On a hot summer day in August 2006, Lamao Cering crouched in a windy field in west China＇s Qinghai Province murmuring to herself. ＂I want to go to school,＂ she chanted quietly over and over in an almost mantra-like...On a hot summer day in August 2006, Lamao Cering crouched in a windy field in west China＇s Qinghai Province murmuring to herself. ＂I want to go to school,＂ she chanted quietly over and over in an almost mantra-like trance, oblivious to her father＇s call to come back and tend the sheep.展开更多
Starting from the Romanian education system,where competencies acquired during formal education—for example,in case of faculty specializations—are presented within diploma supplement,the article presents the need fo...Starting from the Romanian education system,where competencies acquired during formal education—for example,in case of faculty specializations—are presented within diploma supplement,the article presents the need for harmonization of the competences at European level through the EQF and also globally,by harmonizing national qualifications frameworks with those of non-EU countries such as New Zealand or Australia.This article aims to show that behind these existing skills described in diploma supplement,are intelligences that need to be developed in the education system,as intellectual-rational intelligence,emotional intelligence and especially quantum or spiritual intelligence—as it is known in the United States.The article presents a SWOT analysis of the need and urgency of immediate application of skills and competencies in Romania,EU,and non-EU countries.展开更多
Jean Piaget, one of the most influential theorists in developmental psychology, assumed that formal thought, characterized by the development of an individual’s logical capacities, was the last stage of adult thinkin...Jean Piaget, one of the most influential theorists in developmental psychology, assumed that formal thought, characterized by the development of an individual’s logical capacities, was the last stage of adult thinking. In this article, we review how the brain evolved, describing its main structures, and examining each cerebral hemisphere’s specific functions. Evidence is also provided for the production of new neurons and new connections between them, forcing a revision of old theories about the decline of intellectual functions in the elderly. We then consider Jones’ theories X and Y, and the different definitions of intelligence (fluid vs. crystallized, and qualitative vs. quantitative), and how these perspectives have influenced the way we see intelligence. Evidence supporting the addition of another stage, named post-formal thought, is examined in the context of gerontagogy. Dialectical thought characterizes this stage, and developing wisdom is its main goal. We examine the two basic principles of dialectical thought, namely the principle of contradiction and the principle of relativity of everything. It is suggested that the learning of wisdom should be the focus of future university programs to educate the elderly.展开更多
文摘On a hot summer day in August 2006, Lamao Cering crouched in a windy field in west China＇s Qinghai Province murmuring to herself. ＂I want to go to school,＂ she chanted quietly over and over in an almost mantra-like trance, oblivious to her father＇s call to come back and tend the sheep.
文摘Starting from the Romanian education system,where competencies acquired during formal education—for example,in case of faculty specializations—are presented within diploma supplement,the article presents the need for harmonization of the competences at European level through the EQF and also globally,by harmonizing national qualifications frameworks with those of non-EU countries such as New Zealand or Australia.This article aims to show that behind these existing skills described in diploma supplement,are intelligences that need to be developed in the education system,as intellectual-rational intelligence,emotional intelligence and especially quantum or spiritual intelligence—as it is known in the United States.The article presents a SWOT analysis of the need and urgency of immediate application of skills and competencies in Romania,EU,and non-EU countries.
文摘Jean Piaget, one of the most influential theorists in developmental psychology, assumed that formal thought, characterized by the development of an individual’s logical capacities, was the last stage of adult thinking. In this article, we review how the brain evolved, describing its main structures, and examining each cerebral hemisphere’s specific functions. Evidence is also provided for the production of new neurons and new connections between them, forcing a revision of old theories about the decline of intellectual functions in the elderly. We then consider Jones’ theories X and Y, and the different definitions of intelligence (fluid vs. crystallized, and qualitative vs. quantitative), and how these perspectives have influenced the way we see intelligence. Evidence supporting the addition of another stage, named post-formal thought, is examined in the context of gerontagogy. Dialectical thought characterizes this stage, and developing wisdom is its main goal. We examine the two basic principles of dialectical thought, namely the principle of contradiction and the principle of relativity of everything. It is suggested that the learning of wisdom should be the focus of future university programs to educate the elderly.
