Acta et Commentationes Sciences of Education

21-29

Authors: Vasile PANICO

The study is dedicated to the analysis and development of the concept of education-self-education. The paper examines the components, structure, and functions of self-education as a permanent pedagogical process of self-training-self-development. Education-self-education as a social-human activity consists of a complex system of components/elements that are constantly related.The fundamental function of education-self-education consists in the formation-self-formation and development-self-development of the personality and the society under all its constitutive aspects of formal and informal order. Within self-education, both the personality and the society in all its structural aspects are transformed/concretized into self-educators. Self-education is a process-oriented to self-formation of consciousness and behaviour in self-educator/self-educators. As self-educators are the personality, formal and informal groups, territorial and national communities, social organizations.

42-47

Authors: Teodora VASCAN

Computational thinking will influence everyone in every field of activity. This vision represents a new educational challenge for our society, especially for our children. When we "think computationally", we must pay attention to the three factors: science, technology and society. The acceleration of technological progress and the requirements of society at the current stage forces us to review the most basic scientific questions related to computational thinking. Nowadays, school systems emphasize the relevance of "computational thinking" and educational robotics not only in STEM education (science, technology, engineering and mathematics), but also in other humanities as strengthening students' creativity and ability to solve problems. This article presents a synthesis of computational thinking with examples of its development in primary school through educational robotics.

55-62

Authors: Efthalia TSENGELIDOU

GreeceAbstract.The article addresses the notion of school dropout, highlighting its causalityand the main scientific theories of school dropout from a pedagogical perspective. It also analyzes social policies for the prevention and control of school dropout.

69-75

Authors: Anca-Mihaela NASTASĂ

The project manageris the "key to success" in any social activity, in general, in the area of research and educational development, in particular. He is the one able to lead the pre-university school institution / organization by making the best use of the psychological andsocial resources of all its members. Under his leadership, these members, who have the quality of actors of education, become efficient by the fact that “they do not work for each other, but with each other. The project manager cultivates a sense of self-confidence in the team he leads to achieve common goals and objectives. This feeling transmitted to the team and its groups reflects the qualities of the project manager, defined in terms of leadership, at the level of a superior product expressed in termsof a formula that assembles and synthesizes: commitment x character x competence x consistency x cohesion (leader and team conducted efficiently).

83-89

Authors: Ludmila COTOS

The Covid-19 health crisis has highlighted the vulnerability of organizations to large-scale disruptive events. This crisis has not exempted any school, regardless of size or level. This is why organizational resilience appears today, more than ever, as a capacity that any educational organization must seek to develop. The key question is no longer whether organizations need organizational resilience, but rather how they can develop it. The contributions of organizational resilience lie in the organization's ability to implement individual and collective tools that will allow managers and teachers to go through interruptions, to recover and thus avoid the damage caused by stress, demotivation and deterioration of quality of life at work.

95-104

Authors: Lilia LUCHIANENCO

The complete development of the child's personality is difficult when certain barriers are present. In these cases, the primary role in the early detection of these difficulties resume to psychoneurological tests. The obtained results dictate the method and principles necessary for the elaboration of an individual program of development, neuropsychological rehabilitation for each child. At the end of the development / rehabilitation program, children will maintain the ability toanalyze, to easily orient themselves in the environment, to express their thoughts clearly, they will be able to defend their opinions and they will easily establish social contacts.

116-120

Authors: Adriana ISTRATE-ȘTEFĂNESCU

The methodical activity is one of the most important pedagogical activities, organized, planned and implemented in the school, integrated in the educational management. Starting from the reference sphere that includes the pedagogical activities of school managers (school inspectors, principals, leaders of methodical commissions, specialized teachers, teachers-leaders, teachers-researchers, etc.) involved in the evaluation, guidance and continuous improvement of the educational process we present the curricular and managerial vision of the methodical activity as a strategic tool for quality approach involved in fulfilling the functions of evaluation and guidance / methodical coordination of education / training activities and their regulation-self-regulation (through methodical research and pedagogical improvement).The methodical activity in pre-university education institutions can be approached in a narrow sense, with reference to the actions of improvement of the didactic process, of teaching-learning-evaluation, but also in a broad sense, with reference to all pedagogical activities of school managers, especially teachers, who fulfill a multitude of roles: teaching / training, in general; cultural animation, psycho-pedagogical and social counseling, coordination of the class teaching staff; partnership with family and local community, mentoring, etc. -assumed in a formal and non-formal context.

126-135

Authors: Tatiana CIORBA-LAȘCU

L'article présente la spécificité de l'approche discursive du texte littéraire afin de développer la compétence de communication en anglais. Cette approche est nouvelle dans le processus de travail avec le texte littéraire, qui considère le texte comme un discours mettant l'accent sur les relations établies entre auteur et lecteur, les conditions de production du texte, les fonctions d'adaptation à la situationde communication. Le texte est vu comme une activité sociale. Pour cette raison, l'auteur met en œuvre à la fois des dispositifs textuels et extratextuels tels que sociaux et culturels. Ainsi, l'approche discursive du texte littéraire met l'accent sur l'expression «au-delà du texte».