Bio: Heliana Munteanu is an academic researcher. The author has contributed to research in topic(s): Value (ethics) & Sign (semiotics). The author has an hindex of 1, co-authored 2 publication(s) receiving 5 citation(s).
Abstract: The human faith of each man, related to the complex of individual tendencies and aspirations, generated by the intimacy with God's word, and social, cultural and political realities, can define the entirety of the condition of the human being The polyvalent patrimony of the psychological structure through interaction with external factors, but not outside a Supreme paradigm, determines the human being's condition in terms of personal development and positive dialogue with The Supreme Being, with the others and with the environment In the curricular area Man and society, religion classifies and structures the educational contents in terms of value and morality, which are Christian for the Romanian The moral-religious education has profound educational connotations, because knowing your own values represents a kind of cultural guarantee, a sign of civism and culturality Therefore, the reconsideration of the goals of moral-religious education finalities reflects the educational ideal in relation to the area of its real possibilities of substantiation, meaning the transition from a narrow and subjective vision to a wide one, with an extensive opening, and objective This type of education determines the conviction that the spiritual world, as a whole, is a reality above the common perception by the senses, and provides the resources needed to rise over one's immediate fact filled with non-value (through the capacity to vibrate at supra-sensual) The levels of existence revealed by moral-religious education lead, through successive semantic restorations, to a lucid exploration or to the transformation of the real world, so that the moral-religious education is conceived as a process meant to develop the pupils’ native capabilities and to help them acquire a set of authentic values
Abstract: Aesthetic education is certainly an important premise in creating a mature personality. The concept of education reflects the commitment of the child in a continuous process of formation-development designed and built according to certain finalities and education can represent, simultaneously, a process and also a product. The organization of educational practice can be realized progressively, according to the synthesis of the elements that constitutes the meaning of educational principles, accompanied by a series of nuances of the system of values. The entire normative system can emphasize certain elements from the normative area that receive meanings from de system of spiritual values, claimed by a certain educational paradigm. The judgment and aesthetic value represent the potential explored of the process of interiorization of the subject's institutions. The purpose of this study is to promote a conception of knowledge, based on subjectivity that defines the concrete value of an aesthetic education. The justifying approach of educational values represents a necessity of the joy to accept and use groups of values such as: understanding, faith/doubt, criticism, evaluation etc.
24 May 2021
Abstract: The covid-19 pandemic period has not yet passed. Learning activities are carried out online or through distance learning. Distance learning requires teachers to assign tasks to children to keep learning from home every day. This research aims to see how assignment approaches affect the development of religious and moral values in early childhood in IT ADAR PAUD institutions during the Covid-19 pandemic. This study examines the significance test between the independent variables of the assignment system and the dependent variable of early childhood religious and moral values using quantitative correlation research of product-moment through the t-test. The significance value of 0.753 is greater than 0.05, as shown by the t-test. As a result, it can be inferred that the assignment process has an effect on facets of religious and moral values formation in early childhood during the Covid-19 pandemic period. It is expected that educators in the pandemic period will continue to use the assignment method to ensure that facets of children's religious and moral beliefs evolve with time.
Abstract: The relevance of the paper is associated with a poor theoretical framework and insufficient elaboration of many methodological and procedural questions of the freedom of conscience and religion under the contemporary conditions of Russia. With regard to this, the paper presents a number of general and particular problems of theory, legislation and practice of enforcement thereof pertaining to the criminal liability for crimes against the freedom of conscience, religion and interfaith consent. In Russia which is a multi-religious and multi-national country just like in the entire world, the current situation in freedom of conscience and freedom of religion is characterized as a crisis one, needing a way out as the right for the freedom of conscience and freedom of religion is one of the basic human and civil rights, the enforcement of which playing the pivotal part in the question of human rights as a whole. Disregarding the said right turns such notions as the “state of law” and “civic society” fictitious. The paper views questions associated with the freedom of conscience and religion as an object of criminal law protection: the problems of theory, legislation and law enforcement practice. The aspects of deliberately provocative actions against not only the religious feelings of believers but also the moral principles of the society as a whole have been revealed and analyzed in the work. The materials of the paper are of practical value for specialists in criminal law, social work, for higher education institution students, as well as to everyone interested in the problems of youth.
Abstract: This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.
30 Dec 2018
Abstract: A Primary educator is that parents have an obligation to educate their children to know God. God through Moses ordered the parents of the Israelites to love God with all their heart and not only be limited to that but then also taught their children about God. The method delivered by Moses, which must be done by parents is to teach repeatedly, talk at all times, tie it to the hands and forehead and write on the door and the gate. From these four methods it can be concluded that Moses commanded the Israelites to love God by the method of teaching repeatedly, talking at all times, binding to their hands and forehead and writing on the door of the house and gate, then every Israelite looked at God in sacredness and studied God in the context of life with, so that the teachings of God are one with the child and are realized in every life. Abstrak: Pendidik yang utama adalah para orang tua yang memiliki kewajiban untuk mendidik anak-anak mereka untuk mengenal Allah. Allah melalui Musa memerintahkan agar para orang tua di Israel untuk mengasihi Allah dengan segenap hati dan tidak hanya terbatas pada hal tersebut, melainkan juga mengajarkan anak-anak mereka tentang Allah. Metode yang diajarkan oleh Musa agar para orang tua mengajarkan hal tersebut kepada anak-anak secara berulang-ulang, membicarakannya dalam segala waktu, mengikatnya di tangan dan dahi mereka serta menuliskannya pada pintu rumah dan pintu gerbang. Dari empat metode ini dapat disimpulkan bahwa Musa memberikan perintah orang-orang Israel untuk mengasihi Allah dengan cara mengajarkannya secara berulang-ulang, membicarakannya di segala waktu, mengikatnya pada tangan dan dahi, serta menulikannya pada pintu dan gerbang, maka setiap anak-anak Israel akan memandang Allah dengan kekudusan dan belajar tentang Allah melalui kehidupan, sehingga pengajaran tentang Allah dinyatakan dalam setiap kehidupan.
Abstract: The purpose of this study was to determine changes in 6–8-year-old children’s concepts of good and evil, indicating some shifts in their religious and spiritual development due to closing schools during the COVID-19 pandemic. In Slovakia, religious education (RE) was one of the most neglected school subjects during the pandemic. Almost 300 children were asked to project their associations with good and evil either visually or verbally. This procedure was used several times before 2017 and after the first and second pandemic waves. The content of the children’s associations from all three periods was analyzed, categorized, quantitatively summarized, and compared. The numbers of children’s associations of good and evil with supernatural beings, religious rituals, and personal faith during the pandemic were reduced several times in comparison with 2017. The numbers of associations of good and evil with interpersonal relationships, inner human qualities and nature increased. The virus appeared as a concept of evil only in the second wave of the pandemic. The results point to a weakened intensity of children’s use of religious language and their religious development in the period 2020–2021, which might be one of the consequences of the limited teaching of RE during the pandemic.