14. schein, edgar (2004) organizational culture and leadership, josseybass, a wiley imprint, usa. 15. schneider, b., brief, a., guzzo, r. (1996) creating a climate and culture for sustainable organizational change in organizational dynamics, volume 24, spring, 1996, pp. 7-19. 16. swidler, ann (1986) culture in action: symbols and strategies, in american sociological review, vol.51, no.2, pp.273-286. 17. tierney, w. g. (1988) organizational culture in higher education: defining the essentials, in the journal of higher education, vol.59, no.1 (janfeb 1988), pp.20-21. 18. vaira, m. (2004) globalization and higher education organizational change: a framework for analysis, in higher education, 48, pp. 483-510. 19. zhu, c., engels, n. (2014) organizational culture and instructional innovations in higher education: perceptions and reactions of teachers and students in educational management, administration & leadership, vol. 42 (1), pp. 136-158. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 14 the influence of the russian psychological pedagogy (by l.s. lev vygotsky) upon the model of education curricular design in the american cultural space aura hapenciuc "ştefan cel mare university" of suceava, romania e:mail: aurahapenciuc@yahoo.com abstract the paper demonstrates the way in which the russian psychologist l.s.vygotsky, who anticipates the paradigm of the curriculum, is perceived in the american cultural space. a representative of the sociocultural constructivism in education, l.s.vygotsky is concerned with the problem of approaching the epistemic specificity of pedagogy as a specialized science in the study of education. the process through which pedagogy turns scientific can be confirmed according to three criteria: the research object, the normativity and the research methodology. the specific research object of l.s.vygotsky’s psychological pedagogy is represented by the quality learning that pushes the development ahead, in the area of the proximal development, possible within a socio-cultural mediated training activity through the pedagogical scaffold created between educator and educated. the specific normativity asserted in the l.s.vygotsky’s psychological pedagogy is based upon two complementary principles: the creation of the scaffold and the orientation of education at the area level of the proximal development. the research methodology refers to: the method of the qualitative structural analysis; the genetic method; the comparative method and the instrumental method. l.s.vygotsky’s theory of socio-cultural constructivism has generated a revolution in pedagogy, exerting a strong influence in the us, in the field of the curriculum reconstruction, initiated by the psycho-pedagogue jerome s. bruner. the constructivist pedagogical model developed by l.s.vygotsky who influenced the psychological theory of learning proposed by j.s.bruner draws attention upon the need to capitalize on three ways of organizing the training – by action (with objects), iconic (by images), symbolic/verbal (by notions formed and developed). despite the strongly ideologized era in which he created, the russian educator managed to anticipate an important line of the postmodern (contemporary) pedagogy. keywords: psychological pedagogy, sociocultural constructivism, scaffolding, area of the proximal development, normativity 1. introduction from a historical viewpoint, the principle of perspective lines places the two representatives of the russian psychological pedagogy, l.s.vygotsky and p.i.galperin, in the modern era. from an axiomatic view point, they anticipate the curriculum paradigm, to the extent that their influence on the basis of the postmodern (contemporary) american pedagogy developed since the 1960s by j.s. bruner. mailto:aurahapenciuc@yahoo.com international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 15 the direction of the psychological pedagogy launched and developed intensively and extensively by the two great russian psychologists and educators was at the base of the curricular design model of the education practiced and promoted in the american cultural space. we aim to demonstrate how these educators have succeeded in anticipating an important line of postmodern (contemporary) pedagogy in the conditions in which they lived and created in an era full of shortcomings and strongly ideologized social orders. on this background one can also consider the contribution made by d. elkonin, significant in the context of pre-primary and primary education, which valorizes, in curricular terms, the "psychology of the game". 2. content development lev simionovici vygotsky (1896-1934) launched the cultural-historical theory of the psychic development, defining the connection between consciousness and language: мышление и речь. (thinking and language) 1934, sketches of behavioral history, in collaboration with soviet neurologist a.r. luria, психология искусства (psychology of art) 1965. he founded a school of psychology with a.r. luria, a.n. leontiev and p.i.zincenko. l.s.vygotsky is a representative of the sociocultural constructivism in education, a distinct orientation, different from the structural-genetic psychological constructivism of j. piaget, affirmed later, in the 1960s. the difference between the two currents lies in the understanding of the relationship between learning and development. at j.piaget, the psychic development in stages (preoperative, concrete operational, formal, operational) determines the learning. at l.s.vygotsky, the learning can anticipate the development if it is organized socio-culturally correctly, through special pedagogical relationships created between the adult (parents, educator, etc.) and the child, the preadolescent and the adolescent. the great russian psychologist defines, promotes and supports, in this direction, two original notions that underlie his psychological pedagogy with a psycho-socio-cultural orientation: 1) the scaffolding – defines the pedagogical relations between the educator and the educated, which must be created in a socio-cultural development-friendly environment, necessary to stimulate the development of the educated at the optimum level, in relation to its psycho-social resources, usable in the act of learning. 2) the development proximal area – defines the area favorable to the optimal training and development of the educated by capitalizing on the learning resources, properly organized, at the level of the correlation ("scaffolding") between the educator – the educated, existing or created by an adult, in a socio-cultural environment favorable to education and the educated. in the plan of the pedagogical normativity, l.s.vygotsky also formulates the criterion of the use of language and interaction with the socio-cultural environment necessary in the act of learning. in this specially created environment, the child develops: a) due to the interaction with the adult, who is the bearer of values, ideals and attitudes; b) through language, with which the child explores and studies the world around him carefully, thus perfecting his tools of thought and learning. at the general pedagogical level, l.s.vygotsky proposes or suggests a model of training activity based upon a psychological theory of learning that falls within the category of socio-cultural constructivism, different from the structural-genetic constructivism, promoted by jean piaget. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 16 the theory of structural-genetic constructivism, promoted by piaget, states that the development of cognitive structures of the personality of the educated (child, early school infant, preadolescent, adolescent), in genetic, stage evolution (pre-operative, concrete operational, formal operational) determines the learning. the theory of socio-cultural constructivism, promoted by l.s.vygotsky, will generate a revolution in pedagogy, in the general didactics (and in the private didactics) under the conditions in which learning is achieved, through the mediation of the educating adult, in a socio-cultural context favorable to the positive formation of the educated (child, student), anticipated and optimally oriented – at the level of the training design, in the proximal development area. in this perspective, the psychological theory of learning proposed by l.s.vygotsky in the 1930s, will exert a strong influence in the us, in the field of curriculum reconstruction, initiated and developed by the great psycho-pedagogue jerome s. bruner who has been scientifically campaigning "for a (new) theory of training. "[ bruner, j.s., 1970] in the aforementioned context, the specialized literature notes that under conditions of diachronic analysis and history," the american psychologist jerome s. bruner, strongly influenced by l.s.vygotsky 's research, develops and applies his ideas in education", in training, in the reconstruction of the curriculum and at the educational process level. [bruner, j.s., 1970, p. 112]. within the paradigm of psychological pedagogy, l.s.vygotsky calls for "the model of the socio-cultural structures of training", which capitalize "the cultural socio-genesis of training", using "the instrumental method" which "studies the child not only as a developed being, but also as an educable being". through "unitary alloy" between "natural psychological functions" (related to organic maturation) and "the higher psychological functions" (voluntary attention, logical memory, internal language, thinking / training of notions), with the higher pedagogical resources of continuous socio-cultural development. [днепров, э.д., 2011, pp. 42-57]. the "pedagogical psychology" elaborated by l.s.vygotsky has as a specific object of study "the essence of the cultural development which consists in the clash between the cultural forms of the behavior – the adult, as a real or potential educator – that the child encounters, and the primitive forms that characterize his or her own behavior" (as the educated). [vîgotski, l.s., 1971, p. 137]. the specific normativity affirmed within the psychological pedagogy, promoted by l.s.vygotsky implies the following principles: a) the creation of the pedagogical "scaffolding" between the educator (adult) and the educated (child, elementary school infant), at the socio-cultural environment favorable to training and development, whereby the "child" (the educated) acquires the efficient mechanisms of thinking and learning" [vîgotski, l.s., 1971]; b) the orientation of education/training/learning in the direction of the training-development of the educated at the level of "area of the proximal development" which represents "what the child (the educator) is capable of immediately acknowledge with the help of an adult" (the educator). [vîgotski, l.s., 1971, p. 320]. the research methodology is specific to the psychological pedagogy, proposed by l.s.vygotsky implies the following categories of methods, which involves respecting the normativity specific to the studied field: 1) the method of the qualitative structural analysis highlights that in any research: international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 17 a) "one must start from the clarification of the notions, from the formulation of the basic problems" that allow the construction of "a new viewpoint on a limited number of already known data" [vîgotski, l.s., 1971, pp. 12, 13]; b) one must observe the specificity of the object of study of the psychological pedagogy in which "the causal explanation – typical of the natural sciences – must be replaced by the teleological one", typical of the socio-human sciences. [vîgotski, l.s., 1971, p. 21]; 2) the genetic method. it highlights the fact that "the development of the higher forms of behavior (a.n. cognitive, but also non-cognitive, of the educated / child, the early school infant), a certain structure taken as a premise" of effective learning / training / education. 3) the comparative method. it highlights the differences between the normal child, "which combines the two developmental plans, biological and cultural, and the abnormal child, which cannot ensure an agreement between the two developmental plans, with chronic negative effects "in the field of higher psychic forms and process learning and the acquisition of cultural models of cognitive and non-cognitive behavior. [vîgotski, l.s., 1971, pp. 40-45]; 4) the instrumental method. it highlights the "tools" or "intellectual techniques" (language, writing, calculus, notions, schemes, drawings, diagrams, maps, formulas) acquired by the child (educated) according to some purposes proposed by the educator (adult), "aimed at mastery of one's own or other people's behavioral processes". this basic method in the l.s.vygotskyan psychological pedagogy, critically goes beyond the "natural endowment theory (binet)", underlining the essential role of higher psychic functions "in the process of training and developing the educated (child, early years pupil, pupil). [vîgotski, l.s., 1971, pp. 165-170]. the construction of the socio-cultural structures of the training, in the school context, but also in the extra-curricular context, requires the knowledge and capitalization of the relation between "thinking and language", an essential issue for the formation and management of the personality of the educated, which is the core of l.s.vygotsky's scientific work, a fundamental research field by which the great russian psychologist and educator became famous for in the usa and worldwide. (see l.s. vîgotski, 1972, psychological works, vol. 2, didactic and pedagogical publishing house, bucharest). [vîgotski, l.s., 1972]. l. s. vîgotski analyzes the process of formation and development of the notions, which is so important in the training activities organized in the school context, but also in an extra-curricular context. "the formation of notions as a process", involves the completion of two stages that must be designed and valorised pedagogically in relation to the specific of each discipline and stages of education: a) the presentation of the material, object, facts, events, activities, etc. which must be defined at the conceptual level; b) assimilating the word "with the help of which the respective notion is born" or the respective concept. "the development of notions"/concepts during the educational process imply "three stages": a) the object stage, supported didactically by "images based upon the syncretism of perception or action" – at the educational process level this psychological stage is typical for the preschool stage; international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 18 b) the complex stage, taught didactically by "associating different objects with common names", promoted at the level of "potential notions" – at the educational process level this psychological stage is typical for the early school stage; c) the verbal stage, didactically supported by the "use of the word as a notion" – this step that is psychologically crossed at pre-adolescence age, will be used pedagogically throughout the middle and high school, in the university environment and in effective lifelong learning conditions. [vîgotski, l.s., 1972, pp. 98-153] apud sorin cristea. [cristea, sorin, 2005, p. 54; eşi, 2014, ] 3. conclusions and sugestions the constructivist pedagogical model, developed by l.s.vygotsky (in the 1930s), will decisively influence the psychological theory of learning, proposed by j. s. bruner, which underlies the reconstruction of the curriculum in the u.s. in the years 1960-1970, with echoes to date, a theory with major pedagogical impact, which draws attention to the need to capitalize on three gradual ways of organizing the training – by action (with objects), iconic (by images), symbolic / verbal ( through notions formed and developed) – dependent upon the age of the students, upon the stage reached by them in training and upon the particularities of each stage and education disciplines [bruner, j.s., 1970; eşi, 2010]. the acquisition of scientific notions in the activity of school (and extracurricular) training implies two types of learning: a) passive, through reproductive memory; b) active, through "direct action upon the notion" with the help of thinking; c) the orientation of the pupils' training in a positive sense (depending on the quality of the training objectives, designed by the educators, at all levels of the education system) requires, at the level of pedagogical normativity: c1) learning the notions "based on the major effort of the whole activism of thought" (see all the fundamental and instrumental operations of thinking as a superior logical/rational/intellectual cognitive process); c2) the "development of spontaneous and scientific notions" at the level of "processes closely related to the student", reflected by the didactic principle of the interdependence between intuitive – logical knowledge, necessary in effective learning, within the specific framework of each training activity; c3) capitalizing on learning at school age (early but also medium and high) as a "decisive moment that determines the whole destiny of the intellectual development of the child(the student)". [vîgotski, l.s., 1972, pp. 165-167]. pedagogically, l.s.vygotsky notes, highlights and emphasizes that not every learning activity, in general, the "learning the scientific notions", in particular, is positive, with a positive impact upon the cognitive (but also non-cognitive) development of the pupils. valuable and important pedagogically is "only that type of learning that pushes the development ahead". its curricular (but also extracurricular) accomplishment training requires, in the normative plan, the construction of the optimum educator – educated "scaffolding", in a socio-cultural context which is favorable to the positive formation of the educated one, which correctly guides the action of learning in the area of the next development. only in this way can the higher prospective vocation of education as an activity international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 19 of formation and development of the personality of the educated person (child, student, etc.) be confirmed [cristea, sorin, 2005, pp. 56-57]. in the elaboration of our research we considered the sources cited, important for their informational and methodological value. for a deep understanding of the ideas, phenomena and historical-pedagogical processes, we can also refer to the article which outlines the general historical framework, with reference to the history of education in russia and to the evolution of the pedagogical thinking in russia. references 1. bruner, j.s., (1970). pentru o teorie a instruirii, bucureşti: editura didactică şi pedagogică. 2. cristea, sorin, (2005). teorii ale învăţării: modele de instruire. bucureşti: e. d. p. r. a. 3. eşi, m. (2014). about a (non) theory of education.education for peace versus education for war. international journal of social and educational innovation (ijseiro), 99-104. 4. eşi m. (2010). didactica specialităţii între strategii discursive şi performanţe argumentative. suceava: editura universităţii ştefan cel mare suceava. 5. днепров, э.д., (2011). новейшая политическая история российского образования: опыт и уроки. издание 2-е. дополненное. москва: мариос. 6. vîgotski, l.s., (1971). opere psihologice alese. vol. i. traducere de valentina radu şi ludmila slifca. bucureşti: editura didactică şi pedagogică. 7. vîgotski, l.s., (1972). opere psihologice alese. vol. ii. traducere de valentina radu şi ludmila slifca. bucureşti: editura didactică şi pedagogică. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 7 the relationship between engagement and academic burnout: epistemological premises for improving educational quality marius-costel eși stefan cel mare university of suceava mariusesi@gmail.com narcisa loredana posteucă eși „al. i. cuza” university of iași narcisaposteuca@gmail.com abstract: our study relates to the relationship between the students' engagement in academic activities and their degree of burnout in an educational and social context. the topic to which our study refers is not focused strictly upon the learning process, but it relates to activities carried out in an academic context whose results do not always confirm educational, social, professional and personal expectations. thus, we will discuss and analyze concepts such as “burnout”, “exhaustion”, “fatigue”, “stress” in the context of the carrying out of certain activities. under these conditions, the research was focused on students (n=145) enrolled in undergraduate studies at al. i. cuza university of iași and the ștefan cel mare university of suceava, the faculty of educational sciences and psychology, in the academic year 20222023. the participation was voluntary and anonymous. the average age recorded was 21 years (m=21, sd=1.4) and the distribution according to the gender variable indicated a ratio of 89f /56m.the questionnaire included two scales (α=0.9) that aimed at self-reporting levels of academic engagement and associated burnout. the analysis of the results revealed a significant (p=.000) high negative correlation (r = -0.9) (invers proportion ratio of variability) between the two dimensions. following the interpretation of the results, the general hypothesis of the study was confirmed; according to this hypothesis there is a relationship between the variables “academic engagement” and “academic burnout” in the sense that the international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 8 students who declare high levels of engagement in the educational field experience lower levels of burnout and vice versa. keywords: academic commitment; academic burnout; educational performance; burnout; academic quality. introduction the involvement of students in the quality of the act of learning reveals the very idea of their active participation in such an educational approach. this assumption requires the consideration of a process of continuous training, but also of sustainable development of what the quality of the training/learning process stands for. such a process requires a clear awareness of what constitutes the way of organizing personal and professional resources as they are found in students' lives. the quality of the activities carried out in the student environment largely depends on how they organize their relationship between resources and performance. realizing one's own potential is most often achieved by taking into account the ability to relate to the idea of success, but also to emotional and sometimes even to physical stress. hence the validated/confirmed studies of some specialists on aspects relating to possible correlations among anxiety, self-esteem, desirable or less desirable behaviors, fatigue, stress, performance and so on. the relevance of this type of study is supported by the degree of novelty and topicality of the subject, in the context of the advance of research in the psycho-pedagogical and educational field. also, the scientific importance of this approach is justified by the need to calibrate educational policies according to the student's psycho-emotional resources. the analysis carried out can also be useful as a research base for further developments intended to provide solutions to improve the phenomenon of the academic burnout. 1. the theoretical substantiation if we take into account the specialized literature, we note that the term “exhaustion” itself is explained in relation to the term “burnout”; the second term is rather understood as a specific form of mental and physical wear and tear (freudenberger, 1974) or as a lack of motivation (deci& ryan, 2008; dysvik & kuvaas, 2011; mac donald, kelly, christen, 2019; international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 9 trépanier, vallerand, ménard, 2020) correlated with states of boredom (schaufeli & salanova, 2014; vîrgă, pattusamy & kumar, 2020) or with implications of a psychological (maslach& jackson, 1981), social (söderfeldt, söderfeldt & warg, 1995; lloyd, king & chenoweth, 2002; kim & stoner, 2008) or even pathological nature (thunman,2012; hernandez & wu, 2018), implications that may or may not generate performance (garden, 1991; verbeke, 1997). in such a context we can talk about a state of chronic fatigue generated by a series of aspects related to a quantitative and qualitative dimension of the learning process, but also of involvement in academic, formal, non-formal and informal activities (scientific demonstrations, volunteer activities and so forth). this form of burnout is frequently found among students and it can lead to a series of problems related to physical and mental health and also to the idea of responsibility regarding the assumption and fulfillment of a potential work task. on the one hand, in a broader sense, our attention will focus on the relationships of the variables mentioned in this study starting from the idea of academic commitment. the explanation and substantiation of this idea from the perspective of predictors of educational performance (greenwood, horton & utley, 2002; dogan, 2015) and interpersonal relationships (lee, 2012) positions the concepts of “burnout” and “exhaustion”/“fatigue”/“stress” in a global framework of scientific educational research, taking into account aspects related to resilience, fear, fear of failure and fear of authority. on the other hand, we will analyze the concept of “academic burnout” in students, taking from the specialized literature its relationship with the idea of organizational behavior (maslach& jackson, 1981) or cognitive decline/performance (may, bauer &fincham, 2015).this whole process of “emotional burnout” becomes epistemically relevant to the extent that the focus is on the analysis of skills of a social nature. thus, factors such as the cognitive reevaluation or time management, emotional involvement must underpin an entire process of reducing academic burnout related to students. (brock, & grady, 2002). certainly, beyond the causes underlying the forms of burnout associated with alternative dimensions, which the specialized literature identifies and validates through a series of quantitative studies, we can appreciate that such a study reconfirms the need to reevaluate and reconsider the activities of educational nature activities carried out in an academic context by students in relation to work tasks, personal and professional expectations. under these conditions, the way students perceive their own performance international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 10 cannot be correlated with the idea of burnout (mccarthy, pretty, catano, 1990; schaufelli et. all, 2002), but rather with the idea of perception of the process of personal and professional self-regulation (zimmerman &schunk, 2001). the ways in which students engage in such an academic approach to learning, relating to those around them, but also participating in a series of academic activities can de facto generate positive or negative effects of an internal/intrinsic nature (increase/lack of motivation, increased/decreased personal performance) or even external/extrinsic (optimal/deficient relationship with others, activism/passivity in relation to social issues, obvious/or less obvious or even non-existent valorization and capitalization). 2. methodology 2.1. purpose, objectives and research topic the purpose of the research is to identify the psycho-emotional, behavioral and contextual factors which diminish the commitment to educational activities. more precisely, in order to improve the educational quality, we consider it necessary to probe the elements of involvement, motivation, performance, attitudinal benchmarks, and so on and their impact on the functionality and quality of life. this approach supports the need to develop a research problem that identifies the potential relationships between the two reported categories (the level of engagement and the level of burnout): is there a link between the academic engagement and the phenomenon of burnout? in this regard, the objectives of the research will pursue: o1: measuring the level of student involvement in the academic activity (self-report); o2: measuring the level of burnout of students in terms of academic activity (self-report): o3: checking the potential degrees of relationship between the two analyzed dimensions. 2.2. hypotheses in order to verify the potential relationships between the two variables, we will analyze the following hypothesis: h1: there is a significant (negative) correlation between the students' level of academic engagement and their level of academic burnout. h0: there is no significant correlation between the students' level of academic engagement and their level of academic burnout. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 11 2.3. instruments for the analysis of the independent variable “academic involvement” the academic engagement scale (zhang et. all, 2015) was applied. it includes 14 items associated with dimensions such as: the attitude towards study, the level of engagement, the psychoemotional commitment, and so forth. the answers were scored on a likert-type scale, where 1 – “total disagreement” and 5 – “total agreement”. after application, we obtained an optimal internal consistency score: 0.99 (table 1). table 1. alpha cronbach coefficient related to the academic engagement scale similarly, in order to test the “academic burnout” variable, the participants were distributed the academic burnout scale (zhang et. all, 2015) which is intended to record the students' attitude towards academic activities (purpose, benefits, psycho-emotional impact and so on). the scale was adapted to facilitate the optimal understanding of the items by romanian students. the content of the scale is structured in 15 items with answers on 5 levels of assessment (likert-5). the internal consistency coefficient obtained from application is similarly high: 0.99 (table 2). table 2. alpha cronbach coefficient related to the academic exhaustion scale international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 12 2.4. participants the questionnaire was randomly distributed to second-year students enrolled in the uaic and usv students, as mentioned. the respondents (n=145) recorded their answers voluntarily, through the google forms application. 89 f the participants were female and 56 were male and the average age of the participants was 21 years (sd=1.4) the data collection period: 14.11.2022 – 27.11.2022. 2.5. analyze. obtained results the recorded data were processed in ibm spss statistics 20, following descriptive (appendix 1) and correlational analysis. after analyzing the correlation between the two variables, we obtained the following results (table 3): ● the correlation between the two variables is statistically significant (p=.000, p< 0.001); ● the correlation is negative (negative r); ● the size of the correlation indicates a strong connection (high correlation) between the two variables (r = -0.902, r ⊂ [0.51;1]). correlations impl.ac burn.ac spearman's rho impl.ac correlation coefficient 1,000 -,902** sig. (2-tailed) . ,000 n 145 145 burn.a c correlation coefficient -,902** 1,000 sig. (2-tailed) ,000 . n 145 145 **. correlation is significant at the 0.01 level (2-tailed). table 3. correlational analysis results: academic engagement-academic burnout international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 13 2.6 discussions and interpretations the analysis carried out therefore reveals a significant negative correlation between the two investigated variables, indicating an inversely proportional relationship between the levels of the recorded scores. thus: ● the students with high levels of engagement have low scores on academic burnout; ● the students with average levels of engagement also record average scores on the academic burnout variable; ● the students who experienced low levels of engagement also reported increased levels of academic burnout. in conclusion, we accept the hypothesis (h1: there is a significant (negative) correlation between students' level of academic engagement and their level of academic burnout) and we reject the null hypothesis. 2.7 preliminary conclusions according to the analysis carried out and the related interpretations, it can be stated that there is a significant relationship, in the case of students, between the attitude towards the educational process and the exhaustion of mental and emotional resources. the interdependence between engagement and burnout, from the perspective in which they were approached in this approach, was validated for both genders and without variations according to age parameters. the high level of correlation between the two variables indicates a significant potential for further research to pursue the possibilities of improving the commitment of students in order to improve the quality of the education act and, implicitly, their psychological and affective well-being in a formative/education context. 3. limits and directions of development the limitations of the current study are related to the size of the investigated group (limited number of participants, less significant for the romanian student population), but also to the categorized gender distribution (there is a lower representation of the male participants compared to the female participants). also, an isolation of the parasite variables is necessary. the potential of the subject addressed supports the possibility of further research directions by augmenting the research base, expanding the level of placement of students and its utilization within other specializations, faculties or universities in romania. also, the international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 14 study can be calibrated by introducing associated variables: awareness, performance, personality, emotionality, sociability, conscientiousness, organization, perfectionism, skills, resources, and so on. general conclusions the achievement of the study regarding the possible correlation between the academic involvement and the academic burnout brings into discussion the idea of some current participatory mechanisms and processes through which the learning and assimilation process is facilitated. the educational experiences are thus deciphered and transposed in a scientific manner, through the analysis of innovative ideas, in a theoretical and applied framework. such ideas which are of significant importance to the research and the community of specialists can be found in the field of the epistemic homogeneity (for instance, the mutual learning, the cooperative learning, the rethinking of strategies for approaching the learning process and the educational activities carried out in an academic context).concerning the analysis and synthesis approach of such a subject addressed in this research, we note its authenticity in the area of educational applications with visible implications at the society level. the awareness of such existing aspects in the educational process allows and requires from our standpoint the assumption and implementation of significant strategies and elements within the educational society. an openness towards man and also towards society as a whole, allows for a clear representation of what the quality of a learning approach stands for in connection, on the one hand, to the relational dimension between the academic engagement of students in the learning process and the academic exhaustion thereof, and on the other hand, with their level of engagement in academic activities. under these conditions, the human value must be given more credit in relation to what can be translated through it from an economic, social standpoint and, last but not least, from the viewpoint of social and professional expectations. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 15 references brock, b.l., grady, m.l. (2002), avoiding burnout: a principal's guide to keeping the fire alive. california: corwin press, inc. deci, e.l., & ryan, r.m. (2008), self-determination theory: a macro-theory of human motivation, development, and health. canadian psychology, 49(3), 182-185. dogan, u. (2015). student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. anthropologist, 20(3), 553-561. dysvik, a., & kuvaas, b. (2011). intrinsic motivation as a moderator on the relationship perceived job autonomy and work performance. european journal of work and organizational psychology, 20(3), 367-387. freudenberger, j. h. (1974), staff burn-out. journal of social issues, 30(4), 159-165. garden, a.n. (1991), relationship between burnout and performance. psychological reports, 68, 963-977. greenwood, c. r., horton, b. t., & utley, c. a. 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(2020), how psychological capital is related to academic performance, burnout, and boredom? the mediating role of study engagement. current psychology, 41, 6731-6743. vîrgă, d., pattusamy, m., & kumar, d.p. (2020), how psychological capital is related to academic performance, burnout, and boredom? the mediating role of study engagement. current psychology, 41, 6731-6743. zhang, s., shi, r., yun, l., li, x., wang, y., he, h., & miao, d. (2015), selfregulation and study-related health outcomes: a structural equation model of regulatory mode orientations, academic burnout and engagement among university students. social indicators research, 123(2), 585-599. zimmerman, b. j. &schunk, d. h. (eds.). (2001). self-regulated learning and academic achievement: theoretical perspectives. londra: routledge. https://doi.org/10.1080/09291016.2022.2088662 international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 7 content, methodology and results of the study on the formation of readiness to future border guard officers to apply risk analysis methods оlena pshenychna bohdan khmelnytsky national academy of the state border guard service of ukraine, ukraine e-mail: zetta2307@gmail.com oleksandr didenko doctor of pedagogical sciences, professor, bohdan khmelnytsky national academy of the state border guard service of ukraine, ukraine e-mail: didenko.alexandr69@gmail.com mariia oliiynyk doctor of pedagogical sciences, head of the chair of pedagogy and psychology of preschool education, yuriy fedkovych chernivtsi national university, chernivtsi, ukraine e-mail oliynykm69@ukr.net abstract. the article reveals the content, methods and results of the study of the formation of readiness to future border guard officers to apply risk analysis methods. the essence of readiness for application of methods of risk analysis in operational and service activity, criteria and indicators are defined, levels and state of the formation are characterized. for effective formation of readiness of future frontier officers to apply risk analysis methods, pedagogical conditions have been substantiated and tested experimentally. based on the research results, methodological recommendations have been developed for cadets, scientific and pedagogical staff. keywords: readiness, risk analysis methods, border guard officer, pedagogical conditions. 1. introduction. the development of the state border guard service of ukraine (sbgsu) as a special-purpose law enforcement agency envisages the development of joint personnel training programs, the implementation of an integrated education system involving teachers and instructors from nato and eu member states, and the formation of a new security culture based on expert assessment of risks and potential threats. this actualizes the need for training of highly qualified officers who know the features of information and analytical support of operational and service activities, risk analysis methodology in the state border guard service of ukraine, the order of identification of risks and threats, are able to carry out risk analysis in the field of state border protection, apply risk management systems in the state border guard service and on the basis of this to make reasonable and effective managerial and professional decisions to protect the state border. therefore, the border guard officer must have special knowledge, skills and professionally important mailto:zetta2307@gmail.com mailto:didenko.alexandr69@gmail.com international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 8 qualities that make up the content of professional readiness to apply risk analysis methods in operational and service activities. 2. analysis of the last research and publications. the problem of training future border guard officers for professional activities, including informational and analytical work, is the subject of interest of many scientists. the works of a. halimov, d. ishchenko, v. miroshnichenko, b. alekseenko, a. stavytsky discuss various aspects of the formation and development of professionally important qualities and professional competence of officers. the problem of risk and its calculations in the border control system were studied by о. androshchuk, v. нorodnov, s. kashtelan, a. kurashkevych, a. maltsev, a. makhniuk and others. o. didenko, a. balendr, a. bilorus, a. zabolotna and others are studying the problem of organizing the educational process in a higher military educational institution and the peculiarities of forming the readiness to future border officers for professional activity. certain aspects of the theory and practice of using risk analysis methods are as well presented in the works of foreign scientists (j. johnstone, d. mcdowell, h. mueller, d. navrotsky, k. skazhynska, m. janicki). however, there is still no complex research on the problem of formation of professional readiness to future border officers to apply risk analysis methods in operational and service activities for today. the aim of the article is to reveal the content, methodology and results of the study of the formation of readiness to future border guard officers to apply risk analysis methods. 3. materials and methods. theoretical, empirical and mathematical methods were applied in the process of the scientific research. theoretical (retrospective and comparative analysis, synthesis, generalization, systematization of program and normative documents, scientific literature, educational and methodical documentation and professional training experience) are used to find out the state of the development of the research problem in pedagogical theory and practice, as well as to determine the content and structure of the basic concepts of the research and justification of pedagogical conditions for the formation of readiness to future border guard officers to use methods of risk analysis. empirical methods (questionnaires, testing, interviews, conversations, pedagogical observation, and analysis of the results of training activities of officers) are used to specify the criteria, indicators and levels of formation of the above-mentioned readiness. the method of expert assessments is used to diagnose the state of formation of the specified readiness, to identify deficiencies in the learning process. the pedagogical experiment was used to test the hypothesis and effectiveness of pedagogical conditions for forming the readiness to future border guard officers to apply risk analysis methods in operational and service activities. methods of mathematical statistics (kolmogorov-smirnov’s criterion and pearson's criterion) are used for the analysis of the received data and for the establishment of quantitative dependences between the studied phenomena, processes and interpretation of the results of introduction of pedagogical conditions and methods of formation of readiness to future border guard officers for the application of methods of risk analysis in operational and service activity. 4. the results and their discussion. according to the results of the analysis of scientific works on the research problem, it was found that they can be divided into several groups. first of all, these are studies where the methods of risk analysis are mathematically justified (b. pascal, p. fermat, g. leibniz, j. bernoulli, f. galton, etc.); economic theories of risk are developed (a. smith, j. mill, international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 9 n. senior, a. marshall, a. pigue, etc.), as well as works in which general provisions of risk gnoseology are disclosed. the second group of studies is the works of scientists where there are considered the issues of risk and its calculation in the system of management and risk-management (a. fayol, m. mccarthy, t. flynn, t. bedford, r. cook, etc.), of customs (s. galko, p. pashko, g. kulik, b. litovchenko, o. vakulchyk, o. komarov, e. knyshek, etc.) and of border control (o. androshchuk, v. gorodnov, s. kastelian, a. kurashkevich, a. maltsev, a. makhniuk, o. stavytsky, etc.). the third group includes works in which the issues of risk analysis readiness are considered in the context of the general training of the border guard officer for the professional activities (l. balahur, y. demianuk, o. safin, v. ulich, y. tsarev, n. chornousenko, etc.), as well as the formation of professional competence (a. bilorus, o. didenko, i. novak, o. torichny, etc.). it has been established that in modern conditions it is impossible for the personnel of state border protection bodies to perform border protection tasks without proper analytical activities and readiness to apply risk analysis methods (instruction, 2010). taking into account the scientific views on the category of readiness (balendr, 2011, diachenko, 1979, storozhuk, 2010) and the specifics of operational and service activities of the border guard officers, their readiness for the use of methods of risk analysis in operational and service activities can be defined as a professionally important personal quality, which provides an appropriate level of application of methods of risk analysis in operational and service activities, covers the awareness of future specialists of the importance and role of this readiness for the effective solution of problems in operational and service activities, the system of knowledge, as well as the ability and skills to properly apply the risk analysis method in operational and service activities. structurally, the readiness of future border guard officers to apply risk analysis methods in operational and service activities contains motivational-personal, cognitive-educational and operational-resulting components. the motivational-personal component characterizes the incentive aspect of readiness to apply risk analysis methods in operational and service activities. the cognitive-educational component covers the system of knowledge about the features of information and analytical support of operational and service activities of state border protection agencies. the operational-resulting component is revealed in the aggregate of skills for the proper application of risk analysis methods, which perfectly ensure the effective performance of state border protection tasks. taking into account the results of studies performed by a. balendr (2011), m. karpushyna (2017), a. mykhailyshyna (2002), a. marchenko (2007) and others, it was found that the formation of future border guard officers’ readiness to use risk analysis methods can be assessed by three criteria and corresponding indicators, in particular, motivation, cognitive and activity (ability to generate ideas; ability to think critically; independence in solving complex problems; creative approach to solving complex problems of informational and analytical activity). the use of these criteria allows us to identify three levels of readiness for future border guards to be prepared to apply risk analysis methods (low, medium and optimal). with the use of this diagnostic apparatus in the period from february 2016 to september 2017 on the basis of bohdan khmelnytskyi national academy of the state border guard service of ukraine (nasbgsu) there was conducted the ascertaining stage of the experiment. the results of the survey, observation, questionnaires, conversations with students and teachers, as well as the performance of international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 10 special tasks showed that future border guard officers are not sufficiently prepared to apply risks: only 17.20 % of cadets have an optimal level of readiness to use risk analysis methods. the majority of cadets are at an average level of 47.85 % and a low level of 34.95 %. this can be explained by the fact that the cadets are not sufficiently motivated to study risk issues; they do not always know how to develop a clear plan of action in a difficult or unusual situation, do not always know how to generate ideas and think quickly in the process of analytical activities on risk profiling. it is difficult for them to solve complex tasks on their own, to make decisions and predict the development of situations on the analysis of risks, to apply a creative approach to solving complex problems of information and analytical activities. this state of affairs has confirmed the need to organize the systematic work on the formation of risk readiness to future border guard officers. taking into account the results of the analysis of scientific and pedagogical literature, in particular the provisions on the importance of motivation for the development of a person’s ability for creative analytical activity, the importance of knowledge as the basis for all the components of readiness, the presence of a problem situation as a condition for the emergence of creative thinking, as well as the importance of analytical thinking and creative approach to all the tasks, it has been established that the main pedagogical conditions for the formation of readiness for the use of methods of risk analysis in operational and service activities are the following: increasing the motivation to study and analyse border security risks; introduction of a special thematic course for in-depth study of the essence of an integrated risk analysis model; application of innovative forms and methods of training for mastering the skills and abilities of analytical and creative activity in making managerial decisions on the organization of state border protection. experimental work to test the effectiveness of these pedagogical conditions was organized from october 2017 to may 2019 at the nasbgsu. 198 cadets of the faculty of state border defence and protection took part in the pedagogical experiment (the direction of training “protection and defence of state border”), faculty of law enforcement activity (training direction “jurisprudence”), faculty of foreign languages and the humanities (specialty “philology”), as well as 18 representatives of scientific and pedagogical staff of bohdan khmelnytskyi national academy of the state border guard service of ukraine. from the organizational point of view, the method of introducing pedagogical conditions is a set of complex (systemic) pedagogical measures of influence on cadets in the process of gradual formation of their readiness to apply methods of risk analysis in operational and service activities. the formative stage of the pedagogical experiment included the introduction of pedagogical conditions and methods of forming readiness for risk analysis methods application. in particular, according to the first pedagogical condition, the focus was on increasing the motivation of future border guard officers to study and analyze border security risks. for this purpose, when teaching such educational disciplines as “tactics of the border guard service (management of the border guard service)”, “border control (organization of border control)” and a special seminar “application of risk analysis methods in the operational-service activity of the border guard service”, it was planned to update the value orientations of the cadets and explain the purpose of studying risk issues. according to the second condition, the knowledge of the cadets on risk issues was expanded with an additional special course. for this purpose, a special course was developed and conducted to train cadets for risk analysis – “application of risk analysis methods in the operational performance of the sbgsu”, 100 hours. (3,3 credits). the components of the special course were mini-lectures, problem international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 11 and heuristic tasks for group discussion, examples of risk analysis and profiling, situation modelling, individual and group presentations. the special training programme included the training of future border guard officers in the application of risk analysis methods in operational and service activities, in-depth study of the essence of the integrated risk analysis model. the purpose of the special course was to provide cadets with knowledge about the risk analysis system in the state border guard service of ukraine, peculiarities of risk analysis methods application in operational and service activities. according to the third pedagogical condition, there was a wide use of active training methods to practice skills of analytical and creative activity to future border guard officers in making managerial decisions on the organization of the state border protection. in this case, it is taken into account that the specifics of performing the tasks of the professional activity of the border guard officer – the head of the border unit – is constantly associated with the analytical work and creative approach to all the matters. with this in mind, when studying certain topics in the academic disciplines “tactics of the border guard service (management of the border guard service)”, “border control (organization of border control)” and a special seminar “application of risk analysis methods in the operational and service activities of the sbgsu”, problematic discussion of the application of risk analysis methods in operational and service activities was used. after the completion of the formative stage of the pedagogical experiment, a re-measurement of the formation of readiness for application of risk analysis methods in cg (control group ) and eg (experimental group ) cadets was made, the results of which are presented in table 1. the table shows that eg mainly have optimum (38,24 %) and average (55,88 %) levels of formation of readiness for application of methods of risk analysis. the number of cadets with a low level is 5.88%. in cg 26.53% and 50.0% of cadets have optimal and average level of readiness to use risk analysis methods, respectively. in this group, the number of individuals with low levels compared to the eg is much higher, at 23.47% (17.59% more than in the eg). this confirms the effectiveness of implementation of the proposed model and pedagogical conditions for the formation of readiness to use methods of risk analysis in operational and service activities. table 1 comparative analysis of the formation of readiness for the use of methods of risk analysis to future border guard officers after the forming stage of the experiment (in %), n = 200 (cg – 98, eg – 102). levels criteria control group experimental group the beginning of the experiment the end of the experiment. the beginning of the experiment the end of the experiment. optimal personal 10 (10,20 %) 26 (26,53 %) 9 (8,82 %) 39 (38,24 %) medium 33 (33,67 %) 49 (50,0 %) 32 (31,37 %) 57 (55,88 %) low 55 (56,12 %) 23 (23,47 %) 61 (59,8 %) 6 (5,88 %) optimal cognitive 9 (9,18 %) 25 (25,51 %) 8 (7,84 %) 38 (37,25 %) medium 31 (31,63 %) 48 (48,98 %) 31 (30,4 %) 55 (53,92 %) low 58 (59,18 %) 25 (25,51 %) 63 (61,76 %) 9 (8,82 %) optimal activity 8 (8,16 %) 21 (21,43 %) 7 (6,86 %) 37 (36,27 %) international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 12 medium 29 (29,6 %) 47 (47,96 %) 30 (29,41 %) 53 (51,96 %) low 61 (62,24 %) 30 (30,61 %) 65 (63,74 %) 12 (11,76 %) medium average value 9 (9,18 %) 24 (24,49 %) 8 (7,84 %) 38 (37,25 %) середній 31 (31,63 %) 48 (48,98 %) 31 (30,4 %) 55 (53,92 %) low 58 (59,19 %) 26 (26,53 %) 63 (61,76 %) 9 (8,82 %) the statistical significance of the changes revealed as a result of the analysis in the level of readiness to apply risk analysis methods to future border guard officers of eg and cg is confirmed by the corresponding mathematical processing of the obtained data. comparison of the results of the formation of readiness for the application of risk analysis methods in eg and cg of cadets using kolmogorov-smirnov’s criterion confirmed statistically significant differences in the distribution of these skills levels, since λkr ≥ λkr (1.63 ≥ 1.36) at the level of significance p ≤ 0 , 05. thus, the efficiency of introducing pedagogical conditions for the formation of readiness to future border guard officers to use risk analysis methods in the process of professional training has been proved. based on the results of the experimental work, methodical recommendations were developed for the scientific and pedagogical staff and cadets on the formation of readiness to use methods of risk analysis. it is recommended to use the provisions of a systematic, activity-oriented, personal-oriented and acmeological approach; to increase the motivation to future border guard officers to study and analyse border security risks; broaden cadets’ knowledge on risk issues using an additional special course, use active training methods to develop the analytical and creative skills of future border guard officers, etc. 5. conclusions and suggestions. formation of readiness to future border guard officers to apply risk analysis methods in operational and service activities is possible under such pedagogical conditions: increasing the motivation to study and analyse border security risks; introduction of a special thematic course for in-depth study of the essence of an integrated risk analysis model; application of innovative forms and methods of training for mastering the skills and abilities of analytical and creative activity in making managerial decisions on the organization of the state border protection. the study has not covered all aspects of the problem. further attention should be paid to the study of the potential of disciplines of the professional and practical cycle for the formation of cognitiveeducational and operational-resulting components of the readiness of future border guard officers to use risk analysis methods; peculiarities of the organization of self-education of cadets on the problems of risk application; development of analytical skills of border guard officers in the system of advanced training. references 1. балендр а. в. формування готовності майбутніх офіцерів-прикордонників до вирішення конфліктних ситуацій : автореф. дис… канд. пед. наук: 13.00.04 / нац. акад. держ. прикордон. служби україни ім. богдана хмельницького. хмельницький, 2011. 20 с. 2. дьяченко м. и., кандыбович л. а. готовность к деятельности. мн.: бгу, 1979. 163 с. 3. інструкція з аналізу ризиків у державній прикордонній службі україни. хмельницький: вид-во надпсу, 2010. 63 с. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 13 4. карпушина м. г. формування у майбутніх офіцерів-прикордонників умінь розв’язувати проблемні ситуації у професійній діяльності : автореф. дис. … канд. пед. наук: 13.00.04 / нац. акад. держ. прикордон. служби україни ім. богдана хмельницького. хмельницький, 2017. 20 с. 5. марченко о. г. педагогічні умови формування критичного мислення курсантів у процесі навчання у вищих військових навчальних закладах : автореф. дис. … канд. пед. наук: 13.00.04 / харк. нац. пед. ун-т ім. г. с. сковороди. харків, 2007. 22 с. 6. михайлишин о. о. формування професійно-педагогічної готовності офіцерів-прикордонників до виховної роботи в умовах нестандартних ситуацій : автореф. дис. … канд. пед. наук. 13.00.04 «теорія і методика професійної освіти» / нац. акад. держ. прикордон. служби україни ім. богдана хмельницького. хмельницький, 2007. 20 с. 7. сторожук н. а. формування психологічної готовності молодого офіцера збройних сил україни до службово-бойової діяльності: автореф. дис. … канд. пед. наук: 19.00.09 / нац. акад. держ. прикордон. служби україни ім. богдана хмельницького. хмельницький, 2010. 20 с. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 17 human trends, essential factor in education elena ștefăniu școala tesori, iași elenastefaniu@yahoo.com abstract from the point of view of maria montessori, adaptation is the well-being and serenity that offers the child the inner balance. from this perspective, the montessorian strategy relies on education based on the nature of the child and his needs in the environment, so that he understands his role in the world.human development is always accompanied by human, physical and spiritual needs: food, protection, security and love.children need their own experiences to better understand and value what surrounds them, the environment.the adult must provide appropriate support to the child in the second development plan, of the rational spirit.in order to meet his needs, man is led by certain creative energies. these give it a strong impetus to explore the environment and to deeply exploit its being. thanks to them and the inner will to be active, the child benefits from this opportunity and adapts to any society. these impulses are human tendencies. keywords: human nature; needs, wellness; protection; adaptation: wellness, serenity, interior balance and human nature in its evolution, human nature follows universal, timeless laws. specialized studies on human development highlight that the period of childhood is essential in the formation of intelligence, personality and social behaviour. fields research such as psychology, nutrition, sociology, anthropology, education reinforce the idea that the child always develops his own internal program. maria montessori argues that for the child the adaptation to the environment comes from the feeling of security, which has its roots in the balance between the fundamental elements of life: spirituality, ethics and economy. from her point of view, adaptation is the well-being and serenity that offers the child the inner balance. from this perspective, the montessorian strategy relies on education based on the nature of the child and his needs in the environment, so that he understands his role in the world. “the psychological play between his family experiences and the ones he shares with his group determines the child to become an adult adapted to any environment in which he grows up.”(m. montessori, 1956) from this point of view, stability plays a major role in adaptation, because it is the basis on which the fulfillment of a person's aspirations begins. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 18 the immovable nature of humanity: needs, interdependence, labor and recognition human development is always accompanied by human, physical and spiritual needs: food, protection, security and love. over time, these needs have remained the same "even if in the reality conditions change, but some things do not." (m. montessori, 1956) maria montessori was convinced that some fundamental facts do not change, whatever the historical era, and some relate to children. from this perspective, it is known that the human being needs food, clothing, shelter and other essentials for life. with the satisfaction of these needs, another fundamental factor is also observed: the ways to ensure them. by reference to other beings, the humans are dominant entities. but alone, the man can do nothing, so he interacts with other people to meet his fundamental needs, because the human species "is part of a much larger organism: the cosmic organization." (m. montessori, 1956) the cosmic organization is a whole of which the human being is an integral part and has his own role. in order to live, people need air, water, minerals, heat and food. to meet these needs, they need plants and animals. in turn, animals need plants to feed, water, heat and light to grow. "vegetable waste, oxygen, is absorbed by humans and animals, therefore, it offers them one of the essential factors for their life." (m. montessori, 1956) it is like a trophic chain in which each one has its own role. in fact, it is the interdependence between all living beings. through the religious background, these aspects are miracles of faith because "god has arranged things so that every expression of creation is in the service of others.” (m. montessori, 1956) therefore, each form of life makes its own contribution to the preparation of the environment, so that all who come will have the best conditions. it is like a service offered to someone else, who is always a part of life and in relation to this gift, in order to be in one's service, people need to be grateful. educators need to find the right method to help children know these values. “the reality and wonder of creation must be treated in such a way that the child not only finds it, but also integrates it into its affective (nature) side.” (m. montessori, 1956) the rational spirit is capable of building, with love, a solid basis for gratitude to nature and to others. (posteucă, 2005). the society as a source of protection after planting the seeds of gratitude, educators have another cosmic task: to teach them what humanity is. in other words, to give them the key to the world through their own experiences. children need their own experiences to better understand and value what surrounds them, the international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 19 environment. "every effort you make to make children better adults than they would have been without this help, not only benefits the children themselves, but many people you don't know." (m. montessori, 1956) this generosity has a particularity: it is anonymous. in fact, this generosity conceals an exceptional form of love for one's neighbour. thus, society unconsciously deals with all living beings. in this way, all living beings are in the service of others, and children can understand how the world and social relationships work, thanks to their experiences. this form of generosity reveals the unity of humanity. it must be reinforced by insisting on presenting each other's work, because "the child will thus develop with the force of an instinct, with the feeling that mankind has the right not only to respect, but also to gratitude and admiration." (m. montessori, 1956) help the child to update their trends in his community: the world the adult must provide appropriate support to the child in the second development plan, of the rational spirit. (eşi, 2014) sensory exploration is no longer satisfying at this stage of development. maria montessori believes that a child must adapt to the contemporary world, not just his nation. adults must open the city gate to the children, because the world is their fortress in favourable conditions of life, even if these conditions undergo transformations. if a child moves and lives somewhere else, he has the same fundamental needs: movement, exploration, food, water, shelter. the montessori approach encourages adults to observe and base on what is important for life and development, because "the essence of these approaches is to help the child's development and to help the child adapt to the present conditions." (m. montessori, 1956) regarding cognitive development, the fundamental aspects do not change. they allow children to adapt to any society, because they are nothing but human tendencies, as called by specialists, who act regardless of the conditions in which children live. primordial factors: human trends towards instincts in order to meet his needs, man is led by certain creative energies. these give it a strong impetus to explore the environment and to deeply exploit its being. thanks to them and the inner will to be active, the child benefits from this opportunity and adapts to any society. these impulses are human tendencies. mario montessori presents the human tendencies as the instincts present in both humans and animals. initially, animals were superior to humans due to their physical development and instincts. for example, the cat can use a specific language from birth and can conquer its international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 20 environment from the earliest days of life. as for people, the situation is different. due to their experiences and efforts, they have developed intelligence and ability to understand, because the mind is nourished with suggestions, inspirations and problems. maria montessori launches the idea that human tendencies are different according to the sensitive periods the child goes through. sensitive periods are closely linked to developmental phenomena, as the environment determines the needs of the human being. for her, sensitive periods are characteristic of the child's life. each child has gone through their evolution and has adapted to the environment, highlighting hereditary and immutable human tendencies. thus, human tendencies manifest themselves in different ways, depending on the development plan. in the case of children, they are more pronounced during sensitive periods. at the physical, psychological, social and human level, human development will be achieved at the level of each plan. physically, the tendency to communicate will materialize through moving lips, hands to support the idea in its argumentation. at the psychological level, it will be the will to communicate, the communication of feelings, the internal communication, and at the social level the tendency to communicate will be manifested through the search for the interlocutors. the importance that maria montessori attaches to childhood, especially during sensitive periods, highlights those key ideas, which underpin the method: the absorbing spirit and the rational spirit of the child. "the absorbing spirit is the unconscious creative force, which helps the child to build his or her psychic self and personality, adapted to his environment." (uma ramani, 2017-2019) thanks to this absorbing spirit, the child records the impressions integrally, globally and instantly: the material conditions, the relationships between and between people and objects, behaviours and means of communication, as well as the social, moral and emotional values. thus, "these impressions not only penetrate the child's spirit, but also form it; they incarnate because the child always realizes his own mental structure, using the things that are in his environment." (m. montessori, 2010) the absorbing spirit does not discriminate anything. it is unique and specific to each child in the first stage of development from 0 to 6 years. this is the plan in which "the child is an explorer of facts, that is why the prepared environment offers him the activities and the essence of the world." (m. e. stephenson, 1986) a little later, when the child has acquired the freedom adapted to the social life of family and close friends, but also a certain degree of responsibility for the environment, education appeals to the imagination, characteristic of the rational spirit. in the second development plan, from 6 to 12 years of age, when the absorbing spirit is replaced by the rational spirit, the child is no longer content merely to observe and explore. he is trying to discover the cause of the effect. that is why imagination has absolute value when it is based on reality, because “its creative spirit is a means of processing the data of reality.” (m. montessori, 2016) international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 21 there is no doubt that development takes place in all living beings. if in human case we are talking about human tendencies, being preoccupied with accomplishing different things to survive and using their intelligence to understand them, in animals there are only instincts. "each species has a special guide that tells them what to eat, how to behave, what movements to make. everything is prescribed to them." (m. montessori, 1956) maria montessori believes that the human being benefits from a true potential to intensify its development: intelligence, the bipedal position, which frees its hands, so it can use them to achieve what the free spirit wants. the activities of adaptation to the environment refine human tendencies as man develops. each human being has a cosmic task: the child to self-build and to create, through his own experiences, a higher level of humanity, and the adult to reveal the soul of the child with patience and love. whatever the stages of human development, love is the vital function to learn spontaneously and to provoke interest in the environment. human trends in building his spirit and social personality, the child uses human tendencies. one of the first trends that appears in the evolution of the child is orientation. the child has a special sensitivity for order, for the order of things. "before the direction of orientation has been internalized, the position of the objects on which this sense is based must remain stable." (m. montessori, 1956) maria montessori attached great importance to the order of the child environment, as this not only allows her to be positioned in the environment but serves as an inner compass in her further development.the tendency of orientation influences another tendency: the exploration, which is based on the strongest impulses, because man explores to survive. this tendency is the strongest in children, because they have an intense curiosity that they want to satisfy. any small thing or a closed box or a corner of the house, as far away as possible, is a real discovery game. exploration and discovery stimulate the tendency to observe. children love to watch how the smallest insects go, how the cats feed. they can spend a lot of time observing life on earth. the rational spirit allows them to imagine the place where insects rest or go to meet their family. the imagination is the source that feeds the rational spirit.so that all children "possess the reasoning that allows them to abstract. they want to have things that they do not have and thanks to the imagination used wisely they can do anything." (m. montessori, 1956) the rational spirit is supported in the production of ideas by the creative imagination and by abstraction, which are characteristic of the child in the second development plan, 6-12 years. abstracting, the tendency to support the understanding and to discover things, so that the internalized information is organized and classified into notions and classes, giving the child a international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 22 mental order, the logic of the established relationships and a global and systematic view of the world. to realize the ideas, children need to train their hands and body, which is why other tendencies take shape: the tendency to work, to gain experience, to practice, and for this they are willing to make efforts to eliminate errors and to meet another trend: accuracy, accuracy. "for the awakening and development of his intelligence, the child must have the opportunity to exercise an activity, to work with his hands, to demonstrate control over his errors." (m. montessori, 1956) children are provided with a natural logic, reinforced by the mathematical spirit present in nature and which they use to achieve their goals. (eşi, 2016) precision supports the tendency to perfect, to fulfil a purpose, so that they emphasize the power of conscious control, which leads them to self-control, of vital importance for the future adult. repetition gives the child the power to master himself, which produces great satisfaction. such work provides the child with serenity and joy. thus, he does not feel mental fatigue, on the contrary, his mind rests. the role of the child in adapting to the environment but what is missing from the child when labour causes fatigue? the answer is simple and natural: pleasure and enthusiasm. maria montessori has always maintained that without the motivation of the mind, assimilation is difficult, and fatigue follows. forced labour is what causes fatigue. work becomes a game and attracts the feeling of strength, serenity and joy when the motivation is the starting point. (eşi posteucă, 2019). the child has the power to adapt to any environment. he possesses the freedom of expression of his creative spirit thanks to his experiences. the environment to which it is exposed influences its development in every plane of human evolution. every child uses the rational spirit and values the tendency to observe. everything he feels and sees feelings, emotions and needs are transformed into words. thanks to social relationships and experiences, the child quickly understands the laws of communication. maria montessori claimed that around the child, the first nucleus of the society, the people guided by a common interest and communication, formed the first group. in addition, the power of love and spiritual communication formed the soul of the group. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 23 it is well known that in the face of the force of nature and of its power impossible to conquer, human beings began to believe in deities. and, maybe, that's how the faith came about. it is closely related to nature the sun god, the god of fire. these deities and beliefs brought with them the feeling of gratitude and gratitude, the laws and the need to pay tribute in order to obtain goodwill. later, religions brought a sense of guilt. in antiquity, the spiritual universe became stronger than the material universe. in some parts of the world today spiritual life is dominant. maria montessori considered the child an avid spirit, capable of assimilating customs, religions and cultures. from this point of view, human tendencies are divided into two axes the tendencies of adaptation to the environment and the tendencies of assimilating customs and culture. in today's society, there is the possibility that any child wishing to belong to a group can assimilate its culture: a malicious language, harmful habits, and the spirit of ignoring the laws. for the weaker children, drugs and alcohol are the best ways to escape from a world that seems to not understand them, feeding on the illusion that they can give them the feeling of well-being and safety. for them, life made up of short, but magical episodes is the only valid reality, which they seek with an unstoppable thirst. sometimes, returning to everyday reality can cause great turmoil, even voluntary or involuntary suicide.on the one hand, the technology exposes the child to social networks by offering her an apparent socialization and an addiction that is difficult to manage. he enters a virtual reality, attracted by the charm of a challenging world. the researchers called this addiction a form of autism, virtual autism, which produces essential changes in the child's behaviour. the child no longer feels the need to interact with the environment, his neurological development being affected. on the other hand, another difficulty that children face in contemporary society is the expectations of parents, who project their own dreams into them. thus, the quality time they can spend together and cannot be quantified turns into successive courses of ballet, swimming, horseback riding, piano, karate or yoga. this reinforces maria montessori's assertion that the adult plays a vital role in the child's life: the guide in meeting the fundamental needs meant to train a wise adult. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 24 references: eşi, m.c. (2014). about the idea of an intuitive didactics and the role of intuition in the activity of teaching and learning assessment. international journal of social and educational innovation (ijsei), 1(1), 89-94. eşi, m.c. (2016). epistemological approaches the relationship between didacticism pragmatism and pragmatic didacticism in the teaching-learning-assessment of economic disciplines. international journal of social and educational innovation (ijseiro), 3(6), pp. 101-106. eşi posteucă, n. l. (2019). social and psychological benefits of self-dislosure. international journal of social and educational innovation (ijseiro), 6(12), 25-29. montessori, mario human trends and montessori education, the netherlands conference, 1956 montessori, maria education for a new world, desclée de brower publishing house, 2010, maria scientific pedagogy, volume ii, ed. desclée de brouwer, 2016 posteucă, n.l. (2005). value immersion and value regression: on moral aggregation of virtual communities. postmodern openings.6(2), pp. 79-88. stephenson, margaret e the heart of elementary class, summer institute, tampa florida, july 1986 http://www.academia.edu/download/35944084/ijsei_asoc_1.pdf#page=91 http://www.academia.edu/download/35944084/ijsei_asoc_1.pdf#page=91 https://www.ceeol.com/search/article-detail?id=516251 https://www.ceeol.com/search/article-detail?id=516251 https://www.ceeol.com/search/article-detail?id=516251 https://www.ceeol.com/search/article-detail?id=319658 https://www.ceeol.com/search/article-detail?id=319658 international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 81 study on the social distancing towards people with mental disorders elena bujorean ”stefan cel mare” university, suceava, romania bujorean_elena@yahoo.com abstract our study aimed to investigate the social distance towards people with mental disorders (md). the ideational process marked by the concept of social distance led to equating this comcept with a lack of openness towards relating to other individuals, perceived to be different as a result of their inclusion in classes set apart from their own group, based on criteria judged to be correct. thus, the objectives aimed to: assess the willingness to engage in befriending people with md; assess the perception of the level of intelligence, trust and credibility given to people with md in society and, in particular, in professional and couple relationships; identify perceptions on the causes of mental health problems, in particular, the extent to which there is individual responsibility for their occurrence; identify the extent to which people with md are discriminated against in society. the study methodology consisted in the completion by the participants of a 12-item questionnaire – the social distance scale (link 1989). the group of subjects was made up of 329 students from different specializations, enrolled in the psycho-pedagogical training programme, undergraduate, and postgraduate courses. our study confirms that there is a need for more information on mental health issues, as it influences the degree of social distance. it is well-known that people with md are subject to discrimination, and the consequences of stigma are visible both in accessing health services and in the quality of interpersonal relationships. keywords: social distance, mental disorders, stigma, mental health education. introduction mental health is a key resource for effective functioning as community members and citizens. however, the world health organization points to statistical data on mental health. globally, 10-20% of children and adolescents experience mental health difficulties. half of the mental health difficulties start around the age of 14 and three quarters by the mid-20s. mental international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 82 health disorders account for 16% of the young people aged 10 to 19, and suicide is the third leading cause of death among 15 to 19 year olds (cf. grazzani, i., colomeischi, a.a., 2021, p.14). the most common mental disorders in the eu member states are anxiety and depression, the latter affecting 4.5% of the population annually. in fact, it was estimated that by 2020 depression would be the second most common cause of disability in developed countries. people with mental health problems, their family members, as well as psychosocial professionals, are confronted on a daily basis with stereotypes and fears of people in the general population concerning mental health issues. people with mental health problems are seen as dangerous, untreatable, unpredictable and bizarre. their relatives and loved ones, in turn, are perceived as responsible for the illness or somehow “flawed”. at the same time, the public's view of mental health professionals associates them with the role of gatekeepers or freaks. the general public attitude towards people with mental health problems (and, in particular, schizophrenia) is generally negative (angermeyer and dietrich, 2006). although public perception is differentiated according to different diagnoses, general attitudes have not changed considerably since the 1990s, with schizophrenia and alcoholism continuing to be associated with dangerousness in most cultures (crisp et al., 2000; link and phelan, 1999; thompson et al., 2002; angermeyer and matschinger, 1999). several hypotheses can be put forward as possible explanations for the general public's attitude towards people with mental health problems (and especially those with severe problems) as being dangerous, unpredictable and “different”: 1. the process of stigmatisation, which includes, among other aspects, the negative labelling of differences, is strongly activated in severe mental health problems and is influenced by cultural and power distribution mechanisms (link and phelan, 2001); 2. public concern is a reflection of the failure of the welfare system to contain violence (torrey, 1994); 3. the media, especially through entertainment programmes, contribute to the idea that mental illness is closely linked to violence (dietrich et al., 2006: wahl, 2003). this public opinion is often supported by a discourse in the media that promotes a range of negative stereotypes, especially among people who have not had any direct contact with someone stricken by a mental disorder. a number of studies have shown that there is a correlation between the information about mental health issues in the media and the information held by the average person. over 90% of the participants in one study said that they had had information about people with mental health problems from films. unfortunately, film productions promote stigma, in that people with md are portrayed as particularly dangerous. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 83 the study objectives: our study aimed to investigate social distance towards people with mental disorders (md). the ideational process marked by the concept of social distance led to equating it with a lack of openness towards relating to other individuals, perceived to be different as a result of their inclusion in classes set apart from their own group, based on criteria judged to be correct. thus, the objectives aimed to: assess the willingness to engage in befriending people with md; assess the perception of the level of intelligence, trust and credibility given to people with md in society and, in particular, in professional and couple relationships; identify the perceptions on the causes of mental health problems, in particular, the extent to which there is individual responsibility for their occurrence; identify the extent to which people with md are discriminated against in society. the study methodology consisted of participants completing a 12-item questionnaire the social distance scale (link 1989). the questionnaire items were rated on a likert scale from 1 to 4, where 1 = strongly agree and 4 = strongly disagree. subjects: 329 students from different specializations, enrolled in the psycho-pedagogical training programme, undergraduate and postgraduate courses. the mean age was 23.4 years (md=23.48). considering that more female persons work in the teaching field, the distribution of the sample, according to gender, is representative in this respect. it should be mentioned that the investigation of the opinion on the dimensions presented above, was carried out during the works of the seminar on fundamentals of pedagogy, with the presentation of the objectives of health education, focusing on the component emotional and mental health education (theme: new educations). data analysis presentation of the basic statistical inventory and of the results of the t one test items m t p 1.most people would accept as a close friend a person who suffered from a mental illness in the past. 2.62 2.994 0.003 2.most people think that a person who was in a mental institution is as intelligent as most people. 2.77 6.014 0.000 international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 84 3.most people believe that a person who has suffered from a mental illness can be trusted as much as most people. 2.62 3.025 0.003 4.most people would agree that a person who suffered from a mental illness and has recovered, should be a teacher in a state school or kindergarten. 2.99 8.973 0.000 5.most people consider staying in a mental institution as a personal failure. 2.78 5.557 0.000 6.most people would not accept a person who suffered from a mental illness to look after their children. 2.03 -8.810 0.000 7.most people do not respect people who were in a mental institution. 2.31 3.382 0.001 8.most businesses and companies would hire a person who suffered from a mental illness in the past if they are qualified for the job. 2.40 -2.028 0.043 9.most businesses and companies would prefer anyone else to a person who suffered from a mental illness in the past. 2.03 -8.449 0.000 10.most people in your locality would treat a person who suffered from a mental illness in the past in the same way as the rest of the people. 2.64 3.104 0.002 11.most young girls would be reluctant to date a man who was admitted to a mental institution. 1.69 18.936 0.000 12.most people do not take a person seriously if they find out they were admitted to a mental institution. 2.12 -8.234 0.000 in order to check the students' general attitude towards interaction with people with md, we used the t-test to compare responses with the neutral value 2.5. when the difference between the mean of the responses to an item and the neutral value is negative for items 1, 2, 3, 4, 8, 10, and positive for items 5, 6, 7, 9, 11, and 12, the participants' responses are in favor of recognizing indicators for a negative attitude towards people with md. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 85 from the data presented, we note, following the presentation of the role of schools in promoting health, a relative tolerance in terms of engaging in friendly relationships with people with md and a willingness to treat them fairly. however, the means obtained on these two dimensions (md=2.6) indicate a slightly unfavourable opinion. the analysis of the mean for the dimension confidence in people with md points to the same conclusion. yet, we note that, when there is information that people with md were admitted to specialized medical units, credibility decreases (md=2.12), "most people do not take a person seriously if they find out that they were admitted to a mental institution". social distance towards people with md seems to be more pronounced in the hypothetical situation of couple relationships (md=1.69). in terms of ascribing the causes for the development of md, there seems to be recognition of a causal complex, since 58.9% of respondents tend to disagree with the view that "staying in a mental institution is a personal failure". however, the opinion on the intelligence level of people with md is negatively shaped (md=2.7), with only 5.2% of young people strongly agreeing that these people can be as intelligent as the majority. the problem of labour market integration of people with md can be an indicator of social distance. there is the view that a person who has had a moderate emotional and mental health problem can no longer present credibility. thus, 67% of respondents believe that most businesses and firms would prefer anyone else to a person who suffered from a mental illness in the past. most professions require some development of specific skills, and some require good physical and mental integrity. most respondents legitimately have an unfavourable view of the possibility for people with md to hold teaching positions or to practise a profession that involves looking after children. although many professions involve a level of overload, we learn from the occupational profile of the teaching profession that "there is the risk of developing neuropsychological disorders over time due to physical and mental overload and overload of the phonatory apparatus as a result of intense vocal effort" (cognitrom, 2007). we infer that the promotion of mental and emotional health in schools is aimed at both students and teachers. conclusions mental health problems have always been seen as threatening, frightening problems that induce people's instinctive reaction to stay as far away as possible. the social perception associated with these problems includes the loss of what is considered a distinctively human characteristic: qualities of rationality and free will (american journal of public health, 1999). international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 86 it is well-known that people with md are subject to discrimination, and the consequences of stigma are visible in accessing health services and in the quality of interpersonal relationships. some researchers have argued that the impact of mental illness stigma is so overwhelming that the stigma can be as damaging as the illness (feldman și crandall, 2007). studies show that both people's awareness and familiarity (experience of contact with people with md) influence the degree of social distance from people with md. given the impact of stigma on people with md, information is needed on the following issues: recognising mental health problems; informing about the known causes of md; discussing misconceptions about people experiencing md. given the increased prevalence of emotional and conduct disorders among children, it is imperative that schools are involved alongside other institutions in primary prevention, promoting the importance of mental and emotional health. the aim of primary prevention is to reduce risk factors and enhance protective factors, thus ensuring the child’s better mental development. the examples of good practice in this area invite us to reflect and take initiative. thus, promehs-promoting mental health at schoolsis an erasmus+ project in which the first curriculum for promoting mental health has been developed through collaboration between researchers, educational stakeholders and scientific associations from seven european countries (croatia, greece, italy, latvia, malta, romania and portugal). the study, conducted on a group of 1,392 students from all levels of education, confirms the effectiveness of a programme to promote mental health in schools. thus, by comparing social-emotional skills, strengths and difficulties before and after running an experimental programme, it is found that the internalisation of problems in primary and lower secondary school children has been reduced, as well as the externalisation of problems for kindergarten and primary school children (colomeischi,a.a., duca, d.s., bujor, l., rusu, p.p., grazzani, i., cavioni, v. ,2022). an important project on education for mental and emotional health was initiated in 2002 by the romanian league for mental health. the project "mental health problems are treatable. how do you treat people with mental health problems?" aimed to set up an educational campaign against the stigma that leads to the social marginalisation of people with mental health problems (dumitrescu, m., dumitrescu, s., 2005, p.16). mental health, as well as its imbalances, depends on the education system, on the values offered to the individual and on the way they are assimilated. the destiny of each individual is marked by his or her early years, the socio-cultural environment, the quality of parental models, the educational shortcomings and the form and content of psychobiological developmental crises. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 87 therefore, we can conclude that any improvement in the child's quality of life can be considered primary prevention in the issue of emotional and mental disorders. references batastini, a.b., lester, m.e., thompson, r.a. (2018), mental illness in the eyes of the law: examining perceptions of stigma among judges and attorneys. psychology, crime & law 24:7, 673-686. buchman-wildbaum t., paksi, b., sebestyén, e., kun, b., felvinczi, k., schmelowszky, a., griffiths, m.d., demetrovics, z., urbán, r. (2018) social rejection towards mentally ill people in hungary between 2001 and 2015: has there been any change?. psychiatry research 267, 73-79. cabrera, l.y., reiner, p.b., a (2018). novel sequential mixed-method technique for contrastive analysis of unscripted qualitative data. sociological methods & research 47:3, 532-548. colomeischi, a.a., duca, d.s., bujor, l., rusu, p.p., grazzani, i., cavioni, v. (2022). impact of school mental health program on children's and adolscents' socio-emotional skills and psychosocial difficulties, copii, 9(11):1661, https://doi.org/10.3390/children9111661 corrigan, p.w. & s.a (2001). familiarity and social distance frim people with have a serious mental ilness, psychatrics services, vol5, no2. dumitrescu, m., dumitrescu, s. (2002). educația pentru sănătate mentală și emoțională, ghid metodologic pentru pregătirea cadrelor didactice, editura arves. grazzani, i., colomeischi, a. a. (2021), promovarea sănătății mintale în școală. ghid pentru decidenți în educație, editura universității ”ștefan cel mare” suceava. guajardo, g.u., slewa-younan, s., kitchener, b.a., mannan, h., mohammad, y., jorm, a.f. (2018). improving the capacity of community-based workers in australia to provide initial assistance to iraqi refugees with mental health problems: an uncontrolled evaluation of a mental health literacy course. international journal of mental health systems 12:1. hart, l.m., morgan, a.j., rossetto, a., kelly, k.m., mackinnon, a., jorm. a.f. (2018) helping adolescents to better support their peers with a mental health problem: a clusterrandomised crossover trial of teen mental health first aid. australian & new zealand journal of psychiatry 52:7. katschnig, h., ciumăgeanu, m., ghenea, d., sfetcu, r. (2009). manual pentru acţiuni antistigma în şcoli.cluj-napoc : qual media, vol. 3. https://doi.org/10.3390/children9111661 international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 88 link, b.g., jo c. phelan, j.c., bresnahan, m., and pescosolido b.a. (1999). public conceptions of mental illness: labels, causes, dangerousness, and social distance, american journal of public health, vol. 89, no. 9. pang, s., subramaniam, m., lee, s.p., lau, y.w., abdin, e., chua, b.y., picco, l., vaingankar, j.a., chong, s.a. (2018). the singaporean public beliefs about the causes of mental illness: results from a multi-ethnic population-based study. epidemiology and psychiatric sciences 27:4. paquette, c.e., syvertsen, j.e., pollini, r.a. (2018). stigma at every turn: health services experiences among people who inject drugs. international journal of drug policy 57. sandys, m., pruss, h., walsh, s.m. (2018). capital jurors, mental illness, and the unreliability principle: can capital jurors comprehend and account for evidence of mental illness?. behavioral sciences & the law 30. smith, a., cashwell, c. (2011). social distance and mental illness: attitudes among mental health and non-mental health professionals and trainees, the professional counselor, volume 1. smith-merry, j. (2018) public mental health, discourse and safety: articulating an ethical framework. public health ethics 11:2. parrish, e.m., kim, n.s., woodberry, k.a., friedman-yakoobian, m. (2018). clinical high risk for psychosis: the effects of labelling on public stigma in a undergraduate population. early intervention in psychiatry 8. zaninotto, l., rossi, g., danieli, a., frasson, a., meneghetti, l., zordan, m., tito, p., salvetti, b., conca, a., ferranti, r., salcuni, s., solmi, (2018) m. exploring the relationships among personality traits, burnout dimensions and stigma in a sample of mental health professionals. psychiatry research. ***cognitrom-profiluri ocupationale, 2007. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 89 the contributions of e. d. dneprov at the level of the educational policy aura hapenciuc “ştefan cel mare” university of suceava, romania aurahapenciuc@yahoo.com abstract the paper analyzes the educational policies in russia in the postmodern (contemporary) period, a historical context in which the curriculum paradigm is asserted.the pedagogue with a remarkable contribution is e. d. dneprov, an academician of the russian academy of education and a minister of education.in the analysis of his books, we followed the following coordinates: the axiomatic foundations/the basic concepts that define the education policy, the specific object of study of the education policy (as a field of pedagogical sciences), its specific normativity and its specific research methodology.the historical research methodology was used to highlight the evolution of the field conceptually and institutionally, in a synchronic and a diachronic perspective.the table at the end constitutes a synthesis of the work, demonstrating the epistemological maturity of the analyzed texts, epistemically essentialized by capitalizing on the fundamental concepts. keywords: educational policies, reform, counter-reform, innovation, strategy. 1. introduction e. d. dneprov, an academician of the russian academy of education, the last minister of education in the ussr and the first minister of education in the russian federation in the period 1990-1992, is the theoretician of the education reform through the following books: the current school reform in russia (1998); education and politics. the recent history of the russian educational policy. volume 1 (2006); russian education in the 19th and early 20th centuries 2 volumes – volume i, the political history of the russian education, volume ii, the formation and development of the russian education system international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 90 (2011). as it was developed in a period full of enthusiasm, the perestroika period, and the transition to another type of society, the fourth reform, initiated and theorized by e. d. dneprov, deserves a special analysis, due to its perfect articulation, at the level of a global and open training model. 2. content development in the book the fourth reform in russia (1994), the historical analysis undertaken allows advancing three conclusions about the education reforms: 1. they take place in periods of social development, after economic and political reforms;2. they are durable if they have the ability to: a) "accumulate an ideational potential, social-pedagogical and technological achievements"; b) to make deep changes in the structure of the education system; c) "to self-develop and to radicalize the transformations started"; d) to contribute to the increase of the effective "degree of security and social participation and preparation for action"; 3. they cannot avoid the counter-reforms politically generated by factors that "win the fight against school", which is a problem for specialists in sociology and the education policy (днепров э.д, 1994, 30,31). the moments of regression occur even after the fourth education reform, in the second half of the 1990s (днепров э.д, 2001, 259): a) the tendency of stagnation generated by a multitude of factors; b) "political adventures", which led to the discrediting of decision-makers; c) the inability of the educational policy to address the key issues and the pseudo-problem of the generalization of 12-year education was highlighted; d) the moving away from the major interests of the educational community; e) the lack of strategic thinking and systemic vision (днепров э.д, 2001, 259). the analysis of the reform is carried out according to: 1) the triad of the final goals: a) the creation of the conditions for the personality development;b) the launching of the development and self-development mechanisms of the education system;c) transforming education into an effective factor for the development of the society;2) ten basic principles outlined in 1987, substantiated in december 1988, at the union education congress, which can be ordered at the level of system reconstruction and improvement of the education process. i) the principles aimed at the reconstruction of the education system: 1) the democratization of the education by: a) the liquidation of the state monopoly on education; b) the decentralization of the management; c) the participation of the local authorities in the international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 91 management of education; d) the autonomy of the educational institutions; e) the right of teachers to be creative; f) the right of the pupils to choose the school and the educational profile;2) the pluralism of the education takes into account: the variable and alternative specificity of the education, the diversity of the types of schools, of forms and channels of education (днепров э.д, 2001, 44);3) the popular and national characteristics of the education ensures the spiritual health of the school, as a culture factor, with historical arguments (in the pedagogy of k.d. uşinski); 4) the open nature of education implies: a) the reporting on global issues;b) the engaging in dialogue with other cultures;c) the valorization of the human values before those of class and group;d) overcoming the ideological limits of education;5. the regional character of education implies the freedom granted to each region to choose its own educational strategy, "a first step towards the educational federalism." (днепров э.д, 2001, 46) ii) the principles aimed at improving the educational process: 1. the humanizing of the education by focusing on the pupil's activity, approached organically, unitarily, psychologically and socially oriented, towards the self-training and the self-development;2. the humanistic character of training achieved by overcoming the "division of the culture and education into humanistic and technical";3. the differentiated training by capitalizing on the child's right to choose his training path in relation to his own resources;4. the active nature of the training, through the historical leap from the paradigm of the reproductive education to the innovative education, based upon development, which assumes the "innate human desire for activity".5. the permanent specificity of the training / self-training, through the "multidimensional movement of the personality, in the educational space", in relation to all the pedagogical values, engaged culturally, economically, civically. (днепров э.д, 2001, 51) the success of the education reform implies the fulfillment of seven conditions (днепров э.д, 1994): a) supporting innovative changes, at the economic, political, cultural and media level; b) ensuring a systemic character; c) substantiating efforts to increase the development space of education in an open context; d) employing the capacity of the school organization to self-regulate; e) orientation towards an innovative process; f) supporting the pedagogical and social needs of the population on a social scale, not only at the level of the “top individuals”; f) the staging of the reform process in the perspective of innovative change, at the level of goals, structure and content. the "fourth reform"underwent five stages: 1) the crisis, which imposes the design of the reform (mid-1985 – may 1987); 2) the preparation of the reform concept and its international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 92 programs (june 1987-july 1988); 3) adoption of the reform (august-december 1988); 4) the stagnation of the reform (january 1989-july 1990); 5) the achievement of the reform "in a new political configuration" (after august 1990). the preparation of the reform is marked by a corpus of innovative ideas, promoted in the teacher's newspaper, led by v. f. mateev, the ideologue of the school restructuring. the creative pedagogy club "evrika" was created around him, which: a) initiated the teachers' congress;b) promoted the pedagogy of cooperation manifesto (the teacher's newspaper, october 18, 1986) which advocates the teaching without coercion.the project is based on: a) objectives aimed at the self-improvement; b) knowledge elaborated in "big blocks", from a constructivist perspective, which capitalizes on the pupils' resources in the zone of the proximal development; c) the creative education method; d) the incentive evaluation; e) the creative self-management; f) the generalized cooperation (between the school and all community factors, among teachers in formal and non-formal contexts; among the educated and so on). the provisional scientific team, established by political decision (june 1, 1988), has substantiatedthe concept of general secondary education, published in the teacher's newspaper of august 23, 1988, improved in december 1988, at the education congress. it promotes a model of democratic pedagogy, based on the unity between the school and the community. this model "defines the pedagogy of cooperation. "the ideas were incorporated into legal documents, which laid the foundations for the law of the russian federation on education, adopted in 1992. the new education law is built on the basis of three priority principles: 1) the humanistic character of education; 2) the priority given to general human values, the life and health of people; 3) the free personality development. the objectives are the following: a) the qualitative renewal of the content of education, the training standards and the technologies; b) supporting the development of national and regional education systems; c) the continuous training; d) the administrative decentralization; e) expanding the society's participation in the education management; f) attracting additional sources of funding for education; g) the development of innovation in education at all levels; i) the social support of the teaching staff.the reforming program involved: a) the achievement of the new education plan, alternative programs and textbooks; b) the development of the national standards necessary for system and process evaluation; c) the training of teaching staff in an innovative spirit. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 93 thereform process is represented iconically in the form of a star. the top peak concentrates the fundamental orientations and values of education, which are the basis of the contents of education –îсî. on the side dimensions the following actions are written down: a) the evaluation of the quality of education –ecî; b) the development of the innovative educational processes, dpei. at the bottom there is the complex action of: a) the training of pedagogues for teachers from all disciplines and levels of education, pp; b) the training of school managers from all levels of the education system, pm. (днепров э.д, 2001, 135) îсî ecî jj dpei pp pm 1) îcî – the guidelines and fundamental values / the innovative renewals of the educational content; 2) ecî – the action to evaluate the quality of the education; 3) dpei – the action for the development of the innovative educational processes; 3) pp – the complex training action of pedagogues / teachers; 4) pm – the complex training action of the school managers. the strategic documents of the reform include: the federal laws – about education and about the professional higher and the post-graduate education; the national doctrine of education in the russian federation until 2025; the main directions of the long-term social and economic policy of the government of the russian federation; the concept of modernization of the education in russia until 2010 ;the concept of social and economic development of the russian federation in the long term (until 2020); normative and legislative documents of the ministry of education and science of the russian federation. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 94 on december 29, 2001, the government of the russian federation approved the concept of modernization of education in russia by 2010. it was considered that "russian education has faced modernization rather than reform." (днепров э.д, 1994, 263) "the basic link is the secondary school", which aims at: "the development of the pupils' personality and their cognitive and creative abilities." the national doctrine of the education in the russian federation until 2025, approved by the federal law, establishes the priorities of the public education. the strategic objectives aim to involve the education in the development of the russian society for: a) "overcoming the social, economic and spiritual crisis"; b) ensuring "the quality of the people's lives and the national security"; c) "restoring the status of russia in the world community as a great power in the fields of education, culture, science, technology and economy"; d) "creating the basis for the sustainable social, economic and spiritual development of russia". at the end of the 90s, the education reform registered a series of dysfunctions generated by the tendency to subordinate education to a certain economic radicalism. in the period 2000-2004, education modernization programs occurred, supported at the education policy level, necessary to carry the reform to the end, in accordance with the cultural, economic, political and community development requirements of the society. the analysis of the education reform, undertaken in the past 20 years, requires reporting on three pedagogical criteria, regarding the capacity for innovative change achieved at the level of: 1. purposes (ideal, general goals; objectives); 2. organizational structure of the education system; 3. curricular content of the educational process (curriculum, programs and school manuals). (cristea sorin, 1994, 317) the ideal of the education is defined in accordance with the national priorities, in accordance with the constitution of the russian federation and the law of the russian federation on education. its construction involved historical research. during the middle ages, the ideal of the education was that of forming a religious man. in the 18th century, when the state rises above the church, the ideal of the education is that of a citizen useful to the russian empire, the state and the motherland. the soviet era proposed as the ideal of education the multilaterally developed personality, involved in achieving the progress of society. in the 1990s, the ideal of a free personality was formulated, delimited by the narrow national traditions and the dogmatic commitment subordinated to an authoritarian political regime. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 95 the ideal of the education in the current era represents "the citizen of russia formed at a moral, creative, competent level, identified with the destiny of the motherland, with the future of the country, with his roots in the spiritual and cultural traditions of the multinational people of the russian federation. "the projective force of this ideal is reflected at the level of the strategic goals of the education system and the general and specific objectives of the education process. the organizational structure of the education system includes: the preschool education, the primary education, the basic education, the (full)secondary education, the initial professional education, the secondary professional education, the higher professional education (university diploma, specialty and postgraduate training programs) and the postgraduate education. a decisive role belongs to the general education (6-18 years old), which includes three stages, corresponding to the three levels of education programs: the primary, the basic the (full)secondary education program. the content of the training is designed in relation to the ideal of the education, the strategic goals and the general and specific objectives of the educational process. the basic federal education plan includes the state standards for the general education, designed as general objectives, according to which the foundations necessary for the development of regional (national and regional) plans and of the educational institutions are established. in this perspective, the federal basic curriculum proposes an annual number of classes that can be redistributed by schooling institutions through modular organization. this allows for the development of a differentiated and variable curriculum, based on a special pedagogical relationship between the federal component (75% of the total time) – the regional component (not less than 10%) –of the educational institution (not less than 10%). the concept of modernization of the russian education until 2010 proposed increasing the number of training hours for the economic and social subjects, foreign languages and computer science. the general (full)secondary education is the final stage of the general education, designed to provide functional literacy and social adaptation, necessary in the process of the social and civic self-determination of pupils. it aims at the continuity between the general education and the professional education. the set of basic and specialized subjects form the federal component of the basic curriculum. the optional subjects fulfill two main functions: a) deepening the contents of some of the basic subjects; b) satisfying the cognitive and social-emotional interests of pupils in international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 96 various areas of the human activity. some integrated subjects (social studies or natural sciences) are studied depending on the chosen specialty. the law of the russian federation on education defines the content of the education as one of the factors of economic and social progress of the society.it is value oriented through four strategic goals: 1) "ensuring the foundations of the personality formation;2) creating conditions for its achievement; 3) the global development of the society; 4) the consolidation and improvement of the rule of law". the general objective aims to ensure "an adequate level of general and professional culture of the society". the derived specific objectives aim at: a) the formation of a level of knowledge corresponding to that of the educational programs and the current level of knowledge; b) the integration of the individual into the national and universal culture; c) the formation of a citizen integrated in the contemporary society and oriented towards the improvement of the society; d) the formation of the spiritual and moral personality; e) the training and development of society's human resources" (the law of the russian federation of 10.07.1992 no. 3266-1, ed. on 28.02.2012, p.12, on education). 3. conclusions and suggestions the conclusion of our historical study reiterates the idea of the existence of the four reformsof the education in russia, which were intensified in the modern and postmodern (contemporary) era.the trends of the recent years are, in fact, an advanced modernization, which continued with the fourth reform, which tried to respond to the value requirements imposed by the democratization, the globalization and the computerization of the society.at the level of the pedagogy, it involves capitalizing on the higher normative requirements of the curriculum paradigm, provided in the postmodern (contemporary) historical era, from the second half of the 20th century to this day. culturally, but also ideologically, russia has its paradoxes. on the one hand, it has an enormous capacity to resist, confirming its status as a great intellectual power, "thanks to the autonomous archipelagos of scientific invention, protected by the regime, in the academic towns, closed citadels of scientists." (nivat georges, 1994, 132) on the other hand, the russian historiographical tradition assimilates the reform with a cyclical threat from the west, directed against its own cultural values. this is an idea taken up in the 1990s by solzhenitsyn, who believed that such a reform is dramatically marked by a true "catastrophic turn", in the conditions of the non-respect of the specific community (national) culture. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 97 the way out of this historically accumulated ideological tension can be achieved by designing an educationreform in accordance with the global values of the information society, taken over and developed specifically in the context of an exceptional cultural model in which theinternal contents are predominant in relation to theexternal forms. the following table summarizes the work and demonstrates the epistemological maturity of the texts under analysis. the evolution of the pedagogy in russia in the postmodern (contemporary) era at the level of education policy axiomatic foundations / basic concepts that define: representative teacher e. d. dneprov, the fourth reform in russia, 1994;the current school reform in russia, 1998; the recent history of the russian educational policy, 2006 1. the education policy theoretical and normative pedagogical science, with an applicative character at the level of the social system and the educational system and process 2. the specific study object of the education policy (as a field of pedagogical sciences) designing and implementing education reforms in socially and historically determined pedagogical contexts 3. the normativity specific to the education policy (as a field of pedagogical sciences) the federal law on education, built on the basis of the "strategic documents of the reform" which establish the strategic goals, the general objectives and the specific objectives the principles aimed at: a) the reconstruction of the education system (democratization, pluralism, national, universal, open, regional character: b) the improvement of the education process (humanistic, differentiated, active, permanent character) 4. the research methodology specific to the education policy (as a field of pedagogical sciences) a) fundamental, involved in building: a model of the reform process represented in the shape of a star (at the top, the goals and values; the lateral international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 98 dimensions – the quality assessment and the development of innovative processes; at the bottom, the training of teachers and school managers); the education law aimed at the reconstruction of the education system at the level of goals (ideal, strategic goals, objectives), organizational structure, curriculum content (plan, programs, textbooks, in relation to the proposed goals); b) operational, empirical, experimental, necessary for the periodic quantitative and qualitative evaluation of the results at the level of the educational process, of concrete educational and training activities. in our approach, we started from outlining the premises of the evolution of pedagogy in russia in the postmodern era. the "ideological thaw", initiated in the 1950s and 1960s, favored the development of the pedagogy. the humanist pedagogy, represented by v.a. suhomlinski, the initiator of the movement of the innovative pedagogues, is a relevant example in this regard. the academician e. d. dneprov, the theoretician of education reform and minister of education, is representative for the contributions at the level of the educational policy.he designed the fourth education reform in russia, according to two categories of principles, which intended the reconstruction of the education system and the open nature of education.the work captures the variety of trends manifested in the pedagogy in russia in the contemporary period as the representative names brought into discussion tried to outline the profile of the period, but they were also representative from the perspective of the epistemological foundations of pedagogy. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 99 references cristea, s. (1994) fundamentele pedagogice ale reformei învăţământului. bucureşti: editura didactică şi pedagogică ra. cristea, s. (coordonator) (2012) reforma învăţământului între proiectare și realizare. bucureşti: editura didactică şi pedagogică ra. днепров., э.д. (2011) новейшая политическая история российского образования: опыт и уроки. издание 2-е. дополненное. москва: мариос. днепров, э.д. (1994) четвёртая школьная реформа в россии. москва: интерпракс. eşi, m.-c., posteuca, n. l. (2014) postmodern educational methodology and pragmatic strategies used within learning process, postmodern openings, volume 5, issue 1, march, pp. 53-61 hapenciuc, a. (2019) the history of education and educational reforms in russia, international journal of social and educational innovation (ijseiro) volume 6 / issue 11, pp. 17-18 nivat, g. (2004) la pas prin noua rusie: memorie, tranziţie, renaştere. bucureşti: compania altfel. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 69 an educational proposal for a group counseling project for middle school pupils ways to prevent and reduce aggression in the socio-educational context marius-costel eși stefan cel mare university of suceava e-mail: mariusesi@gmail.com abstract the existence of a contradictory reality at the social and educational level reveals the need to consider the idea of counseling at the group level in an appropriate organizational environment. the (re)discovery of such a reality highlights the correspondence and interdependence among some components associated with the counseling field. therefore, within the framework of this project, we intend to make the approaches of an educational and also of a scientific nature more efficient in relation to the field of counseling at group level. keywords: group counseling, secondary school pupils, counseling strategies, aggression; the motivation for the initiation and development of the counseling project the existence of a contradictory reality at the social and educational level reveals the need to consider the idea of counseling at the group level in an appropriate organizational environment. the (re)discovery of such a reality highlights the correspondence and interdependence between some components associated with the counseling field. therefore, within the framework of this project, we intend to make the approaches of an educational and also of a scientific nature more efficient in relation to the field of counseling at group level. this approach assumes as a starting point the need to know the problem cases and the development/application of appropriate/optimal counseling strategies on the counseled pupils. such an assumption expresses the very dynamic between the counselor and the clients/pupils. (mitrofan & nuță, 2001, 11), a dynamics intended to optimize the self-esteem of the latter. (lupu, 2013) in this context, we believe that it is necessary to apply a bidirectional strategy based on two directions of action: on the one hand, the counselor and international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 70 the clients (pupils), and on the other hand, the clients/pupils and clients/ pupils (through mutual learning and modeling of good practice). we should add that by applying such a bidirectional strategy, the development of pro-social behaviors aimed at preventing and reducing aggression in a socio-educational context is ensured, precisely by the fact that group members have the opportunity to share their thoughts, emotions and feelings (geldard, geldard, foo, 2019, 145). by means of group counseling, we only encourage the elimination of the individualization of problems (lemeni & miclea, 2010) by creating a sense of communion that allows the development of the self and also the clarification of certain aspects related to personal and social needs and security. the causes that generated such a counseling approach at group level are as follows: • the manifestation of aggressive behaviors by pupils in the school environment; • the existence of low results in terms of school performance; • the occurrence of phenomena related to the observance of the main rules of conduct/discipline in certain classes. the psycho-pedagogical counseling group is homogenous, because it is made up of clients/pupils who have the same age and similar problems regarding the optimal functioning of their own person. (dumitru, 2008, 161) the target group: 18 7th grade pupils from the “al. i. cuza” secondary school in the city of suceava period/date: october-december 2022 venue: the “al. i. cuza” secondary school in the city of suceava (counseling office) topic: ways to prevent and reduce aggression in a socio-educational context purpose: informing pupils about the main methods to prevent and reduce aggression in a socio-educational context objectives relating to clients/pupils counseled o1. to explain the terms “aggression” and “violence” in a socio-educational context starting from the causes that generate them; o2. to compare the aggressive and the non-aggressive behavior taking into account the criteria proposed by the counselor; o3. to interpret certain roles proposing conflicting situations that can generate aggressive behavior; international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 71 o4. to propose ways of managing conflict situations that can lead to aggressive behavior; o.5 to participate in the communication and interaction exercises proposed by the counselor. starting from the counselor's role in group counseling, such as the facilitation of a safe environment, we can present the following behavioral measures of the counselor, reproduced by us through the stage “objectives related to the counselor”. counselor objectives o1. the ensuring of conditions of communication compatibility among clients (counseled pupils), the counselor and the environment (place) where the counseling sessions take place; o2. optimizing communication relationships among the people involved in the counseling activity; o3. the training pupils in the participation of various counseling activities at group level in accordance with the fields of intervention associated thereof; o4. initiating communication/interaction activities in order to improve the ability to respond to the manifestation of aggressive and non-aggressive behaviors; o.5 completing the counseling process by evaluating the activities carried out and carrying out a feedback process together with the pupils. the counseling model adopted is ris – relation – understanding – change (nelson-jones, 2009, 65) in conjunction with the egan model in three stages: problem definition, goal setting and action plan (holdevici & crăciun, 2019). the methodology of action: during the first meetings, we will take care of the knowledge and self-knowledge of the group members, we will establish rules for conducting the activity (for example, “let's always pay attention to what the other says”, “let's try to stay on topic”, “let's not silence our colleagues”, “everyone's ideas are equally valuable”, and so on), thus guaranteeing trust and confidentiality. in this regard, we propose to use techniques that involve knowledge and communication exercises (“what do i know about the colleague in the group?”) or which reveal the presentation of a person/character whose behavior can be identified. the targeted activities will also aim at completing the “mind-map” on which to specify positive aspects and acquisitions of a behavioral nature, as well as the achievement of an international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 72 action plan by calling on the “self validation map” simultaneously with the “individual compass” (“what am i allowed to do?” – “what am i not forbidden to do?”). in carrying out the action plan (intervention) we will establish clear objectives for each meeting/activity, by identifying possible obstacles and strategies to the prevention thereof. all counseling sessions will end with specific forms of evaluation expressed through questions as follows: “what did i achieve today?”, “how was it?”, “how did you feel today?”, “what do you think that it was good?”. the advisor will also subsequently analyze and interpret the data. action strategies the establishment of such strategies requires ordering and systematic reordering of methods and procedures aimed at a set of actions and decisions that can be capitalized at the level of each counseling session. in this context, we can state the following: • methods, such as the exposition, the heuristic conversation, the observation, the algorithmization, the role play, the problematization, the debate, the brainstorming, the philips 6-6, the cooperation method and the communication exercises • resources: human resources: the clients (counseled pupils), the specialist (counselor) materials/informational resources: counseling and pedagogical assistance office, didactic-material base, specialized literature, documents and usual training objects specific to the field of counseling (evaluation sheets, sheets, markers and flipchart). • the main activity carried out as a group activity. stages of the activity: the materialization of the counseling activity as a whole requires the completion of predetermined stages in the form of counseling sessions and each of which has a specific implementation. also, the materialization of the counseling sessions is carried out by taking into account the counseling approaches as found in the (specialized) literature and practice. in this context, the approaches can be correlated or dispersed depending on the given context and the goal pursued within the activities of each session. the activities carried out have the following structure session no. 1 – activity no. 1: let's get to know each other better international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 73 session no. 2 – activity no. 2: ccaa – “what? how? here and now” session no. 3 – activity no. 3: “insight: me, you and us” session no. 4 – activity no. 4: “new meanings about us” session no. 5 – activity no. 5 “assessment of the entire counseling activity” duration of a counseling session: 1 ½ h. session no.1 name of the activity: “let's get to know each other better!” paradigm/ theoretical substantiation of the activity: the activity derives from the theoretical framework of psychological cognitivism, having the encouragement of the identification of the relationship among the members of the group as a priority focus. the general objective of the activity: the formation of an adequate representation concerning the main aspects that led to the emergence of the counseling situation. intermediate objectives (io): io1.establishing mutual knowledge relationships necessary for the efficient and harmonious communication within the group; io2. the presentation of conflicting situations arising as a result of the manifestation of aggressive behaviors; io3. the analysis of the behaviors of the actors involved in the role-playing game; io4. the group-level evaluation of the activity carried out. description of the activity scenario: the counseling activity is carried out starting from a self-characterization exercise. in this context, an exercise of making sentences about oneself will be carried out. a second stage will consist in identifying the idea of aggressive behavior and the possible causes that determine such a behavior. a third stage will focus on a role play in which one of the actors (a pupil from the group) will play the role of a person with aggressive behavior given a certain socio-educational context. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 74 a fourth stage consists in the analysis of the aggressive behavior in relation to the nonaggressive behavior also presented in a certain socio-cultural context by other members of the group. action strategies: • the self-knowledge exercises – expressed through the construction of specific phrases; • the debate – the presentation of arguments for and against; • the role play – carrying out specific exercises at the counselor's suggestion; • the problematization – discussing and analyzing aggressive behaviors; resources: counseling office, educational film, material base, evaluation sheets. session no.2 the name of the activity: ccaa ”what? how? here and now” the paradigm/ theoretical foundation of the activity: the proposed activity falls within the gestalt paradigm because interrogative structures of the type how and what are used, respectively the idea of confronting one's own emotions/cognitions? also, the exercises will be anchored in the present tense and will involve direct addressing. in addition, the purpose of this activity is that of assumption, responsibility and awareness of the consequences from an integralist perspective. the general objective of the activity: optimizing the interpersonal relationships at the level of the pupils group intermediate objectives (io): io1. the development of tools for analysis, reflection and action in order to avoid the emergence of new problems that reveal disapproving behaviors; io2. psychological and sociological analysis of aggressive and non-aggressive behaviors; io3. the identification of contextual solutions aimed at managing situations arising as a result of the manifestation of aggressive behaviors; io4. group-level evaluation of the activity carried out. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 75 description of the activity scenario: the counseling activity can be materialized by considering the change of perception starting from the representation (here and now) through: the performance of the “exercise of passing through the circle” (each person will pass in front of everyone else and express their feelings towards the others; for instance, a phrase like “i can't stand any colleague” can be accompanied by some opinions about each of the participants); the performance of the “i take responsibility” exercise (allowing pupils to integrate their own behaviors and perceptions); resorting to the exaggeration (a series of less pleasant gestures/movements are performed, taking into account the intentional deepening of the meaning thereof). the purpose of these exercises will be directed towards the behavioral normalization of the pupils in the group and the facilitation of the integration and the improvement of relationships at class level. action strategies: • the observation – the systematic following by pupils of some (desirable or undesirable) behaviors of certain characters from a thematic film; • the problematization – the questioning and analyzing the behavior of the characters; • the role play – carrying out specific exercises at the counselor's suggestion; • the method of cooperation – through which the socialization process develops, by combining the individual peculiarities with the synthetic ones of the group (tiron, 2005, 97). • the brainstorming – identifying possible solutions regarding the manifestation of undesirable behaviors that generate aggression; resources: counseling office, educational film, material resources, assessment sheets session no.3 name of activity: “insight: me, you and us” paradigm/ theoretical foundation of the activity: the specific paradigm of the activity is psychodynamic in nature. thus, the steps themselves are aimed at reducing symptoms and international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 76 improving the “contextual condition of the clients” intended to reduce potential aggressive behavior. thus, the alleviation of psychic tension involves mechanisms/processes of change through the very analysis of interpersonal relationships at the group level (exploration and further development thereof): the clients (pupils) share the same fear, common fears that they later try to explain. the mental balance of the pupils and the development of their personality through the power of leading by example/models of good practices can be achieved by taking into account the strengthening of the inner resources of the advised subjects. the general objective of the activity: initiating pupils in the use of pragmatic strategies to solve some problem-situations arising as a result of the manifestation of aggressive behavior. intermediate objectives (io): io1. obtaining basic knowledge necessary to solve some manifestations aimed at the aggressive behavior; io2. the analysis of some case studies to allow the understanding of certain principles of interpersonal communication; io3. the identification of intervention strategies with the aim of preventing/reducing/eliminating aggressive behaviors; io4. group-level assessment of the activity carried out. the description of the activity scenario: the counseling activity will aim at specific methods of discovery (insight/enlightenment), through which the pupils will identify/,”decipher” the causes of the problems faced by people who exhibit aggressive behavior. the clients (pupils) are introduced to techniques and ways of expressing affective experiences (transfer), which can later allow for a “reconstructive change of behavior”. during the first stage, group members are encouraged to speak whatever comes to mind about the context which is being referred to (focusing on the past manifestation of aggressive behavior). they can choose some terms to describe their reactions to the event, their own emotions and associated fears. each pupil will be invited to participate/express himself or herself in relation to the experienced event precisely to allow a “relaxation” of the bond/emotional connection in relation to the assaulted object/aggressed person (active listening). thus, the way of reacting/the behavior can be changed simultaneously with the phenomenon of psychic discharge (catharsis). international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 77 during the second stage, the insertion of the shared concepts of some role-play games among the group members will be pursued, i.e. games that cause the manifestation of the previously recorded emotions. this part allows an affective/emotional reorganization (energy recovery) intended to illustrate the very dynamics of behavioral manifestations, as well as their psychic nature. action strategies: • the exercise – consists in the performance of some actions in order to put into practice some behaviors acquired during the activities carried out; • the heuristic conversation – expressed in the form of a series of questions and answers at the end of which a “potential” truth or an element of novelty results for the group members; • the role play – carrying out specific exercises at the counselor's suggestion. resources: counseling office, educational film, material resources, assessment sheets. session no.4 name of the activity: “new meanings about us” the paradigm/ the theoretical foundation of the activity: the activity originates in the theoretical framework of the psychological cognitivism, following as a priority the encouragement of the identification of the relationship between events – cognitions – consequences (cbt model). according to the theoretical and practical benchmarks, the counselor will intervene as a guide in assisting the self-assessment process. the general objective of the activity: reducing the psycho-emotional and behavioral effects of the phenomenon of aggression the intermediate objectives (io): io1. the analysis of some situations – problem by referring to the desirable behaviorundesirable behavior relationship; io2: highlighting the group's interpretations regarding the manifestation of emotions and thoughts associated thereof; international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 78 io3: determining the conditions for the application of some methods and means on pupils aimed at reducing aggressive behaviors; io4. group-level evaluation of the activity carried out. the description of the activity scenario: the activity will consist of applying the cbt model at group level, by identifying the correlations among events, behaviors, emotions/cognitions and consequences. first, each member of the group will state a situation of aggression in which they have been and he or she will detail, in the first instance, the associated emotions and thoughts. the identification of emotions (e.g.: shame, anger, anguish, etc.) and the clarification of negative cognitions through specific exercises will be encouraged. group members will confirm or deny, as appropriate, similar experiences or emotions. during the second stage, related behaviors and their motivation will be assessed (e.g.: avoidance/withdrawal, aggressive, anxious and so on). the next stage starts from the selfassessment of the impact that the phenomenon has on the individual. the pupil's resources will also be taken into account. afterwards, the group can provide alternatives, suggestions or coping strategies. the final stage of the activity is to view the chain “what happened?” – “what did i think about what happened?” – “how did i react?” followed by the self-assessment and sorting based on the reasoning/experiences presented in the group counseling. action strategies: • the problematization – discussing and analyzing some situations of aggressive behaviors in the pupil’s personal lives; • the heuristic conversation – expressed in the form of a number of questions and answers at the end of which a “potential” truth or an element of novelty emerges for the group members; • philips 6-6 – involves the dividing of the group into groups of 6 pupils who try to find solutions to a problem given by the counselor for 6 minutes; • the exercise – consists in the performance of some actions in order to put into practice some behaviors acquired during the activities carried out. resources: counseling office, educational film, material resources, assessment sheets. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 79 session no.5 name of the activity: “evaluation of the entire counseling activity” general objective: specifying the level of achievement of the results obtained intermediate objectives io1. establishing the advantages and disadvantages of the main strategies applied in reducing aggressive behaviors; io2. specifying the evaluation criteria specific to solving the topics discussed during the counseling process io3. establishing indicators of success in achieving the proposed goals the description of the activity scenario: aspects of the supported activities will be discussed and their specific stages will be assessed. action strategies: • the debate: some aspects related to the subject of counseling will be debated, as well as the way in which the activities of the counseling sessions were carried out. resources: the counseling office, the material resources, assessment sheets. the overall assessment refers to: a. resolving the situation – the fulfillment of the pre-set objectives was successfully achieved; in this case, the counselor will try to silently supervise and maintain the positive behavior of the pupils by means of counseling techniques aimed at preventing some manifestations of an aggressive nature. b. the resumption of the counseling program – the fulfillment of the objectives did not materialize; in this situation, we will return to the planning and intervention stage by reformulating the objectives and taking into account new methods to the counseling approach. c. calling for auxiliary services – in special cases, the counselor will call for auxiliary methods depending on the nature of the situation-problem (the individual counseling of a member of the group, the re-education specialists and so forth). international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 80 references • dumitru, i.al. (2008). consiliere psihopedagogică, editura polirom. • geldard, k., geldard, d. & foo, r. (2019). consilierea copiilor, editura polirom. • holdevici, i. & crăciun, b. (2019). orientări contemporane în psihoterapie și consiliere psihologică, editura trei. • lemeni, g. & miclea, m. (2010). consiliere și orientare, editura ascr. • lupu, d.a, (2013). activitățile de consiliere. relația și stima de sine în viața preadolescenților, editura ascr. • mitrofan, i. & nuță, a. (2001). consiliere psihologică. cine, ce și cum?, editura sper. • nelson-jones, r. (2009). manual de consiliere, editura trei. • tiron, e. (2005). consiliere educațională, editura institul european. international journal of social and educational innovation (ijse i) no.1/ 2014 7 reflections on the ecologic ethics in online games caciuc viorica – torii “dunărea de jos” university of galaţi, romania e-mail: caciuca@ yahoo.com received 12.06.2014; accepted 18.07. 2014 abstract: this paper studies the reflection of ethic relations between the interests of human beings and of non-human beings in online games and eco games. it will include a philosophical analysis of the inherent value of nature, emphasized by the aesthetic characteristic of being natural etc., and on the same time it will follow the impact that online games have on the education of the young generations’ ecological awareness and behaviour. keywords : ecological awareness, principles of environmental ethics, ecological education, online games, animal rights 1. introduction even though the ecologic education is implemented for decades by different educational curricula both in school and outside it, some discrepancies may be observed on what concerns the ways of implementing it, as a response to the environmental problematic, which means unbalancing the relationships between man and nature. we are dealing with the intellectualist manner of practicing the ecologic education which is limited only to knowing the ecologic norms and values, norms which are not similar to and do not appear in behavioural acts. in other words, every man knows that he has to protect nature, but he does not do this out of his own conviction or initiative. this situation will impose the rethinking of the strategies of sustainability from the perspective of the instructiveeducational process (caciuc, 2003). this subject is to be considered because the tendency or the preoccupation to assimilate the ecologic education is growing, but the distance between the recommendations, the resolutions and the studies made at the international and national level and the educational practice remains st ill big. even though the authors of the school curricula and programmes are placing this problematic of the contemporary world among the topics that should be included in the educational content, the practice of the ecological education is still decided only by the teachers (caciuc, 2004). it is true that education cannot solve the environmental problems, but it can ease them, because by means of the ecological education it is easier and more economic to prevent, than to repair and to mend the damages brought to nature by the adult generations. in order to accomplish this, the ecologic education gets involved in all the disciplines that are studied, first and foremost before other exact sciences and before all the educational activities, be them of a formal, informal or non-formal nature. the interdisciplinary approaches for the ecologic education and for the computer disciplines constitute an efficient way to accomplish the objectives of the ecologic education at any age. thus, the messages which can emerge after the analysis and the interpretation of the online ecological games or of those sold on cd‟s have a rich ethic meaning which represents a higher access to the norms and rules of ecologic behaviour mailto:caciuca@yahoo.com international journal of social and educational innovation (ijse i) no.1/ 2014 8 specific to every age. the fact that children study t he computer disciplines may allow the building up and the development of the conscience and the ecologic behaviour by mentally transforming some aspects, facts and concrete situations of breaking or respecting the norms of protection and preservation of the nature, or, most of the times, of the spotting and presentation of the intrinsic values of nature. because it is an older preoccupation, the present paper will deepen the study of the interdependences and complementarities between the two fields, especia lly the way in which the intrinsic value of nature is reflected which is also emphasized by means of a series of properties as it follows: aesthetic, to have interests, to be a complex system, to be a natural object, etc. in the ecologic online games used by children in school or outside it. 2. remarks of an ethic nature the existence of the complexity and reciprocity of the connections between man and nature imposes the development of society in conditions of social equity and of equity towards nature. solving the problems of the environment can be done by improving the relationship between man and nature, between society and nature. for this, it is needed a new way of thinking, a new analysis of the system of cultural and moral values in which nature should occupy an honourable place. this means an interdisciplinary approach. the interdisciplinarity between ethics and ecologic education is based on the fact that the ecologic ethics is the one which can provide the structure and the background for the philosophic system from the perspective of sustainability, and the ecologic education is the one which can implement it at the level of each individual because by means of education one might change one‟s mentality and behaviour. alongside the educational systems, the ecologic ethics may intervene in order to improve the building up and changing of the human behaviour towards nature by rethinking the philosophic system of every individual and by using a new philosophy which should guide science and technology in their future developmental strategies. the fact that the ecologic ethics offers viable arguments for the expanding of the moral sphere from the human beings to the non-human ones helps to change pupils‟ mentality on what concerns the relationship between man and nature. thus animals have moral value both because they have interests, and because they have aesthetical qualities – like beauty. these offer to them even an intrinsic value. plants, ecosystem and the biosphere have a moral relevance because they are considered to have interests, like the inte rest for a long life which might be explained by the idea that they posses a good as such, “determined by the type of being that it represents, the type of biological order it pertains and the role it has as part of a whole”, an argument that, unfortunately, is not solid enough. the fact that plants and ecosystems “do not have a point of view by means of which to express life”, “even though they have a natural purpose, they do not manifest any attitude on what concerns this purpose, and the steps taken in order to reach it are not understood and felt ”, represents objective arguments in order to make an objective distinction between the ethics focusing on humans and that on life. other arguments, like those that refer to the quality of being a complex living thing and that of aesthetics, similar in the case of animals, gives them an intrinsic value (elliot, 1995: 320]. the prope rty of being a complex system which is specific to groups of objects between which there are certain relationships – i.e. the snowflakes, the planets that make up a solar system, the erosion textures on a cliff –, gives their moral value. another argument in favour of attributing them international journal of social and educational innovation (ijse i) no.1/ 2014 9 moral value is “given by certain details which are specific to the way in which things are functioning biologically”, argument which is controversial (ibidem). holmes rolston iii argues that “nature has in people‟s minds a long range of values ” among which the aesthetic one, thus trying to prove the intrinsic value of nature. in discovering such an aesthetic value, it is crucial to separate it both from the utility and the life support and only those who will recognize this difference can appreciate the desert or the tundra. ” (holmes, 2006: 320]. the passage towa rds the ecological holism is made by the existence of some other moral features, even if they are being contested by the more restrictive ethics. such an example would be the feature of being a natural object, not one that is a result of the human created technology or of culture. according to it, the destruction of rocks – which are natural objects – by means of mining activity, is to be condemned. some other features like the existence of a diversity of parts, the functional integration of parts, the existence of a balance and a self-adjusting system can be accepted as determinants of the moral significance of ecosystems and biosphere. by analyzing the natural character and the existence of a diversity of parts, r. elliot compares a natural rock with a synthetic one or an aria covered with rain forest with a similar one which was cleared and cultivated to prove the value of the natural ecosystem. thus, the rain forest becomes valuable because of its diversity of flora and fauna and because of its beauty that was obtained “because of the way in which parts work in harmony in order to sustain the whole ” (elliot, 2006, 321). the conclusion is that the ecosystem of the natural rain forest is definitely superior to the artificial environment. “a reason for which a man-made forest is not as good as the natural one is the experienced eye that can make the difference …these differences can be spotted and they affect the value of the forest. the reasons for the low value of the „fake‟ forests are similar to those for the low price of a forgery”(elliot, 1995: 88). in this way one can prove that the restoration projects can be a viable solution for the destroyed environments and that their value can be restored. however, r. elliot proves in his article that the regeneration actions “do not always bring back value because part of the reason we cherish the environment is because it is purely natural. ” (ibidem: 80). in conclusion, the appreciation of a decision of environmental policy is based on the relationship between the human interests and the non-human ones. taking into consideration the above mentioned arguments, one might state that a first step towards solving the contradiction would be finding out some alternative solutions for satisfying the human interests, espec ially if “the changing of ecosystems is in general against the long term human interests”. (elliot, 2006: 322). thus, making an analogy one might say that only by making the children analyze different situations and facts which have as an effect the deterioration, respectively the preservation of the environment, and by practicing the decision making according to the principles of the ecologic ethics, one will succeed to educate the young generation so as to manifest an adequate ecologic behaviour towards t he environment. 3. the way in which the ecologic ethics is reflected in the online games the problematic of the relationship between man and nature, of the effects that the uncontrolled intervention of man has over nature must be a part of the children‟s universe of knowledge, even from the preschool age. alongside the children‟s literature which by means of the metaphoric language of the descriptions, stories, poems, etc., it represents an efficient way to make children realize the surrounding reality, the artistic education contributes significantly, even from an early age, to the perception and expression of the beauty found in nature. the songs about nature and the living beings are the most accessible to children for them to learn about the environment and all its international journal of social and educational innovation (ijse i) no.1/ 2014 10 components in order to understand that every living thing, plant or rock, etc. has a well established place in nature and that it is conditioned by a series of factors: the place where it lives, the food, the breeding method, the relations with the other elements of the ecosystem it pertains to. the new forms of media have a decisive role in the implementation of the ecologic values and principles in the didactic activity. the internet helps the children to understand the relationship between man– animals/plants– environment, contributing to the rounding off of the pallet of ways to accomplish the ecologic goals and contents and to making a transfer of knowledge. also, for children the major contribution of the ecologic online games is the fact that it eases the knowledge of the intrinsic values of nature, encouraging the living and the building up of some feelings and positive behaviours towards nature. the animals‟ aesthetic interests and properties – which give them a moral value – are captured with finesse and skill by the creators of the game. in j. bentham‟s vision, the ability to feel pleasure or pain gives to the animals their moral status and they are perceived as beings with rights and interests, the same as humans, their rights having as finality the protection of the interests, no matter what their subject might be. the famous question of j. bentham regarding animals – “can they suffer?” (bentham, 1934: 20) – is found reflected in the online games which have as a subject penguins that are catapulted. thus, feelings like pain, courage, sacrifice, the wish to help others in need is found in the cybernetic penguin‟s behaviour. but in the same time it reflects a series of negative feelings like fear, the despair which is found in the screams for help of the other penguins that are trapped in the polar bears‟ cages. to save the penguins that were captured and to sacrifice some for the accomplishment of this mission proves well enough the interest for survival. but beyond all these, we are dealing with the feelings aroused by the game in the children that are playing. o n the one hand, we are dealing with positive feelings and experiences – the child wants to save as many penguins as possible – and for this he will try to develop a series of skills regarding the computer and also a series of operative intellectual capacities, like the sense of observation, spatial representation, precision, skill, etc., and on the other hand, a series of negative and contradictory feelings and experiences – in order to escape the bears, he has to kill them by using penguins which are catapulted; the children see the violence with which the penguins hit the cliffs, rocks, bears in order to reach their goal. passing to the next level is conditioned by the number of polar bears one kills. the negative aspect is given by the fact that the creators of such games have used as characters two endangered species and instead of arousing children‟s compassion and admiration towards the aesthetic, the tenderness and the impetuosity of these animals, it actually develops some aggressive feelings towards them, a fact that is contradictory with the feelings of sufferance and the desire to live, and even with the human‟s responsibility to protect animals, especially those who are on the verge of extinction. the fun of the game and the desire to win are actually in opposition with the goals of the ecologic education which is done in a formal way (tincu, 2007). as ambiguous as this one and with greater negative effects are the games which present races and contests between dogs. these offer the child the possibility to choose the dog that takes part in the race according to their emotional state, either it is a gentle and playful dog or an aggressive and furious one. even if it is just a virtual race, this could develop in the child an attitude of neglect and of violating the animal rights (www.e-joculete.ro). some other games, on the contrary, may overcome these types of contradictions by means of the task at hand. this is the case of the fun whales where we find even elements of ecologic ethics focused on life. the main characters of the game are the ones from the cartoon “sharks”. it uses the scene where a whale comes to a car wash for its own personal hygiene and it is helped and cleaned international journal of social and educational innovation (ijse i) no.1/ 2014 11 by a number of small creatures. the symbiosis and the unity of the elements which mak e up the aquatic environment can make the child understand what an ecosystem is and how important every species is. besides the computer skills and the intellectual capacities, the child develops also the desire to protect the whales by cleaning them up. the care and responsibility towards today‟s largest and so vulnerable animals of the planet is developed by replaying the game and by solving the tasks of every level in a certain time limit (www.jocuri12.com). elements from the ethics of the “whole” are found even in other types of ecologic games such as those regarding the pollution of the seas and oceans. this time, the main character is one adored by the children, tweety, which by means of his looks appears to be quite vulnerable, but it is smart enough and resourceful in critical situations. in this game, tweety has to pick up the garbage from the bottom of the ocean. in order to succeed he must learn how to avoid some marine mammals or some fishes that stop him and send him to the surface of the water, thus stopping him from finishing his mission and in the same time he learns how to use the special qualities of some marine beings. besides the computer skills, the intellectual capacities and the creativity needed to find the easiest ways to collect the garbage, children learn also about what is specific to the life of different species of marine animals, capacities and qualities which might help or stop him from solving the task of the game. the care and responsibility towards marine animals, starting from the small and peaceful ones up until the big and aggressive ones – starting from the delicate corals up until the fearless sharks -, towards the marine environment is developed by means of the desire to collect as much garbage and waist as possible. they also have a different score according to the level of pollution they produce over the aquatic environment. the motivation is also increased by the time limit imposed by the game. identifying themselves with tweety, the children will learn also how to protect their own life because of the oxygen tube, and not only the life of the other living beings or the environment (www.ejocurigratuite.ro). the use of these games in the ecologic education will help pupils to have a clearer image of the situations and the facts which have an ecologic content, especially when these have a destructive effect over nature (for example, viewing some images which present different ways of polluting and the negative effects of them – the image of the oceans after the spillage o f different waists, the understanding and the accessibility to documentaries made in a narrative way by means of which the pupils can better understand the effects that the destruction of the wilderness has on the lives of animals or the animals‟ grief res ulted from the abuses which some men commit, etc.). using the new media in the activities for the ecologic education will help children understand on the one hand, the complexity of the relationship between man and nature and on the other, the steps taken by the ecologic ethicists that militate for the expansion of the moral sphere over the nonhuman beings. they will learn to take decisions even from the perspective of the non-human beings. thus they are building up a mature mentality on ecology and on sustainability. at the same time, the observations pin pointed towards the fact that these desiderata can be easier reached during the extracurricular activities which take place both inside school and outside it, and during the informal ones because they allow the pupil to earn and to practice the abilities to act and to relate according to the reality they are a part of. we are referring here to the internet and the computer games which according to their content or better yet, according to their task ahead, can on the one side have positive effects which is desirable in order to help the ecologic ethics of the formal type, and on the other, some negative effects which creates contradictions on what concerns the values and norms that are taught during the classes of ecologic education. for example, if the purpose of the game is to develop the computer abilities and the task is to water as many trees as international journal of social and educational innovation (ijse i) no.1/ 2014 12 possible in order to move onto the next level, than the effect is a positive one, but if the subject is a shark that must catch as many seals as possible, than the effect is a negative one for the development of the ecologic conscience. this is why it is necessary to better collaborate with the nonformal institutions which offer educational programmes which have as a goal the building up and the development of the abilities to use the new media, and with the family as well for a closer observation of the children when they try to value these means in the informal educational activity. 4. instead of a conclusion: in conclusion, it is recommended to accomplish and to implement some educational projects and activities which should put to good use all the implementing measures of the ecologic education in the educational process. the elaboration of some curricular mater ials which are well made represents a high necessity in order to accomplish this goal. maybe the introducing the obligation of studying and to pass an exam regarding the ecologic education at the end of the school cycle – as it happens in great britain – would determine all the categories of human resources involved in the educational act to give a greater attention to nature and to its protection. in order to reach the european qualitative standards in implementing the ecological education, it is imposed t hat in the educational practice to move the accent from the intellectualist side of this new education, on the attitudinal one, valuing thus the casuistry and its narrative side among the educational strategies focused on the pupil. in order to build up the pupils‟ convictions and the ecological attitudes it is extremely necessary to prepare and to train the future teachers from the perspective of the principles of the ecological ethics. references: [1] bentham, j.. (1934). deontologie ou science de la morale, paris: edition c harpentier. [2] caciuc, viorica. (2003). “etica – reechilibrarea a relaţiilor omului cu natura”. in the annals of the “dunărea de jos" university of galaţi, philosophy, the xviii t h fascicle (2). [3] caciuc, viorica. (2004). “aspecte ale realizării educaţiei ecologice în învăţământul preşcolar şi primar”. in education facing the contemporary world problems, international conference eduworld 2004, vol. i, p.183, vol. iii, the publishing house of the university of pitesti; [4] elliot, r. (1995). “faking nature”. in environmental ethics (editor elliot, r.), oxford university press. [5] elliot, r. (2006). “etica ecologică ”. in singer, p., tratat de etică, iasi: polirom publishing house. [6] holmes, rolston iii. (1998). environmental ethics. duties to and values in the natural world, philadelphia: temple university press. [7] tincu, a. (2007). etica mediului, website: http://sacri.ro/files/texte/eticamediului.html. [8] website: http://www.jocurinoi247.ro/joc/261/crazy-penguin-catapult.html. [9] website: http://www.e-joculete.ro/jocuri/jocuri-sportive/jocul_curse-de-caini.html. [10] website: http://www.jocuri12.com/jocuri-cu-balene-distractive-1549.html. [11] website: http://www.ejocurigratuite.ro /games/32/tweetyin-ocean.html. http://sacri.ro/files/texte/eticamediului.htm http://sacri.ro/files/texte/eticamediului.htm http://www.jocurinoi247.ro/joc/261/crazy-penguin-catapult.html http://www.e-joculete.ro/jocuri/jocuri-sportive/jocul_curse-de-caini.html http://www.jocuri12.com/jocuri-cu-balene-distractive-1549.html http://www.ejocurigratuite.ro/games/32/tweety-in-ocean.html international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 69 methodology of the environmental approach in higher education maria vaselivna bratko universitz college "boris hrinchenko" kiev, ukraine e-mail: m.bratko@kubg.edu.ua received 14.07.2015; accepted 19.09. 2015 abstract this article dealing with the theoretical background of the environmental approach in higher education is grounded on the idea of the methodological approach as the conceptual basis of educational activity that defines its strategy and tactics, regulates its tools, resources, and has a two-tier structure that includes methodological and technological levels. the analysis of the basic concepts of the approach — environment, learning environment, educational environment of higher education — is done. the structure and functions of the educational environment of higher education are found. it is concluded that the environmental approach in higher education is a system of controlling subject’s actions within the educational environment of a higher educational institution aimed at acquiring characteristics of such an environment that would allow implementing the polystructural educational function successfully. the author considers the educational environment not only the condition but also the factor of formation and development of a future specialist’s competence. keywords: approach, methodology, educational environment, educational environment of higher educational institutions, environmental approach, environmental approach in higher education 1. introduction research of the educational environment phenomenon, analysis of the theoretical background of the environmental approach in higher education arise from pedagogy’s present commitment to multidimensional and comprehensive evaluation of personal development factors in educational process. the environmental approach in education does not replace common methodological approaches – systematic, activity-related, person-centered, culturological, anthropological, ethical and pedagogical, competency-based – but completes and elaborates them. 2. correlation between the environmental and other methodological approaches every named approach appeals to some extent to the educational environment as the personal development determiner, because a learner is necessarily surrounded by a certain educational environment, deliberately or involuntarily, consciously or unwittingly. the environmental approach allows integrating various methodological approaches, grants comprehensive consideration of the https://e.mail.ru/compose?to=m.bratko@kubg.edu.ua international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 70 educational process. the correlation between the environmental and other methodological approaches is graphically represented in the figure 1. figure 1 the correlation between the environmental and other methodological approaches in education in many contemporary academic papers on pedagogy, the environmental approach is presented as currently important, fresh, alternative to the authoritarian approach, the one that provides a «gentle», pedagogical influence upon a developing personality throughout the learning process. however, as a. khutorskoy quite reasonably observes, practically every pedagogical system has its own model of educational environment. (a. khutorskoy, 2014). along with that, closer attention to the environmental approach is indeed one of the most notable modern trends in all the fields of scientific knowledge, including socio-humanistic. according to v. lepskyy, it is related to the postnonclassical stage of scientific advancement, when the relation between a researcher and a study subject is generally described with formulas «subject – subject», international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 71 «subject – semisubjective environment», and control mechanisms suggest a wide range of interaction slyles within a system – control, governance, mediation, stimulation, encouragement, support, creating conditions, providing possibilities etc. (v. lepskyy, 2011). consequently, the search for effective ways to improve higher education quality prompts examination of the environmental approach as a basis for modernization of the social institution of education and consideration of the educational environment as a special potential quality resource. the analysis of the conceptual framework of the environmental approach in higher education demands, above all, updating and fixation of meaning of the approach as a pedagogical category. general conception of the «approach» lexical item is interpreted as «an aggregate of methods, patterns of considering something, influencing someone or something, treating someone or something» (unabridged explanatory dictionary of the modern ukrainian language, 2005). approach is applied in pedagogical methodology to solving theoretical and practical pedagogical problems, considered as some underlying principle, initial position or conviction, study subject’s research trend, an attribute or set of attributes of operation quality. according to i. drach, «approach» is a certain initial principle, initial position, main thesis or conviction, that is taken as a basis, a study subject’s (target’s) research trend of exploratory activity (i. drach, 2013). l. khoruzha considers an approach a methodological basis of any process, that defines the set of research methods and procedures of a subject, its structural, functional features, properties, interaction with the world around (l. khoruzha, 2013). that means, an approach is a guide and a tool for theoretical search and practical activity in pedagogy, which is defined by a set of values, goals, principles, methods. an approach as a certain theory has a three-part structure: basis – core – effects. it is based upon a certain concept (basis) and key terms, uses its own terminilogical glossary, functions according to some patterns and principle (core), makes demands to methods and procedure (effects). «approach» category researchers (i. blauberg, ye. yudin, 1973, t. davydenko, 2001) point out its essential features such as connection of certain theoretical principles and theses and their corresponding activity methods. two tiers are distinguished in the approach structure: conceptual-theoretical (basic, initial conceptual theses, ideas and principles, epistemological background of activity executed from perspectives and within the boundaries of an approach) and procedural and activity-related (methods and operational forms that are appropriate, suitable for the concept-oriented matter). therefore, the theoretical background of this research of the environmental approach in higher education is the vision of an approach as the conceptual basis of educational activity, that defines its tactics and strategy, specifies tools and resources and has a two-tier structure which includes: the first tier – methodological (initial theoretical principles, theses and definitions); the second tier – technological (goals, means, methods, resources, control mechanisms appropriate for the theoretical principles and theses). this two tiers are interrelated, interdependent, appropriate for one another. international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 72 basic concepts of the environmental approach in higher education are concepts of environment, educational environment, educational environment of higher educational institutions. a dictionary of the ukrainian language gives these explanations of the «environment» concept: 1) matter, objects that fill some space and have certain properties; field; 2) set of natural conditions in which some organism’s vital activities are executed; 3) social and living conditions in which a human life goes on; circumstance; 4) set of people, connected by common living conditions, activities, interests (a dictionary of the modern ukrainian language, 1990). broadly defined, environment is understood as setting that consists of a set of natural, material, social factors that influence a person directly or indirectly. an environment is what lies between some objects, is a «mediator» between them. v. sukhomlynskyy claims that the environment is «also a set of things that surround a learner, actions of elders, examples given by teachers personally, general moral tone of school group’s life (how the idea of care about human beings is exercised), tenderness, kindness»; points out the fact that «the environment is not something unchangeable, created once and for all», «the environment should be created and enriched everyday» (v. sukhomlynskyy, 1988). formulation of author’s understanding of the educational environment phenomenon at higher education institutions is based upon the results of analysis of academic views on the phenomenon in question, presented in papers of contemporary national and foreign psychologists and pedagogues, which are: v. avdeyev, 1997, a. artyukhina, 2006, i. bayeva, 2009, h. belyayev, 2000, s. bratchenko, 1999, ye. vasilyeva, 2012, n. hontarovska, 2012, o. horchakova, 2011 , s. deryabo, 1997, v. drofa, 2003, t. hushchyna, 2011, e. zeer, 2008, a. katashov, 2001, v. kozyryev, 2004, o. kurakin, 1985, k. krechetnikov, 2002, n. krylova, m. knyazeva, 2000, t. loshakova, 2001, yu. manuylov, 1997, v. masterova, 2003, t. meng, 2001, l. novikova, 1985, v. novikov, 2012, v. orlov, v. panov, 2004, 2007, h. polyakova, 2012, k. prykhodchenko, 2010, l. redko, 1996, v. rubtsov, 1997, n. selivanova, 2001, v. slobodchikov, 2000, 2010, s. tarasov, 2011, l. shkerina, 2010, v. yasvin, 2001. most of scientists understand the educational environment as a multiple tier system of conditions/circumstances/factors/possibilities that provides optimal parameters of educational activity of a certain educational body in all its aspects – target-related, matter-related, procedural, effective, and resource-related. in spite of numerous academic papers containing the basic concepts of «environment», «educational environment», no detailed analysis of the environmental approach is presented in full. international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 73 in this context, scientific progress of yu. manuylov is to be mentioned favorably, the author of the thesis research «the environmental approach in education» («средовой подход в воспитании», 1997), which is related to the active implementation of the environmental approach in pedagogical theory and practice. the scientist brings forward the academic problem of basic concepts elaboration for the technology of indirect (through the environment) child’s formation and development control, which would base on comprehensive experience of using environmental options for reaching educational goals, offers the scientific background for the conceptually new environmental approach, because previously environment was studied within the framework of traditional approaches – activity-related, person-centered, systematic. yu. manuylov has developed definitions, semantics (theoretical basis) and pragmatics (main aspects of functional structures modeling and realisation) of the approach. the educational environment is understood by the author as a spatially confined and event-limited aggregate of personal influences and formative conditions, also possibilities for its development, that emerge during the contact of a person with his or her social, spatial and subject circumstance. according to yu. manuylov, procedurally the environmental approach is a system of controlling subject’s actions within an environment that provides diagnostics, designing and producting of the educational outcome (yu. manuylov, 1997). v. serikov develops the academic problem of the environmental approach in higher education quite thoroughly, more specifically its realization in the pedagogue training process. the scientist reckons that pedagogues’ consideration of environment in the educational process is primarily related to understanding that education does not take place in classrooms only during the studies or some events. factors of environment, communication, social and natural events have their effect alongside the regulated personal influence. the scientist considers environment as a naturalsociocultural phenomenon that actively interacts with a person, performs functions of symbolizing, presenting the social standards and values, stimulation (reinforcement and constraint), restriction and assistance, communication stressfulness and comfort. according to him, an environment is always dialectic, opposites act within it, and nearly always options are present (v. serikov, 2012). 3. results of the academic sources results of the academic sources survey made the theoretical background for formulating author’s view on the phenomenon in question (eşi, 2014). the trend present in all the researches – view on the educational environment as a systematic phenomenon (formation) that performs certain functions, a condition, a factor, a field of possibilities for educational process subjects – is considered. progress and results of the research considering essential characteristics of the educational environment are presented in academic papers (soroka m., 2012, bratko (soroka) m., 2012, bratko m., 2014), therefore only basic ideas about realization of the environmental approach at higher education institutions are introduced in this article. we believe that an educational environment of a higher education institution is a multi-subject and multidisciplinary systematic formation that has objective possibilities of intentional influence upon the professional and personal development of a future specialist, ensuring his or her readiness for international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 74 professional activities and/or continuing education, successful social roles performance and selffulfillment in the living process. it is by nature an aggregate of conditions-possibilities and resources (material, financial, personal, technological, organizational, reputational) for personal education intentionally formed in a body that performs educational functions of providing higher vocational education, guarantees possibilities for cultural and personal development of educational process subjects. characteristics of an educational environment of a higher education institution as a systematic formation are: – integrity (every element contributes to realization of system’s target functions), – unity (manifested in connections and mutual influences between system elements), – emergence (appearance of system properties not typical of single elements), – organized nature (presence of a certain structure and corresponding functions), – structuredness (order, hierarchy of elements), – durability (ability to preserve certain properties or to renew them in case of loss), – evolvability and sustainability. an educational environment of a higher education institution is the determiner of development, personal becoming during the time of acquiring a professional education at a higher education institution. in an educational environment of a higher education institution the essence of «an educational personal life» is concentrated, factors, causes of educational processes and phenomena. a higher education acquirer constantly interacts with an educational environment of a higher education institution: the educational environment influences the person; the person changes the environment with his or her actions. an educational environment is to be considered proper only if it is capable of providing possibilities for satisfaction of educational needs, personal development, and self-development to all the educational process subjects. when an educational process is organized on the ground of the environmental approach, an educational subject’s need for free choice, personal freedom, chance for approving himself or herself in fields of productive or creative activity is fulfilled at most. an educational environment becomes then not only a condition but also a factor and a method of future specialist’s personal development. hence, higher education quality correlates with quality of an educational environment of a higher education institution, in which all the possible educational processes – learning, moral becoming, self-fulfillment, enculturation, socialization – are to be intensified. the depth of personal acquisition of an educational environment is determined by the personal attitude towards the environment and readiness to use the resources and possibilities provided. a person acknowledges some influences as a standard for values and norms of his or her conscience, behavior, activity and rejects the others that do not conform to his or her life principles. a person is ready to use some possibilities of an educational environment, the others he or she cannot use due to the lack of certain knowledge, necessary skills, and competency. as a result, an environment does not «produce» identical people. most of researchers reckon that a personality reflects not an environment itself but an experience of interacting with it, some events and corresponding emotions. an educational environment of a higher education institution is an ideal one when it guarantees every person an access to educational international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 75 resources in convenient way and time, provides a person with possibility to choose an individual path, style and time of education, supports the efforts of those who wish to share their acquired knowledge, gives a person an opportunity to present his or her educational results. scientists have formed no consolidated opinion on constituents of an educational environment of a higher education institution yet. in our view, such elements may be singled out in the structure of an educational environment of a higher education institution: – personal (educational process subjects, connections and interactions between them that find expression in activity, communication and behavior); – axiological-semantical (mission, vision, strategy, values, traditions, ceremonies, rituals, symbols, corporate culture, stories of socially approved life achievements of alumni); – informational-conceptual (main and supporting educational programs; extracurricular cultural and social projects, statutory documents which regulate educational activity and interaction between educational process subjects); – organizational and activity-related (forms, methods, technologies, styles of interaction and behavior of educational process subjects, ways of communication, including social networks, control structures and mechanisms, including student self-governance); – spatial and object-related (material and technological infrastructure, classrooms, computer pool, equipment for internal networking and access to internet, library resources, including digital, conveniences, interior design and equipment). structure of an educational environment of a higher education institution is closely related to its functions. the «educational» adjective shows that the issue is not just an environment for living activities but also an environment for acquiring education. hence, its dominant function is providing higher education (educational function). this function is a multiple-aspect and polystructural one and it includes, in our opinion confirmed by empirical research, educationalprofessional, educational-socializing, educational-cultural constituents, which may be reckoned separate basic functions of an educational environment of a higher education institution, because the lion’s share of its resources and time is spent for their fulfillment. it is necessary to consider that fulfillment of said functions is an interrelated and simultaneous process, while optimizing one function inevitably leads to changes in fulfillment of others. http://www.multitran.ru/c/m.exe?t=3746476_1_2&s1=%e0%ea%f1%e8%ee%eb%ee%e3%e8%f7%e5%f1%ea%e8%e9 international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 76 educational-professional function of higher education is directly related to fulfillment of the intended higher education’s destination – assistance for a person in acquiring knowledge skills, competency, that allow him or her to successfully work within his or her specialty in the future. theoretically, a college-educated human being is a self-reliant moral and spiritual person, which has internalized the thesaurus of culture and culture-creating skills and uses it actively in all the life dimensions (educational-cultural function). an educational environment of a higher education institution provides a person with unique possibilities for acquiring experience of overcoming difficulties, purposeful activities, success and loss situations, abandonment of stereotypes for new experience, controlling one’s behavior and emotions in various situations, participating in dialogs and debates, forming own view on events and phenomena, adopting rules, style of work presented by the corporate culture of a higher education institution, sense of education necessity for the future life, mending communication channels and friendly relationships. in such a way, an educational environment bears one more function – educational-socializing. this approach to determining the phenomenon of an educational environment of a higher education institution allows considering any condition or any resource of an educational environment as a «factor of influence» upon an educational process subject at a higher education institution. hence, changing them intentionally we can have an indirect effect upon quality of all the educational process constituents, including its result – a graduated specialist. in summary, we can claim that intentional examination of an educational environment, detecting possibilities for educational process subjects’ development allows not only to assist the subjects in adapting to the educational environment conditions, but also to facilitate maximal fulfillment of educational goals by influencing it in some way for the purpose of achieving desirable attributes (quality characteristics). conditions-possibilities of an educational environment have to become a resource for raising education quality, a source for development of various types of personal experience. 4. conclusions the environmental approach gives the controlling subject a methodology and a technology of using an educational environment of a higher education institution for professional and personal development and self-development of higher education acquirers. the main distinction of the environmental approach is the necessity to provide quality not of a pedagogical process directly, but of an educational environment, which, in its turn, becomes a guarantee, a pledge of quality of the educational process and its results. the environmental approach changes the emphasis of pedagogical activity: the direct effect of a pedagogue upon a person is replaced by the activity aimed at creating and developing an environment that has to satisfy educational needs of an education acquirer optimally. international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 77 references 1. blauberg, i.v. (1973). formation and essence of a systematic approach. moscow: nauka (in russian). 2. bratko, m.v. (2015). structure of the educational environment of higher education institutions. scientific notes. kirovograd: rio kspu them. vynnychenko ( in ukrainian). 3. bratko (soroka), m.v. (2012) essential concept of "educational environment institutions ". teacher education: theory and practice: coll. science. pr. kyiv. university of them. boris grinchenko, institute of problems of education naps ukraine. kyiv, № 18: psychology. pedagogy. kyiv. university of them. b.grinchenko (in ukraine). 4. eşi marius costel. (2014), didactic options for the environmental education, in procedia social and behavioral sciences, 180, 2015, 1380-1385. 5. great dictionary of modern ukrainian (2005). project manager movchan, p., nimchuk, v., klichak v. k .:enlightenment (in ukraine). 6. davydenko,t.m. (2001). capabilities and limitations of using a synergistic approach in educational research. pedagogical science and its methodology in the context of modernity: sat. scientific. art. m. (in russian). 7. drach, i.i. (2013). managing the formation of professional competence of high school graduate pedagogy: theoretical and methodological foundations: monograph. k:dorado-druk (in ukraine). 8. manuilov, y.s. (1997). environmental approach in education [text]: dis. ... dr. ped. sciences: 13.00.01. m. (in russian). 9. cross-cutting issues of environmental approach to innovative development / ed. lepsky,v.e. (2011). m.:cogito center (in russian). 10. serikov, v.v. personal-developing educational environment as a resource teacher training. discussion of problems of the theory of environmental approach as the methodology of indirect administration in education, social processes, the exchange of practical experience and training in teaching methods of logic sredovye approach. [electronic resource]. access: http://www.vspc34.ru/index.php?option=com_content&view=article&id=1276 (in russian). 11. dictionnaire ukrainian language. vol. 9. [electron resource]. access mode: http://sum.in.ua/s/seredovyshhe/ (in ukraine). 12. soroka, m. (2012). university college educational environment as an object of management. continuous professional education: theory and practice. scientific-methodical journal (in ukraine). http://www.vspc34.ru/index.php?option=com_content&view=article&id=1276 http://sum.in.ua/s/seredovyshhe/ international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 78 13. sukhomlinsky, v.o. (1988). conversation with a young director. k: rad.shk. (in ukraine). 14. khoruzhaya, l.l.(2013). features of the implementation of ethical and pedagogical approach in vocational education. pedagogika (in polish). 15. hutorskoy, a.v. (2014) environmental approach in education – an alternative to the authoritarian [electronic resource].chronicle existence of 24.02.2014 [personal site]. http://khutorskoy.ru/be/2014/0224/index.htm (in russian). http://khutorskoy.ru/be/2014/0224/index.htm international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 20 learners independence matching individual strategies and learning styles through language activities on the internet aida gjinali department of italian language university of tirana aida.gjinali@unitir.edu.al sonila piri department of italian language university of tirana sonila.piri@unitir.edu.al abstract glotodidactics, based on the central role of the student, suggests that teacher select didactic concepts that lead to the improvement of knowledge of the language being studied. observing students' behaviors enables the acquisition of cognitive competences about study skills, strategies and features in learning. today, learners’ independence is given great importance in the teaching process. in order to achieve this objective, the instructor’s contribution is fundamental; the instructor must act to determine and develop, in cooperation with the student, the mechanisms and approaches, such as learning strategies, but also the selection of appropriate tools. the use of the internet offers various alternatives for the acquisition of new linguistic inputs, respecting the peculiarities and personal strategies in learning. this study analyzes manners and objectives that can be achieved in the acquisition of the italian language through activities developed on the internet, matching individual strategies or characteristic features that are applied in learning a foreign language. keywords: learner independence, strategies, learning styles, internet, foreign language mailto:aida.gjinali@unitir.edu.al mailto:sonila.piri@unitir.edu.al international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 21 1. introduction glotodidactic language research has increasingly focused on the development of learnercentered approaches, starting from the first definitions of student needs analysis to identify, according to specific needs: the contents, materials, and teaching techniques of a curriculum of second or foreign language. thanks to the influence of science and studies on individual differences in learning, the scope of attention was then expanded to include the cognitive processes underlying learning: study skills, learning strategies and styles. the metacognitive aspect was then added to the cognitive aspect, to identify which are the most effective strategies for developing these skills. therefore, the competence "learning to learn", which is one of the indispensable components of independence in learning and which finds its reason for existence even in the social, cultural, and economic changes of our time, is becoming more and more important. other significant impulses in this sense come from the development of social-affective approaches and from constructivism. both place the learner in the foreground, with their selfdetermination in relation to their journey and objectives as well as responsibility for their learning. social-affective approaches shift attention to the human aspect of the student in its entirety, that is, taking into account their cognitive, intellectual, physical, psychomotor, affective dimensions. constructivism emphasizes the multi-perspective nature of knowledge perceived as an active construction that gains value by sharing meanings and uses technology as knowledge enhancers. thus, the need that is most strongly imposed at the moment is that of an intentionally independent type of education. 2. literature review 2.1 learner independence the concept of independence is placed within a wider context that can be defined as "selfeducation", i.e., a model of learning in which the student works, alone or together with others, without the direct control of the teacher. in this context, we can distinguish different forms of self-education, in which both the level of teacher intervention and the space for student selfdetermination can vary (mezzadri, 2003). the most extreme form is independence, since the student manages the entire learning process (holec, 1981), seen as a circular process of searching, receiving, processing information, solving problems and decisions, self-evaluation of experience, leading to a new demand for international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 22 information. therefore, autonomy means mastering metacognitive skills such as: identification of personal needs; setting goals based on needs; identification of the journey to be followed and the most appropriate strategies to be adopted to achieve these objectives, specifically: planning, control, evaluation of the learning activity. (mariani, 1994) this is a slow and gradual learning process which should be properly supported and guided by the teacher. therefore, in this context, not only the role of the student, who becomes the protagonist of his learning, (mazzotta, 1996) but also that of the teacher, no longer a simple transmitter of knowledge, but a guide (balboni, 2002) changes profoundly. whether it is a real or virtual classroom, the teacher's task is to provide the necessary framework and, if possible, make it personalized, so that the student can build independence in learning in harmony with themselves and in harmony with a group, a community. (mezzadri, 2003) what does it mean, more specifically, to be able to learn in a socio-cultural and professional context that requires flexibility, in a society characterized by rapid change and constant evolution? it is not enough to put the student at the center, nor to undo the affective filters to build independence, but what we think is a priority is to shift the focus of attention from products to processes that underlie them, to identify needs not as content, but as individual learning strategies and features. therefore, the main goal of the teacher is to lead the student to awareness of their own way of learning: by exposing them to a variety of strategies and at the same time stimulating reflection on their strategic choices. thus, they can be enabled to recognize and improve those that are best, adapt to their style, as well as experiment with alternative strategies typical of other styles, with the aim of optimizing all resources. 2.2 the internet and its role in independent learning internet plays an active role in this process, being a necessary and efficient tool today to carry out language activities in the foreign language classroom. the internet offers a wide range of activities, tools, and authentic materials for active foreign language learning. (monti 2000; piri & gjinali, 2014). it is clear that the use of communication technologies for educational purposes undoubtedly has many advantages such as: creation of learning environments in harmony with some indicators of neurolinguistics in relation to bimodality; favoring an active and experimental approach in authentic contexts; international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 23 creating a meaningful connection between related disciplines; adding new linguistic inputs and establishing meaningful links between language and culture; offering new opportunities for communication, interaction, intercultural exchanges; encouraging collaborative work; increasing motivation, related to the satisfaction of acquiring knowledge through "fun" or non-traditional activities. some features of new technologies also seem to be particularly useful for developing independence in learning, such as: applying a learner-centered approach; (mariani, 2000) promoting personalization of learning; favoring flexible and "multi-perspective" approaches to knowledge; providing opportunities for the development of cognitive and metacognitive skills, especially in relation to the processes of search, selection, reprocessing of information. however, it should not be underestimated that these advantages cannot be obtained automatically by the simple use of technologies, but only on the condition that such use is included in a clear and coherent methodological framework (gramegna, 2015). in the absence of a reference base as well as appropriate strategies of internet navigation, there is a slight risk of cognitive overload, disorientation, distraction (fratter, 2004). therefore, from a didactic point of view, it is essential that the teacher should provide the appropriate support, which directs, albeit flexibly, the processes of search, selection, reprocessing of information and which provides opportunities to reflect on these processes, to reach a greater awareness of oneself, of learning strategies, of personal cognitive uniqueness. this means that, alongside the so-called traditional strategies of decoding and understanding texts, it is necessary to develop simultaneous strategies of exploration and critical interpretation of network activities (pool 1997, warschauer 1998, warschauer and healey 1998) cited by mariani (2000) 3. methodology and instruments in order to work in the italian language classroom with activities that contain elements of the culture and civilization of this language and at the same time developing students' awareness of their learning strategies and features, a didactic internet address international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 24 https:/ /digilander.libero.it/navigaroma/index.htm was created by two teachers for students with an advanced level of knowledge of the italian language and it aims to promote the ability to independently manage learning through: reflecting about individual cognitive styles and learning strategies to gain awareness, to improve and verify their effectiveness; exploring alternative strategies for acquiring awareness about their potential and to optimize all possible resources; building personalized learning journeys centered on the student. for this reason, the following cognitive and metacognitive objectives have been identified: cognitive objectives: 1) exploring available materials, to understand its basic ideas. 2) working with the text: analytical understanding of the content and structure of the text (connection and ordering of information). 3) designing and developing a project: creating concept maps to group and connect knowledge between multiple texts, between new and previous knowledge. 4) creative reworking of knowledge, creating written texts. metacognitive objectives: 1) planning • identifying individual needs in relation to students' goals and interests; • establishing the objectives, route and work methods, tools, materials and skills required by the task; 2) ongoing monitoring during the performance of the task 3) reflection and self-evaluation: • reflection on the strategies used and evaluation of their efficiency; • exploring alternative strategies and evaluating their efficiency; • reflection on the path taken and the results obtained; efficiency and quality assessment. as stated previously, the tool of choice for this is a web address. in it, a virtual trip to the city of rome has been created. at the "crossroads" of the city, the student can choose one or more entry points, which correspond to eight thematic itineraries: "ancient rome", "medieval rome", "renaissance rome", "baroque rome", "literature", "cinema", "music" and finally international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 25 "cooking". each item is provided with hypertext links and a precise reference website for further information. the student is invited to participate in a role-playing game in which they can choose to be one of the following characters: journalist: must write a report about the city; promoter: must organize a campaign to promote tourism in rome; part of a group working for the local tourism agency: together with other collaborators, creates a guidebook about the city; part of the school committee organizing a trip to rome: prepare the proposals to be submitted to the committee. alone or in collaboration with others, the student must design and implement a general project aimed at producing written and illustrating material. for a more specific didactic process, several pages of the site present reading and writing activities, which refer to reflection pages on learning features and strategies (reading, writing, planning, self-assessment). it is in this context that a metacognitive platform is offered: here the student can find questionnaires, guided journeys, proposals for activities, conceived as a support that can gradually lead to the development of independence through reflection and selfevaluation of his learning processes. starting from the desired path and following a personal network of connections, the student can navigate the site at different levels of detail: they can limit themself to exploring only texts or images; can carry out the proposed activities; can follow the whole path of reflection and self-evaluation. 4. analysis and discussions 4.1 implementation of learning strategies and features the goals described above relate to individual learning outcomes. first of all, through the analysis and reworking of the models mentioned above, two descriptive domains have been identified sensory-perceptual modes and information processing modes within which several features have been identified. however, the profile that we have tried to define in this way should not be considered as a rigid categorization: it is only about tendencies and not all of them are necessarily found in the same person, precisely because most of us have mixed characteristics. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 26 sensory-perceptual modes of the student (sensory channels with priority for learning purposes) (mariani, 1996) 1) visual verbal: prefers linguistic codes; learns by reading written texts; taking notes; making lists, writing summaries; 2) visual non-verbal: prefers visual-spatial codes; learns by observing, exploring and/or creating pictures, drawings, graphs, tables, diagrams, networks; 3) auditory: prefers to listen; learns through repetition out loud, speaking, listening, discussing; 4) kinesthetic: prefers to carry out concrete activities; learns by having direct experience of things (research, interviews, laboratory experiments); information processing methods (mariani, 1996) 1) global-intuitive (cerebral advantage with a tendency to the right): favors an overview and contextualized processing of information; evaluates a problem as a whole, tends to summarize; prefers rich data; works in a global, intuitive, non-linear way; follows less logical paths, which can nevertheless lead to original creative solutions; tends towards "divergent" thinking, i.e. starting from available information to generate a range of flexible solutions; solve problems through imagination and discovery; makes decisions based on feelings, while the work progresses; can go beyond "duty"; 2) analytical-systematic (mainly left-brain dominance): favors details, breaks down the problem into parts, considering them separately; dislikes too much data that can create cognitive overload problems; proceeds analytically, logically, sequentially, linearly; has a systematic and orderly approach; above all, the development of logic and consistency, tends towards "convergent" thinking, that is, it solves problems based on available data, starting from which it can converge towards a single solution to the problem; makes fact-based decisions and carefully plans all stages of work in advance; needs a clear and organized structure in which information is built step by step; tends to stay within "task"; as a next step, targets were rated according to the degree of compatibility between the required strategies and the cognitive trait tendencies described above. the goal is to understand which features may be disfavored at different stages of the learning journey and therefore which types of students most need to be oriented towards alternative strategies, typical of other features, more functional to the features required by the task. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 27 the objectives were set out as follows. objective 1: exploration of available material features: the presentation of written and iconographic material can be adapted to different perceptual modes. the large number of resources available in the network requires the development of particularly effective information search and selection procedures: from this point of view, the global-intuitive style seems to be favored, as it favors an overview and is open to flexible solutions. moreover, the intuitive and non-linear character of its typical procedures can facilitate search paths based on associative links: this fits very well with the network-like structure of information available on the internet. therefore, it seems appropriate that for the need of a more global approach, sensitize students with an analytical-systematic style, with a network-like and less sequential approach, with greater trust in intuition, with greater flexibility of approaches and solutions. objective 2: working with text: analytical understanding of text content and structure. features: techniques for highlighting key concepts and hierarchical information are varied and adapted to different sensory modalities: students who are keen on words can take notes, make lists, write short summaries, assign headings to paragraphs; those visuals can produce tables, diagrams, grids or use different colors for underlining. understanding textual structure, identifying and giving a hierarchical structure to information, on the other hand, require logical and formalizing skills that favor the analytical-systematic style. therefore, it is necessary to direct students with a global-intuitive style towards greater attention to details, logical connections, accuracy of analysis. objectives 3: a) design and development of a project b) planning and control although linguistic codes (such as lists of concepts or keywords, descriptions, numbered lists) cannot be ruled out by default, the most effective representations of knowledge are concept maps, which use visual-spatial codes: students can be exposed to this verbal meaning. the characteristic of active experience can also include students who have kinesthetic characteristics. the creation of conceptual maps can be achieved through different journeys such as globalintuitive and analytical-systematic. however, it is a matter of reflecting, in particular, on the path followed and on the feature that underlies it, also with the aim of experimenting with different strategies typical of other features. in particular, the student with global-intuitive features should verify the logic of the connections made; on the other hand, the analyticalinternational journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 28 systematic student should be encouraged towards forms of divergent thought (to verify other hypotheses, to expand the network of connections). as for the ability to plan, it is one of the strengths of the analytical-systematic student, however even the global-intuitive student can use their ability to generate a range of possible solutions. therefore, students with a global-intuitive style should be oriented towards more careful thinking and planning. those with an analytical-systematic style may reflect on the benefits of greater flexibility. objective 4: creative reworking of knowledge the creative aspect of reprocessing can facilitate different sensory modalities: the student who prefers words will tend to produce written texts, the one who prefers visuals can also use pictures, drawings, graphic tools, etc. since the path followed in the internet address aims at the completion of a project, the student who prefers movement can appreciate the experimental character of this activity. considering the freedom to decide on the way of working, no feature seems to be particularly favored; instead, it may be appropriate to encourage a more attentive approach to the mechanisms of textual coherence and cohesion in the global-intuitive student and greater creativity in the analytical-systematic student. 5. conclusion taken as a whole, the project presented on this website seems to fit a variety of cognitive features. from a sensory-perceptual point of view, the multimedia component facilitates approaches based on different modalities, especially verbal and visual ones. also, this project with active and experimental features is also suitable for students with a preference for movement. from the point of view of information processing methods, the global-intuitive style can be based more on the hypermedia component and the network-like structure of information; another strong point can be the flexibility of approaches and solutions, a necessary requirement not only to improve learning, but in general to respond convincingly to the needs presented by today's society. the student with analytical-systematic features is evaluated by all logical operations that are based on text analysis, design and planning. the task-oriented and problem-solving nature of the project activities proposed on this website, as well as the practical examples of strategies in well-oriented activities, can meet the needs international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 29 and inclinations of more pragmatic and action-oriented students. on the other hand, those who mainly prefer to observe typical patterns and procedures to build a general idea can find in the reflection pages theoretical guidance and general frames of reference that they may need before moving on to the operational part of the project. on a more general level, it can be observed that the structuring of the website respects the indications of neurolinguistics on the principles of bimodality. it also proposes an active and experiential approach to learning, that is, based on doing and reflecting on the activities that take place. this procedure also favors a flexible and multi-perspective approach to knowledge. finally, a significant element is the link between linguistic-methodological reflection and the approach to italian culture. references balboni, p.e. (2002). le sfide di babele, utet libreria,torino celentin, p. (2000). autonomia e supporti informatici e telematici nell’insegnamento dell’italiano a stranieri. in la formazione di base del docente di italiano per stranieri, (ed.) dolci, r. & celentin, p. bonacci editore, roma fratter, i. (2004). tecnologie per l’insegnamento delle lingue, carocci editore, roma gramegna, b. (2012) il world wide web nella lezione di lingua: il ruolo del docente di ls/l2. in tecnologie e didattica delle lingue. teorie risorse sperimentazioni, caon, f. & serragiotto, g. utet universita’. novara, pp. 95-102 holec, h. (1981). autonomy in foreign language learning, oup oxford mariani, l. (1994). i fili di un discorso sull’autonomia. in l’autonomia nell’apprendimento linguistico. mariani, l. (ed.) quaderni del lend/8, pp. 1-18 mariani, l. (1996). investigating learning styles, perspectives, a journal of tesol – italy vol. xxi, no. 2/vol. xxii, no. 1, spring, https://www.learningpaths.org/papers/paperstyles.htm mariani, l. (2000). dimmi come 'navighi' e ti dirò chi sei": multimedialità, stili di apprendimento, vecchie e nuove strategie. lingua e nuova didattica, xxix, no. 1, february, https://www.academia.edu/63471197/dimmi_comenavighie_ti_dir%c3%b2_chi_sei _multimedialit%c3%a0_stili_di_apprendimento_vecchie_e_nuove_strategie mazzotta, p. (1996). strategie di apprendimento linguistico e autonomia dello studente. adriatica, bari. https://www.learningpaths.org/papers/paperstyles.htm https://www.academia.edu/63471197/dimmi_comenavighie_ti_dir%c3%b2_chi_sei_multimedialit%c3%a0_stili_di_apprendimento_vecchie_e_nuove_strategie https://www.academia.edu/63471197/dimmi_comenavighie_ti_dir%c3%b2_chi_sei_multimedialit%c3%a0_stili_di_apprendimento_vecchie_e_nuove_strategie international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 30 mezzadri, m (2003). i ferri del mestiere. (auto)formazione per l’insegnante di lingue. guerra edizioni, perugia sturtridge, g. (1994). si puo’ educare all’autonomia? la conoscenza della metodologia didattica come strumento per l’autonomia del discente. in l’autonomia nell’apprendimento linguistico. mariani, l. (ed.) quaderni del lend/8, pp. 1-18. mont,i s. (2000). internet per l’apprendimento delle lingue. inglese, tedesco, spagnolo, francese. utet libreria, torino piri, s. & gjinali, a. the importance of authentic materials and their integration in the foreign language class. academic journal of interdisciplinary studies. 3 (6), 27-30, https://www.mcser.org/journal/index.php/ajis/article/view/4827 http://doi:10.5901/ajis.2014.v3n6p27 ugolin, p. (2007). proposte didattiche basate sugli stili di apprendimento (modelli vak e felder-silverman) in suplement of journal el.le, april, https://www.itals.it/propostedidattiche-basate-sugli-stili-di-apprendimento-modelli-vak-e-felder-silverman https://www.mcser.org/journal/index.php/ajis/article/view/4827 http://doi:10.5901/ajis.2014.v3n6p27 https://www.itals.it/proposte-didattiche-basate-sugli-stili-di-apprendimento-modelli-vak-e-felder-silverman https://www.itals.it/proposte-didattiche-basate-sugli-stili-di-apprendimento-modelli-vak-e-felder-silverman international journal of social and educational innovation (ijsei) no.1/ 2014 73 positive climate and motivation, achilles’ heel in classes and schools gjinali aida faculty of foreign languages, university of tirana, albania e-mail: aidagjinali@yahoo.it received 12.08.2014; accepted 18.09. 2014 abstract the purpose of this research is to treat and identify two major factors that influence teaching, the creation of a positive climate and motivation, which should be encouraged and created with the purpose of successfully fulfilling not just the school programme and objectives defined by it, but also for a psycho-physiological and emotional wellbeing of the student. a good psycho-physical and emotional well-being of the student provide for a better motivation, and, of course, for a better performance. it happens often that teachers concentrate more in the fulfilment of the scholastic programme and neglect or consider it as a loss of time the issue of a positive climate and motivation of students. it goes without saying that learning implies the student’s individual desire, besides the scholastic obligation. this desire which can be instinctive but sometimes driven from family, school and society, is often presented with obstacles during the school year, such as lack of interest, lack of desire to attend classes, lack of desire to learn a subject or all subjects up to total refusal, which endanger the school progress. the causes that influence such a demise are of many forms and different natures, both internal and external, and they increase the student’s affective filter and create psychological barriers which lead to letdown and fail to achieve the defined objectives of subject/s, and they also give way to internal thoughts of incapability and lack of integration in class and in relationship with others, a low self esteem and total lack of want. the concept of the classroom as a sole group where everyone is equal and where everyone receives in the same way motivation, affection and interaction is essential for the creation of a positive climate. by taking into account the factors that influence such discouraging barriers, there comes forth the need for the teacher to search within oneself and his teaching method for the solutions. this means, he has to look for and use new and diverse techniques and strategies that encourage a positive and motivating climate for the students. the teacher should clarify and increase his teaching performance, he should find other motivating forms and he should not let himself get lost in the daily routine and personal discouragement. students are very sensitive to the teacher’s model and presented teaching method, therefore, in order to achieve the target of a more efficient class, it is needed a thorough internal and external renovation, both theoretical and practical. keywords: positive climate, encouragement, interaction, objectives mailto:aidagjinali@yahoo.it international journal of social and educational innovation (ijsei) no.1/ 2014 74 1. introduction a school, and especially a classroom, is the place where a student spends the major part of his life. it is the place where he learns and gets information on different subjects and future life, and the place where he forms his personality and identity, he creates relations with other people and the environment, but most importantly, he creates self esteem with regards to school, class, study, results and friends. of course, school is not the only influence in the personality of a student, because family, society, community, the environment he lives and acts in are the other basic factors that greatly affect his individual personality, but in our research we will deal only with school and classroom. in order for the school, the teacher and the student to reach their targets and achieve their objectives it is necessary to create a positive interactive climate and inspiration, where the student will feel good psychologically, physiologically and spiritually. and, without any doubt, it should not lack motivation, which, similar to the positive climate, enables efficiency and learning capabilities. all of these are not vain words. positive climate and motivation are based on real scientific basis. many researches, which you will find summarized below, show clearly how our brain and organism work when facing positive or negative situations. 2. bimodality principle – of duality and directional to the brain’s function as it is already known, the human brain is composed of two hemispheres. edwards divided and named them as the right and the left hemisphere, in order to define the way of functioning and thinking, related to the functions of the right and the left hemisphere. surely, we cannot say that the functions of each hemisphere are clearly divided, because the human body functions as a whole, where both hemispheres play a harmonic two-way game, enabling thus the correct functioning of learning new information and processing it further in their configuration with previous knowledge. the term brain duality means that the functions of both hemispheres, left and right, should integrate in such a way that the whole brain, of the student in our case, is involved in the learning process. figure 1 (atkin j. 2000, p. 6) the directional principle defines clearly how our brain works. every information we receive, first passes in the right hemisphere and then in the left one. (balboni e. p., 1994). by knowing that both hemispheres play different roles, that is: the right one is more global and deals with many functions, mainly emotional ones, which are of interest in our case, and the left one is more analytic international journal of social and educational innovation (ijsei) no.1/ 2014 75 and rational, knowing that the right hemisphere encounters the first impact of new information, it is evident how important is the way such information is motivated and transmitted. if the right hemisphere, which deals with globalization and transmits the information to be processed in the left hemisphere, encounters resistance of the affective filter created from lack of motivation and positive climate, then, the information will not be processed and will not be spontaneously analyzed, and thus, will be faulty in its processing and memorizing. 2.1 the affective filter one of the most important factors closely related to the positive climate and motivation is the affective filter. (krashen s., 1981: 31). cardona (cardona, m., 2001, pg. 84) claims that the affective filter, which prohibits the learning process in cases of stress, anxiety or fear of failure, is not just a cliché, but it responds to a reaction of well-known chemical stimulators. in situations of calmness and positivity, adrenaline becomes noradrenalin, which is a neurotransmitter that facilitates memorization, which in situations of anxiety, fear and stress produces a steroid that creates a conflict between the amygdale (emotional gland), which tries to protect the brain from unpleasant events, and the hypocamp, a gland which plays an active role in the activation of frontal lobes and the start of the memory process. in a few words, the affective filter is a self-defence human mechanism; therefore, a teacher who looks for efficient and long-term results should not ignore this fact. he should always take it into consideration and when he realizes that the affective filter is being activated, he should change the methodology and techniques, so that this invisible barrier remains at low levels and does not generate negative stress (krashen s., 1982, pg. 10). 3. humanist-affective approaches taking into account the results of the neurophysiology researches, different methods and approaches used them as a tool for increasing the teaching level. so, the humanist-affective approaches, starting from their name, represent clearly the innovation and necessary changes that were required in the teaching process. these approaches and methods, in spite of their differences, present similar characteristics, that’s why they belong in this group. we will mention them summarized according to borneti (borneto s. c., 1998, pg. 41 -44): 1. the advantage of pedagogy 2. the student’s nucleus. the advantage of pedagogy enables the emplacement of the student in the centre of the didactic act. the student is taken into consideration as a whole. he is analyzed, inspected, processed and assisted to gradually overcome barriers and difficulties, he is encouraged and stimulated to learn, improve and demonstrate his personal capabilities. 3. multitude of manners. the more manners and the more channels are activated, the easier it is for the information to be learnt in a stable way. 4. teaching to a kid. the provision of a general psychological environment which is adapt to the class 5. atmosphere. in classes, usually, there are attempts to create a non-competitive, relaxed and frisky environment, where a person feels free of stress, limitations and conditions of preserving his personal image. 6. the teacher’s role. his main duty is to make the student trust him. during the class, he should have under control the whole classroom, driving and encouraging interaction with the other international journal of social and educational innovation (ijsei) no.1/ 2014 76 present students. in this way, the teacher plays the role of the one who directs, facilitates and leads the teaching way. 4. motivation theories motivation is based on some theories, which we will mention briefly. they are categorized as (pettijohn f. t., 1996, pg 314328): biological theories impulse theories (hull) theory of encouragement level humanist theory of maslow we will deal more with the impulse theory of hull, not because the others are less important, but because the theory of hull seems to include an aspect that has to do more with the teaching aspect, which is our main purpose. hull (1952) designed a method, which according to him demonstrated that the intensity of behaviour is related to the learning process and motivation, and its basic formula is: e= z x i x sh e – intensity of a learned reaction depends of the power of z a learnt habit and the power of i – motivating impulse but, later, hull came to the conclusion that motivation as an internal force could not be enough, therefore, he added to the formula the concept of an sh external push starting from this viewpoint of hull, we conclude that motivation, although it is an internal feeling and stems from within the human being, needs to be active and efficient in the achievement of an obligation or purpose, and it needs a rewarding external push. in fact, even if we personally were provided with a considerate reward upon the fulfilment of a certain task, our motivation would be higher. 5. school and classroom based on what we said above, according to researches and analysis, it is crystal clear how important it is to create a continuous positive climate and systematic motivation for the growth and education of a human being. as it was mentioned before, forming and creating, moulding and building a new identity and personality of the human being depend on many factors, but we will dwell upon the factors of school and classroom, which are the subject of our research. classroom and its premises are very important in the life of a student, no matter his age. in the classroom, the student experiences feelings and emotions of different levels and if these feelings and emotions are translated negatively within his being, they become a difficult barrier and often impassable for the psychological status of the student. these negative energies are later reflected in his behaviour, in the way he interacts in class and school, in his progress at school and his results. international journal of social and educational innovation (ijsei) no.1/ 2014 77 the consequence of not feeling well at school and especially in the class is clearly reflected in a lack of motivation in learning and, consequently, there are signs of aggression, frequent conflicts, intolerant behaviour, total refusal, desire to be invisible, no attendance, low results, until dropping out of school. what is often noticed in classes is the division and grouping of students into different categories. these groupings are of:  regional character  physical appearance  school results  servility  wealth  physical force  lifestyle  race  sex  behaviour  no factor, simply because they do not fit in any other group, because they are not accepted or because of personal choices the presence of such groups within the classroom creates difficult relations among them, which generates feelings of exclusion, separation, lack of evaluation, lack of reciprocal relationships, lack of normal relations in class, exclusion from class decisions or activities, lack of opinion in any issues related to class, school, disrespect, up to total discrimination and total exclusion of different individuals. the most easily vulnerable people are those who seem weak and soft towards the others, who have difficulties in distinguishing the limits of allowing an abusive behaviour, who find it difficult to control negative actions. all of these have a bad influence in the personality of the student and his adaption in the environment. difficulty to adapt results in discomfort and agitated spiritual and psychological situation, which, without any doubt, will influence his whole scholastic school, and his private one, as well. this psychological pressure, applied systematically to one or more individuals, is done in different forms, such as:  mobbing  ostracism  defamation  total contempt or  being the centre of mocking, teasing, abusing, etc. such cases happen every day, mining thus everyone’s possibility to be educated, just like all the rest, and mining the normal flow of one’s life. therefore, when we talk about a positive climate in class and for student’s motivation, we should consider class and students in a wider aspect than that of just teaching and fulfilling the plan and school objectives. it is essential for the teacher to have a wider panorama of the positive climate and motivation, because he can involve the students, and he can understand the needs, issues, wishes, vices and virtues a student possesses as an individual, but also as part of the classroom and the school. international journal of social and educational innovation (ijsei) no.1/ 2014 78 these issues need to be solved if we want a qualitative school and an efficient teaching process, but, in fact, in our schools, where the average number of students per class is 35-40-45, the teacher has often difficulties, such as:  difficulties in class management  difficulties in the creation of a positive climate  difficulties in the general motivation of students  difficulties in a real and efficient evaluation  difficulties in the usage of cooperative learning techniques  difficulties in dealing with the topic of the day  difficulties in understanding the general atmosphere of the class  difficulties in recognizing the real relations between students and with regards to himself  difficulties in really understanding the values of each student  difficulties in understanding the individual issues of each student  difficulties in understanding the needs of each student  difficulties in conflict resolution  difficulties in real evaluation of the situation in class  difficulties in treating the class as a single group the teacher is loaded with a heavy burden, because besides being a teacher, he has to be an educator, an advisor, a psychologist, a leader, a facilitator, a coach, roles which are not easily managed, especially when they are new teachers, with few or no experience in education. but even old and experienced teachers; often complain that they cannot fulfil 100% of the roles. there are even teachers who say:  i have worked enough for 30 years  i can’t deal with it anymore  unbearable students  why should i deal with them? i’ll just finish my class, that’s all  education does not depend on me. it is the fault of the family, the society and the world we live in  we are a school, not an educational institution  i teach a subject no one cares about.  i am new, with no experience  i can’t deal with nowadays teenagers  i don’t know how to make them passionate about my subject  there are some classes i don’t want to put my feet in. i can’t stand them.  there’s nothing more that i can offer  i have my own issues, i can’t deal with theirs  who wants to learn will learn anyway, and other things  why should i deal with them? i do my job, they do want they want, in the end, i receive my salary. such responses and behaviours from teachers are unacceptable and intolerable. we do not need this kind of teachers in our schools and classes. if a teacher cannot find in himself the passion, will, calmness, compassion, love and respect for himself first, then for his profession and then for the student, how are students supposed to do the opposite of what is shown and heard? international journal of social and educational innovation (ijsei) no.1/ 2014 79 a teacher is the face of the school, the class and the classroom. those who cannot work passionately, and who consider their profession just a revenue source, transform their job firstly, and then the classroom and the class in an unwanted place, tiring and stressful, as well. but when the source of all the stress and unwillingness is the teacher himself, what else can be said about the situation among students? at what is their motivation related to the subject? of course, zero. then, how are we supposed to perform our job, how can we pretend to achieve the targets and objectives, if we cannot look further than our personal egoist point of view? 6. strategies and techniques a positive climate is also achieved through the use of tools, strategies and techniques which favour and support it throughout the whole scholastic process. we are going to provide some of these strategies and techniques, but they are not all. among them, we highlight:  perform anticipatory surveys which aim to know the student, his ideas, his opinion on the subject, the teacher, the class, the school and what are his expectations  process the result and define specific strategies and techniques per each student  carryi on surveys with the purpose of knowing the psychology of the student (with the assistance of the school’s psychologist), in order to identify hidden issues, his psychological situation with regards to school, class, teachers, family and lessons  clear objectives and targets  transform the classroom into a group, where no one is excluded, and where everyone is treated equally.  use cooperative learning efficiently  continuous motivation in all ways and forms  through analysis of each student’s needs  continuously make psychological checks on the students  create specific work groups, which will monitor other groups by guiding and leading them, under the teacher’s supervision. groups should be alternated time after time, the roles within the group, as well, in order not to create jealousy, hostility and envy. with regards to the teacher: awareness development of group skills development of individual skills motivation definition of objectives: subject as an instrumental and forming tool positive climate class as a single group, active participation interaction, harmony, real school relation, teachers, subjects international journal of social and educational innovation (ijsei) no.1/ 2014 80  it should be made clear that the teacher is the main leader, the facilitator  the teacher should not sit down all the time, but he should stand up most of the time, in order to dominate and control the class  he should not avoid questions, he should provide correct answers, no matter the question  the teacher should not be ironic, he should not mock, tease the students or swear  he should be generally calm, but also passionately when necessary  he should use low voice tones, with the required high and lows in order to gain and encourage attention  he should congratulate and praise every student’s effort  he should not speak on the phone and should not look often to the clock, as it means that he is eagerly waiting for the class to be over  he should be create and bring innovation to every class  the teacher should not speak about his personal issues, only discreetly in those cases when he needs to make a comparison  he should provide confidence and undisputable authority  he should know to be tolerant and strict  he should be properly clothed within the ethical norms  he should smile  he should know how to make and how to handle jokes  he should forget and forgive, he should not be negative  the teacher should know how to use technology and how to communicate with students through it. frequently, students have difficulties in expressing themselves face to face.  he should stay in contact, not only with students, but also with their family members, to solve together, when possible, any encountered issue  he should discuss openly with the whole class unsolved issues, and invite everyone in the discussion  he should not commit discrimination of gender, region, race, etc. the list can go on and on, but we would like to highlight that it is important for every teacher, whether experienced or not, to love his profession. this is the secret that can make everything possible. it is needed the proper education and update of new teaching and class management forms. 7. conclusions as a conclusion of what we discussed so far, and taking into consideration the fact that humanistaffective approaches hold in their essence one of the most important principles, motivation, it is clear that one of the main teaching objectives is exactly the encouragement and motivation of students to learn, and also, the presence of a relaxing positive climate. without motivation there is no learning (balboni e. p. 1994, pg 75). therefore, the duty of every teacher, especially those dealing with teenagers, is to include it in his working methodology or applying techniques. he should consider motivation and positive climate as the main source for the progress of the general class and the individual development, and the teacher’s development, as well. international journal of social and educational innovation (ijsei) no.1/ 2014 81 moreover, the teachers and higher hierarchic structures, before requiring results and performing tests and quality control, should give the right priority and importance to the motivation and positive climate, considering many viewpoints: social, economic, age & developmental, in order for the teacher to find the proper space and possibility to successfully perform his job. this is related to the fact that the teacher himself should be motivated to perform his job properly. if there is force, psychological violence, and no reward, nothing can be achieved, that’s why archaic patterns, when the teacher is god and knows everything, have come to an end. nowadays progress, innovations and interdisciplinary relations of teaching show clearly that only a motivated teacher who acts in a motivating and relaxed environment and who uses motivating methods, strategies and techniques can achieve his objectives and a more efficient and long-term teaching process for his students. references [1] cardona, m.. 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(2000). an outline of integral learning, http://www.learningtolearn.sa.edu.au/colleagues/files/links/integrallearning.pdf http://www.indire.it/pqm2012/?p=134 http://www.edurete.org/pd/sele_per.asp?id=80 http://www.rivistadidattica.com/pedagogia/pedagogia_50.htm http://www.iprase.tn.it/alfresco/guestdownload/direct/workspace/spacesstore/ffd6752e-0b92-4bd3-a39c-49d22fa9e5a1/teoria_vygotskij.pdf http://www.iprase.tn.it/alfresco/guestdownload/direct/workspace/spacesstore/ffd6752e-0b92-4bd3-a39c-49d22fa9e5a1/teoria_vygotskij.pdf http://213.254.4.222/cataloghi/pdfires/860.pdf http://www.cem.coop/attform/materiali/materia4 http://media.giuntiscuola.it/_tdz/@media_manager/722994.ps-3-clima-positivo-cqruvw8b-3ll9kcgk.pdf?filename=ps-3-clima-positivo-cqruvw8b-3ll9kcgk.pdf&cmg_defaultviewer=cmg_mediaserver& http://media.giuntiscuola.it/_tdz/@media_manager/722994.ps-3-clima-positivo-cqruvw8b-3ll9kcgk.pdf?filename=ps-3-clima-positivo-cqruvw8b-3ll9kcgk.pdf&cmg_defaultviewer=cmg_mediaserver& http://media.giuntiscuola.it/_tdz/@media_manager/722994.ps-3-clima-positivo-cqruvw8b-3ll9kcgk.pdf?filename=ps-3-clima-positivo-cqruvw8b-3ll9kcgk.pdf&cmg_defaultviewer=cmg_mediaserver& http://www.fsash-spash.com/non-form-educ-manual.pdf http://www.fsash-spash.com/non-form-educ-manual.pdf http://www.scuolemarconi.it/wp-content/uploads/2012/08/castelfranco-16-settembre-2011-1.pdf http://www.bagheriainfo.it/news.asp?id=23 http://www.learningtolearn.sa.edu.au/colleagues/files/links/integrallearning.pdf international journal of social and educational innovation (ijsei) no.1/ 2014 29 the analysis of financing and under funding the international educational system in relation to the idea of educational evaluation dandeș albert aurel ion nistor technological highschool,vicovu de sus, romania dandesalbertaurel@yahoo.com received 27.06.2014; accepted 29.07. 2014 abstract: disturbances and dislocations at the subsystems mean the major effect of the imbalances systems at the level of education, as a result of this topic in the past few years in comparison with other european indicators. one of the most powerful effects for the crisis on education systems has been given by the decrease in financing education (primary, secondary, tertiary and university education). therefore, romania has recorded a drop in sequence of gdp ( gross domestic products), by default low budget and, therefore, the funds intended for ministry of education and research on the financing, as well as investment and on projects. the impact has been one of the most powerful upon the labor wages teaching, investment funds, purchasing etc.furthermore, related to universities, three-quarters of the universities income comes from the state budget. in this respect, it loosens conclusion that, such negative consequences had a negative impact on the educational teaching quality. keywords: educational system, financing, under – funding, educational/didactic evaluation 1. introduction the educational assessment means together with the process of teaching and learning a fundamental component of the educational process. its importance is due to a large extent that makes possible the differentiation of the students depending on their achieved performances, talents and skills that they hold, and last but not least on accumulated knowledge. the learning process is such that it requires certification of the knowledge acquired at the end of each stage. this applies not only in pupils case , but everywhere, every time when a learning process ends and knowledge should be assessed in order to make possible the classification on the basis of merits. starting from the assessment it should be determined each time to what extent we can make educational situation in a reality convenient, adequated to extension objectives in school. educational assessment is a comprehensive form of verification and shall be provided in a phased way, over a period of several school activities, at whose end, the teaching staff can assess the level of training which the pupil has at that time. the assessment, understood as a component of the educational process, has a twostage dimension, in the sense that, on one hand, it represents a means by which the student is appreciated, and, on the other hand, constitutes for the teaching staff international journal of social and educational innovation (ijsei) no.1/ 2014 30 an algorithm of teaching assessment. therefore, school evaluation is the process by which we measure and we appreciate the teaching product. 2.education and economic crisis on the other hand, when we think about the concept of didactic/educational assessmen, our analysis focuses particularly on a series of educational policies. in other words, in our opinion, you can't realise a fair educational/didactic assessment if you don't take into consideration what is happening in other countries. so, related to external situation, for example latvia was the country in which a reduction of 48% educational expenditure was operated, followed by a further reduction of 18 %, in accordance with the recommendations of international monetary fund (imf) world bank (reducing budget costs). also, in other countries there has been a reduction of the expenditure for higher education between 5 and 10% such as estonia 10 %, italy 10 %, ireland 9, 4 %, romania 10 %, the united kingdom 6, 6 %, less than 5% occurred in countries such as czech republic, poland, croatia, serbia, macedonia. once the economic crisis started, some countries have made major investments in higher and secondary education, such as germany, investment of 800 million euros as a result of a program implementation the pact for german education. in france the investment in education have increased up to 30 billion euros, in key areas in higher education, secondary education and scientific research. 11 billion of this amount has been allocated to improve the quality of education, 8 billion for scientific research, and the rest of the amount has been used as an investment in fixed capital (university and pre-university campus). these two countries (france and germany) can be considered an example of good practices in the field of the governing policies of educational ideals compared with international system. we should note that these states faced with the same economic crisis. and they have not hesitated to invest in both fixed and human capital, with the aim of of having the progress of a modern society of the third millennium. a consequence of the economic crisis on education system has been and is the reduction of the participation rate by young people in education as compared to the years before 1989. in fact, with the emergence of economic crisis there was a danger that parents didn`t want to send their children to schools, due to the fact that the application of employment was limited, and they could no longer see investment utility in education for their own children. in the days before economic crisis, the rate of participation in secondary and tertiary education has been on the rise in all countries of the european union. however, according to a unesco (2008) report it is specified that education of good quality stimulates economic growth, the improvement of the living standard, the quality of life and reduces poverty in the next few years. poverty is a factor which affected the quality of the education because of the low standard of living of the children who come from families with low income.all these are to be found at the level of a vicious circle, the increase in poverty having a powerful impact on the quality of education (recess put on perception regarding the education utility reported to the parents` behaviour). the restriction on the right of education has a negative impact on growth and economic development in the long term, a situation that causes job losses ( professional training international journal of social and educational innovation (ijsei) no.1/ 2014 31 inferior to market requirements or even non-existent) what makes the maintenance in a state of poverty of the population in a period of transition to a market economy of the third millennium. the teaching staff requirements in didactic assessment process forces children`s thinking and parents` also to withdraw from courses without being beyond the educational institution's gate another institution to take over. the result of the decisions offer the chance to these scholar failures, combined with institutional managers and professors, .with precarious education of parents and with road wanderings by pupils, leading them and supporting them using state institutions, by sending them at the same time in the process of re-socialization with economic costs tens of times higher than the costs offered by of government policies for education.applied in the context of training, the assessment is the process of assessing the quality of educational system is but also of a part of the system. evaluation mainly affects the educational process efficiency from the point of view of the relation between the designed aims and the results achieved by students in the learning process. the assessment is done by the teacher through appropriate teaching strategies designed for peering the review of the internal functioning of educational action. with a view to appropriate design and implementation of assessment activities in school, it should be taken into account a few important transformations that have occurred lately and which have resulted in a sizing and a negative trend of evaluative strategies: (1) extending the assessment action as the check and in evaluating the results the traditional aim to the process assessment of the strategy which has led to some results; evaluation not only of pupils, but also of content, methods, objectives, the learning situation, of valuation itself; (2) taking into account the other indicators, other than cognitive acquisitions , as well as behaviour, students' personality, attitudes, the degree of incorporation of certain values etc; (3) the diversity of assessment techniques and increasing the degree of adequacy them to concrete didactic situations (extending the use of test, the works in the form of synthesis, the development of methods for the evaluation of practical procurement); (4) the opening of assessment toward several perspectives of space school (relational skills, teacher-student communication , availabilities in social integration); (5) student's transformation into the teacher`s authentic partner in assessment through self-check, interassessment and controlled assessment. 3.policies of the european union in the field of education and training the rome treaty of 1957, specifies that the economic size will represent the principle economic engine of european construction while education was considered to be an exclusive field the responsibility of the member states and of the governing policies. this perception of community education has laster for 22 decades, and in 1976 has caused the first change in community thinking on education at the level of the member states. then it has been adopted the resolution on the program of action in the field of education and cooperation at the level of the states members on exchange of information on national education system with a wide range depending on the country. the maastricht treaty brought new skills european union in the field of education, recognizing the role of education in the future development of europe. the lisbon treaty has been carried out for the first time, a distinction is made between the european union and the member states or the states acceding government (the accession treaties). the education and training treaty falls into international journal of social and educational innovation (ijsei) no.1/ 2014 32 the category of the coordination of the member states. the article 165 of treaty of lisbon has shown the role of the european union in the field of education. european union contributes to the development of quality education on relations of member states by supporting and supplementing the actions fully respecting member states' responsibility for the content of education, the system of organization as well as educational and cultural diversity and transnational language. educational objectives of european union policies in accordance with article 165 shall relate to: (a) development of the european dimension in education into the language of member states; (b) favoring of mobility of students and university teachers through recognition of diplomas; (c) promotion of two-way relations cooperation between educational institutions; (d) developing the exchange of information and experience of education systems in the member states; (e) encouraging exchange of young people and educational instructors for supporting young people in european democratic life (principles democratic european); (f) encouraging and supporting education at distance with all forms of modern assessment. in fact, in the lisbon strategy has been drawn up the program education and training 2010 within the framework of which it has been proposed a package of reforms that turn europe into the most dynamic and more competent economy in the world based on knowledge capable of sustainable development (international conference from rio de janeiro), providing more and better jobs and a greater social cohesion. in this context, european union policies are to be found in the romanian education system. so, we consider the concept of "assessment". problematic teaching assessment (school) is an important consideration in advisory process. special notes on joint actions in education shows performances in (non) evaluative differentiations. this situation leads to a recovery of teaching potential. in this way, teaching evaluation process should be included within the limits objectivity and educational responsibility. therefore, the understanding criteria underlying specific appreciations, requires (auto)assessment skills, designed to justify itself validity of the appreciations and educational performances. in the teaching staff, educational assessment (understood as process and assessing the measurement (radu, 2008)) provides useful information regarding teaching and learning. in the context of the new educational paradigms, in the literature and in practice itself we put more and more emphasis on interactive educational assessment, which in a modern education an absolutely obligation and who knows at the same time "conscious training and policers". such an assessment is distinguished from the traditional one in that it is based on interactive methods specific to new education. however, this point of view, although shows an emphasis on the new element must not lead to a complete surrender of traditional assessment. according to c. cucos, the meaning of the word "assessment", offers different meanings, in the functions of the educational realities which shall take into account: assessment of system learning, the assessment of the educational institution, teachers' assessment, evaluation of the programs, the students` assessment etc. the contemporary society brings problems of a great complexity, which causes the emphasis on ways in which must be carried out educational action, in order to help the man from our days to answer questions that he encounters. however, there are enough arguments forsupporting the idea of progress, evolution, adaptation, more recently the management of international journal of social and educational innovation (ijsei) no.1/ 2014 33 change, etc. , getting started to be taken not only to understand, but also to act on educational activity itself. (lisievici, 2002: 34). the assessment represents a moment of the learning process and is just as important as teaching. assessment should be applied to students and teachers. in the future we need more teachers who are able to realize selfcheck, and then they apply to students assessment optimal methods for every moment of assessment and each disciplines. furthermore, the evaluation is a self tuning activity for both students, as well as for teachers, with a view to obtaining superior performances. whatever its immediate objectives of evaluation should be, the assessment must support and promote the work of teaching and learning. it makes it easy to adjust professional activities, as it provides information about quality of teaching, about the way in which it has been carried out the content of training, about its accessibility, about the value of teaching technologies. to establish a strategy for the assessment in education is equivalent to fix when you're evaluating, in whatever form, with what methods and means, and how you take advantage of the information obtained etc. of course, in the end, on the basis of the conclusions reached, the student will change the strategy of learning, professor his teaching strategy h and the director his managerial strategy. evaluation means, together with teaching and learning, a fundamental operational component of the educational process. it constitutes the adjustment and selfadjustment element, with reverse connection, through the education system, regarded as cyber warfare system. in the light of the prospective systemic correlations between teaching and learning assessment, the assessment informs us about the efficiency strategies and methods, teaching and learning but at the same time on the accuracy of establishing operational objectives and the extent to which they are to be found in school results. (panţuru s.; păcurar d.c., 1987: 33). educational curricula considers the assessment of teaching process the educational process as an activity for the collection, interpretation of the monitoring data on the effects of direct relationship teacher-student with a view to streamline educational system operation. educational assessment is a comprehensive form of verification and shall be provided in a phased way, over a period of several school activities, at whose end, the teaching staff can assess the level of training which the pupil has at that time. the assessment, understood as a component of the educational process, has a two stage dimension, in the sense that, on one hand, it represents a means by which the student is appreciated, and, on the other hand, constitutes for the teaching staff an algorithm of teaching assessment. therefore, school evaluation is the process by which we measure and we appreciate the teaching product. a relevant aspect in the process of assessment is one which takes into account the relationship between assessing a person (individual appreciation) and assessing the group. here comes an educational paradox which relates to its purpose of the carried out activities. this paradox lies in the fact that, sometimes in school system, in grades located in the last year of education or before changing a school cycle, is used in the so-called modern methods of teaching learning those covering educational activities which shall be conducted at the level of group. furthermore, in the case in which these activities fall within the scope subjects which are relevant and finality in a final exam (high school graduation exam, capacity, etc. ), then the paradox is more international journal of social and educational innovation (ijsei) no.1/ 2014 34 than obvious in what concerns the teaching process. of course, you don't have to minimize the importance of modern methods of teaching learning, but you don't even need to overreact with regard to their application in such an approach. “an evaluation of the group must take into account the assessment of all the appreciated members separately, assessment which should be located at the level of educational responsibility”. (jeder, 2011: 420-422). in other words, an accurate feedback effectively involves a structured review at the level of each member of the group in question. “in evaluating the operation of the group , it shall discussed any action of a state which should be improved in order to maximize learning” (popa, 2005: 195). therefore, a relevant and effective assessment should also consider the situation of a foundation for learning. the operation of the evaluation is not a superimposed step in the learning process, but it is an integrated act of teaching activity. assessment should be designed not only as a check of knowledge or as a means of objective measurement, but as a way of processing which involves a global strategy on training. it is a way to validate the justice educational sequences, components teaching process and a means of distinguishing, mounting, and working on educational objectives and contents. pedagogical evaluation shall include in its scope the results and their psychological sublayers. this is done by the teacher through appropriate teaching strategies designed for peering the review of the internal functioning of educational action. having an important role in the optimization of the activities by any type, the assessment is permanent in any business area. education is a centered field of the company, in which the activity of the evaluation manifests in particular and whose approach is deeply justified. thus, the assessment in the field of education aims to appreciate objectively and with scientific ways the training effects of a pedagogical action. we can appreciate that in the past decades, the concept of “assessment” has undergone profound and significant transformations in an ambience of education and learning process, the meaning of evaluative process being changed with the intention to adapt to new educational and social requirements. evolving from traditional design as a fall in the end of life-long learning, today, the assessment is more than just a final or parallel process with life-long learning. it is an act which organically integrates in the same process of learning, creating interactive and circular relationships. while learning, the student performs repeated processes of professionalism and critical appraisal, which serve as a basis for decision-making guidance for his own training and development. furthermore, the concept of "assessment" changes over time, while gaining multiple potential and various meanings. thus, the level of teaching is interested in not only the progress assessment of teaching, but also in training and developing the students` capacities of self – check.the educational requirements include a new register of powers, unlike traditional powers centered on transmission of information and learning assessment of the transmitted information. because of the diversified contents which must be assimilated by students and verified by the teaching staff, methods and techniques of evaluation have never known a rich-quick. the new methods which have arisen are successfully used along with the traditional ones and offers an overview picture , of the one being assessed. therefore, in each normal and healthy child may be formed and international journal of social and educational innovation (ijsei) no.1/ 2014 35 developed capacities necessary for carrying out scholar tasks. it all depends on the organization and carrying out of their work correctly. both the amount and the quality of knowledge, as well as general intellectual development will depend on the student's motivation for teaching, moral and volitional attributes whose knowledge is essential for carrying out an effective activity with its respective students. knowledge of each student, his general intelligence , training level and the evolution of him in different stages of education requires systematic observation of activities, applying the tests for the evaluation, the examination of pupils lessons, discussions with parents and individual discussions with the students, with the reference to the system requirements of school history syllabus. 4. conclusions and proposals a relevant aspect in the process of assessment is one which takes into account the relationship between assessing a person (individual appreciation) and assessing the group. here comes an educational paradox which relates to its purpose of the carried out activities . this paradox lies in the fact that, sometimes in school system, in grades located in the last year of education or before changing a school cycle, is used in the so-called modern methods of teaching learning those covering educational activities which shall be conducted at the level of group. . furthermore, in the case in which these activities fall within the scope subjects which are relevant and finality in a final exam (high school graduation exam, capacity, etc. ), then the paradox is more than obvious in what concerns the teaching process. of course, you don't have to minimize the importance of modern methods of teaching learning, but you don't even need to overreact with regard to their application in such an approach.the evaluation is an action of knowledge ( especially) for some phenomena, under their extent of accomplishments report,of condition and functionality of a system, of the results of an activity. therefore, the object can be a phenomenon, a person (student, teacher), an activity, or its results, an institution, or the school system as a whole, etc. the evaluative act aims at improving phenomena assessed, being carried out with a view to take decisions in this respect. we notice that, the modernization of the roumanian teaching process, centering on its quality, especially on the education` s quality, gave rise to the the polemics among the practitioners, especially among with those who are divided into camps pro and against reform. in most cases, this discrimination is made on the basis of the age, the convictions of each and by the perception that they have on the new. all these things prove that evaluation is a very important component of teaching process and that it deserves to be investigated in depth, in order to achieve its goals, with which is invested, and in order to be designed, implemented and evaluated properly. conclusively , it can be said that the main functions of the evaluation shall consist of efficiency measurement and of the auto-adjustment of the teaching process, teachers being able to control the scholar acquisitions, students being aware of their achievements and progresses, and the community to be informed on the course of progress in which school evolves and on the orientation of the young generation. in this respect, it is being spoken about the assessment of the education` effectiveness.but is equally necessary that the effective evaluation to be assured. this latter aspect international journal of social and educational innovation (ijsei) no.1/ 2014 36 is a matter of importance, since it can be the most eloquently confirmed by passing the control/assessment to self-check. (auto – assessment), what claims in a larger plan the transition from determination and patronage to a reasoned self standing. references [1] daniela, jeder. (2011). “education and structures of responsibility for life and environment”, in 2010 international conference on biology, environment and chemistry (ipcbee), vol.1, iacsit press, singapore, 2011, pp. 420-422. [2] lisievici, petru. (2002). evaluarea în învăţământ, bucureşti: publishing house aramis.. [3] radu, ion t.. (2008). evaluarea în procesul didactic, bucureşti: editura didactică şi pedagogică, r.a., bucureşti. [4] voiculescu, e.. (2001). factorii subiectivi ai evaluarii şcolare, bucureşti: editura aramis. [5] panţuru, s., păcurar. d.c.. (1997). curs de pedagogie, partea a ii-a, transilvania university braşov. [6] popa, carmen (2005). “rolul profesorului în structurarea situaţiilor de învăţare cooperantă”, în studii şi cercetări, cluj-napoca: publishing house argonaut, p. 195. [7] dezvoltarea durabilă – international conference for environment rio de janeiro from 1992 prezidată de şefi de state şi de guverne. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 25 faculty choice: aspects that influence young people elena șestac ștefan cel mare university, suceava, românia elena_sestac@yahoo.com abstract every year, thousands of young people are forced to choose a faculty, which is expected to develop professionally, intellectually and personally. unfortunately, this election is not given the necessary importance, because it is perceived as a simple decision, without complications and without taking into account the repercussions that may exist in the future. the misinformation, the creation of the imaginary and the confusion they may face when choosing a career are examples of the problems that young people face. the present study aims to identify whether family, economic and aptitude aspects have occurred, so that the young student has chosen his career and to what extent it has influenced. developed by qualitative methodology, this research aims to provide information on career choice. the research was carried out in a student dormitory questioning different students from various faculties. the results showed that the family aspect had a great influence on the participants, being placed on the first place of the studied aspects, and from an economic point of view, an influence was also observed in the choice of career, the aptitude did not have a great relevance in the results obtained. keywords: education; faculty choice; students; introduction when it comes to choices, we cannot stop talking about a process or a task that people routinely carry out and in which various processes are involved, such as being able to think, question, decide, among others. each choice of faculty involves thinking about a life project in a certain social context that surrounds it. the national education system generally consists of three levels: basic education: it is made up of pre-primary, primary and secondary education. higher secondary education: includes high school higher education: post-secondary, bachelor and post-graduate, the same ones that include specialized studies, masters and doctorates. and at the third level of the national education system, when it comes to the stage when young people have to make a choice regarding the faculty, there are many pressures around them and these are the ones that impose certain requirements on the applicants to be accepted, international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 26 from where the pressure begins to fulfill them. it is important for each country to provide and facilitate the requirements necessary for young people to develop personally, intellectually, professionally and, in addition, to provide them with practical and functional knowledge that allows them to enter and participate in society as well as getting a job and being able to achieve the autonomy that society expects from them. these are just the advantages that can help certain educational institutions to be constantly updated and modernized to bring about improvements and to help the population to develop and the country itself. thus, education becomes a very important factor, so that various skills can be developed useful in the lives of young people, because it can help them to become transcendental factors for work, society, etc. to talk about young people means to refer to a specific type of population that, among the many particularities they have, is that they do not receive guidance and support in the process of choosing the faculty, because it may be the case that the young person continually changes the faculty, the school and does not complete or conclude anything in particular, because of the instability and uncertainty of his decision. young people are often exposed to a wide range of possibilities that, instead of helping them decide what to study, confuse them or make them think imaginatively about certain things that have nothing to do with college choice. we often see this reflected today, because, despite the openness of information and the access to it, there is still considerable misinformation and bad information about the faculties that exist and what each represents. it is possible for young people to believe that, just because they have interests or passions, they can already choose their faculty taking into account only these aspects, but in most cases, it may not be sufficient or insufficient. in order to make the college choice, you need to check if you have the skills for it. there are several factors that are involved in career choice, such as family, economically, sensory or motor difficulties, and social and cultural layers. faculty choice can be understood as something that is of greater importance and weight more than a simple process or decision-making process when people reach a certain age and time. for young people, the fact that they have to choose a college is not easy, because it is not a choice of a day or a week, but something with which they will be anchored throughout their lives. it is to be expected that in making this decision, they will be completely sure of it and feel happy and identified with what they have decided to study. when you talk about choices, you bet on a certain life project, which will be characterized by being individual, unique and linked (at certain points) to the family and social context. it is important to keep in mind that young people make choices that are characterized by being complex and present a type of reality shortened by the social representations they have about faculties and the world of work. young people not only choose without the necessary information about their faculties and job opportunities, but they approach the existing information with ideas or images that constitutes representations that can be more of an obstacle to an adequate choice or successful professional development. when it comes time to make this decision, there is a great deal of pressure from family members, teachers and international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 27 friends. in many cases, the path of parents, teachers or friends is followed by different factors, which will be important. higher education is a fundamental part of achieving significant progress and growth in aspects such as competitiveness and productivity for both students and professionals. it is important to keep in mind that the requirements of an education system are closely related to the expectations or needs expressed or hidden of a population in a certain region of a country. the educational system, in its processes of modernization and transformation into a better sector, has proposed the balance for evaluation based on the parameters of school achievement, the accomplishment of tasks and activities, leaving aside the importance of analyzing and understanding information. according to croizier, it is a mistake that the schools only care about teaching and respecting certain contents depending on the level of education it is a part of, because the school is also a learning center that prepares students, especially young people, so that they can easily face the future as adults and can carry on their profession without major problems. that is why it is necessary to know, even in a superficial way, the historian who gave birth to the present system of education, because much of the current state of education is the result of the historical development that the country has had. the reasons and aspects involved in the faculty choice it is important to understand that career choice is related to various issues that are involved to a greater or lesser extent and that the list of these issues is very long, some examples are: the family school social context cultural context family context friends anxiety fashion addiction reputation stereotypes abilities self-esteem attitudes the couple known people the economy social features interests teachers home education institution indecision options you can access lack of information the results of psychometric tests psychological tests personality physique international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 28 these are some of the many issues involved, but it is important to explain that although it is a long list, it is not possible to define which of these factors is the most important in choosing the faculty, as time passes and things vary. depending on each era. in the present investigation it is not possible to specify whether it is a single aspect or there are several that have the greatest influence on the choice of the faculty, because the abovementioned investigations have been carried out in different periods (years) and different groups or populations. consequently, all the issues occur to a greater or lesser extent and castillo ceballos mentions some of the main reasons why young people choose a college and tells us that these reasons are of the same magnitude and there are no others above. one of them refers to the fact that the right profession is not necessarily related to the skills of the young man, but that the one indicated will be the one in which he can materialize his dreams and desires, such as the trip, to be admired and directed to a company or institution. . another factor is that young people leave aside the information that is needed to be able to see and analyze the full range of possibilities. another one on the list is that they take their decision based on the skills they have developed over the course of their academic studies, but they cannot imagine working in that career. in some cases, the lack of skills for a particular career can be an impediment in choosing it. finally, it indicates that there is an influence from friends, couples, family members, professionals, among others, towards what they have chosen (castillo ceballos). although age is a key and important point in choosing college, it is networked with other factors, such as family, specifically parents, because they often condition young choices. but this can be supported by certain internal reasons that are already given in the family, such as the fact that they are all lawyers and tradition must be followed, as if studying for a lawyer can give them social prestige. however, for araújo de vanegas (2000), some factors that must be considered in order to make a good choice of faculty are the factors of the individual and the factors of social reality. within the factors of the individual we can find some characteristics, such as the physical, the intellectual level, the specific skills, the interests, the level of knowledge acquired, the life experience, belonging to a sex, family relationships, adherence to certain values, personality type, aspiration level and difficulties. sensory and motor. but, when we refer to the factors of social reality, we focus more on aspects such as geographical location, social stratum of belonging, cultural level, educational institutions, sources of work, family and local economic structure (araújo de vanegas and others, 2000). generally speaking, some of the things to consider when choosing the right information are the quantity and quality of the information you want and get. but the consideration of the physical, psychological and economic aspects, in addition to the social environment in which they belong and the educational and work possibilities, are also extremely important (araújo de vanegas, et al., 2000). however, there are others such as discouragement, laziness, low motivation or not at all, poor performance, which have the same importance as the previous ones and which help a lot in things like this (araújo de vanegas et al., 2000). international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 29 information analyze based on interviews in the next table we can see the essential part of the interviews taken category obtained information familiar the family offers support so that young people can continue their academic studies the support offered is due to the lack of studies of the parents the family believes that if the young person attends a college he has the chance at another socioeconomic level, more stable and better than the parents economic situations in which the studies cannot be paid scholarships as a form of support and also encouragement for learning aptitudinally faculty choice after the young man skills clear results for the familiar category some of the students received this type of support from family phrases: would you like to continue your studies? you are more capable than us and you can easily finish a college, you are very smart. in my time there was no support and no parents insisted. i would like to tell me to continue my studies. before, it didn't matter if you were studying or not, it was more important to bring money in the house, but i want you to study. because i love you, i am interested in your future and you ensure a good future by attending a college. a faculty will help you get a better job and distinguish yourself from others. wouldn't you like to travel, buy good things and have a home of your own? well, if you study it will be easy to do. when you want something, do everything to achieve it, now set a goal, the one you want and if you want to go to school every step you take will be one less so that you can have what you want in your hands. and small statements of support: we trust you and your abilities!, you are a good student!, we are with you!, etc. parents and families, in and of themselves, are trying to provide and do what is necessary to give their children what they want and i think it will be necessary for them to lead a smooth and stable life in all aspects. sometimes, parents try to make up for their mistakes and holes in their youth by talking to them and letting their children know what international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 30 their dreams could not have achieved or that they were truncated by the lack of family, lack of support or needs of each family. some examples regarding this were found in the following senteces: the mother wanted to continue her studies, she even finished high school with good grades, but since money was needed to cover the expenses of the family and because there were many members, my grandparents thought it was a waste of time to continue the studies. , and for this reason they did not. that's why my mother's insistence on continuing my studies, because she also wanted that chance. it is funny, because my mother tells me that my grandmother did not have time to go to school, to see the notes, the festivals, even if the mother participated, did not have the support of the family. well, i never tried to think about continuing my studies and i always received family support to continue them, and finally i accepted. well, from childhood i was encouraged to continue my studies. they always supported me in my decisions, whatever they were, they were always with me. when i entered the last year of high school, i was constantly asked if i had already chosen what to study and the university where i would like to enter. my family has always motivated me to continue my studies. although often the type of support received is more of an imposition before a particular choice than a true support, this can be perceived in the following examples: why and not what my sisters had studied? study a faculty that is known and you will find work soon. you should study the same thing as your cousin, you can finally help him. these young people may feel disappointed and even unable to make any important decision, this may cause lack of interest, not giving importance to the things or consequences that may arise with their actions. clear results for the economic category in this category were considered data such as the economic characteristics of the participant, who or how they obtain financial resources to pay their expenses, the importance of the economy for choosing the faculty, the idea of studying in a private school and the search. of scholarships. sometimes, the only way to get access to education is through a paid school, unfortunately, a schooling is sometimes not included in the family economy budget and this idea is aside. regarding the economic aspect, several topics have been addressed, one of them is related to the economy of the interviewed person and to whom or how they cover their expenses, in this case, these results were obtained: parents give me money every day for my transportation, food and things i need, sometimes they give me a little more, but usually they give me the same amount of money. i think i'm at international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 31 a medium level from the economic point of view, my parents are employed and between the two they cover the expenses of the house, we have no luxury, as long as it is necessary to live. i think i belong to a "screwed" average socioeconomic level, it is not true, my parents work and do not earn much, they give me money for my things and also, because they do not give me much, i have learned to see my priorities well, i spent many years working with my dad and i make my money and from there i pay my things, because i usually don't spend much time in college on things like food and sweets. the mother works with my aunts in the kindergarten, she is the one who takes care of making food for the children, she earns something, but not much, but since my father works, he is employed and covers the household expenses. i give money, but sometimes it's not much and i have to deal with it. i think my level would be average. my parents have a position, they are traders and from there they leave the expenses to solve the house and they give me money on a weekly basis, sometimes when i help them on weekends or holidays, they give me more, at the level we belong to the middle. in my house, my father is the only one who works, my mother is dedicated to the home and my father gives me a certain amount of money. dad is the only one who works, and dad is dedicated to repairing cars, he is the one who gives me money, i do not have a fixed amount to give it to me. another issue to be debated was that of the paid schools, some of the aspects that they noted in the interviews were the following: my economic situation is not very stable in order to pay a tuition at a paid school. i think everyone or at least in my case i know what i can access and what i can't. i would have liked to be in a paid faculty. i know there are a lot of paid schools and i was scared or i felt insecure to go in an environment that is new, because the children there are not the ones i usually meet. not having enough economic opportunities to pay for such a school, i forgot to investigate one of them and i did not give it importance. when we refer to information seeking to access a scholarship to cover the expenses of a paid school, the following information was obtained: they offered me a scholarship. you get a scholarship for a good average, and the truth is that my average is not the best, so i didn't even undertake the task of researching it. i know that the scholarships are given to students with an excellent average, so i didn't even ask. i have never had a scholarship, so i do not think that only if i go and ask for a scholarship, i would grant it, and the grades were not so excellent that the faculty could invest in me. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 32 the scholarships have a relation of excellence and a good average. many of the interviewees did not even have the task of investigating the scholarships that could be awarded to them in a given institution, because their environments were not adequate or they did not want to hear a response, in accordance with the beliefs and ideas of the interviewees. clear results for the aptitude category in this section, data were studied on the interests and tastes of the participant and the abilities for certain things of the participant, which can be acquired or inherited, mainly the relation that the abilities had with the choice of the faculty. one of the problems that were most important in this section was that the interviewees spoke about their abilities and these results were obtained: the truth is that i like mathematics, physics, chemistry in general the exact sciences, well you can say that i like everything, but besides that i have been told many times that i have aptitudes for many things. well, i think i have the skills to be with the children, i like them very much and i am patient with them and i like to teach them, play with them and many other things, i think these are my abilities. i think i have skills for computing, social networks and the internet, which is why i came here, because i like it, it's easier for me. i think my skills are focused on reading, i like to read a lot and i saw that they were much easier with the books we have in class, i can talk easily with a group of people, i can easily find information in books or magazines more than on the internet, i think these would be my main skills. well, because of my sisters, i think i have patience, i am very calm and i learned not to be so desperate, i am very organized and clean and also a little perfectionist, but i think it is good. i am organized, i have an agenda. i am also creative and i like to draw and i do not do so bad. well, they tell me that i have the ability to do many things, but i think, most of all, i have the ability to study, i am not the best, i know how to work in a team, which is not easy. i remember how i was and how i am now and i realize the skills i have: i am heizing with others and listening. conclusions vocational choice is not something that only matters in the transition to enter the university, but must be worked with young people before they are in the process of choosing a college, this will help them to obtain all the necessary tools (including skills and interests) to be able to make the choice with total security and with the knowledge necessary to achieve it. one can speak of a prudent choice regarding the faculty when the young person makes the decision due to the experiences and knowledge that he has acquired in school and in the daily life, accompanied by the abilities and interests that he can have. every human being has different abilities that allow him to do certain things, some better than others, although these abilities international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 33 are not equal to all people, because there are differences between them all. a skill can be defined as something innate that can be developed and improved during practice and helps us to assimilate new knowledge. choosing a faculty does not focus only on the choice itself, but also on what it entails, as it is about analyzing and reflecting on the goals and objectives it proposes. (posteucă, 2005). the assistance in choosing the faculty that we can offer to a young person (eşi, 2013; eşi, 2014), not only focuses on researching the preferences he has towards certain areas of interest, but also on knowing a range of possibilities. it is important for young people to cease visualizing or stigmatizing some faculties as being most important or necessary for the country, they must be taught to understand that all types of faculties and jobs are necessary for the development and improvement of society and the country. the importance of any type of faculty and jobs is easy to understand, doctors can prevent and cure diseases, a teacher transmits their knowledge and improves the quality of life of people with this knowledge, a carpenter creates and designs furniture that we use to meet needs. ours, such as resting in a bed, a baker makes the bread we use to accompany our meal, these are just a few examples that underline this importance mentioned above. the young people who are in the process of choosing the faculty, have a great variety of options to be able to study, along with the various experiences they live and tell them what goals they want to achieve and the activities they want to accomplish. (eşi posteucă, 2019). the continuous development of education is in continuous search to help meet the expectations and objectives set for each educational level and, in some cases, the approaches will be specific to each level of education. in my opinion, one of the main goals that the education of young people should have is that they can choose a satisfactory faculty. in some cases, studying a faculty is the point of their education and the principle of preparation and profiling towards the field of work, in others it is directed to a certain area or area of the same career, but in general, it is a very important objective for professionals to help improve it also continues to progress the country. when the time comes for young people to begin the process of choosing a college, they may face some problems that cause confusion and anxiety instead of support or help. (eşi, 2009) at present, a faculty is significant, not to say indispensable, but this importance will have no relevance if the young man who attends the faculty does not consciously make the decision. due to the lack of importance that the company attaches to the choice of faculty, this is done with great difficulty and without total clarity, and this is aggravated, because, in most cases, a faculty thinks about when the exams are approaching or when they should to meet the entrance requirements to a university (public or private). the choice of the faculty is a sensitive issue to study and, above all, to debate it, as being related to education, the development of the country and the development of the young person, the subject must create reflection and new research that will give us new parameters and ways to solve it. when we talk about the support or the creation of programs, it is not about choosing the faculty to follow the young man, but to guide the young man so that he himself will make the decision and reaffirm it until the end. a program must be created that international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 34 truly meets the existing needs of young people when choosing college and avoids doubts and concerns about it. references acosta, m. e. (2006). planea tu carrera y tu vida, méxico: sitesa. agulló tomás, e. (1998). jóvenes, trabajo e identidad, españa: universidad de oviedo. baban,a. (2001). consiliere educaționala, cluj –napoca. eşi, m.c. (2014). about the idea of an intuitive didactics and the role of intuition in the activity of teaching and learning assessment. international journal of social and educational innovation (ijsei), 1(1), 89-94. eşi, m.c.(2009). spontaneous education: a model of pedagogical reasoning.didactica, 2(1), 35, 43. eşi, m.c. (2013). the education of the future in the context of the new communicational paradigm. ournal of teaching and education, 2(1), pp. 1-12. eşi posteucă, n. l. (2019). social and psychological benefits of self-dislosure. international journal of social and educational innovation (ijseiro), 6(12), 25-29. herr, e. l.; cramer, s. h. (1996). career guidance and counselling through the lifespan: systematic approaches. (5th ed.). ny: harpercollins. holban, i. (1973). orientarea școlară, iași, editura junimea. holland, j.l. (1985). self-directedsearch, odessa. posteucă, n.l. (2005). value immersion and value regression: on moral aggregation of virtual communities. postmodern openings.6(2), pp. 79-88. faculty choice: aspects that influence young people elena șestac international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 31 exploring beyond social services addressed to romanian children left behind alina costin aurel vlaicu university of arad costintalina@gmail.com abstract the child left behind (clb) can feel the parents' migration as abandonment (antman, 2013; zhou, murphy, tao, 2014); in this case, the national legislation (law 272/2004 and hg 691/2015) provides an institutional mechanism that supports these children, and indirectly their families. we claim to explore the way field practice takes place by talking with social workers from public social assistance services. three focus groups with 30 participants were organized and the group discussions revealed difficulties in the application of the law determined by cultural factors, the wrong representation of the role of psas1 in the community or misinformation. five thematic units were outlined: a) low level of registration of parents who migrate, b) poor representation of psas in the community, c) the effectiveness of the interventions, d) the institutional mechanism, e) the condition of the children left behind. implications for practice were discussed. key words: children left behind, social workers, institutional mechanism. 1. introduction bryant (2007) catalos the children left behind, along with migrant children and interracial children, as children affected by migration. although most studies on migration focus on the disadvantages of parental migration, there are numerous studies that show that there is also an 1 psas: public social assistance service. services organized in the local public administration, in the immediate proximity of the citizen. the main responsibility: the application of social policies in order to prevent abandonment, marginalization and social exclusion international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 32 improvement in family life when the parent migrates (dreby, 2007; stevens și vollebergh, 2008; jordan, graham, 2012). it is widely assumed that migration and migration-related processes significantly affect the mental health of people (both adults and their children) (aronowitz, 1984; barrett, moore, sonderegger, 2000). children left behind can feel their parents' migration as a form of rejection, even abandonment, resulting in mental disorders and low well-being, anxiety, sick, (botezat, pfeiffer, 2014), depression (hu et al. 2018), behavioural problems, abuse of psychoactive substances, mental health problems (xu et al., 2022). these children are subject to a multitude of risks: their vulnerability comes from the risks of abuse, neglect, abandonment, low selfesteem, depression (bakker, 2009). however, battistella, conaco, (1998) believes that the parent's migration itself causes psychological damage if the family in whose care the child remains does not counteract the effects of the absence of parents. sun et al. 2015 understands that the situation of the child left behind is a challenge at the institutional level, and educators and parents are the first ones responsible, that must identify solutions to cover the needs of the children left behind. too many clbs (bradbury et al. 2015) in a country without armed conflicts or serious economic or security problems; and yet, 86,263 children have one or both parents working abroad. migration embraced by so many people and families has become a social phenomenon and ultimately a social problem of a society that has not identified the solution to keep its citizens in the country. clb are associated with poor academic results (dee, jacob, 2011), educationally disadvantaged, susceptible to developing psychosocial problems (tang et al, 2018). there is a very rich academic literature on the subject of clb, particularly focused on the impact of parental separation on the child's well-being. there are few studies about the types of services addressed to these children, or about the institutional mechanisms that make it possible to provide integrated services for these children. in any case, the anti-exclusion policies are focused on ensuring the access of these children to education, health and social services, a first condition in protecting their well-being being the appointment of a legal guardian/representative. regarding the needs of the child left behind, the romanian legislation (hg 691/2015) makes the following provisions: the need to strengthen the relationship with the migration parent/parents; the need of the parent who takes care of the child to be informed on parenting topics; the need to monitor the child's well-being (in the family and at school) by organizing regular meetings with the family, specific needs by ensuring counselling. the institutions with international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 33 attributions in this sense are psas and school institutions. they can be involved in the social and educational assistance process of the child, ccrea2 or gdsacp 3. darling-hammond (2007) finds that there is more evaluation than intervention in the case of clb. the author shows that the social inequality experienced by these children is not addressed realistically in school, and is not preceded by sustainable social services. criticisms brought to the no children left behind (nclb) project have in mind the flawed strategies to improve the inclusion of these children through threats and sanctions rather than through significant investments in education and infrastructure. 2. problem statement and research methodology the study involved a field investigation carried out in arad, between october 2022 and february 2023, which involved the organization of three focus groups of ten participants each. the study is qualitative and aims to evaluate the perception of social workers regarding the problem of children with parents who have gone to work abroad. the method used was the group interview, i.e. the focus group (bailey, 1994, morgan, 1996, marshall & rossman, 2006) which allowed the collection of data and the generation of new ideas as a result of the group's dynamics (hill, thompson, williams, 1997; brink,1993). the "content analysis" technique was used to analyse the data. we sought to identify the thematic units that were distinguished with quite high accuracy and to analyse their content (mayring, 2000). therefore, the present paper focuses on answering the following questions: what are the perceptions of the participants regarding the work with children left behind? what are the most important aspects of their professional practices in working with children left behind? 3. participants the participants were chosen using the purposive sampling method recommended in studies with a small number of individuals whose purpose is to evaluate perceptions, problems or the description of some social context. they were informed about the purpose of organizing the group discussions and they unanimously agreed. 2 ccrea. county center for resources and educational assistance. service organized at the county level, purpose: monitoring special educational needs and providing specialists in the direction of ensuring access to education and preventing school dropouts 3 gdsacp: general directorate of social assistance and child protection international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 34 the participants in the group discussions were the social workers, the rcp4 from the public services gives social assistance from the local public administrations who responded to our invitation. 25 of them work in the urban environment and 5 of them in dsa5 in the urban environment. figure nr.1. socio-demographic characteristics of the participants 4. findings in this study social workers' perceptions of their work with clb were evaluated and a number of results were obtained. asked to express their perceptions regarding clb, the participants used the terms trauma, suffering, early maturation, abandonment. it was interesting that they answered from the child's perspective, not from their perspective as professionals. the social workers did not initially refer to the difficulties or dysfunctions existing in practice with these children, but took a different position, once again showing a very high level of empathy. as expected, the evaluations of their work were made according to the efficiency criterion, that is: in what way do our interventions reach the child's needs? 4.1. low level of registration of parents who migrate the participants raised this topic and unanimously appreciated that this fact represents the source of many difficulties in the subsequent monitoring of the cases. why don't they notify the parents, as the law requires? because they don't know that they have this obligation, because 4 rcp: responsible case prevention. name given to the social worker at the local level with attributions in the prevention of abandonment 5 dsa: directorate of social assistance 0 2 4 6 8 10 12 first fg second fg third fg socio-demographic characteristics of the participants 25-35 years 36-45 years 46-60 years female male rural area urban area international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 35 they don't want to (they feel threatened, they feel in the sights of the services, and they don't understand why their intervention would be necessary). i wouldn't leave my child. do you want to take it from me? the group discussions showed that there are two categories of parents: • the first category, those who do not know the law and are not informed about the steps they must go through before departure. one of the most important steps is the delegation of parental authority over the main caregiver of the minor. • the second category includes parents who know the law, know their obligations and still do not declare their departure out of "fear", the fear of losing certain incomes from the country. thus, a significant part chooses to migrate unregulated, without a work contract. because of this, a clear number of migrants cannot be established as a result of this fact, the social workers are in a rush to get this information from the school the kid goes to. this task could be possible in the rural environment where proximity and social distance is small. in the urban environment, this category of children still remains invisible if the parents have not declared the decision to leave. on the other hand, the information circuit should start from the parent to the psas-school. after which a functional partnership would be built. however, the respondents note that neither the teachers nor the principals are notified of the departure of the parent or parents, moreover some try to hide this truth. moreover, the participants' perception is that the social dimension is not systematically addressed in the school, except depending on the teacher's affinity or sensitivity towards certain categories of children at risk. 4.2. poor perception of spas in the community according to the group discussions, there are two quite clearly outlined reactions regarding the spas intervention in the child's family when one or both parents have gone to work. roma communities have a greater receptivity to social services in the context of the emigrant parent; the fact may be due to their more frequent dialogue with the social services, they being included in a vulnerable social category (rat, 2005). in the case of the majority population, it is possible to operate the stereotypes related to the vulnerable category of the beneficiaries of social services. the label "poor" or "needy" distances some families from the prospect of accepting a social service, refusing it vehemently. social workers indicate that they are often perceived as "badly intentioned"; frequently they are not received at home, the truth about the situation of their parents' departure is hidden from them. often the parent left alone with the child feels international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 36 threatened by the social worker and adopts a defensive attitude. rigorous information is necessary in which they appeal to the regulations of the law so that the family accepts the cpr intervention. 4.3.the effectiveness of the interventions this topic has been outlined accurately and is in fact the main concern of the respondents. psas contact with the child is relatively superficial, and the reasons would be: the perception of parents who feel threatened by cpr is the most important obstacle. he often does not signal his departure, on the grounds that it is a private matter that does not concern anyone outside the family. reserve for the family of the child left behind to be in contact with psas. it is considered that the departure of the parent does not put them in a vulnerable position, that there is no valid reason for a state institution to "invade" their family space. "most families perceive our intervention as intrusive. this is a reason why our activity cannot take place in optimal conditions”. "they feel ashamed to visit. in the countryside, the reply still works: what will the neighbours say about this? we do not ask for help from the state”. the overcrowding of social workers with cases and because of this the impossibility of allocating a consistent time for counselling. according to the regulations of the law, the social worker performs a risk assessment on the following dimensions: living conditions, health, family relationships, friend group, economic situation, and once these risks are identified, multidisciplinary intervention is requested (psychologist, school counsellor, doctor). gd 691/2015 provides a lot of resources to support the family that will benefit from the service plan if the identified risks require it. in reality, all kinds of difficulties arise: the lack of a psychologist to turn to, the lack of the school counsellor, the unavailability of most families to cooperate. 4.4.the institutional mechanism the triggering of the institutional mechanism begins with the declaration that the parent who is going to leave the country for gainful purposes has the responsibility to make at the psas headquarters, according to law 272/2004, art. 104 para. (1). where it specifies that "the parent who exercises parental authority alone or with whom the child lives, who is going to go to work international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 37 abroad, has the obligation to notify this intention to the public social assistance service at home, at least 40 days before leaving the country." law 272, art 106 stipulates that local public administration authorities initiate information campaigns for parents in order to make parents aware of the risks assumed by going to work abroad and to inform parents about their obligations in the situation in which they intend to move abroad. however, these campaigns happen ad hoc, informally, "by word of mouth". law no 272/20046 and gd no 691/20157 make logical and coherent provisions, but there is no personnel infrastructure necessary for their application. "in the situation where, following the evaluation, it is discovered that there are suspicions of affecting the child's emotional state, the representative of the public social assistance service requests the support of a psychologist, in order to include him in a psychological counselling program. in rural areas, school counsellors and psychologists are often missing, in these conditions they can be delegated by gdsacp or ccrea. the family, the school and the community constitute three milestones in the training and development of the child. a real partnership between the three courts builds a wall of protection and security for the child for the simple fact that they represent the three environments in which the child moves. all follow to achieve the child's well-being and influence each other, having the potential to maximize the child's prospects of success (epstein, sanders, 2002). figure no.1. the circuit of information regarding the migration of the parents the participants in the study are believe that the family-school partnership is already deficient, that many of the families at social risk do not communicate with the school, or precisely these families are registered in the records of the social services. in the rural environment, identifying 6 law no 272/2004: the law on the protection and promotion of children's rights 7 gd no 691/2015: procedures for monitoring the growth and care of the child left behind 2. psas 3. school 1.family international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 38 the families in question is possible and somewhat easy; in the urban environment, however, this subject remains uncovered. 4.5.the condition of the children left behind compared to other categories of children in difficulty, clb, they experience a situation in which they experience familiarity in their daily life, and at the same time, they experience the painful separation from one or both parents ( jordan, graham, 2012). of course, the condition or well-being of these children varies depending on many variables. however, the social workers point out some important conditions that shape the well-being of the child left behind: care by another parent or a foreign person, age, level of poverty prior to departure and previous information/preparation for this event. after leaving, maintaining the relationship with the departed parent(s) is fundamental. in rural areas, in families where there were big shortages, the father's departure is associated with perspective, with chances. the child is frequently motivated to learn, is encouraged to evolve, the event of the parent's departure triggers the family's immune system, activates resilience and cohesion. antman, (2012) suggests that indeed, parents' migration does not have precise and proven effects on children. but the child aggressively experiences any challenge to talk about what he feels. a very rich literature talks about the father's departure without notice. from the accounts of the participants, we deduce that they encountered fewer such cases; the age at which the parent migrates is a key factor. the younger the child, the greater the impact. adolescents supervised by their grandparents, another topic brought up for discussion, can slip into deviant behaviour or vice versa, having the financial support of their parents, they make great efforts to align themselves or fulfil the family project, that of succeeding. conclusions and recommendations the group discussions on the topic of children left behind revealed some realities of the practice in our country, which must be taken into account. first of all, the intervention of the social worker is compromised by the boundary that the family sets, which perceives this intervention as intrusive. there are cultural considerations that limit the intervention of the social worker in the life of clb. i deduced from the group discussions that the family space is perceived as poorly permeable by its members, which is actually a characteristic of the primary group. the increased permeability of ethnic families is probably greater due to their more frequent contact with social services. this fact denotes the good relationship perceived by the https://srcd.onlinelibrary.wiley.com/action/dosearch?contribauthorraw=jordan%2c+lucy+p international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 39 beneficiaries with public social assistance services. the unavailability of the parents to declare their migration involuntarily places the children in an unsafe environment or impossible to approach by the social services. therefore, children remain invisible, outside of any form of support. this is the reason why the social workers participating in the group interview confirmed that their interventions are not always effective. the condition of clb cannot be generalized, it mainly depends on family process variables that can serve as protective or risk factors. the conclusion is also confirmed by the studies of (harker, 2001) and (suarez-orozco & qin, 2006). although the legal framework is coherent and logical, impediments of a cultural nature hinder the optimal development of specific interventions. it is recommended to inform the community about the role of psas in the community and in preventing marginalization, strengthening the school-family-community partnership. it is also necessary to sensitize teaching staff regarding the effects of the parent's departure on the child, and therefore on his vulnerability (epstein, sanders, 2002). it is also necessary to include parents in information sessions and raise awareness of the effects that their absence, even temporary, has on the child. it is also recommended to create a network of psychologists, school counsellors, psychotherapists who can be accessed or can constantly provide services in the rural environment. acknowledgment we would like to thank the social workers from the 25 localities of arad county for participating in the group interviews. we appreciate the considerable effort to travel after working hours. thank you also for the availability to talk so openly about their practice with clb. references 1. antman, f. m. (2012). gender, educational attainment, and the impact of parental migration on children left behind. journal of population economics, 25, 1187-1214. 2. antman, f. m. (2013). the impact of migration on family left behind. in international handbook on the economics of migration (pp. 293-308). 3. aronowitz, m. (1984). the social and emotional adjustment of immigrant children: a review of the literature. international migration review, 18(2), 237-257. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 40 4. barrett, p. m., moore, a. f., & sonderegger, r. (2000). the friends program for young former-yugoslavian refugees in australia: a pilot study. behaviour change, 17(3), 124-133. 5. battistella, g., & conaco, m. c. g. (1998). the impact of labour migration on the children left behind: a study of elementary school children in the philippines. sojourn: journal of social issues in southeast asia, 220-241. 6. bakker, c. (2009). the impact of migration on children in the caribbean. 7. bailey, k. d. (1994). methods of social research. (4th ed.). new york: the free press 8. bryant, j. (2007). children and international migration. mahidol university: institute for population and social research edward elgar publishing. 9. bradbury, b., corak, m., waldfogel, j., & washbrook, e. (2015). too many children left behind: the us achievement gap in comparative perspective. russell sage foundation. 10. brink, h. i. (1993). validity and reliability in qualitative research. curationis, 16(2), 35-38. 11. botezat, a., & pfeiffer, f. (2014). the impact of parents migration on the well-being of children left behind–initial evidence from romania. zew-centre for european economic research discussion paper, (14-029). 12. darling-hammond, l., noguera, p., cobb, v. l., & meier, d. (2007). evaluating" no child left behind". nation-new york-, 284(20), 11. 13. dee, ts., & jacob, b. (2011). the impact of no child left behind on student achievement. journal of policy analysis and management, 30(3), 418-446. 14. dreby, j. (2007). children and power in mexican transnational families. journal of marriage and family, 69(4), 1050-1064. 15. epstein, j. l., & sanders, m. g. (2002). family, school, and community partnerships. handbook of parenting: vol. 5. practical issues in parenting, 407-437. 16. harker, k. (2001). immigrant generation, assimilation, and adolescent psychological well-being. social forces, 79(3), 969-1004. 17. hill, c. e., thompson, b. j., & williams, e. n. (1997). a guide to conducting consensual qualitative research. the counseling psychologist, 25(4), 517-572. 18. hu, h., gao, j., jiang, h., jiang, h., guo, s., chen, k., ... & qi, y. (2018). a comparative study of behavior problems among left-behind children, migrant children international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 41 and local children. international journal of environmental research and public health, 15(4), 655. 19. jordan, l. p., & graham, e. (2012). resilience and well‐being among children of migrant parents in south‐east asia. child development, 83(5), 1672-1688. 20. morgan, d. l. (1996). focus groups. annual review of sociology, 22(1), 129-152. 21. mayring, p. (2000). qualitative content analysis, forum: online journal qualitative social research, 1(2), 1-10. 22. marshall, c. & rosman, b. g. (2006). designing qualitative research, 4th edition, sage, thousand oak. 23. rat, c. (2005). romanian roma, state transfers, and poverty: a study of relative disadvantage. international journal of sociology, 35(3), 85-116. 24. suárez-orozco, c., & qin, d. b. (2006). gendered perspectives in psychology: immigrant origin youth. international migration review, 40(1), 165-198. 25. stevens, g. w., & vollebergh, w. a. (2008). mental health in migrant children. journal of child psychology and psychiatry, 49(3), 276-294. 26. sun, x., tian, y., zhang, y., xie, x., heath, m. a., & zhou, z. (2015). psychological development and educational problems of left-behind children in rural china. school psychology international, 36(3), 227-252. 27. tang, w., wang, g., hu, t., dai, q., xu, j., yang, y., & xu, j. (2018). mental health and psychosocial problems among chinese left-behind children: a cross-sectional comparative study. journal of affective disorders, 241, 133-141. 28. zhou, m., murphy, r., & tao, r. (2014). effects of parents' migration on the education of children left behind in rural china. population and development review, 40(2), 273292. 29. xu, w., xue, s., huang, y., zhang, x., tang, w., & kaufman, m. r. (2022). childhood abuse, left-behind status and mental health among lesbian, gay, and bisexual young adults in china. child abuse & neglect, 134, 105936. 30. law no 272/2004: the law on the protection and promotion of children's rights 31. *** gd no 691/2015: procedures for monitoring the growth and care of the child left behind international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 30 the moral education of children and youth from a pedagogical retrospective marianna marusynets phd, senior research fellow, foreign pedagogical systems and adult education department, ivan ziaziun institute of pedagogical and adult education of the naes of ukraine, kyiv, ukraine, e-mail: marusynetsm@ukr.net. zorianavakolia phd, senior lecturer, general pedagogy and pedagogy of higher education department, faculty of social sciences, uzhhorod national university, uzhhorod, ukraine, e-mail:zoriana1928@ukr.net. inna perepeliuk phd, assistant of the pedagogy and psychology of preschool education department at yuriy fedkovych chernivtsi national university, chernivtsi, ukraine, e-mail: i.perepeliuk@chnu.edu.ua abstract contemporary educational science is actively seeking ways in which it is possible for the growing personality to consciously absorb basic principles of high morale where national and universal human values would be equally combined. the latter serve as guidelines determining the subject of interaction between educators and pupils. in this respect, cooperative pedagogy with its methodology comes into the picture. it involves mutual respect, equality, sociability – all the attributes of the subject-to-subject interaction oriented towards the maximum activity of educators as well as pupils. it brings about a change in the traditional approach to essence, methods and forms used in the educational process. its ultimate goal has to consist not only in pupils` understanding of a profound meaning hidden in moral values – it is more about moral act commitment through actions, words and feelings. only such an educational strategy leads to the result when pupils embrace social and natural environment and become true patriots of their country. keywords:moral education;, spiritual education; moral ideal; moral and educational values; historical and educational experience. 1. introduction the third millennium introduces new demands towards the individual who is a member of society and these demands affect his or her moral development. a person’s moral education is the main direction of upbringing when the growing personality consciously acquires social values and starts to mailto:marusynetsm@ukr.net mailto:zoriana1928@ukr.net mailto:i.perepeliuk@chnu.edu.ua international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 31 behave in an appropriate manner. the content and aim of such education is to be adaptable to the norms of the current historical criterion and the current social requirements of society. from this point of view, the implementation of moral and spiritual development became a priority in pedagogical and educational purposes. the attention of the government to the educational needs of youth is one of the fundamental principles of state-building. it is a sign of social stability and peace strengthening tolerance and respect among members of society. therefore, one of the key principles in the development and formation of a balanced personality of a young citizen who respects the norms of the state and society is moral education. in a historical context moral education is determined by certain optimal characteristics that allow for the most flexible formation of a personality and their value system in accordance with social priorities. however, the current state of the educational system carries certain contradictions, caused by the ineffectiveness of the present-day structure of moral education.this contradiction exists between: the demands of society towards the young individual and the quality of his or her moral education, the problem of regional peculiarities and insufficiencies of child and youth education, the existing level of moral education and society’s demands towards the morally educated individual. 2. review of literature the investigated problem was in the scope of the famous ukrainian scholars` scientific interests whose scientific papers comprise its theoretical basis, namely v. sukhomlynskyi (1997), g. vaschenko (1994), i. bekh (2009), n. vozniuk (2005), o. sukhomlynska (2006), etc. educational regional periodicals issued by i. dobosh (1995) and m. kuhta (1997) also present considerable findings on the problem under examination. 3. design and methods the aim of this paper is to reveal the role of educational periodicals as well as educators, priesthood and men of art in youngsters` moral education of that time with regard to social changes in today`s society. 3.1. methodology the main methodological approach underlying accomplishment of the specified aim consists in historical and pedagogical phenomenology transformation into a logical meaningful structure. in the context of modern systemic outlooks on social or natural objects and processes it gives new insights into the concept of "moral education" historical evolution ensuring its analysis not only in statics but also at the development level and from the holistic theoretical and methodical perspective that has been the subject to adequate elaboration or qualitative changes. it is a logical transformation in traditional methodological principles that contributes to the determination of the driving force behind historical development and tracing cause and effect relationships between this phenomenon and the quality of education acquired in the specific historical period. another transformation in historical and pedagogical phenomenology is connected with the idea of development that for a long time was not objectified in pedagogy. in this connection moral education is treated as the growing personality`s socialization process. the main mechanism of the latter international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 32 consists in adaptation to particular social situations. from this perspective, the individual acts as a passive receiver. this fact is reflected in their view of life, future plans and value systems. in general terms, we put emphasis on youngsters` active position as a subject of free and responsible subject-to-subject relationships. it serves as a scientific basis for comparison of the national and european traditions in moral education.consequently, we relate spiritual wealth as a motivating factor of activity to the nature of the personality acting as an author of their own life trajectories. 4. the results of the research there are many theoretical works about moral education from ancient authors such as plato, aristotle, spinoza, pedagogists and philosophers of the past (o. dukhnovych, 1967;k. ushinsky, 1983; s. rusova, 1929;v. sukhomlynskyi,1997), as well as modern authors(i. bekh, 2009;a. boyko, 1996;n. vozniuk,2005; s. karpenchuk, 1997; o. sukhomlynska, 2006). according to experts, educators and priests played a key role in developing the system of moral education. these people organized educational periodicals and as a result made enormous contributions to the overall development of education and culture in the late 1920s and 1930s. the representatives of the then intelligence, in spite of significant cultural, national, ideological and political differences, actively joined the effort to create a united system of pedagogical periodicals. the high social and professional status of the representatives of the publishing industry suggests that this set of efforts largely contributed to the formation and daily work of the publishing business as a whole, along with the pedagogical press. however, it is especially important to emphasize their significant contribution towards making a step in the evolution of publishing in general, an important legacy in the national pedagogical heritage. moral education has served as a pivotal direction in child and youth education making social development much more efficient. there have been various factors that affected this process, (social, personal, subjective), which helped spread the democratic foundations of humanism. the combination of these circumstances directly affected the development of youngsters` personality and moral character. this has resulted in the improvement of society as a whole greatly benefiting the country. the current national scientific studies focusing on moral education have shown an insufficient pattern of proper approaches and qualifications, due to differences in interpretation of its components, tasks, and methodologicalscheme. therefore, it is important to analyze the theoretical and methodological foundations of moral education,while considering contemporary requirements. the pedagogical works of authors such as v. gomonnay (1990), i. dobosh (1995), m. kliap (2001),m. kuhta (1997), etc., are important additions to the collection of regional religious periodicals. there is a particular disagreement about the interpretation of the concept of moral education. according to the interpretation of t. ponimanska (2004), this form of education is a "purposeful interaction between the adult and the child with the intention of forming and assimilating moral awareness and guidelines, as well as developing moral intentions and behavioral skills". (ponimanska,2004, p.185). there is another interpretation byn. volkova (2002) – "as the educational activity of the school, the family, the formation of moral consciousness among students, the development of morality, skills, abilities and appropriate behavior".(volkova, 2002, p.78). in both definitions there is an emphasis on the international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 33 connection of the educator’s age with the educational process, yet the demands of the society are not taken into account properly. the most renowned definition of the moral education is the one by s. goncharenko (1997), which talks about the "purposeful formation of moral consciousness, the development of habits and skills connected to the morality of a certain ideology"(goncharenko, 1997, p.123). the researcher states that"moral educations begins in the family, continues in preschool, school, and later in higher education" (goncharenko, 1997, p.81), essentially continuing over the entire duration of the ontogeny. moral education involves the moral development of the individual, who serves as an "immanent dialectic incipience of specific internal and external contradictions that determine the qualitative changes in moral consciousness and behavior", with "objective reasons (macro and micro-social environment), defining the morality of the individual who is able to react while breaking his or her own subjective determinates."(vozniuk, 2005). the individual is able to develop themselves in two ways: through practical activities aimed at improving the social relations, as well as through self education. both of these processes act in unity and interdependence. ancient western civilization developed two models for approaching education – spartan and athenian, the first of which emphasized physical education, and the latter accentuated the idea of an all-round harmonious development. in ancient greece, education focused on dance, gymnastics, oratory, art and music evoking competitiveness. the ideal of beauty, along with a harmonious development of the mind and soul, as well as the idea of patriotism, honesty, duty, democracy and humanity, has become the basic pedagogical tradition of the western civilization. it is this very tradition that we follow in education, especially in gymnasiums, for example in the transcarpathian region. in connection with the ideals of christian ethics, humanism, the idea of anthropocentrism is addressed in the theoretical works of o. dukhnovych (1967), a. voloshyn (1995). it was also cultivated by the media, in particular the pedagogical newspaper "teacher", the magazines "our native land", "pottery for subcarpathian children", and "bdzhilka". the classical european tradition of moral education affirmed a sense of individuality and creativity, strongly tied to an effort to harmonize the relationship a person has with society. the strong link between the subject of moral education and society results in its dependence on social norms outlining the priorities of a particular social value system respectively. in the national system of pedagogy, the system of moral values is categorized into eternal values (good, truth, love, honesty, dignity, beauty, wisdom, justice), national values (patriotism, national dignity, historical memory, etc.), civil rights (human rights and freedom, duties, law), family values (marital fidelity, child care, respect for the elderly, cherishing the memory of the ancestors), and personal values (restraint, politeness, organization and efficiency, self-esteem, self-criticism,selfdemand, the capacity for self-education, interpersonal skills, etc.). the most common notions that characterize the morals and behavior of an individual in the axiological and deontological aspects, according to n. vozniuk (2005), are the categories of good international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 34 and duty. good expresses morality as a social value, while duty emphasizes an imperative meaning. (vozniuk, 2005). ukrainian scientific research addresses moral education in addition to the task of acquiring a universal and national value system the development of human emotions, formation of a belief system, skills and habits of moral behavior. these components do not act linearly, but are in a dialectical relationship, as the behavior of an individual is largely a manifestation of the person’s effort to master the norms of a behavioral system, and through practical activities it is possible to check the individual’s level of competence for using specific skills in a particular situation. however, the methodical tools for performing the above-mentioned tasks of moral education directly depend on social development, social orientation and social requirements. in the process of substantiating the theory of education, scientists highlight three main paradigms concerning the social and biological determinants of personality formation. the paradigm of social education recognizes society as the main influence in the process of influencing a person with an educational purpose. the biopsychological paradigm emphasizes the importance of the innate qualities of an individual when it comes to self-education and upbringing.the paradigm of the harmonious combination of biological and social factors in the educational process or the paradigm of harmonizing evolution is primarily specific to native education. v. sukhomlynskyi (1997), in particular, emphasized labor as the main factor of moral education, specifying that pedagogy combines 'life wisdom with maternal and parental love' (sukhomlynskyi, 1997). in the transcarpathian region, in the pre-soviet times, there was a third, more traditional paradigm in which dukhnovych (1967) underlined the importance of society("danauchity / teacher / children of russian songs ... "), as well as the biological qualities of a child ("like father, like son"), this paradigm aligns with the norms of national pedagogy. another important role in the development of the study of moral education is played by hryhoriyvaschenko (1994) who distinguished the main types of educational ideals in european pedagogy during the civilization period. the primary ideals in europe according to h. vashchenko (1994) have been national (folk) morality and the religious value system of christianity. he also held the opinion that the so called national ideal is the main basis of the pedagogical process, aimed at the formation of a person conscious of his or her nationality. the traditional ideal of a person – it’s an embroidered shirt, ready to be taken off, while the person still remains true to his or her ukrainian nationality. the ideal of the person is the best thing that has been created by the nation in order to understand human nature and its purpose. the educational ideal is formed by the individual’s family, school, extracurricular activities, confessional education that are the so called institutional varieties of moral education. material and spiritual culture (literature, media, theater, art) are the means of moral education. in interaction with children, during the formation of morality, the conscious use of a particular style of communication plays an important role. as such, the authoritarian style of communication of a teacher with a child could be characterized by adjectives such as superiority, inferiority, dismissal, as international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 35 well asthe emotional suppression of the child’s opinion with a demand for discipline and authority. this style of interaction predominantly prevailed in the past, for instance in the family, in school, not to mention in society in general. in contrast to the authoritarian approach, the democratic style of communication in pedagogy is characterized by collegiality and partnership, recognizing the child’s right to an own opinion, as well as pluralism of judgment and allows an individual approach on the basis of freedom of choice. the liberal, in other words compliant style of communication promotes the noninterference of the teacher in the development of the child, assuming an existential conclusion that a person’s ability to promote complete changeis unachievable. regarding the question of style, there are a few distinctive methods of moral education – the word (conversation, dialogue, lecture, debate, discussion), beliefs, suggestions (command, order, guidance), exemplification, pedagogical requirements (direct demand, request, demand-trust, demand-approval, advise, hint, demand-distrust, condemnation, demand-threat), public opinion, exercise, training, anticipation, creating educational situations, games, competition, promotions, punishment, propaganda in the media. according to v. sukhomlysnkyi (1976), "in the education of a personality, one of the leading melodies belongs to self-education, which is based on a sense of selfesteem, and respect for oneself" (sukhomlynskyi,1976, p.152). it is important to note, that the moral education of a personality is an uneven process, with different paces and stages. the first and lowest among these stages is the concept of moral standards, the following – the existence of moral feelings and motives of behavior, the third – habits of moral behavior, and the fourth – the basics of social competence. at a tender age, there is a "basic thrust towards the world", achild’s perception of the trustworthiness and reliability of adults. with proper education, this perception grows into receptiveness to social influences, keenness to accept other people and a general interest in communication. the success of this process depends on the harmony of moral consciousness and behavior, which determines, in this instance, the role of an adult as a "social leader", a model for imitation, the organizer of social experiences. for the formation of morality, certain conditions must be ensured. the role of a teacher as en example to the students is especially significant. it should stem from a basic respect towards the child’s individuality, combined with a reasonable demand towards him or her, humanity and democracy, support; the consideration of the age and individual peculiarities of the pupils; systematic and sequential education,the unity of the pedagogical requirements of the school, the family and the public; nationality; culture and nature compliance; democratization, humanization, and ethnicization (volkova, 2002). another important condition is a proper interconnection of the operations of the family and the school, which is mentioned in our study.bearing in mind that the basis of moral action is the ability to act purposefully, it brings us to the importance of motivation. the highest level of motivation – the desire to self-improve – encourages self-education beginning with self-awareness and self-esteem. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 36 in the work of a. boyko (1996) "the renewed paradigm of education: the ways of realization", we define an educational, subject-subjective, moral-aesthetic relationship between student and teacher. in particular, it is noted that the while bearing in mind that the child, the student, the person is the subject or the goal of the educational process, there is also an essence of the new paradigm of selfdetermination and self-realization of the individual. (boyko, 1996). i. bekh (2009) in his work "psychological sources of education", in our opinion, provides the most optimal educational model of moral development, based on the contradictions between the external and internal world of the individual (bekh, 2009). when a teacher introduces a new moral standard, often the pupil tends to doubt this new model, a resentment that could develop into anger.the teacher overcomes the pupil's doubts, drawing his attention to the qualities that could help him develop within this model. the pupil, through the actions of the teacher, revaluates his or her needs and aspirations, creating an internal prerequisite for change and growth. such an emotional model ensures the development of a stronger internal development. learning to work on oneself is a difficult path in moral education, all proven by the obstacles pupils face throughout this journey. the works of ukrainian psychologists such as m. boryshevsky (1997), e. pomytkin (2005), m. savchyn (2001) and others are as relevant as ever. according to the scientists, moral maturity was expressed through the principle of educational coaching (boryshevsky,1997). the deductive reserves of the educational process are strongly connected to its form, the organization of pedagogical communication and humanistic subject-subject interaction, with a strong attention to the moral content of the educational material. being limited in their educational subject, teachers do not always create an educational environment for the formation of moral norms and values in children and young people. the phenomenon of spirituality involves a holistic approach to the formation of morality, revealing various individual levels of assimilation of moral norms and values. such categories as "higher values", "spiritual personality" and "spiritual world of personality" are currently being introduced into educational theory and practice and are based on the philosophy of cordocentrism by g. skovoroda (1994) and p. yurkevich (1993) that is a theory that involves learning through the “heart” – through the pupil’s own emotions and experiences. the most concentrated embodiment of the rule of law and freedom of the human spirit is the free, responsible and conscious choice of moral principles and responsibilities that guide the personality in social and spiritual practice. these practices give an opportunity for a deeper understanding of the idea of morality. it can be considered in two dimensions phylogenetic and ontogenetic. in the first one – morality appears through the prism of a historical spiritual experience, in the second one – through transforming this experience into practice. in the first approach, the mechanisms of normative regulation of moral behavior of a person are historically produced by cultural concepts (moral norms, principles, concepts of good), all of which already exist as ideals in the collective consciousness of the community. the second approach concentrates on a particular "internal moral law", that corrects the established norms of the society international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 37 according to certain life situations of the individual, which is essentially the highest form of personal freedom and the ability to reach cultural and spiritual heritage, creating a phenomenon of moral behavior. as long as knowledge is not "passed through the door of their own emotions" sh. amonashvili (1988), they are alienated from it. as i. bekh(2014) notes, "spiritualization can only begin when a pupil has a cognitive attitude to a particular educational material" (bekh, 2014). therefore, spirituality is closely linked to personal perception. spirituality is the connection of the individual to a higher spiritual value, which holds a personal significance to the individual. (bekh, 2014). the intellectual – spiritual pedagogy is a requirement of our time, and the school system is on the path from an intellectual-moral to an intellectual – spiritual pedagogical approach. if a morally conscious person is the final result of moral education, then spiritual awareness is the highest quality of a morally conscious individual. 5. conclusions the paper presents a profound overview of the search for effective ways of making the growing personality receptive to high moral values from both theoretical and practical (methods and tools) perspectives with the reference to the historical domain. it is the historical aspect of the research that allows not only consideration and objective assessment of the approaches underlying the development of this complex educational field but also the opportunity to reveal some inefficient paradigms not contributing to the enhancement of what constitutes complicated pedagogic determiners in the system "society-personality". we believe such an analysis to be a strong point of the conducted research because this way of scientific text structuring may be of use for young scholars and may serve as a model of problem analysis related to the humanities. scientific novelty of the research lies in the synthesis of the scientific findings that are characterized by a broadside approach to the problem under examination and generalization of the obtained theoretical and practical results. matching up the traditional conceptual framework with the modern interpretation of the pedagogic terms that include current aspects of scientific discourse clarifying moral issues of individuals` spiritual dimension is scientifically justified and is also characterized by some degree of originality. there two key educational tendencies that can be clearly seen in youngsters` upbringing. firstly, in terms of pedagogical influence on pupils, it is object-to-subject transformation implying appropriate methods that educators have to familiarize themselves with and to master. secondly, individual moral development should be treated from the competency perspective. it will definitely facilitate the educational process manageability. the paper also presents not only the findings and ideas introduced by the ukrainian scholars, but also by a number of educators, practitioners, priests, men of art. thus, the article offers a comprehensive overview of the vital problem in pedagogy. references: amonashvili, sh. (1988). to school at the age of six. kyiv:radianskashkola. bekh, i.d. (2009). the psychological resources of the educational skill: educational manual. kyiv: academic edition. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 38 bekh, i.d. (2014). the phenomenon of the spiritualization of educational content as an educational method. pedagogy and psychology. 2. 47–51. boryshevsky, m. (1997).spiritual values in the formation of the personality of the citizen pedagogy and psychology. 1. 144–150. boyko, a.m. (1996). updated paradigm of education: ways of implementation. kyiv: izmn. dobosh, i. (1995). the history of ukrainian journalism in transcarpathia in 1920s-1930s of the 20th century. ivano-frankivsk. dukhnovych, o. (1967). works: 4 volumes. (vol. 2, p. 649) prešov. gomonnay, v. (1990). essays on the history of the pedagogical thought development and school of transcarpathia. uzhhorod: transcarpathia. goncharenko, s.u.(1997). ukrainian pedagogical dictionary. (pp.81-125). kyiv:lybid. karpenchuk, s.g. (1997). theoryandmethodsofeducation. kyiv. vyshchashkola. kliap, m.i. (2001). pedagogical and educational and cultural activity of avgustynvoloshyn in the interwar period (1919 1939).uzhhorod: publication of v.padiak. kuhta, m.i. (1997). the role of pedagogical works in the educational development of the region (1920s-1930s of the 20th century.). problems of postgraduate education of teachers: collection of studies.uzhhorod. 70-71. pomytkin, e.o. (2005). psychology of spiritual development of personality. kyiv. our time. ponimanska, t. (2004). preschool pedagogy: a textbook for students in higher education. (p.185). kyiv: publishing centre "academy". rusova, s. (1929). social issues of upbringing. life and knowledge. 6. 161-163. savchyn, m.v. (2001). the spiritual potential of man. ivano-frankivsk. skovoroda, g. (1994). talk of the five travellers about true happiness in life. kyiv. sukhomlynskyi, v.o. (1976).one hundred tips for the teacher. selected works: 5th ed.(p.152). кyiv: nationalnaskola. sukhomlynskyi, v.o. (1977). i give my heart to the children. kyiv: nationalnaskola. international journal of social and educational innovation (ijseiro) volume 6 / issue 12 / 2019 39 sukhomlynska, o.v. (2006). spiritual and moral upbringing of children and youth: general tendencies and individual searching. kyiv. ushinsky, k.d. (1983). selected pedagogical works. (vol. 1, p. 352). kyiv. vaschenko, g. (1994). educational ideal: a textbook for teachers, educators of young people and parents. poltava: poltava gazette. voloshyn, a. (1995). writings.uzhhorod: grazhda. volkova, n.p. (2002).pedagogy: a guide for students in higher educational institutes. (p. 78). kyiv: publishing center "academy". vozniuk, n.m.(2005). ethical and pedagogical foundations of personality formation: textbook. kyiv: center for educational literature. yurkevich, p.d. (1993). selected. kyiv: abrys. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 7 promoting ethical values in the university environment daniela jeder ştefan cel mare university of suceava, romania jederdaniela@yahoo.com abstract: the mission of the universities is to build the infrastructure of the social mind, and to provide directions for the evolution of the society, and the promotion and realization of the process of internalizing ethical values are priorities in this particularly complex and important endeavor. the work we propose underlines the importance that must be given to values in order to build an ethical culture in the university environment and the accents that ethical education can put on to eliminate vulnerabilities, to change mindsets, to build benchmarks for normality and to provide support for moral evolution at the social level. keywords: ethics; ethical values; university environment; ethical education; understood as a "center of culture, of knowledge, of research"(magna charta universitatum, 1988), the university cannot fulfill its mission that of "serving humanity" outside the ethical framework. (see d. jeder, 2018, 65-108) exerting a fundamental role at the social level, the university "reproduces, but also produces cultural capital, cultural value plus." brightness of the fortress. in a period of acceleration, it is, in particular, the truly indispensable factor of development. without a university, there is no potential, no well-being, no greatness. "."(berger, g. apud. l. antonesei, 1996) we observe that ethical demands have been becoming increasingly important lately; “everywhere the revitalization of values and the spirit of responsibility are invoked as the number one imperative of the era: the ethical sphere has become the privileged mirror in which the new spirit of time is deciphered. (...) "the 21st century will be ethical or not at all.", says g. lipovesky. considering that the actions carried out in the academic space are predominantly of a non-religious nature, we consider these natural accents. we recall that the ancient greeks understood through the idea the idea of "filling, soul-filling, awakening of a wonderful inner virtue", a connotation that was not surprised by the roman conquerors: see wide. educo / educere = to get something out of . the greeks believed that through paideia man gains deity, approaches the condition of the gods (ibidem), in other words, approaches perfection, perfection. (negreț dobridor, 2001) or, the perfection to which he aspires is first of all moral. thus, what is meant by the act of conduct is carried out in a moral framework, because education itself bears the imprint of the good, of the positive. ( see d. jeder, 2018) today, we are all witnesses of changes of accent in many areas, including in education: these are mainly due to changes in the social, technological, political, etc. always in international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 8 transformation, in evolution, society imposes new demands on which university graduates should be able to respond with confidence and courage. do i do it? is this a problem involving ethical dimensions? how do universities respond to these needs? what about the teachers? some answers seem to be coming out. it is the duty of universities and teachers to reconfigure their vision of their mission, strategies and ways of acting to support these pressing needs. it is about duty, respect and care for the student and his or her future. studies in recent years in the field of education sciences emphasize that student-centered education results in long-term academic results, superior to those obtained through the traditional model. and in the romanian universities this model is adopted by the teachers who understood that student centeredness implies changing the focus on the activity for and with the students. in the universities centered on the student the teachers select their contents according to the interests, abilities but also of the students' resources, stimulating them in active learning activities which, in turn, support a deep and lasting learning, based on understanding. (eşi, 2015) and it is well known that understanding is fundamental in this process. in his papers the unschooled mind and the disciplined mind, professor howard gardner advocates what he calls "teaching for understanding". starting from the results of research that illustrates a truth almost hard to believe that "even the best students (nn students) do not understand much of the curricular content", the author asserts that teachers are often an obstacle in the way of understanding. gardner's studies also refer to students of elite universities like massachusetts institute of technology and john hopkins, and their results show the same thing: that the students' minds "remain fundamentally uneducated." therefore, the ethics of teaching and supporting learning, as well as honest assessment, are hallmarks of a quality education process.( ibidem) the mission of the universities and their professors is to provide directions of evolution to the society. we affirm with simion mehedinţi that "the educator has the most valuable social power" and his professional performance "is the ethical talent at the superlative." (s. mehedinți, 1992) unfortunately, we are witnessing a phenomenon that seems difficult to control: lately, under the pressure of the social, in education are especially valued "peak performance, because the promotion whether it is social or professional no longer has to do with morals, but with academic excellence ”(f. roșoga, 2017, 9); there is thus a tendency to disregard authentic values, exemplary human characters, and the negative consequences are increasingly visible in society. school, in general, and universities in particular, through the values they promote, can do much to change this reality. through the cultural function, education “engages the education of the educated to the cultural values taken pedagogically from all fields of human knowledge: science, technology, art, philosophy, morals, religion, politics, economy, etc. the law of national education in international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 9 romania (2011) emphasizes the fundamental role of values in the educational process. we illustrate this through several paragraphs of article 2: "(1) the mission of the law is to promote education based on values, creativity, cognitive abilities, volitional and action capacities, fundamental knowledge and knowledge, skills and skills of direct utility, in the profession and in society. (2) the mission assumed by the law is to train, through education, the mental infrastructure of the romanian society, in accordance with the new requirements, derived from romania's status as a member country of the european union and from functioning in the context of globalization, and of sustainable generation of a resource. highly competitive national human beings, capable of functioning effectively in today's and future society. (3) the educational ideal of the romanian-romanian school consists in the free, integral and harmonious development of the human individuality, in the formation of the autonomous personality and in assuming a system of values that are necessary for the fulfillment and personal development (eşi, 2010), for the development of the entrepreneurial spirit, for the active citizen participation in the society. , for social inclusion and for employment in the labor market. ”(len, 2011) therefore, the romanian education is based on values such as freedom, harmony, autonomy, personal fulfillment, civility, responsibility, etc. the axiological dimension is the core of the entire educational process, regardless of the level of education of the educators or the training institution. the values are selected and transmitted for the purpose of their internalization by the educated, so that they can finally be found at the operative level of the concrete behavior. the internalization of values is the key to the whole process of educational changes and is perhaps the most complex and lasting process. as we already know, there is an increased interest in ethical issues both in the academic environment and among the public opinion. in this regard "international and national guides have been drawn up that regulate ethical aspects in the research activity, especially, but also with a wider spectrum, with reference to the academic environment: code of practice for research (2009) united kingdom, singapore statement on research integrity (2010) etc. ”, or the european code of conduct for research integrity (2017). in romania, every university has established, in this year, in the design of the master and doctoral studies programs the courses of ethics and academic integrity. the codes of ethics, which are generally guided by institutions, so also universities, are structured according to sets of values, principles and moral norms. values have a role in building self-esteem and self-esteem and give meaning to actions taken. they appear as "patterns, forms in which the mental space where the decisions take place is shaped. they constitute the privileged directions of communication, establish a hierarchy of opinions and the practice of the members of the group. they deeply mark the relationships between them, color ideas and expressions, filtering everything that comes from outside. (moscovici, s. doise, w. apud. c. cucoș., 1995) from the perspective of the modern paradigm, educators appear as the authorized transmitters of universal values, and the most important are rationality and progress. from a postmodern perspective, education should help international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 10 students / students build their diverse and useful values in the context of their own culture. the important values that are worth transmitting are now valuing diversity, tolerance, freedom, creativity, emotions, intuition. (bujorean, e., 2017, cozma, c. 1997, 1996, emandi, e. m, 2014, eşi posteucă, 2019) in order to transmit and internalize the values, the teacher himself must believe in them. moreover, "moral ideas are those that concentrate and express moral values", and these "ennoble the person, giving him a note of choice between his peers." they are not static, but they are transformed and consolidated in time. with the accumulation of life experiences. romanian philosopher petre andrei considers as fundamental values of the academic space human love, love for students and freedom today, educational institutions are identified by their own values that define them as entities with distinct mission and vision. for example, the ministry of national education of romania establishes its mission: to create "an educational environment that will ensure the harmonious development of all its beneficiaries, by promoting excellence and ensuring equal access to education. and the values that are guided are: integrity, ethics, transparency, collaboration, involvement, responsibility. ”(see www.edu.ro/mision-vision-values) universities establish at the level of the university charter and the code of ethics sets of values and principles with which it is identified; here are some examples: freedom of thought and expression, seeking and promoting the truth, integrity, equity, social responsibility, respect for diversity, intercultural cooperation, academic autonomy, academic freedom, responsibility, equity, transparency or "promoting a culture of knowledge-based action. systematic and innovative ”; "a culture of personal and moral development"; "lifelong and innovative learning"; of the proactive attitude, "of participation, multiculturality", "intercultural and inter-denominational dialogue" (charter of babeș bolyai university, charter of the university of bucharest) et al. do we need these landmarks? surely. man is a contradictory being, with luminous parts, but also with dark parts; from him also spring "the most human love, but also the most inhuman hatred" (z. baum, 2000, p. 98). we believe in the support offered by such ethical benchmarks. we note that we do not find a consistency in the level of ethical values that romanian universities adhere to, but their core consists of common, universal values, which are also recorded at the level of the national education law (2011), within a set of " principles that govern education ”: academic freedom, autonomy, transparency, ethics of the relations of the academic community, respect, care and tolerance, justice and equity, professionalism, the primacy of meritocracy, professional and social responsibility (see the codes of ethics of the romanian universities. among them: moral responsibility, respect, care and tolerance, justice and fairness but without hierarchyzing or inducing the idea that only these are important. ( see jeder, 2018, 65-108, caciuc v. t, 2014, 2015) moral responsibility in the educational space, the value of moral responsibility is in the attention of the trainers, especially since they are "responsible for the very responsibility" of those who educate them. we present a model of moral responsibility, as illustrated in the work of the french http://www.edu.ro/mision-vision-values international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 11 philosopher emmanuel lévinas between us. an attempt to think of the other, where the author appreciates that man's moral fulfillment is given by over-concern for the other. such a model of moral personality is built on the asymmetry of the self-other relationship: "the condition of responsibility is selflessness: in the bible called love for our neighbor, love without eros, mercy, unconditional love, disinterest represents the founding moment for any moral consciousness. "(e. levinas, 2000, 110) and as you cannot be disinterested in your own person (assuming one's destiny belongs to existence), the author states that only assuming the destiny of the other belongs to the ethic: i" am responsible for his own responsibility for the other , but without expecting reciprocity even before caring about your own person, you must be responsible for the other. "(idem). from the height of such models of moral thinking, brave ideals can also be built: for example, dimitrie gusti thinks that "a nation in which every inhabitant would have a responsible soul would be a happy nation" (d. gusti. 1969 , 301) in university education the codes of ethics invoke the responsibility of the members of the academic community regarding multiple aspects: from the orientation of the study programs, but also of the research to the needs of the students and the community, to aspects centered on the intellectual property, but also to those regarding the truthfulness, the correctness. the data presented both with regard to study programs or teaching staff, as well as in studies, research, etc. sanctions are proposed in case of denigration, slander, spreading of false information, including regarding free observations involving lack of collegiality, professionalism or academic spirit. some codes intervene with details such as the following: they are subject to the sanction "veiled, vague accusations, insinuations, imprecise and uncontrollable suggestions, etc. designed to create an atmosphere of suspicion, but without allowing the clarification of things and which contravene the university deontology. ”(code of ethics of the university of bucharest, art. 22) respect, care and tolerance these values are based on the principle of human dignity which "emphasizes the special, superior status of the human being in nature. the dignity of the human being is given by its freedom, autonomy (the capacity of moral self-regulation, after kant) of the ability to reason, the ability to be responsible."(v. mureșan, 2009, 136) respect implies appreciation, appreciation. , considers and excludes any form of violence, even the symbolic one called "mild violence" or "invisible violence" (see p. bourdieu, 2001, 43), which has been increasingly spoken about lately. caring for the needs of the other implies respect, empathy, altruism. the results of the research on pro-social behavior are encouraging, suggesting that we, "human beings, despite our weaknesses and failures, are capable of profound selfish care for our fellow human beings." (d. s. batson, eds. peter iluț, 2004, 195). caring for others could be translated by the expression "to care for you," says professor mihaela miroiu in her work convenio, meaning by this term "a form of empathy (of intermingling) that does not necessarily require neither love nor pleasure. , often no clearly delimited interests, but rather participation in other lives, because they are lives like yours, so with needs, with sufferings, with interests. ”(m. miroiu, 2002, 119). openness, understanding, international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 12 tolerance towards others are interconnected values, constituting comprehensive axiological structures. the idea of tolerance is well captured in voltaire's words: "i disagree with what you say, but i will defend your right to say the word to your death." why choose tolerance? because intolerance gives birth to suffering, to cause suffering means to violate the dignity of the other. being tolerant means not agreeing with what the other person is saying or doing, without imposing your disapproval, respecting his / her way of being, thinking, and living. acceptance as a waiver is excluded; you accept the other without trying to impose your own opinions, without trying to change it. as necessary benchmarks of the tolerant mentality, professor s.t. maxim calls the flexible spirit, the love for others, the humor: "humor understood as an elevated way to rectify the states of unwanted things and not the free, wicked irony, is a form of intelligence, of the attitude that stands under the sign of affection for people, not at all holy beings, who do not even aspire to holiness but who, as a whole, strive, with more or less success, to give the measure of humanity in us. "(s.t maxim, 2004, 62) universities promote respect, care and tolerance as fundamental values of the academic community, and the codes of ethics use them multiple times, demanding from all members of the institution, a spirit of collegiality, mutual respect, confidentiality, respect for language differences, religion, values, etc., tolerance. towards opinions, beliefs, intellectual preferences, respect for human dignity, maintaining harmonious relationships between members of the academic community etc. following the non-observance of the principles underlying these values, the codes of ethics provide for the sanctioning of the facts that harm the university and the teachers / faculty, the abuse of power, misinformation, slander, denigration, plagiarism of the results of the research or publications, the making of the research results, the introduction of false information, irreverent language, insulting behavior, humiliation, contempt, assault on the person, any form of harassment (including "harassment caused by rivalry for power" see code of ethics university of bucharest). justice and fairness the issue of justice (lat. directus-right, without a detour) was first analyzed by plato, then by aristotle: the latter considered in his work nicomachean ethics "perfect virtue" (aristotle, 1998, v.1129. a5 ), moreover, the philosopher asserts that "justice concentrates in it all virtue" (idem, 1129.b.30) and is the only "one of virtues that seems to be good for another" (idem, 1130.a. 5) ; we find here the idea of equality, equity, altruism, fairness. justice is closely linked to equity (see the debates in the works of j. rawls, a. macintyre, r. nozick, etc. and the theory of justice as equity) and is embodied in: • “the recognition and respect of the legitimate human rights; • the fight for their defense; • receiving rights in relation to the fulfillment of appropriate duties; international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 13 • the merit of work and creativity; • what is appropriate by the rules of inheritance, of free and responsible donations; • what has been acquired through the exchange of equivalences or by mutual agreement, etc. ”(i. grigoraș, 1999, 115) the term fairness means, according to the explanatory dictionary "justice, impartiality, honor, humanity", but also "ethical and legal principle that underlies the regulation of all social relations in the spirit of justice (posteucă, 2005), equality and justice, cooperation and mutual respect." as we have already seen, it corresponds to justice, impartiality, fairness, equality, equality of opportunity acceptance of diversity, etc. and implies the elimination of discrimination, exploitation, incorrectness, etc. international student organizations are concerned with how students are prepared to argue and find the means to eliminate inequities in universities; of these we mention those regarding students from poorer backgrounds, those from immigrant families, ethnic minorities, those with disabilities, those who work, those who have children, those over 35 years of age, etc. (see equity guide. what is the contribution of student organizations to equal opportunities in higher education) the non-observance of the principle of justice and equity is illustrated at the level of the codes of university ethics through the phenomena of discrimination, exploitation in various forms, persecution, favoritism, nepotism, abuse of power, conflicts of interests, corruption and others. as we have seen, the list of values that the universities adhere to is consistent and will certainly know in time, extensions and transformations. at present, it is important that these values not only remain inscribed in the institution's documents, but that they represent real benchmarks for the entire institutional activity, to be internalized by the members of the academic community and thus to cause changes in the mentalities (d. jeder, 2008, 2014); “we might learn toimproving our education –by priority, the self-education and lifelong education –in viewto becomeabletoupheaval what is wrong into right, and to manage the serious problems of a world in crisis and of stressful times; in which just the solidarity around the authentic values can unify (and not divide!).” (c. cozma, 2019) conclusions the internalization of values is a complex and lasting process for which perseverance, consistency, belief and optimism are needed. exploring the space of values, together with the concern for ethical education at university level is a first step to eliminate vulnerabilities in the academic space, to change mentalities, to build benchmarks for normality and, we believe, to support moral evolution at the social level. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 14 references: andrei, p. 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(2019). social and psychological benefits of self-dislosure. international journal of social and educational innovation (ijseiro), 6(12), 25-29. gardner, h. (2011). mintea disciplinată / the disciplined mind . bucurești, românia: sigma. grigoraș, i. (1999). probleme de etică. /ethics issues iași, românia: editura universității „al. i. cuza”. gusti, d. (1969). opere (vol. ii). bucurești, românia: editura academiei. iluț, p. (2004). valori, atitudini și comportamente sociale/ social values, attitudes and behaviors. iași, românia: polirom. jeder, d. (2018) valori etice în discursul educațional/ ethical values in educational discourse, in vol. etică și integritate în educație și cercetare / ethics and integrity in education and research. coord. a. sandu, b. popoveniuc: bucurești, românia: tritonic. jeder, d.(2008) from inframorality to moral creativity:proceedings of the xxii world congress of philosophy 37, 115-122 jeder, d. (2014). training teachers’ ethical skills in license and master programs: procedia-social and behavioral sciences 142, 691-694. editor elsevier. jeder, d. (2014).training trainers through education practice towards values and civility, procedia-social and behavioral sciences, 116, pp.1958-1962 editor elsevier. lipovesky, g. (1996). amurgul datoriei. bucurești, românia: babel. magna charta universitatum. (1988). http://www. magna-charta.org/resources/files/themagna-charta/romanian maxim, s. t. (2004). toleranța. dreptul la diferență./ tolerance. the right to difference. bucurești, românia: editura didactică și pedagogică. mehedinți, s. (1992). scrieri despre educație și învățământ. antologie./ writings on education and education. anthology bucurești, românia: academică. ministerul educaţiei naţionale (men). (n.d.). misiune, viziune, valori/ mission, vision, values www.edu.ro/misiune-viziune-valori miroiu, m. (2002). convenio. despre natură, femei și morală./ convenio. about nature, women and morals / iași, românia: polirom. mureșan, v. (2009). managementul etic în organizații./ ethical management in organizations bucurești, românia: editura universității din bucurești. negreţ-dobridor, i. (2001). mitul lui chiron./ chiron's myth. bucurești, românia: aramis. parlamentul româniei. (2011). legea nr. 1/2011 a educației naționale (len). monitorul oficial al româniei, 18, 2011, ianuarie 10. pleșu, a. (1994). minima moralia. bucurești, românia: humanitas. posteucă, n.l. (2005). value immersion and value regression: on moral aggregation of virtual communities. postmodern openings.6(2), pp. 79-88. javascript:void(0) javascript:void(0) http://www/ https://www.ceeol.com/search/article-detail?id=319658 https://www.ceeol.com/search/article-detail?id=319658 international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 16 roșoga, f. (2017). prefață. în d. brooks, drumul spre caracter./ in d. brooks, the road to character. bucurești, românia: act și politon. universitatea babeş-bolyai (ubb). (2014). carta universităţii babeş-bolyai./ charter of babes-bolyai university. https://www.ubbcluj.ro/ro/infoubb/documente_publice/files/carta_2014.pdf universitatea babeș-bolyai (ubb). (n.d.). codul de etică și deontologie profesională al universității babeș bolyai./ code of ethics and professional deontology of babeș bolyai university / https://www.ubbcluj.ro//////_etic_al_ubb.pdf universitatea din bucureşti (unibuc). (2016). carta universitară a universității din bucurești. university charter of the university of bucharest http://www.unibuc.ro/n/organizare/senat-ub/docs/2016/sep/27_13_41_23carta_ universitatii_din_bucuresti_2016.pdf universitatea din bucureşti (unibuc). (2018). codul de etică al universității din bucurești./ the code of ethics of the university of bucharest.http://www.unibuc.ro/ wpcontent/uploads/sites/7/2018/06/codul-de-etic%c4%83-aluniversit%c4%83%c8%9biidin-bucure%c8%99ti.pdf equity guide. what is the contribution of student organizations to equal opportunities in higher education;http://www.anosr.ro/wp-content/uploads/2012/07/2010-ghid-privindechitatea-ro_esu. pdf https://www.ubbcluj.ro/ro/infoubb/documente_publice/files/carta_2014.pdf https://www.ubbcluj.ro/_etic_al_ubb.pdf http://www.unibuc.ro/n/organizare/senat-ub/docs/2016/sep/27_13_41_23carta_ http://www.unibuc.ro/ international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 51 the didactic dimension of the teachinglearning process within the lessons aimed at organizing economic activities marius-costel eşi stefan cel mare university of suceava mariusesi@yahoo.com abstract one of the important components considered in this research approach is given by the study on teaching-learning strategies, methods and techniques in the lessons aimed at organizing economic activities. it is understood that such a topic takes into account, on the one hand, a series of aspects related to an economic issue, and on the other hand, issues of a methodological / didactic nature found in the teaching-learning-assessment activity. at the same time, the approach that is intended to be highlighted reflects the practical-theoretical dimension of such a possible approach in class. under these conditions, the research approach assumed involves an analysis focused, on the one hand, on the theoretical aspects related to the approached topic, and on the other hand, on the conceptual-theoretical operationalization with practical implications. in other words, there is an interest in valorizing and capitalizing on the contents approached both theoretically and practically. therefore, it is considered that we will analyze, from a theoretical and pragmatic perspective, the strategies, methods and teaching-learning techniques at the level of economic-themed classes, also revealing the impact it has in the economic-educational dimension. keywords: didactic approach; economic activity; lessons of economics; didactic issues; the didactics of economic disciplines; introduction the main purpose of this paper is, as it follows from its title, to make an analysis from a didactic and economic perspective of how the organization of economic activity in the classroom materializes. in other words, the research aims to appeal to arguments of a scientific nature through which the ideas advanced in it are validated. moreover, through the proposed syllabus, the study is designed on economic coordinates, but also on pedagogical foundations. of course, such an approach is profoundly interdisciplinary. thus, it is considered that its elaboration on an interdisciplinary, but also multidimensional analysis provides scientific and methodological consistency through the hypotheses advanced in this paper, as well as a result international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 52 of some examples of good practices found in the literature and practice. therefore, the preoccupation with this topic is all the more justified as such an analytical approach reflects, on the one hand, a purely theoretical study, and on the other hand, a purely economic study, with interdisciplinary implications. the importance of the research topic is reflected by the very fact that the approach is one focused upon the conceptual-theoretical aspects put in correlation with the practical ones that underlie the epistemological substantiation of this paper. the process of understanding and explaining the main issues addressed in this paper aims at this very scientific foundation to which we refer. for these reasons, the approached topic is of great interest and becomes relevant for the conceptual-theoretical dimension, but also to the pragmatic dimension. scientific premises of a didactics of economic disciplines the organization of the didactic activity of the economic lessons is one of the important components of the didactic process. moreover, its necessity derives from the fact that it can contribute to the establishment of a differentiated hierarchy in terms of school results / performance. in this way, such an activity reveals the very certification of the learning contents (especially of the specialized ones) accumulated during each lesson and implicitly, within each learning unit, respectively the way of assimilating them. as it is a goal-oriented activity, education presupposes the need for an institutionalized process. thus, beyond its informal aspect, the formative dimension becomes a central component through which the activities within the school have a planned, organized and systematic character.concepts such as the purpose of education or the aims of education (which have aroused and still arouse a deep problematological interest (badea, 2010, 2011) or an educational ideal or educational objectives acquire pragmatic and axiological legitimacy insofar as the landmarks and requirements of socio-educational (students, teachers, parents, guardians, community representatives, etc.) actors are subordinated to qualitative expectations (professionalism, excellence, etc.). we find in the literature a multitude of definitions regarding what the purposes of education are in relation to the educational process. such finality in itself, perceived by some authors as “a dimension of instruction and education and as a component of the strategy of the educational process” (ionescu, 2000) or as “a form of the educational ideal” (nicola, 1994), sends in directly or indirectly to assuming certain objectives. or, compared to the context of the elaboration of this paper, such an approach involves taking into account specific strategies, methods, techniques in teaching topics with economic specificity. in this sense, following the conceptual-theoretical thread of what such terms represent, we notice that the literature and the specialized practice provide a series of answers, especially from the perspective of a postmodernist education (stan, 2007) and of new, reforming educational paradigms (crișan ,mândruț& singer, 1991). of course, the main actors in the class are the students and the teachers. that is why the teacher must show a lot of didactic mastery in order to make the students acquire the content of a topic that is the object of a discipline of this kind. (teşileanu, 2010). international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 53 also, in this context, in our opinion, the strategy assumed at the didactic level by the teacher has a key role. an example in this regard can be given by referring to a task that students have to solve in class. thus, based upon a synoptic scheme adapted after philip koetler (1997) regarding the illustration of consumer behavior presented in class to students through a modern teaching tool (video projector), they are given the task of laying – from a theoretical point of view – for example, the foundations of an economic unit that carries out its commercial activity on the retail market. in other words, students find themselves in the situation of imagining an economic unit that carries out its commercial activity on the retail market and that takes into account the way the consumer behaves in such a market. in these conditions, the theoretical approach of this work task (achievement of a project) within a portfolio involves taking into account the purchase decision itself for both the individual consumer (“who is this?”, “how to relate to the market retail trade?” etc.), as well as for enterprises (the relationship between supply and demand, choosing a supplier, the “statistic” establishment of the potential number of customers, etc.). moreover, with the elaboration of this project, students can be asked to take into account that when setting up such a company to take into account the formulation of its mission, as a starting point in developing the action strategy. thus, there is the possibility that this work task will be outlined by students at home just so that students can have time to develop such an organizational mission (along with objectives, business plan, vision, etc.). in this way, the statement of the mission of the newly established company (as a fundamental component in the organization of an economic unit (steven, wheeler, de wolf, brodke, 2011), but also as a commercial activity on the retail market), perceived as an important component of the managerial action strategy (taleghani, noormohamadi, 2013) can reflect the coordinates on which the strategy itself is based. therefore, students must be explained (the teacher using the method of explanation) that the elaboration, enunciation, design of such an organizational mission must materialize in relation to what is required in the retail market by specific consumers. in other words, such an approach involves a real knowledge of the reality of the retail market, a situation that needs a series of explanations accompanied by exposures (the exposure method) and problematization (the problematization method). of course, such a lesson requires a didactic design assumed over an interval of several hours (at the level of a learning unit) in accordance with what is found in the school curriculum, but also with the general / operational objectives of each lesson. the presentation of the contents in an activeproblematic manner presupposes that the use of interactive methods includes (in addition to problematization and exposition, as previously mentioned) methods that refer to the idea of the case study or the idea of mutual learning. following a logic of active learning, the instructional process can become one meant to contribute to the development of creativity at the group level, but also to obtain a high efficiency both within it and at the level of each student. the flexibility of thinking (roşca, 1981) and the ways of teaching learning contents are therefore necessary coordinates, useful in the natural approach of materializing and using interactive teaching strategies. the way of (self) assessment of knowledge, which is an example in this regard, determines the subsequent learning process. the active role of the student thus proves more than necessary in the teaching process. therefore, the improvement international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 54 of the formative process implies a continuity in terms of the teaching-learning process, a state of fact that comes in agreement with a fundamental didactic principle, namely: the principle of continuity and systematization. such a didactic principle can be very well correlated, in our opinion, with the didactic design algorithm. moreover, the algorithm of didactic design in relation to the strategy assumed by the teacher, requires the consideration of the “basic, fundamental form in which the teaching-learning activity takes place” (surdu, 1995), namely the (didactic) lesson with the typologies and the variants assumed at the level of the teaching-learning-evaluation process. at the same time, it is possible to mention in this context other forms of organization of the instructiveeducational process materialized outside the classroom / school space: excursions and visits didactic in nature, practical-applied works, student circles, school competitions. these “auxiliary” forms of organizing the instructional process prove to be more than useful, necessary during the teaching-learning hours of the topic “organizing the commercial activity on the retail market”. the value of these “auxiliary” forms lies in the fact that they can ensure in particular the consolidation, fixation and systematization of knowledge by students (by participating in economic entities/organizations, extracurricular visits to some economic agents operating in the retail market). therefore, at the level of the strategic dimension, the determining method/methods used (especially in the teaching-learning process) has/have a determining role. the didactic methodology and the economics classes beyond the variety and complexity of some didactic typologies specific to the methods used, we can state that most of them prove their effectiveness insofar as the teacher knows how to apply them (iucu, 2001). such situations are also found in the teaching activities within the modules of economics. for example, when considering the completion of the module of organization of the economic unit, the teacher must correlate the teaching method with the previously formulated operational objectives through a series of action verbs (to define, identify, compare). starting from the functions of methods in the educational process (the communication function, stimulation function, stimulation function, illustrative-demonstrative function, formative-educational function, ergonomic function, evaluation function), the teacher must do everything possible for the student to understand , to assimilate, to apply the contents / matter with which he or she comes in contact. certainly, on the one hand, the didactic communication has an important role in all this approach (materialized through the didactic dialogue (leroy, 1974) particularly effective in the classroom activity), found at the level of the internal didactic strategy, and on the other hand, the didactic transposition has equally an important role to play. thus, starting from the idea that the didactic communication is conceptualized horizontally and vertically and that any form of this kind involves an interpersonal interaction characterized by a specific triad verbal, non-verbal, mixed (cucoş, 1993) , it can be specified that the optimization and improvement of teaching-learning lessons depends to a international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 55 large extent upon the persuasive-argumentative discourse corroborated with the process of eliminating obstacles. (bousseau, 1988, 115-160). it is understood that in such a situation, the strategies, methods and techniques of teaching-learning of the topics with economic specificity must also aim at a didactic communication in relation to the didactic environment in which the actual lessons take place. in this regard, a series of empirical studies conducted on what is a teaching environment (amade-esco, venturini, 2009) revealed that any teaching activity is a chain of subjective opinions, sometimes cognitivist in nature (frumos, 2008 ), which is in direct relation with what is materialized in the specialized practice. in other words, the aspects related to practice acquire relevance in the teaching-learning process. or, in the organization of the commercial activity on the retail market by the students, the teaching-learning process is carried out according to the curriculum and in the organizations with economic specificity, especially in the practical method. for example, for the beginning part of such an approach, within an economic organization, its representative together with the specialized teacher presents the main compartments: offices, workshop services, specific jobs. once presented, students can have an image of the distinction between the respective compartments, as follows: • the office is set up as a space where a few people (hierarchical weight = 5) solve tasks that require fewer people than a department (hierarchical weight = 8); • the plant represents an operational unit where the production process take place and that the workshop is subordinated to the plant itself, and within it the production activity takes place. of course, against the background of an assumed strategy, the teacher can use as a teaching method in this context, the method of the direct observation (there is an objective to be studied, there are also specific objectives of the observation process, an observation plan, etc.); this method can be easily correlated with the method of the indirect demonstration (in the economic organization or later, in the classroom), which uses (“proving”, “showing”, “indicating”) phenomena, objects, substitutes, technical means, even diagrams and graphics. the teacher who teaches these subjects with economic specificity must be a specialized teacher who can relate to the teaching contents in an interdisciplinary way. for example, when it aims to convey such teaching content on the issue of organizing business activity in the retail market, the teacher must relate to appropriate working methods and techniques. in this respect, we can discuss a method that can be used successfully in front of the class, namely the storytelling method as a form of oral presentation of informational content. such a method could be used in the classroom especially in the introductory lesson on the topic of organizing business activity on the retail market in a teaching-learning lesson. thus, from the beginning of the class, the teacher can tell the students that the origin of the phrase “retail” actually comes from the french word “tailler” which has the meaning of “cut”, “divide” and it is used mainly in the field of tailoring. subsequently, this phrase had a slightly different meaning and became known as “retail” (in english). the use of the storytelling method can continue in this context with the presentation of ideas related to retail in antiquity (information will be provided about the existence of shops and international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 56 “shopping centers” from the phoenician, babylonian, assyrian, turkish era (gharipour, 2012) , egyptian and greek-roman era (bintliff, 2002) etc.), during the medieval period (cox, dannehl, 2007) or modern times (braudel, reynold, 1992). then, a short presentation can be made to the students, which includes a strategic analysis in retail in general (market, customers, internal, competition, price, cost-benefit, distribution channels analysis, etc.) and how it evolved in romania in especially since 1990, both in real and virtual terms (felea, 2005). in fact, such a method is the way in which the teacher manages to transmit to students a certain emotional load. the storytelling teacher manages to “conquer” the students through the very way of storytelling corroborated with specific elements of the didactic communication process (intonation, rhythm, speech, etc.). one can emphasize that the acquisition of such definitions, notions becomes fundamental in the didactic activity and not only in this particular activity. for these reasons, the school learning involves activation, determination, planning, different designing (ausubel, robinson, 1981). at the same time, the idea of a resizing of the didactic design can be welcomed at any time at the level of the strategy assumed by the teacher, and this is possible by reference to the context in which the teaching-learning contents are to be transmitted. and when the idea of resizing comes into question, one brings up the idea of a totally different approach to everything that the retail market means through computer operating programs / it programs. such an image reflects the need for the teacher in the classroom to work with students also in relation to new methods of learning with modern means (computers, tablets, smart boards) just to try to make students understand how such programs work in a given context.certainly, at this moment, from the viewpoint of the applicability of the didactic methodology, the teacher refers to the teaching-learning process as the main actor that is part of this dimension of “computerization of education” (văideanu, 1988; jeder, 2017), taking into account what specialization might mean. conclusions we believe that such a topic becomes relevant and acquires axiological consistency also through the fact that the research approach is an interdisciplinary approach. this idea can be supported by the fact that such interdisciplinary implications on this topic are found in the national literature in small numbers, addressing somewhat tangentially aspects related to a correlation between educational methodology (didactic / pedagogical) and economic on the topic that is the object of study of the present paper. first, as it is in a relationship of subordination to the educational goals, the educational strategies can be differentiated into "educational strategies at the macro level, educational strategies of the system and of the learning process (which are long-term / short-term and medium-term strategies) and educational strategies at micro level, of determined and concrete instructive-educational activities (which are short-term strategies) ”(bocoș&jucan, 2008). such instructive-educational activities are performed at the level of a learning framework that involves a reflective process of self-learning on the part of the subject (martini, 2007) (in this case, the student in the class). second, when talking about the didactic strategy in the organization of economic activities, for example in the case of commercial activity on the retail market, the teacher's attention must be focused as we mentioned earlier in this research on training skills (dulamă, 2011), on integrated approaches (ciolan, 2008; catană & mândruț, 2011), of interand transdisciplinary nature with scientific criteria (nicolescu, 1999) of learning contents, as well as on the main international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 57 types of learning experiences (methods , didactic procedures, teaching aids, forms of learning organization), on the use and combination of specific learning aids (the blackboard as a reference to tradition and the computer as a modern means, with its advantages and limitations (istrate, 1982); certain authors identify in terms of theorizing as an action strategy "the work which using a book and the work using a computer").on the other hand, the idea of didactic strategy itself refers to an organizational management, reflecting some conceptual synonyms with the idea of method or procedure. the extrapolation of this term in the area of didactic activities made it possible for it to receive from various authors a multitude of definitions, meanings that converge, however, almost all of them, towards a common denominator, namely that of programming and design. thus, the term “didactic strategy” defined as “the science or art of combining actions in order to achieve a certain goal” (mialaret, 1979) or as “a set of decisions aimed at carrying out the instructive-educational process” (noveanu, 2000 ) or as “a way to solve and approach concrete training tasks” (albulescu, 2000; jeder, 2014), indicates the main coordinates according to which a certain activity should be reported. (posteucă, 2005). in this case, the didactic activity is given by teaching the organization of economic processes topic (jeder, 2008). the strategy, method, technique, all represent fundamental components specific to a didactic approach. this has led the present research to address a number of issues related to these concepts in relation to what the main economic notion. it is obvious that the specialized teacher must correlate all these aspects with the learning styles of the students. the implications of this research reflect a valid connection with possible directions for further development. the existence of the particularization of the didactic strategies determines the taking of a specific didactic attitude (in which a conceptual and theoretical complementarity is obvious) in front of a re-evaluation and resizing of methodological nature regarding the teaching-learning process in the classroom. (eşi posteucă, 2019). as a general conclusion, there is the conviction that this analytical approach that we have carried out is useful insofar as one could identify in the educational activity with economic specificity the need to understand the application of the main concepts, theories, operations specific to the size of the economic market in relation to a terminology specific to the didactic dimension. references: amade-esco,c., venturini, p. (2009). le milieu didactique : d’une etude empirique en contexte difficile à une réflexion sur le concept. revue éducation et didactique, vol.3 , no.1, pp.7-43. ausubel, d., robinson, f. (1981). învăţarea în şcoală. bucureşti: editura didactică şi pedagogică. badea,.d. (2010). competenţe şi cunoştinţe – faţa şi reversul abordării lor, în revista de pedagogie, nr. 58 (3), bucureşti, 2010; badea, d. (2011). didactica la şcoala competenţelor – dominante şi exemplificări ale scenariului didactic. revista de pedagogie, anul lix, nr. 4, bucureşti, 2011. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 58 bintliff, j. (2002). going to market in antiquity,"în stuttgarter kolloquium zur historischen geographie des altertums, eckart olshausen and holger sonnabend (eds), stuttgart, franz steiner, 209–250. bocoş, m., jucan, d. (2008). teoria şi metodologia instruirii. teoria şi metodologia evaluării. repere şi instrumente didactice pentru formarea profesorilor, piteşti: editura paralela 45. braudel, f., reynold, s. (1992). the wheels of commerce: civilization and capitalism, 15th to 18th century, berkely, ca, university of california press, 1992; i. mitchell, tradition and innovation in english retailing, 1700 to 1850, routledge, oxon, p. 140. brouseau, g. (1988). les obstacles épistémologiques, problems et ingénierie didactique. théorie des situation didactiques, grenoble la pensée sauvage, 1988, pp.115-160. catană, l., mândruţ, o. (2011). abordarea integrată a curriculumului şcolar.revista de pedagogie, anul lix, nr. 4, bucureşti. ciolan, l. (2008). învăţarea integrată – fundamente pentru un curriculum transdisciplinar, iaşi : editura polirom. cojocariu, v.m. (2004). teoria şî metodologia instruirii, bucureşt: ieditura didactică şi pedagogică. cox, n.c., dannehl, k. (2007). perceptions of retailing in early modern england, aldershot, hampshire, ashgate, p. 155. cucoş, c. (1993). elemente pentru o topo-semiotică a mediului comun, analele ştiinţifice ale universităţii ,,al. i. cuza”. tomul xxxix, 1-2, editura universităţii ,,al.i.cuza”, iaşi, p.183. crişan, a., mândruţ, o., singer, m. (1991). propuneri pentru un calendar al reformei conţinuturilor, în tribuna învăţământului, bucureşti, 16 decembrie, 1991. dulamă, m.e.(2011). despre competenţe: teorie şi practică, cluj – napoca: presa universitară clujeană. eşi posteucă, n. l. (2019). social and psychological benefits of self-dislosure. international journal of social and educational innovation (ijseiro), 6(12), 25-29. felea, m. (2005). dezvoltarea comerţului electronic în condiţiile globalizării, amfiteatrul economic, bucureşti. frumos, f. (2008). didactica: fundamente şi dezvoltări cognitive, iaşi: editura polirom. gharipour, m. (2012). the culture and politics of commerce. the bazaar in the islamic city: design, culture, and history, mohammad gharipour (ed.), new york, the american university in cairo press, p. 3. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 59 ionescu, m. (2000). demersuri creative în predare şi învăţare, cluj: editura ,,presa universitară clujeană”. istrate, a. (1982). mjloace de învăţământ în pedagogie. ghid pentru profesori, vol ii, iaşi: universitatea al. i.cuza, pp.460-464. iucu, r. b. (2001). instruirea şcolară. perspective teoretice şi aplicative, iaşi : editura polirom. jeder, d. (2017). beyond the scholarly discourse-several ways to show the hidden curriculum. international journal of social and educational innovation (ijseiro), 4(7), pp.107-112. jeder, d. (2008). from inframorality to moral creativity. proceedings of the xxii world congress of philosophy, volume 37, pp.115-122. jeder, d. (2014). transdisciplinarity–the advantage of a holistic approach to life. procediasocial and behavioral sciences, volume 137, pp. 127-131. koetler, p. (1997). managementul marketingului. bucureşti: editura teora . leroy, g. (1974). dialogul în educaţie, editura didactică şi pedagogică, bucurești, 1974. martini, b. (2007). riflessioni critiche sul concetto di competenza, pedagogia più didattica. mialaret, g. (coord.) (1979). vocabulaire de l’éducation. education et sciences de l’éducation, presses universitaires de france, p.414. nicola, i. (1994). pedagogie, bucureşti: editura didactică şi pedagogică. nicolescu, b. (1999). transdisciplinaritatea, iaşi : editura polirom. noveanu, e. (2000). metodologia cercetării. ştiinţele educaţiei. caiet de studii, târgovişte, preprint academicon. posteucă, n.l. (2005). value immersion and value regression: on moral aggregation of virtual communities. postmodern openings.6(2), pp. 79-88. roşca, a. (1981).creativitatea generală şi specifică. bucureşti: editura academiei. stan, e. (2007). educaţia în postmodernitate, iaşi: institutul european. steven, h. c., wheeler, j.v, de wolf, j.j., brodke, m. (2011). mission, vision, and values: what do they say?, organization development journal, 29(1), pp. 63-78. surdu, e. (1995). prelegeri de pedagogie generală. bucureşti: editura didactică şi pedagogică. https://www.ceeol.com/search/article-detail?id=521052 https://www.pdcnet.org/wcp22/content/wcp22_2008_0037_0115_0122 https://www.researchgate.net/profile/daniela_jeder/publication/275537727_transdisciplinarity_-_the_advantage_of_a_holistic_approach_to_life/links/568d80b108ae78cc051430b5.pdf https://www.ceeol.com/search/article-detail?id=319658 https://www.ceeol.com/search/article-detail?id=319658 international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 60 taleghani, m., noormohamadi m.l. (2013). organization’ s mission statement and organizational performance. universal journal of management and social sciences, 3(8), p.33. teşileanu, a. (2010). dimensiuni axiologice şi exigenţe europene în predarea – învăţarea – evaluarea disciplinelor socio – umane. revista de pedagogie , nr. 58 (3), bucureşti. văideanu, g. (1988). educaţia la frontiera dinte milenii, bucureşti: editura politică. international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 45 the conflict management between classes in the secondary education case study – „vasile gherasim” technology high school from marginea, suceava county, romania vovciuc ionel phd “ștefan cel mare” university ofsuceava, romania vovciuc.ionel@yahoo.ro abstract: apart from the violence covered by the press by informative broadcasts at peak audience hours, we found it was extremely important to debate this topic in the pre-university environment, especially in high school classes, where students are easily trained in the education for life. a first argument to debate this topic is the one provided by television channels, radio shows and articles written in newspapers by non-professionals. in order to protect them from the aggressive media exposure to school-based conflicts, we thought to provide pictures or movies with a strong social and emotional impact to raise awareness of the bad actions in the everyday life of students. a second argument is that we have tried to see the causes of class conflicts, to find solutions in diagnosing the occurrence of conflicts between classes, then to put into practice methods and techniques for solving conflicts in the form of a game, for the students to finally realize that some conflicts can be quenched from the beginning by treating indifferently gestures that can be tolerated and accepted at the same time. keywords: management; conflict; compromise; solutions; tolerance. introduction the violence in the pre-university environment takes on new forms. if in the mid-nineteenth century the violence in the school environment was minor, today its harshness is fatal. this is the very reason we presented a topic on the „the conflict management between classes in the secondary education” during the „educational counseling” class at the “vasile gherasim” technology high school in marginea, suceava county. i proposed the students to write on a piece of paper and describe the interpersonal conflict they had encountered (or experienced) in the school environment. i asked them to briefly present the possible solutions through the conflict styles described during earlier classes and then to specify for each style of approach the possible effects of the occurrence of conflicts between classes. mailto:vovciuc.ionel@yahoo.ro international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 46 we noticed that, on the one hand, the majority of the nine-grade pupils wrote about the existing conflict between them and their classmates in the 12th grade. the forms of violence they described ranging from insults, pushing, jostles to threats and hits. on the other hand, the 12th grade pupils have written about these conflicts and they are: quarrels, chants, slogans, calls for conflict, etc. starting from this point, we considered it important to manage this type of conflict in order to eliminate it either permanently or for a longer period of time both in high school as an institution and among the students of the classes involved in the study. is the conflict between classes a problem of form master's management or a social problem among high school students? we presented a case study frequently encountered in high schools in romania, where a 12th grade pupil verbally and sometimes physically assaults a nine-grade pupil, invoking the kind of reasons that lead the latter to revolt and sometimes to enter into depression or to have an antisocial behavior by applying physical force. at each break the nine-grade pupil complains to the teacher about the behavior of his 12th grade classmate, because they both attend classes simultaneously and cannot avoid each other. according to the vision of the nine-grade pupil, the only solution is the transfer to a different school, which provokes the interest of the form master and determines him to take action in this respect. to solve this conflict, during the educational counseling class, we proposed to work with the pupils of the two classes. the class was divided into five groups of pupils. each group was tasked with identifying pros and cons for one of the following ways to approach the conflict. i decided to see the issue from their perspective and the way they would try to solve the conflict by using methods and techniques they are familiar with to solve the conflict. in the absence of minimal knowledge in conflict resolution, we thought to help them by offering four ways to solve the issue, with possible effects that may appear or cease over time as follows: it was proposed to let the conflict resolve itself and, with the passage of time, to be forgotten, defining it as a method for reconciliation. possible effects: either the conflict is settled if the two sides make the effort to overcome the situation, or both sides ignore the situation created by forgetting it. an explanation was provided according to which the conflict is always negative, destructive, so any of its forms must be avoided, an aspect or thing defined as a method of settlement by avoidance. the possible effects are: either the conflict fades over time, but the frustration continues to persist, or the conflict ends quickly, but the consequences of revenge will persist over time. the conflict was presented as a sign of lack of self-control, therefore there is a need for caution and self-control over ourselves in order not to cause any conflict, and if the conflict has occurred, let us forgive and put an end to this conflict. we have defined it as compromise: this type of conflict approach involves finding a solution that only partially satisfies the two sides. both the cooperative attitude and assertiveness are moderate. international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 47 the possible effects are: either the conflict will diminish and disappear when solutions are sought to diminish it, or the conflict will decrease in intensity with the solutions taken by one side accepting the defeat at the expense of a performance desired by colleagues. it has been said that in a conflict, someone is always a looser. the confrontation is unpleasant, so one should better avoid this problem. as an approach in the role play, we defined it as victory-defeat or repression. through the debate (the „pros” or „cons” method), pupils were asked to state their position: are the 12th grade pupils guilty? why? at the end of the discussion, we will first ask pupils to identify the causes and circumstances that determined that behavior and then establish the verdict: „guilty” / „innocent”. pupils were asked to analyze what was most important to them: to remain in good relations with the other party involved or not to participate in the conflict and achieve their goals. throughout, we helped them to identify the style to approach conflict by redefining the terms:  if one retires (one is neither interested in relationships nor in goals), then one actslike a tortoise;  if one force oneself, desiring more to achieve goals rather than staying in good relationship with others, then one acts like a shark;  if one let things go by themselves, forgetting them then one acts like a bear;  if one finds solutions that only provide partial satisfaction to both parties and the cooperative attitude and the assertiveness are moderate, one acts like a fox;  if the solution is the direct confrontation, then one acts like an owl. modes and stages specific to solving conflicts between classes in the secondary education different ways were presented to pupils, but also the specific types of approaches such as victory / victory (from the teacher's perspective): the specific victory / victory stages are: problem formulation: – what is the problem? the student of the 12th grade verbally assaults on the nine-grade pupil, and at each break he or she complains to the form master about the behavior of the 12th grade pupil. the identification of the parties involved in the conflict (directly and indirectly): – who is involved in the conflict? a 12th grade pupil who tries to open the conflict and another ninegrade pupil who did not understand his colleague's gesture and had a problem of conduct. knowing the other parties' needs: – what do those in conflict want? the 12th-grade pupil feels the need to „stand out” and to show that he is „superior” by comparison to the pupil from the other class, by showing off or trying to draw attention of his colleagues to himself. finding meeting points of the two parties’ needs: – what are the common interests? are there preferences that can be reconciled? what are the values underlying a common vision? finding alternative solutions that meet the needs of those involved: international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 48 discussions with the pupils involved in the conflict, separately, then face to face, for confrontation. choosing a solution accepted by both parties – turning one’s opponent into a partner by talks to attract pupils to become friends, not enemies or adversaries. implementing the chosen solution into practice transposition into practice of the chosen solution – who does what and when? symbols corresponding to the style of approach to the identified situation were provided. the class therefore disapproved of the behavior of the 12th grade pupil, causing him to ask for forgiveness. finally, in order to better understand how to behave in relation to each other, a diagram – a function of two dimensions: the „relationships” and the „goals” as shown above was presented to the pupils. as a result of the intervention we had in the course of this case study, we found that the victory-victory approach had the greatest impact upon the pupils because this approach succeeded in inducing each pupil the feeling that he or she was the one who was right and each one came out victorious. the two sides have come to the conclusion that the lack of communication can sometimes lead to conflicts which has happened, and that sincere and open dialogue is the best way to solve the problems, thus eliminating the shortcomings caused by the offensive words of the past. possible effects: the conflict has come to an end shortly because both sides have skills and knowledge in the field of conflict resolution. now the high school pupils are much closer to each other, their relationship has strengthened, they communicate more, they share one another's personal impressions and get to know each other much better. the test results in the beginning we proposed each pupil to vote without their answers being known. the responses were all put in a ballot box, then they were selected. each response from each group was counted for a given relationship or purpose. the test was attended by 35 pupils international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 49 from the 12th grade, specialized in mechanics and 30 pupils of the 9th grade, specialized in carpentry. the results for the 12th grade groups were as follows: relationship/ goals bear/ reconciliatio n owl/ confrontatio n tortoise/ withdrawal fox/ compromise shark/ forcing group i – 7 pupils 1 vote of 7 votes 0 votes of 7 votes 1 vote of 7 votes 0 vote of 7 votes 1 vote of 7 votes group ii – 7 pupils 2 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes group iii – 7 pupils 1 vote of 7 votes 0 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes group iv – 7 pupils 0 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes 0 votes of 7 votes 1 vote of 7 votes group v – 7 pupils 1 vote of 7 votes 0 votes of 7 votes 1 vote of 7 votes 0 votes of 7 votes 0 votes of 7 votes total pupils: 35 5/35 0/35 2/35 1/35 2/35 after counting the votes and selecting the answers, the results for the questions asked in the 12th grade were as follows: verdict group i group ii group iii group iv group v total guilty/innocent 0/7 0/7 0/7 2/5 0/7 2/33 i interfere / i do not interfere 0/7 0/7 0/7 0/7 0/7 0/35 i withdraw / i do not withdraw 7/0 7/0 7/0 5/2 7/0 33/2 i support / i do not support 0/7 0/7 0/7 2/5 0/7 2/33 i report / i do not report 0/7 0/7 0/7 0/7 0/7 0/35 enemy/friend 0/7 0/7 0/7 2/5 0/7 2/33 victory/victory 7/7 7/7 7/7 2/5 7/7 33/35 defeat/victory 0/0 0/0 0/0 0/2 0/0 0/2 victory/defeat 0/0 0/0 0/0 2/0 0/0 2/0 i assist / i do not assist 0/7 0/7 0/7 2/5 0/7 2/33 others 0/0 0/0 0/0 2/0 0/0 2/0 international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 50 similarly, in the 9th grade, the results on the groups were as follows: relationship/ goals bear / reconciliation owl/ confrontation tortoise/ withdrawal fox/ compromise shark/ forcing group i 6 pupils 0 votes of 6 votes 2 votes of 6 votes 1 vote of 6 votes 0 votes of 6 votes 1 vote of 6 votes group ii 6 pupils 0 votes of 6 votes 1 vote of 6 votes 1 vote of 6 votes 0 votes of 6 votes 3 votes of 6 votes group iii 6 pupils 1 vote of 6 votes 2 votes of 6 votes 1 vote of 6 votes 0 votes of 6 votes 3 votes of 6 votes group iv 6 pupils 0 votes of 6 votes 2 votes of 6 votes 1 vote of 6 votes 0 votes of 6 votes 1 vote of 6 votes group v 6 pupils 0 votes f 6 votes 1 vote f 6 votes 1 vote of 6 votes 0 votes of 6 votes 3 votes of 6 votes total pupils: 30 1/30 8/30 5/30 0/30 11/30 after counting the votes and selecting the answers, the results for the questions asked in the 9th grade were the following: verdict groupi group ii group iii group iv group v total guilty/innocent 2/4 0/6 0/6 0/6 0/6 2/28 i interfere / i do not interfere 4/6 0/6 0/6 0/6 0/6 4/26 i withdraw / i do not withdraw 3/3 6/0 6/0 6/0 6/0 27/3 i support / i do not support 2/4 0/6 0/6 0/6 0/6 2/28 i report / i do not report 2/4 0/6 0/6 0/6 0/6 2/28 enemy/friend 2/4 0/6 0/6 0/6 0/6 2/28 victory/victory 6/6 6/6 6/6 6/6 6/6 30/30 defeat/victory 2/0 0/0 0/0 0/0 0/0 2/0 victory/defeat 0/2 0/0 0/0 0/0 0/0 0/2 i assist / i do not assist 2/4 0/6 0/6 0/6 0/6 2/28 others 2/0 0/0 0/0 0/0 0/0 2/0 international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 51 in such situations, the form masters must unite to eliminate the phenomenon of conflict between classes in the high school education environment. but through the drastic application of regulations or laws, other conflicts may arise, such as parents – teachers, who put the school in a bad light. that is why the resolution of such conflicts must be done quickly by bringing the parties involved face to face and definitively eliminating the verbal, physical or informational threat, the accusations or the verbal conflict. the interpretation of the results brings added confidence through the solution proposed to the class, that of voting without the pupils knowing the answers that each other provided or the answers their other colleagues provided. their sincerity in conflict situations can yield satisfactory results. surprisingly, their older colleagues can hide a state of conflict very quickly, pretending that nothing happened, although there are complaints in this regard. the future will let us know if this type of behavior is related to their education or it is a social problem. states of emergence and social problem solving in the conflicts between high school classes as it is often noted, studying and explaining the social issues and their causes is the core concern for most of the scientists or researchers in the social sciences. in this context, the social service providers (high school) play a central role by identifying particular situations or conditions as social problems and by their involvement in formulating solutions and school curricula to remedy or alleviate them. of course, the discussion involves explicitly or implicitly a minimal sociological theoretical perspective. first of all, sociology itself is pluri-paradigmatic and can generate different viewpoints upon one and the same social problem or even upon what we can consider as a social problem, „on the underlying causes of particular social problems, such as on how a problem should be studied and resolved.” (dan, a., 2007, p. 4). a concrete example is the classification of problems that can be: personal, practical or social. from this classification, we believe that a first state of appearance is the nature of social problems. in 1989 two sociologists, rubington and weinberg present some theoretical developments on the nature of social issues, from the following 6 perspectives: 1. the social pathology focused on people; 2. the high-school de-concentration focused on the significance of laws and norms; 3. the conflict of values and interests / purposes; 4. the deviant behavior that emphasizes roles; 5. the social labeling that examines social responses; 6. the critical perspective – it focuses on roles as products of values and interests / goals. the perspective of social pathology. the definition of the social pathology perspective is the following: the socially desirable conditions and the social order are viewed as healthy, while those who differ/deviate from the moral expectations (established by a dominant and thus widely accepted system of values) are viewed as sick, so they are bad and undesirable. thus, for the perspective of social pathology, a social problem is a violation of moral expectations. international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 52 the main and ultimate cause of social problems is the failure of socialization. school has the responsibility to convey to all pupils the widely accepted moral norms, but sometimes such efforts are ineffective. as a result, those who are considered to be deviant from this perspective are the defectives (those who cannot be educated), the addicts (those who have some difficulty in receiving and acquiring education) or the delinquents (those who reject education). for the later followers of this perspective, the social problems are the result of mislabeled values. in the mild sense of this perspective, people who contribute to the emergence of social problems are seen as sick; in the hard sense of it, these people are seen as criminals. in any case, behind both concepts there is the perception that the pupil or the situation is essentially immoral. the first supporters of this perspective considered that some students are inherently defective. for most of them, it was clear that older students considered to be faulty, addicted and delinquent tend to learn through conflicts between classes of the same year. later, the followers of this perspective considered the school environment as an important determinant of what contributed to the social pathology. some masters tended to focus on the immoral characteristics of pupils, while other masters tended to focus on the immoral properties of schools and saw the emergence and development of problems as a result of social forces such as the technological development and the increase of the population density. as a consequence, such school disturbances lead to an increase in the cost of maintaining a social order of law, which at some point may collapse, leading to the dehumanization of the entire classes of high school pupils. in the older versions of some romanian old school masters, the followers of this perspective advocate for the elimination of genetically defective students. other masters of the same old romanian school believe that the solution to the social problems generated by these pupils in their education and the improvement of the level of morality of the freshmen and sophomore classes is the decisions of the high school manager through the school integration programs. the more recent version of this approach, which tends to see the high school or the school as being sick, rather than its non-conformist pupils, originates in the teacher's and pupils view of the human nature: the pupils are well-endowed by mother nature, but their institutions (high schools) are bad and as a result they see the remediation of sick institutions by changing the value system and the value orientations of the pupil generations. a romanian proverb says: the moral education is given to the pupil by the good family upbringing during his or her first seven years of the early childhood. a second state of occurrence of social problems is the prospect of the high school disintegration. the high school disintegration is considered the shaded, complementary facet of the social organization. the high school organization presupposes, above all, that it is a whole, in which the parties are in a somewhat orderly dependency relationship. the central notion of these conceptualizations is that of roles, which define not only the different parts of the school or the high school, but also the way in which they are interrelated. the high school disorganization is perceived as a failure of role manifestation. the three major types of disorganization are: international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 53 a) the lack of norms; b) the cultural conflict; c) the collapse of norms. the main cause of high school disorganization is considered to be the social change, which leads some component parts to leave the system because they are no longer in harmony with other parts of the same high school. the conditions that generate such a state can be found in the technical, demographic or cultural changes generated by the social change and which will cause the current equilibrium to shift (which is a dynamic balance). the consequences of the state of disorganization are manifested both at the level of the high school management and at the level of the school classes. for pupils, the high school disorganization determines the personal disorganization manifested, for example, by stress, mental illness and alcoholism. for the high school system, the consequences can be of three types: a) changes in high school may occur, such as some adaptation responses that can bring both the school classes and teachers back to a steady state; b) the high school can continue to operate in a state of increased stability, in the sense that although the disorganization may not disappear, the institution continues its operation anyway (but to other parameters); c) the high school can collapse because the disorganization is very strong and extremely destructive. a third state of the occurrence of social problems can be seen from the perspective of the conflict of values. the idea behind the conflict of values is that social issues are social conditions that are incompatible with the values of a particular high school class whose pupils are able to make public a call to conflicting action. the social issues are squeezing out of conflicts of values and interests. different school classes with different interests are found in opposition. once this opposition has been crystallized in a state / conflict situation, one can state that the social issue has emerged. the support conditions that influence the occurrence, frequency, duration, and outcome of social problems are the competition and the contact among the school classes within the same high school. when two or more school classes are in competition and utilizing particular / specific ways of contacting other classes, a conflict cannot be avoided. if school classes can solve the conflict in the name of a set of meaningful values shared by both sides, then it is the consensus that eliminated the problem. if school classes can negotiate, then there is an exchange of values, all in the spirit of the didactic process. if neither consensus nor negotiation takes place, then the school classes with more power gain or take control. a fourth state of social problems can be viewed from the perspective of the deviant behavior. in terms of this perspective, social issues are violations of normative expectations and behaviors. the behavior or the situations that depart from widely accepted rules by society are regarded as deviant. international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 54 the causes of the deviant behavior are related to inappropriate socialization – the process of socialization is seen as taking place primarily within the contextual frame of relations between the school classes of the same high school. the predisposition to deviant behaviors is the result of the failure of the primary socialization. the favorable conditions for the emergence and manifestation of such behavior are the absence and blocking of positive opportunities, the stress, the access to deviant forms of satisfaction and the deviant role models. another state of the emergence of social problems is seen from the perspective of social labeling. according to the labeling (or deviant-social) theory, a social problem is defined by social reactions to an alleged violation of social rules or expectations. this perspective focuses upon the conditions where behaviors or situations are defined as problematic or deviant. the cause of a social problem has its roots especially in the attention that pupils or classes receive or, rather, in the attention of those exercising social control, ie social reactions to an alleged knowledge of the violation of internal high school rules. the conditions in which a pupil or situation is labeled as being problematic or deviant refers in particular to power and influence relationships (whoever labels is in a winning position by applying such a label, to apply a negative tag as well as the power to tag it to the pupil / situation in question), but also to the potential gain of being labeled, especially by selflabeling. the consequences of such labeling are reflected both in the expectations of other classmates (for example, from a person labeled as deviant, he or she is expected to continue to violate norms or behaviors considered as conventional), and to reduce the chances of those labeled to re-integrate, but especially to develop and adopt deviant behaviors as a result of the reactions of other classmates, but higher (a form of deviance called secondary deviation). the final state of social problems is seen from a critical perspective. according to this approach, a social problem is a situation resulting from the exploitation by those who hold power (high school management, masters), those who do not have enough power (the school class). the main cause of the manifestation of most social problems is the form of secondary schooling produced by the high school council in a superficial manner. consequently, the development of the superficial brings with it the amplification of the social problems. as a solution to solve social problems there is the reform or the revolution. in other words, the 9th grade must win the conflict and then produce a state of egalitarian equilibrium without the participation of 12th grade. after having seen the state of social problems from the perspective of the two classes or the masters, one notices that in order to solve them the emphasis must be on identifying and understanding the reality of social problems through diagnosis. in other words, the diagnosis is seen as a stage in action / intervention projects, as aspects that analyze other specialized articles. international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 55 conclusions: the interpretation of the class results leads to two important conclusions:  the 12th grade pupils are very united, they do not intervene, they assist, they do not report the conflict, they withdraw, they do not support the conflict, they are friends, and they declare they are innocent when asked about what they saw about the conflict situation when in front of the master.  the 9th grade pupils are less united, they want to intervene, they assist, some even report the conflict, they are the ones who want to assist, film, amuse, to become high school stars in order to impress, but through this behavior they forget that physically they are not superior to the older colleagues and, often by victimizing themselves, they are in conflict with their older colleagues. the interpretation of the concept of social problem leads to several important conclusions:  according to the perspective of social pathology, the only real solution to social problems is the moral education;  according to the disorganization perspective of the high school, the solutions to the problems raised generally refer to those actions that bring the characteristics of the high school education back to the state of equilibrium;  the solutions proposed by this perspective to resolve the conflict of values are consensus, negotiation and sheer force;  the methods of counteracting the deviant behavior refer in particular to resocialization, increasing the level of socialization in high school through the school classes, redistributing the access to opportunities, reducing opportunities for contact with deviant role models;  the question of social labeling for solving high school conflict problems refers to the revision of the definition of a situation / school class as being deviating (greater tolerance and understanding of particular / special situations) as well as the elimination of potential gains from the labeling and self-labeling process;  the solutions considered in the critical perspective for solving social problems are activism, reform or revolution. references: 1. dan, a. (2007), diagnoza şi soluţionarea problemelor sociale, note de curs, bucureşti, universitatea din bucureşti, facultatea de sociologie şi asistenţă socială. 2. litra, s. (2017) dreptul și soluționarea problemelor sociale, note de curs. universitatea de studii europene, facultatea de drept, republica moldova, chișnău. 3. miftode, v. (2004), cercetare şi intervenţie socială, în miftode, v. (coord.), daniela cojocaru, gabriela irimescu, daniela gârleanu şoitu, maria sandu, sociologia populaţiilor vulnerabile. teorie şi metodă, cap. ix, iaşi, editura universităţii „alexandru ioan cuza”. international journal of social and educational innovation (ijseiro) volume 6 / issue 11 / 2019 56 4. mihalache, n. (2010), diagnoza și soluţionarea problemelor sociale, universitatea “al. i. cuza” iași. 5. pascaru mihai (2013), universitatea „1 decembrie 1918” din alba iulia, suport de curs, diagnoza problemelor sociale. 6. stănculescu, m., berevoescu, ionica (coord.), 2004, sărac lipit, caut altă viaţă, capitolul 2: tipuri de sărăcie şi tipuri de zone sărace, pp. 37-127, nemira, bucureşti. 7. zamfir, c. (1977), strategii ale dezvoltării sociale, ed. politică, bucureşti (vol. x din 21. colecţia “teorie şi metodă în ştiinţele sociale”). the conflict management between classes in the secondary education case study – „vasile gherasim” technology high school from marginea, suceava county, romania vovciuc ionel international journal of social and educational innovation (ijsei) no.1/ 2014 57 aspects of the neologism in the literary romanian language sauciuc cristina-eva stefan cel mare university of suceava, romania eve_cristinne@yahoo.com received 12.06.2014; accepted 18.07. 2014 abstract: our study aims to analyze the neologisms from their entry in the language and up to their certificate in a specialized dictionary. there are several opinions in the literature in what concerns the useful neologic character of a created or lent word from a language, but also from the time when there is a discussion about a new word in the language. the neologity problem of a word remains so vague and poorly defined, as it is necessary a detailed study on this topic. in the second part of the study we approached the problem of neologic loans adaptation from one language a problem that led to numerous controversies and which becomes a fundamental element in the modernization and cultivation of romanian language process. keywords: neologisms, loan, linguistic unit, duration, frequency, adapting. 1.introduction about the criterion which determines the appearance of a neologistic loan in a language, louis deroy establishes four indices: historical, phonetic, morphological and syntactic (deroy, 1956). the historical criterion refers to the history of the borrowed linguistic element, possibly, and of the designated object; the phonetic criterion is catalogued by the author as decisive and the most significant, because is intended to highlight the history of that word; the morphological criterion allows the discovery of the source of a word or the discovery of the intermediary through which it was imposed in the language system, and the semantic criterion seems to be the most insufficient, because the semantics evolution of a word must be demonstrated with evidence from the texts and historical documents in order to avoid the occurrence of several similar variants. 2.the neologism quality of a word in a dictionary dedicated of neologisms, the authors, a. adelstein, i. kuguel and g. resnik proposed a series of parameters in order to determine the neologistic character of the words: the chronological parameter, the psycholinguistic parameter and the lexicographical parameter. the chronological parameter takes into account the history of a word, the neologistic character of this settling according to the its first written attestation. the psycholinguistic parameter considers neologisms those words the speaker (specialized or unspecialized) perceives as novelty items. not least, the lexicographical parameter involves the delimitation of the neological particularities of a lexeme depending on its insertion in the dictionaries; if the respective lexeme is not included in dictionaries, neither in any work of lexicography, then it can be considered a neologism. more than that, dictionaries shows in a diachronic vision the some terms evolution, putting into evidence so, international journal of social and educational innovation (ijsei) no.1/ 2014 58 their neologistic character and their degree of formal instability (graphic, phonetic, morphological or semantic). it’s considered that a word is new from the moment of its appearance in a language and until its registration in a general dictionary. in this sense, marie-françoise mortureux sees in neologism “a word recognized as new and liable to become a lexical item” (mortureux, 1997)), and maria teresa cabré claims that a term loses its neologistic character when it is inserted into a dictionary, because it crosses several stages of adaptation in the target language: firstly it appears as an individual act, then, through repeated acts, it is installed in language and, finally, it is a lexical item , becoming word with full statute in the receivers language” cabré , 1998). analyzing, by the comparative-historical method, the romanian neologisms from the xixth century, iorgu iordan specifies that a word is a neologism as long as it is perceived as new. but, from the perspective of language evolution, the neologistic character of the words knows various degrees, gradation that should be analyzed according to the respective language, and not by its speaker. in its opinion, must take into account two criteria, in order to establish of such a gradation: the time criterion and the frequency criterion, aspect which can justify this thing: “as a loan gets old and has wide circulation, the more it loses its appearance of innovation” (iordan; robu, 1978). since 1984, teodor hristea claimed that all international terms need be treated like neological words. in this sense, the author saying that “any word so-called international must be considered neologism, regardless of its age in language. thus, philosopher and philosophy... are attested in romanian since the xvii th century, but this doesn’t prevent us from including them in the category of neologisms, since (in a identical or very similar form) they met... in many languages of culture and civilization ’’(hriste, 1948). a similar view meeting at constantin manea who stated that “between neologisms, it is worth noting that lexical borrowing of latin-romanic origion don’t lose the quality of neologism than when these go out of use”, this trend of internationalization of the romanian vocabulary having as a consequence and “enhancing the systematization of the language” (manea, 2004). theodor hristea comes and argues about the fact that the linguistic units entered more than 200years in romanian language are neologisms for the following reasons: a) latin-romanic origin (direct or indirect through greek and russian languages); b) the quality of terms of culture and civilization; c) membership in the international linguistic background; d) their persistence to contemporary language. so, in the view of the linguist, a word that loses its quality of “neologism” can reach either a usual term, either even an archaism. it is the case of turkishand greek elements which are glinting into romanian literary language in the xvii th and xviii th century, of which the author mentions: agă, paşă, diată”testament”, caimacam”locţiitor de domn”, epistat”poliţai”, catagrafie “inventar, recensământ” etc. in contrast to these elements, “the lexical borrowings of latin romanic origin don’t lose the quality of neologisms in romanian language only if they cease to be used”. this is possible, says th. christ, because “becoming the international words and being terms of culture and civilization, these loans continue to be neologisms in terms of romanian linguistic, although some of them have in our language a length of at least two centuries” (ibidem, pp.28-29). international journal of social and educational innovation (ijsei) no.1/ 2014 59 latin-romanic terms appear since the xvii th century in the romanian writings: philosopher and philosophy (to the mitropolitans varlaam and dosoftei), the above-mentioned examples, motherland (in the bible from bucharest), but we can also talk about other words with multiple etymologies which found in other romanic languages: analiză, caracter, dietă, lampă, magnet, organism, ortografie, telescop, teorie etc. t. hristea performed an analysis of the wordscoroană and cunună, the first belongingto the neologistic vocabulary, and the second belonging to the popular vocabulary, justifying this by the fact that the term cunună is inherited from the latin corona, that supported the action of the phonetic laws in the transition from latin to romanian. also, the term corona was borrowed as neologistic part, therefore coroană hasn’t lost this quality despite his attestation 300 years ago (chivu; buză; moraru, 1992: 155). even if it happens that such neological loans be assimilated by the popular language of the romanian language, via multiple factors, they keep their status of neologisms “for the simple reason that they represent latin-romanic loans and, rarely, germanic loans, which entered in romanian after the contact's resumption with latinity and romanity occidental, so when it started and the modernization of our language process” (ibidem, p. 29). here are some examples of words already assimilated by the popular language: agricultură, armată, birou, certificat, clasă, coleg, depozit, deputat, document, elev, exemplu, familie, fotografie, guvern, instrument, internet, libertate, muzică, parlament, paln, recoltă, reformă, senator, taxă, telefon, vacanţă, vaccinand many others. the “duration” of the neologism status for a word is taken into discussion also by elena dănilă and gabriela haja, authors who consider this aspect “a thorny problem” for the romanian language, proposing in this sense, a possible solution, namely the achieving a relative periodisation at the level of lexical correspondences: “if we could use, as a current working tool, an accessible and complete database, the absolute chronology could become a source of new information, at least interesting, facilitating the accurate research of the linguistic processes, including the determination of the length of a word neologism status” (dănilă; haja, 2005:71-78). lack of an “electronic library” for romanian language is a disadvantage and significantly affects the romanian lexicographic analysis at all its levels, considers e. dănilă and g. haja, because, at european level, the databases which are formed either from the contemporary literary texts, either from the print media, contribute greatly to neologistic element analysis from its first appearance until the contexts in which it is used. louis guilbert find the difficulty to specify exactly the moment when a term loses its quality of neologism: „selon notre conception, un terme d'origine étrangère cesse d'être néologique à partir du moment où il est entré dans le système linguistique de la langue d'accueil, c'est-à-dire quand, précisément, il cesse d'être jugée du point de vue des processus linguistiques qui conduisent à cette intégration plutôt que décidée sur le seul critère de la mention dans les dictionnaires de la langue” (guilbert, 1975: 95-96). quoting guilbert, maria cabré is of the same opinion, considering that a term loses its neologistic character when it is introduced in a dictionary (cabré, 2008: 18). this fact happens because, before being passed through normative work, a neologism goes through certain stages of adaptation in the target language: it initially appears like an individual act, then through repeated acts it installs in the international journal of social and educational innovation (ijsei) no.1/ 2014 60 language and, finally, it is lexicalized, becoming a stable element in the language. interesting is that if, in some linguistic schools, the neology is perceived as a synchronous element, that is the neologism status ceases through integration of the respective lexeme in a general dictionary of the language, in the romanian linguistic “the neologism tag is definitively glued to the respective words” (vintilă-rădulescu, 2006: 442-455). sure that the dictionary attests the novelty of the words recently entered into language, but it can’t determine the duration of their neologistic character. in this sense, boubakeur bouzidi trying to present the factors which determine the neologistic character of the new lexical units, notes that “dictionaries don’t create new words and nor invent unused meanings. they remove the neologism from anonymity, put on it in circulation and legitimize on it” (bouzidi, 2010: 27-36). some neologisms are becoming more common in language in a very short time (the english loans, for example) and get to lose “neological’s feeling” that accompanies the neologisms. other lexical units may stagnate for a certain period of time after that they start to enter in the circulation. here are found, usually, terms that extend beyond the realm of belonging, being met under the name of “repeated neologisms”, or in some literary creations of the writers. so, the neologism quality of a lexical element will depend on several factors, among which the lexical void or the lexical deficit, the degree of adaptation to the language system, or the absence of competing forms. another important aspect in determining the neologistic status of a word is “frequency”. in boubakeur bouzidi’s opinion “the frequency by usage can be both a consolidation element as well as the one of the erosion of the neologistic character of a lexical unit, the author considering that “the duration of the neologistic character remains fluid, and the neological’s feeling is relative. however, the neologistic character is a reality, being the defining characteristic of neologisms” (ibidem). some experts suggest and other names for the new elements entered into the language (loans), or for the lexical creations formed on romanian land. thus, at florica dimitrescu (dumitrescu, 1997) we encounter for neologism the name “recent word”, and at d.n. uritescu the name “current term” (ibidem). considering the quality of neologistic element of a word, vasile bahnaru proposes that the term neologism be used only for words “recently borrowed from other languages or formats within the romanian language, and the words that have entered into the language of a few hundred years or decades be called savant words” (bahnaru, 2008:126). once they enter into the system language, the neologisms are subject to changes or modifications as a result of general processes (the adapting to the rules of the language, the changes in form or meaning). accordingly, we will say that essential for establish the quality of neologism of a linguistic unit are the two criteria: a) the chronological criterion (the ingress or the formation of a term in the modern era); b) the cultural criterion (which entails at least three aspects: the origin from languages of culture and civilization, the creation of cults models and the membership to a certain level of culture). 3.adaptation of the neological loans international journal of social and educational innovation (ijsei) no.1/ 2014 61 the process of the neological loans adaptation from a language always represented a controversy issue, especially if we have the same opinion as louis deroy who thinks that “l’ empruntest un intrus” (deroy, 1956: 215). there can be noticed adaptation difficulties to almost all the levels of the literary language that accepts the terms from another language: phonological, morphological, syntactically and semantically. also, it must be also taken into consideration the speakers’ attitude who, knowing the features of the term borrowed from the sourcelanguage, they tend to keep them in the mother language. with certainty, the base for adapting and adopting a term from another language is represented by a series of linguistic, social and psychological factors. concerning this aspect, l. deroy speaks about three degrees of adaptation of a borrowed element(ibidem : 215-234). first of all, we can talk about a meaning loan, when it is not borrowed a new term, but when to an already existing word is added a new meaning, then a second degree of adaptation would mean that a term from a foreign language can be ciliated, meaning it can be created an indigene term according to a lexical correspondence. in this meaning, the calculus is seen as a “loan through translation”, this one being motivated by creating a bilingual situation, either by the desire to avoid the foreign form and try to express an idea by appealing to the means available the original language. not the least, the borrowing of a term can be considered a total loan if we take into consideration the two existing categories: the xenisms and the proper loans, the first ones being misfitted, keeping the graphic and the pronunciation way of the source language, and the other ones adapting to the system of that language, evolving after the model of words from the old fund. the phenomenon of neologisms adaptation is also approached by marcel diki-kidiri, but according to a linguistic community, in the context in which the innovation element could come from the outside or from the inside. if we take into consideration an element borrowed from another community in which it is already integrated, it can be accepted as it is or on the contrary it can be compared to the other “inland” elements, from the same semantic area. the cultural differences between the two linguistic communities have repercussions on the exchange of information and produce that “wave of cultural shock” diki – kidiriki speaks about, that means, in his own opinion, “l’ensemble des transformations necessaire pour que le nouveau integer la culture de la communaute receptrice. ces transformations concernent aussi bien la reconceptualization du nouveau, la reformulation de son expression, que la revision des prejudges qui, au sein de la communaute receptrice, peuventgenerou meme empecher son appropriation”. the neologisms adaptation also represented a subject of analysis and discussion in the romanian specialty works, most of the researchers paying an increased attention to this aspect. thus, alexandru philippide thinks that as a liquid takes the shape of its recipient, in the same way the borrowed elements enter a process of immediate transformation that enters a new language: “any linguistic element is borrowed, either it is a word, grammar form or sound, it never remains in its original form, it modifies it by analogy according to the nature of the borrower language” (philippide, 1894: 158). an essential element in the process of neologisms adaptation is represented, in his opinion, by the linguistic knowledge of the individual that borrows a term from another language, adapting it to the specific of his language, the resembling degree between the two languages determining at the same time the adaptation degree of the borrowed elements. in case a word is absorbed, but it is not international journal of social and educational innovation (ijsei) no.1/ 2014 62 adapted to the language, then it “remains isolated, until it is either suddenly incorporated by a group it has nothing to do with it and to which is adapted by violent analogies, or it is exposed in a state of isolation and strong sliding of sound and meaning” (ibidem, 162). another philologist preoccupied with the borrowings adaptation in romanian is gh. adamescu, this one supporting the idea that only by borrowing, the new terms can penetrate the thesaurus of the language that accepted them: “the words that enter a new language receive modifications and only in this way they can enter the common thesaurus of the new language or live completely isolated and are written between inverted commas” (adamescu,1836-1938: 72). for a foreign term to penetrate the romanian language system, it must respect certain conditions that, according to gh. adamescu refer to replacing the sounds that are missing in the language that borrows the receiving of the appropriate accent and grammar form. for example, the author tries to justify that a neological loan introduced in the romanian language can be adapted under the aspect of shape, in two ways: “keeping, in most of its part, its volume, its original form and accepting only romanian grammar endings, or continuing itself with a romanian prefix or suffix or with another word, creating a hybrid form, from the point of view of the origin” (ibidem, 92). eventually, the author ascertains, the criterion of necessity remains the most important criterion in which concerns the loan from other languages, taking into consideration taking over those terms that define new cultural and social realities. the neologisms adaptation did not always represent a preoccupation for the romanian intellectuals: “in the old literature, the neologism issue does not form a collective preoccupation, but each writer solves it according to his own reason” (puşcariu, 1940:38) according to sextil puscariu. this attitude would change through “the sudden orientation towards the west” towards the neolatin people, transformation that made neologism to become “a linguistic and literary issue” for most of the romanian intellectuals. that is why” the latin or neolatin origin neologism produced a reromanization of our language, enriching it with a number of romanic elements that filled in the gaps created by the natural running out and loss of the ancestor words, these ones being replaced by foreign words”. in the process of neologization, the most affected seems to be the cult language because “the cultural words and that vocabulary the literate class had borrowed in different eras from the neighboring peoples had also been replaced, totally or partially, by romanic neologisms” (ibidem, 370). in order to highlight the different evolution of the neological elements from a language, s. puscariu carries out an interesting comparison inspired by reality: “the neologisms that invade the language can be resembled with the trains loaded with foreigners that enter the train stations of the big cities. some travelers step out so shortly after to get in the train again and leave further: these are neologisms with a temporary life that do not manage to get naturalized in the language. but there are travelers that enter the city and stay there. some of them are alone and step by step they get used to their new home, keeping the foreign character for the rest of their lives. others are waited on in the train station by family and friends, who hug them at the arrival and in the company of whom they will remain forever. these are the neologisms that at their entrance in the language were assimilated to the native element and entered the family of the words etymologically related” (ibidem, 401). international journal of social and educational innovation (ijsei) no.1/ 2014 63 the issue of neological loans that influenced the romanian literary language during the time was also analyzed by al. graur who, in an article dedicated to cultivating the language, he said that “ the loans are not such a big problem, more precisely he said that they have not been so far, because the new words always replaced each other, the contact with a new population introduced new terms, but at the same time they eliminated a big part of the previous loans so that the main fund, which is very old, remained mostly the same” (graur, 1978: 40). it must be mentioned that today we can no longer speak about the same situation, a thing also confessed by al. graur, because “the vocabulary becomes international, the same for all the peoples”. the language continues to evolve, taking over new elements and giving up the old ones, but “there will be no more competition between the languages from which they are borrowed, so most of the new terms will be kept with those from the main fund” (ibidem, 41). in which concerns the adaptation process of neological loans in the romanian literary language, iorgu iordan mentions that there are a few cases in which they do not manage to adapt, keeping their phonetic phonological and lexical status they had in the original language, usually due to the fact that they cannot be included in a morphological paradigm. sure that there are other cause in the neologisms adaptation process, among which the articulatory habits of the speakers, a certain base of articulation that shapes the form of borrowed words, distancing from the pronunciation way in the original language. that is why, “a big part is represented by the analogy, meaning getting closer to the formal aspect of the words existing in the language that borrows” (iordan, 1978: 314), highlights the linguist.more than that, this process is also determined and influenced by the romanian intellectuals preoccupied with the modernization and cultivation of the language. the biggest number of fluctuations in the adaptation process of neological elements was registered in the xix th century, until the moment in which it was imposed a unitary norm, nowadays the adaptation being carried out according to the system of the romanian literary language. in which concerns this aspect, gavril istrate mentions: “we are, probably, one of the languages with the biggest power to assimilate neologism. it is due only to the alliance with the languages from which we borrow or it is also determined by the differentiating character of our language, in comparison with some european languages that enrich their vocabulary by composition (german, russian, hungarian)? whatever the explanation, we must conclude that the romanian language has an almost unlimited possibility to borrow neological elements, that due to this fact the words inherited from latin no longer occupy the first position, statistically, as part of the romanian vocabulary; they can be found on the third position, after the romanian formations and the latin-romanic neologisms. the reference is not also for the frequency of these words, where the latin elements continue and will continue, for a long period of time, to hold the first position” (istrate, 1977-1978: 42). to stefan munteanu, the neologisms adoption phenomenon is an issue of culture, while their adaptation to the romanian language is an issue related to linguistics, and this thing must be explained and “through other factors then the simple transfer of notions from one language to another” (munteanu; ţârea, 1983: 255). the neologisms adoption is determined by the fact the loans from other languages bring with them new semantic values generated by another way of thinking the connections between notions and the realities represented by them. international journal of social and educational innovation (ijsei) no.1/ 2014 64 another important aspect that must be taken into consideration in the adaptation process of the neological elements is establishing their etymology. the one who carried out lots of studies about this subject is theodor hristea, who considers that “most of the neological loans from the romanian language have a multiple etymology” (hriste, 1968:104). for this reason, “especially for the correct use of the neologisms, the etymological knowledge is often of an undisputable utility… even indispensable” (hristea, 2000: 335), underlines the author, and, in addition to this, it is necessary to the knowledge of latin language. hristea lays down the required criteria by which it is possible to select the new elements which should be inserted in dictionaries and in other didactic papers, namely: to be attested by a number of times, in at least two times of literary language and to designate one thing or a concept that does not exist or previously unknown in the language for which could not be found an appropriate limit as the neologic one. in addition to these criteria, the author may add another four aspects that should be taken into account: “a. the presence of the respective neologism in languages other than the one in which has been borrowed, and therefore its tendency to become an international lexical item; b. the acquisition to be easily adaptable to our fonologic and morphologically system; c. the ability to give rise to derived and composed words or to fit, without difficulties, in a pre-existed lexical family; d. the trend which is manifested to develop new light, as a result of the frequency of uses” (hristea, 1972: 185-186). a great interest manifests the linguist on spelling and graphical aspects of neologism which breaks down into three categories, the way in which are written: a)”spelled as pronounced (i.e. phonetically reproduced); b) etymologically spelled (i.e. written as in the language in which they originate); c) spelled in a hybrid way ( which combines the etymological spelling and the foreign pronunciation resulting a shapes which are removed, more or less, from both the writing and the original saying(hristea, 1995: 36-53))”. 4.conclusions the neologisms phonetically reconstructed shall be geared in most romanian loans and the fact that they are written as pronounced "constitutes one of the huge advantages of our spelling". the neologic elements adapt fairly easy to our phonetic and morphological language system and they are seen quite often in at least two functional styles of the language. marius sală considers that the way in which a language adapts the neologic elements from other languages actually describes that language culture and attitude toward foreign words. in this way, the "ease or difficulty with which a culture supports loans in the vocabulary may indicate its relatively or compassionate conservatism and also a relative strength of the two cultures. a very traditional and eccentric culture may refuse the loans, if it accepts them, and then submit them to great phonologic, semantic and syntactic changes, adapting them to their grammatical structure.” (sala, 1997: 236) thus, it is required a careful study of the loans, for both to reveal cultural influences exerted on romanian literary language, as well as for the reason in which these influences manifests themselves. international journal of social and educational innovation (ijsei) no.1/ 2014 65 references [1] adamescu, gheorghe. (1938). adaptarea la mediu a neologismelor. bucharest: cartea românească. [2] adelstein, andreina, kuguel, inés, resnik, gabriela. (2008). 1300 neologismos en la prensa argentina, los polvorines: universidad nacional de general sarmiento. [3] bouzidi, boubakeur. (2010). “néologité et temporalité dans le processus néologique”. in synergies algérie, (9), 27-36. [4] cabré, maria teresa. (2008). “la neologia efimera”. in lèxic i neologia, institut universitari de lingüística aplicada: universitat pompeu fabra. [5] cabré, maria teresa. (1998). la terminologie. théorie, méthode et applications, paris : armand colin. [6] chivu, gheorghe, emanuela buză, alexandra roman moraru. (1992). dicţionarul împrumuturilor latino-romanice în limba română veche (1421 – 1760), bucharest: editura ştiinţifică. [7] dănilă, elena, haja, gabriela. (2005). “neologismul din perspectivă lexicografică”. in studii şi cercetări lingvistice, lvi, (1-2), 2005. (pp.71-78). [8] deroy, louis. (1956). l'emprunt linguistique, paris: société d'edition les belles lettres. [9] diki-kidiri, marcel. (2008). le vocabulaire scientifique dans les langues africaines. pour une approche culturelle de la terminologie, paris: editions karthala. [10] dumitrescu, florica. (1997). dicţionar de cuvinte recente (ediţia a doua), bucharest: logos. [11] guilbert, louis. (1975). la créativité lexicale, paris: librairie larousse. [12] graur, alexandru. (1978). “probleme ale cultivării limbii”. in limbă şi literatură, (1), bucharest. [13] hristea, theodor. (2004). “conceptul de neologism”. in tradiţie şi inovaţie în studiul limbii române, bucharest, (pp. 23-36). [14] hristea, theodor. (2007). “etimologia în principalele lucrări lexicografice româneşti. consideraţii critice”. in limba română, bucharest: editura universităţii din bucureşti, (pp. 23-40). [15] hristea, theodor. (1972). “împrumuturi şi creaţii lexicale neologice în limba română contemporană”. in limba română, bucharest: romanian academy edition, (3), (pp. 185-199). international journal of social and educational innovation (ijsei) no.1/ 2014 66 [16] hristea, theodor. (2000). “neologisme de origine latino-romanică impropriu folosite”. in linguistic studies and researches, bucharest, (2), (pp. 335-348). [17] hristea, theodor. (1995). “ortografia şi ortoepia neologismelor româneşti (cu specială referire la împrumuturile recente)”, in limbă şi literatură, bucharest, (2), (pp. 36-53). [18] hristea, theodor. (1968). probleme de etimologie: studii, articole, note, bucharest: scientific edition. [19] hristea, theodor. (1984). sinteze de limba română, ediţia a treia, revăzută şi din nou îmbogăţită, bucharest: albatros edition. [20] iordan, iorgu, robu, vladimir. (1978). limba română contemporană, bucharest: editura didactică si pedagogică. [21] istrate, gavril. (1978). “neologismul latino-romanic în cadrul vocabularului limbii române”. in anuar de lingvistică şi istorie literară, iasi, (26). [22] manea, constantin. (2004). structura etimologică a vocabularului neologic (cu specială referire la anglicismele din limba română), pitesti: pitesti university edition. [23] mortureux, m.f. (1997). la lexicologie entre langue et discours, paris: editions sedes. [24] munteanu, ştefan, ţâra, vasile d. (1983). istoria limbii române literare. privire generală, bucharest: editura didactica si pedagogica. [25] philippide, a. (1984). “istoria limbii române”, in principii de istoria limbii, iasi: tipografia naţională. [26] puşcariu, sextil. (1940). limba română, privire generală, (1), bucharest: fundaţia pentru literatură şi artă „regele carol ii”. [27] sala, marius. (1997). limbi în contact, bucharest: editura encicopledică. [28] uritescu, d.n. (1993). de la chioşcuri la vesternizare. mic dicţionar de termeni actuali, bucharest. [29] vintilă-rădulescu, ioana. (2006). “cuvinte străine în enunţuri româneşti”. in studii de gramatică şi de formare a cuvintelor, bucharest: editura academiei române. international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 31 product and price influence on cars purchase intention in malaysia leow cheeseng dean, graduate school, iic university of technology, cambodia e-mail: drleowcs32@gmail.com zahari husin iic university of technology, graduate school, cambodia e-mail: zaharihusin@hotmail.com received 13.07.2015; accepted 13.09. 2015 abstract the purpose of this study is to identify the success requirements during the product introduction stage in relation to purchase intention amongst the automotive industry in malaysia. the study will focus on the activities during the product development stage by looking at the relevant preintroduction variables influencing the success. the study adopted a mixed research method involving both the focus group interview (fgi) with non-probability samples comprises of the industry specialist and the quantity survey amongst 389 randomly selected samples. the statistical analysis on the saturated and triangulated data was also supported with content and non-verbal analysis to enhance the validity of the finding. result showed that six out of seven independent variables were significant and influenced the purchase intention at the introduction stage of a product in the automotive industry in malaysia. they were design, specifications, features, performance, costs of ownership and affordability. price competitive was found not relevant. the finding confirmed the both product and price were two determinant variables influencing the success of the product introduction. keywords: automotive industry, product introduction, purchase intention, success factors 1.introduction automotive industry has been identified as one of the growth catalyst for malaysia’s industrialization program. started with merely being an importing sector, the industry has now grown into developing and manufacturing local brands with the inception of two national car companies, namely proton in1985 and perodua in1993 respectively. the industry has also been chosen as one of the area to be liberalized under the common market of the asean free trade agreement (afta), scheduled to take place effective 2017. malaysian automotive market was asean third largest in-terms of annual sales in 2013 with total industry volume (tiv) of 656,000 units, trailing behind thailand and indonesia with tiv of 1.3 million and 1.2 million units respectively. international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 32 the two national brands used to command almost a third of the malaysian automotive market in the mid 90s. proton’s share started to decline from 35.0 percentin 2004 to below 20.0 percent in 2014. despite perodua share continue to remain at above 30.0 percent; this has resulted to the national brands control of the market to below 50.0 percent for the first time since the national car project started. though not officially announced as a policy, the automotive industry in malaysia is known as being protected to support the national car project. the protection will soon be relaxed once the market is liberalized hence the concerns on the ability of these brands to survive the intense competition from global brands as the market will be flooded with newer and affordable imported brands (yeoh, 2010). the continuing diminishing of national brands market share raised the question of the readiness of malaysian car companies in light of market liberalization and their ability to compete with other established global brands in the domestic market. the national automotive policy (nap) introduced by malaysian government in 2014 to promote the country as a regional automotive hub has put new pressure to proton and perodua due to attractive price positioning amongst the imported brands. the failure of proton’s past models such as the gen2, waja, savvy, juara and few other recent models reflected gaps of uncertainty during the product introduction itself, failure during the introduction and inability to grasp changes in the market place. for the purpose of the study, purchase intention was measured on the interest to purchase the product at its introduction stage.successful product introduction reflects the ability to introduce the right product for the right customers at the right time and right price. the scope of the study involved activities prior to the introduction itself, namely during the product development stage. specifically, the objectives of the study were: 1. to validate how the product itself influenced the success of the introduction. 2. to validate how the price affected the success of the introduction. 2. literature review the level of success of any product introduction depended on the various elements, including the four principals of marketing such as product, price, promotion and place. these were the four “p”s in marketing surrounded the customers’ decision to purchase (mccarthy& perreault, 1984). product and price were two variables critical during the development stage. berkowitz, kerin&rudelius (1986) defined product as a bundle of satisfactions both tangible and intangible that a customers receives in an exchange for money or other considerations. the product should be designed according to the trend, not only validated during the development stage but more importantly at launch time and years after (ljungberg&edwards, 2003). the right product intended for specific target customers should meet the requirements sought by the same target group (kuei, madu& lin, 2001). amongst others, product includes elements such as design, specifications, performance and features. depending on the target group, the design of any product needed to reflect the taste of the buyers (khalid &helander, 2004). this includes appearance, trend, esthetic and image of the product. the market would normally opt for current trend or something futuristic (wheeler, 2003). nonetheless, some would still prefer retro or evergreen. esthetic was how customers look at the product, either it international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 33 was beautiful, ugly or simply nothing extraordinary (ulrich, 1995). esthetic differs according to culture, life style, age, income level as well as gender (person, schoormans, snelders&karjalainen, 2008). the image includes either expensive or cheap looks, feminism or manly looks, sportiness and various other subjective perceptions. the success of the product depended on the ability of the designer to balance between the extremism and minimalism in the design concept (clark, 1991). specifications included the dimensions, size, standard components and other technical elements of the product. it reflects the built up or contents of the product (day, 1994). the demand pattern for specifications shifted regularly due to changes in technology, economic, infrastructure and living conditions (berry, levinsohn&pakes, 1998). performance, on the other hand refers to standard deliverable expected of the product manifested in its product promises. it varies depending on the specifications built in the product itself (crow, 1994). depending on the target group on the target group, the performance sought by customers varied based on their own needs (lincke, richter & schmidt, 1973). features were the augmented parts of the product. they were the unique accessories and functions that made the product attractive to the users (luchs, brower &chitturi, 2012). features were something valuable and served some purpose to the user and not purely “added” just for the sake of adding (nowlis& simonson, 1996). with the advancing technology, there were many gadgets, accessories and systems available for the choice of customers (johnson &kirchain, 2011). customers would want the best combination of features but would only be willing to pay for what necessary and useful for them (simorson, carmon &o’curry, 1994). berkowitz, kerin&rudelius (1986) defined price as the money or other consideration exchanged for the purchase of the product. elements of price included competitive, costs of ownership and affordability. the selling price of any product should be competitive to ensure acceptance, either by reflecting the perceived value of the product or at par price with the competitors’ offering the similar product (fujimoto & sheriff, 1989). customers would look at the product itself, the brand and the re-sale value before committing the purchase (turnbull, oliver & wilkinson, 1992). equally important in determining the success of any product is its costs of ownership (ellram, 1995). it is more of a long-term in nature compared to the selling price, thus customers would be more careful in deciding the purchase if the product being considered rather costly to be maintained or kept (dickerman& harrison, 2010). essentially, customers would sum up the purchase decision accordance to their ability to purchase the product (abeles, 2004). this ability constitutes the affordability of the customer relative to price as well as costs of ownership (ray & ray, 2011). the right price concept was not so much on the manufacturer side but reflecting the acceptance to pay by customers (johnson, christensen &kagermann, 2008). hence, the interest on the product would be wasted assuming price set well outside of the affordability boundary of the interested buyers (omar, 1997). international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 34 in line with the objectives of the study, the following hypothesis were developed in parallel with the research questions: table 1: list of research questions and hypothesis research questions hypothesis null alternative rq1 is the design important for survival of product during its introduction? rq2 is the specification important for survival of product during its introduction? rq3 is the feature important for survival of product during its introduction? rq4 is the performance important for survival of product during its introduction? rq5 is the price competitive important for survival of product during its introduction? rq6 is the cost of ownership important for survival of product during its introduction? rq7 is the affordability important for survival of product during its introduction? nh1 there is no relationship between design and product survival interms of intention to purchase nh2 there is no relationship between specification and product survival in-terms of intention to purchase nh3 there is no relationship between feature and product survival interms of intention to purchase nh4 there is no relationship between performance and product survival in-terms of intention to purchase nh5 there is no relationship between price competitive and product survival in-terms of intention to purchase nh6 there is no relationship between cost of ownership and product survival in-terms of intention to purchase nh7 there is no relationship between affordability and product survival in-terms of intention to purchase ah1 there is relationship between design ad product survival in-terms of intention to purchase ah2 there is relationship between specification and product survival in-terms of intention to purchase ah3 there is relationship between feature and product survival interms of intention to purchase ah4 there is relationship between performance and product survival in-terms of intention to purchase ah5 there is relationship between price competitive and product survival interms of intention to purchase ah6 there is relationship between cost of ownership and product survival in-terms of intention to purchase ah7 there is relationship between affordability and product survival in-terms of intention to purchase 3. methodology the study was done using a cross-sectional research design involving both the qualitative research and quantitative research. during qualitative research, focus group interview (fgi) was conducted using the purposive samples comprised of industry players relevant to product marketing, research and development, sales and marketing. data was saturated and triangulated after 35 samples broken in 5 fgi sessions. during the fgi, non-verbal actions by the respondents were evaluated together with the content analysis to enhance the reliability of the response. international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 35 using only the saturated and triangulated data, the quantitative pilot test was conducted to filter and validate the questionnaire for quantitative survey. the pilot test was done using 30 random samples. during the quantitative survey, 400 samples were randomly selected with actual 389 samples or 97.2 percent completed. the probability sampling of current car owners, non-car owners and potential car buyers was done in addition to the pre-set criteria such as the sample must earned a minimum combined income of rm3,000 a month, age group within 20 to 50 years old and should be the decision maker to the purchase. the samples were selected from three main cities in peninsular malaysia, namely klang valley, johor baru and penang. the questionnaire was divided in 2 parts, which the first part was on the sample’s demographic such as gender, age group, household size, household monthly income and car per household. the second part of the survey contained 8 main sections related to the two independent variables, namely the product and price. 42 questions filtered from the pilot test were asked in relation to design, specifications, features, performance, price competitive, costs of ownership and affordability. in addition, questions on the survival were also included.likert scale of 1 being totally disagreed to 5 being totally agreed was used. 4. analysis and results the descriptive analysis of the quantitative survey indicated that out of 389 samples interviewed, 65.0 percent or 253 samples were males. total of 45.0 percent or 175 samples were in the age bracket of 20 to 30 years old and 39 samples or 10.0 percent were above 50 years old. 128 samples or 32.9 percent were either single or living alone, 150 samples or 38.6 percent were married but without children and 111 samples or 28.5 percent were with 3 or more in the household. 165 samples or 42.4 percent earned a combined monthly income between rm3,000 to rm5,000. 147 samples or 37.8 percent did not owned any car, whilst 110 samples or 28.3 percent already owned 2 or more cars in their household. the exploratory data analysis (eda) done using spss version 22 revealed that the data was well distributed. during the pilot test, the data with reliability above 0.7 and the alpha’s crobach validity greater than .6 were eliminated. 18 questions from the original 60 tested were dropped. during the multiple regression analysis (mra), 1 out of 8 variables, which was the price competitive was found not significant when p > .05 and the alternative hypothesis was rejected.at constant of β equal to 24.214 the rest of the variables such as design, specifications, features, performance, costs of ownership and affordability were good fit of data with significant at p <.05, thus all the other alternative hypothesis were accepted. table 2: summary of the hypothesis finding hypothesis contents statistical analysis results ah1 alternative hypothesis: there is relationship between product design and β = 11.712 p< .05 accepted international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 36 product survival in-terms of intention to purchase. ah2 alternative hypothesis: there is relationship between product specifications and product survival in-terms of intention to purchase. β = 6.128 p< .05 accepted ah3 alternative hypothesis: there is relationship between product features and product survival in-terms of intention to purchase. β = 8.412 p< .05 accepted ah4 alternative hypothesis: there is relationship between product performance and product survival in-terms of intention to purchase. β = 6.174 p< .05 accepted ah5 alternative hypothesis: there is relationship between price competitive and product survival in-terms of intention to purchase. β = 8.468 p> .05 rejected ah6 alternative hypothesis: there is relationship between price costs of ownership and product survival in-terms of intention to purchase. β = 8.665 p< .05 accepted ah7 alternative hypothesis: there is relationship between price affordability and product survival in-terms of intention to purchase. β = 3.142 p< .05 accepted 5. discussion the finding from this study was consistent with the finding from many similar studies published in the past. according to takeuchi &nonaka (1986), new product development was like a relay process, where the activities were passed phase by phased starting from conceptualization to design to market verification and the rest. design was one of the factors affecting the success of the product (mishra, kim & lee, 1996). design would influence customers’ preference significantly (raj, sasikumar & sriram, 2013), whilst reid, macdonald & du (2013) confirmed that product design gave major impact on customers’ judgment. design defined the trend and trend influenced the purchase as much as the price (mohamed, shamsul, rahman, jalil& aswan, 2015). specifications were like menu of choices offered by manufacturers to customers (elmaraghy, schuh, elmaraghy, piller, schonsleben, tseng &bernad, 2013).it dictates the contents of the product, thus influenced the purchase intention by the customers (spenner& freeman, 2012). it was important to offer relevant specifications in the product to ensure success (otto & wood, 2001). wrong decision on specifications by the manufacturer led to failure of the product (kuester, homburg & hess, 2012). a product without sufficient features was like a house without sufficient furniture (park, milberg & lawson, 1991). safety features of a product became more crucial with greater awareness of its benefits (crane, 2011). features reflected the status symbols of the buyers (menon, 2012). younger buyers would appreciate gadget-linked items, which would greatly influence their decision to purchase (zhan, porter, polgar&vrkljan, 2013). product performance would be the subject of interest in purchase decision (leblance, 2015). in the eyes of customers, performance should always be superior regardless of the price paid (kapur, &pecht, 2014). they also added that performance was considered as given benefit from the international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 37 purchase. to be competitive, product should not just came with proven performance but better than the others (safiullin, novenkova, &safiullin, 2015). product performance would be evaluated and compared thoroughly in order to ensure wise and valuable purchase(poetz, &schreier, 2012). (guajardo, cohenkim, &netessine, 2011). customers paid for performance when they paid for the products. products would be rejected once they realized that the performance was lower than their expectation. similarly, products would be rejected once they realized of false claims in the catalogue (christensen, 2013). price competitive was important to customers though it was deemed as not critically important. customers would put their money as long as they got what they want. (dodds, monroe, &grewal, 1991).competitiveness in other aspects such as the design, the features, the specifications and the performance would justify the willingness to purchase even if the price of the product was not competitive as long as the price was within the budget.(cantner, krüger, &söllner, 2012).less emphasis was given on price competitiveness when all other purchase elements were already satisfying enough. customers would compare prices but not independently. they would compare what come with the price and what would they get for the price (staudt, 2014). costs of ownership also included costs of operating and maintaining the product (dusuki, & abdullah, 2006). customers would calculate all these as factors influencing the purchase (madani, 2015). cost for after sales service was one of the main contributors to costs of ownership. for cars, regular service and maintenance were necessary to ensure long lasting and smooth performance (huber, herrmann, & hoyer, 2015). cost of financing also part of costs of ownership, included the interest rate on the loan amount secured to purchase the product. such element need to be factored in deciding the selling price to ease the burden of the buyers in maintaining the product as such could be unfavorable for purchase decision (aminar rashid salleh, 2015). the product introduced in the market should meet the price expectation of the target customers. affordability factor could easily become an unfavorable when the product was positioned wrongly(ray & ray, 2011). affordability mismatched could happen either when the product was overly priced with less features or inferior performance or overly priced with unnecessary features and specifications. affordability occurred when the price and the product effectively satisfied customers budget and expectation(poynder, 2014).the selling price had always been the key consideration to purchase (soon, de run, & hong, 2013). cheapest price not necessarily mean a winning product, instead affordable price would be the best. customers would appreciate product with reasonable selling price, relative to the value of features and performance of the product. company should understand their target market and positioned the price within their acceptable range (evanschitzky, eisend, calantone, & jiang, 2012). based on the above, there were abundant of literatures supporting the research finding that the variables such as product and price were critical to the success of product introduction. evidently, product elements like design, specifications, features and performance were important in to influence the purchase intention. similarly, the price elements such as cost of ownership and affordability were found relevant in many past studies. previous findings were consistent with the alternative assumption that there is relationship between these elements with the success of product introduction. exceptionally, price competitive was found not related and there were also evidences from the past studies to support the finding. the following table summarized some of the past findings in relation to respective questions asked during the study international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 38 table 3: related discussion of the research questions research question alternative hypothesis support reject rq1 is the design important for survival of product during its introduction? accepted urban, hauser & urban (1993) takeuchi &nonaka (1986) mishra, kim & lee (1996) gemser&leenders(2001) raj, sasikumar&sriram (2013) reid, macdonald & du(2013) helander, khalid, lim, peng& yang(2013) duerringer(2015) grönninger, hartmann, krahn, kriebel, rothhart&rumpe (2014) bayley, curtis, lupton& wright (2004) noseworthy, wang & islam(2012). dewey (2011) engel(2014) mohamed, shamsul, rahman, jalil& aswan (2015) syed zainalabidin (2015) aminar rashid (2015) rq2 is the specification important for survival of product during its introduction? accepted elmaraghy, schuh, elmaraghy, piller,schönsleben, tseng & bernard (2013) spenner, & freeman (2012). cooper (1999) lemmens, croux&stremersch (2012) otto & wood (2000) kuester, homburg & hess(2012) aminar rashid (2015) ottum& moore (1997) madani (2015) rq3 is the feature important for survival of product during its introduction? accepted crane (2001) park, milberg& lawson (1991) zhan, porter, polgar&vrkljan(2013) ray & ray(2011) chung, nixon, yu &mylopoulos(2000) menon(2012) syed zainalabidin (2015) rq4 is the performance important for survival of product during its introduction? accepted leblanc(2015) kapur, &pecht(2014) safiullin, novenkov, &safiullin(2015) hiemstra-van mastrigt, kamp, van veen, vink& bosch(2015) poetz&schreier(2012). guajardo, cohenkim&netessine (2011) syed zainalabidin (2015) aminar rashid (2015) rq5 is the price competitive important for survival of product during its introduction? rejected dodds, monroe &grewal(1991) cantner, krüger&söllner(2012) aminar rashid (2015) (syed zainalabidin(2015) lee &govindan(2014) staudt (2004) rq6 is the cost of ownership important for survival of product during its introduction? accepted dusuki& abdullah(2006) madani(2015) huber, herrmann & hoyer(2015) murry& schneider(2015) aminar rashid (2015) rashid, sidin&daud(2015) simmons, shaver, tyner &garimella(2015) syed zainalabidin (2015) rq7 is the affordability important for survival of product during its introduction? accepted ray & ray (2011) poynder(2014) soon, de run & hong(2013) lee &govindan (2014) talib(2000) madani (2015) syed zainalabidin (2015) international journal of social and educational innovation (ijseiro) volume 2 / issue 4/ 2015 39 6. limitation unavoidably, there were some limitations during the study. the first was during the interview session, which biasness was detected either in the part of interviewer, interviewee as well as the situational. one of the main issues was when opinionated response was given to serve the interviewer’s expectation rather than giving the truth answer. the second limitation was on the sampling, particularly on reaching out to the randomly identified sample due to invalid contact references. the third limitation was on the fgi during the qualitative research, particularly on the observation of the respondents’ non-verbal actions when answering the questions. nonetheless, such limitations were negligible and not in anyway compromise the finding of the study. 7. conclusion it was conclusive that the two independent variables studied in relation to the purchase intention during the product introduction were validated and confirmed through the mixed statistical finding during the study. the findings were also matched with past findings. it is empirical for the national car companies to give emphasis on the product development, particularly in the areas of product design, specifications, features and performance as well as in cost of ownership and price affordability to ensure successful product introduction. this is to ensure their ability to compete in the stiff competitive environment once the malaysian automotive market is liberalized in 2017. references 1. abeles, e. 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(2003). designing brand identity: a complete guide to creating, building, and maintaining strong brands. hoboken, new jersey: john wiley. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 7 psychosocial aspects of the transition from adolescence to adulthood and their importance in preventing college dropout georgeta diac alexandru ioan cuza university, iaşi, romania getad@uaic.ro abstract the purpose of this material is to provide explanations of a psychosocial nature about the possible causes of school dropout in the university environment starting from the psychosocial specifics of this period. the methodology used is that of an analytical synthesis of theories and empirical studies in the area of developmental psychology and social psychology, trying to offer specialists in the fields of education and socio-economics tools for in-depth knowledge of this population segment. this article presents some aspects specific to the period of transition from adolescence to adulthood characterized by adaptation to new and diverse social roles, intellectual challenges and socio-economic and cultural contexts. the age range between 18 and 25 has been called by psychologist jeffrey arnett (2000) emerging adulthood, a distinct period of development with specific psychological and social aspects. this is considered a critical period of life and one of the most dynamic stages in life because the maturation process is intensely influenced by the socio-cultural, economic context where psychological mechanisms are vulnerable. this process is a reality today, especially among young people in developed countries, but it can be considered a global process with local and regional accents depending on specific features. keywords: transition, emerging maturity, identity, risk-taking, self-esteem, stress. statistical relevance of a phenomenon according to the latest data published by the european commission (2022), romania's tertiary education graduation rate remains the lowest of all eu countries. the long-term trend is not positive because in the last decade this figure has not improved. in order to understand this situation, we will bring to your attention some statistical indicators as they are presented in a report of the romanian ministry of education: the number of enrolments in undergraduate international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 8 university programs, the average duration of attendance at higher education, the age structure of the students included in university education, the university dropout rate. in the academic year 2020-2021 there was an increase compared to the previous year in the number of students enrolled in the undergraduate program, but there is a major difference compared to the year 2011-2012, in the last ten years the population of students from this cycle of studies decreasing by 121600. the decrease in the number of enrolments from one year to another was determined by several factors: the gradual decrease in the number of high school graduates who passed the baccalaureate exam; smaller number of people who choose to simultaneously follow more than one university study program (unlike previous years); the decrease in the number of people in the age group of 19-23 years, the increased rate of early leaving the pre-university educational system and the phenomenon of external migration, which affects the size of the cohort that can access this educational level. (ministry of education, 2022, p. 13). another important indicator in the analysis of this phenomenon is the average duration of attending higher education, which expresses the (average) number of years of higher education attended by a person of the age corresponding to this level of education (19-23 years). thus, at the level of the 2020-2021 academic year, this duration was 1.5 years; by comparison, the average value of the indicator in the last ten years was 1.4 1.6 years, which shows that the early leaving rate of the higher education system has registered slight fluctuations in recent years. (ministry of education, 2022, p. 25). regarding the age structure of students enrolled in university education, the data indicate the highest specific enrolment rates at the ages of 19, 20 and 21. at the level of the 18year-old age group, a low share of the participation rate is noted, most likely due to the tendency to postpone enrolment in a university study program, immediately after graduating from high school. the cause is represented by the relatively low passing rate of the baccalaureate exam, a fact that caused a delay of at least one year in access to university education for those who did not pass. higher participation in undergraduate university education is noted among the female population for all ages compared to the male population. (ministry of education, 2021, p. 25). the university dropout rate (calculated as difference between the effective numbers at the beginning and those at the end of the academic year), decreased by 1.1% at the level of undergraduate university education as a whole, respectively by 1.4% at the level of public education (ministry of education, 2021, p.28). international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 9 under these conditions, the retention of students within the university programs, of the university education institutions to which they enrol and wish to obtain a graduation degree, constitutes a major educational and economic policy concern of higher education throughout the world, in the conditions in which the enrolment rate in higher education has increased, currently exceeding 50% in industrialized countries (perkin 2007) and thus public spending on educational institutions and students (borgen & borgen, 2016). the stage of university studies a form of transition the transition from adolescence to adulthood is also achieved in certain cases by completing university studies. the studies on the transition of students towards adulthood are part of the wider effort of psychosociologists to clarify the specific aspects of certain periods of transition at the level of the entire existential path of development, an interest that has grown along with the importance of learning throughout life (gale & parker, 2014). the stage of university studies begins with a period of adaptation that can be quite demanding, stressful both on a personal level (by leaving the family of origin, assuming financial and social autonomy), academically (by moving from an organized activity, controlled by an adult, to the independent organization of the learning activity, the resources it requires, to the challenges of teamwork), or socially (by establishing relationships with new colleagues/ friends, in a new locality, adaptation being all the more difficult for students from rural areas, from families where parents do not have higher education or similar experiences) (briggs et al., 2012; lowe & cook, 2003, sava et al., 2015). the transition from the stage of pre-university education to student life is defined as the ability to "navigate" through the change that occurs in the transition from one education cycle to another, from one learning modality to another (gale & parker, 2014, p. 736). analysing how students adapt to the challenges of this period and observing the complexity and depth of the changes that occur, gale & parker (2014) identified three such processes with a transitional role towards balanced adaptation: change as an inductive transition that occurs slowly, gradually, in chronological order during the integration of the student in his new role, according to the regulations of the university institution, the change as a development process that implies the modification of the identity according to personal and professional maturation and evolution and the change as a personal experience that implies flexible adaptation in various learning /training contexts. studentship is the period in which countless possibilities open up to everyone, offering the feeling of relative independence from social roles, institutional expectations and normative international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 10 prescriptions, the young person wanting to experiment freely in various fields, socio-cultural, political, economic, demographic conditions, norms, the cultural and social stereotypes of the transition from adolescence to adulthood in each society, the resources available to a person/group to achieve this transition, the events to which he is exposed making it different from person to person. in other words, there is no standard route, for some young people this transition occurs earlier, the process being accelerated by faster integration into the labour market and obtaining financial independence, leaving the parental home and building socioemotional autonomy. the socio-demographic features of this transition have changed in recent decades, young people live with their parents for a long time after completing high school studies, there is a tendency to postpone the moment of professional employment, so the demographic status of a person is very difficult to predict just based on age. young people on their way to adulthood engage in a wider range of activities than people of other age groups because they are eager to explore, to know themselves and because the demands of status and social role are less rigid, making their demographic status unpredictable. the residential status of this category is changing because, once in college, away from the parental home, they will spend the next few years in various combined independent or shared living situations. for them, this is a period of semi-autonomy as they have many of the responsibilities of independent living. others will leave the parental home not only to go to studies, but/or only to lead an independent life, that is, to live alone or together with peers, to manage their own money. a statistical illustration of residential dynamics at this age shows that approximately two-thirds experience a period of cohabitation with a romantic partner (gagnon et al., 1995; arnett, 2000), some staying at home while attending college or working, or a combination of the two. only about 10% of men and 30% of women stay at home until marriage (goldscheider & goldscheider, 1994; arnett, 2000). despite this diversity, the unifying feature of young people in this period is mobility, with the highest rates of residential change of any age group. the transition to adult life a maturing issue the transition of adolescents to adult life has become a problem of the postmodern society because it has been found that young people are stuck in a prolonged adolescence, after the end of compulsory education, a period in which they no longer assume the responsibilities specific to adults, maturing much later than previous generations, although they start the process earlier (raiu, 2016). completion of studies, leaving the parental home, obtaining a job international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 11 that offers financial stability, marriage, assuming the status of a parent, etc. were considered, until two decades ago, to be the socio-demographic criteria of maturation. currently, the routes are very variable, flexible and nothing alike, especially when we talk about different sociocultural spaces. throughout europe, it has been found that there are quite long transition periods, with many of the demographic events mentioned above appearing later or repeating themselves during this period (billari & liefbroer, 2010). the phenomenon was also observed in the usa (arnett & tanner, 2006) or in other countries of the world (swanson, 2016). the criteria by which the degree of maturity is assessed are not only of a social nature (marriage, completion of studies, full-time employment in a job, assuming the role of parents) but also of a psychological nature (responsible decisions, autonomy, financial independence), relationships as equals with adults/parents). maturation is a fundamental process of ontogenesis that has several dimensions: biological, psychological, social, cultural and economic, acceleration, stagnation being determined by internal factors (genetic, physiological and psychological) and external (socio-cultural, economic, historical, political factors) (muntean, 2006, p.24). this situation shows the fact that these changes that occur between adolescence and adulthood are manifestations of a distinct stage of the life cycle, as some psychologists have noticed, called emerging adulthood (jensen & arnett, 2012; schwartz et al. 2010; swanson, 2016). the first psychologist to carefully analyse this approximate age range between 18-25 was jeffrey arnett (2000). he appreciated that it is a critical, unstable period of intense change and exploration, with its own demographic, subjective and identity characteristics. although the experience of young people may be different according to national, regional, cultural, and socioeconomic particularities, it is increasingly present worldwide and is not a characteristic of developed countries. arnett argues that this transitional stage is found mainly in industrialized countries, where access to education, to post-secondary, higher studies is unrestricted, which ensures a certain independence of the young person from the social and normative roles specific to adulthood. moreover, in these countries in recent years, a phenomenon called "gap year" has been observed more and more frequently, i.e. the sabbatical or break year after completing high school studies, in which young people travel a good part of the time, get hired or work voluntary. the most common reasons that determine such a decision are: the desire to suspend formal education or work activities, to gain a broader horizon on life, to experience different people, cultures and places, to acquire life skills personal, to improve their cv with a view to the possibility of accessing university studies or possibly, to look for a job, to earn money, to international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 12 contribute to society, to volunteer, helping people, to face a challenge, to have fun, or for religious reasons (jones, 2004, p.37). beyond these factors are researchers who consider that essentially these experiences play the role in the 'transition from childhood to specified identities' (jones, 2004). at the beginning of his studies of this period, arnett (1994) surveyed a group of college students about their conceptions of the transition to adulthood and their membership in adulthood. analysis of the results indicated that only a small percentage of them (20%) considered themselves fully adults, while almost two-thirds rated themselves as adults only in some respects. in their opinion, the main criteria for defining maturity are rather of an individual, personal nature, such as: responsibility for one's own actions and decisions, own opinions, independent of those of parents or members of the entourage, personal and independent decisions on one's own beliefs and values, relationships equal with parents. in contrast, the classic role transitions that measure maturity, such as completing studies, getting married and assuming the role of a parent, were approved in a much smaller proportion. arnett concludes that students themselves are insecure about their status as adults perhaps because they start several social roles of transition to adulthood but do not complete them. as a result, arnett (2004) proposed five psychological aspects specific to emerging adulthood: "identity exploration", "experimentation", "feeling neither adolescent nor young", "negativity" and "self-focus". "identity exploration" is a dimension characterized by young people exploring different ways of living as they decide how to define themselves. "experimentation" corresponds to engaging in the exploration of many opportunities, "negativity" refers to the instability associated with developing maturity, accompanied by a sense of feeling overwhelmed and restless. the penultimate dimension translates into a sense of uncertainty of young people as they gradually become adults, that is, they no longer feel like teenagers, but they do not yet perceive themselves as fully adults. the last dimension, 'self-focus', refers to how young people experience personal autonomy and freedom. arnett completed this point of view with the four values, beliefs that determine the choices of young people at this stage: the value of attaining independence and self-sufficiency before making adult commitments; the goal of finding a so called soul mate in marriage who will complement one's own identity; the search for work that will be experienced as an expression of one's own identity; and a view of this period of life as one of self-focused fun (arnett, et al., 2014, p.573), which indicates that this transitional stage actually has several insecurities and conditions of an internal nature, being one of searching for independence, identity and agency. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 13 exploring identity in emerging adulthood as arnett noted, the formation of identity is an important aspect of development in this period taking place on several levels: psychological (of self-identity), personal and social (wood et al., 2018). these three levels are intensely activated during adolescence and emerging adulthood, and once they are integrated into a unified whole, they give a sense of stability, identity and self-esteem. the defining characteristic of the period is that of exploring identity in three domains: love, work, and worldview (arnett, 2000). the formation of identity during the period of maturation is necessary because it contributes to the psychological development, especially the moral development of the future adult (wood et al., 2018). the problem of identity at the age of onset of maturation is not new, because an important predecessor, the psychologist erik erikson, described the period after the completion of compulsory schooling as, in fact, a prolonged stage of adolescence, a typical reality of industrialized societies in which the so-called psychosocial moratorium is specific (a process of exploring one's own identity). (arnett, 2000). he considered that at the age of adolescence an intrapsychic conflict (of the 8 that characterizes the entire existential path) is characteristic between the clarity and the vagueness of the perception of the role, which causes an identity confusion to appear. ego identity, as he calls it, refers to the conscious perception of the individual's uniqueness as well as the unconscious effort to achieve continuity of experience; an optimal identity perceived as a psychosocial sense of well-being. the clearest phenomena that accompany it are the feeling of comfort in one's own skin, "knowing where we are going" and recognition from those who matter to us. (erikson, 1968, p.165). the studies carried out as a result of the application of this theory (adams & fitch, 1983) highlighted the fact that approximately half of the adolescents kept a forced or diffuse identity status in both global and domain assessments until the end of high school, an important role for the development of identity in adolescence returning to the academic environment outside the family. these two researchers conducted longitudinal studies at 9–12-month intervals after entering college and found significant increases in the number of students moving into identity search. these results make it clear that although the process of identity formation begins in adolescence it is rarely completed by the end of high school. risk-taking in emerging adulthood another important aspect of this stage is the appearance of several risky behaviours in development; it is about the consumption of alcohol, prohibited substances and reckless driving that reach high levels between the ages of 20 and 21 (shulman & cauffman, 2014). studies international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 14 have shown that a possible cause is related to the slow maturation of the prefrontal cortex and consequently the difficulties of cognitive control of these impulses (knežević, 2018). although the brain mechanisms that ensure this type of control seem to be almost formed (steinberg, 2010), it is possible that in stressful and emotionally charged situations, cognitive control does not appear (knežević, 2018). this way of reaction can be explained by the dual system model of l. steinberg (2010) which states, based on advances in the field of applied neuroscience in developmental psychology, that these impulsive behaviors are based on two neurobiological systems located separately at the brain level and which have a different evolution; it is about a socio-emotional system located in the area of the limbic system and which is oriented towards the search for rewards and a system of a logical and rational nature that must ensure executive control, i.e. monitor and flexibly adapt behavior in accordance with internal goals and with external requirements (knežević, 2018). this ability is dependent on the development of the prefrontal cortex and even if young people in the period of emerging adulthood can perform voluntary, controlled behaviors, often these are inconsistent and insufficiently appropriate to the context (luna et al., 2010). young people between the ages of 19 and 25 show impulsive behavioral tendencies (premature responses, lower accuracy, shorter reaction times) compared to those between the ages of 28 and 42 (knežević & marinković, 2017), which suggesting that response inhibition and performance monitoring do not fully develop until approximately 25 years of age (knežević, 2018). transformations in the neurocerebral plane also have effects in terms of the ability to understand the states, emotions and actions of others. thus, during this period metacognitive skills are developed, analysis in context important in adapting to the new social network made up of colleagues, friends and romantic partners. self-esteem an important role in understanding the behavior of young people in this period is the way in which they subjectively evaluate themselves from the point of view of personal value. this is a general personality characteristic called self-esteem. although the global level of selfesteem has been observed to be generally stable over time and across contexts (trzesniewski et al., 2003), the student years are often times of questioning one's own worth. a longitudinal study that examined the development of self-esteem across 4 years of college in a sample of 295 emerging adults (chung et al., 2013) suggests that, on average, levels of self-esteem dropped considerably during the first semester, returned to previous levels international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 15 by the end of the first year, and then gradually increased over the next 3 years, resulting in a small but significant increase in average self-esteem over the course of college. students who achieved good grades in college showed greater increases in self-esteem. conversely, those who entered college with unrealistic expectations about their academic performance tended to show lower growth, despite entering college with relatively high selfesteem. in terms of perceived change, 67% felt that their self-esteem increased during college, while 12% perceived that it decreased. overall, the results of studies of this kind support the view that self-esteem, like other personality characteristics, can change systematically while showing continuity over time. stress during the period of emerging adulthood because it involves multiple transformations that can sometimes generate uncertainty, instability, this period is also marked by a lot of psychological suffering. thus, epidemiological studies in the usa, for example, found that over a period of one year, most psychiatric disorders occur in people aged between 18 and 29 years, and in mood disorders, anxiety disorders and substance abuse substances, the prevalence is higher than at any other age period (arnett, žukauskiené, sugimura, 2014). the situation is no better for students either, a who global report on student mental health showed that 31.4% of first year students from 19 colleges in 8 countries (australia, belgium, germany, mexico, northern ireland, south africa, spain and the usa) tested positive over a 12-month period for at least one anxiety, mood or substance use disorder (auerbach et al., 2018). these disorders have their origin in chronic stress caused by major changes in the sphere of interpersonal, social, institutional, work, housing relationships, as well as smaller daily difficulties. precisely for the fact that this age stage was conceptualized relatively recently, but also for the fact that there was a preconception according to which young people are generally the healthiest population segment, studies on psychological suffering for the subjects of this interval are not very extensive. the intense, challenging but sometimes confusing and stressful searches for identity produce instability and often lead to anxiety and depression. revelatory from this point of view is a large study carried out on a sample of 4816 people (50% women) from the general spanish population, aged between 18 and 29 years. it assessed the relevance of stress, coping, coping styles, self-esteem, and perceived social support in the distress of emerging adult women and men. all participants were assessed using questionnaires and scales assessing psychological distress, stress, coping styles, self-esteem and social international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 16 support. women scored higher than men on psychological distress caused by chronic stress, minor daily problems, emotional coping style, and social support. men scored higher than women in the rational and detached coping styles but also in terms of self-esteem. psychological distress was significantly predicted in women and men by a high level of emotional coping style, lower self-esteem, high number of life events, and lower social support. a statistically significant predictor in men was coping style, while in women it was high chronic stress (matud, et al., 2020). these four aspects briefly analysed above: the search for identity, the assumption of risk in the conditions of a rather fragile self-esteem, in certain cases and a stress determined by the multiple educational and existential challenges lead us to appreciate that, in addition to external factors, there are several aspects of a psychological nature that must be carefully analysed and, on a case-by-case basis, integrated into assistance programs dedicated to students in the risk group and as such in the situation of dropping out of university studies. conclusions in the last ten years the population of undergraduate students decreased by 121.6 thousand people. on a general level, there is a tendency to postpone matriculation to a bachelor's degree program, immediately after high school graduation at the level of the 18year-old age group. the early leaving rate of the higher education system registered slight fluctuations in the last university years. this fact is also due to psychosocial causes. thus, it has been observed that the "maturation timetable" has changed, the traditional criteria such as: completing studies, financial independence, leaving the parental home, marriage and assuming the status of parent are being achieved later than before a few decades ago. more and more young people are experimenting, exploring their own identity more deeply than they did in adolescence and then their parents did. there is a deinstitutionalization and an individualization of the course of life, young people wanting to stop following a pattern and write their own story. the period of university studies coincides with an important stage in the psychosocial evolution of the human being, that of transition to maturity. 50 years ago, this transition was achieved very quickly, but now, there is a tendency to extend the interval until the attributes of social, demographic and psychological maturity are met. that's why, in the last 20 years, the researchers' interest in what happens in this age range has increased and they discovered five specific psychological aspects: the exploration of identity, the tendency to experiment, the feeling of being neither a teenager, but neither young, international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 17 negativity and self-focus, also that young people are in search of independence, identity and personal power and that important for defining as an adult are internal, personal aspects 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(2018). emerging adulthood as a critical stage in the life course. in n. halfon, c. b. forrest, r. m. lerner& e. m. faustman (eds) handbook of life course health development (pp.123-144). springer https://doi.org/10.1037/a0032778 https://doi.org/10.1177/2167696816630468 https://doi.org/10.1037/0022-3514.84.1.205 international journal of social and educational innovation (ijsei) no.1/ 2014 37 an adequate conception of the human good, a preface to alisdair macintyre barszczak stanislaw university of silesia, katowice, poland cassiacum@poczta.fm received 18.06.2014; accepted 22.08. 2014 abstract some think that virtue ethics by a. macintyre was the only solution to the moral vacuum in society. responsibility as an essential. and what is a virtue? to know and understand the modern development of virtue ethics by alisdaire macintyre, learning objective the best way to fill the moral vacuum is to chart our moral virtues. we believe the same thing. alisdair chalmers macintyre (born 1929) is a scottish philosopher primarily known for his contribution to moral and political philosophy. he is an extremely influential catholic philosopher. the thinker directed toward metaphysics, because modern ethical study has lost its way. since the enlightenment ethics has been dominated by normative theories. the thinker moreover, he understands that there is no past to which we might return. the philosophical task of alisdaire macintyre is to account both for the dysfunctional quality of moral discourse within modern society and rehabilitate what he takes to be a forgotten alternative in the teleological rationality of aristotelian virtue ethics. macintyre's thought is revolutionary as it articulates a politics of self-defence for local communities that aspire to protect their practices and sustain their way of life from corrosive effects of the capitalist economy. the theory of virtue in this respect is open to god. theory of virtue, being a person with a certain quality of character. as, however, the civilizational progress, higher and higher forms of self-love guide our morality. civilized man does not act so wickedly, above all that he too much self respect has. though his respect for himself also produces the appropriate attitude to morality. virtue ethics refers primarily to the nature of the person. here i have to be honest, happy, i know how to behave. due to this process we need to understand each other, we need to practice. we need to reach a certain capacity. thus need more rules. i gained knowledge of certain principles, it owned a habitual. whereas the defense of morality the “ethics of dilemma” approach to morality forgets an essential part of ethics the person's character and how personal moral growth is encouraged, a. macintyre noticed. saint thomas but gave bad person narration, which is different from the narrative people by macintyre. in the midst of human feelings and common disputes, we are looking for the ultimate truth. a natural morality is forged by people over time through trial and error. for macintyre, the practices necessary for training in practical reason through which we acquire the ability to act intelligibly requires the systematic growth of human potential by acquired excellence that cannot help but challenge the character of modern moral practice and theory. we must learn to respond to the feelings that accompany all of us, and are formed preferably in small communities. macintyre has sought to help us repair our lives by locating those forms of life that make possible moral excellence. alisdair macintyre convincingly proves that rationality and ethics are inseparable; that it is impossible for the unjust person to think rationally, or for the irrational person to be just. according to macintyre's moral language expresses no international journal of social and educational innovation (ijsei) no.1/ 2014 38 feeling, but the attitude. we need to find the means to realize the virtues, shape different attitudes and dispositions. virtue ethics is different from the ethics act. the act is like at the beginning of the great task of shaping a complete man. you have to open up to life, which is good! make your best. today, the state of well-being is sought, it is therefore necessary to achieve appropriate social institutions. virtues as understood by macintyre, as some features acquired; as a response to the need for historical descent into the depths of human feelings, they remain inevitable, tighter say, unavoidable for the growth of the human family. this is contemporary virtue ethics alisdair macintyre. keywords: internal, external, narrative, practical reason, virtue ethics 1. introduction alasdair chalmers macintyre (born 1929) is a scottish philosopher primarily known for his contribution to moral and political philosophy. he is an extremely influential catholic philosopher. macintyre converted to roman catholicism in the early 1980s. he is emeritus professor of philosophy at notre dame and duke university, and has also taught at oxford, yale, and princeton. his most influential book, 'after virtue,'(1981) was recognized as a significant critique of contemporary moral philosophy. the task of 'after virtue' is to account both for the dysfunctional quality of moral discourse within modern society and rehabilitate what macintyre takes to be a forgotten alternative in the teleological rationality of aristotelian virtue ethics. macintyre's thought is revolutionary as it articulates a politics of self-defence for local communities that aspire to protect their practices and sustain their way of life from corrosive effects of the capitalist economy. macintyre's second major work of his mature period, 'whose justice? which rationality?,' 1988) takes up the problem of giving an account of philosophical rationality within the context of his notion of "traditions,". the latter "is an argument extended through time in which certain fundamental agreements are defined and redefined" in terms of both internal and external debates.(a. macintyre, whose justice? which rationality?, notre dame, in: university of notre dame press, 1988, p.12)macintyre argues that despite their incommensurability there are various ways in which alien traditions might engage one another rationally – most especially via a form of immanent critique which makes use of empathetic imagination to then put the rival tradition into "epistemic crisis" but also by being able to solve shared or analogous problems and dilemmas from within one's own tradition which remain insoluble from the rival approach. (ibid. p.361-362) alisdair macintyre's aim in 'three rival versions of moral inquiry' (third major book, 1990)is to examine three major rival traditions of moral inquiry on the intellectual scene today. while 'after virtue' attempted to give an account of the virtues exclusively by recourse to social practices and the understanding of individual selves in light of "quests" and "traditions,". alasdair macintyre believes the history of philosophy is profoundly relevant to contemporary life and thought. for macintyre, the history of philosophy is not necessarily a history of progress in which our grasp of truth is improving. my text is to focus on macintyre‟s radical heritage. its particular strength is its sustained focus on alasdair macintyre‟s political thought. macintyre from his early marxism went to aristotle. "politics" is the aristotelian name for the set of activities through which goods are ordered in the life of the community. though his criticisms of modernity are often thought to reflect international journal of social and educational innovation (ijsei) no.1/ 2014 39 a nostalgic and unjustified preference for the middle ages, for a life like in medieval communes. it appears the reception of macintyre within political philosophy has largely been reductive and onesided, namely, that he is simply viewed as a conservative communitarianand this is not true. 'dependent rational animals' (fourth major book, 1999) was a self-conscious effort by macintyre to ground virtues in an account of biology. "human vulnerability and disability" are the "central features of human life", and thomistic "virtues of dependency" are needed for individual human beings to flourish in their passage from stages of infancy to adulthood and old age.(see, a. macintyre, the tasks of philosophy: selected essays, vol. 1, cambridge: cambridge university press, 2006, p. viii) i shall try to present the most salient points of macintyre‟s argument here regarding adequate conception of human good. macintyre convincingly proves that rationality and ethics are inseparable; that it is impossible for the unjust person to think rationally, or for the irrational person to be just. we can now say in terms of a. macintyre's an adequate conception of human good that the virtues genuinely flourish. and it was the aim of his articles: we have to live wisely, with intelligent life. alasdair macintyre's writings on ethics, political philosophy, philosophy of religion, philosophy of the social sciences and the history of philosophy have established him as one of the philosophical giants of the last fifty years. macintyre, unlike so many of his contemporaries, has exerted a deep influence beyond the bounds of academic philosophy. 2. the intelligibility of action alasdair macintyre introduces anew truly remarkable work of scholarship with the following succinct summary of its purpose: "i promised a book in which i should attempt to say what makes it rational to act in one way rather than another and what makes it rational to advance and defend one conception of practical rationality rather than another. here it is” (see,a. macintyre, whose justice? which rationality? notre dame, in: university of notre dame press, 1988, p.ix; cfr. andy blunden, alasdair macintyre: review of whose justice? which rationality?, may 2003, in: http://home.mira.net/~andy/works/macintyre.htm). and his advice to the reader who wishes to continue the investigation is: “we, whoever we are, can only begin enquiry from the vantage point afforded by our relationship to some specific social and intellectual past through which we have affiliated ourselves to some particular tradition of enquiry, extending the history of that enquiry into the present ...” (whose justice? which rationality? p. 401) “for each of us, therefore, the question now is: to what issues does that particular history bring us in contemporary debate? what resources does our particular tradition afford in this situation? can we by means of those resources understand the achievements and successes, and the failures and sterilities, of rival traditions more adequately than their own adherents can? more adequately by our own standards? more adequately also by theirs? it is insofar as the histories narrated in this book lead on to answers to these questions that they also hold promise on answering the questions: whose justice? which rationality?”.(ibid.,p.402) we do not intend to recapitulate here all what macintyre has said. the main target of his critique is liberal individualism and the challenges posed to all of us, by a world in which liberalism is the dominant governmental and social power. though, we are in the grip of a kind of liberal philosophy, at the same time we want our actions serve people. essential to our learning to act is that we learn to behave in a way that others can construe our actions as intelligible.(see, a. macintyre, the intelligibility of action, 1986) in 'after http://home.mira.net/~andy/works/macintyre.htm international journal of social and educational innovation (ijsei) no.1/ 2014 40 virtue' thinker even said: “the concept of an intelligible action is a more fundamental concept than that of an action.”(after virtue, 1981) let's look at a work of philosophical macintyre, his work on the philosophy of action, his development of key arguments from wittgenstein concerning the conditions necessary for our actions to be intelligible to others as well as ourselves. so, by thinker intelligibility of an action depends on the narrative continuities in an agent‟s life. yet the ability to narrate my life depends on having narratives available that make my peculiar life fit within narratives of a community that direct me toward an end that is not of my own making. the intelligibility of my life, therefore, depends on the stock of descriptions at a particular time, place, and culture. i am, at best, no more than a co-author of my life. at the beginning we are particularly taken with his distinction between action and behavior as crucial for understanding macintyre's entire project. human behaviour seen as action of agents who desire and are moved, who have goals and aspirations, necessarily offers a purchase for descriptions in terms of meaning what thinker have called "experiential meaning". behavior is rational "if, and only if, it can be influenced, or inhibited by the adducing of some logically relevant consideration." (see 'determinism and rational behaviour,' in mind, a quaterly review of philosophy new series, vol. 68, no. 271 (jul., 1959), pp. 28-41, published by: oxford university press) we have already given the definition for rational behavior, but in this definition we find a point which must be clarified, that of a logically relevant consideration. what exactly is a logically relevant consideration? well, that is logically relevant will necessarily vary from case to case. and it can vary so much that macintyre even goes as far as saying that the "task of philosophy might almost be defined as the task of defining 'logical relevance'." (ibid.) a. macintyre tries to show us that rational behavior is not causally determined, but that it comes out of our free will. a. macintyre is highlighting an important point: human actions reflect purposes, beliefs, emotions, meanings, and solidarities that cannot be directly observed. and human practices are composed of the actions and thoughts of individual human actors with exactly this range of hermeneutic possibilities and indeterminacies. so the explanation of human action and practice presupposes some level of interpretation. there is no formula, no universal key to human agency, that permits us to "code" human behavior without the trouble of interpretation. so, in a. macintyre 'whose justice? which rationality?'(1988) is to review of a comparative history of three influential western 'traditions' of moral and ethical theory that manages to stage a surprisingly strong and honest defence of catholic aristotelianism...recall, ethics nikomachean presents the theory for the fulfillment of human beings, what makes a man happy. this book shows a direct relationship between the virtuous and happy life. a. macintyre makes aristotle, the christian. he unfolds several different rationalities at odds with one another, confronting modern society with the unrecognized depth of the disagreement between different "views." alasdair macintyre argues that freud's conception of the unconscious is complicated by his tendency to use the term in two different ways. macintyre shows how freud uses the term "unconscious" both as a straightforward description of psychological phenomena, and as an evaluative notion to explain the links between childhood events and adult behavior. in his work a. macintyre discusses repression, determinism, transference, and "practical rationality," and offers a rare comparison of aristotle and lacan on the concept of desire.(a. macintyre, the unconscious: a conceptual analysis) international journal of social and educational innovation (ijsei) no.1/ 2014 41 note the explanation of human action: whether we can find reasons for actions in the modern world that would not only enable us to act effectively but also move us to act in a manner that who we are and what we do are of a piece.(see also a. macintyre, against the self-images of the age, 1971, also, in after virtue, “fact, explanation, and expertise” and the “character of generalization in the social sciences.”) in 'tradition, rationality, and virtue: the thought of alasdair macintyre,' thomas d. d‟andrea provides a helpful overview that rightly directs attention to macintyre‟s engagement with psychoanalysis and the philosophy of social science. behaviorist and deterministic accounts of action, as well as his development of wittgenstein‟s distinction between description and explanation all of which is crucial for the constructive account 'after virtue' gives of practical reason and the virtues. we see a. macintyre attempt to provide an account of the human good in social terms directed him to metaphysics. for this account was inadequate without a metaphysical grounding. in 'the task of philosophy,' where he argues that first principles are not simply given before our engagement in a mode of inquiry. we have to ourselves to undergo a transformation amounting to a conversion if we are to understand “that it is only by participation in a rational practice-based community that one becomes rational.” macintyre provides a rich account of such a conversion in 'edith stein' by a close analysis not only of stein‟s conversion but also rosenzweig‟s and lukacs‟ conversions. macintyre indicates in the prologue to the third edition of 'after virtue,' that he came to recognize that “what historical enquiry discloses is the situatedness of all enquiry, the extent to which what are taken to be the standards of truth and of rational justification in the contexts of practice vary from one time to another.” macintyre certainly holds that it is undeniable that many culturally embodied systems of thought and action exist with their own standards of excellence. moreover, adherents of these systems come to conclusions that are incompatible with other systems. in the history of philosophy were what fragmented and largely transformed also morality, a. macintyre noticed. philosophers as kant and mill attempt to develop accounts of morality in the name of some impersonal standard was an understandable response to the loss of shared practices necessary for the discovery of goods in common. modern moral philosophy becomes part of the problem, for its stress on autonomy, like its corresponding attempt to free ethics from history, produces people incapable of living lives that have narrative coherence. through the development of subplots and the introduction of new characters, the story macintyre tells is thickened and made more complex. the current morality portrayed in history already it is not satisfied for him, a. macintyre sees the inadequacies of marxism. the first involves the nature of moral judgment and the meaning of such key evaluative words as good, right, virtue, justice, duty, and happiness(see, a short essay in against the selfimages of the age, 1971) a.macintyre observes that it is exactly at the level of language that the moral inadequacies and corruptions of our age are evident. other causes that hinder compliance moral judgments are a source not only in the language, in the psychology, or generally in the absence of education, upbringing, but also in a variety of theories and philosophical problems, for example regarding the status of general concepts (cfr. a dispute about universals of middle age, or theory of the concreteness to the idea of mental by g. berkeley). in 'after virtue' philosopher confronts the emotivism. the latter says: ethical reflection, and the resulting provisions are merely the expression of subjective sensations and feelings of the international journal of social and educational innovation (ijsei) no.1/ 2014 42 individual. emotivism considered evaluation and standards for pseudo-sentences that apparently show the state of things, in fact, but are an expression of irrational and emotional posture leaning to take a similar position on the matter. (see, a. macintyre, after virtue, 1981) 3. epistemological crisis and dramatic narrative in an article first published in 1982, wonderfully titled 'how moral agents became ghosts, or, why the history of ethics diverged from that of the philosophy of mind,' macintyre writes, “at the beginning of modern moral philosophy which i date in the 1780s the moral agent as traditionally understood almost, if not quite, disappeared from view. the moral agent‟s character, the structure of his desires and dispositions, became at best a peripheral rather than a central topic for moral philosophy, thus losing the place assigned to it by the vast majority of moral philosophers from plato to hume.” choice, as macintyre thought stanley hauerwas comments, “conceived by kant and reid as deciding between desire and the requirements of morality and later by sartre as the condition of an individual‟s authenticity” replaced character as crucial for moral agency. and the rest, as the story goes, is history. (see, s. hauerwas, the virtues of a. macintyre, in: first things, october 2007) by taking the active study of philosophical traditions a. macintyre even concludes, crucial for him is the historical fact that one tradition of inquiry can put another tradition into an epistemological crisis. (for his account of such crises, see the chapter in a. macintyre, the tasks of philosophy entitled "epistemological crisis and dramatic narrative.") in an extraordinary essay, “colors, cultures, and practices” in the tasks of philosophy , macintyre draws explicitly on wittgenstein‟s arguments against a private language, to argue that our judgments of color are socially established standards. he then provides a fascinating account of how painters such as hals and turner discovered through the practice of their painting color discriminations that established standards of excellence that make impossible relativistic judgments. the subtitle of his 1999 book, dependent rational animals , is why human beings need the virtues , which makes clear that macintyre thinks that we are necessarily teleological beings who must learn to trust one another. the “plain person” is the character macintyre has identified to display the unavoidability of the virtues. plain persons are those characterized by everyday practices such as sustaining families, schools, and local forms of political community. they engage in trades and professions that have required them to learn skills constitutive of a craft. and so we have concepts such as fact, value. a. macintyre sees the assumed impossibility to move logically from an is to an ought. a. macintyre likewise insists on the importance of avoiding the tendency to treat philosophers as though they all held the same worlview-presuppositions. they did not. they occupied radically different social, cultural and historical contexts, and their presuppositions about the nature of reality were oftentimes radically different from, and at odds with, each other a. macintyre argues that political institutions and practices are themselves very much dependent on local political attitudes.(a. macintyre, after virtue. london, uk, new york, 2011, ny. bloomsbury publishing, plc, p.13) after finishing the war in vietnam, the american public could not take an official stance regarding this war. so different dimensions of human had been entangled in reality. and today also commonly have to deal with the fragmentation, but of a human life sensu stricto. what is the theory of a common society by alisdaire macintyre? this scottish thinker seems to say: "i'll be better." he shows a good, a rule, a virtue, as a result which we acquire practice of (cf. an article by a. international journal of social and educational innovation (ijsei) no.1/ 2014 43 macintyre, plain persons and moral theory). what are the right play ball? gaining efficiency. in macintyre terms 'a good' shows what we get in experience. one must be able to distinguish between what generally makes me happy than what currently makes me happy. we want that, so we should rely on a good trial, or opinion (phronesisgood judgement). we have to do (it), which we consider to be the most tenable, rational. alisdair macintyre also relies on human inclinations and natural law, which is not going to change. unlike emotywism by jean-paul sartre (referencing only on doing the decision), utilitarianism (we recognize life), kantian deontology duty (doing what is necessary), scottish thinker is based on the authority of aristotle's virtues. the main work of macintyre gives rise to a new way of thinking in ethics, but rather an attempt to renew aristotle's moral philosophy. macintyre opposes the philosophy of postmodernism traditionalist anti-modernism. he questions the ways of thinking derived from the dominant culture in our own philosophical enlightenment. macintyre's views are inspired by the marxist critique of liberalism and weave the moral values that constitute intellectual christianity in its catholic variant. at a conference in 2009 in notre dame, indiana, entitled "catholicism instead of what," he recalled the french poet charles péguy (1873-1914), who is the author of such sayings as: “we must always tell what we see. above all, and this is more difficult, we must always see what we see/.../ “it will never be known what acts of cowardice have been committed for fear of not looking sufficiently progressive/.../ everything begins in mystery and ends in politics." the conference alisdair macintyre talked about the narrative of people, on their progress and regress, but most of all he read in the thinking of students and encouraged them to cultivate the values in the christian children education. because here is not so much about morality as the viability of their parents. and what is the capacity of the church to improve this situation,? macintyre rhetorical question was. thinker pointed to the correction of the education system, the development of societies: evoking civil america war he gave on it as the most destructive war up. the conflict between societies. so you have to put in the end the question: how good are we? here a narrative of life is in conflict with the secular mind. let's put on our personal development, but also the development of institutions that protect people, also a certain stability is very important now, for human rationalization of public life. all the people are invidious, alisdair macintyre expressed that at some point. the thinker relied on our personal "madness", "madness person." god is a jew, as if we often agree with this argument. childit becomes after his birth. a rational look at the lives that depend on our feelings and choices is important, we need to take this into account. you have to finally ask about how we improve our lives, memory of which we keep in our societies? how people work together? in the face of the various dimensions of our humanity, we must confront mercy and justice. alisdair macintyre invoked here poetry and life narrative. if we believe in the power of meaning, we should ask about the quality of the opportunities of the christian liberty. quite to the current show nothingness, and that one we are being wasted, to admit that our metaphysical procedure entails political behavior often. the paradox of our potentiality lies in the fact that we need politicians. and as we pray, so we are. there are daily depravity and poverty of everyday life, we need schools, catholic workshops we need not only for christians. do not isolate moral order of the richness of life. according to our internal tensions must be built in this view our political answer. international journal of social and educational innovation (ijsei) no.1/ 2014 44 virtue ethics by alisdair macintyre, it's about ordering goods, setting them in the most accurate series, arranging of the goods. is not bad, good deeds. compare the pair: ignoranceevil, knowledgegood. so, good people do good things. for these goods come through experience, phronesisgood recognition. in this context, thomas would say: i wish you, jesus. alisdair macintyre is not so much an arbitrary position of saint thomas, what the attitude of practical reason (practical reasonning). what is good for me, considering it first. but above all a question of only seeing the other person. i am curious. for exemple person a-is good, person y is needed. as a result, the reaction can be particular or universal. hence y has finally realized, was made an act (action). otherwise how emotivism, that is incorrect theory, according to virtue ethics, make decision, that is, it would make others people able to make someone happy. so, i do not have money, it means, i do not have money as a value that macintyre called the good. it means, that is earn money gradually wise life that money has become a virtue. i think. acquire macintyre virtues: flourishing, happiness, excellence , relationship, justice, patience, courage (facing fear), temperence, honor, contemplation, the mean, relevance, revival of interest, pleasures, career(having career, różne od having job), freedom, money, wealth, emotions, prestige, respect (which responsibility), to choose proportial life, industrous (pilny), whole life. avoid extreme to find golden mean. courage is among excess and deficiency. you need moderation, for we are individual. we are utilitarian, beacause we can recognize life. virtues as habit. mamy czynić z cnót nasz codzienny habit. you do desire freedom, pleasure. why? because it leads to something very important, the friendship, the greater ability. in demonstrating the complete person (see article, plain persons and moral theory) macintyre distinguishes three social roles of men, i already mentioned, which we realize. and so, in life we can be an esthete (aesthate), manager (menager) or therapist (therapist). and even if we do not know how to try it and created it, in our choices alot the roles of moral inconsistencies. we can see the difference one's, for example, in distinguishing between the words 'meaning,' that is, the meaning of what you say, and 'use' in expressing something, of the preferences and the emotions. macintyre argues that, in this respect, emotivism is not consistent, correct, because sometimes we can make bad decisions. the function of human is to utilize a life. let's note, my particular happy decision is different from your happy particularistic decision. st. thomas gave bad person narration, which is different from the narrative people by macintyre (ordinary plain persons). in this view, the history of man seems to be dangerous something. i choose some fear, etc. mostly people are not rational rules regarding appointment. do you know how to take correct decision (right way). macintyre would want to tell us: "i'll be better." but how we are good now, as people? here's a question that ultimately emerges from these analyzes scottish thinker. we need to find the means to realize the virtues, shape different attitudes and dispositions. virtue ethics is different from the ethics act. the act is like at the beginning of the great task of shaping a complete man. the theory of virtue in this respect is open to god. virtue ethics refers primarily to the nature of the person. here i have to be honest, happy, i know how to behave. due to this process we need to understand each other, we need to practice. and so when baking cakes need to know the technology of baking the cake, to tast, but also, for example, you must collect the ingredients for the baking, eggs, flavorings. we need to reach a certain capacity. thus need more rules. i gained knowledge of certain principles, it owned a habitual. and now i know better, for example, what it means 'not to international journal of social and educational innovation (ijsei) no.1/ 2014 45 kill'. and you too. "you flourishing," that isyou're happy. in various situations, in our decisions biblie revelation is ver helpful. and justice, here you are, it seems to have constantly a great job for us. but what to say, for example, for extreme cases, in making moral decisions? macityre seems to prompt us one solution to this issue: if the practice of virtue is worthly, that is, the most sensible approach to the virtue is always possible. this is not idealism. 4. the unavoidability of the virtues g.e.m. anscombe believed that virtue ethics by a. macintyre was the only solution to the moral vacuum in society. responsibility as an essential... what is a virtue? to know and understand the modern development of virtue ethics by alasdair macintyre, learning objective the best way to fill the moral vacuum is to chart our moral virtues. a. macintyre believed the same thing. overview the best way to fill the moral vacuum is to chart our moral virtues. the virtues help us overcome the effects of the three groups of people: atheste, menager, therapist. throughout history they have been important because they help ordinary people be moral. there are internal and external goods. it is too concerned with normative rules or the reality of those normative rules. this has not helped fill the moral vacuum of society. macintyre directed toward metaphysics, because modern ethical study has lost its way. since the enlightenment ethics has been dominated by normative theories. these theories give a moral answer to a problem based on different circumstances. virtue ethics before the 20th century had died out. however it was noticed that there was a distinct gap in the moral mindset that normative ethics was not fulfilling. a fresh approach was needed. in 'after virtue' a. macintyre traced the history of virtue ethics and tried to establish a system of virtue ethics for the modern age. his basic complaint was that modern ethics put too much emphasis on reason and not enough stress on people, their characters and the contexts of their lives. history is important, macintyre noticed that as societies developed 2,500 years ago, so different virtues developed too. in the age of homer a poet who told the story of (the iliad and the odyssey), the following virtues were paramount; physical strength, courage, cunning, friendship. these are known as the homeric virtues. eventually, as cities (the polis) developed, life slowly became more civilized. aristotle developed his theory of virtues for the city of athens and his virtues became known as the athenian virtues. they were (briefly) as follows: courage, friendship, justice: retributive (getting what you deserve) and distributive (making sure that the goods of society are fairly distributed), temperance, wisdom. the emphasis on strength and cunning, needed in time of war, was gone. macintyre argued that the athenian virtues of aristotle were the most complete. athenian virtues for macintyre, the problems with ethics began during the enlightenment, a period of time during the 17th and 18th centuries when science became more important for discovering truth. it was thought that a single, rational cause for morality could be discovered and thinkers such as hume and kant attempted to do this. macintyre argued that despite the theories of people like kant and hume, the virtues have lived on. what‟s more, society depends for its very existence, upon people who exhibit the virtues. the virtues macintyre argued that living a virtuous life depended upon getting into the habit of being moral and of striving towards being virtuous. he argued that this can give life an overall purpose and meaning. the virtues for macintyre, are any human quality which helps us to achieve the „goods‟ in life. international journal of social and educational innovation (ijsei) no.1/ 2014 46 so, alisdair macintyre argues that modern ethical theory, as it has developed since the seventeenth century, has been exposed by contemporary as conceptually bankrupt. to find an alternative, he looks to ancient greece and especially to aristotle's concept of virtue. although his critics consider this alternative to be something of an impossible dream, macintyre argues that it is central to a recovery of ethics. so, we are trying to in the text to explore the core ideas of macintyre‟s ethics and politics in order to present a coherent vision of his intellectual and practical project. the reader will discover how the evolution of macintyre‟s teachings has led him to a position that the authors convincingly label „revolutionary aristotelianism,‟ a doctrine that unites the many concerns and interests evinced by him over a half-century or more. so, a. macintyre writes, "there seem to be no rational way of securing moral agreement in our culture."(after virtue, 1981, ch.2) what to do in this situation. in 'after virtue' alisdair macintyre sought to address a crisis in moral language that he traced back to a european enlightenment that had made the formulation of moral principles increasingly difficult. in the search for a way out of this impasse, macintyre returns to an earlier strand of ethical thinking, that of aristotle, who emphasised the importance of 'virtue' to the ethical life. whereas the defense of morality the “ethics of dilemma” approach to morality forgets an essential part of ethics the person's character and how personal moral growth is encouraged, a. macintyre noticed.(agent-centered, not act-centered, see the first chapter of this article) we are not concerned to know what goodness is but how to become good people, since otherwise our enquiry would be useless. (see, aristotle, nicomachean ethics, ii 1103b 27-9) among the most important messages of the aristotle's nicomachean ethics are the opinions: "happiness is the reward of virtue/.../ moral virtue is an outcome of habit/.../ since the early years of shaping the habits of one kind or another, depends quite a lot, depends very much depends almost everything." (ibid.) according to aristotle a virtue is a skill to learn to be virtues. learning to be virtues. courage is neither covardly nor foolhardy, is like second nature. to take golden mean by aristotle is very important. aristotle provided macintyre with an account of why our actions require a conception of an end as well as the social and political conditions necessary to sustain a life formed by the virtues constitutive of that end that is simply lacking in modern moral practice and theory. we are for macintyre's critique of modern ethics as a disastrous fetishism of rules detached from community like atheiste, menager, therapist etc. for exemple managerism is an inappropriate form of corporate leadership and management culture that is characterized by a self-serving management biased toward capital markets and apathetic toward employees; it mostly occurs in publicly traded companies. macintyre's moral philosophy is shown to provide the resources for a powerful crititque of liberalism. his dicussion of the managerist and emotivist roots of modern culture is very interesting, it seems to be the inspiration for a critical social science of modernity. conservatives and liberals, moreover, both try to employ the power of the modern state to support their positions in a manner alien to macintyre‟s understanding of the social practices necessary for the common good. liberalism, opponent to it the thinking by macintyre derives from a judgment that the best type of human life, that in which the tradition of the virtues is most adequately embodied, is lived by those engaged in constructing and sustaining forms of community directed towards the shared achievement of those common goods without which the ultimate human good cannot be achieved. international journal of social and educational innovation (ijsei) no.1/ 2014 47 a. macintyre 'ethics and politics' ends with a fascinating defense of the virtue of toleration and free speech. the thinker moreover, he understands that there is no past to which we might return. he notes that we are all “inescapably inhabitants of advanced modernity, bearing its social and cultural marks.” accordingly he acknowledges that his understanding of the tradition of the virtues and the consequences for modernity of the rejection of that tradition is one that is possible only on this side of modernity. we can gain some understanding of the moral character of modernity only from the standpoint of a different traditions. but as personal activity necessary to achieve an excellent learning, so research activity necessary for the discovery of the first principles. the thinker from aristotle goes out to saint thomas, who writes: we know the essence of things only by the effects. alisdair macintyre's understanding of practical reason and the virtues are secular...in his important chapter called “aquinas on practical rationality and justice” in whose justice? which rationality?, macintyre does acknowledge that thomas aquinas‟ account of practical reason does have a “theological dimension,” because it requires knowledge of god. but he appeals to thomas himself for evidence that such knowledge does not require -revelation. thus, as if following the indications of a. macintyre, as our mentor, at the threshold of the third millennium, we open ourselves to a strong family, also on a human weakness, i would say, in the midst of human feelings and common disputes, looking for the ultimate truth. in 'edith stein' a. macintyre writes: “we do not begin with some adequate grasp of the concepts of knowledge and truth and in the light of these pass judgment on whether or not we know something of god or whether or not it is true god exists, but rather it is from our encounters with god and with the world and with human beings that we learn what it is to have knowledge of what truth is.” the ethical condition is not the condition of having a certain right theory; rather the ethical condition is having a certain character. this observation from 'ethics and politics' makes clear his view that a natural morality is forged by people over time through trial and error. for macintyre, the practices necessary for training in practical reason through which we acquire the ability to act intelligibly requires the systematic growth of human potential by acquired excellence that cannot help but challenge the character of modern moral practice and theory. this is contemporary virtue ethics alisdair macintyre. 5.conclusion in fact, macintyre‟s work is extreme, but we live in extreme times, as stanley hauerwas noticed it. macintyre has sought to help us repair our lives by locating those forms of life that make possible moral excellence. alisdair macintyre convincingly proves that rationality and ethics are inseparable; that it is impossible for the unjust person to think rationally, or for the irrational person to be just. we can now say in terms of a. macintyre's an adequate conception of human good that the virtues genuinely flourish. and it was the aim of his articles: we have to live wisely, with intelligent life. and it also became our goal, we were better. "the rights of property are absolute. there is and can be no standard external to them in the light of which some particular distribution of property could be evaluated as just or unjust. justice on this view serves the ends of property and not vice versa," citing d. hume macintyre said. (whose international journal of social and educational innovation (ijsei) no.1/ 2014 48 justice? which rationality?, notre dame, in: university of notre dame press, 1988, p. 295) a. macintyre also shows that no conception of justice and ethical life is possible outside of some real community in some place at some time. how to proceed against the way of life in which human relations are governed by the world market? as remarked above, macintyre advises each of his readers to look to their own tradition for the resources to take such a challenge forward. let us try to live wisely now in the families, in our communities. so we drew attention to the a. macintyre understandings of the centrality of practical reason, the significance of the body for agency, why the teleological character of our lives must be displayed through narrative, the character of rationality, the nature of the virtues, why training in a craft is paradigmatic of learning to think as well as live, his understanding of why the enlightenment project had to fail, his particular way of being a historicist, and why the plain person is the necessary subject of philosophy. references [1] macintyre, alisdair. (2007). after virtue, notre dame, in: university of notre dame press, 3rd edn. [2] macintyre, alisdair. (2006). the tasks of philosophy: selected essays, vol. 1, cambridge: cambridge university press. [3] macintyre, alisdair. (1988). “whose justice? which rationality?, notre dame”, in: university of notre dame press, 1988. [4] macintyre, alisdair. (1999). dependent rational animals, chicago: carus publishing. [5] macintyre, alisdair. (2009).”on having survived the academic moral philosophy of the twentieth century”, lecture of march. [6] macintyre, alisdair. (2009). god, philosophy and universities, plymouth, uk: rowman & littlefield publishers. [7] hauerwas, stanley. (2014). "the virtues of alasdair macintyre". first things. retrieved 16 june 2014. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 35 the need for leader creation amongst romanian school principals – educational policy analysis adina-petronela vechiu faculty of psychology and education sciences, alexandru ioan cuza university of iași education policies and management adinavechiuuaic@gmail.com abstract many theories of leadership and organisational climate gave been formulated over the years. this paper focuses both on transformational and transactional management and on supportive organisational climates. the theory of transformational educational management was developed as a response to the need for reform in educational systems in the 1970s and 1980s. the central convincing argument for educational staff was the assumption that a transformational leader motivates both teachers and students through increasing their consciousness regarding operational objectives and inspiring them to forego personal interest in favour of the organisational ‘greater good’ (marks and printy , 2003, p. 375). this strand of theory attributes certain leadership factors to the transformational leader like idealising influence, inspirational motivation, intellectual stimulation and individualising consideration amongst others. the transformational leader came about as a response to the need for schools to be led successfully through innovative reforms. this type of leader underlines and accentuates ideas of change, innovation and the influence teachers have in these processes. on the other hand, transactional leadership is based on promoting a negotiation model which helps reaching a certain motivation level. this level is usually expressed through an accepted amount. conversely, transformational leadership refers to certain assumed responsibilities and moral principles. both leadership models aim to improve school environments, ultimately targeting progress through building leadership capacities amongst all those involved in facilitating school activities (apud nedelcu, 2013). keywords: transformational leadership; transactional leadership; educational management; school climate; the main objective of this study is to analyse the organisational climate and leadership styles in pre-universityteaching. the focus here is on the impact leadership has on organisational climate. derived from the central aim, certain specific objectives will be pursued: • highlighting the link between organisational climate and leadership; • performing a comparative analysis of the participants’ leadership styles; international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 36 • performing a comparative analysis depending on gender and professional experience of leadership styles; • discovering the best predictive factors of organisational climate considering leadership styles. research hypotheses 1. leadership styles (transformational, transactional) are correlated with organisational climate factors (supportive organisational climate; directive organisational climate): 1.1. transformational leadership is positively linked with supportive organisational climates; 1.2. transformational leadership is negatively linked with directive organisational climates; 1.3. transactional leadership is positively linked with directive organisational climates; 1.4. transactional leadership is negatively linked with supportive organisational climates. 2. there are significant statistical differences regarding leadership styles (transformational; transactional) between the different categories of participants in this study: 2.1. significant differences exist between men and women regarding transformational leadership; 2.2. significant differences exist between men and women regarding transactional leadership; 2.3. significant differences exist between teachers with less than 5 years of professional experience, those with a professional experience level between 5 and 10 years and those with professional experience greater than 10 years regarding transformational leadership; 2.4. significant differences exist between teachers with less than 5 years of professional experience, those with a professional experience level between 5 and 10 years and those with professional experience greater than 10 years regarding transactional leadership; 3. leadership styles (transformational, transactional) are good predicting factors for supportive organisational climates; participants for the purpose of this study, 120 primary school teachers from the iași, vaslui, neamț and suceava counties were selected. out of these teachers 60 are male and 60 female. 35 have less than 5 years professional experience, 42 have between 5 and 10 years professional experience and 43 have been teaching for more than 10 years. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 37 research methodology procedure: taking into consideration the objectives of this study, the application timeframe and the methods used for the collection, processing and interpreting the data, this research piece is applicative, transversal and quantitative in nature. the method of enquiry by questionnaire was used. the test subjects were presented with a set of three psychological instruments based on the questionnaire method and a questionnaire aimed at collecting general data on the subject. instruments the first instrument used was the mlq questionnaire – multifactor leadership behaviours for the study of different leadership styles.mlq has been used in thousand research programs and phd and masters theses. the multifactor leadership questionnaire is a largely researched and validated instrument. avolio and bass bring solid evidence for its fidelity and validity in their mlq handbook. its validity is also showed in detail through several factor analyses that have led to the development of this model. moreover, a study by antonakis (2003) supports the nine-factor leadership model and its stability in a range of situations. the fidelity score for the mlq subscales ranges from medium to very good (antonakis, avolio, &sivasubramaniam, 2003). in 1985 bass developed the mlq questionnaire through which he was able to differentiate between ‘transformational’ and ‘transactional’ leadership. transformational leadership is understood as being a leadership style which can produce change. transactional leadership, on the other hand, pushes the group to work on the basis of transactions: the leader offers rewards when the objectives he 0 10 20 30 40 50 60 femei bărbați vechime < de 5 ani vechime 5-10 ani vechime > de 10 ani study subjects international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 38 sets are met. ultimately, bass identified four types of transformational leadership, two types of transactional leadership and two types of laissez-faire leadership. the mlq questionnaire has two forms, namely, the self form and rater form. the self form is meant to be completed by a leader or an aspiring leader. they evaluate themselves and their own behaviour, therefore playing the role of the assessor and the assessed simultaneously. this form can be applied through a classic personality test or questionnaire centred on leadership qualities. the rater form is meant for the collaborators, superiors, colleagues and subordinates of the assessed subject. the former assess the latter through the prism of the latter’s behaviours. the present study will use the rater form. the questionnaire is composed of 24 questions and allows leadership style assessment on a 5 level linkert scale (from 1 – never to 5 – always). this study will focus on transformational and transactional leadership. the four transformational leadership styles are: charismatic leadership (questions 4, 6 and 24), inspirational leadership (questions 13,19 and 21), individual consideration (questions 2, 11 and 12) and intellectual stimulations (questions 7, 15 and 17). the two transactional leadership types are contingent reward i (questions 3, 8 and 14) and contingent reward ii (questions 10, 16 and 23). the alpha-crombach internal consistency coefficient for the mlq questionnaire is 0,754. this demonstrates the high viability of the instrument and allows for the usage of the questionnaire’s results to illustrate the statistical extrapolations pursued by this research. examples of questions: transformational leadership: my ideas determine my subordinates to rethink ideas they did not previously consider. transactional leadership: the work my subordinates do for me determines what they receive in exchange. the transformational leadership independent variable contains questions 2, 4, 6, 7, 11, 12, 13, 15, 17, 19, 21 and 24. the transactional leadership independent variable contains questions 3, 8, 10, 14, 16 and 23. the second instrument used here will be the organisational climate description for elementary schools (ocdq-re) questionnaire which studies organisational climate in elementary schools.this instrument was developed by wayne k. hoy in 1972 and it is used on a large scale when studying organisational climate in schools. the ocdq-re questionnaire contains 42 questions targeting six factors that measure three approachesto the school’s management – supportive, directive or restrictive – and three dimensions of teaching staff interaction – collegial, intimate and disengaged behaviour. each of these dimensions was measured though an ocdq-re subtest. the internal homogeneity for the used scales is relatively high: supportive (.94), directive (.88), restrictive (.81), collegial (.87), intimate (.83) and disengaged (.78). the factors that define a teacher’s openness index are collegial, intimate and disengaged behaviour (hoy, tarter, & kottkamp,1991). the answers are spread on a four-stepped likert scale ranging from ‘rarely occurs’ to ‘sometimes occurs’, ‘often occurs’ and ‘very frequently occurs’ scored from 1 to 4 respectively. this study will focus on directive and supportive behaviour factors.the alpha-crombach internal consistency coefficient for the ocdq-re questionnaire is 0,780. this shows that the instrument displays a high degree of validity and allows for the use of the questionnaire’s results to illustrate the findings of this research. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 39 describing organisational climate factors pursued by this study: 1. supportive climate supportive behaviour, open to suggestions from teachers. praise is genuine and often used and criticism is constructive. competences are valued and the principal takes both personal and professional interest in their teachers. this factor is assessed through questions 4 + 9 + 15 + 16 + 22 + 23 + 28 + 29 + 42. 2. directive climate – rigid behaviour manifested through constant control and oversight of all the teachers’ activities, up to the smallest details. this factor is assessed through questions 5 + 10 + 17 + 24 + 30 + 34 + 35 + 39 + 41. examples supportive climate: the principal treats their teachers like equals. directive climate: the principal leads with an iron fist. results and debate to evaluate the first hypothesis (transformational/ transactional leadership styles corelate with supportive/directive organisational climate factors) the pearson correlation was used. following the statistical processing of the data corresponding to sub hypotheses 1, 2 and 4, a significance level lower than 0.005 was obtained, while the significance level for sub hypothesis 3 was greater than 0.005. thus, the first hypothesis is partially confirmed: • a statistically significant positive correlation exists between the transformational leadership independent variable and the supportive climate dependent variable; • a statistically significant negative correlation exists between the transformational leadership independent variable and the directive climate dependent variable; • a statistically significant negative correlation exists between the transactional leadership independent variable and the supportive climate dependent variable; 1.transformational leadership is positively correlated with a supportiveorganisational climate. taking into consideration the results, a small positive correlation exists between transformational leadership and supportive organisational climate, r = 0.238, p<0.001. therefore, subjects with high transformational leadership tend to obtain high supportive climate scores as well, and vice-versa. 2.transformational leadership is negatively correlated with a directive organisational climate. taking into consideration the results, a small negative correlation exists between transformational leadership and directive organisational climate, r = -0.201, p<0.001. therefore, subjects with high transformational leadership tend to obtain low directive climate scores as well, and vice-versa. 3. transactional leadership is negatively correlated with a supportive organisational climate. taking into consideration the results, a small negative correlation exists between transactional leadership and supportive organisational climate, r = -0.259, p<0.001. therefore, subjects with high transactional leadership tend to obtain low supportive climate scores as well, and vice-versa. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 40 table 1.correlations between transformational/transactional leadership, supportive/ directive organisational climate: *p<0.05; **p<0.01; ***p<0.001; si. – statistically insignificant the obtained results can be validated with the help of existing studies in expert literature. allen, grigsby and peters have examined the relationship between transformational leadership and organisational climate through a correlative study. the data used for the study was collected from a sample of principals and teachers from schools in a small south-eastern texas school district. the multifactor leadership questionnaire (mlq-5x) was used to measure the degree to which principals display the qualities of a transformational leader based on the teachers’ perceptions and was used by the responsible principals for self-assessment. the school-climate inventory-revised (sci-r) was used to measure the teachers’ perception of school climate. the results showed a statistically significant positive relationship between transformational leadership and supportive school climate based on cooperation and respect. the principal always listens to the teachers’ opinions, frequently comments on their activity, always supports them, offers them autonomy and avoids direct control. moreover, the relationships between teachers are friendly (allen, grigsby and peters, 2015). lambert and leithwood (1999) showed that transformational leaders increase the capacity of others to produce first order learning effects. for example, they cultivate a climate in which teachers are engage in a continuous learning process and they usually share what they learned with others. transformational leaders work with other teaching staff to identify their personal objectives and then tie these to wider organisational objectives (barth, 1990; lambert, 2002). this approach is believed to increase engagement amongst staff who see the link between their goals and the school’s mission. these changes are conceived as secondary effects and the main aim is to cultivate the conditions that encourage others to be selfmotivated and engaged in the improvement of the school, without specific directions from above, in a supportive organisational climate. leithwood (1994) observed that the primary effects of this strategy are realised through promoting the group’s objectives, shaping the correlations transformational leadership sig. (2-tailed) pearson correlation supportive climate 0.009 0.238** directive climate 0.004 -0.259** transactional leadership sig. (2-tailed) pearson correlation supportive climate directive climate 0.022 0.385 0.209** international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 41 desired behaviour of others, intellectual stimulations and individual support (for example, towards the personal development of teaching staff). in these schools, principals were better at supporting their staff, giving recognition, recognising school issues, they were more approachable, they looked for new ideas and spent plenty of time to develop the human resources at their disposal. leithwood and jantzi (1999) observe that transformational leadership has strong direct effects on school conditions which, in turn, have powerful direct effects on classroom conditions, accounting for 17% on the supportive climate variance. moreover, other studies support the fact that transformational leadership has a significant effect on the teaching staff’s perception of school climate, their commitment to produce positive change within the school and the organisational learning that takes place (bogler, 2001, day et al., 2001, fullan, 2002). regarding the results, transformational leadership has a significant influence on teachers’ perception of reformative progress registered within the school and improvements in student achievement. these observations are centred on two traits of transformational leadership: its distributive nature and its orientation towards developing capacities in a wider spectrum of school community members. jackson’s (2000) evaluation of attempts to develop transformational leadership in a number of english schoolswithin a bigger project, shows that a set of principles regarding a more dispersed, flexible and receptive leadership model, adapted to the specific context of the school, rather than an inflexible and hierarchic model, based strict norms, is a model that better encourages the emergence of a supportive organisational climate, which seems to be a new paradigm in educational leadership (apud marks șiprinty, 2003). to test the second hypothesis(statistically significant differences exist regarding leadership styles (transformational; transactional) between the different study subject categories)the independent samples t test was used to identify the differences between the means of unrelated groups, when the dependent variable is normally distributed and the oneway anova test for two variables, with the independent variable having three categories. 2.1after the statistical analysis of the data for sub hypothesis 2.1 (significant differences exist between men and women regarding transformational leadership), a significance level greater than 0.005 was obtained. the results do not confirm this hypothesis as statistically significant differences between men and women regarding transformational leadership were not observed. 2.2 after the statistical analysis of the data for sub hypothesis 2.2 (significant differences exist between men and women regarding transactional leadership), a significance level greater than 0.005 was obtained. the results do not confirm this hypothesis as statistically significant differences between men and women regarding transactional leadership were not observed. 2.3 after the statistical analysis of the data for sub hypothesis 2.3 (significant differences exist between teachers with less than 5 years of professional experience, those with a professional experience level between 5 and 10 years and those with professional experience greater than 10 years regarding transformational leadership), a significance level greater than 0.005 was obtained. the results do not confirm this hypothesis as statistically significant differences between the different categories analysed were not observed. 2.4 after the statistical analysis of the data for sub hypothesis 2.4 (significant differences exist between teachers with less than 5 years of professional experience, those with a professional experience level between 5 and 10 years and those with professional experience greater than 10 years regarding transactional leadership), a significance level greater than international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 42 0.005 was obtained. the results do not confirm this hypothesis as statistically significant differences between the different categories analysed were not observed. as described above, there are no significant differences in teaching staff perceptions of transformational or transactional leadership depending on their work experience. bulach and lunenberg (1995) found that there are no significant differences in staff perceptions of school climate and principals’ leadership styles (bulach&lunenberg, 1995, apud angleton et all., 2015). a possible explanation for this could be the different survey instruments used or the size of the subject sample. multiple linear regression was used toanalyse the third hypothesis (leadership styles (transformational, transactional) are good predicting factors for supportive organisational climates), with the aim of finding the best predictive model for the dependent variable ‘supportive organisational climate’. the ‘stepwise’ method was employed, a procedure through which independent variables are introduced in the model and tested one by one, with insignificant ones being eliminated. in the end, the predictive model which best explains the variance is left. certain conditions need to be met prior to employing multiple linear regression as a data analysis method: • the dependent and independent variables must be normally distributed – the kolmogorov-smirnov test compares the distribution of certain values for each variable with a standard normal distribution; • the relationship between dependent and independent variables must be linear – a scatter plot – matrix graphical analysis will be used to illustrate the correlations between the variables and their nature (positive or negative); • the residuals must be normally distributed – the histogram compiled after the competition of the regression will show if errors are normally distributed; • avoiding multicollinearity – the correlations between independent values will be investigated using the pearson correlation; the independent variables with a strong correlation will be highlighted; • avoiding homoscedasticity – an investigation will be conducted into whether residuals present the same variance at every level of the independent variables. this information will be extracted from the graph that is automatically generated by the regression. this will show if the points are randomly spread around the zero value. to verify the efficiency of certain explicative models of supportive organisational climate based on the independent variables transformational and transactional leadership, the stepwise multiple regression method was applied. the model’s results were statistically significant. the first test used for regression analysis is a global signification tests of the coefficient assembly f(2, 117) = 8.139, p<0.001. the most pertinent predictive model is composed of transformational leadership and transactional leadership because it accounts for 10.7% of the dependent variable’s variance supportive organisational climate (4.8% for transformational leadership and 5.9% for transactional leadership). the following coefficients were obtained: transformational leadership 0.162, p < 0.001; transactional leadership – 0.200, p < 0.001. in this case, the constant has the value 23.452, p < 0.001. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 43 the regression equation is as follows: cs = (c)23.452 + 0.162 × ltr – 0.200 × lts c = 23.452 – constant; cs – supportive climate measured through transformational and transactional leadership; ltr – transformational leadership score; lts – transactional leadership score. example: if a transformational leadership score of 30 and a transactional leadership score of 15 were obtained, the regression equation would be: cs = 23.452 + 0.162 × 30 – 0.200 × 15 = 23.452 + 4.86 – 3 = 25.052 table 2. regression output anova; model summary; coefficients. anova model2 sum of squares df mean square f sig. regression residuals total 101.343 2 50.672 8.139 ,000 728.448 117 6.226 829.792 119 model summary r rsq adjusted r sq std. error of the estimate rsq h fch 1 0.238 0.56 0.048 2.57594 0.56 7.054 2 0.349 0.122 0.107 2.49521 0.66 8.75 9 coefficients (constant) 23.452 2.548 9.204 ,000 sc transformati onal 0.162 0.50 0.285 3.237 ,002 sc transactiona l -0.200 0.68 -0.261 -0.261 ,004 international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 44 thus, we can say that 10.7% of the supportive organisational climate independent variable’s variance is explained by the transformational leadership and transactional leadership independent variables’ variance. the results of the present study are in agreement with the results of other studies in this domain which reported the same results. leadership is a key component of a school’s success. transformational leaders have a great potential when it comes to influencing school climate (bass and riggio, 2006). in this study, all five transformational leadership factors (idealised attributes, idealised behaviour, inspirational motivation, intellectual stimulation and individual consideration) have displayed significant positive relationships with the seven dimensions of school climate, underlining the importance of the style of leadership. the teaching staff’s general perception of leadership influences the general perception of the school climate as well. the results of this study are in agreement with the findings of hallinger and heck (1998) who discovered that transformational leaders have a positive impact on the teaching staff’s perceptions and on school climate (apud. adams et al., 2017). other previous research (bird et al., 2009; rhodes et al., 2009)describe how a teacher’s perspective of school climate is tightly linked with their perception of their school principal’s leadership style. when teachers believe their principal has a high number of attributes that align with their aspirations and principles, they identify more easily with them and notice a much more positive supportive school climate (bird, wang, watson, & murray, 2009). the teaching staff’s perceptions observed in this study were similar with those identified by vos et al. (2012), who state that the teachers’ perception of school climate was influenced by the principal’s behaviour. a leader who represents a role model and a support structure for their staff and behaves in concordance with the values they promote can easily build an engagement to the school and its objectives, fact which can determine teachers to perceive the school climate as a positive, supportive one (gumus et all., 2016). moreover, the transformational model is comprehensive because it offers a normative approach to the school’s leadership, focusing on the process though which leaders seek to influence the school’s results and not the nature or the direction of these results. it is powerful and complex and it manifests itself when one or more teachers engage with each other in such a way that administrators and teachers alike lift each other to ever higher levels of engagement and dedication, motivation and morality (matthew, 2017). micro research the need for leader creation amongst romanian school principals for the purpose of clarifying the results of the empirical study and the proposal of certain pertinent recommendations regarding the agenda of management educational policy a quantitative micro research was put together. the aim of this research is to identify the informational gap regarding the initial and continuous training for principals and administration council members and to offer guidelines regarding the professional development of informal or formal leaders to strengthen the direct transfer of knowledge, skills and capabilities with the aim of improving organisational climate through tackling existing difficulties. regarding the research methodology, a structured interview guide was used which was comprised of twelve open questions. the questions had the aim of examining the following: the percentage of time principals allotted to administrative tasks, education-themed discussions with teachers, managing teachers’ behaviour, the extent to which the subjects apply efficient methods (transactional or transformational) with the aim to mobilise/ motivate international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 45 teaching staff to take initiative/ increase their involvement. another studied aspect was the principals’ disposition to offer support to their teachers when it comes to personal or career development and their perception of the organisational climate (the relationships established between leaders and the other teachers), as well as the extent to which they collaborate to maintain an optimum atmosphere. furthermore, the questions aimed to expose certain difficulties that exist in educational institutions when it comes to organisational climate and manifested leadership, as well as assembling a list of proposals from principals meant to surmount these difficulties. for the purposes of this research, eight principals from state educational institutions at different levels from iași and pașcani were interviewed. the interviews were conducted either face-to-face or via telephone and were recorded with the permission of the participants whose identity will be kept anonymous. the analysis of the interviews revealed the following results which have been exposed below in swot specific categories, which are usually employed in educational policy analysis. when it comes to strengths, a great number of principals encourage or even finance professional development courses for their teachers, with the belief that the teaching staff will apply what they learnt to produce positive change at school level; also, most principals did take part in school management-specific accredited courses that tackle the issues of leadership and deliver organisational behaviour improvement strategies with the aim of offering a quality education. one of the observed weaknesses is the fact that the roles of leaders in pre-university teaching institutions are mostly focused on activities such as planning, developing organisational policy or decision making aimed at obtaining good results in agreement with quality assessment standards. it is then clear that activities such as socialising and regulating organisational policy, control, staff development with all that this brings like knowing the personal and professional development needs of staff members, motivating them, involvement in the staff recruitment process as well as involvement in the creation of a desirable organisational climate take a secondary place. at the same time, not all educational institutions have an express, clear and assumed vision to which individual objectives can be linked. this is caused by the fact that documents produced by the school’s management meant to outline the school’s ethos and vision are, most times, superficial and adopted or prescribed by the principal and are not a representation of the involvement of all the teaching staff, meaning that values and principles are not truly shared. another aspect which must be considered is the fact that strategic planning in schools usually adopts national strategic targets without performing any diagnostic operations along with the whole of the teaching staff in order to produce a set of specific needs that strategic planning should be based on. moreover, 6 out of the 8 interviewed principals have identified a lack of decision-making skills amongst administrative staff resulting in the latter rarely being involved in improving school climate. the reluctance of certain actors to take initiative and propose changes and solutions for improving school climate and improving the relationship between principals and teachers was cited as a major impediment for a transformational approach to leadership by 5 of the interviewees. at organisational climate level, principals mention that the most frequent conflicts appear due to different mentalities (either between senior members of staff and new members of staff, the latter being treated as uninitiated, unknowledgeable, excluded, without being involved in the life of the schoolor between individualists and collectivists). another obstacle in the way of transformational leadership and an open climate, mentioned by most international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 46 principals, is the resistance to change displayed by the teacher’s council and the lack of leverage when it comes to motivating staff. the results of these interviews are in agreement with the statistics of a study performed by the romanian institute of educational sciences in 2014 on a sample of 150 principals and deputy-principals in romania. this study shows that most of the principal’s activities are dedicated to administrative tasks (19%), followed by teaching (15%), managing student behaviour/ communicating with students (12.01%), discussions with teachers on educational themes (curricula, teaching 11.67%), school self-assessment and quality assurance of the school’s activities (11.36%), assessment of their own activity (9.38%) and lesson observations (9.08%). at the same time, the researchers observed the creation of a hierarchy of basic competences that principals find most important. strategic management and planning competences are considered very important by the respondents this is highlighted by the fact that planning and managerial projection documents are the first thing to be requested by principals when performing regular inspections. human resources management skills find themselves just below the former in this hierarchy, with the interviewees finding them important as they especially refer to legal or regulatory aspects which, if breached, could produce legal repercussions. communication and conflict management skills and the ability to intervene in the operations of the organisation are placed at the bottom of the hierarchy. the ability to intervene in the operations of the organisation refers to ways of using feedback received from students, teaching staff, parents or school inspectors (institute of educational sciences, 2014, p35). thus, it can be noted that actions related to socialising and regulating organisational policy, control, staff development with all that it brings, like acknowledging the personal and professional development needs of the staff, motivating them, involvement in the recruitment and selection process as well as involvement in the creation of a desirable organisational climate are placed the bottom of the priority list. diagnosis studies and observations alike demonstrate the existence of a leadership skills crisis in the romanian system, even if, lately, certain positive steps have been taken towards applying modern management theories and strategies. all international studies show a positive correlation between the quality of school management and the quality of education offered, which is manifested through the students’ results in national and international assessment and high engagement levels amongst teaching staff. research conducted by the institute of educational sciences and other studies (talis, 2019) have, on the other hand, identified obstacles related to the leadership skills crisis amongst managers: the absence/ insufficiency of strategic management and educational leadership knowledge/skills amongst people involved in leading educational institutions; seeing management techniques and instruments as a goal in themselves rather than a way of increasing efficiency; the absence/ insufficiency/ inadequacy of quality related policies, objectives and strategies for long, medium and short term; the presence of reductionist attitudes an preconceptions like: ‘quality is obtained through detecting issues/ irregularities and correcting/resolving them’ and not through preventing them from happening in the first place; the mostly formal interaction with parents, the local community and teachers at school level. according to theannex to omects no.3545/212 regarding the adoption of pre-university educational management policy developed as part of the professionals in educational management project, a very wide variety of managerial approaches exist in the system: focusing mostly on the administrative aspect, while neglecting proactive management, organisational culture, quality and (self-)assessment; the focus is not on the quality of the management process but on the final product, resulting in the preponderance of directive, monopolising or transactional leadership approaches based on superficial exchangesand the international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 47 lack of a climate that encourages high performance and quality; not all managers have the capacity to create a culture that encourages everyone’s ideas and contributions (capacity usually associated with transformational leaders), a culture in which participation in decision making processes is encouraged dominates rather than one of negotiation; informational management is reduced to spreading the information received local, county or national levels of authority; there is no balance between the promotion of academic culture (a necessary dimension of a favourable academic climate) and that of a functional culture adapted to the end goals of each specialist domain, principals often treating teachers at each level the same, without taking into consideration the specific variances at each level of schooling. general conclusions; limiting factors; future research directions general conclusions all the issues mentioned above can be traced to the lack of leadership proficiency amongst school managers, fact which amplifies difficulties within the school system by ignoring the truly important resources available – human resources – for the creation of an open organisational climate, characterised by support, collegiality, high engagement and distributive leadership. judging by the results of various studies and the priorities set by different national and international reports when it comes to educational leadership, the following opportunities can be identified with the aim of exercising effective leadership for the qualitative growth of the managerial act: • the development of normative and regulatory instruments (standards) regarding educational management at local and county levels; • the development of formative standards in the categories of management, advisory and control staff, corelated with occupational standards, which would ensure concordance with strategic priorities at system levels in the field of pre-university educational management; • attracting more funding from the european union to fund leadership training for principals in schools which struggle with high degrees of abandonment, low attendance and lack of teaching staff; • decentralisation and an increase in school autonomy to increase the role of the administration council and the formal leader in selecting and recruiting staff. the results of previous studies on leadership styles and current organisational climate challenges highlight the following guidelines as policy recommendations in the field of training and recruiting managers and administration council members: a. at national level (responsible actors: the ministry of national education): • reconfiguring the responsibilities of the formal manager through decentralising teaching units and assuming institutional autonomy, fact which will allow the educational leader the following: supporting, assessing and developing human resources in accordance with real-life situations and local necessities; establishing performance indicators and ways of increasing the responsibility degree of teaching staff; international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 48 • professionalising the school manager position through transforming it into an attractive job proposition, establishing certain criteria and a desirable educational leader profile for the selection of competent candidates who are conscious of the need for innovation and change in schools as organisations; • rethinking wage levels for principals and administration council members with the aim of motivating them; b. at county level (responsible actors: school inspectorates, various training bodies): • elaborating adequate managerial training programmes, themed mainly on the formation of leadership competences based new evidenced standards and practices for principals and administration council members; • developing assessment instruments aimed at testing the abilities of leadership, guidance and control staff in the pre-university educational system; • the implementation of a mentoring and counselling department within the county inspectorate to offer guidance to newly appointed principals; • promoting informational and communication technologies at local and county educational management levels, as well as managerial training through employing a dedicated educational management portal; the portal will offer multiple collaboration opportunities. c. at local level (responsible actors: principals, members of the administration council, the teachers’ council, local authorities): • implementing the strategic management of human resources and a transactional motivation strategy (for example, attracting funds from local agents for teaching staff that is actively involved in the school’s life and actively contribute to its values); • the distributive application of power through task distribution and a real participative decisional act; • ensuring a leadership style that goes beyond school limits through the careful selection of administration council members and their training (local council representatives, union representatives, representatives of the mayor), and ensuring their involvement in school life with the aim of observing and confronting the issues and shortcomings facing the school; • the selection and training of members of the parents’ committee to encourage active participation which would generate initiatives for involvement and a visible transformation of the partnership between school and family; • the implementation of traineeships/ regular sessions centred on instructional/ transformational leadership for teaching staff with the aim of establishing, promoting and sharing strategies for the improvement of the educational and managerial act at institutional level, turning the school into a more visible entity, establishing and sharing a common vision, developing common problem-solving strategies for the school. naturally, risks exist that can minimise the impact and slow the implementation of educational policies in the filed of training and recruiting managers and members of the administration council with the improvement of the organisational climate in view. the following are amongst the most pressing: national educational policy is established by the ministry based on consultations with other institutions and ministries that might have little international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 49 interest in the school management or educational leadership; human resources management in pre-university education is the responsibility of the ministry and it is implemented as local level through county school inspectorates and the methodology of teaching staff mobility (recruitment, selection, appointment and transfer) is established every year through a ministerial order, creating a great fluctuation in staff mobility, with well bonded teacher groups being rare, and cases in which managers can select people who truly identify with the school’s mission and would consistently contribute to the school are exceptions; the existence of a strict legislative frame regarding the attributes of the principal, the members of the administration council, the teacher’s council, centred on the administrative-managerial side; insufficient involvement on the side of the management department within the county school inspectorate in the counselling and support of principals with the aim of tackling certain issues. to conclude, a durable leadership should be aimed at creating an open organisational climate through: establishing, embedding and utilising efficient ways to communicate, implementing participatory decision making, increasing the responsibility of all the members of the organisation, power distribution (practicing distributive leadership), socialising actions, developing and improving staff through acknowledging their personal and professional development needs, motivating staff both through transactional (financial stimuli, empowerment, promotions) and transformational means (individual consideration), the involvement of the formal leader in the staff recruitment and selection process and the involvement of all staff in the creation of a functional organisational climate. several limiting factors that might affect the results of this research have been identified, the first of which is the relatively small number of participants in the quantitative study. a second factor which must be considered is the impossibility to control tendencies which make participants offer inaccurate answers to questions to create the illusion that the situation that they are in is better than in reality. finally,the study was focused on the moldavia region of romania, fact which does not offer the possibility of generalising the results at national level. as a future research direction, a need to perform additional research aimed at assessing the relevance of the present study has been identified. also, the development managerial policy agenda propositions through advancing certain common problem-solving strategies in schools would be a desired step forward. references allen, grigsby & peters. (2015).does leadership matter? examining the relationship among transformational leadership, school climate, and student achievement. international journal of educational leadership preparation, v10 n2 p1-22 . antonakis, j. (2012). transformational and charismatic leadership, in day d.v. &. antonakis, j. (eds.), the nature of leadership (2nd ed., pp. 256–288). thousand oaks, ca: sage. bass, b.&riggio,e.,g., (2006), transformational leadership, mahwah, nj: lawrence erlbaum associates; bass, b. m. (1985). model of transformational leadership. in t.f. mech & g.b. mccabe (eds.), leadership and academic librarians (pp. 66–82). westport, ct: greenwood, 1998. international journal of social and educational innovation (ijseiro) volume 7 / issue 13 / 2020 50 bird, j. j. , wang, c. , watson, j. , & murray, l. (2009). relationships among principal authentic leadership and teacher trust and engagement levels. journal of school leadership, 19(2), 153–171. hallinger, p. (2003). leading educational change: reflections on the practice of instructional and transformational leadership. cambridge journal of education, 33, 329-352. hoy, w. k., tarter, c. j., & kottkamp, r. b. (1991). open schools/healthy schools: measuring organizational climate. beverly hills, ca: sage. marks h. m., șiprinty s. m., (2003). principal leadership and school performance:an integration of transformational and instructional leadership. educational administration quarterly, vol. 39, no. 3 pag. 370-397. matthew, a., (2017). transformational leadership in education: a review of existing literature. international social science review: vol. 93 :iss. 1 , article 4. nedelcu, a. (2013). transformational approach to school leadership: contribution to continued improvement of education, manager journal, faculty of business and administration, university of bucharest, vol. 17(1), pages 237-244. vos, d., van der westhuizen, p., mentz, p., & ellis, s. (2012). educators and the quality of their work environment: an analysis of the organizational climate in primary schools. southafrican journal of education, 32(1), 56-68. international journal of social and educational innovation (ijseiro) volume 2 / issue 3/ 2015 7 adapting and integrating alternative didactics in the teaching-learning-assessment system in relation to the concept of “disciplinary field” eşi marius-costel “stefan cel mare” university of suceava, romania e-mail: mariusesi@yahoo.com received 13.01.2014; accepted 13.02. 2014 abstract in the current education system the importance and role of didactics (general didactics/ speciality didactics) and the didactic methodology of the teaching-learning-assessment process are well known. therefore, beside several defining features that indicate the didactic dimension, in the sphere of education we note a number of issues that require a multidimensional approach to the learning contents. in other words, given the "scientification" of the contents, in the current education system they can no longer be taught / assimilated from the perspective of a single didactics. therefore, the aim of this paper is to explain, on the one hand, the idea of alternative didactics and, on the other hand, its role in the teaching-learning-assessment system. keywords: alternative didactics, teaching-learning-assessment system, educational pragmatism, learning contents, dynamic education 1. introduction in today's society the fact that the knowledge process develops as a consequence of the disciplinary and methodological connections has become increasingly obvious. if at first the knowledge process developed in relation to the multidisciplinary paradigm (the dimension where knowledge was concentrated in one direction, in a disparate manner eşi, 2014, 44), nowadays it only proves its legitimacy based on interdisciplinary, pluridisciplinary and transdisciplinary approaches. however, one shall see if such approaches are sufficient arguments for validating the process of “educational” knowledge. educational knowledge is that form of knowledge achieved in relation to the educational theories and methodologies. although the concept of “knowledge” is pretentious in terms of what it expresses, in this context we shall use it as a notional and disciplinary reference point for assuming the idea of educational knowledge. in this context, we note that such “educational knowledge” acquires validity exactly by relating the contents it expresses to the inter-, pluriand transdisciplinary approaches (where experiences are expressed through competencies (niculescu, 2010, 181)). international journal of social and educational innovation (ijseiro) volume 2 / issue 3/ 2015 8 specific literature provides a number of sometimes contradictory explanations (nicolescu, 1999, 53) regarding these approaches, which somehow underlie the system of scientific knowledge. moreover, in our opinion, analysing the educational theory from the perspective of an epistemological basis cannot but support the need for the relationship between epistemological didactics and intuitive didactics in the context of dynamic education (eşi, 2014, 31-36). however, a normal evolution of scientific knowledge can be explained in terms that are becoming increasingly relevant in the contemporary education. of course, by this assumption we must not understand that the dimension of traditional didactics must absolutely be abandoned. alternatively, we are taking into account the idea of improving the educational system (which is, in our opinion, an open system). or, in such circumstances, as it is well-known, explaining a new paradigm by using epistemological terms can be justified to the extent that the (conceptual/methodological) scientific analysis is also judicious. examples of such concepts are the following: “disciplinary field” (in relation to the concept of “tesseract”), “intuitive didactics” (we particularly refer to the concept of “intuition”), "complementary didactics" (the approach that refers to the perspective of disunification of didactics). 2. pragmatic illustrations of the concept of "disciplinary field" required for the process of understanding the idea of alternative didactics as a relevant vector regarding the implementation of alternative didactics, dynamic education promotes and should promote scientific tolerance (the constructive, "positive" meaning of the word). in this sense, the activities initiated in regard to a theory on alternative didactics are translated into a multi-level dimension of scientific knowledge. moreover, we cannot talk about a unique form of knowledge regarding alternative didactics, nor about more forms of knowledge (in the sense that a certain form of knowledge differs from another form, like, for instance, implicit knowledge is different from explicit knowledge); we should rather admit the existence of knowledge itself at n-dimensional level. this assumption leads to the idea that alternative didactics must take into account the relationship between epistemological didactics and intuitive didactics and something more, namely something that adds extra knowledge through the quantitative/qualitative transition from a certain state to another. perhaps in order to have a better understanding of such an idea, the best illustration would be provided by the concept of “disciplinary field”, (explained in relation to the concept of “tesseract”). therefore, going somewhat beyond the multi-, pluriand transdisciplinary perspectives and taking into consideration the idea of n-dimension, we could make a first step in justifying the education system of alternative didactics. an argument that supports this idea is that the current didactics cannot entirely satisfy the level of understanding and applicability of the scientific contents. thus, there are contents that need to be related to other concepts/specific terminologies/totally different specializations in order to be explained and understood. interdisciplinary approaches are the most convincing example in this respect (where the conceptual and methodological transfer is accomplished). international journal of social and educational innovation (ijseiro) volume 2 / issue 3/ 2015 9 therefore, the starting point for justifying our approach is the concept of “disciplinary field”, which refers to the area where the disciplines overlap based on the correlation between methodologies, concepts and applications. in our opinion, the disciplinary field is the result of inter-, pluriand transdisciplinary approaches and their applicability at different levels of correlation. an approximate illustration of this concept can be seen in figure 1. figure 1 – illustration of the concept of “disciplinary field” source: author’s own elaboration in figure 1, the arrows represent the directions corresponding to the n disciplinary dimensions. the common parts (that form the disciplinary field) are formed by the intersections of all the disciplinary fields, and also by the junction between the fields, no matter how far away from each other they are in the spatial illustration. the common and defining element that could allow the development of a disciplinary field is represented by the inter-, pluriand transdisciplinary approaches/explanations themselves. however, please note that in such an illustration of the disciplinary dimensions we can identify several disciplinary fields. the field with the strongest “magnetism” is the one that manages to generate the most powerful form of knowledge. in other words, we note the existence of the law of duality (also found in the logic of the terms/concepts); according to it, the more powerful is the intension, the less powerful becomes the extension. therefore, the more numerous and powerful are the characteristics of a disciplinary field, the more intersections and unifications are there between the disciplinary dimensions. of course, there may be disciplinary fields formed from fewer such unifications and intersections, with powerful intension. this is an issue that we shall analyse within a future rigorous research paper. therefore, our perspective regarding the understanding of these dimensions should go beyond the two-dimensional and three-dimensional frames (figure 2). we could take as a starting point the four dimensional universe, which could be illustrated by relieving the concept of “tesseract” (“four dimensional hypercube” http://commons.wikimedia.org/wiki/file:hypercubecubes.svg), as well as its coordinates (ramirez; pérez -aguila, 2002, 1-8). international journal of social and educational innovation (ijseiro) volume 2 / issue 3/ 2015 10 figure 2 – illustration of the concept of “disciplinary field” in relation to the concept of “tesseract” source: adapted after http://commons.wikimedia.org/wiki/file:hypercubecubes.svg [accessed 22.01.2015] the idea can be put into practice in a range of disciplinary dimensions (pérez -aguila, 2006, 1-13) or scientific applications (sarma; maccherone; wagstrom; herbsleb, 2009). thus, in the educational process, an important role belongs to the forms of illustrating the disciplinary dimensions in relation to the idea of “disciplinary field”. figure 3 – form of integrating and adapting the concept of “disciplinary field” to the educational dimension in relation to the idea of alternative didactics source: author’s own elaboration http://commons.wikimedia.org/wiki/file:hypercubecubes.svg international journal of social and educational innovation (ijseiro) volume 2 / issue 3/ 2015 11 2. the pragmatic dimension of alternative didactics the process of disunification of the disciplinary fields requires a purely scientific and intuitive approach. in other words, we believe that epistemological didactics and intuitive didactics can contribute to the implementation of alternative didactics. in this context, the educational reality is made on the one hand of epistemological-intuitive structures through which different meanings and significances are pragmatically correlated and on the other hand of teaching-learning-assessment contents. therefore, in our opinion, such a didactic situation requires a rational application of the scientific contents, which can be correlated with methodological strategies of assuming the future explanations that are specific to alternative didactics. these explanations become judicious given that the interpersonal interaction expresses specific communicational behaviours in terms of the didactic activity. thus, assessing and reassessing the didactic concepts requires assuming new educational activities. of course, the conceptual layering of the didactic process does not fully solve the methodological problem. therefore, the application of the educational valences that are specific to the dimension of alternative didactics reflects the need for an open systemic approach that enables the understanding and application of the new contents. the need for alternative didactics in the contemporary education system is justified to the extent that the necessity of social utility synchronically translates the very idea of education. in other words, the correlation between society, education and didactics/pedagogy reveals the pragmatic nature of today’s form of implementing the educational strategy. thus, the criteria for valorising the optimization sequences regarding the learning-teaching-assessment process are subordinated to the moral/social dimension, which is specific to dynamic education. thus, the value system represents a specific level of organization through which the strategies acquire educational legitimacy. in this context, the role of alternative didactics becomes relevant and such an educational/didactic reality should be understood to the extent that the process of didactic materialization of the objectives assumed by the educational decision makers (teachers / trainers) is completed. moreover, a proper understanding of the role and place of the methodological/conceptual/theoretical connections within the disciplinary field supports the implementation/development of alternative didactics. assuming such a strategy enables the didactic process, while allowing the scientific contents to be approached from the perspective of a new methodology of the new didactics from the educational system. 3. conclusions and suggestions regarding the disunification of the fields, we should guard against the principle according to which any form of connection is possible in any "possible world". we suggest seeing if a specific connection (from the category “anything can be possible”) can prove its validity as a disciplinary field of the educational sciences. moreover, our concerns as didacticians should be focused mainly on the pragmatic nature of such a disciplinary field. the axiological conditionings resulting from the process of implementing alternative didactics call for the methodological reassessment of the scientific contents. this is, in fact, a whole process of reassessing the programs that underlie the presentation/assimilation of the scientific contents. international journal of social and educational innovation (ijseiro) volume 2 / issue 3/ 2015 12 therefore, the utility of alternative didactics is fully justified given that the teaching-learningassessment process is assumed by all educational/social actors. references: 1.eşi, m. c. (2014). didactica specialităţii. curs universitar pentru programele de licenţă (speciality didactics. university course for undergraduate programs), didactic and pedagogic publishing house, bucharest. 2.eşi, m.c. (2014). problematici actuale ale didacticii de specialitate în contextul unei educaţii dinamice (current issues of speciality didactics in the context of dynamic education). in eşi marius & clipa otilia (coordinators), incursiuni didactice în dinamica educaţională (didactic insights into educational dynamics), didactic and pedagogic publishing house, bucharest, 31-36. 3.nicolescu, b. (1999). transdisciplinaritatea (transdisciplinarity), polirom publishing house iaşi. 4.niculescu, r. m. (2010). curriculum între continuitate şi provocare (curriculum between continuity and challenge), publishing house of “transilvania” university of brasov 5.pérez -aguila, r. (2006). dimensional analogies: a methodology for introducing the study of higher dimensional spaces to computer science students. in ieee computational intelligence society chapter mexico, 2(2), 1-13. 6.ramirez, a. a. and pérez-aguila, r. (2002). a method for obtaining the tesseract by unravelling the 4d hypercube. wscg, 1-8. 7.sarma, a.; maccherone, l.; wagstrom, p. and herbsleb j. (2009). tesseract: interactive visual exploration of socio-technical relationships in software development, conference: software engineering companion volume, 2009. icse-companion 2009. 31st international conference on source: ieee xplore website: http://commons.wikimedia.org/wiki/file:hypercubecubes.svg [accessed 22.01.2015]. http://www.bibsonomy.org/author/ram%c3%adrez http://www.bibsonomy.org/author/p%c3%a9rez-aguila http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=5071034 http://commons.wikimedia.org/wiki/file:hypercubecubes.svg international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 53 construction and analysis of the advertising distribution model t.r. nikitina tavria state agrotechnological university, melitopol, ukraine abstract: the study investigates the construction characteristics and evaluates the advertising distribution model by utilizing the case of beauty products as an example. keywords: advertising, distribution model, promoting campaign, customer analytics; 1. research context it is widely acknowledged that advertising plays a crucial role in the success of trade and often proves decisive in promoting a product. the advertising industry attracts highly talented individuals, including top-notch professionals who create their own unique styles. advertising has become an integral part of our society's culture, influencing cinema, literature, and theater. additionally, advertising shapes the mentality of the country, ultimately leading to changes in people's characters, desires, and ways of thinking. this, in turn, results in an accelerated pace of life for society as a whole [2]. as advertising is a form of information, we can create a mathematical model based on the classic model of information dissemination [] within a given society. the intense competition between manufacturers compels them to seek novel and innovative approaches to promote their products. therefore, building such a model and analyzing its behavior based on varying parameters (such as advertising intensity and a person's propensity to change their mindset due to advertising) can undoubtedly prove useful for both a theoretical understanding and practical application. 2. literature review the mathematical models studied in this paper are based on differential equations, including stochastic ones. many well-known scientists, including a. v. skorokhod, y. i. gikhman, m. m. bogolyubov, devoted their work to the study of evolutionary systems in the form of stochastic equations. an extensive bibliography on this issue can be found in the book by v.s. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 54 monographs of korolyuk. in particular, in [7], the approaches used in this article to the study of the asymptotic behavior of an evolutionary system with a diffusion perturbation were presented for the first time. the question of the asymptotic behavior of limit generators is of paramount importance. similar problems were also solved earlier using qualitatively different methods (see, for example, [17]). the methods presented in our study allow us to explore a model consisting of markov transitions that fit a random environment. in addition, these methods make it possible to reveal an additional diffusion component and significant jumps in the perturbation process in the boundary equation. the authors examine a social community of n0, potentially exposed to several types of advertising through two different channels. n1(t), n2(t), … denote the number of "followers" who have adopted the new ad product over time. in the presented article, a more natural generalization of the model is presented and the generator of limit processes is explicitly formulated, and an interpretation of the model is also proposed. 3. purpose and aims of the study the purpose of this article is to present the advancements in the asymptotic theory for stochastic evolutions, which are solutions of stochastic differential equations. the focus is specifically on those influenced by impulse disturbances and non-classical approximation schemes. furthermore, the research aims to develop and scrutinize a model for advertising distribution. the effectiveness of this model will be evaluated using a small business as an example. 4. the study in this study, we will utilize the classic model of information dissemination [1] to examine the efficacy of advertising the company's new beauty product to consumers. let us revisit the fundamental assumptions underlying the model. consider a community of consumers comprising 𝑁0 individuals who are targeted with advertising for our product. in other words, this community is receptive to advertising, which implies that the probability of modifying their attitude towards the product can be increased through the dissemination of relevant information. at a specific time point 𝑡 = 𝑡0, the advertising distribution source initiates its operations, leading to the proliferation of the product's advertisement within the community. the primary measure of the extent of advertising distribution is the quantity 𝑁(𝑡) which varies with time t and represents the number of individuals who have embraced the new product. for international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 55 ease of analysis, we will assume that at the onset 𝑡 = 𝑡0, 𝑁(𝑡0) = 𝑁(0) = 0, indicating that there are no initial supporters of the new product. 1. advertising will be disseminated within the community through two distinct information channels. a) the first channel is external to the community and may involve an advertising campaign conducted via social media, as well as seminars and meetings. the intensity of this channel, measured by the number of equivalent information actions per unit of time, is denoted by the parameter 𝛼11 > 0. b) the second channel is the internal channel, which involves interpersonal communication among members of the community. the intensity of this channel, which is measured by the parameter 𝛼12 > 0, is determined by the number of equivalent informational contacts. during communication, consumers who have been exposed to advertising (whose number is 𝑁(𝑡)), influence other consumers who have not yet been influenced (whose number is 𝑁0 − 𝑁(𝑡), thereby making an additional "personal" contribution to the process of generating interest in the new product. we will assume that any consumer who has not yet been exposed to advertising will always have the chance to receive the information that is distributed through external channels, with a certain probability of perceiving it. as a result, the rate at which consumers are recruited through external channels is determined not only by the factor 𝑁0 − 𝑁(𝑡) and the value of 𝛼11, but also by the value of 𝛼12, which represents the probability or tendency to perceive the information. this probability may depend on factors such as the level of trust in the information. it is important to note that although the internal channel is local and operates on a person-to-person basis, unlike the external channel, the speed of recruitment is still directly proportional to the number of consumers who have not been exposed to advertising yet. this value is denoted as 𝑁0 − 𝑁(𝑡), and is also determined by the intensity of contacts 𝛼21, and the tendency of consumers to perceive information through the second channel, which is represented by the value 𝛼22. 2. the change rate in the number of followers 𝑁(𝑡), which refers to the number of new members joining per unit of time, is determined by two factors. a. firstly, the speed of external recruitment, which is directly proportional to the product of the recruitment intensity 𝛼11, the recruitment probability 𝛼12, and the number of potential members who have not yet been recruited ((𝑁0 − 𝑁(𝑡)). international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 56 mathematically, this can be expressed as 𝛼11𝛼12(𝑁0 − 𝑁(𝑡)) = 𝛼1(𝑁0 − 𝑁(𝑡)), where 𝛼1 = 𝛼11𝛼12 b. secondly, the speed of internal recruitment, which is directly proportional to the product of the recruitment intensity 𝛼21, the recruitment probability 𝛼22, the number of active followers 𝑁(𝑡) and the number of potential members who have not yet been recruited 𝑁0 − 𝑁(𝑡)). this can be mathematically expressed as 𝛼21𝛼22𝑁(𝑡)(𝑁0 − 𝑁(𝑡)) = 𝛼2𝑁(𝑡)(𝑁0 − 𝑁(𝑡)), where 𝛼2 = 𝛼21𝛼22. by summarizing assumptions 1 and 2, we can derive the differential equation that constitutes the advertising distribution model (1). 𝑑𝑁(𝑡) 𝑑𝑡 = (𝛼1 + 𝛼2𝑁(𝑡))(𝑁0 − 𝑁(𝑡)), 𝑁(0) = 0, 𝑡 > 0 (1.1) the simplest macro model under consideration does not account for various factors that could be significant for the researched process, such as the heterogeneity of the social community, the effects of information "forgetting," the potential interdependence of α1and α2, values, the possibility of deliberate opposition to the advertising campaign, among others. nonetheless, under these assumptions, the model permits an analytical solution. specifically, the solution 𝑁(𝑡) of problem (1.1) 𝑡 ≥ 𝑡0 = 0, with the initial condition 𝑁(0) = 0, takes the following form: 𝑁(𝑡) = 𝑁0𝑒𝑥𝑝{𝛼1 + 𝛼2𝑁0}𝑡 − 𝛼1 (𝛼2 − 𝛼1 𝑁0 )𝑒𝑥𝑝{𝛼1 + 𝛼2𝑁0}𝑡 an analysis reveals that the solution, excluding the time t=0, is invariably positive, monotonically increasing, and gradually converges to the value of 𝑁0 over time. this model characterizes the diffusion of advertising when, ultimately (after a sufficiently long time, specifically t → ∞), all individuals within the group have been "recruited." to facilitate understanding, we will explore the discrete-time equivalent of model (1). by applying the definition of the derivative, we obtain: 𝑑𝑁𝑖 𝑑𝑡 = 𝛥𝑁 𝛥𝑡 = 𝑁 𝑖 (𝑛+1) − 𝑁 𝑖 (𝑛) 1 , where 𝑛 𝜖 (0, ∞) – time. we have obtained a discrete version of the model of competitive advertising struggle (1): 𝑁 (𝑛+1) = (𝛼1 + 𝛼2𝑁 (𝑛))(𝑁0 − 𝑁 (𝑛)) + 𝑁(𝑛) (1) international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 57 the primary limitation of the classical model is twofold: first, it assumes a constant intensity of information influence, and second, it fails to account for sudden and unpredictable events that may significantly impact the consciousness of information consumers. given the current state of the world, where information spreads rapidly and reaches a broad audience, it is clear that rare yet highly influential factors must be considered. in this study, we develop and analyze a model of competitive advertising struggle in the following form: 𝑑𝑁𝜀 (𝑡) = 𝐶 (𝑁𝜀 , 𝑥 ( 𝑡 𝜀2 )) 𝑑𝑡 + 𝑑𝜂𝜀 (𝑡), 𝑁𝜀 (𝑡) ∈ ℝ. (22) where 𝐶 (𝑁𝜀 , 𝑥 ( 𝑡 𝜀2 )) = = ( −𝛼1(𝑥) + 𝛽1(𝑥)𝑁0 − 𝛽1(𝑥)𝑁1 𝜀 (𝑡) −𝛼1(𝑥) − 𝛽1(𝑥)𝑁1 𝜀 (𝑡) −𝛼2(𝑥) − 𝛽2(𝑥)𝑁2 𝜀 (𝑡) −𝛼2(𝑥) + 𝛽2(𝑥)𝑁0 − 𝛽2(𝑥)𝑁2 𝜀 (𝑡) ) × × ( 𝑁1 𝜀 (𝑡) 𝑁2 𝜀 (𝑡) ) + ( 𝛼1𝑁0 𝛼2𝑁0 ) the proposed model considers both the stochastic impact of the environment on the level of information diffusion of an advertising campaign, as well as infrequent random fluctuations that cause significant short-term changes in the number of supporters of pertinent ideas. the primary finding of this study is that the impact of significant jumps is sustained in the limit process. these large jumps, for instance, represent high-impact events that immediately and substantially influence individuals' thoughts. while they are rare, their effect is substantial, which is not captured in any known models. in our problem formulation, the average model of competitive advertising struggle has the following form: 𝐋𝜑(𝑤) = �̂�(𝑢)𝜑′(𝑤) + γ𝜑(𝑤), where �̂�(𝑢) = ∫ 𝜋(𝑑𝑥)𝐶(𝑢, 𝑥) 𝑋 . if a switching process with "favorable" characteristics, such as the ornstein-uhlenbeck process, is known, the above equations can be explicitly computed while considering the type of potential operator. consider the example of four vectors and their initial conditions as follows: 𝑁0 = 30000, 𝑁1(0) = 140, 𝑁2(0) = 180, 𝑁3(0) = 100, 𝑁4(0) = 129. the coefficients associated with these vectors international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 58 are 𝛼1 = 0.000012, 𝛼2 = 0.000015, 𝛼3 = 0.000018, 𝛼4 = 0.000015, 𝛽1 = 0.00000012, 𝛽2 = 0.00000009, 𝛽3 = 0.0000001, and 𝛽4 = 0.00000012. as depicted in the graph, although the first type of advertising had a larger number of supporters at the outset, it ultimately lost to the second type due to the latter's higher growth rate, as ensured by its corresponding parameters. 4. summary and conclusions this study proposes a novel model for advertising campaigns that incorporates randomness, which may be more suitable for today's context where breaking news can have swift and substantial effects on audiences via television and the internet. unlike the classical case, the behavior of this generalized model cannot be explicitly analyzed for a fixed moment in time. as is common practice for stochastic models, it is feasible to derive functional limit theorems that capture the behavior of the process over extended time intervals. this enables the averaging of the process's limiting characteristics and the construction of explicit solutions. put differently, any functions dependent on the markov process must be averaged over the stationary measure of its transitions. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 59 6. references 1. anisimov, v. v. (2008). switching processes in queuing models. london: wiley-iste. [in english]. 2. chabanyuk, y. m., nikitin, a. v., khimka, u. t. (2019). asymptotic properties of the impulse perturbation process under levy approximation conditions with the point of equilibrium of the quality criterion. mathematychni studii, 52.1, 96–104. [in english]. 3. korolyuk, v. s., limnios, n. (2005). stochastic systems in merging phase space. world scientific. 4. korolyuk, v. s., limnios, n., samoilenko, i. v. (2016). levy and poisson approximations of switched stochastic systems by a semimartingale approach. comptes rendus mathematique, 354, 723–728. [in english]. 5. lotka, a. j. (1907). relation between birth rates and death rates. science, 26, 21–22. [in english]. 6. mikhailov, a. p., marevtseva, n.a. (2012). models of information warfare. math. models com-put. simul., 4.3, 251–259. 7. nikitin a. v. (2015). asymptotic properties of a stochastic diffusion transfer process with an equilibrium point of a quality criterion. cybernetics and systems analysis, 51.4, 650– 656. 8. nikitin, a. v. (2018). asymptotic dissipativity of stochastic processes with impulsive perturbation in the levy approximation scheme. journal of automation and information sciences, 68.8, 1252–1262. 9. nikitin, a.v., khimka, u. t. (2017). asymptotics of normalized control with markov switchings. ukrainian mathematical journal, 68.8, 1252–1262. 10. papanicolaou, g., stroock, d., varadhan, s. r. s. (1977). martingale approach to some limit theorems. duke turbulence conference, durham, nc, april 23-25, 1976, duke university mathematics series iii, new york: duke university. 11. samoilenko, i. v., chabanyuk, y. m., nikitin, a. v. (2018). asymptotic dissipativity of random processes with impulse perturbation in the poisson approximation scheme. cybernetics and systems analysis, 54.2, 205–211. 12. samoilenko, i. v., nikitin, a. v. (2018). differential equations with small stochastic terms under the levy approximation conditions, ukrainian mathematical journal, 69.9, 1445–1454. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 60 13. samoilenko, i. v., nikitin, a.v. (2019). double merging of the phase space for stochastic differential equations with small additions in poisson approximation conditions. cybernetics and systems analysis, 55.2, 265–273. 14. stone, l., olinky, r. (2003). phenomena in ecological systems. experimental chaos: 6th experimental chaos conference, 476–487. 15. takahashi, k. i., salam, k. md. m. (2006). mathematical model of conflict with nonannihilating multi-opponent. j. interdisciplinary math., 9.3, 459–473. 16. tufto, j. (2001). effects of releasing maladapted individuals: a demographic evolutionary model, the american naturalist, 158.4, 331–340. 17. verhulst, p. p. (1838). notice sur la loi que la population suit dans son accroissement. correspondence mathematique et physique publiee par a. quetelet, 10, 113–121. [in french]. 18. volterra, v. (1901). sui tentativi di applicazione della matematiche alle scienze biologiche e sociali. giornale degli economisti, 23, 436–458. [in italian]. 19. лук’янець т.і. навч. посібник. — 2-ге вид., доп. — к.: кнеу, 2003. — 440 с a. рекламний менеджмент international journal of social and educational innovation (ijseiro) no.2/ 2014 26 literature in english for specific purposes classroom klarić iva primary school “ivana brlić-mažuranić”, slavonski brod, croatia e-mail: aliloviciva@gmail.com vujĉić jasna secondary school “matija antun-reljkovic”, slavonski brod, croatia e-mail: jasna.vujcic@gmail.com received 12.09.2014; accepted 12.10. 2014 abstract in this paper i will explore advantages and disadvantages of using literature in language teaching, with special emphasis on its potential use in english for specific purposes (hereafter esp) classroom. firstly, i will give a review of some papers regarding the use of literature in english as a foreign language (hereafter efl) classrooms. secondly, i will point out the difference between an efl and esp. finally, i will offer my opinion regarding the use of literature in esp classrooms. keywords: english for specific purposes (esp), literature, english as a foreign language (efl), teaching 1. introduction complex language structures, advanced vocabulary and a need for an additional time in classrooms makes using literature in language teaching a challenge. recently i have come across an opportunity to teach an esp class which led me to think about incorporating literature in esp classroom. therefore, in this paper i will try to analyze the advantages and disadvantages of using literature in language classrooms with special emphasis on its potential usage in esp classrooms. for many years teaching english language was not closely connected to literature. even today, literature is rarely found in efl textbooks. instead, textbooks are filled with over-simplified texts that supposedly imitate life activities, situations and conversations. the teachers’ profession has rejected these texts due to the lack of authenticity claiming that they do not present real life situations but isolated exchange of words. sell (2005:91) described it well when he said “not only do they (english language textbooks) tend to peddle a version of english which is abnormal in its normativeness, deviant in its purity, but they also use fictional storylines to introduce learners to various situations, points of grammar or lexical fields and often employ non-authentic recordings of actors with bogus accents for listening exercises.”the avoidance of literature in textbooks was justified by the complexity of language, grammar and vocabulary used in those texts. according to general belief complex vocabulary, language structures and topics from literary texts could not help the learning process which is why they were avoided in language classrooms. in more recent years using literature in english language classrooms became a topic often discussed in teaching circles. international journal of social and educational innovation (ijseiro) no.2/ 2014 27 many teachers started using parts of famous literary texts in their classrooms as well as many publishers started incorporating parts of original literature in their textbooks. so, what changed? can language learners benefit from reading literature on target language or not? and what about esp learners, can literature answer their “specific” language needs? i will try to offer an answer to these questions in this paper. 2.why should we use literature in our language classrooms? collie and slater (1990:3) argue that there are four main reasons why teachers should use literature in their classrooms and they are: valuable authentic material, cultural enrichment, language enrichment and personal involvement. i will try to analyze each of the reasons listed. 2.1 valuable authentic material collie and slater describe literature as a valuable source of authentic material. authenticity of learning material is very important in language learning process, because it prepares learners for “real life” language usage. teachers believe that non-authentic learning material teaches students unusable language skills and presents isolated conversations rarely seen in real life. consequently, english language teacher is always on a look for authentic materials that can be used in classrooms; which is why having such a wide source of authentic material, such as literature, is valuable to a teacher. 2.2 cultural enrichment the second reason that collie and slater list is cultural enrichment. teachers have known for a long time that we cannot teach a language without teaching about its culture. the two are inevitably intertwined which is why the correct use of a language partly depends on understanding its cultural background. as a result, there is not an efl textbook that does not incorporate texts about the culture of english speaking nations. literature (poems, stories, novels etc.) is a gate to learning about a culture of a nation. from it we can learn about the country, its people, how they behave, what they do in certain situations, how they react; what expressions/phrases they use; what they say in certain situations… 2.3 language enrichment the third reason that collie and slater list is language enrichment. all language learners have to be aware that learning language is a constant enrichment of one’s vocabulary. without vocabulary enrichment the learning process will stop at the acquisition level and a learner will never learn to use the language, at least not appropriately. sentence structures, language tenses, word formation can take a learner only so far, vocabulary enrichment is what develops a communicative competence 1 which is a general goal of every learner. 2.4 personal involvement according to collie and slater the last reason for using literary texts in efl classrooms is personal involvement. personal involvement is inevitable part of reading books or any other literary work; moreover, the writer expects from a reader to get personally involved in order to grasp the idea that 1 communicative competence is a phrase coined by hymes as a ability of a speaker to use the language correctly and appropritely international journal of social and educational innovation (ijseiro) no.2/ 2014 28 he/she is trying to convey through his/her literary expression. such involvement of a reader has a positive effect on a language learning process. a reader imagines, compares, discusses, changes, likes and hates; he is compelled to read the book, to imagine its characters, to sympathize, to judge, to love and to hate. if a learner is personally intrigued (involved) by the book he will read more, he will think about the book and the characters; by doing so he will be exposed to more and more target language which is a valuable language practice. generally speaking, it is more probable that a learner will read if he/she is personally intrigued by the text. there are many other linguists that promote using literature in foreign language classroom; for example parkinson and reid thomas (2000: 9-11) list ten ways how a student can benefit from literature. some of these reasons overlap with the reasons collie and slater offered and they are as follows: cultural enrichment, linguistic model, mental training, extension of linguistic competence, authenticity, memorability, rhythmic resource, motivating material, open to interpretation and convenience. on the other hand khatib m., rezaci s. and derakhshan a. (2011:207) claim that literature “provides a motivating drive for language learning and teaching due to its spectacular features not readily found in any other texts.”, while sell (2005:92) argues “literature’s contents may well be truer to life and more relevant to learners than the typical textbook topics”. all these authors explain what is evident, and that is that literature can play a great part in a language learning process. 3.why don’t we use literature in classroom? in reality many teachers avoid using literature in their classrooms. preparing for such lectures is extremely time-consuming and challenging. success of such lectures depends on many factors which should be considered before making such an attempt. accordingly, before attempting to promote the usage of literature in esp classrooms or any other language classroom for that matter, i will try to analyze the main negative sides of using literature in english language classroom as well. so what makes using literature in language classroom a demanding task that makes many teachers “give up” on it? sell (2005:86) claims that one of the reasons that teachers avoid implementing literature in foreign language classroom is politics. he further claims that by incorporating works by famous authors such as shakespeare we would be “condemned to cultural imperialism” because authors and works presented in language classroom usually conform to the general preferences, rarely differ from classroom to classroom and usually cater public point of view. the other reason that sell mentions is methodology. foreign language classroom is oriented towards communicative competence and preparing students for interaction in a real word, and sell claims that literature unreal, based on imagination and has almost nothing to do with reality. in my opinion, literature is avoided in language classrooms because of its complexity in form, meaning and language. many teachers believe that texts used in classrooms should mirror the real life situations. that might be a challenge when dealing with authors like shakespeare, yeats or hemingway. many would argue that the language used as well as sentence structures are “out of date” and for that reason have no place in foreign language classrooms, especially since it has been agreed that communicative competence is a goal that a language learner wishes to achieve. so, are international journal of social and educational innovation (ijseiro) no.2/ 2014 29 we here to teach students shakespearian language or global english used for communicative purposes? is it confusing for a student to read expressions and sentences that are inadequately used according to today’s language rules? it probably is, but where is it written that shakespearean sonnets are the literature that we should be teaching in classrooms? there are many modern authors whose works are rich in language expressions and sentence structures that answer modern learner’s needs. at the end, preparing for such a class is time consuming for teachers which is why they often avoid such attempts. a teacher has to take into the account many factors when planning such a lecture; for example language level of the students, diversity of the class (different ability levels), topic preference, author preference, availability of the book and others. meeting all of these requirements is a demanding job. 4.esp and literature after a short analysis of the usage of literature in efl classrooms, i will try to address the main issue of the paper; the usage of literature in esp classroom. to do so i first have to point out the difference between the two types of english language teaching. hence, what is the difference between esp and the efl? l. fiorito (2005) put it well when he said that the difference is in the learner and his/her needs. in accordance, esp learner has a specific reason for learning a language while efl learner is learning a language for communicative purposes. so, after a vast growth in number of english language learners the need to redefine objectives of an efl classroom emerged and it became obvious that the needs of english language learners changed. therefore, teachers started adjusting their classes to the needs of their students, because it was obvious that teaching english as a second language was a misuse of time and effort in some language classes. students became aware of what they need from their english language class and consequently english for specific purposes (esp) was defined as a different approach to teaching english language (hutchinson and waters, 1987). hutchinson and waters (1987) listed three reasons why esp emerged: the demand of the brave new world, revolution in linguistics and focus on the learner. they further explained that the result of the mentioned changes was a pressure on teachers to meet the demands of the changing world. esp was an inevitable result of such changes. they defined esp “as an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning” (hutchinson and waters; 1987:19). having in mind the differences between efl and esp classrooms, one wonders is there a benefit of using literature in esp classroom? can a construction worker, learning a language for the purpose of conducting his job, profit from reading literature? earlier, i listed four reasons why we should use literature in foreign language classrooms; first of which was authenticity. can authenticity be a valid reason to use literature in esp classroom? when teaching a nurse medical vocabulary or an economist to write his cv can literature meet these learners’ needs? it seems that in the esp classroom the authenticity teachers are looking for becomes different and specific; just like the “learning purpose” of a learner. so, the type of an authentic material in esp classroom largely depends on the learner’s needs and depending on the learner’s needs it could but rarely is found in literature. the second reason, listed earlier, why teachers should use literature in their classrooms is cultural enrichment. is there a reason for an architect or a doctor going to work in a foreign country to learn international journal of social and educational innovation (ijseiro) no.2/ 2014 30 about that country’s culture? this is definitely true. cultures differ tremendously and are an essential part of any language and communication process; as a result knowing only language rules of a language does not make us competent to communicate. consequently, it does not matter what type of language classroom we are teaching, learning about its culture should be an integral part. the third reason for using literature in language classrooms is language enrichment. although any language learning process is based on expansion of the learner’s vocabulary; an esp learner usually needs to learn a “specific” type of vocabulary. depending on a type of esp classroom literature might, but rarely meets the needs of such students. the last reason listed earlier is personal involvement. other than being a great motivation to read and broaden one’s vocabulary; personal involvement of a reader has no other positive effect on the learning process in esp classroom. on the other side, negative sides of using literary text in the classroom are same in both esp and efl classrooms. the process is challenging and time consuming; it is hard to find suitable literary texts that would answer learner’s needs, be available and appropriate (both in meaning and form). but, in esp classrooms there are some other challenges that teachers have to overcome as well. for example, esp learners usually, but not always, have poorer background knowledge which is why most literary texts might be challenging for them. furthermore, esp classes are usually limited in time, what makes using literature in classroom an unnecessary distraction from the main learning goal. in addition, learner’s motivation to read literature is also a problem; in esp classes a learner might not see the point of reading literature nor have time to do so. due to all of these reasons motivating esp learners to read might be the greatest challenge teachers will face. 5.conclusion as a conclusion, i recommend using literature in esp classrooms; although learners’ needs in such classrooms are very specific they all presuppose the basic communicative competence. unfortunately, a large number of esp learners lack the basic communicative competence which is why an esp teacher mustn’t forget to practice basic communicative skills. in accordance, although literature usually has little or nothing to do with “specific” part of learning process of esp classes(depending on the type of an esp classroom), the communicative competence of a learner, basic or advanced, is greatly supported by reading literature. in accordance, under an assumption that we can motivate our students to read, literature can be an integral part of every esp classroom. obviously, it is not an essential part and teachers should respect that in their expectations from their students. accordingly, learners should be the ones to choose the type of literary expression, the author and the way it will be used in classroom. references [1] collie, j. and s. slater. (1990). literature in the language classroom: a resource book of ideas and activities. cambridge: cup. [2] elliott de riverol, j. (1991). “literature in the teaching of english as a foreign language ”. in revista alicantina de estudios inglese , 4. international journal of social and educational innovation (ijseiro) no.2/ 2014 31 [3] fiorito, l. (2005). “teaching english for specific purposes (esp)”. website: http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html [accesed 12.10.2014] [4] gusti, astika. (1999). “the role of needs analysis in english for specific purposes”. in teflin journal (teaching english as a foreign language in indonesia),, vol. 10, no.1., pp. 3147. [5] hişmanoğlu, murat. (2005). “teaching english through literature”. journal of language and linguistic studies, vol.1., no.1., april 2005, pp 53-66. [6] hutchinson, t.; waters, a.. (1987). english for specific purposes: a learning-centered approach. cambridge: cambridge university press. [7] khatib m.; hossein rahimi a. (2012). “literature and language teaching”. in journal of academic and applied studies, volume 2(6). [8] khatib m.; rezaci s.; derakhshan a. (2011). “literature in efl/esl classroom”. in english language teaching, volume. 4, no.1. website: www.ccsenet.org/elt [accesed 12.10.2014] [9] kristen gatehouse (2001). “key issues in english for specific purposes (esp) curriculum development”. in the internet tesl journal, vol. vii, no. 10 website: http://iteslj.org/articles/gatehouse-esp.html [10] lazar, g. (1993). literature and language teaching: a guide for teachers and trainers. cambridge: cambridge university press. [11] parkinson, brian; thomas, helene reid. (2000). teaching literature in a second language. edinburgh: edinburgh university press. [12] premawardhena n.c. (2007). “integrating literature in foreign language teaching: a sri lankan perspective”. in novitas-royal, 1(2), pp.92-97. [13] sell, jonathan p.a. (2005). “why teach literature in the english language classroom?”. encuentro journal of research and innovation in the language classroom, pp. 86-93. http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html http://www.ccsenet.org/elt http://iteslj.org/articles/gatehouse-esp.html international journal of social and educational innovation (ijseiro) no.2/ 2014 6 considerations of public management functions the example of the college of art "ciprian porumbescu" suceava hretcanu ciprian ionel “stefan cel mare” university of suceava, romania e-mail: ciprian_hretcanu@yahoo.com received 12.09.2014; accepted 12.10. 2014 abstract this study presents the basic functions of public management and summarizes the main duties of a school principal, as determined by the rules of organization and operation of schools approved by order no. 4925 / 08.09.2005 of the ministry of education. also, we try capturing the managerial problems of the beginning of the school year and presented a list of documents to be made by the director. our case study contains an example of a management plan for the college of art "ciprianporumbescu" suceava. keywords: school management, functions of public management 1. introduction public management is a complex of actions taken in order to ensure normal operation, effectively organized communities (businesses, public institutions, political organizations, schools) as a whole as well as each component separately. the issue of public management functions can be understood from the fact that the public administration is dependent on the organization and operation of state and local (including school), without which you can not conceive of a modern society. 2.functions of public management the function of management is activity directed towards a specific purpose specified in terms of his character and interaction with other activities, is objectively necessary for effective management of the organization. a) prediction. managerial activity needs perspective; it concerns the future, meaning time. the function prediction consists of a set of processes through which public institutions are determined objectives, formulating courses of action to achieve them and allocate resources. from a theoretical perspective, headmaster duties forecast reduces to the project preparation, and he final decision belongs to the school inspectorate or local public administration. in practice, however, can be observed depending on the political system and form of government, a rather large influence on local public administration development programs that establish long-term, medium or short. international journal of social and educational innovation (ijseiro) no.2/ 2014 7 b) organization. organizing is the act ensures that the resources needed to implement the plan will be available at the right time and the activities contained in the plan will contribute to the achievement of public institutions. the organization may consist of any activity by the action routine that takes a few minutes to a complicated structure, which implies a long period of time. the function of the organization consists of all work processes through which the institutional framework ensure effective achievement of targets predicted by the rational allocation of resources. c) coordination. the coordination function consists of all processes through harmonizing the decisions and actions of public servants in the forecast and organizations previously established regarding routing resources so that they are available at the right time, in the quantity and quality of the established order achieving the objectives of the public administration. coordination depends largely on potential managers to know and master the human resource, its effects are closely related to the content and how to consider and apply the results to other functions. without effective action is not feasible coordination of the various elements of the administrative mechanism, which would have repercussions on the entire social system. d) motivation. the goal of motivation is as deep and effective involvement of civil servants in their respective objectives, goals derived from administrative organizational structures. proper performance of the functions requires understanding of the role of public managers and subordinate features of the human factor, human motivations, practice management and leadership style accordingly by establishing extensive communication. the motivation includes all processes which determine the work of public institutions staff to help identify and meet the public interest, based on consideration of the factors motivating to achieve the objectives. e) control. the control is also an important administrative activities, the process which ensures that public officials behave and act in accordance with the plans, the structure and rules set. the control function is a set of processes that compares the performance of public institutions with objectives, ensure compliance of their activities with legal regulations in force, in order to eliminate the shortcomings. the effectiveness of public managers is determined by managerial qualities displayed by them and realized how combining the five functions listed. 3. school management school management is ensured in accordance with the national education law no. 1/2011, published in official gazette no. 18 of 10 january 2011. in individual schools in romania, must create a joint commission for evaluation and quality assurance education, according to legal provisions. director ensure the executive leadership to the school in accordance with the powers conferred by law, the decisions of the council of administration of the school, and other legal regulations; it is subordinated to the school inspectorate, represented by the inspector general. the job of the director and evaluation form are developed by the school inspectorate, based on benchmarks established and communicated to the ground by the ministry of national education. the school principalrepresenting the school in dealing with third persons and legal entities within the powers provided by law; also, should show loyalty to the school, credibility and accountability in its decisions, confidence in the ability of employees to encourage and support colleagues to motivate for training and for creating a climate unit optimal educational process. the school international journal of social and educational innovation (ijseiro) no.2/ 2014 8 principalwith legal personality, financial accounting operating compartment through which the synthetic and analytical accounting and budget execution, coordinates the department directly. financial-accounting staff reports to the head of school and works in accordance with the powers set forth in the job description. the school principal has the right to guidance and control over the work of all staff employee of the school; he works with medical and dental staff. visit the school and assisting in classes or school activities / extracurricular, made by people outside the school, will be made only with the approval of the school principal, with the legal provisions in force. an exception to this provision as representatives of institutions of control over schools. in achieving leadership position in accordance with article 97 of law no. 1/2011, the school principal shall: a) it is the legal representative of the school and ensure its executives; b) is the authorizing officer of the school; c) assumes, with the council of administration, the public accountability for the performance of the school he leads; d) proposed the rules of organization and operation of the school; e) proposed draft budget and budget execution report; f) responsible for selecting, hiring, periodic evaluation, training, motivation and termination of employment of staff of the school; g) performs other duties determined by the council of administration, according to law; h) submit an annual report on the quality of education in the establishment or the institution he leads. i) coordinate the collection of statistical data and transmits these data to the school inspectorate for complement the national system of education indicators. 4. managerial problems of the beginning of the school year the beginning of each school year is a profound act of creation management, focused on major goals, their annexes and other documents from the different levels of decision; for one year they will guide the whole educational process of the school. in the face of educational change, the manager is facing challenges on necessary documents, as and when you need to draw. for this he should inform, to study literature, to access the internet, to participate in local, regional, national or international events management. only then can effective management practice and the only way it can be properly coordinated and coherent educational activities of the institution. at the beginning of the school year, the school principal must have on the office work management the following documents: directory folder; -provisions dossier; -managerial documents of the curricular area; -managerial documents of the departments; -duties of the head of department; -functioning authorization; -professional self-assessment sheet. international journal of social and educational innovation (ijseiro) no.2/ 2014 9 directory folder is one of the essential documents of the educational process, the accuracy of the effectiveness depends on its entire business in the school unit. in this folder are the following documents: -structure of the school year; -annual management program; -management program on semesters, with operational objectives; -the members of the council of administration and management responsibilities; -topics of the council of administration meetings; -topics of the teaching council meetings; -composition of the council for curriculum and managerial responsibilities; -teachers masters; -teams curricular areas and departments; -working committees unit approved by the school administration; -school course schedule; another important managerial task of the director is the preparation and drafting the provision, under which documents management are implemented by councils and committees. any school unit at the beginning of the school year, under hygienic sanitary appropriate authorization must obtain and sanitary operation and this requires another set of documents. 5.management plan for the college of art "ciprianporumbescu" suceava – example this managerial plan is planning all activities of the college of arts "porumbescu" suceava for the school year 2013-2014 and is based on legislation in force, the diagnosis of internal and external environment (swot) analysis of educational needs in the political, social and economic (pest analysis) and the policies and strategies established by the ministry of education for the next period. 5.1. about the school the college of art "ciprianporumbescu" suceava is a state school, vocational branch, with a specific organizational structure determined by the four artistic profile: music; plastic and decorative arts; architecture, environmental art and design; conservation and restoration of cultural property, plus philological profile. in the school year 2013-2014, the college works with 125 posts of teaching staff, including a director and a ssistant director, 11 posts of auxiliary teaching and 13 non teaching posts. in the present context, the main functions of our school are:  organizing the entire teaching and learning specific events (knowledge and application of curriculum by each teacher, provided skills training in the curriculum by completing full of matter and undertaking practical steps local school olympics organizing / participating in competitions profile, according to the schedule county or national);  guiding teachers through training activities organized in school or out;  making their own programs or national / governmental (social grants for students, financial aid for transport, etc.) international journal of social and educational innovation (ijseiro) no.2/ 2014 10 5.2. normative acts  national education law no. 1/2011;  order 5220/2011 on the organization of admission to the state high school for the school year 2013-2014;  order no. 3818 / 06.03.2013 on the structure of the school year 2013-2014;  order no. 4595 / 22.07.2009 on approval of performance criteria for evaluating teachers in preuniversity education;  order no. 4925 / 29.08.2013 on the organization of admission to state high school for school year 2014-2015;  government decision of 02.21.2013 on the methodology for determining the standard cost per student / preschool and funding of schools based on state education, local budgets based on standard costs per student / preschool / year;  order no. 4924 / 29.08.2013 on the organization of national assessment eighth grade graduates in the academic year 2013-2014;  order nr.4923 / 08.29.2013 on the organization of the baccalaureate examination – 2014;  law 49/2013 174/2013 approving oug 49/2013;  order nr.1563 / 2008;  law 29/2010 amending and supplementing law no. 35/2007 on improving safety in schools;  law no. 87 of 13 april 2006 approving government emergency ordinance no. 75/2005 on quality assurance in education;  instruction no. 2 of 17 february 2011;  government ordinance no. 29/2013 regarding certain fiscal measures;  order m.e.c.t.s. nr.5569 / 2011 on the organization and functioning art school education;  order nr.4925 / 08.09.2005 on the approval of the organization and operation of schools education;  order nr.5132 / 10.09.2009 on the specific activities of project office;  order nr.3263 / 15.02.2006 on minimal norm of equipment for primary;  order no. 5561 / 31.10. 2011 methodology for teacher training in secondary education;  order nr.3337 / 08.03.2002 on the work of project and program advisor for formal education in pre-schools;  order nr.5565 / 07.10.2011 approving the regulation on study documents and document management school in secondary education;  order 4140 / 14.06.2011 amending regulation on the granting of honors and awards teachers of pre-university education;  order nr.4847 bis / 01.10.2004;  order no. 4247 / 21.06.2011 regulation of organization and functioning of the national council of students;  order mects 1407/2007 approval strategy curbing violence in schools education  order 5106 / 01.09.2011. international journal of social and educational innovation (ijseiro) no.2/ 2014 11 5.3. the analysis of educational needs in the political, economic, social and technological (pest analysis) a. the political context educational policy and general policy in the municipal, county and national vocational education fosters development. in the school year 2013-2014 our school received from city hall suceavaa sum of money allocated to rehabilitate educational facilities (painting workshops, gym, restrooms, classrooms, band room). community programs improve the quality, efficiency and equity of public education by increasing the autonomy and capacity of development and project management at our college. b) the economic context there is concern of policy makers from suceava to diversify cultural life by creating a professional theater, cinema modern redevelopment, creating a show rooms and offices spaces for cultural institutions. in this context, the work of schools funding involves funding per capita, and complementary and compensatory funding. favorable factors unfavorable factors -domestic and international political context of education; -progress educational policies at the local, county and national level regarding education reform; -starting decentralization by strengthening the role of each school in the selection and allocation of resources. -insufficient use of the opportunities offered by municipal and county community programs; -measures to reduce government spending by reducing the number of jobs, especially in the administrative sector and reduce wages. favorable factors unfavorable factors -establish partnerships with cultural institutions, schools and economic agents for the benefit of the college; -creation and development in the city and county cultural institutions; -the possibility of obtaining financial resources from extrabudgetary funding programs conducted by carrying out projects in partnership. -the average household income below the eu average income; -the high price of teaching materials and supplies required school activities (books, manuals; -weak industrial structure and low level of foreign investment; -insufficient development of cultural and economic partnership projects; -keeping the differences in level of economic development in different areas of the county; -labour migration to the risks of abandonment / failure of school children without parental supervision. international journal of social and educational innovation (ijseiro) no.2/ 2014 12 c) the social context socially, we are dealing with the influence of habit, and consider parents to influence their children to follow the theoretical profiles or information, regardless of skills and the performance of graduates. theoretical specialties are still requested, to the detriment of specialization, even though demand for jobs in the area exceeds the current supply. mass media is, for most partners in the county school, the principal intermediary in communicating information about the educational system, sometimes substituting factors should provide correct information to the beneficiaries of education. 5.4. the mission of school the college of art “ciprianporumbescu” has the role to train skills in the arts and develop artistic performances. our school provides education and training to all those in need, regardless of ethnicity, religion, social affiliation, without any discrimination. 5.5. directions of action  increase access of all children to a quality education and increase school success rate;  implementation and attending school curriculum based on eu competence;  motivating students and teachers for performance;  providing advice and guidance, training and pedagogical support;  providing additional education (health education, civic education, entrepreneurship and technology, education through sport);  human resource development and create conditions introducing mentoring activities;  community partnerships and international development. 5.6. priorities  increasing the efficiency of educational approaches to the students: application school curriculum focused on acquiring key competences of the european union, increasing the efficiency of educational activities, providing counseling and psychopedagogical assistance, further training programs to students for performance;  making schooling plan with the social partners on the basis of the educational needs of students and their parents interests, labor market assessment;  using funding opportunities through structural funds to carry out programs in the college;  extension of institutional educational partnerships at local, national and international expansion to diversify the supply of complementary and alternative programs and learning activities;  promoting intreculturalităţii values, supporting programs / projects focused on knowledge, respect and valuing cultural diversity of children and young people from minorities existing in the county;  providing specific equipment necessary to conduct the optimum conditions of the educational process. international journal of social and educational innovation (ijseiro) no.2/ 2014 13 5.7. general objectives for the school year 2013-2014 1. optimizing management at all levels (unit school, the teachers council, of the administration board, committees methodical, the coordinating teacher); 2. adapting the teaching-learning-assessment, educational services (curricular and extracurricular), educational and vocational guidance, due to structural changes caused by the implementation of the national education law and its secondary legislation; 3. adapting human resources to the new requirements; 4. ensure adequate school infrastructure and teaching-material base for the educational process; 5. increasing the participation of the municipal educational partners in solving the school; 6. accessing eu funds for initiating and carrying out projects. 6. conclusions currently, a school director has faced several challenges: the many administrative duties, decline of the population, merging small units, final departure abroad students and parents, the poor state of school buildings old, questionable quality of communication (unpaved roads, long distances between cities), mutations in the hierarchy spectacular value systems, frequent changes of legislation, methodologies and regulations, the rapid change of ministers of education, inspectors general, inevitably associated with the change of leadership style and the perception of educational priorities, etc. the outlook depends on management education and state education policy coherence benefit party / parties out / in office. romanian educational reform, which began over 20 years ago, it was not always consistent, had gaps and significant gaps. and we know that it takes two vectors essential to ensure the quality of the education system: competence and continuity. only healthy fiber of our education has resisted slips they knew in those years. it is asking too many managers: to organize the work, coordinate, provide, responsible for everything that moves in the school, and their wages to mention? perhaps one solution would be to employ skilled managers to handle only administrative matters of the school. and of course be rewarded accordingly. references [1] oroveanu m.. (1994), introducere în ştiinţa administraţiei, bucureşti: editura ştiintifică şi enciclopedică. [2] legea nr.1/2011 [3] http://www.edu.ro [accesed 03.06.2014] [4] http://colegiuldeartasv.ro/ [accesed 13.08.2014] http://www.edu.ro/ http://colegiuldeartasv.ro/ international journal of social and educational innovation (ijseiro) no.2/ 2014 37 the oldest object that proves the existence of a method of calculation lepcaliuc anamaria stefan cel mare university of suceava, romania anamarialepcaliuc@yahoo.ca received 13.10.2014; accepted 24.11. 2014 abstract: society we live in teaches us to think interdisciplinary, to move easily from one area to another and successfully fulfill social roles we are ready. interdisciplinary connections are not univocal, meaning that the flow of information is one way for an activity; communication takes place in both directions, from one activity to another and vice versa. interdisciplinary approach assumes that any educational discipline not a closed area, but can establish links between disciplines. the history of mathematics is a field of study is an investigation into the origin of discoveries in mathematics and in a broader sense, an investigation into the mathematical methods and notation of the past. mathematics is the oldest science, history stretching over several millennia and in many geographical areas simultaneously in the far east to central america, and in asia minor and africa to europe. with good reason, most researchers have considered the evolution of culture and civilization that preceded the writing mathematics, since the discovery of bones with notches, which dates back over 20,000 years bc belgian geologist jean de heinzelin of braucourt, in 1950, found in volcanic ash on the bank of a lake in the great rift valley of africa, on the border between congo and uganda, which later was called "bone / stick ishango" more exactly two bones of about 10 to 14 inches, with multiple incisions and secured with a piece of quartz in the thin end of one of the two bones. notch, not random, are indicative of counting systems, in base 10, and some basic arithmetic. keywords: ishango bone, arabic numeric, mathematicians ishango region, knowledge, science 1. greck contribution greek contribution to math consisted of refining methods (especially through the introduction of deductive reasoning and mathematical rigor in demonstration) and extended the subject of study of mathematics. chinese mathematics had early contributions, including writing in a digital system. indian-arabic numeric system and the rules for using the operations as we use today have evolved over the first millennium in india and was transmitted to the west by islamic mathematicians. they, in turn, developed and expanded the mathematics known before. many greek and arabic mathematical texts were translated into latin, which contributed to further development of mathematics in medieval europe. international journal of social and educational innovation (ijseiro) no.2/ 2014 38 before the modern period, when there was a spread of mathematical knowledge and not only around the world, evidence of mathematical discoveries were found only in a few places. history of mathematics has a clearly defined beginning, but its occurrence is closely related to human evolution. it is possible for people to have developed some mathematical skills even before the advent of writing what is the method of preserving their words by recording speech support using certain signs or symbols. the writing is so different cave paintings and painting in general, and the audio recordings, photographic or video. the evolution of writing from the early records such information notch or notches on the rope knots until today writing systems is a complex and lengthy. you can not specify when they appeared first writings themselves, because their support was of course destroyed by time. the earliest writings preserved to us is considered to be the fourth millennium bc in mesopotamia. the oldest object that proves the existence of a calculation method is the bone ishango discovered by belgian archaeologist jean heinzelin of braucourt ishango region of democratic republic of congo, which dates back to 20,000 bc. 2. the origins of mathematics the origins of mathematics are closely related to concepts of number, size and shape. modern studies on animals have shown that these concepts are not unique to the human species. such concepts were part of the daily life of prehistoric societies, dealing with hunting and gathering. the concept of number evolved over time, so that today's languages distinguish between one or more, but not for numbers greater than two, according to the agreement of verbs. the word "mathematics" comes from the greek "mathema" which means "knowledge", "science". from this is derived the adjective "mathematik", meaning "on the science." the greek word was taken and latin, in the form of "mathematicus" inherited within most modern languages.ishango bone, found near the headwaters of the nile (northeastern congo) has around 20,000 years old and has a number of incisions for counting arranged in three columns along the bone. interpretations of this bone are related to prime numbers or strings of six calendar months. bone ishango is an instrument dated upper paleolithic era and the color brown are a baboon fibula with a sharp piece of quartz affixed to one end, perhaps for engraving. some scientists have suggested that groups of signs indicate a mathematical understanding, which is reminiscent of a higher count. it was also suggested that incrustations have a better grip in hand. ishango bone was found in 1950 by belgian jean de heinzelin of braucourt when explored inzone called the belgian congo. it was discovered in the african ishango area near the headwaters of the nile and lake edward (near the border between uganda and congo). since its discovery in 1950 near lake edward (congo), they continue to fascinate archaeologists. however, at first glance, the object is not very impressive: it is a small bone about 10 cm in length, slightly arched, almost symmetrical. but a closer look can be detected on three sides the best groups of transverse incised lines. this serial numbers is proof oldest known mathematical skills of our ancestors. international journal of social and educational innovation (ijseiro) no.2/ 2014 39 these bones ishango part of a rich archaeological site, which is a highly developed culture. they are dated by carbon 14 method, between 18.000 and 20.000 years before present. this discovery traces the origins of mathematics in mesopotamia. this artifact was originally dated as 9000 bc during the period 6500 bc. hr. nevertheless dating archaeological site has been reviewed and is now believed to be 20,000 years old. the bones were found in the ruins of a small community that fished and cultivated plants in this part of africa. this village was buried by a volcanic eruption. these inscriptions can decode systems are: 2, 4, 10, 12 ... and various mathematical relationships. this puts into questio the word "mathematics" comes from the greek "mathema" which means "knowledge", "science". from this is derived the adjective "mathematik", meaning "on the science." the greek word was taken and latin, in the form of "mathematicus" inherited within most modern languages.n the fundamental role of the mesopotamians and egyptians in mathematics. thanks to the support of the european research council, bones ishango have finally found a place of honor in the museum. through a camera can review all the details of this mysterious object. he will describe the fascinating culture ishango revealing all assumptions about what is probably the oldest known rule. ishango bones exhibition can be viewed at the museum of natural sciences, in "people and monkeys" dedicated prehistory and human evolution. bones ishango, also called sticks ishango are discovered archaeological artifacts in the former belgian congo and dated perhaps 20,000 years. according to some authors, it could be the earliest attestation of the practice of arithmetic in the history of mankind. they were considered first as counting sticks but some scientists believe it would be a much more advanced understanding than simply counting. this thesis is rejected by other authors, olivier keller discovery. in the 1950s the belgian geologist jean de heinzelin braucourt discovered the bones in layers of volcanic ash on lake edward in ishango region in the belgian congo (now democratic republic of congo), near the border with uganda. first, we felt that it was bone dating from 9 000-6 500 bc, but a dating site where they were discovered their creation brought about 20 000 years. the bones are on permanent display at the museum of natural sciences of belgium brussels, main features. there are two bones of approximately 10 cm and 14 cm, from unidentified animals (think human bones, monkey or lion). a fragment of quartz is embedded at the top of the smallest. these bones are several incisions on each of their faces. this bone, the smaller of the two, is the first to be exposed to the museum in brussels. it carries a plurality of incisions arranged in groups of three columns. the column may be divided into four groups. each group has respectively 19, 17, 13 and 11 notches. the sum of these four numbers is 60 these are the four successive primes between 10 and 20, forming a quadruplet of primes. the column may be divided into eight groups. by a rough count and instinctive, one can count (between parentheses is the maximum number of slots): 7 (8), 5 (7), 5 (9), 10, 8 (14), 4 (6), 6 3 notches. the minimum amount is 48, the maximum amount 63.the column may be divided into four groups. each group has respectively 9, 19, 21 and 11 notches. the sum of these four numbers, all odd, is 60. main features of the second bone international journal of social and educational innovation (ijseiro) no.2/ 2014 40 the second bone is still poorly understood. it is known that it is composed of 6 groups of 20, 6, 18, 6, 20 and notches 8. although there are presumptions about its arithmetic meaning, bone is subject to many interpretations. the cuts from the bone ishango were interpreted by the authors as a prehistoric calculator, a lunar calendar or a bar code prehistoric. in the 1950s, john heinzelin was the first to consider this bone as a vestige of relevance to the history of mathematics. he assimilated to a set of arithmetic and gave an arbitrary order to the different columns, the first (b), the second (c) and the third (a) according to the notation of the diagram below. following his remarks, j. of heinzelin admits that the "paleo-mathematicians" ishango knew the primes. more than a numbers game, bone ishango seems to present itself as an encrypted document using arithmetic and based on prime numbers and duplication. the belgian physicist-engineer vladimir pletser, esa, proposed an alternative interpretation of the bone: he noticed that the numbers in the center column can be obtained by adding the other two columns. he concluded that the bones would have been the slide rule, on which was written the sum of certain numbers by simply turning the bones. this assumption, though incomplete, has the advantage that the numbers 11, 13, 17 and 19 of the left column does not have to be considered of prime numbers and just give credit to a count in base 6, 10 , 12 and 60. in the 1970s, science journalist alexander marshack examined the bone under a microscope. he noted, as did john heinzelin, that the sum of all the numbers for the 60 gave either of the columns (a) and (c), and 48 to the column (b). these considerations led him to suggest that bone ishango be the oldest known lunar calendar. indeed 60 is approximately the number of days between moons and 48 may represent a moon and a half. claudia zaslavsky suggested that this could indicate that the creator of the object was a woman, according to the lunar phases in comparison to the menstrual cycle. recently, astrophysicist john paul mbelek brought new observations: the sum of all the three columns of numbers extreme is equal to 60 (10 + 20 + 30 = 60). the amount of numbers in column (b) is equal to the sum of the numbers of columns (a) and (c) or 8 (for one side) and 4 + 4 = 8 (the other face); there is a greater than the one obtained by adding or subtracting the amount of numbers appearing in a column to the total sum of the column pattern. there is a symmetry about the center through the number 17 and number 10. he noted that indeed in column (c) extreme (9 = 10 -1, 11 = 10 + 1) and the means (19 = 20 to 1, 21 = 20 + 1) the series of numbers 20, 6, 18, 6, 20, 8 would think a calculation bases 10, 12, 6 or 60 the second stick ishango therefore seems to confirm the thesis count in these databases and seems to rule out thesis of the lunar calendar. olivier keller, in an article criticizing the temptations of overinterpreting the archaeological traces in the history of mathématiques4, describes the interpretations of heinzelin of "fantasies" and says the grouping of alexander marshack "seems very forced or trafficked." the most interesting, of a large number of tools discovered in 1960 at ishango, is a bone tool handle called the ishango bone (now located on the 19th floor of the royal institute for natural sciences international journal of social and educational innovation (ijseiro) no.2/ 2014 41 of belgium in brussels, and can only be seen on special demand). at one end of the ishango bone is a piece of quartz for writing, and the bone has a series of notches carved in groups (shown below). it was first thought these notches were some kind of tally marks as found to record counts all over the world. however, the ishango bone appears to be much more than a simple tally. the markings on rows (a) and (b) each add to 60. row (b) contains the prime numbers between 10 and 20. row (a) is quite consistent with a numeration system based on 10, since the notches are grouped as 20 + 1, 20 1, 10 + 1, and 10 1. finally, row (c) seems to illustrate for the method of duplication (multiplication by 2) used more recently in egyptian multiplication. recent studies with microscopes illustrate more markings and it is now understood the bone is also a lunar phase counter. who but a woman keeping track of her cycles would need a lunar calendar? were women our first mathematicians? 3. central column some believe that the three columns grouped notches imply that the implement was used to build a system of numeration. central column begins with three positions and then doubling in six notches. the process is repeated for the number 4 doubles in 8 notches, and for the number 10 is being halved to 5 notches. these numbers can not be purely random and suggests how to understand the principle of multiplication and division by two. the bone may therefore be used as a counter tool for simple mathematical procedure. in addition, the numbers of both columns (left and right) are odd numbers (9, 11, 13, 17, 19 and 21). the numbers in the left column are all the prime numbers between 10 and 20 (which form a first quadruplet), and the right column is made up of 10 + 1, 10 1, 20 + 1 and 20 1 numbers on each of the column 60 are gathered at the gathering center column of numbers is up to 48. in the book how mathematics happened: the first 50,000 years, peter rudman argues that the development of the concept of prime numbers could only have come after the concept of division, dating from 10,000 bc. hr., with primes. he also writes that "no attempt has been made to explain why the correlation should submit multiples of two, prime numbers between 10 and 20, and some numbers that are almost multiples of 10" development of mathematics as a knowledge base transmitted across generations in the first era of civilizations is strictly linked to its concrete applications: trade, crop management, measurement of areas, predicting astronomical events, and sometimes religious rituals. these needs led to the division of the branches of mathematics that deals with the study of quantity, structure and space. since the man was able to use and understand abstract concepts, but also due to the development of human relationships and intertribal and, not least, the first writing systems (notes written on cave walls in the form of images expressing both experiences in the real realm, but in the dream and increasingly more in the realm of ideas), the need for "number". we know that nnumber is one of the simplest abstract because a number can not be revealed by a material object; there are only conventional signs expressing it. trade relations were developed with the evolution of the human spirit; at the same time, the number began to be increasingly more present in people's lives and, ultimately, indispensable a human existence as we began to realize that mankind 5,000 years ago, when the first traces date back to states that occurred in the world. http://www.math.buffalo.edu/mad/ancient-africa/mad_ancient_egypt_arith.html#multip&division international journal of social and educational innovation (ijseiro) no.2/ 2014 42 it seems, however, that most of the mathematical knowledge of the ancient world of mesopotamia started in the flourishing culture of the region between the rivers euphrates and tigris (territory which today is iraq) as shown preserved clay tablets till now. mesopotamian numeration system was designed under 60 and under 10 the under 60 started from the fact that it could include the phalanges of the hand, using the index finger (5x12 = 60). what mesopotamians lacked their counting system was that they had no symbol for zero. zero was invented in india later, but it seems that the maya used it a hundred years before the indians, but it has not spread into other cultures at that time. mathematicians of babylon the city best known in mesopotamia mastered logic of linear equations and quadratic polynomial, creating algebra as a science. problems with determining areas and volumes, in geometry, were studied also in the same period, and also at that time is calculated and the value of π (pi), with great exactitate. base babylonian and greek mathematics was submitted that begin intensive study of this science, since the early 450 bc "zeno's paradox" from elea opens in a mathematical methods used today "reduction to the absurd" (reductio ad absurdum). a more precise formulation of these concepts led to the discovery that rational numbers were not sufficient to measure all lengths, so it is theorized irrational numbers. conic sections of apollonius formulated theory will lead to the development of pure mathematics and trigonometry. plane geometry theorems, which the greeks attributed to thales them, including thales's theorem (an angle inscribed in a semicircle is a right angle) and the mesopotamians were known. in china, from the first century ad, preserved manuscript "the nine chapters on the mathematical art", which includes methods of arithmetic, fractions, radicals, calculating volumes etc. mathematics flourished in islamic countries, iran and syria, especially. since the eleventh century, adelard of bath, an english benedictine priest will bring europe greek integrated the islamic science, testifying that the most important thing he learned while he was in arab countries was to be guided reason. also he is the one who translates into english the work of euclid (greek mathematician of antiquity, one of the founders of mathematics as a science), entitled "geometry". mathematical sciences modern era has seen a tremendous growth, impossible to grasp in a presentation, be it even just statistics or analogue. mathematics applications have expanded in all areas. by calculation (later confirmed by reality) have discovered new planets, explained the origin of the solar system were based principles of electricity, of magnetism, fluid mechanics, strength of materials, etc. computer science, applied mathematics, is an area of exploration that, at least at the moment, seems inepuizabila.ramurile mathematics who thinks a mathematics you closer to the contemporary era should think about that before you write, man has learned (forced by the reality of life) to count as, for example, napier, briggs and others have introduced the concept of logarithms about 400 years ago, and they were used for a period of 350 years, the main tool in arithmetic calculations, which save time and without elaborate and required calculations could not never be made. international journal of social and educational innovation (ijseiro) no.2/ 2014 43 at one time the world changed suddenly appeared pocket pc, logarithms remained only an important mathematical function and their role in the calculation was lost. it is a challenge to imagine at present, the future of mathematics. theoretically, it would seem that all important aspects of this science have been discovered. mathematics applications open road but increasingly wider. pocket computer we ask who / what will replace? anyone could say it is a question with obvious answer ("it's irreplaceable!), but napier (inventor of logarithms) formulated the basic concepts of mechanical computer in the same period logarithms and had to pass about five centuries until technology has found an application. the basic ideas necessary replacement computer pocket with anything more powerful or unexpected are certainly around us. 4. conclusions and sugestions it also emerged operations: addition, subtraction, multiplication, and finally division, which has problems of learned men to the renaissance, when it developed the modern method of sharing called shah method, since it was inspired by some moves on the chessboard. the xxi century witnessed a mathematics majors, the birth and development of many new branches such as spectral theory, algebraic topology and algebraic geometry. computer had a strong impact on research. on the one hand, facilitated communication between scientists and discoveries spread, on the other hand, gave a very powerful tool for testing theories. they noted several current trends in mathematics that has grown ever larger, computers are becoming increasingly important and advanced, extend the applications of mathematics in bioinformatics and the number of scientific papers is a real expansion. the importance of mathematics comes from its very definition, it is a science that deals with the study of abstract patterns and structures, appealing to logical analysis, the inference and calculation. when these patterns are found in many different areas of reality, science and technology, they can be used to explain and control situations and natural events. otherwise, separated from reality as mathematics would remain sterile, and poet of the "ivory tower." references: [1] brooks, a. s.; smith, c. c. (1987). ishango revisited: new age determinations and cultural interpretations, the african archaeological, pp.65-78. [2] heinzelin of braucourt j. (1957). les fouilles d'ishango. brussels: institut des parcs nationaux du congo belge. [3] heinzelin of braucourt j. (1961). le paléolithique aux abords d'ishango, brussels: institut des parcs nationaux du congo et du ruanda-urundi. [4] gerdes, paulus. (1991). on the history of mathematics in africa south of the sahara; african mathematical union, commission on the history of mathematics in africa. international journal of social and educational innovation (ijseiro) no.2/ 2014 44 [5] hardy, g. h. (1940). a mathematician's apology. cambridge university press. [6] heinzelin, jean, (1962). ishango, scientific american. [7] shurkin, j. (1984). engines of the mind: a history of the computer, ww norton. [8] williams, scott w. (1991). mathematicians of the african diaspora, the mathematics department of the state university of new york at buffalo. [9] marshack, alexander. (1991). the roots of civilization, colonial hill, mount kisco, ny.. [10] pletser v. ;huylebrouck d (1999). the ishango artifact: the missing link base, 12, 1999. [11] http://www.naturalsciences.be/expo/old_ishango/fr/ [accesed 02.06.2014]. [12] http://mathworld.wolfram.com/ishangobone.html [accesed 02.06.2014]. http://mathworld.wolfram.com/ishangobone.html international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 110 euphemisms in latin and italian language and culture dr. karmen lazri university of shkodra "luigj gurakuqi" faculty of foreign languages dr. irena ndreu university of tirana faculty of foreign languages abstract just like onomastics that preserve the oldest stages of language development, euphemisms can also be used and studied from the point of view of construction, giving us a valuable material for many types and ways of word formation in the albanian language, as well as for adverbial means. the earlier they are, the greater the value from a linguistic point of view. not all ways of word formation can be illustrated by euphemisms.” likewise, which is part of euphemisms (from old greek eu "good" + phemi "i say", speak), are words used to name things and objects, whose names for various reasons have been avoided from use. so, we are dealing with existing lexical units that mark a new referent. euphemisms, in essence, are the transfer of the name from one object to another, they are figurative transitions of meaning. such arguments bring quite a few research and study difficulties, referring to a foreign language, even more so when it comes to a classical language, dead for centuries, as is the case of latin. in addition, it should be known that euphemisms do not have the same characteristics from language to language, because this linguistic phenomenon does not remain only on the linguistic level, but also extends and deepens on the ethnolinguistic level, otherwise in the entire culture of a people. keywords: euphemisms, latin and italian language, dictionaries, culture. introduction at the beginning of this word, it would be enough that, before we move on to the high status of the use of latin in roman society and its literature of unparalleled levels in the world, we could explain that with that language the mother and generator of some vulgar languages and so quickly modern, it is likely the phenomenon that occurred in a part of the anglo-saxon peoples, mainly english and german, as described by the great researcher of popular culture international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 111 in europe at the beginning of the new era, peter burke, who was pays considerable attention to upper-class attitudes to popular culture, its 'debauchery of superstition' and exoticism. this cultural scholar writes: "the separation of upper and lower class cultures can be seen most clearly in those parts of europe where court imitation meant that the upper classes literally spoke a different language from common people...in the highlands of scotland, in the days of adam ferguson, gaelic became a language spoken in the home, but not in the drawing-room, or at any gentleman's table... at the court of vienna it was bitterly observed that, if any one in bohemia was heard to speak czech, he was thought to have tarnished his reputation, because czech was for the peasants; in norway in the c. xviii educated people spoke danish – as the language of the copenhagen court; likewise, in finland, educated people spoke swedish and abandoned their language to the craftsmen and peasants; so, two languages for two cultures. even in the albanian folk creativity, the word falls in the "epos of the kreshniks", in the plane of this culture we find euphemisms, such as: n'zyft e npeshkve m'a ka lye,/ in the end and in the top they gave fire ,/ when his soul came out for gasp, / he left me day and night." in these 4 verses, the expression "with my soul out of breath" is a euphemism, as it avoids the use of the verb "to die", which in our language has so many euphemistic meanings, such as: passes away, goes with many, parted with alive, passed into that life, left us, died, etc. even in the writer justin rrota, in the novels "about you" there is an avoidance of expressions and synonymous names, which can be marked as euphemisms not to avoid uttering a heavy and rude statement, but to bring an innovation in this field, for example: "in him, the lady drove him with his daughters, angelina and madalena, the lip in gas and pour sugar, friends are waiting; where the phraseology "you pour sugar" is equated with "you speak sweetly". euphemisms in the latin language when we followed the terms expressed with euphemisms in the dictionary of prof. xhevat lloshi, we did not expand to show that in albanian linguistics, the first help in the development of this field was given by the linguist and albanologist eqrem çabej, already in the first years after the war of second world war. our author's research paper was published in the collection "linguistic studies iv", taken from the bulletin of the institute of science, tirana, 1949, p. 7284. the author begins by explaining that the euphemisms used in vernacular languages are of special interest to both the linguist and the ethnographer, they are like a bridge that leads from language to folklore. he claims that the phenomenon of euphemisms is widespread in all balkan languages; euphemisms are part of figurative speech and they consist in the fact that a spirit, thing, a concept, a figure of popular belief, a disease, etc., in some circumstances is international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 112 avoided to be called by the name it has, and this name is replaced by a name another one, which covers the first one. one of the reasons for such an action, writes our albanologist, is fear, and other factors such as shame, the fear of hurting the feelings of others or the good habits of society, and others like these are the motivations that breed euphemisms in a language. çabej continues writing, seemingly bringing examples of euphemisms from animals (wolf beast), as for example, in pukë; then it passes to the slavic peoples who use, it seems, the term medved (honey-eater) for the bear. even in the ancient indo-european languages, the linguist claims, there were euphemisms, such as for the bee (honey), for the fox (red fox), among the celts, the italians, in brittany, etc. as far as roman society is concerned, which used latin as a spoken and written language, çabej used the term "weasel", which in that world was considered a demonic being and that is why there is no quarrel with its name. hahni, the scholar who brings the example of the weasel, goes further, showing that the ancients believed in the transformation of a woman into a weasel and vice versa, and the ancient legends connected this with the birth act of hercules, from his mother alcmene. for another scholar, eliani, the great linguist çabej, tells us that he has documented that lala's bride was a human, did magic, poisoned and was infertile in illicit love, and the anger of the deity hakate turned her into a malevolent animal. the term bullari (house clock) is also treated in the same way. in popular languages, we learn from çabej, that words and euphemistic terms are generated from diseases, from figures of popular beliefs, customs and customs. another linguist, of a younger generation, will line up for a certain place in our format, because, apart from the only monographic book by the authors osmani and pepa, related to this linguistic phenomenon, in our literature, there are also provided help to prof. gjovalin shkurtaj, in the well-known work "ethnography of albanian speech". in the line of voices lined up by gj.shkurtaj, in our interest, there is also a reflection to a certain extent of euphemisms, such as names or terms for animals that, in our language and in the provinces of albania, are called by euphemisms, such as: kuçedra nana of the well, snake, -tox, viper-cap, bee the blessed one, wolf the skunk, fox the shrew, bukula, -the beauty of the mice, the rabbit the dress, the owl the owl, the crow the bird that brings mourning, the duck wild-scissors, long-eared donkey, and others for diseases and animal reproduction. without dwelling on the etymology of the word, after we have passed it on to the corresponding bud where some euphemisms from the dictionary of xh. lloš, we have seen as terms or names of plants and animals, included in the work by our author, but in passing we are mentioning that explanations for the origin can be found in the dictionary of the kosovar researcher mikel international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 113 ndreca: euphemism/-zmi, m. gr. good + i speak softly: it is a word or expression that is used instead of another word or expression, which we should not or do not want to speak, a word or expression that is soft or softened; for example: "passed away", for "died"; "brinoç" for "devil" etc. likewise, in a foreign dictionary, in the etymological dictionary of the italian language, where we read: euphemism s.m. dal greco euphemismós (= di buon auspicio), da euphemizesthai (= ugare bune parole); cof. anche éu-significato in linguistica, rhetorical figure mediante la quale si sostituiscono alcune parole ad altre per convenienza o per decenza. our explanation, in order to come to the phenomenon of euphemisms in the latin language, i think should be started, first, from the fact that the roman civilization was an embedded urban civilization and culture, not a civilization and culture of shepherds or nomadic tribes or tribes. the second, the latin language, throughout world culture (and linguistics at the same time) is based on scientific terminology, because the terms of many fields of knowledge are built on that language. thirdly, euphemisms for peoples and their cultures are neither the same nor close. for example, we cannot pretend to look for the euphemism "gagged" for the wolf in the latin language, because this denominative term belongs to pastoral peoples in the period of the formation of tribes or tribes. the italian linguist stefano telve in his recent work "l'italiano: frasi e testo", when he writes about rhetorical figures, immediately switches to euphemistic expressions. he emphasizes: “a clearly allusive rhetorical means is, for example, reticence, which occurs when one deliberately leaves the expression of thought half-finished. it is a widely used resource in advertising language (winking, allusive) and involves a particular interpretative commitment on the part of the recipient, because it is equivalent to a call for co-responsibility in completing and activating the message. other mitigating rhetorical figures are the litote (saying one thing while denying its opposite: he's not a genius. 'he's not very intelligent', i don't mind your idea at all 'i share your idea'), the periphrasis (saying one thing with several words, as happens in many euphemisms: differently able 'handicapped' (and the depersonalized use of the personal pronoun (plural of modesty: we instead of i). according to the numerous italian-latin and latin-italian dictionaries, which we possess or with which we were acquainted during higher studies or even in the state high school program in italy, we say with conviction that euphemisms in the latin language are mostly found in the proverbs, maxims and historical sayings from famous people, such as philosophers, statesmen and military geniuses. we are talking here about expressions or ways of saying throughout the centuries or even to this day in the spoken discourse, but also in the written one. for example, international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 114 if there is talk during a lecture about a danger that is approaching and is so certain, the word falls, about a border attack between states or about a situation when an attack is expected from the sea, we think of the ancient latin saying "hannibal ante portas”; which evokes the desperate call of the romans at the time when the leader of carthage, hannibal, after the battle of cana, with a great victory over the roman legions, reached the walls of rome. in addition to the use of maxims or such sayings, care must be taken to put them in the right and appropriate context, otherwise they turn into a source of humor and strip the speaker of culture. if a politician today takes the word with pathos and describes the risk of a flood due to the opening of the gates of the drin, next to the hcs on it, and uses "hannibal ante portas", the situation becomes ridiculous and reveals the vanity his. ali jashari, author of the work "dictionary with borrowed expressions in the albanian language", has aptly given two uses of a latin maxim known and used throughout human history, since the time when the roman writer vegeci created it, in the prologue of the work "de re militari": "qui desiderat pacem, preparat bellum" if one wants peace, let him prepare for war. this in the time of the romans (but even today it means that peace is never safe without the protection of bayonets. here is what anton harapi wrote in his declaration, in the years of the second world war: "besides, in addition to the external world peace, we will look with the left, especially the peaceful civil peace: this will be the biggest cause, not only for those who have the reins of the state in their hands, but also for every albanian, who love albania, why did that old man say: si vis pacem, para bellum." while the other usage, quoted according to lenin, instead of excellent personal relations began dry working relations, based on the permanent account, according to the formula: si vis pacem, para bellum seems out of place, since social relations between people of social groups, do not reach the war match. or from virgil: "sunt lacrymae rerum" an expression taken from the aeneid (i, 462) sunt lacrymae rerum, et mentem mortalia tangunt there are tears in life and human suffering grieves the mind. (these are the words of aeneas to the faithful acanthus). the euphemism here is not built for a concrete name, as virgil writes, but on abstraction, which is based on the lexemes "suffering", "misery", "mind". all maxims have meaning: affairs cause tears, the way of the world is tragically inevitable; the expression is used to say that nonspiritual things seem to pity the sufferings of man; they seem to weep for misfortune. euphemisms are related to the field of ethnography, folklore, from the plant and animal world, from mythology, religious beliefs, diseases, birth, death, etc. but a large part of euphemisms in modern languages, in our times, certainly come from relationships in society, from people's relationships with each other, even with the appearance of the weather. not all of these indicators appear in the composition of euphemisms in the greek and latin languages, international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 115 languages that have been dead for centuries. as mentioned above, the phenomenon of euphemisms in latin is quite special and has three sources: a. of the proverbs still remaining today in world culture. b. from the prominent sayings of prominent people in history. c. of the maxims, which constitute universal sayings. the basis of euphemisms in the latin language are metaphors, the change of the first meaning; the word, the phrase "casus belli", which comes from the roman expression in cases where there is or arises a "cause for war" between two states; but in other situations, for example, in the linguistic act of a fierce polemic, which goes up to heat or physical occupation; one of the protagonists can use that the raised argument should not become a "casus belli", because they were friends or partners among themselves! it is emphasized that the role of euphemisms does not stand out when they appear separately; especially they raise the level of the lecture or oratory when they are placed in complete lecture texts. we are bringing a short passage from the books of the italian classical high school, written by a high school graduate who also has greek and latin languages in his study program. it is about the writing of a short essay, and the strong reaction of a student, who, according to him, had not received the grade he deserved: ”sir, there is no other way to complete that "something" that is required as an actus reus; yes, yes, let's call it that, because the essay was made ad unguem for a student like me!!! the end, age quod agis, mr. teacher, if it is not unexpected that alea iacta est and i am sorry, because, without any kind of debate someone (some) are acting caught after an arcades ambo! in the end, my dear teacher, for the evaluation of my essay i think that an argumentum ad hominem is being used, without any reason or objectivity! for this i believe in audentes fortuna juvat, because caeca invidia est, as the historian titus livy said!!! however, as a student, i have to obey as the saying "iurare in verbo magistri!” 1. of course, the density of these euphemisms above was made for educational and didactic purposes, in the case of our high school student, to evaluate him with the highest grade, related to the ability of this use, in a competition or methodical test. 2. besides, what should be said in these cases, the use of euphemisms like these in the text or in oratorical speeches, has value for special and cultured audiences. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 116 3. also, it should be noted that latin maxims and sayings turn into euphemisms, especially when they are used in other languages, the word comes, in today's modern languages, because their meaning does not come out directly, but softened, as it is also the definition or definition of the euphemisms we gave above. for example, if we are analyzing an action not done or well planned by someone, we can say the euphemistic maxim "cerebrum non habet", which means that the action lacks a brain and which is an expression used by the great greek fabulist phaedrus , put in the mouth of the fox, who found a mask and, amazed by it, said: "beautiful, but brainless." but it would be an insult or a serious lack of ethics, if someone uses "cerebrum non habet" in front of a beautiful lady, when she is not successful in her work! not infrequently, even within a phrase, which is placed in the middle or at the end of a narrative, conversation or counter-argument, the polemicist can use the euphemistic, softened maxim "in vino veritas" in the wine is the truth or meaning "what's in the belly, the bardhak brings out" instead of addressing someone "what's marrina talking about!" you're drunk and you don't know what you're talking about! shut up, drunkard.” people say in such cases "drink wine, don't drink your mind!", which is a moderately mild or moderately harsh euphemism. 4. even in the use of some euphemistic expressions syntagmas, care must be taken to find the right place during the course of the lecture. again, from ali jashari we are approaching two cases, one of which is not hit. we are talking about "summa summarum", an expression taken from the work of lucretius "re rerum natura, v, 361363), which has the meaning: the essence of the essence, the conclusion, the end of things. * the sub-dialects of gehrish, summa summarum, have undergone max muller's well-known "phonetic-decay" incomparably more markedly than the dialects of tosh. (selman riza, tma); valentini's summa summarum work has several horizons or planes. it seems that valentine's work is called summa summarum!!! some euphemistic expressions, more hit, compared to the explanations given to them: • cuius regio eius et religio according to the country and faith, with the understanding that a person must submit to the customs and rules of the country where he goes and lives. • dente lupus, cornu taurus petit the wolf attacks with teeth, the bull with horns (oraci), in this world everyone defends and attacks with the weapons that nature has given him. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 117 • de te fabula narratur – fable speaks for you, an expression used to draw attention to someone, who is being spoken of figuratively. • dum vivimus, vivamus – while we are alive, let us live; epicurean philosophical expression; every man lives in his own way. • ego sum qui sum – i am who i am, an expression that is usually used with the meaning that every person should be accepted as he is: with the good and the bad that he has. • eiusdem furfuris – from the same dough; it is used in a negative sense for two people (bad and vices) who look and act alike. • est modus in rebus – everything has a measure (horace); you cannot take action • that exceed all limits. • ex cathedra from the cathedra, podium. when a man speaks with complete competence and confidence; ironically used for people who pass themselves off as competent and confident in what they say. • faciamus experimentum in corpore vili – we do experiments on the plebeian body; statement that • it was mainly dedicated to doctors who gained experience (experimented) by visiting and treating worthless people. • facit indignatio versum – anger makes verses burst; expression used by poets who find their inspiration as a reaction to a stifling reality. • favete linguis – shut up; keep calm (horace)! in ordinary use it is used as a call to keep "a minute of silence", in honor of the dead; a minute of silence. in any language situation a the expression, in the albanian language, comes to mind: "rest!", "shut up!", "shut up!"; in italian it is also insulting and offensive "chiudi il becco!" close the door! even more serious comes in our language, in such situations of use, such as: "close the shoe!" where the organ of speech "mouth" is metaphorized in "shkarpe" old shoes destroyed! • flama fumo est proxima – the flame comes after the smoke (plautius); care must also be taken about things seemingly insignificant things that suddenly become important. • frangar, non flectar – it breaks me, but it does not defeat me; used for people with a strong character, who do not bend easily and do not give up their principles/ • gladiator in arena consilium capit – the gladiator in the arena makes the plan (seneca), it makes sense it's too late to make plans; on the battlefield you don't have time for plans. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 118 • hodie mihi, cras tibi today me, tomorrow you. epitaph that is placed in cemeteries; the expression is usually used to indicate at some point, that as i you too will make the same path and difficulties to reach one result. • imperium in imperio a state within a state; in antiquity there were citizens and social classes who were exempted from the laws of the state they lived in. in our time, it takes the meaning of the privileges that a group of people create for themselves, to break the laws without having consequences. • in silvam non ligna feras insanius – there is no point in bringing wood to the forest; with meaning do not undertake useless, meaningless things. • lex mala, lex nulla a bad law is no law; expression by thomas aquinas that sought • the perfection of laws in order not to leave a path for their abuse. ignorance of the law (a crime not provided for in the law), does not excuse the guilty. • medice, cura te ipsum doctor, cure yourself! such a well-known expression that is used for those people who constantly talk and correct the faults of others, at a time when they have most of them for themselves. from the fabulist fedri, we learn that "the crab constantly criticizes his daughter for walking backwards." • nescit vox missa reverti – the word once taken out of the mouth cannot be taken back; the meaning is that before we speak, we must think carefully about what we say: measure before you speak. • non omnia possumus omnes – not everyone knows how to do everything (virgil): in the sense that not all people have all capacities in a field of assigned. • oleum et operam perdidi i spent oil and toil; expression used when it's a waste of work, when you don't get the expected result, no matter how much you spent, first sweat. • paucis temeritas est bono, multis malo a little courage is necessary, too much is harmful. cicero expresses this sentence a little differently: "courage belongs to the young and restraint to the old." so, not always courage helps you overcome situations, you also need prudence. • quod fuimus lauda, si iam damnas, quod sumus praise for what i was, if you don't like who i am. the contribution of people should not be forgotten, but must be evaluated; we should not forget the good deeds or deeds of people that are impossible today. • qui habet aures audiendi, audiat – whoever has ears to hear, let him hear. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 / 2023 119 • regnare nolo, liber ut non sim mihi i would rather not reign than lose my freedom.it is the answer given by the wolf to the dog, which enjoyed all the good things in man, but remained tied up all day. linguists have made studies that most of these euphemisms are like this, because they are compared with their explanations, for example, in the maxim "si vis amari, ama" if they want, i love (seneca); with love, understanding and kindness the hearts of others are won. the expression is used in cases where we want to warn those who only love themselves and the euphemism is used instead of the expression "you are selfish!" "you don't love anyone!" bibliography *** ash, igjl, grammar of the albanian language i, 1996. *** ashsh, igjl, dictionary of the albanian language, tirana, 2006. burke, p. (1996). popular culture in europe at the beginning of the new era, arbri, tirana, ceu, budapest. lloshi, x. (2010). dictionary of names of animals and plants in albanian-latin and latinalbanian, logos a, biblioteka fjala. lloshi, x. (2012). albanian language stylistics and pragmatics, albas, tirana. palaj, b. & kurti, d, (2007). visaret e kombit (songs of the kreshinikis and legends), edition iii, franciscan publications, shkodër. rrota, j. (2005). around votre (novels, romances, walks, legends, etc.), edition ii, franciscan editions, shkodër. topalli, t. (2011). text language, shkodër. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 179 the intrapsychic splitting of the i as a pattern of splitting, conflict and interpsychic war with others ramona ardelean politehnica university of bucharest abstract in this article, i tried to argue the fact that the internal splitting, respectively the intrapsychic conflict of our i represents the psychological pattern of the external splitting, respectively the interpsychic or social conflict, being therefore about the splitting/conflict of the i first with oneself, and then with others. i have thus shown, bringing arguments from the sphere of christian theology and lacanian psychoanalysis, that this very intraand interpsychic splitting of the i is at the basis of the internal/psychological and external/social conflict, the i being considered for this reason the prototype par excellence of the division, the scission and the conflict at the psychological and social level. and this because the quintessence of the i seems to be, both from a theological-christian perspective and from a psychoanalytical one, the narcissism. thus, if from the point of view of christian theology, i interpreted the narcissistic i as being both the cause and the effect of the "fall" or "original sin", from the psychoanalytic point of view, as jaques lacan highlighted in his famous the "mirror stage", the narcissistic i is constituted by doubling in the imaginary or illusory mirror of reality. i have also shown that the main ignorance of the narcissistic i consists in identifying the mind with an external image, that is, in attaching or falling in love with one's own mental images which confuses them with reality. it is more precisely about the primary/intrapsychic identification of the i with its own image (from the mirror) the pattern on which the secondary or interpsychic identifications with different mental images will later be grafted. it is these identifications with different images, ideas, beliefs, ideals and mental symbols, by virtue of being considered as belonging to the sphere of the"i", that will generate scission, rivalry, competition, conflict and war between people. therefore, only the full awareness of this narcissistic-aggressive-conflict pattern of the i could free us from its tyranny, basically responsible for all conflicts and wars between people. keywords: the i, intra-interpsychic splitting, conflict, identification, mental image, mirror stage, narcissism, original sin international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 180 1. the intrapsychic splitting as a pathological state of the i or "fallen" human being’s condition the human history is often written in the red ink of the bloody conflicts and wars that have crossed it. the most recent war, that of russia against ukraine, circumscribes the same pathological mechanism of conflict and war, as old as the world, that is, the same disease from which humanity has suffered and is still suffering. but what disease is it? dostoevsky, a name already included in the cultural heritage, both russian and universal, shows in notes from underground that the main characteristic of this disease is the state of conflict or war, "perpetual – from the days of the flood. [...] put it to the test and cast your eyes upon the history of mankind. what will you see? [...] people fight and fight; they are fighting now, they fought first and they fought last. [...] in short, one may say anything about the history of the world anything that might enter the most disordered imagination" (dostoevsky, 2003, pp. 27-28). let us remember from here the expression "disordered imagination", common to the condition of the "fallen" human being, which accounts for the pathology of the human’s i, whose "attack", according to christian tradition, on divine creation or harmony, led to its expulsion and "fall" from paradise. the story of human's "fall", equivalent to original sin, through wich the human being succumbed to the temptation of the devil to be like god, thus attests, from the very beginning, the presence, in germ, of an "i" that was "activated" as soon as the devil instilled in him the desire to be like god (see ardelean, 2019, p. 29). thus, jean-claude larchet points out, the original sin consisted for human being, as for the devil, in self-deification, in claiming for oneself an absolute autonomy and in the will to dispense oneself from god; in seeking a glory for oneself alone, making one's own "i" an absolute centre (see larchet, 2001, p. 211). it is interesting to observe that the i seems to play a similar role in this story of the "fall" as lucifer. as we know, lucifer, the heavenly angel created by god perfect in wisdom and beauty, was the first angel to "attack" divine unity, coming in pride, glory and self-love, synonymous with narcissism, to rebel against god in an attempt to become his own god. this led to the first split and "fall" of the angels in heaven, resulting in the transformation of lucifer into satan who, then tempting the human being, by instilling the desire to be god, ignited in it the spark of the illusory omnipotence of the i, resulting in the second split and "fall" the "fall" of the human being. for this reason, the i can even be considered the demonic prototype of the splitting, division or separation from the divine unity. (see ardelean, 2019, p. 30). according to the christian tradition, the human creature thus becomes a "fallen" being, his "fall" being the result of the devil's temptation, which actually introduces the first split in the human being the internal or intrapsychic split. it is useful to recall in this regard that the very international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 181 etymology of the word devil, coming from the greek word diabolos (διάβολος), which means to divide, to split, to break ties with the whole, with unity, with god, shows the devil's favourite tool, that of division or splitting, whose maxim, "divide et impera", reveals the very specifics of his mode of operation. the one that corrupted the human being, making it "fall" prey to the first division and, implicitly, to the first conflict, intrapsychic or psychological division/conflict, as a model of interpsychic or social division/conflict, based on competition, rivalry, aggression and war with others. this internal division/conflict will become, as i will show, the premise of the external division/conflict, the external division/conflict being only the "mirror" of the internal division/conflict. in the sense of this split, we can also better understand the meaning of the proverbial saying "the devil’s got his tail" with which he invented the ancestral method, that of the division or splitting the eternal "apple of discord" and conflict between people, both on a psychological, intrasubjective level, as well as at the social, intersubjective level. indeed, the oldest and most striking psychological/intrapsychological split, as perceived by the holy fathers, and the most striking conflict is that between the mind (intellect, reason) and the heart (feeling). if in the state of original unity the mind was united with the heart, the mind being for this reason contemplative, circular, describing a movement within the heart and designating the "inner human being" or "the ontological centre of human being and the source of all his powers" (see larchet, 2001, p. 211), subsequently, by splitting the mind from the heart, the mind goes outside, describing a rectilinear trajectory that "cuts" or splits reality. dionysius the areopagite speaks of the three movements of the soul: circular movement, spiral movement and straight line movement. the circular movement of the soul, corresponding to the movement of the divine mind, is the unitary, intuitive or contemplative movement, the movement of turning inwards from the multiplicity of what is outside, or the movement of unification "to the beginningless and endless illuminations of the beautiful and good" (dionysius the areopagite, 1972, p. 98). the spiral movement of the soul is when the soul is "enlightened with truths of divine knowledge, not in the special unity of its being but by the process of its discursive reason" (dionysius the areopagite, 1972, p. 99). finally, the straight-line movement occurs when the soul no longer turns inward or retreats inward, allowing itself to be totally absorbed by the multiple and changing outside (see dionysius the areopagite, 1972, p. 99). thus, only the contemplative movement seems to be the natural movement of the soul, the other two movements being nothing but deviations contrary to the nature of the soul, acting outside. only when the soul's movement is contemplative in nature, according to its nature, does the mind have a circular movement; it remains within the heart international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 182 and does not spread outside. leaving the contemplative work and not having a circular movement, but one in a straight line, the mind goes out of the heart, therefore out of the spiritual centre of the human being, and spreads outwards, in a discursive activity in which it dissipates and divides, taking the human being outside of itself and outside of god (see larchet, 2001, pp 46-47). the splitting of the mind from the heart will institute the great spiritual schizophrenia, in the etymological sense of the word, for schizophrenia comes from the greek words skhizo, ein to split, to divide and phren spirit, thus dividing the human being at the level of the whole spirit, made up of mind and heart. this split between mind and heart will then transfer and split all the faculties of the human being. thus, following the mind, divided by the multitude of thoughts and sensations which it receives, all the other faculties of the human being, harassed and confused by the multitude of passions, are driven, in a contradictory manner, in all directions, making the human being one divided at all its levels (see larchet, 2001, p. 47). this split at the intrapsychic level is the very psychological "i" of the human being, that is, its conflicting, split, divided or "fallen" consciousness. given that the i (split consciousness) is diveded at all its psychological levels, it is not surprising then that all these parts, pieces or fragments, precisely by virtue of being split, will come into conflict, in opposition to each other, generating and maintaining the internal/psychological conflict of the i. this internal conflict of the i, first of all with itself, i.e. a psychological or intrapsychic conflict, will then move outwards, generating the social or interpsychic/intersubjective conflict, i.e. the conflict with the others, as a so-called "evolutionary" pattern of human society. the quintessence of this internal and external, intraand interpsychic conflict is our i/ego, the prototype par excellence of division, scission and conflict at the psychological and social level (see ardelean, 2019, p. 40). 2. the intrapsychic splitting of the i from the "mirror stage" we can better understand the mechanism of our i’s intrapsychic split and conflict using a psychoanalytic interpretation key, which highlights the ambivalent-conflictual or narcissisticaggressive structure of the i, duplicated in the imaginary mirror of reality. particularly relevant in this context of imaginary doubling or splitting by means of an image is "the mirror stage", the most important psychoanalytic contribution of the french jacques lacan regarding the stage of the constitution of the i. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 183 considered the reference point of the entire lacanian work, the mirror stage1 (stade du miroir) represents a solid and scientific argument regarding the deconstruction of the i's claims to knowledge, through which lacan reveals its imaginary or illusory structure, that structure of human subjectivity, called by him "the paradigm of the imaginary order", in which "the subject is permanently caught and captivated by its own image" (evans, 2006, p. 118). who does not recognize himself in the myth of narcissus, the one who falls in love with his own image? it is enough, it seems, to see yourself once to be blinded and hypnotized by one’s own mirror image which, by imprisoning oneself in the shell of an alien identity, is the cause of the imaginary alienation/splitting in the mirror. the mirror stage therefore refers to the drama of narcissus, more precisely, to narcissus' dual, conflictual relationship with his own image. but what duality, conflict or split is this really about? lacan refers here to the conflict between the child's motor and visual system. given that the child’s visual system is more advanced than the motor one, this allows the child to see his image in the mirror as a whole, as gestalt, before reaching control of body movements. from here follows a contrast between the incoordination of the body, experienced as a fragmentary body, and his own image, seen as a whole. this contrast then creates a duality, a cleavage, a split and dialectic tension between subject and image, tension which is solved by identifying the subject with the image (see lacan, 2002, p. 76). this split between the specular image, which reflects the body as unity, wholeness, coordination, and the bodily reality, in which there is no such unity, wholeness and coordination of bodily movements, will be dramatically and aggressively felt, underlying the first form of split between image and reality. in other words, the cleavage between the imaginary, as a unitary image of the body, and reality, as fragmentation, uncoordination of bodily movements, will generate for the first time the conflict between the imaginary, between what should be (the ideal i), and reality, what is, the i being the result of this cleavage and conflict, solved by the identification with the reflected image (see ardelean, 2019, p. 120). the constitution of the i takes place, therefore, through the process of identification with one’s own reflected image (image spéculaire), moment described by lacan as being one of gleefulness, in the sense that the child’s joy is owed to his imaginary triumph in anticipating a degree of muscular coordination which he has not yet reached in reality (see lacan, 1988, p. 79). thus, the temptation of doubling in the imaginary and external mirror has for lacan a negative character because of the hypnotizing and captivating effect of the reflected image. this primary 1 see jacques lacan, „the mirror stage as formative of the i function as revealed in psychoanalytic experience”, în écrits:the first complete edition in english, 2002, pp.75-82. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 184 identification with the reflected image will become the narcissistic image of the ideal i or the ideal image of the i (see lacan, 2002, p. 79) in which the i and the reflected image form the prototypal dual relationship, which is fundamentally narcissistic, i.e. based on the rivalry structure of the subject with himself. in the mirror stage, therefore, the narcissistic image is formed through the primary identification of the i with its own reflected image, situated outside itself, this outside image being the ideal image of the i. this ideal image, never being attainable, precisely by virtue of being on the outside, will generate aggression, cleavage and continuous rivalry of the subject with itself, in an attempt to maintain narcissistic identification from the mirror stage (see ardelean, 2019, p. 123) narcissism, defined as “the erotic attraction to the specular image“ (evans, 2006, p. 123) is an ambivalent formation, which has double character, erotic and aggressive, as it appears in the myth of narcissus. the erotic characteristic is given by the attraction or the falling in love of the subject with the image or the gestalt. the aggressive characteristic is given by the cleavage, tension and conflict between the wholeness of the reflected image and the lack of motor unity of the subject's real body. aggressiveness is thus constitutive of narcissism, in the sense of that continuous rivalry with one’s self. it is the subject’s attempt to maintain the identification formed in the mirror stage, when “the child sees his reflected image in the mirror as gestalt or unity, in contrast with the lack of coordination of the real body, contrast felt as an aggressive tension between the unitary reflected image and the fragmentary real body“ (evans, 2006, p. 6). hence, this narcissistic identification with the reflected image implies the ambivalence of the erotic and aggressive elements,“erotic aggressiveness” being considered by lacan the fundamental ambivalence of narcissism, which all the other forms of identification will later fix onto. given this ambivalence, narcissism can easily glide from the extreme pole of selflove to the opposite pole of self-destruction (see evans, 2006, p. 6), as it is found in the myth of narcissus. the mirror stage shows, therefore, that the i is the result of a misunderstanding (méconnaissance), the result of not knowing, not recognizing or ignoring, whereby the subject is alienated in an image, placing itself outside, in the radical exteriority of the imaginary, the apparent and the illusory, reason for which the i cannot receive, according to lacan, a real ontological status, but only an imaginary one, of illusion, appearance, delusion and illusion, the main illusions of the imaginary being "wholeness, synthesis, autonomy, duality and, above all, similarity [... ] so the order of surface appearances" (evans, 2006, p. 84). the mirror stage, which reveals the imaginary structure of the i, represents the most important psychoanalytic contribution to the deconstruction of the i. and the constituent elements of this international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 185 structure: the primary/intrapsychic identification with one's own image from the outside, as the origin of the secondary/interpsychic identifications with other images from the outside, through which the i splits and becomes the other, instituting narcissism, as aggression, cleavage and rivalry with self2, highlights from a psychoanalytic point of view the internal splitting of the i at the primary, intrapsychic or psychological level. 3. the intrapsychic/psychological splitting of the i as a pattern of the interpsychic/social splitting i will further show that this internal splitting of the i, at the primary/intrapsychic or psychological level, will become the pattern of the external splitting of the i, at the secondary/interpsychic or social level, in the form of aggression, rivalry, competition, struggle and conflict with others . thus, the intrapsychic conflict, based on the primary identification with one's own external image, will be the pattern on which the interpsychic conflict, based on the secondary identifications with the series of external images, will be grafted, the intrapsychic conflict being therefore the basis of the social, interpsychic conflict. given that the primary or narcissistic identification with one's own image (in the mirror), through which the i becomes the other, constitutes, as we have seen, the prototype of the dual or conflictual relationship of rivalry and aggression with the self, it is then obvious that this dialectical prototype of rivalry and intrapsychic aggression (with oneself) will become the pattern of rivalry and interpsychic aggression (with others), respectively the pattern of rivalry, aggression, competition, struggle, conflict and war with other people. this internal splitting of the i, in which the pattern of (intrasubjective) rivalry with oneself becomes the premise of (intersubjective) rivalry with others, thus circumscribes the whole picture of "life as a prey", in which each "i" fights with another "i", perpetuating the same ancient dichotomous pattern of rivalry, aggression, splitting and conflict, characterized by the fierce struggle of individuals for competition, power or supremacy, in which the strong defeats the weak, i.e. this whole dialectic of hatred, “enmity and conflict between master and slave, executioner and victim, oppressor and oppressed, dominator and dominated, both at the level of individuals, classes or social groups, and at the level of nations, thus justifying what has been called evolution, horror or the history’s terror" (ardelean, 2016, p. 61). we can see, therefore, how this pattern of rivalry and aggression with oneself is projected outwards in the form of rivalry and aggression with our fellow human beings, producing 2 the i's rivalry with itself becomes, therefore, possible only if the i doubles, splits, and actually becomes the other. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 186 endless struggles, conflicts and crises psychological, social, political, economic, technological, ecological, cultural, spiritual, i.e. endless crimes and wars in which our actions divide, split and become contradictory actions or actions against ourselves, generating what hobbes described so well in de cive and leviathan, i.e. "the war of all against all" "bellum omnium contra omnes". therefore, the external social structures are only the "mirror" of the internal psychological structures in the sense that "society is what you and i, in our relationship, have created; it is the outward projection of all our own inward psychological states" ( krishnamurti, 2001, p. 16). thus, society is not something abstract, but is the external projection of our internal states, rivalry, aggression, conflict and war at the social or interpersonal level, being only the "mirror" or "replica" of rivalry, aggression, conflict and war at the psychological or intrapersonal level. in other words, what we are, what we feel, think and do every day, projects itself outward and forms the world, which means that "we are each of us responsible for every war because of the aggressiveness of our own lives, because of our nationalism, our selfishness, our gods, our prejudices, our ideals, all of which divide us" (krishnamurti, 1999, p. 9). given that every human being thinks according to his prejudices, experiences, ideals, beliefs and convictions, to which are added the conditionings of race, nation, family, society, education, religion, tradition, culture and environment, it is obvious, as krishnamurti3 pointed out, that the identification of the i with those images, ideas, beliefs and symbols will generate division, rivalry, competition, conflict and war between people, instituing the following divisions: "my country", "my religion", "my god", "my faith", "i am american", "i am russian", "i am christian", "i am hindu", "i am democrat", "i am nationalist" etc. each "i am" violently confronting the other "i am" (see krishnamurti, 1982, pp. 12-13). thus, the essence of the i is the process of identification of the mind with an external image (one's own person, race, nation, family, ideology, profession, religion etc.) which moves inside and forms the i, this i being, as lacan pointed out, the result of identification with an image/object, i.e. with an other. we are talking here about the series of secondary/interpsychic identifications of the i with different mental images (ideas, beliefs, ideals and symbols), grafted onto the pattern of intrapsychic identification with one's own image. in other words, the i of 3 jiddhu krishnamurti is considered one of the most authentic spiritual messengers of the contemporary world. he enjoyed enormous appreciation from the scientific, artistic and cultural elites of his time. the dalai lama did not hesitate to call him "one of the greatest thinkers of the 20th century", and time magazine, "one of the five saints of the 20th century". krishnamurti also visited romania, in december 1930, and held a famous conference, applauded for a long time, in the great hall of the romanian athenaeum, crowded by an audience made up of the elite of bucharest intellectuals, led by the great diplomat nicolae titulescu, who after the conference declared that he was happy to have been able to listen to krishnamurti. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 187 the subject identifies with a series of images, ideas and symbols, which are confused with reality and considered more important than it. as the quintessence of the identification process is the very confusion between mental image and reality, this makes the space of our mind conditioned by identification with different personal or collective experiences, related to family, race, nationality, religion, ideology etc. all these identifications leading to mind splitting. identification, as i have shown, is the process by which the mind identifies itself with an image from outside, which moves inside, producing the i, and then "once we established a notion of something inward, it becomes necessary to protect that" (krishnamurti & d.bohm, 1985, p. 27) and thus struggle, conflict, splitting, separation arise. nothing therefore generates more violence, aggression, segregation and conflict in the intersubjective space than this process of identification with different mental images. all people are ready to accept or tolerate each other's various shortcomings or weaknesses, but as soon as their mental images, that is, their political, economic, philosophical or religious ideas or identifications are divergent, intransigence and intolerance immediately make their presence felt, showing their "fangs" and instigating people to enter into competition and fight against each other, thus making their actions waste away in opposite and contradictory actions (see ardelean, 2016, p. 25). each individual imagines that his/her point of view is more justified, more "true" than another, thus expressing absolute value judgments. for this reason, human history is full, as we know, of such individuals who, believing that they hold the whole truth, were ready to wage wars, kill, torture or massacre in its name (see ardelean, 2016, p. 25 ). the i of the individual thus becomes the great ideologist, tyrant, inquisitor, dictator or executioner, always eager to impose, dominate and subjugate, all the great ideologies and social, political, economic systems standing under the sign of the narcissistic aggressiveness of the i, whose main vice or disease lies precisely in this identification with a mental image, which becomes more important than reality, substituting it. 4. instead of a conclusion we can state therefore that this identification process of the i generates the confusion, contradiction, conflict and split between image (subject) and reality (object). as long as this identification of the i "is not understood and put an end to, we are bound to have conflict, within and without, in thought, in emotion, in action. no solution of any kind, however clever, however well thought out, can ever put an end to the conflict between man and man, between international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 188 you and me" (krishnamurti, 2001, p. 96). it is precisely because of this fact, huxley4 points out, that ideas, images and symbols should never be raised to the status of dogma, and no system should be regarded as anything more than a provisional solution. otherwise, belief in formulas, dogmas and action in accordance with them not only does not solve the problem, but, on the contrary, deepens, aggravates, amplifies or increases it in complexity and destructiveness (see huxley, 2001, p. 5) becoming the destructive potential of conflict and war of any kind and from everywhere. in conclusion, as long as the i, through its narcissistic-aggressive structure, identifies with its own mental images, ideas and symbols, allowing itself to be blinded and hypnotized by them, ignoring that they are the product of the individual or collective mind, it will inevitably perpetuate and find itself in the same "fallen" condition of division, splitting and conflict within and without, intraand intersubjective, i.e. of conflict with both itself and other human beings. this is why only a deep understanding or awareness of this narcissistic-aggressiveconflict pattern of the i could lead to the solution and, implicitly, to the (e)liberation from the tyranny of this unconscious and ancestral pattern, which is basically responsible for all the suffering, friction, discord, enmity, rivalry, conflict, aggression, crime and war existing in the world. references ardelean, ramona. (2016). scandalul nedreptății. eseuri de metafizică morală, iași, editura fundației academice axis. ardelean, ramona. (2019). eul și fragmentarea conștiinței umane. o explorare din perspectiva fizicii cuantice, filosofiei, teologiei și psihanalizei. iași, editura universității „alexandru ioan cuza”. dionysius the areopagite. (1972). the divine names and the mystical theology, translated by c.e. rolt, london, s.p.c.k., holy trinity church. dostoevsky, f. m. (2003). notes from the underground and the grand inquisitor, selection, translation and introduction by ralph. e. matlaw, new york, plume printing. evans, dylan. (2006). an introductory dictionary of lacanian psychoanalysis, new yorklondon: routledge. krishnamurti, jiddu. (1999). freedom from the known, india: krishnamurti foundation india 4 aldous huxley, „foreword”, in j. krishnamurti, the first and last freedom., 2001, krisnamurti foundation india, pp. 1-9. international journal of social and educational innovation (ijseiro) volume 10/ issue 19 /2023 189 krishnamurti, jiddu. (2001). the first and last freedom, with a foreword by aldous huxley, india: krishnamurti foundation india krishnamurti, jiddu. (1982). the network of thought, london: krishnamurti foundation trust ltd krishnamurti, jiddu & bohm, david. 1985. the ending of time: thirtheen dialogues, england: krishnamurti foundation trust ltd., england. lacan, jacques. (2002). „the mirror stage as formative of the i function as revealed in psychoanalytic experience”, in écrits:the first complete edition in english, translated by bruce fink, new york-london, w.w. norton & company. lacan, jacques. (1988). the seminar, book i, freud’s paper on technique, translated by john forrester, cambridge: cambridge university press. larchet, jean-claude. (2001). terapeutica bolilor spirituale, translated by marinela bojin, bucurești, editura sophia. r international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 42 alexithymia and mental health in adolescents: a scoping review remus runcan1, patricia runcan2, dana rad1*, marius marici3* 1 faculty of educational science, psychology and social work, aurel vlaicu university of arad, 310032 arad, romania 2 faculty of sociology and psychology, west university of timisoara, 300223 timisoara, romania 3 faculty of educational science, ștefan cel mare university, 720229, suceava, romania. * correspondence: dana@xhouse.ro (d.r.); marius.marici@usm.ro (m.m.) tel.: +40-727-803-036 (d.r.); +40-747-494-707 (m.m.) abstract the aim of the study was to review alexithymia in adolescents-related studies (aars) published between 2004 (since the first public archive volume is available) and 2022 in the international journal of environmental research and public health. the present paper attempts to explain the increasing interest in alexithymia as shown by the large number of alexithymia-related studies (ars) on this disorder, published in this journal, in the last six years, as well as by the forthcoming special issue ‘alexithymia and mental health in adolescents: theory, research and clinical practice’ of the same journal, with a scoping review approach. the participants were adolescents from 13 counties and 2 continents. only two interventions were subjected to the study. the systematic literature review conducted observed the preferred reporting items for systematic literature reviews and the meta-analyses (prisma) method. twenty-nine ars were selected, of which 17 are aars. results indicate that there is a great research interest in studying alexithymia, although ijerph does not cover all research topics in the field. keywords: alexithymia; mental health; adolescents; review. 1. introduction considered, in psychiatry, a ‘difficulty in experiencing, expressing, and describing emotional responses’ and, in medicine, an inability to describe emotions in a verbal manner’ (the random house dictionary of the english language, 2022), alexithymia is, defined as ’deficits in cognitive processing of emotions’ [1] and not as a mental disorder. the most likely source of alexithymia is considered to be a mix of biology and environment. in other words, some individuals may be predisposed to alexithymia from birth, and then encounter traumatic events or relationships deterioration that act as ultimate triggers. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 43 teenagers may have a specific need to control their emotions in reaction to stresses because of the increased independence and unique demands they face throughout adolescence compared to childhood. failure to do so might increase the chance of mental health issues. researchers have studied alexithymia in adolescents from various perspectives: behavioral [2], biological [3], epistemological [4], legal, medical [2,5-8], neurobiological [9,10], psychiatric [11-17], psychological [7,18-22], and psychosomatic [23]. scoping reviews are first and rapid exploratory evaluations of the evidence that is already accessible. this kind of investigation is necessary for having a preview over a phenomenon, such as alexithymia. the aim of a scoping review is to map a phenomenon, and it is more an exploratory project, which is focused to map different elements such as correlates, instruments or other significant information available, in a specific research field. the main purpose of the study was not to draw clear-cut conclusions about alexithymia as it happens in meta-analyses investigations or in classical systematic reviews, but to map the phenomenon, regarding several more obvious elements. this specific purpose allowed us to limit our research to only one journal, the international journal of environmental research and public health. 2. literature review 2.1. definition and features of alexithymia researchers defined alexithymia in different ways. alexithymia is considered ‘not a diagnosis’ [24] but rather an idea or a theory formed of multiple concepts, which is related to individuals’ subjective world and it is not founded on empirical evidence [24], a ‘clinical construct’ [19, p.152] useful for describing patients [24, p.1], ‘a cognitive and affective disturbance’ [25, p.287], a similar to animals kind of ‘stress induced analgesia’ [26, p.30] or a ‘multidimensional construct’ [27, p.9, 28-29]. it is also considered a ‘difficulty’ [25, p.287, 27, p.12], ‘a deficit’ [30, p.156, 31], a ‘lack’ of qualities [32, p.158], or a cognitive or emotional deficit, emotional numbness, emotional indifference or emotional impairment [9], or a decrease of altruism [29] or a ‘poor ability’ [19, p.152]. it can be also viewed as a difficutly emotionalizing [27]. alexithymia is also described as a intergenerational transmissibility (from both parents) [29] or as a decrease of altruism in social decisions [17,33]. generally, alexithymia refers to the way individuals experience and express their emotions [27]. alexithymia refers maily to a reduced emotional ability to prefer inner expereinces or understand, name, identify, distinguish, analyze and describe in words emotions [19, 27, 26]. it can be refered to as a diminished cognitive processing and a low ability to regulate emotional international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 44 states [30]. other researchers define alexithymia in the social context refering to it as an inability to build and maintain relationships [31]. more often researchers refer to a number of features observed in individuals with alexithymia. these individuala have ‘poor interoceptive awareness’ [19, p.152], and manifest obstacles in fantasizing or emotionalizing [25] and are not fully aware of the emotions they are obviously experiencing, and they do not find words to describe the experiences they have towards other people [24]. they find it difficult to dissociate between bodily sensations and feelings [25] and they prefer to foccus rather on external events and actions than on internal experiences [25]. they prefere to describe events in detail than doing the same with their inner world [9]. individuals with alexithymia have an ‘externally oriented thinking’ [27, p.12], find it difficult to introspect or even socially conform [32]. they have a difficult time communicating with others , using symbols in conversations or even identifying vocal or facial signs of emotion [9]. they live an ‘impoverished fantasy life’ [25, p.287] as their fantasies are reduced [27] or they have a decreased capacity for fantacy [9] and their dream recall are poor [32]. their emotional experiences are rather blunting [9]. 2.2. alexithymia in adolescents researchers have associated alexithymia in adolescents with antisocial behavior (including adhd) [34], anxiety [7,13,34]), delinquency [18], depression [7,13,19,34-36], dissociation [12] or eating disorders [8,13,37]. alexithymia is also associated with generalized anxiety disorder [21], other mental disorders [13,34], with psychiatric symptoms [17], with somatic symptom disorder [13] or even suicide risk [36]. according to researchers, alexithymia in adolescents may contribute to aggressive behavior in teenage violent psychiatric outpatients [5]. it can facilitate deliberate self-harm in bullied adolescents [17], it can lead to a higher risk of problematic internet use in female adolescents with low affective regulation [2,7]. it can make it difficult to generate cognitive reappraisal strategies in autism spectrum disorder [16,38], or it can be a mediator in the relationship between attachment and the incidence of borderline personality disorder [15]. alexithymia can be associated with anxiety and depression in anorexia nervosa female adolescents [8]. the present progress in research indicates that it is paramount to identify alexithymia early, as it can be a risk factor for suicide, especially when adolescents suffer from depression and in the context in which there are signs of maladaptive early schemata [36]. studies indicate that there are a number of predictors of alexithymia. fear of separation found in anxious attachment style was a predictor of alexithymia and also the low ability to identify feelings. in addition, coninternational journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 45 straints on closeness found in avoidant attachment was a significant predictor of difficulties expressing feelings verbally. individuals who have a predominant exterior-oriented way of thinking reported also a low attachment to the primary figure of attachment [20]. alexithymia can be also predicted by other variables such as: children’s perception of a neglectful parenting style [17,39-43], a speech development deficit in childhood [13,44], a lower cognitive ability to evaluate, naming and expressing in words the emotional states experienced [2], a low self-control of emotions [45,46] or parents’ alexithymic traits [17]. 3. materials and methods 3.1. study design this research represents a single journal scoping review of literature, taking into account the preferred reporting items for systematic literature reviews and the meta-analyses (prisma) method [17,47,48]. this research method was chosen due to its relevance for academic studies [49-55]. the main research questions that this scoping review is addressing are: (1) what topics have been recently studied to address alexithymia in adolescents? (2) what research progress has been made in the publications disseminated by international journal of environmental research and public health? 3.2. conducting the scoping review the systematic literature review was conducted in the international journal of environmental research and public health. the database was searched between the 3rd of september and the 23rd of september, 2022, for studies published from 2004 up to the 1st of september, 2022. although the time interval for this scoping review was large, about 15 years, and included hundreds of articles, actually, the first published article on alexithymia, in this journal, which we found, was in 2009. but the first volume available in the ijerph public archive database was found starting with 2004. only studies containing the search term ‘alexithymia’ in the title, abstract and/or keywords were included in the study in the first phase (see table 1, figure 1, table 2). the search term ‘adolescents’ in the title, abstract and/or keywords was included in the study, in the second phase (see table 3). table 1. ars between 2004 and the 1st of september, 2022. year number issues studies year number issues studies international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 46 2004 1 2 absent 2014 11 12 absent 2005 2 3 absent 2015 12 12 absent 2006 3 4 absent 2016 13 12 absent 2007 4 4 absent 2017 14 12 2 2008 5 5 absent 2018 15 12 1 2009 6 12 1 2019 16 24 1 2010 7 12 absent 2020 17 24 5 2011 8 12 absent 2021 18 24 10 2012 9 12 absent 2022 19 17 9 2013 10 12 absent source: table created with microsoft word. figure 1. ars between 2004 and the 1st of september, 2022. blue bars refer to issues from ijerph published every year. orange bars refer to the number of articles published on alexithymia. source: table created with microsoft word 3.3. search strategy a single search strategy was applied: title – abs – key (alexithymia and adolescents). any research design, whether it used methodology, qualitative or quantitative approaches, or guideline reporting, was eligible. our inclusion criteria were centered on approaches for research in the area of alexithymia in adolescents, thus the only selection criteria was a targeted on age demographic approach. 2 3 4 4 5 12 12 12 12 12 12 12 12 12 12 24 24 24 17 0 0 0 0 0 1 0 0 0 0 0 0 0 2 1 1 5 10 9 number of issues number of articles international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 47 as a result of searching the ijerph database, we identified a number of 17 articles on alexithymia in adolescents. the process of identification, screening, assessment of eligibility, and inclusion of studies is show in figure 2. studies identified through searching the international journal of environmental research and public health archive (n = 684) out of scope studies excluded (n = 655) ars included in analysis (n = 29) aars included in analysis (n = 17) figure 2. procedure of identification, screening, assessment of eligibility, and inclusion of aars within the systematic literature review. source: table created with microsoft word. 3.4. data presentation a first set of data extracted from the studies selected consisted in the name of the first author, the year the study was published, the type of research, the country where the study was conducted, the sample, the age of the respondents, and the research method. a second set of data was extracted from ars and referred to the name of the first author, the year the study was published, the aim of research, and the findings of research. 4. results of the 684 studies published between 2004 and the first of september, 2022 only 29 (4.24%) tackle alexithymia – directly or indirectly – and only 17 tackle alexithymia in adolescents. if, between 2004 and 2017, there was a single study on alexithymia, between 2017 and september 2022 there were published 28 new studies (see table 1, figure 1). these numbers suggest that international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 48 the interest for such studies grew considerably. future studies should find evidence whether this may be due to an increase of the incidence of alexithymia among adolescents in developed countries, or to the increasing sophistication of the measurement tools. the description of the 29 ars included in the systematic literature review presented in this section is divided into two sub-sections: (1) section 4.1 – details of ars, and (2) section 4.2 – key/main findings of ars. 4.1. details of ars included in the systematic literature review table 2 presents the general details of the ars included in the systematic survey. table 2. general details of the ars included in the systematic survey. author & year research method country sample age method celikel et al., 2009 [56] quantitative turkey 1870 late adolescents 21.2 ± 2.0 years old questionnaire (asi, bdi, bhs, tas-20) popa-velea et al., 2017 [57] quantitative romania 299 late adolescents 19.23 years old questionnaire (fssq, mbi, pss, tas-20) wachs et al., 2017 [58] quantitative germany, thailand 1549 adolescents 12-18 years old questionnaire (mqs, tas-20) cimino et al., 2018 [59] quantitative italy 226 adolescents 14-17 years old questionnaire (bies, bis-11, tas-20, ysr) romero-martínez et al., 2019 [60] quantitative spain 118 intimate partner violence against women perpetrators 41.47 years old questionnaire (audit, mcmi-iii, pis, scl-90-r, tas-20) testoni et al., 2020 [61] quantitative italy 150 adolescents 12-14 years old questionnaire (aqc, hsc, read, scwbs, tas-20) song et al., 2020 [62] quantitative china 1062 adolescents 11.92– 19.58 years old questionnaire (caihlq, sds, tas-20) paricio et al., 2020 [63] quantitative spain 176 adolescents 11-15 years old questionnaire (bahs, bes, gses, lsdsa, rse, ssos, svpad, international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 49 tas-20, tgis) lin, 2020 [64] quantitative taiwan 1060 adolescents 14.66 years old questionnaire (bis, chi, cias, dass, fvi, rse, ssus, tas-20, vsss) casagrande et al., 2020 [65] quantitative italy 210 medical patients 40-75 years old questionnaire (tas-20) tomaszek et al., 2021 [66] quantitative poland 91 patients 18+ years old questionnaire (ptgi-r, spp25, tas-20) barchetta et al., 2021 [67] quantitative italy 142 subjects including late adolescents 19-39 years old questionnaire (tas-20, ztpi) hobson et al., 2021 [68] quantitative uk 289 children & adolescents 9.17-16.33 years old questionnaire (cam, ccc, eaq, tas-20, wisc) tambelli et al., 2021 [69] quantitative italy 454 late adolescents 18-25 years old questionnaire (cpdi, ippa, tas-20) ballarotto et al., 2021 [70] quantitative italy 400 late adolescents 18-25 years old questionnaire (bias, cpdi, iat, tas-20) gong et al., 2021 [71] quantitative china 895 males with substance use disorder 37.87 years old questionnaire (bis, bwaq, cpic, dcs, fes, its, les, ppq, sq, tas-20) wojciechowska et al., 2021 [72] quantitative poland 66 emergency call operators 31.09 years old questionnaire (ies, tas-20, wpsq) mancinelli et al., 2021 [73] quantitative italy 453 adolescents 15-19 years old questionnaire (ippa, rpq, tas-20) topino et al., 2021 [74] quantitative italy 193 online gamblers 28.8 years old questionnaire (des-ii, faces-iv, sogs, tas-20) ikarashi et al., 2021 [75] quantitative japan 80 late adolescents 21 ± 0.5 years old questionnaire (pvaq, tas-20) maiorana et al., 2022 [76] quantitative italy 31 males 21-58 questionnaire (tas-20) international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 50 quinto et al., 2022 [77] quantitative italy 150 patients with psoriasis ≥ 18 years old questionnaire (has, sf-12, pasi, tas-20) tsiori et al., 2022 [78] quantitative greece 104 patients with psoriasis no mention about the age of the respondents questionnaire (bdi, scl-90, tas-20) manfredi, 2022 [79] quantitative italy 396 late adolescents 18-25 years old questionnaire (eds, shs, swls, tas-20) rossi et al., 2022 [80] quantitative italy 187 female patients 18-56 questionnaire (fsfi, mpq, panas, qcsasc, scl-90-r, sdbq, sds, smq, tas-20) la grutta et al., 2022 [81] quantitative italy 229 children 7-8 years old techniques (classroom drawing, coloured progressive matrices, danva-2 pos, drawn stories, picture of facial affects) liu et al., 2022 [82] quantitative china 344 late adolescents 19-22 years old questionnaire (bps, tas-20, uinaq) giustiniani et al., 2022 [83] quantitative france 83 gamers, 47 former heroin addicts no mention about the age of the respondents questionnaire (bdhi, bis, das, sss, tas-20) di vito et al., 2022 [84] quantitative italy 150 adolescents 14-17 years old questionnaire (pcfs, rem-71, tas-20, ysr) source: table created with microsoft word. 4.2. key/main findings of ars included in the systematic literature review the key/main findings of the 29 ars included in the systematic literature review are shown in table 3. table 3. main findings of the 29 ars included in the systematic literature review. international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 51 author(s) aim of research findings celikel et al., 2009 [56] identify a possible correlation between smoking habits and alexithymia smoking is not related to alexithymia popa-velea et al., 2017 [57] examine the impact of alexithymia on burnout alexithymia may play a significant role in the development of burnout syndrome wachs et al., 2017 [58] research the direct and indirect associations between cyberbullying victimization and perpetration, mediated by alexithymia the effects of cyberbullying victimization on cyberbullying perpetration are partially mediated by alexithymia cimino et al., 2018 [59] identify specific clusters of maladaptive emotional-behavioral symptoms in adolescent victims of motorbike collisions considering their scores on alexithymia adolescents’ motor collisions could be associated with their difficulties in emotion regulation romero-martínez et al., 2019 [60] assess whether alexithymia is a good predictor of the discontinuation of treatment and the risk of recidivism during the initial stages of intervention in a sample of men convicted of ipvaw perpetration high alexithymic traits lead to discontinuation of treatment and a high risk of recidivism during the initial stages of treatment testoni et al., 2020 [61] investigate the psychological effects of participation in death education death education improves the students’ ability to recognize emotions and communicate them verbally song et al., 2020 [62] explore the relation among alexithymia, depressive symptoms and health literacy alexithymia and health literacy influence depressive symptoms and health literacy has a moderating role on the association between alexithymia and depressive symptoms paricio et al., 2020 [63] implement a psychosocial intervention pilot program in the significant improvements are observed in alexithymia, among international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 52 school environment in a rural setting and evaluate its effects other variables lin, 2020 [64] examine the prevalence of internet addiction and identify the psychosocial risk factors during the covid-19 outbreak high alexithymia is predictive of internet addiction casagrande et al., 2020 [65] investigate the relationship between alexithymia and dipping status in adults alterations in the circadian pattern of blood pressure can be linked to emotional dysregulation tomaszek et al., 2021 [66] determine the role of alexithymia in the post-traumatic growth as a response to extreme stress in patients alexithymia correlates negatively with some aspects of post-traumatic growth on kidney recipients from cadaveric donors barchetta et al., 2021 [67] explore the relationship between alexithymia and time perspective alexithymia is associated with a negative bias for past and present events hobson et al., 2021 [68] examine parent and child report measures of alexithymia in children with developmental language disorder, and their association to children’s communication skills children with developmental language disorder score higher on parental measures of alexithymia tambelli et al., 2021 [69] assess alexithymia, attachment to parents and peers, and peritraumatic distress due to covid-19 attachment to fathers and peers, but not to mothers, and alexithymia significantly predict levels of peritraumatic distress ballarotto et al., 2021 [70] verify whether peritraumatic distress due to the covid-19 pandemic mediated the relationship between emerging adults’ alexithymia and their internet/instagram addiction emerging adults’ levels of alexithymia significantly predicts the levels of internet and instagram addiction and peritraumatic distress due to the covid-19 pandemic mediated this relationship gong et al., 2021 [71] explore which factors had a greater impact on substance craving in alexithymia positively predicts substance cravings international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 53 people with substance use wojciechowska et al., 2021 [72] investigate the relationship between alexithymia, stress at work, and post-traumatic stress disorder in impact emergency call center operators alexithymic individuals have a higher risk of developing post-traumatic stress disorder mancinelli et al., 2021 [73] understanding the interplay between adolescents’ perceived attachment to parents, alexithymia, and reactive/proactive aggression behaviors lower alexithymia has direct and indirect effects on reactive aggression behavior topino et al., 2021 [74] investigate the relationship between alexithymia, dissociation, and family functioning in contributing to online gambling problems higher levels of alexithymia are personal risk factors for online gambling problems ikarashi et al., 2021 [75] investigate whether the correlation between alexithymia and hypervigilance to pain is influenced by catechol-o-methyltransferase polymorphism the correlation between alexithymia and hypervigilance to pain is influenced by catechol-o-methyltransferase polymorphism maiorana et al., 2022 [76] assess the effect of surgical masks on configural and featural processing of faces and subsequent effects on emotion perception in subjects with low levels of alexithymia, the sight of a masked face can lead to the maladaptive activation of configural face processing quinto et al., 2022 [77] examine the mediating role of anxiety and depression in the relationship between alexithymia and mental health in psoriasis patients assessing alexithymia and psychological distress in clinical practice is important in identifying vulnerable patients tsiori et al., 2022 [78] evaluate the relationship between depression, psychopathology symptoms, and alexithymia in psoriasis patients alexithymia is a significant factor in the development of psychopathology in psoriasis patients manfredi, 2022 [79] investigate if symptomatic and increased levels of alexithymia international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 54 at-risk subjects have higher values of alexithymia can increase the risk of exercise dependence rossi et al., 2022 [80] assess the psycho-emotional profile of women with endometriosis and with alexithymia alexithymia seems to be implicated in the low sexual functioning of women with endometriosis la grutta et al., 2022 [81] evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence psycho-educational programs in school for promotion of emotional health prevent the development of clinical conditions linked to alexithymia liu et al., 2022 [82] explore the relationship between alexithymia, boredom proneness, and internet novel addiction alexithymia may directly and indirectly predict internet novel addiction through boredom proneness giustiniani et al., 2022 [83] compare individuals with internet gaming disorder and former heroin addicts with regard to alexithymia alexithymia could influence the orientation towards massively multiplayer online role-playing games di vito et al., 2022 [84] explore the emotional–behavioral functioning in adolescents that have experienced more than three motor vehicle collisions in a year alexithymia represents a crucial risk factor for adolescents’ motor vehicle collisions source: table created with microsoft word. 5. discussion as this is s scoping review investigation, the discussion section presents a mapping perspective, meant to group and categorize the existing articles published in international journal of environmental research and public health, from the point of view of nature, features or volume. 5.1. details of ars included in the systematic literature review international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 55 in this scoping review, 29 ars published between 2009 and 2022 were included. most studies were published in 2021 [66-75] – ten studies in 2022 [76-84]. five publications were published in 2020 [61-65], two in 2017 [57,58], and three publications were each published in 2009 [56], 2018 [59], and 2019 [60], respectively (see table 2). the ars were conducted in different countries: china [62,71,82], france [83], germany [58], greece [78], italy [59,61,65,67,69,70,73,74,76,77,79-81,84], japan [75], poland [66,72], romania [57], spain [60,63], taiwan [64], thailand [58], turkey [56], and united kingdom [68]. it is worth noticing that most research respondents are from developed european countries, where italy leads with 14 studies. future studies might clarify whether these studies are the effect of multifaceted social development or they were published in the attempt to better understand and find solutions for alexithymia. the number of respondents varied significantly and ranged between up to 100 people in each of the four studies [66,72,75,76], 101-250 people in each of the thirteen studies [59-61,63,65,67,74,77,78,80,81,83,84], 251-500 people in each of the seven studies [57,68-70,73,79,82], and over 501 people in each of the five studies [56,58,62,64,71]. various methods of statistical analysis were used, including: analysis of variance [61,63,65,70,74,81,84], binary/binomial logistic regression analysis [62,78], chi-squared analysis [62], correlation analysis [67,69-71,73-75,77,84], descriptive analysis [57,64,70,80,81], factor analysis [58,64,68,79], hierarchical cluster analysis [59], hierarchical regression analysis [68], linear regression analysis [60,66,83], logistic regression analysis [56,60,64], mediation analysis [58,69,70,72-74,77,82], moderation analysis [61], multi-group analysis [79], multiple regression analysis [69], multivariate analysis of variance [59,80,83], path analysis [77] post hoc power analysis [58,74], simple effects analysis [63], statistical analysis [65,67,69,70,73,74,76,78,79,81-83], and stepwise backward regression analysis [57]. alexithymia is a relatively new research topic which allows researchers to explore and find associations between this phenomenon and other psycho-social realities. our review indicated that seventy-five measurement tools were used to assess alexithymia and related concepts. these measurement tools were labelled as checklists, indexes, inventories, measures, questionnaires, scales, screens, self-reports, surveys, or tests (see table 3). table 3. measurement tools used in the articles identified, which refer to alexithymia or dimensions which are associated with alexithymia. 1. aqc alexithymia questionnaire for children, 39. panas positive and negative affects scale, international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 56 2. baes basic empathy scale, 3. bdhi buss-durkee hostility inventory, 4. bdi beck depression inventory, 5. bffq brief family function questionnaire, 6. bias bergen instagram addiction scale, 7. bies binge eating scale, 8. bis barratt impulsiveness scale, 9. bis-11 barratt impulsiveness scale-11, 10. bps boredom proneness scale for college students, 11. bwaq buss-warren aggression questionnaire, 12. caihlq chinese adolescent interactive health literacy questionnaire, 13. cam children’s alexithymia measure, 14. ccc children’s communication checklist, 15. chi chinese happiness inventory, 16. cias chen internet addiction scale, 17. cpdi covid-19 peritraumatic distress index, 18. cpic children’s perception of inter-parental conflict scale, 19. das substance dependence adapted scale, 20. dass depression anxiety stress scale, dcs drug craving scale, 21. des-ii dissociative experience scale-ii, 22. eaq emotional awareness questionnaire, 23. eds exercise dependence scale, 40. pasi psoriasis area severity index, 41. pcfs perceived collective family scale, 42. ppq positive psychological capital, 43. ptgi-r post traumatic growth inventory questionnaire, 44. pvaq – pain vigilance and awareness questionnaire, 45. qcsasc questionnaire of cognitive schema activation in sexual context, 46. read resilience scale for adolescents, 47. rem-71 response evaluation measure for youth, 48. rpq reactive–proactive aggression questionnaire, 49. rse rosenberg self-esteem scale, 50. scl-90 symptom checklist-90, 51. scl-90-r symptoms checklist, 52. scwbs stirling children’s well-being scale, 53. sdbq sexual dysfunctional belief questionnaire, 54. sds self-rating depression scale, 55. sds sexual distress scale, 56. sf-12 short form health survey, 57. shs subjective happiness scale, 58. smq sexual modes questionnaire, 59. sogs south oaks gambling screen, 60. spp25 resilience coping scale questionnaire, 61. sq security questionnaire, 62. ssos scale of social skills, 63. sss sensation seeking scale, 64. ssus social support scale, 65. svpad scale of values for positive international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 57 24. faces-iv family adaptability and cohesion evaluation scales-iv, 25. fes family environment scale, 26. fsfi female sexual functioning index, 27. fvi five-factor inventory, 28. gses general self-efficacy scale, 29. hads hospital anxiety and depression scale, 30. hsc hopelessness scale for children, 31. iat internet addiction test, 32. ies impact of event scale, 33. ippa inventory of parent and peer attachment, 34. its interpersonal trust scale, 35. les life event scale, 36. lsdsa life skills development scale for adolescents, 37. mpq mcgill pain questionnaire, 38. mqs mobbing questionnaire for students, adolescent development, 66. swls satisfaction with life scale, 67. tas-20 toronto alexithymia scale, 68. tgis tarrant’s group identification scale, 69. uinaq undergraduates’ internet novel addiction questionnaire, 70. vsss virtual social support scale, 71. wisc wechsler intelligence scale for children, 72. wpsq workplace perceived stress questionnaire, 73. ysr youth self-report, and 74. ztpi zimbardo time perspective inventory. source: table created with microsoft word. 5.2. key/main findings of aars included in the systematic literature review only 17 of the ars are aars [5-58,60-63,66-69,72,74,78,81,83]. these aars were conducted in china [62,82], germany [58], italy [59,61,67,69,70,73,79,84], japan [75], romania [57], spain [63], taiwan [64], thailand [58], turkey [56], united kingdom [73]. of the 17 aars, eight studies [58,59,61-64,73,84] were conducted on samples of adolescents aged between 11 and 19), seven studies [56,57,69,70,75,79,82] were conducted on samples of late adolescents (aged between 18 and 25), and two studies [67,68], were conducted on mixed samples (adults and adolescents, and children and adolescents). the author(s) of the aars focused on alexithymia and mental health from the following perspectives: alexithymia and burnout syndrome [57], alexithymia and cyberbullying victiminternational journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 58 ization/perpetration [58], alexithymia and depressive symptoms (a risk factor in anxiety, substance use disorders, and suicide) [62], alexithymia and developmental language disorder (a communication disorder from the group of neurodevelopmental disorders) [68], alexithymia and emotional–behavioral functioning/symptoms [58,83], alexithymia and hypervigilance (accompanied by increased anxiety) to pain [75]), alexithymia and internet/instagram addiction (an excessive behavioral pattern) [64,70,78,82], alexithymia and peritraumatic distress (anxiety, great pain, sorrow) [69], alexithymia and reactive/proactive aggression behaviors [73], alexithymia and smoking (a risk factor for conduct disorder, erectile disorder, major or mild vascular neurocognitive disorder, panic attacks, panic disorder, tobacco use disorder correlated with adhd and copd) [56], alexithymia and symptomatic and at-risk subjects [79], or alexithymia and time perspective [67]. this review indicated that the number of studies on most associations between alexithymia and its correlates, in the present journal is low. in addition, although the ijerph is related to health, the association between alexithymia and health issues refers both to dsm disorders, such as addictions, or to health related issues, such psychological functioning, for example. two studies have focused on possible interventions in alexithymic adolescents: a study focused on alexithymia and psychosocial intervention pilot programs [63] and another one on alexithymia and participation in death education [61]. 5.3. difficulties and limitations a difficulty we faced is that we noticed an inconsistency of the age range of adolescent participants in two cases, which refer to children [68], and adults [67]. these two articles were also included in the analysis. in addition, several studies provided only the mean age of the participants [56,57,62,64,75], which made it difficult to draw accurate conclusions. one limitation of the present study is that the present review focused only on one journal. researching other journals might reveal new insights into the alexithymia phenomenon. 6. conclusions several conclusions ca be drawn from the analysis of the aars presented in table 3. on the one hand, the present review indicates that alexithymia is related to a number of health issues: it can increase the risk of exercise dependence [79], it correlates with hypervigilance to pain [75], it has effects on reactive aggression behavior [73], it influences depressive symptoms [62], it is a crucial risk factor for adolescents’ motor vehicle collisions [84], it is associated with a negative bias for past and present events [67], and with developmental language international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 59 disorder [68]. alexithymia predicts internet/instagram addiction [64,70], and peritraumatic distress [69,70], while our review indicates that alexithymia is not related to smoking habits [56]. on the other hand, other studies from the journal indicate that alexithymia partially mediates the effects of cyberbullying victimization on cyberbullying perpetration [58], it could be associated with adolescents’ motor collisions [59], and it may play a significant role in the development of burnout syndrome [57]. in addition, it might predict internet novel addiction [82]. judging the content of the published articles in this journal, the conclusions are related to the number of articles selected for publication. although is less important that the articles on alexithymia are not exhaustive regarding their aim and correlates, it is more important to mention that there is a growing interest to publish articles on the topic. although the studies published in this journal indicate that there is a growing interest in this topic, future study should refine scientific investigation by advancing more intervention models. from a therapeutic standpoint, the scoping review indicates that at least in this journal there were published less articles referring to therapies and psychological interventions, which aim to address adolescents who are highly alexithymic. strong emotional regulation abilities may improve long-term wellness, career performance, personal relationships, and even general health in addition to the more obvious advantages like feeling better immediately. yet, a limit of this scoping review is that it indicates that in the present journal, at present, articles on psychological interventions are lacking, either as a result of the article selection by editors or owing to a lower interest in such articles in general, as research in the field is somehow at the beginning. future investigations should go beyond the scope of the present investigation and address alexithymia topic in all important journals. the present scoping review also focused only on the term ‘adolescents’, in searching for articles, which might have limited the number of articles selected. future research might broad the aim of such investigations. conflict of interest: the authors declare that they have no conflict of interest. data availability statement: the data used in the meta-analysis were taken from published studies. in a few cases, additional data were obtained from authors these are listed in the results section. no new data were collected for this review study. references international journal of social and educational innovation (ijseiro) volume 10/ issue 19/ 2023 60 1. american psychiatric association. diagnostic and statistical manual of mental disorders (5th ed., text rev.). 2022. https://doi.org/10.1176/appi.books.9780890425787 2. schimmenti, a, passanisi a, caretti v, la marca, l, granieri a., iacolino, c., gervasi, am., maganuco n.r., and 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int. j. environ. res. public health, 2022, 19(9), 5319. https://doi.org/10.3390/ijerph19095319. 81. la grutta, s., epifanio, m.s., piombo, m.a., alfano, p., maltese, a., marcantonio, s., ingoglia, s., alesi, m., lo baido, r., mancini, g. & andrei, f. emotional competence in primary school children: examining the effect of a psycho-educational group intervention: a pilot prospective study. int. j. environ. res. public health, 2022, 19(13), 7628. https://doi.org/10.3390/ijerph19137628. 82. liu, y., chen, l., wang, z., guo, g., zhang, m. & chen, s. role of alexithymia in predicting internet novel addiction through boredom proneness. int. j. environ. res. public health, 2022, 19(14), 8708. https://doi.org/10.3390/ijerph19148708. 83. giustiniani, j., nicolier, m., pascard, m., masse, c., vandel, p., bennabi, d., achab, s., mauny, f. & haffen, e. do individu-als with internet gaming disorder share personality traits with substance-dependent individuals? int. j. environ. res. public health, 2022, 19(15), 9536. https://doi.org/10.3390/ijerph19159536. 84. di vito, p., cerniglia, l. & cimino, s. psychological functioning, defense strategies and the contribution of perceived family collaboration in adolescents who experienced multiple motor vehicle crashes: a descriptive study. int. j. environ. res. public health, 2022, 19(15), 9448. https://doi.org/10.3390/ijerph19159448. https://doi.org/10.3390/ijerph19095319 https://doi.org/10.3390/ijerph19137628 https://doi.org/10.3390/ijerph19148708 https://doi.org/10.3390/ijerph19159536 https://doi.org/10.3390/ijerph19159448 international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 37 eating disorders in adolescents remus runcan „aurel vlaicu” university of arad, romania. marius marici 1 „ștefan cel mare” university of suceava, romania abstract the aim of this study is to review and synthesize peer-reviewed research from scientific journals and books pertaining to eating disorders in adolescents. our analysis will focus on both typical and atypical eating disorders, including their specific comorbidities, culture-related diagnostic issues, emotional issues, functional consequences, gender distribution, medical consequences, onset, psychosexual effects, symptoms, treatment, and cure. additionally, we will examine the factors and predictors involved in their aetiology. this study is a crucial step towards advancing romanian research on eating disorders in adolescents. by thoroughly examining the existing literature, we hope to identify gaps in knowledge and areas for future investigation. ultimately, our goal is to contribute to the development of effective prevention and treatment strategies for this vulnerable population. keywords: adolescents, anorexia, binge eating, bulimia, eating disorder; 1. introduction 1.1. eating disorders there are three typical eating disorders or polysymptomatic syndromes – anorexia, binge eating disorder, and bulimia. they are defined by ‘maladaptive attitudes and behaviors around eating, weight, and body image, including as well nonspecific disturbances of selfimage, mood, impulse regulation, and interpersonal functioning’ (steiger, bruce & israël, 2003, p. 173). there are also five atypical eating disorders or other specified feeding or eating disorders: atypical anorexia nervosa, atypical binge eating disorder, atypical bulimia nervosa, 1 correspondent author: marius.marici@usm.ro / +40-747-494-707; international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 38 night eating syndrome and purging. the latter is defined as ‘feeding and eating disorders that cause clinically significant distress or impairment in social life, but does not meet the full criteria for typical [eating disorders]’ (galmiche et al., 2019, p. 1402). atypical anorexia nervosa is a type of anorexia nervosa where the individual meets all the criteria for the disorder except for being underweight. binge-eating disorder of low frequency and/or limited duration is characterized by recurrent episodes of binge eating, but less frequently than the typical diagnosis of binge-eating disorder. bulimia nervosa of low frequency and/or limited duration is similar to binge-eating disorder, but with the addition of purging behaviors such as vomiting or laxative use. purging disorder is characterized by purging behaviors without binge eating. (dsm-5, 2013; zam, saijari & sijari, 2018) singh (2013) presented a rare form of eating disease – pica, which refers to ‘a tendency or craving to eat substances other than normal food [such as ashes, clay, mud, or plaster], occurring during childhood or pregnancy, or as a symptom of disease’ (lexico, n.p.). eating disorders are commonly diagnosed and treated mental health conditions. these disorders affect a significant portion of the population and can have serious consequences if left untreated. (steiger, bruce & israël, 2003) 1.2. anorexia (nervosa) anorexia (nervosa) has been defined by english language dictionaries as ‘lack or loss of appetite for food (as a medical condition); an emotional disorder characterized by an obsessive desire to lose weight by refusing to eat’ (lexico, n.p.). anorexia nervosa is a serious eating disorder characterized by an unhealthy obsession with dieting and thinness, resulting in significant weight loss. despite the individual's drastic weight loss, they continue to perceive themselves as overweight and fail to recognize the severity of their condition. (strickland, 2001) anoerxia is an eating disorder whose main feature is ‘appetitive overcontrol’, a ‘relentless pursuit of thinness and a morbid fear of the consequences of eating (usually expressed as a dread of weight gain or obesity)’ (steiger, bruce & israël, 2003, p. 173). it is a disorder defined as ‘a refusal to maintain body weight at a minimally normal weight for age and height; an intense fear of gaining weight. this fear, present even in an emaciated condition, may be denied, but it is demonstrated by an intense preoccupation with thoughts of food, irrational worries about gaining weight, and rigorous exercising programs, with severe restriction of total food intake in order to prevent weight gain; a disturbance of body conceptualization. parts of the body such as the thighs and abdomen are experienced as being excessively large; evaluation of the self is mainly in terms of body weight and shape; international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 39 and the denial of illness or the underweight condition is a hallmark symptom of this disorder; amenorrhea or cessation of menstrual cycles’ (halmi, 2004, p. 63). in terms of comorbidity, anorexia is associated with alcohol-use, alexithymia, anxiety, bipolar, celiac disease, depressive, obsessive-compulsive, other substance-use disorders, and type 1 and type 2 diabetes mellitus (ward et al., 1995; karwautz et al., 2008; young-hyman & davis, 2010; dsm-5, 2013; nowakowski, mcfarlane & cassin, 2013; runcan, 2020). culture-related diagnostic issues: in post-industrialized, high-income countries (e.g., ‘australia, european countries, japan, new zealand, the united states’), (dsm-5, 2013). when it comes to emotions, the typical anorexic individual is often a strong-willed adolescent who uses their aversion to food as a misguided way of exerting control over their life due to a lack of control in other areas. unfortunately, the functional consequences of anorexia can lead to social isolation and a failure to reach their full academic or career potential. (dsm-5, 2013) anorexia has an increased prevalence in girls starving themselves to attain a fashionable boyish figure, with 1 of every 100 adolescent girls having anorexia nervosa (rolls, fedoroff, & guthrie, 1991). in terms of medical consequences anorexia is associated with: abnormal levels of several neurotransmitters (which might be further associated with depression), amenorrhea, bluish hands and feet, constipation, fear of fatness, heart failure, infertility, kidney failure, lanugo (growth of fine body hair), loss of muscle mass, low body weight, lower blood pressure, lower body temperature, osteoporosis, perception of distortion of body shape, slowed metabolism, slowed reflexes, slower pulse, weakened heart (rolls, fedoroff, & guthrie, 1991). anorexia usually appears first in childhood (schulherr, 2008). anorexia is associated with an arrest of sexual development, which is a psychosexual effect in adolescents. usually when anorexia installs it is associated with a pattern of binging and purging, compulsive exercising, continuation of weight loss despite thinness, dieting in secret, exaggerated fear of gaining weight, persistent feeling of being fat even after weight loss, loss of menstrual periods, preoccupation with calories, cooking, food, or nutrition, significant weight loss, and sleep disorders. the treatments and cure for anorexia refer to: hospitalization, medication, nutritional counselling, and psychotherapy for the individual and family group. zonnevylle-bender et al. (2004) compared emotional functioning of adolescent anorexia nervosa patients with two control groups (an internalizing psychiatric outpatient group and a healthy control group). the study conducted by the authors revealed that individuals with anorexia nervosa and those who were psychiatric outpatients with depressive and/or anxiety disorders international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 40 exhibited significant deficits in emotional functioning when compared to the healthy control group. specifically, the anorexia nervosa group demonstrated the most significant impairment in emotional functioning. the results of the emotional tasks showed that both psychiatric groups performed worse than the healthy control group in their ability to process visual emotional information. additionally, the psychiatric outpatients with depressive and/or anxiety disorders group had more difficulty in memorizing responses to auditory emotional stimuli than the anorexia nervosa and healthy control group. furthermore, the psychiatric outpatients with depressive and/or anxiety disorders group processed auditory emotional information at a slower pace than the healthy control group. it is worth noting that no differences were found between the three groups on non-emotional, cognitive tasks. overall, these findings suggest that individuals with anorexia nervosa and those with depressive and/or anxiety disorders experience significant deficits in emotional functioning, particularly in their ability to process emotional information. emotional intelligence, empathy and alexithymia are socio-emotional difficulties encountered by anorexia nervosa during adolescence, difficulties heightened by anxiety and depression (rome et al., 2003; peres et al., 2018; runcan, 2020). 1.3. binge eating disorder definition: binge eating has been defined by english language dictionaries as ‘the consumption of large quantities of food in a short period of time, typically as part of an eating disorder’ (lexico, n.p.). binge eating is a term used to describe the act of consuming a significant amount of food within a short period of time, often accompanied by a feeling of being unable to control one's eating habits (strickland, 2001). comorbidity: alexithymia, anxiety disorders, bipolar disorders, celiac disease, depressive disorders, substance use disorders, and type 1 and type 2 diabetes mellitus (ward et al., 1995; karwautz et al., 2008; young-hyman & davis, 2010; dsm-5, 2013; nowakowski, mcfarlane & cassin, 2013; runcan, 2020). culture-related diagnostic issues: it is noteworthy that this phenomenon is observed with comparable frequency across various industrialized nations, including australia, canada, european countries, new zealand, and the united states. emotional issues: feeling of disgust with oneself, of distress, of embarrassment by how much he/she eats, of guilt (dsm-5, 2013). functional consequences: binge eating has been found to be linked with higher healthcare utilization when compared to individuals with a similar body mass index (bmi). additionally, it can lead to the development of obesity, a decrease in health-related quality of life and life satisfaction, an international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 41 increase in medical issues and mortality rates, a higher risk for weight gain, and difficulties with social role adjustment. (dsm-5, 2013) gender distribution: the gender ratio is significantly less imbalanced in individuals with binge-eating disorder compared to those with bulimia nervosa. this suggests that the prevalence of the disorder is more evenly distributed among males and females in the former, while the latter is more commonly observed in females. (dsm-5, 2013) indicative of: borderline personality (“mental illness characterized by erratic and impulsive self-destructive behaviour and an intense fear of abandonment” (ford-martin, in gale, 2001, p. 88), and bulimia (strickland, 2001). medical consequences: abdominal pain, electrolyte imbalances, and intestinal damage can lead to serious health complications such as cardiac arrest, muscle weakness, and vomiting. onset: in adolescence (schulherr, 2008). psychological effects: depression. specific behaviours: binge eating, often followed by fasting, purging, or vomiting, is a common symptom of an eating disorder. this behavior is often accompanied by a deep-seated fear of gaining weight or becoming fat. (rolls, fedoroff & guthrie, 1991) symptoms: binge eating, also known as uncontrollable eating, is characterized by the consumption of large quantities of food within a short and defined time frame. this behavior is often followed by purging, which can take the form of abusing diuretics or laxatives, engaging in excessive exercise, fasting, or inducing vomiting. treatment and cure: binging can be a result of various underlying psychological factors such as stress, anxiety, or depression. by identifying and addressing these root causes, patients can gain a better understanding of their behavior and learn to manage their impulses. behavior modification techniques can also be helpful in breaking the cycle of binging. this may include setting achievable goals, practicing mindfulness, and developing healthy coping mechanisms. triggers: hunger, interpersonal stressors, negative mood, thoughts about weight and shape (black becker, 2004). 1.4. bulimia (nervosa) definition: bulimia (nervosa) has been defined by english language dictionaries as ‘an emotional disorder characterized by a distorted body image and an obsessive desire to lose weight, in which bouts of extreme overeating are followed by fasting or self-induced vomiting or purging’ (lexico, n.p.) bulimia nervosa is a serious eating disorder that is defined by three primary symptoms. these include recurrent episodes of binge eating, inappropriate compensatory behaviors, and an extreme preoccupation with body weight. (black becker, 2004) international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 42 comorbidity: alexithymia, anxiety disorders, bipolar and depressive disorders, celiac disease, low self-esteem, borderline personality disorder, substance use, and type 1 and type 2 diabetes mellitus (ward et al., 1995; karwautz et al., 2008; young-hyman & davis, 2010; dsm-5, 2013; nowakowski, mcfarlane & cassin, 2013; runcan, 2020). culture-related diagnostic issues: in the majority of industrialized nations, such as australia, canada, various european countries, japan, new zealand, south africa, and the united states, there is a common trend. emotional issues: experiencing intense feeling of guilt and shame over binging, feeling out of control, and realizing the abnormality of the eating pattern. functional consequences: severe role impairment in the social-life domain (dsm-5, 2013). gender distribution: far more common in females than in males (rolls, fedoroff & guthrie, 1991; dsm-5, 2013). medical consequences: abdominal pain and electrolyte imbalances can potentially lead to serious health complications such as cardiac arrest or weakness. onset: in late adolescence (schulherr, 2008). physiological causes: a defective satiety mechanism. psychological effects: depression swings, mood swings. specific behaviours: bulimia is a disorder characterized by a tendency to engage in crash diets, consume high-calorie junk food (such as candy bars, cookies, and ice cream) in secret, eat until experiencing stomach aches, drowsiness, or external interruptions, and experience weight fluctuations within a 4.5 kg range. additionally, individuals with bulimia may engage in binge eating followed by fasting, purging, or vomiting, and experience a fear of gaining weight. (rolls, fedoroff & guthrie, 1991) symptoms: eating uncontrollably (binging) large amounts of food (e.g., a loaf of bread, several boxes of cookies) in a short and well-defined time period (at least twice a week and twice or more times a day), and then purging by abusing diuretics or laxatives, dieting, exercising, fasting, vomiting; alcohol abuse, bloating, dental problems, drug abuse, heartburn, irregular periods, swollen cheeks. treatment and cure: anti-depressant medication, such as anticonvulsants, diphenylhydantoin (such as dilantin), and tricyclic antidepressants, can be used to alleviate symptoms of depression. additionally, individual and/or group psychotherapy can be employed to investigate the patient's unconscious motivations for binging, in combination with behavior modification techniques to help cope with the disease. nutritional counselling is also an important aspect of treatment, as it can help patients develop healthy eating habits and maintain a balanced diet. in severe cases, hospitalization may be necessary to provide intensive care and support. ward et al. (1995) have found that when diabetes is combined with an eating disorder, adolescents become doubly disabled. this is a particularly challenging situation for adolescents because type 1 diabetes requires a significant lifestyle adjustment, even with the international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 43 advancements in medical technology. this chronic disease prevents individuals from living a carefree life. additionally, eating disorders bring about a host of disorder-specific disadvantages (grylli et al., 2002). according to quick, byrd-bredbenner & neumark-sztainer (2013), research indicates that young individuals with chronic illnesses that necessitate a dietary component, such as celiac disease, cystic fibrosis, inflammatory bowel disease, irritable bowel syndrome, and type 1 diabetes mellitus, may be susceptible to developing disordered eating habits that can escalate into a full-blown eating disorder during their treatment. 2. material and method given the complexity of eating disorders, we have consulted acta (of psychiatrics), books (on eating disorders), dictionaries, encyclopaedias (of behavioural sciences and psychology), handbooks (of eating disorders and psychology), journals (of behaviours, body image, care / therapeutics / treatment, clinical nutrition, eating disorders, health psychology, health, medicine, nutrients, nutrition, paediatrics, paediatric psychology, prevention, psychiatry, psychosomatics, scientific research, and weight disorders), manuals (of mental disorders), reviews (on eating disorders). the search of the articles and books related to eating disorders was done using a specific search related controlled vocabulary. 3. results literature has investigated both factors involved in the aetiology of eating disorders and predictors of eating disorders. 3.1. factors involved in the aetiology of eating disorders biological, developmental, familial, psychological, and sociocultural factors are involved in the aetiology of eating disorders (rolls, fedoroff & guthrie, 1991). biological factors (connan & stanley, 2003): endocrine changes along the hypothalamic-pituitary-gonadal axis; genetic predisposition (winchester & collier, 2003): there is a 55% concordance rate of monozygotic twins for an eating disorder with only a 7% concordance rate for dizygotic twins; international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 44 serotonin (a brain neurotransmitter regulating appetite, mood, pain, and sleep) alteration by dieting in women but not in men, a biological difference that could explain why eating disorders are more common in women than in men. developmental factors: after puberty, girls have twice as much fat as boys and grow away from the lean female ideal (hence more dissatisfaction with their body and dieting as a way to take control), while boys acquire more lean muscle and develop toward the accepted male ideal. familial factors: families of individuals with anorexia nervosa often exhibit characteristics such as being achievement-oriented, enmeshed, overprotective, and rigid. these traits can hinder the development of autonomy and foster dependency in the affected family member. additionally, families of both anorexics and bulimics tend to place excessive emphasis on appearance, diet, food, physical fitness, and weight. there is also a higher likelihood of a family history of alcoholism, affective disorders, and eating disorders in first-degree relatives. in contrast, families of bulimics tend to be less structured than those of anorexics. emotional distance, increased overt conflict, neglect, and rejection are common in these families. it is important to note that these generalizations do not apply to all families of individuals with eating disorders and should not be used to stereotype or stigmatize them. psychological factors individuals with anorexia nervosa often exhibit traits such as compliance, impaired autonomy, limited spontaneity, and perfectionism. both anorexics and bulimics struggle with conflicts of autonomy and identity, low self-esteem, and a sense of ineffectiveness. additionally, both groups tend to display obsessive personality traits, such as being preoccupied with calorie counting and mental imaging of food. bulimics, on the other hand, are more likely to have a history of childhood maladjustment and have been obese or had an obese mother. they are often extroverted and active, but may have a history of trouble with the law, such as theft, and problems with alcohol abuse. furthermore, bulimics often have a history of unstable mood and attempted suicide, which suggests a deficit in the regulation of affect and control. (kaltiala-heino et al., 1999; serpell & troop, 2003; dsm-5, 2013) international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 45 sociocultural factors certain professions prioritize appearance and weight over performance, requiring individuals to maintain a specific weight. modelling, acting, and professional sports are some of the industries that place a significant emphasis on physical appearance. in these fields, maintaining a certain weight is often considered crucial for success. other professions that require weight maintenance include athletics such as jockeys, runners, and wrestlers, as well as dancing and jockeying. however, this emphasis on weight can lead to negative consequences such as the greater incidence of bulimia in boarding schools and college dorms of competitive and stressful schools and campuses where dating is emphasized. the internalization of values and beliefs that equate thinness with attractiveness and success is a prevalent issue in our society. this phenomenon refers to the process by which individuals adopt societal norms and expectations regarding body image and internalize them as personal beliefs. this can lead to weight dissatisfaction, weight concern, and dieting. social pressure also plays a role in the idealization of the thin female form and pressures on women to compete and perform well while still being attractive and feminine. additionally, social status can contribute to the prevalence of anorexia and bulimia among upper-class and middle-class 12-25-year-old females in developed countries. (kaltiala-heino et al., 1999; nasser & katzman, 2003; sundgot-borgen, skarderud & rodgers, 2003; dsm-5, 2013) rome et al. (2003, 100) identified as risk factors for the development of an eating disorder the following: affective alcoholism or illness in first-degree relative; ballet, gymnastics, modelling, visual sports; body-image dissatisfaction; family history of eating disorder or obesity; history of compulsive exercise, excessive dieting, frequently skipped meals; low self-esteem; parental eating behaviour and weight; personality traits (e.g., perfectionism); physical or sexual abuse. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 46 schmidt (2003) identified several factors that contribute to the development of eating disorders. these include genetic and environmental factors, as well as life events and societal pressures. genetically, there is evidence that certain genes related to dopamine, weight control, feeding, and energy expenditure, as well as serotonin, may increase the risk of developing an eating disorder. additionally, there is a heritability of both behavioral and attitudinal symptoms, such as binge eating, dietary restraint, and self-induced vomiting. environmental factors also play a role, with childhood adversity, childhood abuse, childhood maltreatment, and maladaptive maternal behavior among the risk factors. perinatal risks, such as birth problems, and attachment patterns, such as insecure or unresolved attachment status, also contribute to the risk model. life events, such as acute or chronic stressors and crises perceived as shameful or disgusting, can also precipitate the development of an eating disorder. puberty is another critical period when physical and psychosocial challenges must be navigated. finally, societal pressures, particularly in the western world, where there is a sharp contrast between the availability of calorific, cheap, and highly palatable foods and the excessive value placed on dietary restraint and slimness, can contribute to the development of eating disorders. the daily bombardment of images of emaciated supermodels and other thin role models can also institute the norm among young women. it is important to note that there is a unique versus shared genetic risk, such as body mass index, that can also contribute to the development of eating disorders. by understanding these factors, we can better identify and treat individuals who may be at risk for developing an eating disorder. zeeck et al. (2011) investigated everyday emotions and the relationship between binge eating, the desire to eat, and emotions and found that, from 24 emotions (anger, boredom, contempt, disappointment, disgust, enjoyment, exhaustion, fear, guilt, helplessness, hope, hurt, interest, jealousy, loneliness, longing, power, powerlessness, relaxation, sadness, satisfaction, shame, surprise, tenseness), anger, feelings of loneliness, disgust, exhaustion or shame lead to binge eating behaviour with the highest probability. wooldridge & lytle (2012) advanced the idea that there are four – biological (malnutrition, osteoporosis, pre-morbid obesity, puberty), cultural and gender-related (body image, homosexuality, weight-related teasing), familial (excessive parental expectations, greater achievement, conflict and control orientation, less autonomy, less independence), and psychodynamic (conflict about sexual identity, loss of sexual drive, over-involvement of international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 47 caretakers, perfectionism) – not just one factor involved in male anorexia nervosa. holland & in 2016, tiggemann highlighted the significant influence that social networking sites have on body image and disordered eating outcomes. this impact is primarily driven by seeking negative feedback through status updates and the uploading and viewing of photos. appearance-based social comparison plays a crucial role in mediating these outcomes. according to lacoste (2017), family issues and past experience with sexual abuse explain the transition to anorexia in female adolescents. in 2018, marzilli, cerniglia & cimino conducted a comprehensive analysis of the factors contributing to the development of binge eating disorder. their research identified several key risk factors, including biological, environmental, and psychological factors. biological risk factors, such as familial genetic predisposition and epigenetic processes, play a significant role in the development of binge eating disorder. these factors can increase an individual's susceptibility to the disorder and make it more difficult to manage. environmental risk factors, including early adverse experiences, parental influences on childhood eating behavior, parental psychopathology, and traumatic experiences in the parents, can also contribute to the development of binge eating disorder. these factors can create a stressful and unstable environment that may lead to disordered eating behaviors. psychological risk factors, such as personality traits of perfectionism and impulsivity, negative affect or depressive symptoms, weight and eating concerns, and body dissatisfaction, can also increase an individual's risk of developing binge eating disorder. these factors can lead to negative self-image and a preoccupation with food and weight, which can contribute to the development of disordered eating behaviors. 3.2. predictors of eating disorders in 2006, haines et al. conducted a study to determine whether weight-related teasing had any impact on the development of disordered eating behaviors among adolescents. the study found that weight teasing during adolescence predicted disordered eating behaviors at a 5-year follow-up. interestingly, the patterns of these associations differed by gender. boys who were teased about their weight were more likely to initiate binge eating with loss of control and unhealthy weight control behaviors, while girls who were teased were more likely to become frequent dieters. in a more recent study conducted by tan et al. in 2022, weight teasing was investigated in association with various health risk behaviors in adolescents. these behaviors included binge eating, lack of healthy dietary behavior, lack of physical activity, sedentary behaviors, sleep disturbance, and unhealthy dietary behavior. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 48 in 2011, day et al. conducted a study to investigate the specific risk factors associated with the development of early-onset bulimia nervosa and subclinical bulimia nervosa. the study identified certain correlates, such as parental depression during the same period as the onset of eating pathology, as well as markers like ethnicity, age, and weight. additionally, the study found that early menarche, parental obesity, and parental psychiatric disorder were all risk factors for the development of bulimia nervosa. in 2015, micali et al. conducted a study that focused on predicting eating disorders. the study identified various risk factors, including body dissatisfaction, body mass index, self-esteem, maternal eating disorders, and economic disadvantage. interestingly, the study found that these risk factors varied according to gender. finally, in 2018, zam, saijari, and sijari identified several signals that may indicate the presence of an eating disorder. these signals include body weight, fatal illnesses, obsessions with food, and shape. 4. conclusions after conducting a thorough investigation of various references, several conclusions can be drawn regarding eating disorders in adolescents. firstly, there are three typical eating disorders and five atypical eating disorders that are prevalent in this age group. it is worth noting that eating disorders are among the most frequently diagnosed and treated mental disorders. typical eating disorders have specific comorbidities, culture-related diagnostic issues, emotional issues, functional consequences, gender distribution, medical consequences, onset, psychosexual effects, symptoms, and treatment and cure. for instance, anorexia nervosa involves emotional functioning and socio-emotional issues, while binge eating has its own triggers such as hunger, interpersonal stressors, negative mood, and thoughts about weight and shape. additionally, bulimia nervosa combined with diabetes requires a change in lifestyle. the aetiology of eating disorders is complex and involves biological, developmental, familial, psychological, and sociocultural factors. predictors of eating disorders include body weight, fatal illnesses, obsessions with food, different risk factors, and shape and weightrelated teasing. it is possible to reduce the risks of eating disorders by changing cultural ideals that connect thinness and beauty to self-worth and happiness. this can be achieved by helping international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 49 children and adolescents establish healthier attitudes and eating behaviours, and learn to value themselves and others for intrinsic qualities, rather than extrinsic qualities focusing on appearance. references black becker, carolyn. (2004). bulimia. in w. e. craighead & c. b. nemeroff (eds.), the concise corsini encyclopedia of psychology and behavioral science (164-148), third edition. hoboken, nj: john wiley & sons, inc. connan, frances & stanley, sarah. (2003). biology of appetite and weight regulation. in j. treasure, u. schmidt & e. van furth, e. (eds.), the handbook of eating disorders (63-88). chichester: john wiley & sons ltd. day, jemma, schmidt, ulrike, collier, d., perkins, sarah, van den eynde, frederique, treasure, janet, yi, irene, winn, suzanne, robinson, p., murphy, rebecca, keville, saskia, johnson-sabine, e., jenkins, mari, frost, susie, dodge, liz, berelowitz, m. & eisler, i. (2011). risk factors, correlates, and markers in early-onset bulimia nervosa and ednos. international journal of eating disorders, 44(4), 287-294. doi: 10.1002/eat.20803. diagnostic and statistical manual of mental disorders, fifth edition. (2013). washington, dc & london: american psychiatric association. 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(2013). chronic illness and disordered eating: a discussion of the literature. advances in nutrition, 4(3), 277-286. doi: 10.3945/an.112.003608. rolls, barbara j., fedoroff, ingrid c. & guthrie, joanne f. (1991). gender differences in eating behavior and body weight regulation. health psychology, 10(2), 133-142. 10.1037/0278-6133.10.2.133. rome, ellen s., ammerman, s., rosen, d. r., keller, r. j., lock, j., mammel, kathleen a., o’toole, julie, mitchell rees, jane, sanders, mary j., sawyer, susan m., schneider, marcie, sigel, e. & silber, t. j. (2003). children and adolescents with eating disorders: the state of the art. pediatrics, 111(1), 98-108. runcan, r. (2020). alexithymia in adolescence: a review of literature. agora psychopragmatica, 14(1), 24-34. schmidt, ulrike. (2003). aetiology of eating disorders in the 21st century: new answers to old questions. european child & adolescent psychiatry, 12(1), 30-37. doi: 10.1007/s00787-003-1105-9. schulherr, susan. (2008). eating disorders for dummies. hoboken, nj: john wiley & sons, inc. serpell, lucy & troop, nicholas. (2003). psychological factors. in j. treasure, u. schmidt & e. van furth, e. (eds.), the handbook of eating disorders (151-168). chichester: john wiley & sons ltd. singh, anita p. (2013). pica a case report on eating disorder of rural adolescent girl. international journal of scientific and research publications, 3(9), 1-5. steiger, h., bruce, k. r. & israël, mimi. (2003). eating disorders. in g. stricker & t. a. widiger (eds.), handbook of psychology. volume 8. clinical psychology (173-194). hoboken, nj: john wiley & sons, inc. sundgot-borgen, j., skårderud, f. & rodgers, s. (2003). athletes and dancers. in j. treasure, u. schmidt & e. van furth, e. (eds.), the handbook of eating disorders (385-400). chichester: john wiley & sons ltd. https://doi.org/10.1186/2050-2974-1-21 https://doi.org/10.1037/0278-6133.10.2.133 international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 52 tan, y., lu, w., gu, w., yu, z. & zhu, j. (2022). body weight, weight self-perception, weight teasing and their association with health behaviors among chinese adolescents – the shanghai youth health behavior survey. nutrients, 14(14), 1-14. https://doi.org/ 10.3390/nu14142931. ward, anne & gowers, s. (2003). attachment and childhood development. in j. treasure, u. schmidt & e. van furth, e. (eds.), the handbook of eating disorders (103-120). chichester: john wiley & sons ltd. ward, anne, troop, n., cachia, m., watkins, p. & treasure, janet. (1995). doubly disabled: diabetes in combination with an eating disorder. postgraduate medical journal, 71, 546-550. winchester, elizabeth & collier, d. (2003). genetic aetiology of eating disorders and obesity. in j. treasure, u. schmidt & e. van furth, e. (eds.), the handbook of eating disorders (35-62). chichester: john wiley & sons ltd. wooldridge, t. & lytle, pauline “polly”. (2012). an overview of anorexia nervosa in males. eating disorders: the journal of treatment & prevention, 20(5), 368-378. http://dx.doi.org/10.1080/10640266.2012.715515. young-hyman, deborah l. & davis, catherine l. (2010). disordered eating behavior in individuals with diabetes: importance of context, evaluation, and classification. diabetes care, 33(3), 683-689. doi: 10.2337/dc08-1077. zam, w., saijari, r. & sijari, z. (2018). overview on eating disorders. progress in nutrition, 20(2), 29-35. doi: 10.23751/pn.v20i2-s.6970. zeeck, a., stelzer, n., linster, h. w., joos, a. & hartmann, a. (2011). emotion and eating in binge eating disorder and obesity. european eating disorders review, 19(5), 426-437. doi: 10.1002/erv.1066. zonnevylle-bender, m. j. s., van goozen, s. h. m., cohen-kettenis, peggy t., van elburg, annemarie & van engeland, h. (2004). emotional functioning in adolescent anorexia nervosa patients: a controlled study. european child & adolescent psychiatry, 13, 28-34. doi: 10.1007/s00787-004-0351-9. correlations international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 17 improving the teachers' skills for the classroom management an analysis of the professional training needs georgeta diac „alexandru ioan cuza” university of iaşi, romania e-mail: getad@uaic.ro versavia curelaru „alexandru ioan cuza” university of iaşi, romania e-mail: versavia.curelaru@uaic.ro abstract the expertise of the teaching staff to organize the didactic activity and to manage the pupils' behavior is of major importance for achieving school performance, especially under the conditions of frequent changes in the education system, the digitization process, the numerous discipline problems in schools, the various expectations of the professional environment, of the civil society, of teachers or of parents. teachers must lead pupils' behavior and also must prevent and act in unexpected situations using the most appropriate classroom management strategies to create a positive climate conducive to learning. the aims of the current study are to identify the challenges that teachers are facing in the classroom management at various age levels of pupils and to analyses their needs of training in order to improve the professional skills in this area. a number of 97 teachers from all four levels of pre-university education have answered a questionnaire with three semidirective questions that targeted the following aspects related to the classroom management: the most common problems that teachers face in the classroom management; the examples of management problems from their own professional practice; the knowledge or skills that teachers would need to improve for a better classroom management. the content analysis of the teachers' answers highlighted as the most common categories of challenges in classroom management the following: the discipline problems, the teacher’s poor collaboration with pupil’s families, the management of the social and emotional environment of the class, the lack of material resource or the insufficient space in classroom. in terms of the teachers' training needs for a better classroom management, the analysis showed a grouping of answers around the following aspects: specific intervention strategies, techniques and tools in disciplinary cases, communicating with pupils, communicating and working with the pupils’ parents, specific methods and techniques to make teaching-learning more efficient, knowledge in child psychology. the information obtained through the current study can contribute to the design of continuous training programs for teachers and to the introduction of discussion topics focused international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 18 upon the identified problems into the curriculum for the initial training of pupils who wish to pursue a teaching career. keywords: teachers' professional development, classroom management, teachers' knowledge and skills, teachers' training needs. introduction the training and professional development of teachers is a key aspect in improving the quality of the didactic act, as it is a significant mediator in increasing classroom effectiveness, the pupil performance (hill, beisiegel & jacob, 2013), in creating a positive school culture and in improving the individual skills of teachers (willemse, dam, geijsel, van wessum, & volman, 2015). in romania, the legislation in force stipulates that the continuous training of teachers is a right, but also an obligation and the ways of achieving it are; the scientific, psychopedagogical and didactic improvement programs and activities; the training programs in the fields of management, guidance and evaluation of the education; the preparation courses and support of the exams for obtaining teacher certifications – level ii and level i; the occupational retraining programs or studies corresponding to a specialization in the field of the degree in such a way that "once every 5 years, a number of 90 professional credits are accumulated." (national education law no. 1/211, p. 103). this activity is regulated at national level by the framework methodology regarding the quality assurance of programs for the continuous professional development of teachers in the pre-university education and the accumulation of transferable professional credits. the dynamics and scope of this process during the 2021-2022 school year is captured in a report on the state of the pre-university education in romania. during that period, 134 continuous training programs for pre-university education personnel, provided by 76 providers, were accredited, as follows: 63 programs offered by associations, training centers, foundations, 60 programs by tsrcs (teaching-staff resource center), 11 programs by higher education institutions and by the county educational resource and assistance centers (cjrae). most of the thematic areas covered by these programs were: teaching-learningassessment didactic strategies (24), expertise in information and communication technology (ict) (21), management and leadership in education (18), management and counseling for the teaching career (16), non-formal, extracurricular and informal education (12), school and career counseling and guidance (11) (2022, p. 70). 90,200 pupils were included only in the international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 19 programs carried out through the teaching teaching-staff resource centers (ccd) at the national level. they participated in training programs on topics other than those mentioned above, topics which were more specific, related to the management of the classes, the anti-bullying education, the education of children with special educational needs (ces), the equality of opportunity and gender equality, the new education methods, the sustainable development and the challenges of the globalization, the entrepreneurial education, the health education, the intercultural education, the children’s rights education, the human rights education, the educational marketing, the education quality management and the educational policies. these quantitative data show how varied and wide the range of programs offered is and above all, what the training and professional development needs of teaching staff are. the ministry of education requires each program submitted for accreditation to substantiate its educational approach on an analysis of the needs expressed by the teaching staff. this involves "defining those areas where there are discrepancies between what is and what should be, by defining the nature and importance of these discrepancies and by proposing action plans that lead to the reduction of the differences thereof" (paloș, 2007, p. 267). thus, the employees are offered alternative routes to satisfy the needs that they identify in their current practice and whose solution they have not found by accessing other offers or through their personal study work. the expressed needs can range in the category of knowledge, skills, attitudes and the ability to succeed, and their source can be: reporting to a standard level established and required by legislation/institutions at a given time, the comparison with the method and level at which the classmates demonstrate certain skills and their own feelings of professional inadequacy (paloș, 2007), which makes these feelings and skills sometimes difficult to satisfy only through a training program. even so, the analysis of teachers' learning needs "is an important stage in the design of a training approach" (paloș, 2007, p. 273), a way to offer quality programs, adapted to social and institutional requirements and also a way to monitor their efficiency. for each participant this can be a moment of identifying the weak and strong points of their own performance, of self-reflection on their role and their position within the school, of the personal and professional skills needed to carry out an effective educational approach. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 20 the managerial challenges of the didactic activity the didactic activity is distinguished by a number of general characteristics such as: the variety of people and the contexts in which it is carried out, the simultaneous and rapid unfolding of many events, the unpredictability of some situations and the results thereof, the dynamic and public nature of the activities held in the classroom (kaur & pahuja, 2019) which limit the reflection, the thorough analysis, the appropriate decision and they require a planned, organized and controlled approach for the smooth and efficient performance. classrooms are closed, sometimes crowded spaces where many people with different abilities and priorities are forced to use limited resources in order to achieve a wide range of personal, institutional, and social goals. teachers face a classroom of pupils daily, they must negotiate potentially stressful interactions with parents, administrators, counselors, and other teachers and they must ensure that pupils meet increasingly stringent standards given that the school budget is relatively small. the alarming increase in the frequency and severity of aggressive manifestations in schools adds up to the issues mentioned above. thus, in romania a statistical analysis carried out for the 2021-2022 school year reveals that "the slightly increasing evolution of acts of violence in the school environment can be observed by reporting to the previous school years (2017-2018, 2018-2019, 20192020, 20202021). of the total number of 9741 acts of violence, 69% (6744 cases) are acts of violence in the category of assault on a person, 14% (1326 cases) the category of attack on property, 13% (1289 cases) the category of other acts of violence or attacks on security and 4% (382 cases) – in the category attack on the security of the school unit" (report, 2022, p. 106). a research carried out in the romanian educational environment on 114 primary and secondary school teachers also indicated an increase in the disruptive behavior in the classroom and the discipline issues are an important challenge for teachers (constantinescu, chirleșan, tăbăcaru, 2019). the aggressive behavior of some pupils with disruptive effects has been a source of concern, for several years, for all decision-makers in the romanian education system. the classes where such situations occur have less time for the didactic activity, the pupils have lower grades, the standardized test results are poorer (shinn, ramsey, walker, stieber & o'neill, 1987), the teachers waste a lot of time to manage them (oliver & reschly, 2007) and, as a result, they are frequently dissatisfied, ineffective, stressed, exhausted (browers & international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 21 tomic, 2000). these are also the reasons why teachers give up the teaching profession (ingersoll & smith, 2003). the behavior of pupils has been, in the recent decades, influenced by the changes that have taken place within the society (e.g. the insufficient control of mass media that broadcast aggressive content, the free access of children to it, the devaluation of the importance of following the rules in favor of the misunderstood freedom), of the family (e.g. the impairment of the parent-child attachment relationship, of the role of the parental authority as a result of parents leaving for work abroad), of the school and the education system (e.g. the numerous legislative reforms that have weakened the trust of the society, the parents and the pupils in the system). under these conditions, an approach is required to ensure that the instructive and educational process takes place in optimal conditions, preventing and solving the various deadlocks that occur in the achievement of the didactic objectives. this approach, called classroom management, has gradually taken shape in all psychological and pedagogical disciplines and it contains theories, strategies and techniques for approaching and analyzing the school class/group with the aim of facilitating the teachers' interventions in concrete educational situations (iucu, 2006). "the class management, however, also means the knowledge, skills and activities of a teacher which allow him to increase the level of involvement of children in teaching and learning activities and the level of assimilation of knowledge that later on turn into life skills" (ștefan, kállay, cosma, vaida, 2015, p.13). in addition, the classroom management is considered to be a tool, an important professional skill that any teacher must grow throughout their teaching career. the class management initially focused upon analyzing and intervening in problematic situations in the class, upon developing the skills necessary to maintain and increase discipline and control of the group; gradually it became a theoretical and methodological support for those who want to create an environment of collaboration, effective learning, self-knowledge, self-evaluation and self-control in the classroom (jones & jones, 2007). thus, the conclusion that was gradually reached was that the school discipline is an important element of the instructive-educational process and it is a consequence of creating a positive educational environment. the managerial approach of the teaching staff has a formative and behavioral purpose and it is structured on three levels: preventive, action (e.g. launching some proposals to solve minor problems arising in the complex environment of the class) and resolution (oriented towards solving major conflicts arising in this environment) (curwin & mendler, 1999, p. 7). international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 22 taking into account the main resources involved in carrying out classroom activities to achieve performance standards, the classroom management is carried out on several main dimensions (iucu, 2005): -ergonomics intended for structuring and supervising the educational environment, the furniture in the classrooms, in such a way that it respects hygiene, ergonomics, functionality, simplicity, safety/security and aesthetics norms; -curriculum that involves the management of all the resources involved in the optimal development of the teaching-learning-evaluation axis, in order to obtain school performances and to achieve the objectives stipulated in the school documents; -psychological which involves knowing the pupils' personal resources: intellectual, personality, particularities of the stage of their mental development, learning skills, motivation and so on; -social and relational by monitoring the various relationships among the pupils, the factors that impact them, the formal and informal leadership processes, the collaborative relationships with other teachers, with parents and the development of the feeling of belonging to the school group; -normative that deals with fixing, maintaining and changing the rules established by common agreement, with the knowledge and compliance with general and specific norms and with internalizing the principles of coexistence based on moral and ethical values. the actions of the teacher in the classroom are influenced and inevitably they need to be grounded and correlated with changes at the level of the entire education process and system (e.g. changing legislation, securing basic funding) or at the school level (the endowment of educational resources, the number of pupils and the school size). therefore, in order for teachers to successfully manage classroom activities, they must possess: wellstructured knowledge (about the school curricula, the instructional and educational process as a whole) supported by effective strategies for their management, solid knowledge about how to teach specific subjects based upon understanding the mechanisms of pupil learning and digital skills, classroom management strategies; interpersonal, collaboration, reflection and research skills; critical attitudes towards professional practice leading to innovation; positive attitudes towards diversity, inclusion and collaboration, attitudes of commitment towards the continuous professional development, the ability to adapt plans and practices to contextual challenges and pupils' needs (caena, 2014, p. 315). international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 23 areas of skills a teacher needs for the classroom management at the moment, training the skills of teachers is one of the challenges of education systems anywhere in the world. broadly speaking, the expertise entails a multitude of knowledge, skills, values and attitudes manifested by one's ability to convey appropriate information, to solve a problem, to make appropriate decisions in a professional context with valuable personal and professional results. the expertise is a sum of "knowledge, qualities and skills or abilities that are involved in the performance of specific tasks of an activity that can be taught, measured, evaluated and that can be called performance standards" (niculescu, 2001, p. 358). the training and development of a competent teacher is carried out gradually, in an individual and organizational effort to assimilate, consolidate and expand the knowledge and skills necessary to assume the roles mentioned above. the moment of validating the actual competence is the one in which the teacher is able to take over, to adapt and to creatively apply knowledge, strategies and methods depending on the context. being competent can therefore involve a level of performance at which "various pre-existing methodical algorithms for accomplishing certain work tasks are selected, combined and implemented depending on the changes in the institutional context in which the instructive and educational activity with the pupils is carried out " (diaconu, 2002, p. 34). the managerial competence is part of the endowment of skills specific to the teaching profession, along with scientific, methodological, communication and relational, pupil assessment as well as psychosocial, technical and technological, career management skills. the members of the teaching staff must grow all these skills through initial training and to develop them constantly through continuous learning and training given that they assume the institutionally assigned roles of: planner, organizer, communicator, coordinator, guide, motivator and evaluator (iucu, 2005). thus, according to romita iucu (2006), the teachers must: plan the instructional and educational activities in the form of didactic design, set tasks and objectives on the different functional levels, structure the essential contents and establish the class schedule. organize the class activities by establishing the entire instructive and educational program; international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 24 communicate scientific information and sets of values in the form of messages, to establish communication channels at the level of the entire group of pupils; lead and coordinate the activity carried out in the classroom, directing the pupils' learning process and constantly monitoring the synchronization between the fulfillment of individual objectives and the objectives of the class; motivate pupils through various forms of positive and negative reinforcement; advise pupils in school and extracurricular activities; control the pupils in order to know the stage of achievement of the objectives; evaluate the degree of fulfillment of the instructional and educational goals. the managerial competence ensures, through developed capacities (for planning, organization, control, supervision, orientation, counseling) and through trained or grown traits (endurance under stress conditions, control and self-control of negative emotions), solving various types of issues of to those of discipline, up to those of a relational nature, thus optimizing the educational climate. the purpose of the presents study the research performed in the romanian educational environment regarding the pupil class management and the specific training needs of teachers in this field are few as most of the data is known from the above-mentioned reports. the present study, of descriptive exploratory type, intended to investigate the perceptions of a group of teachers, from all four levels of the pre-university education, with the purpose of: 1) identifying the most common problems that teachers frequently encounter in the classroom management and 2) analyzing the teachers' needs for professional training in order to improve the management of classes/groups of pupils. participants and procedure the total number of participants in this study was as follows: 97 teachers from the pre-university education system, from romania, iasi county, of which 93 were female and 4 were male, with an average age of 40.29 years (23-60 years). forty of them are teachers from several rural schools and 57 are teachers from urban schools. table 1 shows the structure of the participants group. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 25 education level number of teachers environment average age (years) seniority in education (minimummaximum, in years) rural urban pre-school 32 13 19 39,34 1-41 primary school 42 15 27 39,11 1-32 middle school 13 10 3 40,07 1-29 high school 10 2 8 47,3 10-32 total 97 40 57 the data collection was carried out through a survey based upon a short questionnaire with three semi-directive items that teachers answered online through the googledocs platform. the teachers were asked for their consent to participate in the research that aims to analyze the specific problems of the classroom management and the professional training needs in this field. the three semi-directive items of the questionnaire were as follows: 1. reflect upon the classroom management problems you personally encounter in your current work and briefly list below at least 7 types of situations that frequently raise classroom management challenge. 2. exemplify one of these problems by describing a specific case. 3. state 3-4 knowledge or/and skills that you think you would need for an effective classroom management. results the data were analyzed predominantly qualitatively by using the content analysis technique. this technique involves an attempt to objectify qualitative data by measuring the frequency of occurrence of some units from the collected verbal responses and by reducing the units to categories (băban, 2002). we carried out an inductive analysis, the identified international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 26 categories emerging from the data through a bottom-up approach (braun & clarke, 2012). the answers were initially coded by two experts in the educational field, in order to be later included in several categories (sub-themes) which were then narrowed down to a few themes relevant to the main dimensions of the classroom management. 1. the most common problems experienced in the classroom management to the first requirement of the questionnaire, a total number of 620 responses were obtained in the form of words, expressions, phrases that reflect various challenges or issues that teachers encounter in the classroom management. tables 1-4 show the themes and subthemes resulting from the analysis carried out separately for the four levels of education, ordered according to the frequency of occurrence. table no. 1 themes and sub-themes showing the most common problems in the classroom management during the pre-school themes and subthemes frequency % 1. 1. the material and human resources needed for a good management 2. the lack of teaching materials, insufficient funds for toys and extracurricular activities, improper/insufficient educational space, the lack of financial resources for continuous training, insufficient auxiliary staff, the lack of a speech and language therapist 45 25,14 3. 2. the collaboration with the family the difficult communication with the parents, the non-involvement of parents, the lack of agreement regarding the educational methods in the family and in the kindergarten, the lack of discipline and autonomy skills in the family, the lack of training for parents in the field of children's education, the unrealistic expectations of parents, parents who have gone abroad, divorces, families with material and emotional problems, 42 23,46% 4. 3. the social and emotional environment of the classroom the communication, the boredom, the growing of respect, civilized expression, the group play, capturing attention, supporting children's emotional regulation, interacting with hyperactive 36 20,11% international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 27 children, the marginalization of some children due to their ethnicity, religion or social and economic status, the large number of children in groups, heterogeneous groups, 5. 4. the discipline the behavioral problems of children, the non-compliance with the group rules, the excitement, the restlessness, the verbal and physical aggression, the conflicts among children, 33 18,43% 6. 5. the integration of children with sen the adaptation to the needs of children with sen, the lack of assessment/diagnosis of children with problems, 12 6,70% 7. 6. the general management of education the uncertainties of the education reform, the lack of transparency, the lack of information, the faulty collaboration with the hierarchical supervisors, the excessive bureaucracy and the devaluation of the teaching profession. 11 6,15% total answers 179 100% table no. 2 themes and sub-themes reflecting the most common problems in the classroom management in the primary school themes and sub-themes frequency % 8. 1. the discipline 9. excitement, the talking during class, the lack of adapting to school rules, conduct problems, absenteeism, lateness to classes, the phone use, the abusive language, the bullying, the common assault, imitating negative role models, the discrimination, the intolerance, the lack of responsibility, the conflicts among pupils, the conflicts among parents, the conflicts between children and their parents, the lack of respect, 81 27,84% 10. 2. the collaboration with the family the difficult communication with the parents, the negative attitude towards education, the non-involvement of parents, the unfavorable family environment for education, the material problems, the divorce, the parents absent from their family, the unrealistic 62 21,31% international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 28 expectations of parents, the lack of parental training in the field of children's education, the lack of discipline and autonomy skills in the family, 11. 3. the social and emotional environment of the class problems of emotional regulation in pupils, the large number of pupils in the class, the organization of the teamwork, the organization of extracurricular activities, the communication among pupils, the lack of respect and fair play, the lack of pro-social behavior, the pupil fatigue, 53 18,21% 4. 4. the motivation for learning the lack of interest in activities, the failure to complete the homework, the lack of involvement during the class, the children's refusal to work, the attention deficit issues during the class 28 9,62% 12. 5. the teaching and learning process the lack of match among curriculum documents, the frequently changed school programs, the school programs above the average level of children, the difficulties in making objective assessments, the individualization of learning, the activity planning, the teaching and learning time management, the simultaneous and heterogeneous classes, the functional illiteracy, 21 7,22% 13. 6. the material and human resources needed for a good management 14. the lack of material endowment and some financial resources for materials, the small classroom space, inadequate for teaching activities, the lack of a psychologist, the lack of financial resources for continuous training, the lack of training for classroom management, 20 6,87% 15. 7. the integration of children with sen 16. the management of activities, the attention paid, the adaptation of activities, 14 4,81% 17. 8. the general management of education the poor collaboration with the local community, the bad image of education, the excessive bureaucracy, the poor collaboration with hierarchical supervisors, the non-application of rofuip, the poor communication among the members of the teaching staff. 12 4,12% international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 29 total answers 291 100% table no. 3 themes and sub-themes reflecting the most common problems in classroom management in middle school themes and sub-themes frequency % 18. 1. the discipline 19. the non-application of rofuip, the inefficiency of some sanctions, pupils who manipulate other pupils in the class, inappropriate pupil attitudes, the noise in class, the non-compliance with class rules, absenteeism, conduct problems, aggression, bullying, the lack of respect, imitating negative models, 30 34.09% 20. 2. the collaboration with the family the lack of the family involvement, the lack of communication or difficult communication, parental hostility, family environment unfavorable to education, emotional problems in the family, 17 19.31% 21. 3. the social and emotional environment of the class the class organization, the poor teacher-pupil communication and relationship, the social recognition of pupils, the pupil-pupil relationships, the poor communication with classmates, the organization of extracurricular activities, the large number of pupil in the class, the social isolation of pupils, the intolerance and discrimination ,15 17.05% 5. 4. the teaching and learning process 6. reading-writing difficulties, poor intellectual development, low school performance, time management, busy and incoherent programs, teaching and learning activation, insufficient or outdated material resources, 15 17.05% 7. 5. the motivation for learning the lack of interest, the non-involvement during the classes, 6 6.82% 22. 6. the integration of children with sen 23. providing special attention, tailored learning and positive discrimination. 5 5.68% total answers 88 100% international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 30 table no. 4 themes and sub-themes reflecting the most common problems in classroom management in high school themes and sub-themes frequency % 24. 1. the discipline 25. truancy, lateness to classes, smoking within the school premises, the use of mobile phones, the noise in class, the talking without being asked, the substance use, the disrespect, the intolerance, the discrimination, the lack of responsibility, pupil-teacher conflicts, parent-pupil conflicts, conflicts among pupils, foul language, violence and theft, 30 48,38% 8. 2. the motivation for learning the lack of interest for schooling, not doing homework, refusing to participate in class activities, the attention deficit issues during the class, 13 20,97% 26. 3. the social and emotional environment of the class creating a sense of belonging to classmates in class, organizing teamwork, supporting pupils' emotional regulation, supporting pupils' desire to stand out, advising and guiding pupils, the exclusion, the lack of involvement in volunteering, the lack of values, 13 20,97% 27. 4. the integration of children with sen 28. the exclusion of children with sen by their classmates, managing the behaviors of children with sen, 3 4,84% 29. 5. the collaboration with the family 30. the non-involvement of parents, the family environment experiencing material and emotional problems. 3 4,84% total answers 62 100% in order to deepen the analysis of the teachers' subjective experience in the classroom management situations, we asked them to describe a particular case that highlighted one of the problems they faced. most of the examples given relate to discipline or working with the family. we provide details of some of these descriptions below. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 31 at the preschool level "the child x taps his foot whenever he wants to get a toy or any other advantage. this is a behavior he also has within his family and the family members give the child absolutely everything he asks for, without any restrictions". "one little girl didn't want to paint because she wanted to model. i explained to her why we were painting, why we did this and not that, but she absolutely refused to comply." "a child's parents are divorced, the child lives only with his mother, and his father wants to show the child that he loves him. the father tries to pick him up from school without the mother's knowledge, he gifts his child things that are not quite suitable for his age and he sends negative messages to the mother through the child. both parents come to school and tell the teacher how bad the other parent is treating the child." at the primary school level "during class, the pupil x states that he is not in the mood for discussions and sits with his feet on the bench. he is told that he needs to pay attention and what the advantages of studying the problem in class are, but he keeps shouting that he is not in the mood to collaborate. he looks menacingly at the teacher and he replies "i don't care!” and “why should i comply?" when the teacher explains to him that this behavior is not helping him or his classmates, he replies again "i don't care!". he does not stop even when he is told that his behavior brings about some consequences that he has to bear if he continues." "a naughty child who constantly disturbs his classmates, who bullies them, who speaks badly to them; his parents are not interested in his school situation; he is rejected by the group and the classmates avoid interacting with him when various activities are carried out. he never takes responsibility for his actions and his behaviors and he constantly feels the need to victimize himself by constantly blaming others.” at the middle school level "the mother of a child with emotional problems is working and living abroad. the child is cared for by his grandmother. the child’s mother complains to the head teacher and the school management that not enough attention is paid to the pupil in question, that his rights are not respected and that he is discriminated against. surveys are conducted from the classroom level to the school level. the pupil is under monitoring by the school counselor and the support teacher.” international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 32 "a pupil bullies his classmates daily and even several times a day for no reason, just because he can and because he wants to. neither punishments nor kind words have any effect on him; his mother is never interested in the pupil. she avoids coming to school and meeting the teaching staff." at the high school level “i asked a 10th grade pupil to turn off his cell phone because i had started teaching a new lesson. he complied and turned it off but a few minutes later he turned it on under the desk!" "during teaching, when certain details and pieces of information from the lesson are dictated, pupils often ask "do we have to write?" “it's some kind of fear of writing or a refusal to do so that i don't understand". 2. knowledge and skills teachers need to improve for the classroom management to the third requirement addressed to the teaching staff, a number of 185 responses were obtained, which were grouped around the themes described in table 5. table no. 5 themes and sub-themes reflecting the knowledge and skills teachers need for a better classroom management themes and sub-themes frequency 31. 1. specific intervention strategies, techniques and tools in disciplinary cases 32. applying regulations, training and reinforcing desirable pupil behaviors, problem solving, conflict management, dealing with serious situations of violence. 46 2. communication skills general communication skills (assertiveness, active listening, persuasiveness). specific strategies and techniques for communication and relationships with the family (communication with parents, educating and advising parents). 42 33. 3. specific methods and techniques to make teaching and learning more efficient 34. active learning methods, methods and techniques for getting everyone’s attention, the use of educational software, the use of mobile phones in the teaching and learning process, the tailoring of learning, methods and techniques for motivation and involvement in the lesson 27 international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 33 35. 4. knowledge of child psychology 36. temper, character, emotional development, peculiarities according to age. 24 37. 5. skills for managing the social climate of the classroom 38. the organization of the class and learning groups, the positive relationship with pupils, the growing of a positive and warm climate, the support of the cooperation among pupils. 14 39. 6. personal development skills 40. regulating one's emotions, growing patience and a positive attitude. 13 41. 7. specific methods of working with pupils with sen 42. tailoring of learning, methods of preventing discrimination 11 8. knowledge and skills specific to the institutional management institutional relations, organization and time management. 8 total answers 185 discussions and conclusions the main sub-themes and the themes that emerged from the empirical data obtained from this study indicate a fairly large correspondence among them and the classroom management dimensions described in the specialized literature. thus, the social and relational and psychological dimensions (iucu, 2005) circumscribe the common themes, identified through comparative analysis of the four education cycles, which cover the problems faced by teachers in the classroom management (regardless of the pupils' age): the discipline, the social and emotional environment of the class, the collaboration with the family and the integration of children with sen. but there are also a number of differences regarding the challenges of teachers. for example, at the younger ages (preschool and secondary school levels), the theme of collaboration with the family appears in the second place in the hierarchy of challenges, while at the high school level, this theme is hardly evoked. regarding the topic of discipline, it is at the top of the challenges for the primary, secondary and high school levels, but not for the preschool level, where it does not have a priority weight. as it can be seen in table no. 1, a predominant theme among pre-school teachers is that of the scarcity of material and human resources, which is also found among those in the primary education, but it does not appear at all in middle school and high school level. international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 34 in contrast to the kindergarten level, at the other levels of schooling, the concern for pupils' learning motivation is as a predominant theme. at the primary and secondary levels, there is also a concern for the management of the teaching and learning process, a topic that is not found in the responses of preschool and high school teachers. a careful analysis of the subthemes related to each theme indicates common points, but also nuances at the level of the specific problems faced by teachers. if we take as an example the theme of the social and emotional environment of the classroom, we notice that at all ages there is a concern of teachers for organizing the group, growing the respect, the understanding, the tolerance and diminishing the exclusion and the discrimination. however, it can be found that at the preschool and primary school levels, teachers are predominantly concerned with managing the emotional climate, while in the case of the older children they are challenged by the need to create a sense of belonging to the classmates, by the need of pupils to stand out and by growing and training their civic sense. the differences noted in the list of themes and sub-themes can be explained by internal factors (level of psychic and social development, specific needs for psychic and social development, relationships for each age category) as well as by contextual factors (the performance standards stipulated for each education level). regarding the training needs indicated by the surveyed teachers, the sub-themes obtained by coding the answers highlight a focus on specific knowledge, skills, techniques and tools needed for the classroom management. for instance, as we can see from table no. 5, the teachers need to master specific intervention techniques and tools in cases of indiscipline ranks first, and the need to develop concrete communication skills ranks second. the didactic training needs rank third. these are no longer related to the general skills of curriculum design, but very specific needs to master active methods, for the immediate motivation of pupils, for their involvement in learning with the help of technologies. the need for knowledge of children's psychology is also a need that is key as the teachers instinctively feel that many of the discipline problems are based on internal sources that are sometimes inaccessible to them. these results are not surprising if we relate them to the themes of the training programs offered at the national and local level accredited by the ministry of education. this situation is explained by the slightly increasing evolution of the acts of violence within the school environment in the last 4 years, to which the repeated changes at the legislative level, the multiple and unfinished reforms in the romanian education system, the confusion in the organizational environment of the school, the political environment, the international journal of social and educational innovation (ijseiro) volume 10/ issue 20/ 2023 35 precariousness technical and technological issues highlighted by online education during the pandemic are added, having turned the activity at the department into a real challenge. in these conditions the professional development is necessary not only for the teacher’s appropriate intervention (if need be) but especially for the prevention of such situations. the continuous training through various programs regarding the classroom management can provide teachers with a useful practical and theoretical tool in managing the material, curricular, psychological, as well as the social and relational resources of the classroom. references băban, a., 2002, metodologia cercetării calitative. cluj-napoca: editura presa universitară clujeană. braun, v., & clarke, v. 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