International Journal of Social and Educational Innovation

5

Authors: Elena BUJOREAN

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.

6

Authors: Aura Hapenciuc

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.

10

Authors: Marianna Marusynets;Zoriana Vakolia;Inna Perepeliuk

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.

8

Authors: Galyna Fesun;Tetyana Fedirchyk;Maria Oliynyk

The author analyzes the image of leader as a symbolic product of political and social communications.Study of the image requires examination of individual in the system of social and political relations, where many dependencies exist between participants in the struggle for power, groups and institutions.

10

Authors: Florent Rrahmani

The constitutional changes of 1989 in Kosovo, in addition to physical, political and psychological pressure, exerted social pressure through job dismissals. Job dismissals became a “normal” process, becoming a common way of exercising social pressure. In all these impossibilities in front of which a whole society is placed, self-organization or opposition through self-acting is expressed. In this course, the collapsed life on every sphere, and precisely this collapse burdened even more the daily life of these citizens, imposing reflection on these inabilities.While the repressive state was exclusive, degrading, and denigrating for a category of the society, precisely this category got self-integrated through resistance, which can not be called otherwise but self-organization.In this flow, many subsequent developments came to the fore, such as the comprehensive mobilization of the society, so that individual tasks became selfvoluntary collective duties and obligations. To this society, faced with such a situation, Solidarity was undoubtedly imposed in every area of life, having the course from similarities, and “solidarity that comes from similarities is at its maximum when the collective conscience completely wraps up all our conscience and complies with it on all points” (Durkheim, 2004).

12

Authors: Ionel Vovciuc

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.