Recent investigations in the study of demographic trends at international level are at the moment making light on a extremely controversial aspect, although ignored by international institutions, like O.N.U., U.N.D.P., G 20, identical by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-called “demographic winter” phenomenon, which reveals the dramatic consequences of the “modern” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity and irresponsibility. Thinking of this demographic trend provides a new dimension to the way in which abundance and resource of the globe are distributed and also gives a new vision on elementary educational problems.

The globalization of education is reflecting itself in the extension and unification of educational practices, applied by all these public or private entities, involved as active social educators. Over time, the public education systems in created or emerging countries, which promote formal education, are illustrating with consistency the practice of a classical education system. In the field of non-formal education there are made use of much more innovating and diverse approaches of education, but sadly handful of of this are oriented upon individual behaviour reshaping in the international context, and they are searching only to proliferate consumerist habits, by preparing youngsters for a effective skilled career start out. The presence of NGO’s with international coverage and qualified coaching firms has fixed the currently understood “development in education” in comfortable limits. This tends to make space for a reshape of educational fundamentals and, extra obvious, for the ultimate objective of learning.

Most people feel that education must equip them with the right exploitation instruments so that they can forever trample over the masses. Still other thinks that education should furnish them with noble ends rather than means to an finish. The function of education, as a result, is to teach one to think intensively and to think critically. But education which stops with efficiency could prove the greatest menace to society. may possibly be the man gifted with cause, but with no morals.

Socially speacking, the technological revolution, the broaden access to information and facts and the modern way of life facilities have created feasible the appearance of an irreversible phenomenon in the conflict amongst generations. In our present occasions, the youngsters, “sons of globalization” have access to a number of sources of information, with the world-wide-web getting most of the time an instrument of self-education. The balance is leaning in the favour of the power of informed youth, who develop into “the teachers”, explaining the new globe order to the eldest. This theory requires into consideration the acceleration of technology and the way of our life style, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.

As a result we are raising the query with regards to the way organisms accountable for educational troubles ought to reconsider the simple fundamentals of this standard activity, which clearly has guided the evolution of our planet so far. It isn’t enough for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of major education and the discrimination with regards to access to education in underdeveloped nations, to keep away from resettling the educational requires inside an inappropriate system. It is essential to deal with these aspects in correct time, mainly because we take into account education the essential-element which can slow down the method of planet and people self destruction.

The proposal relating to fundamentals reshaping and reviewing the person education, approached in all stages and cycles of life, begins with the assumption that “Man has to be educated to act accountable towards the atmosphere and civilization, and not interfere in the harmony and balanced planet improvement with his behaviour”. This observation, not specifically current, triggered a chain of initiatives in the educational program in countries like France, Italy, Germany, such as Romania, but I consider that implementing a discipline of Civic Education, in the gymnasium module is not adequate, neither convincing.

We feel that the new fundamentals and principals of education, which will have to be known, understood and applied by just about every teacher, by way of all the range of educational processes in the lengthy life mastering of individuals, and also in the non formal educational process, whereat people today have access during existence are:

1. Self-consciousness – is important since it permits each and every person to obtain his function in society, to know his weak points and to create them according to his special talents genetically inherited. A particular person conscious of his/her self can easily act in selecting the occupation or the carrier to practice that he or she will be able to direct his energies to and recognize the real challenges that the globe and society faces. Consciousness-primarily based education, introduced in 1971 by Maharishi Mahesh Yogi, is exceptional in its potential to correctly develop the total brain possible of each student.

two. Stimulating creativity – this particular excellent is reflected in the mental and social process of producing new concepts, ideas, associations, and permits individual adaptation to unpredictable contexts and scenarios. There are simple methods, linked to lateral thinking that can promote this capacity, for instance: improvisation, fiction as imaginary product, (Randomness, Improvisation, P.S.).

three. Communication – in the actual types and strategies utilised as finding out practices, communication is not capitalized at being the supreme worth, for the reason that mostly person activity it’s encouraged, which promotes inappropriate values like egoism, indifference, self-interest. With out communicating difficulties and discussing complicated circumstances, there is no way to claim solving the difficulties in optimal parameters of time, excellent and accuracy. The man can not act in terms of social responsibility, as a “macro attitude”, which I think about as being shallowly approached, especially in the economical environment.

4. Advertising a responsible function in society – education must train one for swift, resolute and productive pondering. To consider incisively and to feel for one’s self is extremely complicated. We are prone to let our mental life turn into invaded by legions of half truths, prejudices, and propaganda. At this point, I normally wonder regardless of whether or not education is fulfilling its goal. A wonderful majority of the so-called educated men and women do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in a lot of situations do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one particular of the chief aims of education. Education must enable one particular to sift and weigh proof, to discern the correct from the false, the genuine from the unreal, and the facts from the fiction. This is the way in which he or she could develop and exercise an active role in society.