Adrian_gorun Conceptul de “Ordine

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Analele Universit ii Constantin Brncui din Trgu Jiu, Seria Litere i tiine Sociale, Nr. 3/2009

Annals of the Constantin Brncui University of Trgu Jiu, Letters and Social Sciences Series, Issue 3/2009

7

CONCEPTUL DE ORDINE

EDUCAIONAL N SOCIETATEA

BAZATPE CUNOATERE

Prof.univ.dr. Adrian GORUNUniversitatea Constantin Brncui din

Trgu-Jiu

RezumatAm dezvoltat conceptul de ordine educaional n

societatea bazate cunoatere pe zece direcii eseniale.

Este de la sine neles c fiecare dintre aceste direciisuportdezvoltri ale altor i altor obiective, principii,direcii strategice.

Am lansat conceptul de ordine educaional nsocietatea bazatpe cunoatere la 1 0ctombrie 2010, ladeschiderea noului an academic la UniversitateaConstantin Brncui din Trgu-Jiu, cu precizarea c-i voi aduce clarificrile necesare. O fac acum i aici,preciznd n ncheiere cn Romnia (i prin urmare i

n educaie) exist o profund criz de caractere, oprofund criz moral ce se suprapune peste sistemul

crizelor economicei politice.Ar fi imoral strecem sub tcere marile probleme cucare se confrunteducaia azi. O fac, spunnd, nncheiere: cine are ochi svad, cine are urechi saud! Pnnu va fi prea trziu.

Cuvinte cheie: Sistemul educaional dinRomnia,infrastructura, resursa uman, dezvoltareainstituional, legislaie, oridine educaional nsocietatea bazatpe cunoatere, planuri de nvmnt,strategii

Premise :

1.

Transcendena valorilor;2. Societatea produce cunoatere laconcuren, att n mediul academic, ct in alte sfere de activitate;

3. Sistemul educaional din Romnia esteunul desuet;el nu rspunde solicitrilorsocietii mileniului III.

I. Succint diagnostic al sistemuluieducaional din Romniaa) Infrastructura;

b)

Coninuturile, finalitile;

THE CONCEPT OF EDUCATIONAL

ORDER IN THE KNOWLEDGE

SOCIETY

Prof. PhD Adrian GORUNConstantin Brncui University of Trgu-Jiu

AbstractI have developed the concept of educational order

in knowledge society on ten essential directions. It iseasily understood that each of these directions havedevelopments from other objective, principles, strategicdirections.

I have launched the concept of educational order inknowledge society on the 1st of October 2010, at the

opening of the new academic year at ConstantinBrncui University from Trgu-Jiu, with the mention

that I will make the necessary clarifications. I am doingthis now and here, saying in conclusion that Romania(and consequently education) is facing a major crisis ofcharacters, a major moral crisis which covers thesystems of economic and political crises.

It would not be moral to keep the silence over the greatproblem that todays education is facing. I am doing it,saying in conclusion: who has eyes to see, who has ears

to hear! Before it is too late.

Key words: The Romanian educational system,infrastructure, human resources, institutionaldevelopment, legislation, educational order inknowledge society, curricula, strategies

Prerequisites:1. Values transcendence;

2.

Society produces knowledge forcompetition, both in the academicenvironment and in other areas of activity;

3. The Romanian educational system isobsolete; it does not answer the thirdmillennium societys requirements.

I. Short diagnosis of the Romanianeducational systema) Infrastructure;

b) Contents, goals;


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c) Resursa uman;d) Resursele financiare;e) Dezvoltarea instituional;f) Elevi i studeni;

g)

Legislaie.

a) Infrastructura n nvmntulpreuniversitar este una conceput rigid, greoifuncional, aproape imobil, conceput,ndeosebi n rural pe axa ciclurilor primar(4), gimnazial (4), liceal (4). Nu permite oregndire a structurii n interiorul ciclului.Multe cldiri au fost construite n mandatulSpiru Haret, devenind astfel, n condiiileactuale, utilizabile doar n parte:

-

coli din chirpici, unele lipsite deenergie electric;

- Utilitile (n mediul rural), de ordinprimitiv;

- colile din fostele aglomerrimuncitoreti multe deficiene;

- Spaiile pentru universiti insuficiente, multe degradate;

- Infrastructura pentru cercetare,dezvoltatpreferenial, ndeosebi n funcie detipurile de industrie decretate de ca ramuri de

vrf: chimic; constructoare de maini;extractiv; industrie uoar.

- Diferenieri majore n privinapatrimoniului (universitile existente n regimtotalitar zestre semnificativ).

b) Coninuturile Programe suprancrcate cu tematici

ncdin secolul al XIX-lea: informaii nesistematizate, dificil de

decodat; superteoretizarea, cu impact rar n

practic, n cele mai multe cazuri n practicavirtual; tematici neadecvate vrstei; rolul profesorului, educatorului,

nvtorului n preuniversitar, simpludepozitar al informaiei i reproductor; rolul titularului de curs n

nvmntul superior transmitor pasiv deinformaie; accent pe coninuturile cantitative, pe

modele reproductive;

c) Human resource;d) Financial resources;e) Institutional development;f) Pupils and students;

g)

Legislation.

a) The infrastructure of the secondaryeducation is roughly conceived, hard tooperate, almost fixed, conceived especially inrural areas on the axes of elementary school(4), middle school (4), secondary school (4). Itdoes not allow to rethink the structure withinthe cycle. Many buildings were built duringthe Spiru Haret mandate, being usable only in

part, in the current circumstances:

-

Schools made of adobe, some of themlacking power;

- Primitive utilities (in rural areas);- Schools from former workers

agglomerations many lacks;- Spaces for universities many of them

not enough, many degraded;- Preferentially developed research

infrastructure, especially depending on thetypes of industry considered top branches:chemical; machinery building; extractive;

light industries.- Major differences regarding the

patrimony (universities operating intotalitarian regime significant inheritance).

b) Contents Syllabuses overloaded with themes from

the 19thcentury: Non-systematized information that are

difficult to decode; Over-theoretization, with rare impact

in practice, most of the cases in virtualpractice; Themes which are not adequate for the

age; The role of teacher, instructor,

pedagogue in the pre-academic system,simple keeper of the information andreproducer; Course holders role in higher

education passive transmitter ofinformation;

accent on quantitative contents, on


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evaluare deficitar, centrat pe volumde informaie reprodus, nu pe competene;

Finaliti:- slab definite, declarative, greu de

evaluat; se adreseaz generic: societii,statului-naiune, aproape deloc subiectuluiprincipal elevul/studentul;

- vizeaz trebuine material-vulgarizantei aproape deloc valori spirituale;

- educaia, neleas ca acumulricomportamentale, aproape pe cale dedispariie:

Planuri de nvmnt

supracentralizate n preuniversitar;curriculum-ul la decizia colii figuraie;

impuse prin standarde ale ARACIS,fondate n interesul marilor universiti (vezicriteriile de evaluare extern).

Manuale, cursuri, suporturi de curs

indice mare de dificultate; pierderea substratului epistemic; inadecvare prin raportare la:

- empiric;- modelarea logic;- obiectivele operaionale.

c) Resursa uman:

n preuniversitar din ce n ce mai puinperformant;

mimarea competiiei n promovarea ncarier;

accent pe criterii evaluative cantitative; titulatura i competitivitatea sunt azi n

raporturi aproape antagonice; slaba motivaie material, chiar

profesional (constrngeri la selecie dineantioane restrnse);

absena autonomiei n angajare (npreuniversitar) i limite legislative n angajarepe perioad determinat n nvmntulsuperior;

formalism n formarea iniial ireducerea formrii continue la simulri, lipsitede finaliti precise;

imposibilitatea atragerii specialitilorde marc.

d) Resursele financiare: insuficien

+ distribuire inechitabil

;

reproductive patterns; scarce assessment, centred on

reproduced information, not on competences;Goals:

-

poorly defined, declarative, difficult toassess; they generally address to: society,nation state, and almost not at all to the mainsubject the pupil/student;

- they refer to material-vulgar needs andnot to spiritual values;

- education, understood as behaviouraccumulations, almost disappearing:

Curricula

over-centralized in the pre-academiceducation; school decided curriculum

figuration; established by ARACIS standards, for

the interest of big universities (see externalassessment criteria).Manuals, courses, courses related

materials

high difficulty index;loss of the epistemic sublayer;inadequation in relation to -

empiric- logical modelling- operational objectives

c) Human resource: Less and less performant in the pre-

academic field; Miming competition for promoting in

career; accent on quantitative evaluative

criteria; titles and competitiveness are almost

antagonist today;

poor motivation material, evenprofessional (selection restraints fromrestricted samples);

absence of autonomy at employment(at pre-academic level) and legislativelimitations for limited employment in highereducation;

formalism in initial training andreduced continuous training in simulations,lacking precise goals;

impossibility to draw top experts.


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prevederi stimulative prin lege: 6% dinPIB (nerespectare prin artificii i ingineriifinanciare; fantasma PIB-ului fetiulrezultatului, un rezultat relativ comparativ cu

state ce nvestesc n educaie); falsierarhie a prioritilor n finanare; absena subsidiaritii n finanare; alocarea resurselor pe criterii politice

partinice i clientelare; cotele procentuale de alocare a

resurselor avantajeaz exponenial instituiilede nvmnt superior de dimensiuni mari.

e) Dezvoltarea instituional doutendine:

restrngerea numrului unitilor denvmnt din preprimar, primar i gimnazial(generat de factorul demografic, dar iabsena resurselor, sub imperativulreformei);

dezvoltarea pe orizontala instituiilorde nvmnt superior;

apariia i extinderea unitilor iinstituiilor de nvmnt privat; n loculgenerrii unei competiii bazate pe criteriicalitative, involuia calitativ;

relaia cerere-ofert nufuncioneaz;principiul utilitii marginale estepus ntre paranteze;

pseudocriterii n evaluarea intern iextern; descriptorii de performanmultiplic birocraia i nu se regsesc ncompetitivitate, performane, eficacitate;

capacitatea instituionaleste neglijat; finanarea/student destructureaz

calitatea; contradicie ntre caracterul tendenial

de mas al nvmntului superior imentalitatea privind caracterul elitist alacestuia;

marea schism dintre pia i ofertaeducaional;

dispariia unor meserii tradiionale, darde maximutilitate (prin dispariia colilor demeserii; simulacrul nvmntului

profesional); lipsa de orizont n dezvoltarea zonelor

lipsa de perspectiva absolvenilor;

d)Financial resources:Insufficiency + uneven distribution; stimulating law provisions: 6% of the

GDP (non-compliance through financial

artifices and engineering; GDP ghosts result fetish, a relative result compared toother states that invest in education);

false hierarchy of financing priorities; absence of financing subsidiarity; resources allocation depending on

political parties and clients related criteria; resources allocation percentage shares

exponentially favour big higher educationinstitutions.

e) Institutional development two trends:

Restriction of the pre-elementary,elementary and middle education units(generated by the demographic factor, as wellas by the absence of resources, under theimperative of reform);

Horizontal development of highereducation institutions;

Appearance and extension of privateeducation units and institutions; instead ofgenerating a competition based on qualitative

criteria, qualitative involution; The demand-offer relation does not

work; the principle of marginal usefulness isunder parentheses;

pseudo-criteria in internal and externalassessment;performance descriptors multiply

bureaucracy and cannot be found incompetitiveness, performances, efficacy;

institutional capacity is neglected; financing /student ratio de-structures

quality;

contradiction between the masscharacter of higher education and its elitistcharacter related mentality;

the great schism between educationalmarket and offer;

disappearance of traditional useful jobs(through the disappearance of crafts schools;simulacrum of professional education);

lack of horizon in areas developmentgraduates lack of perspective;

Universities and education units


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Neimplicarea universitilor iunitilor de nvmnt n crearea de locuri demunc, angajarea absolvenilor.

f) Elevi i studeni:

nc meninui la rangul de subiectepasive n procesul educaiei; slab motivaie, generat de

incapacitatea pieei de a atrage absolveni; calitatea de elev liceu/student este tot

mai puin dobnditprin merite i tot mai mult(i pentru cei mai muli), urmare a unei ofertetotal disproporionate fade cerere;

selecia a disprut aproape total, att laaccesul n licee i universiti, ct i lancadrarea n munc;

examenele de finalizare a studiilor suntneedificatoare, de multe ori repetitive,evalurile devenind formale;

g) Legislaie: precar, desuet,nestimulativ, inechitabil, incoerent,contradictorie, abundenti abuziv. Orientatn principal pe ntriri de status-quouri i nu pe

proiectri eficace.

II. Conceptul de ordine educaionaln

societatea bazatpe cunoatereA.

Definiie: ordinea educaional nsocietatea bazat pe cunoatere reprezint unansamblu de reglementri, strategiiorganizaionale i structuri funcionaleimanente sistemului educaional, elaborate iaplicate n baza sistemului de valori universale(fundamentate axiologic), avnd ca finalitatecreterea eficienei i eficacitii n condiii decompetiie echitabil.

B. Scop: eliminarea blocajelor, a marilor

discrepane dintre unitile i instituiile denvmnt, orientarea proactiv a sistemuluieducaional;

C. Obiective generale:1. Elaborarea i aplicarea de

reglementri, pe termen mediu i lung,riguroase, adaptate nevoii de educaie, centratedeopotrivpe idealul societal i individual;

2. Reconstrucia sistemului educaional,funcie de dinamica societii bazate pecunoatere;

3.

Valorificarea tradiiilor valoroase i

failure to get involved in the creation of newjobs, graduates employment.

f) Pupils and students: still at the level of passive subjects in

the process of education;poor motivation generated by markets

incapacity to attract graduates; the quality of high school pupil

/student is less and less acquired through skillsand more and more (and for most of them) asa consequence of an disproportioned offer ascompared to demand;

selection has disappeared almostcompletely, both as far as access to highschools and universities is concerned and

employment as well; studies completion exams are not

edifying and are often repetitive, assessmentbecoming formal;

g) Legislation: precarious, obsolete, notstimulating, uneven, incoherent, contradictory,abundant and abusive. Mainly oriented onstatus-quo consolidation and not on efficient

planning.

II.The concept of educational order inknowledge society

A. Definition: educational order inknowledge society is a group of regulations,organizational strategies and functional

structures immanent to the educationalsystem, elaborated and applied based on theuniversal values system (axiologicallygrounded), with the goal of increasingefficiency and efficacy in conditions of uitablecompetition.

B.

Goal: eliminating blockages, greatdiscrepancies between educational units andinstitutions, proactive orientation of theeducational system;

C. General tasks:1. Elaborating and enforcing medium and

long-term rough regulations, adapted to theneed for education, centred both on societaland individual ideal;

2. Reconstruction of the educationalsystem, depending on the knowledge society

dynamics;


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compatibilizarea dinamic cu valorilemodernitii trzii;

4. Redefinirea prioritilor, funcie deevoluia factorilor societii globale, dar i

funcie de evoluiile socio-economice interne;5. Asigurarea funcionrii principiuluisubsidiaritii pentru instituiile i unitile denvmnt cu potenial redus, dar

performante;6. Compatibilizarea sistemului

educaional cu sistemul social n dinamicitateai deschiderea lui spre universalitate;

7. Derobarea educaiei de politicapartinic;

D. Strategii; operaionalizareaobiectivelor.

Esena problemeiConceptul acoper pluridimensionalitatea

educaiei, rupe cu trecutul cronicizat i desuet,clarific mijloacele i cile pentru eliminareainechitilor i inegalitilor n rang create pecriterii pur administrative i artificiale ntreinstituii, pune bazele eliminrii monopolului

unor structuri i persoane, definete cadrullegitim al competiiei, competenei icompetitivitii, face din politic un mijloc iniciodat un scop, favorizeaz iniiativaindividual i instituional, nlocuindclientelele i favoritismele, demonstreazautarhiile, nlocuindu-le cu criterii universalede apreciere, funcionare i recunoatere.

Ordinea educaionala societii bazatpesocietatea cunoaterii trebuie s sefundamenteze n ierarhizri centrate pefinaliti, finaliti ce depesc fazadeclarativului i sunt circumscrise valorilordeopotrivimanente i transcendente educaieinaionale.

O ordine educaionaln care recunoatereai respectarea caracterului public al educaieisse concretizeze n norme universale i egalaplicate.

1. O lege fundamentat n sistemulaxiologic al societii bazat pe cunoatere,

care scultive identitatea cu sine a sistemului

3. Capitalization of valuable traditionsand dynamic compatibilization with thevalues of late modernity;

4. Redefining priorities, depending on the

evolution of global society factors, and alsodepending on the internal socio-economicevolutions;

5. Providing the operation of thesubsidiarity principle for low potential but

performant educational institutions and units;6. Compatibilization of the educational

system with the social system in itsdynamicity and opening towards universality;

7. Education derobation of party politics;

D. Strategies; objectivesoperationalization

Essence of the problem

The concept covers the multiple aspects ofeducation, breaking from the chronic andobsolete past, clarifying the means and waysfor eliminating rank inequities and inequalitiescreated based on purely administrative andartificial criteria between institutions, layingthe bases for eliminating the monopole of

structures and persons, defining the legitimateframework of competition, making policy ameans and never a goal, supporting individualand institutional initiative, replacing clientelesand favours, proving autarchies, replacingthem with universal appreciation, operationand acknowledgement criteria.

The educational order of knowledgesociety has to be materialized in finalitiescentred hierarchies, finalities that exceed thedeclarative phase and are circumscribed bothto immanent and transcendent values ofnational education.

An educational order in whichacknowledgement and respect of theeducational public character has to bematerialized in universal and equally appliedregulations.

1. A law based on the axiological systemof the knowledge society, that cultivates selftrust of the national educational systems, in

order to eliminate copying incompatible


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educaional naional, s elimine copiereamodelelor incompatibile cu realitile ndevenire ale societii romneti, sordonezestructurile/finalitile. O lege care s prevad

i s reglementeze universal i echitabilaspectele diagnosticului (a-g).n opinia lui Samuel Huntington, n

modernitatea trzie, existo mediere culturala comportamentelor comunitilor i statelor,mediere de care nu se poate face abstracie nelaborarea noilor strategii: Statele-naiunisunt i vor rmne cei mai importani actori nafacerile internaionale, ns interesele lor,asocierile i conflictele ntre ele sunt din ce nce mai mult limitate de factori culturali i

civilizaionali1

. Tocmai de aceea, educaiaproiectat ntr-un stat nu se poate sustrage dela asemenea realiti. Pentru nelegereacomplexitii fenomenului legiferrii neducaie, deschid aici o parantezmai ampl.Pe de o parte, voi investiga geneza actualeiordini educaionale, o ordine de care muli nuse derobeaz, o ordine originat n ordineamondial dup leninism. Apoi, voi clarificaaspectele eseniale privind globalizarea isocietatea bazatpe cunoatere n scopul unui

rspuns complex la ntrebarea: Educaiancotro?

Leninismul, un fenomen istoric-cultural ipolitic mai nti rusesc, ulterior aproapemondial , a fundamentat regimul politic dinstate europene, asiatice, central-americane. Unregim care s-a manifestat pregnant n Romnia(1945-1989) i care, chiar dac din punct devedere instituional s-a prbuit, continu s

produc efecte la nivelul gndirii imentalitii multor oameni.

Dictatura proletariatului s-a manifestat nesen prin controlul absolut al partidului-stat asupra societii n ansamblul ei.Dominaia monopolist a partidului

presupunea reprimarea oricrei alternative labolevism (ulterior, la comunismulnaturalizat). Secolul al XX-lea scrieVladimir Tismneanu a fost de fapt secolullui Lenin. Cu alte cuvinte, postcomunismul

presupune o lupt continu pentru depirea

rmielor leninismului sau a ruinelor

patterns with the developing realities of theRomanian society, ordering structures/finalities. A law that would universally andequitably provide and regulate the aspects of

diagnosis (a-g).In Samuel Huntingtons view, in latemodernity, there is a cultural mediation ofcommunities and states behaviours that cannot

be forgotten in elaborating the new strategies:Nation states are and will be the mostimportant actors in international businesses,

but their interests, associations and conflictsare more and more limited by cultural andcivilisation factors16. This is why, educationdesigned in another state cannot be removed

from such realities. In order to understand thecomplexity of legislation phenomenon ineducation, I am opening a larger parenthesishere. On the other hand, I will investigate theorigin of the current educational order, anorder applied by many, originating in theworld order after Leninism. Then, I willclarify in order to get a complex answer to thequestion: Education where to?

Leninism, a historical-cultural and politicalphenomenon first Russian, then almost

worldwide , has grounded the politicalregime in European, Asian, central-Americanstates. It is a regime developing a lot inRomania (1945-1989) and although itcollapsed from institutional point of view,continues to produce effects at the level ofmany peoples thought and mentality.

The dictatorship of the proletariatdeveloped mainly through the absolutecontrol of the state party over the society as awhole. The monopolist domination of the

party supposed repression of any alternative toBolshevism (then to naturalizedcommunism). The 20th century writesVladimir Tismneanu was actually Leninscentury. In other words, post-communismsupposes a continuous struggle forovercoming the remainders of Leninism orthe ruins of Leninism, a word that we

proposed as a development of Ken Jowitsconcept of Leninist inheritance under the form

of civilisation related constellation, which


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leninismului, un termen pe care l-am propusca o dezvoltare a pertinentului concept al luiKen Jowit de motenire leninist sub formaunei constelaii civilizaionale, ce include

emoii profunde, nostalgii, sentimente,resentimente, fobii, dorine colective i atraciifade paternalism i chiar corporatism2.

n situaii de profund criz cultural imoral, dar i de accentuare a srciei iadncire a clivajelor, tentaiile leninismului nusunt de neluat n seam. La fel cum nici celeorientate spre extrema dreapt. Ken Jowit estect se poate de clar din acest punct de vedere:

Leninismul i nazismul au constituit,fiecare n mod diferit, ncercri perverse de a

sprijini i reface un etos i o via eroice, nopoziie cu sistemul burghez, liberalindividualist

Principiul definitoriu al leninismului esteacela de a face ceea ce este ilogic, iar aceastanseamn a face ca impersonalul s fiecarismatic. Carisma este asociatde obicei cuun sfnt sau cu un cavaler, fiind un atribut

personal, iar ceea ce a fcut Lenin esteremarcabil. El a fcut exact ceea ce a presupusc face: a creat un partid nou. A fcut ca

partidul s fie carismatic. Oamenii au muritpentru partid3.

Impersonalismul carismatic pe care s-abazat leninismul a avut ca efect distrugereaproprietii private (colectivizare,naionalizare, industrializare forat),destructurarea valorilor morale, educaie nslujba regimului totalitar.

Leninismul ca regim politic i cultural sauca sistem internaional a disprut. Darreflexe ale lui se menin, fie sub formpasiv,fie centrate n momente de criz.

Chiar dac ideologia este repudiat,substratul su emoional menine muli oamenicaptivi. Apelm tot la Jowit, care, spre adescrie modelul minii comuniste, itereazmrturia lui Lev Kopelev, modelul

personajului Rubin din romanul Primul cercal lui Alexander Soljenitn: Ca i ceilali dingeneraia mea, am crezut cu trie cscopurilescuz mijloacele. Marele nostru el a fost

triumful comunismului i, de dragul acestui

includes deep emotions, nostalgias, feelingsresents, fears, collective desires and attractionsfor paternalism and even corporatism17.

In cases of deep cultural and moral crisis,

increase of poverty and cleavages, thetemptations of Leninism have to beconsidered. This also applies for the onesoriented towards the right wing. Ken Jowit isvery specific from this point of view:

Leninism and Nazism were, each of themdifferently, perverse attempts to support andrestore an ethos and heroic life, in oppositionto the bourgeois, liberal individualist system

The defining principle of Leninism is to do

what is illogical, and this means making theimpersonal be charismatic. Charisma isusually associated with a saint or a knight,

being a personal feature, and what Lenin did isremarkable. He did exactly what he wassupposed to do: he created a new party. Hemade the party be charismatic. People died forthe party18.

The charismatic impersonalism thatLeninism was based on resulted in thedestruction of private property

(collectivization, nationalization, forcedindustrialization), de-structuring of moralvalues, education for the totalitarian regime.

Leninism as a political and culturalregime or as an international system disappeared. But its reflexes are still present,either under passive form, either centred onmoments of crisis.

Even if ideology is repudiated, itsemotional substratum keeps many peoplecaptive. We will call Jowit again, who, inorder to describe the pattern of the communistmind, iterates Lev Kopelev testimony, the

pattern of Rubins character in the novel Thefirst Circle of Alexander Soljenit: Just likethe others of my generation, I have strongly

believed that purpose excuses means. Ourgreat goal has been the triumph ofcommunism, and for the sake of this goal,everything was allowed stealing, lying,destroying hundred, thousand, and even

millions of people, all those who prevented


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el, totul era permis s mini, s furi, sdistrugi sute, mii i chiar milioane de oameni,toi cei care ne mpiedicau munca sau ar fi

putut so mpiedice, pe toi cei care ne stteau

n cale. Iar a ezita sau a avea dubii n aceastprivin nseamn s te dedai mofturilorintelectuale i liberalismului stupid,atribute ale oamenilor care nu pot vedea

pdurea din cauza copacilor4. S-au conturat,astfel, scheme de gndire, stereotipuricognitiv-acionale n baza crora deciziileurmreau finaliti originate n necesitateaistoric.

Modelarea se nelegea drept uniformizare,pierderea identitii, topirea n mase. Pentru

aceasta, era nevoie de vigilen, care, la rndulei, se pstra prin ascuirea luptei de clas,dispre fa de munca intelectual iintelectualitatea ovielnic, respingereatradiiilor umaniste i condamnareaploconirii n faa Occidentului. Educaiatrebuie ea nsi disciplinat, iar cei supuieducaiei permanente, mereu reciclai.Educaia devine i se menine la rang deancilla politicae.O ancilla politicae a statuluitotalitar, decretat stat al dictaturii

proletariatului (la chinezi, sintagma este unaatotcuprinztoare: dictatura poporului).

Imediat dup primul rzboi mondial, darfoarte accentuat dupal doilea rzboi mondial,clivajul ntre statele democratice i dezvoltatei statele comuniste i subdezvoltate seadncete. Practic, educaia se realizeaz ndou lumi total diferite, dar concomitente.Avnd un caracter nchis, educaia solicitatde ordinea mondial leninist rspundeimperativelor particulare, subsumateimpersonalismului carismatic. n timp cestatele Europei Occidentale, S.U.A, Japonia imenin i lrgesc deschiderea spreuniversalitate, statele subordonate ordineileniniste i autocondamn educaia lanapoiere, primitivism, relativism.

i tocmai de aceea, n 1990, sistemeleeducaionale din fostele ri comuniste suntntr-o degringolad cvasi-total. Toate eraunepregtite n abordarea globalizrii i la

nivelul tuturor se manifestau (n grade diferite)

our work or who could have prevented it,everybody standing in our way. And hesitatingor having doubts in this matter means givingup to intellectual trifles and stupid

liberalism , attributes of people who cannotsee the forest beyond the trees 19. Thinkingschemes appeared, cognitive-actionalstereotypes based on which decisions followedfinalities originating in historical necessity.

Modelling was understood asuniformization, loss of identity, massmelting. This required vigilance, which inturn was preserved through the increase ofclass fight, contempt for intellectual work andhesitating intellectuality, rejection of

humanistic traditions and conviction ofbowing down in front of the West.Education itself has to be disciplined, andthose undergoing permanent education, alwaysrecycled. Education becomes and stays atthe level of ancilla politicae. A ancilla

politicae of the totalitarian state, considered astate of proletariat dictatorship (at Chinese, the

phrase is all-comprehensive: peoplesdictatorship).

Immediately after the First World War, and

especially after the second world war, thecleavage between democratic and developedstates and communist underdeveloped statesgets deeper. Practically, education is made intwo totally different but concomitant worlds.Having a closed character, education required

by the Leninist world order answers toparticular requirements, subsumed tocharismatic impersonalism. While the states ofWestern Europe, USA, Japan maintain andenlarge their opening towards the universality,states subordinated to the Leninist order andconvict their own education to primitivism,relativism.

And this is why, in 1990, educationalsystems from the former communist countriesare in a quasi-total degringolade. None ofthem was prepared for approachingglobalization and inadequacies were presentamong all (at various levels).

The regime established in Romania

immediately after 22

nd

of December 1989


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inadecvri.Regimul instaurat n Romnia imediat dup

22 decembrie 1989 ntrunete caracteristicilepost-totalitarismului (iniial ngheat i matur).

Astfel, ca post totalitarism iniial, regimuldeclaneaz procesul de schimbare, evoluialui raportat la cele patru categorii decaracteristici (caracteristicile pluralismului,ideologiei, mobilizrii i leadership-ului)coninnd aspecte statice pentru pluralism,ideologie i mobilizare i ncercri deelemente dinamice pentru leadership. Cu toateacestea, leadership-ul, n loc s se transformen unul birocratic i colegial, genereaz

percepia unui lider charismatic, fondator al

noului regim (Ion Iliescu). Treptat, ncepnddin primele luni ale anului 1990, poate fiobservat tolerarea unor activiti critice alesocietii civile, susceptibil de a se organizan grupuri i asociaii ns, post-totalitarismulevolueaz spre unul ngheat, urmare ameninerii aproape intacte a mecanismului decontrol.

Odat cu alegerile din 20 mai 1990 neo-pluralismul social se extinde (post-totalitarismul matur), ns calea pn la

construcia regimului democratic este destulde lung.

F.S.N. - ul, partidul-stat succesor al fostuluipartid comunist accept s intre n competiiecu alte fore politice din dou motive (carerespectau situaia existent):

- excesul de ncredere a partiduluisuccesor (F.S.N.), urmare a ncrederii nmijloacele proprii, n puterea saorganizatoric;

- teama de a-i pierde legitimitatea(dobndit prin transferul de loialitate),competiia respectnd alternativa acceptabilaacelui moment.

Este un fapt susinut cLenin a preluat dela Kautsky ideea de injectare a contiinei,idee care n-a disprut nici odatcu moartea luiLenin, dar nici dup1990.

Ea se aplicatt unora dintre rile condusecndva de partide leniniste, ct i unor partidenaionaliste socialiste (exemplu: Baas) i

micrilor carismatice fundamentaliste i neo-

meets the characteristics of post-totalitarianism (initially frozen and mature).Therefore, as initial post totalitarianism, theregime starts the changing process, its

evolution related to the four categories ofcharacteristics (characteristics of pluralism,ideology, mobilization and leadership)including static aspects for pluralism, ideologyand mobilization and attempts of dynamicelements for leadership. Still, leadership,instead of turning into a bureaucratic andcollegial one, generates the perception of acharismatic leader,founder of the new regime(Ion Iliescu). Gradually, starting with the firstmonths of 1990, we noticed a toleration of

certain critical activities of civil society, liableof being organized in groups and associations

but, post-totalitarianism has developedtowards a frozen one, as a result of almostintact control mechanism.

Along with the elections from 20thof May1990 the social neo-pluralism extended(mature post-totalitarianism), but the way to ademocratic regime was long.

F.S.N., the state party succeeding theformer communist party accepted to compete

with other political forces from two reasons(that comply with the existing situation):

- The successor partys excess oftrust (F.S.N.), as a result of trust in its ownmeans, in its organizational power;

- The fear of losing its legitimacy(acquired through the transfer of loyalty),competition complying with the acceptablealternative of the time.It is a supported fact that Lenin took over

from Kautsky the idea of conscienceinjection, an idea which did not disappearwith Lenins death or after 1990.

It applies both to some of the countriesonce ruled by Leninist parties and to somesocialist nationalist parties (for instance:Baas) and fundamentalist and neo-totalitarianism charismatic groups (forinstance: Osama bin Ladens Al-Qaeda)20.

Referring to some of the conclusions madeby Wincenty Urban, V. Tismneanu says: the

Leninist mental structure (Bolshevik) is rooted


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totalitariste (exemplu: Al-Qaeda lui Osama binLaden)5.

Fcnd referiri la unele concluzii ale luiWincenty Urban, V. Tismneanu

consemneaz: structura mental leninist(bolevic) este nrdcinat ntr-o culturpolitic sceptic fa de dialogul descris iprocedurile democratice, ostil dezvoltrilorspontane n cadrul societii. Leninismul nueste doar o ideologie i un set de precepte itehnici menite s inspire un activism imilitarism revoluionar global, n opoziie culiberalismul burghez i socialismuldemocratic. Aceasta este similitudinea, dar i

principala distincie dintre cele dou atacuri

violente asupra individualismului liberal:fascismul este o patologie ahiperraionalismului de inspiraie leninist6.

Este o certitudine faptul c umanitatea aintrat ntr-o societate global sau pe cale deglobalizare, afirm Andrei Marga, aducnddrept argumente:

- internaionalizarea standardelor deperforman n cercetarea tiinific; ele audevenit unice pentru comunitatea tiinificmondial;

-

tiinele, ndeosebi cele experimentalei cele formalizabile, reprezint de mult timpntreprinderea comuna unor cercettori aflaila distan mare, legai prin interogaiisimilare, instrucie apropiat, metode deabordare mprtite, posibiliti de publicareaccesibile n funcie de performane, criterii de

profesionalism generalizate.Internaionalizarea, neleasca dependenarezultatelor cercetrii i validrii lor detravaliul unor oameni aparinnd mai multornaiuni, a atins plafonul i s-a transformat n

globalizare7. Problemele ce solicitrspunsuri n diverse domenii precum:securitatea, comunicaiile, economia,contiina i comportamentele politice,educaia sunt probleme comune, care cer

soluii la care trebuie s contribuie fiecare.Globalizarea contract distane i durate,

pulverizeaz granie i ngrdiri de tipautarhic, relativizeaz i uniformizeaz noul,

face ca sistemele axiologice s devin

in a political culture which is sceptical to thedescribed dialogue and democratic procedures,hostile to spontaneous development within thesociety. Leninism is not only an ideology and

a set of rules and techniques meant to inspire aglobal revolutionary activism and militarism,in opposition to the bourgeois liberalism anddemocratic socialism. This is the similitudeand also the main distinction between the twoviolent attacks on liberal individualism:fascism is a pathology of hyper-rationalism ofLeninist inspiration21.

It is certain the fact that humanity hasentered a global or globalizing society,according to Andrei Marga, bringing the

following arguments:- Performance standards

internationalization in scientific research; theybecame unique for the world scientificcommunity;

- Sciences, especially experimental andformalizing ones, have been the commondevelopment of distance researchers for a longtime, connected through similar interrogations,close training, shared methods of approach,accessible publishing opportunities depending

on performances, generalized professionalismcriteria. Internationalization, understood asresearch results dependence and validation ofthe work of people that belong to differentnations, reached its ceiling and turned into

globalization22. The problems demandinganswers in various field like: security,communications, economy, conscience and

political behaviours are common problems,that demand solutions to which each of themhas to contribute. Globalization incursdistances and durations, pulverizes bordersand autarchic obstructions, relativizes anduniformizes the new, makes axiologicalsystems become accessible, stimulatescommunication and compatibilization,generates worldwide challenges, stimulatescreativity, competition and competitiveness,changes referential criteria.

It is also a reality the fact that there aremany civilisations and entities in the world:

lignagere societies, underdeveloped societies,


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accesibile, stimuleaz comunicarea icompatibilizarea, genereazprovocri la nivel

planetar, stimuleazcreativitatea, competiia icompetitivitatea, schimbcriterii refereniale.

Este, de asemenea, o realitate faptul c nlume exist o multitudine de civilizaii ientiti: societi lignajere, societisubdezvoltate, societi n curs demodernizare, societi modernizate, societi

post-modernizate. Din aceast cauz,globalizarea atenueaz, dar i amplificdiferenele. Cci globalizarea produce odistribuire imperativa valorilor, ntr-un cadruinegal i inechitabil. Dac modernitatea imodernitatea trzie asigurstabilitate i habitat

normal indivizilor ce populeaz rile ce auatins acest stadiu, modernizarea i ndeosebirata nalt a modernizrii genereazinstabilitate i conflicte.

O serie de mijloace ale globalizrii precumteleviziunea, reelele mondiale ale pieeielectronice i internetul, mijloacele de muncultraperfecionate etc. nu sunt accesibiletuturor.

Bunstarea i srcia continu s coexisten lume: fr a se putea vorbi despre o

globalizare a bunstrii, se poate constata,totui, o extindere continu a srciei.Trebuinele materiale i spirituale suntuniversale, satisfacerea lor este extrem dediferit. Nivelul de via, gradul de civilizaie,nivelul de cultur i educaie, nivelul

productivitii, participarea la schimburileinternaionale de valori, nivelul de securitateindividualsunt elemente n funcie de care se

proiecteaz prioritile, dar se i cenzureazaceste prioriti.

Se produc azi, n lume, adevrate catastrofe,urmare a interveniei iraionale a oamenilor. nfaa lor, fenomenul globalizrii iresponsabilizeaz n mod egal pe toi, dei

beneficiarii efectelor bunstrii (obinut iprin asemenea intervenii iraionale) sunt doarunii. nclzirea global, alunecrile de teren,dispariia surselor de appotabil, inundaiilecatastrofale etc. sunt efectele intervenieiiraionale a omului asupra naturii cu scopul

accesului la bunstare. Dar sunt efecte pe care

modernizing societies, post-modernizedsocieties. This is why, globalization bothdecreases and amplifies differences. Becauseglobalization causes an imperative distribution

of values, in an unequal and inequitableframework. If modernity and late modernityprovide stability and a normal habitat forindividuals that populate the countries thathave reached this stage, modernization andespecially the high rate of modernization generates instability and conflicts.

Several means of globalization liketelevision, world networks of electronicmarket and internet, ultra improved workingmeans etc. are not accessible to everybody.

Wealth and poverty continue to coexist inthe world: without being able to speak ofwealth globalization, we can still notice acontinuous extension of poverty. Material andspiritual needs are universal, their achievementis extremely different. Te living standard,civilisation level, culture and education level,

productivity level, participation ininternational exchanges of values, the level ofindividual security are elements according towhich priorities are established and also

censored.Real catastrophes are now in the world, as

a result of peoples irrational intervention. Infront of them, the phenomenon ofglobalization equally makes people moreresponsible, although the beneficiaries ofwealth effects (also achieved throughirrational interventions) arejust some of them.Global warming, landslips, disappearance ofdrinking water sources, catastrophic floods,etc. are the effects of mans irrationalintervention upon nature in order to accesswealth. But there are effects that everyindividual bears, whether it lives in Haiti, onthe Amazon, in Siberia, in Wien, Montreal or

New-York.Globalization term is a dominating one

even today, maybe more than anytime,implacable. The mirage of globalization as asaving phenomenon has included both thestrong and the weak and helpless ones.

Benefits are only potentially universal,


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le suportfiecare individ, indiferent ctrieten Haiti, pe Amazon, n Siberia, la Viena,Montreal sau New-York.

Termenul globalizrii este unul dominator

i azi, parc mai mult dect oricnd,implacabil. Mirajul globalizrii ca fenomensalvator a cuprins deopotrivpe cei puternicica i pe cei slabi i neajutorai. Beneficiilesunt, ns, doar potenial universale, cciaccesul la aceste beneficii presupune costurienorme, costuri pe care nu toi le pot acoperi.i cu toate acestea, pentru refacerea mediului,refacerea climei, faunei, florei trebuie scontribuie toi deopotriv. n timp ce unelestate modernizate de azi au beneficiat de

accesul aproape nelimitat la resurse, generndfenomenele care au degradat mediul i auschimbat clima, o serie de comuniti umaneau rmas n afara acestor forme de acces. Darefectele i costurile se suport de ctre toi,deopotriv.

Internaionalizarea i apoi globalizareaeducaiei reprezint o component aglobalizrii i, prin urmare, efectele pozitive inegative se resimt i n acest domeniu.

Beneficiile sunt de anvergur n domeniul

cunoaterii, universalizrii unora dintrefinaliti, (re)orientrii spre viaa practic,transferului de metode, (re)definiriicompetenelor.

Fenomenul globalizrii remarc AndreiMarga nu este doar o caracteristic atimpului nostru cu un impact relativ, asemeneaimpactului altor fenomene caracteristice,

precum zborurile cosmice, trecerea lasocietatea post-industrial, ecloziuneacurentelor postmoderniste. El este un fenomenmai profund, care afecteaz poziionareanoastrn lume, cunoaterea i viaa noastriantreneaz schimbri istorice ce ne oblig lareconsiderrile cele mai extinse ale tradiiei8.

Dar globalizarea presupune, deopotriv,importuri i exporturi de valori i non-valori.n era globalizrii, educaia din orice zon alumii, nu este scutit de importul de non-valori, acestea punndu-i amprenta asupraconduitelor, caracterelor. Societatea de

consum cu impact incomensurabil asupra

because the access to these benefits supposeshuge costs that cannot be covered.

Nonetheless, for environment, climate, fauna,flora recovery everybody has to make a

contribution. While some todays modernizedstates have benefited from almost unlimitedaccess to resources, generating the phenomenathat have degraded the environment andchanged the climate, many humancommunities are outside these forms of access.But the effects and costs are borne byeverybody.

Internationalization and then globalizationof education are part of globalization andconsequently positive and negative effects are

felt in this field as well.Benefits are many in the field of

knowledge, universalization of finalities,re(orientation) towards practical life, transferof methods, re(definition) of competences.

The phenomenon of globalization saysAndrei Marga is not only a characteristic ofour times with a relative impact, similar to theimpact of other characteristic phenomena, likecosmic flights, passing from post-industrialsociety, postmodernist currents. It is a deeper

phenomenon affecting our position in theworld, knowledge and our life and results inhistorical changes that makes us reconsideredtradition23.

But globalization supposes both values andnon-values imports and exports. In the age ofglobalization, the education in any area of theworld is not exempted from the import of non-values, as they leave a mark upon behaviours,characters. Consumption society with anincommensurable effect on globalization hasan essential role in extending phenomena like:consumption of drugs, violence, instigation tosuicide, robbery, inadequacy, alienation. Indeveloping societies where traditions are de-structured and authorities are de-legitimated,without reaching a legitimacy of the newinstitutions such phenomena are rapidlyextended, without a culture to manage them.

There is no culture for managing theinformation provided by mass-media, internet,

cinematography as well. Should they be


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globalizrii are un rol esenial n extindereaunor fenomene precum: consumul de droguri,violena, instigarea la suicid, tlhria,inadecvarea, alienarea. n societile n

schimbare n care s-a produs o destructurarea tradiiilor i o delegitimare a autoritii, fra se ajunge la o legitimare a noilor instituii asemenea fenomene se rspndesc curapiditate, neexistnd o cultur a gestionriilor.

i nici o cultur a gestionrii informaieioferite de mass-media, internet,cinematografie. Sunt astea, oare, de neglijat?Categoric nu, iar rolul profesorilor,educatorilor, prinilor, pedagogilor,

psihologilor, medicilor este determinant nevidenierea consecinelor nocive pe carefenomenele de acest tip (care nsoescglobalizarea educaiei), le produc asupraadolescenilor, tinerilor etc.

Cu toate acestea, trebuie recunoscut cglobalizarea ca aciune la distann cadrul

sistemului interdependenelor mondiale9 este

o realitate, o er istoric de care nu se poateface abstracie.Problema este de ati cum s-i

gestionezi efectele, n aa mod nct s

predomine cele avantajoase pe termen lung.Iar politicile publice reprezint asemeneastrategii de gestionare, o gestionare care sevite uniformizarea, snu anuleze identitile.

Politicile educaionale din Romnia trebuies in cont de aspectele descrise supra, maiales acum cnd legiuitorul este supus

presiunilor elaborrii unei noi legi n domeniu.Identitatea noastrnaionalse confruntcu

provocarea la dou schimbri majore: eatrebuie s se consacre prin performane, iar

aceste performane trebuie s fie din cele

recunoscute n cadrul interaciunii

globalizate10. Asemenea lucru este posibilnumai n condiiile n care performaneleconduc la raritate, iar raritatea se recunoate

prin universalizare. Aadar, educaia privitcaproces presupune, ntr-o secvensimplificat:a) nvare din experienele universale; b)

producie de bunuri rare, valorificndexperienele universale; c) recunoaterea n

condiii de competiie globalizat raritii

neglected? Definitely not and the role ofteachers, instructors, pedagogues, parents,

psychologists, doctors is determining inrevealing the negative consequences that this

type phenomena (which accompany educationglobalization), have on teenagers, youngpeople etc.

Nonetheless, we have to admit thatglobalization as remote action within worldinterdependences system

24 is a reality, an

historical age that cannot be left apart. Theproblem is to know how to manage its effects,

in order for the advantageous ones to last

longer. And public policies are suchmanagement strategies that should avoid

uniformization, without cancelling identities.The educational policies in Romania have

to considered the aforementioned criteria,especially now when the lawmaker undergoesthe pressures of elaborating a new law in thefield.

Our national identity faces the challenge oftwo major changes: it has to establish itselfthrough performances and these performances

have to acknowledged within globalized

interaction.25 This is possible only if

performances lead to rarity, and rarity isrecognized through universalization.Therefore, education seen as a processsupposes, in a simplified sequence: a) learningfrom universal experiences; b) production ofrare assets, capitalizing universal experiences;c) acknowledgement under conditions ofglobalized competition the rarity of thesecommodities; d) rare assets entrance in theuniversal patrimony, as a result of theirintrinsic value, as well as acknowledgement ofadded value through rarity.

I have to make a remark here: that, at leastfrom the point of view of educationglobalization, I am separating myself fromsome considerations of prestigious authors likeAndrei Marga, Joseph E. Stiglitz .a.

This is the thesis: Globalization in itselfdoes not have to be assessed through thedistinction between good and bad, because it isan historical, comprehensive process,

anchored in the structure of civilisation with


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acestor bunuri; d) intrarea bunurilor rare npatrimoniul universal, urmare a valorii lorintrinseci, dar i a recunoaterii valoriiadugate prin raritate.

Trebuie sfac aici o remarc: aceea c, celpuin din perspectiva globalizrii educaiei, mdespart de unele consideraii ale unor autori

prestigioi precum Andrei Marga, Joseph E.Stiglitz .a.

Iat teza: Globalizarea, luat n sine, nutrebuie evaluat prin distincia dintre bun sauru, cci reprezint un proces istoric,cuprinztor, ancorat n structura civilizaiei, ceare consecine bune sau mai puin bune, nfuncie de contexte11. Ceea ce este corect.

Dar globalizarea nu este un fenomen n sine, ciunul ce se obiectiveazprintr-o multitudine deforme dispuse spaio-temporal, geopoliticulgenernd contextualiti diverse. Contextele

poartamprenta unor evoluii istorice diferite,ele nsele structurndu-se n funcie decoordonata istoric proprie. Ori, pentruevidenierea posibilitii efectelor negative

judecile constatative nu sunt suficiente.Strategiile ce fundamenteazpoliticile publiceconin obligatoriu (mcar implicit) judeci

normative. n educaie ntrebrile kantiene:Ce pot s tiu?, Ce pot s sper? i Cetrebuie sfac? rmn cu validitate peren. iele trebuie s solicite rspunsuri la finalitatearaportului globalizare - consecine bune/consecine rele - context, rspunsuri prin carecontextul s nu se transforme doar n absorbiaocului i suportarea costurilor numai de ctre uniiactori. Atunci cnd este valabil expresiaglobalizare consecine bune

context consecine releactorul se va afla n avantaj.n educaie nu se poate face abstracie de

analizele psihologice al impactuluiglobalizrii. Cci, pentru niciun guvernmntnu trebuie s fie indiferente tririle umane,nesiguranele i incertitudinile ce apar, precumi nevoile ce se resimt.

n opinia lui Jeffrey Jensen Arnett,consecina psihologic a globalizrii esteaceea s ea produce transformri ale

good or less good consequences, depending onthe context26. Which is correct. Butglobalization is not a phenomenon in itself, butone that objectifies into many forms

distributed in time and space, geopoliticsgenerating various contexts. Contexts have themark of different historical evolutions,structured depending their own historicalcoordinate. Or, in order to reveal the

possibility of negative effects, ascertainingjudgements are no longer enough. Strategiesresulting in public policies compulsorilyinclude (at least implicitly) normative

judgements. In education, Kants questions:What can I know?, What can I hope for?

and What do I have to do? are perennial.They have to demand answers for the finalityof the relation between globalization -

positive consequences/negative consequencescontext, answers through which the contextdoes not turn itself only in shock absorptionand costs bearing by only some actors. Whenthe globalization positive consequencescontext, negative consequences expression isvalid, the actor is in advantage.

In education we cannot exclude the

psychological analyses of globalizationimpact. This is because no government has toremain indifferent to human feelings,insecurities and incertitude, as well as to theirneeds.

In Jeffrey Jensen Arnetts opinion, thepsychological consequence of globalization isthat it produces transformations of identity,respectivey of the way in which people thinkof themselves in relation to the surroundingsocial environment27. He differentiates fouraspects of globalization related identity:

a. Development of a bicultural identityby most of the individuals (a part of theiridentity is rooted in their local culture, whileanother part originates in theacknowledgement of their relation with globalculture);

b. The possibility to increase theconfusion between identity among the young

people from non-western cultures (the change

of local culture, as an answer to globalization,


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identitii, respectiv ale modului n careoamenii gndesc despre ei nsui n relaie cumediul social nconjurtor12. El distinge patruaspecte ale identitii corelate globalizrii:

a.

dezvoltarea unei identiti biculturalede ctre cei mai muli indivizi (o parte aidentitii lor este nrdcinat n cultura lorlocal, n timp ce o altparte se origineazncontientizarea relaiei lor cu cultura global);

b. posibilitatea creterii confuziei deidentitate printre tinerii din culturilenonoccidentale (schimbarea culturii locale, carspuns la globalizare, face ca unii tineri snuse simtacas nici n cultura local, nici ncultura global);

c.

existena, la nivelul fiecrei societi,att a unor oameni care formeazculturi alesede ei nii, ct i a unor oameni ce gndesc lafel i care doresc saibo identitate neatinsde cultura globali valorile ei;

d. explorrile identitii n iubire imunc se ntind i cresc dincolo de aniiadolescenei (n mare de la 10 la 18 ani) ntr-o

perioad de postadolescen a maturitiiemergente(n mare de la 18 la 25 de ani)13.

Fenomenele de identitate bicultural,confuzie de identitate, cultur aleas de

subiectul nsui i maturitate emergent,aprute ca urmare a globalizrii ilustreaz aa cum constatAndrei Marga erodarea saucel puin alterarea identitilor tradiionale i acilor deja cunoscute de formare a identitii14.Formarea identitii n condiiile globalizrii

presupune caceasta se bazeazmai puin peroluri sociale prescrise i mai mult pe alegeriindividuale (pe decizii) pe care fiecare

persoan le face privind valorile pe care lembrieaz i cile pe care le urmeaz niubire i munc15.

Am expus supra, n detaliu, constrngerilen faa crora se afl legiuitorul azi,constrngeri izvorte din reminisceneleordinei leniniste, din imperativele globalizrii,din tensiunile naional internaional global,din problemele identitii, dar i din nevoiaimplacabil a participrii nvmntuluiromnesc la competiia mondial. Fiecare cu

plusurile i minusurile ei, orice constrngere

makes some young people not feel like homein local culture or in global culture);

c. Existence, at the level of every societyof people developing cultures chosen by

themselves, and people that think in the sameway and want to have an identity which is nottouched by global culture and its values;

d. Explorations of identity in love andwork extend and grow beyond the teenageyears (mostly from 10 to 18 years) is a periodof post-teenage of emerging maturity (mostlyfrom 18 to 25 years)28.

The phenomena of bicultural identity,confusion of identity, the culture chosen by the

subject itself and emerging maturity, occurred

as a result of globalization illustrate according to Andrei Marga the decrease or atleast alteration of traditional identities and thealready familiar ways of identitydevelopment29. Identity development in thecondition of globalization supposes that it is

based less on prescribed social roles and moreon individual choices (on decisions) thatevery person makes regarding the values itembraces and the ways it follows in love andwork30.

We presented above in detail theconstraints that todays lawmaker faces,resulting from the reminiscences of theLeninist order, from the imperatives ofglobalization, from the national international

global tensions, from the problems ofidentity, as well as from the implacable needfor the Romanian education participation inworldwide competition. Each of them has itsadvantages and disadvantages; any constraintsupposes a search for new solutions in order to

provide bi-compatibilization of the educationalsystem (with its own values and universalvalues).

These are solutions with various levels ofimperativeness, that can only be achieved bytransposing principles into regulations. Themixture of previous regulations taken overfrom the so called Code of education is a

bad and devastating legislative product for theRomanian education. The new education law

has to comply with elementary logical-


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valorilor, fr restricii precum vechimeinstituional, caracter public sau de interes

public al instituiilor, acumulri cantitativefr finalizare n competiii, etc. Singurul

criteriu n funcie de care se realizeazaccesuleste cel al performanelor pe intervaletemporale particularizate, spre a se eliminadiscriminrile la care sunt supuse universitilemici i relativ nou-nfiinate. n acest sens,

performana trebuie msurat / cadru didactici nu prin valori absolute, generalizate (deexemplu, o universitate cu peste 5000 cadredidactice nu trebuie apreciat din perspectivacercetrii tiinifice doar n funcie de numrularticolelor, publicaiilor / instituie, ci n

funcie de rezultatele obinute n cercetare dectre fiecare cadru didactic, spre a nudezavantaja universiti de dimensiuni mici, cu200-300 cadre didactice, unde producia ncercetare/instituie este inevitabil mai redus);

4. Introducerea unor criterii de evaluareinstituional prin care s se elimineinechitile i adncirea decalajelor generatede participarea inegalla distribuirea valorilor;aplicarea acestor criterii in grade egale deexigen pentru fiecare instituie/coal.

nfiinarea ARACIS (cu componenpartinicpentru funciile de conducere, ndeosebi) aperpetuat fenomenele de corupie, clientel,lipsa de obiectivitate. S-a constituit un grupclientelar trans-instituional, format dinreprezentanii unor universiti care au deinutmonopolul pe piaa educaional i careacioneaz pentru conservarea poziieiuniversitilor din care provin (serviciu contraserviciu), n detrimentul universitilor tinere,n proces de afirmare. Conflictele de interesesunt prezente att la nivelul ARACIS, ct i lanivelul competiiei din cercetare;

5. Curriculum modern, flexibil i aplicat.O asemenea cerinnu poate fi ndeplinitfrelaborarea unei strategii de dezvoltareeconomico-sociale a Romniei pe termenlung. Astfel, cererea pe piaa muncii rmnenecunoscut, oferta conduce la producia pestoc, concurena rmne n stadiul de mimare(din moment ce nu se poate stabili un feed-

back ntre curriculum i solicitrile pieei

appreciated from the point of view ofscientific research only depending on thenumber of articles, publications / institution,

but also according to the research results

achieved by every professor, in order not todisadvantage small universities with 200-300professors, where production inresearch/institution is inevitably lower);

4. Introducing institutional assessmentcriteria that would eliminate differences andcleavages generated by unequal participationin values distribution; application of thesecriteria equally for every institution/school.The incorporation of ARACIS (a partycomponent especially for management

functions) has perpetuated the corruption,clientele, lack of objectivity phenomena. Atrans-institutional clientele group wasestablished consisting of the representatives ofuniversities that held the monopole oneducation market and that act for the

preservation of the position of the universitiesthey come from (service for service), to thedisadvantage of young developinguniversities. Conflicts of interests are present

both at the level of ARACIS, and at the level

of research competition;5. Modern, flexible and applied

curriculum. Such a requirement cannot be metwithout the elaboration of a long-termeconomic-social development strategy forRomania. Therefore, the demand on the labourmarket remains unknown, the offer leads toon stock production, competition is at thelevel of miming (since a feedback betweencurriculum and labour market demands cannot

be established);6.

Incorruptible exams, worthy of trust,centred on competences. Organization anddevelopment of the baccalaureate exam at thelevel of universities;

7. New methodologies with accent oninteractive, dynamic methods, problematizingand testing in different contexts with thefinality in the development of cognitive, actionrelated and self-assessing skills;

8. A financing reform that would

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muncii);6. Examene incoruptibile, demne de

ncredere, centrate pe competene. Organizareai desfurarea examenului de Bacalaureat la

nivelul universitilor;7. Noi metodologii cu accent pemetodele interactive, dinamice, care

problematizeazi testeazn contexte diferitei care au ca finalitate dezvoltarea capacitilorcognitive, acionale i autoevaluative;

8. O reform a finanrii care sncurajeze competiia, dezvoltareainfrastructurii pentru cercetare, formareainiial i continu, dezvoltarea culturiiorganizaionale, calitatea. Finanarea /student

devine tot mai mult o form esenial adegradrii calitii (involuia calitativcontinu); este necesar introducereavoucerilor n nvmntul superior,concomitent cu finanarea subsidiar a unor

proiecte.Un voucer poate avea ca surs fie doar

finanarea de ctre stat, fie o finanarecompus (de ctre stat, de ctre autoriti icomuniti locale, de ctre ageni economici,de ctre universitate, de ctre student).

Structura finanrii este dependent i despecializarea urmat.

9. Regndirea practicii studeneticoncomitent cu orientarea educaiei ctre

practica social, cultural, economic.Introducerea unui modul obligatoriu de

practicn specialitate pe parcursul unui an destudiu (an destinat exclusiv practicii nspecialitate).

Totodat, se impune regndirea modululuipedagogic, absolvenii pregtii pentrunvmntul liceal i gimnazial, dovedindmari carene n pregtirea psiho-pedagogici metodicdup1990;

10. Dezvoltarea parteneriatelor n educaie,parteneriate care s conduc laresponsabilizarea tuturor actorilor implicai:universiti, licee, coli, ageni economici,autoriti publice, comuniti locale,departamentale i regionale etc. Asemenea

parteneriate vor stimula managementul

marketingului educaional, vor scoate

development, initial and continuous training,organizational culture development, quality.Financing/student becomes more and more anessential form for quality decreasing

(continuous qualitative involution); it isnecessary to introduce vouchers in highereducation along with subsidiary financing ofsome projects.

A voucher can have the state as its onlyfinancing source or a composite financing (bythe state, by authorities and local communities,

by economic agents, by the university, by thestudent).

The financing structure depends on thespecialization as well.

9.

Rethinking students policy along witheducation orientation towards social, cultural,economic practice. Introducing a newcompulsory module of practical work in thefield during a year of study (a year dedicatedexclusively to the specialized practical work).

At the same time, the pedagogic modulehas to be thought over, graduates have to be

prepared for secondary and middle educationproving many lacks in their psycho-pedagogictraining after 1990;

10.

Developing education partnershipsthat would result in the responsibilization ofall the actors involved: universities, highschools, schools, economic agents, publicauthorities, local, department and regionalcommunities, etc. such partnerships willstimulate the management of educationalmarketing, will remove school /universityfrom the accepted (or imposed) self-isolationand will consolidate the status of the teaching

person, including the prestige of education.

Conclusion. I have developed the conceptof educational order in knowledge society onten essential directions. It is easily understoodthat each of these directions havedevelopments from other objective, principles,strategic directions.

I have launched the concept of educationalorder in knowledge society on the 1st ofOctober 2010, at the opening of the new

academic year at Constantin Brncui


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coala/universitatea din autoizolarea acceptat(sau impus) i vor ntri statutul omului de lacatedr, inclusiv prestigiul educaiei.

University from Trgu-Jiu, with the mentionthat I will make the necessary clarifications. Iam doing this now and here, saying inconclusion that Romania (and consequently

education) is facing a major crisis ofcharacters, a major moral crisis which coversthe systems of economic and political crises.It would not be moral to keep the silence overthe great problem that todays education isfacing. I am doing it, saying in conclusion:who has eyes to see, who has ears to hear!Before it is too late.

Note1

Samuel Huntington, Ciocnirea civilizaiilori refacerea ordinii mondiale, Antet, Bucureti, 1998, p.77.2Vladimir Tismneanu, Marc Morj Howard, Rudra Sil (editori), Ordinea mondialdupleninism, Curtea Veche, Bucureti,2009, p.29.3Ken Jowit, The New World Disorder, p.285.4Ibidem, p. 297.5Czeslaw Strzeszewski,Najbardziej potrzebne czynniki etyczno spoleczne na ziemiach zachodnich, n Jan Krucina, kosciol naZiemiach Zachodnich, Wydawnictwo Wrodaw skiej ksiegarni Archidiecezjalnej,Wroclaw, 1971, p. 90.6V. Tismneanu, op. cit.p. 33.7Andrei Marga,Religia n era globalizrii, Editura EFES, Cluj-Napoca, 2003, p.13.8Ibidem, pp.15-16.9Ibidem, p.21.10Idem.11Idem, p.25.12

Jeffrey Jensen Arnett, The Psychology of Globalization, n American Psychologist, nr. 10/2002, p. 778.13Ibidem.14Andrei Marga, op. cit.p. 26.15J.J.Arnett, op.cit.p.783.16Samuel Huntington, Civilisations strike and world order restoration, Antet, Bucharest, 1998, p.7717Vladimir Tismneanu, Marc Morj Howard, Rudra Sil (editors), World order after Leninism, Curtea Veche, Bucharest, 2009,

p.2918Ken Jowit, The New World Disorder, p.28519Ibidem, p. 29720Czeslaw Strzeszewski,Najbardziej potrzebne czynniki etyczno spoleczne na ziemiach zachodnich, n Jan Krucina, kosciolna Ziemiach Zachodnich, Wydawnictwo Wrodaw skiej ksiegarni Archidiecezjalnej, Wroclaw, 1971, p. 9021V. Tismneanu, op. cit.p. 3322Andrei Marga,Religion during the globalization age, EFES Press, Cluj-Napoca, 2003, p.1323

Ibidem, pp.15-1624Ibidem, p.2125Idem26Idem, p.2527Jeffrey Jensen Arnett, The Psychology of Globalization, n American Psychologist, nr. 10/2002, p. 77828Ibidem29Andrei Marga, op. cit.p. 2630J.J.Arnett, op.cit.p.783

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