cultural diversity in art and education developing
TRANSCRIPT
International Scientific Conference
The VIII-th Edition
CULTURAL DIVERSITY IN ART AND EDUCATION – developing intercultural skills
Workshop: cultural diversity in photography
ROMANIAN ACADEMY – Branch of Iaşi
“Gh. Zane” Institute of Economic and Social Research
Cultural diversity in art and education – 2017
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P R O G R A M M E
930 - 1000 - Registration - AULA of Romanian Academy, Iași Branch.
Bdul Carol I, nr. 8, Iași.
1000 - 1130 - Official opening, AULA of Romanian Academy, Iași Branch.
1130 - 1200 - Musical recital - Duo Dolcissime:
Cristina Simionescu-soprana și Brîndușa Tudor - pian.
1200 - 1230 - Coffee break
1300 -1430 - Paper presentation. Part I:
Section I: AULA of Romanian Academy, Iași Branch.
and
Section II: The Small Hall of the Academy, Iași Branch.
1430 - 1500 - Launch break
1500 - 1700 - Paper presentation. Part II:
Section I: AULA of Romanian Academy, Iași Branch.
and
Section II: Workshop, The Small Hall of the Academy, Iași
Branch.
Workshop: Library Hall.
1900 - 1930 - Official closure.
Cultural diversity in art and education – 2017
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ORGANIZER:
ROMANIAN ACADEMY – Branch of Iaşi
“Gh. Zane” Institute of Economic and Social Research
CO-ORGANIZERS:
"Al. I. Cuza" University of Iasi, Romania: Teacher Training
Department.
„Alecu Russo” Bălți State University, Republic of Moldova, Faculty
of Education Sciences, Psychology and Arts.
State University "Ion Creangă", Chisinau, Rep. Moldova.
“George Enescu” National University of Arts from Iaşi, Teacher
Training Department.
”George Enescu” National University of Arts, Iaşi, Romania, Faculty
of Visual Arts.
"G. Bariţiu" History Institute, Romanian Academy, Cluj-Napoca
Branch.
13th Elementary School of Ilion, Athens, Greece.
”Elena Cuza” Gymnasium School Nr. 9 of IAȘI.
Cultural diversity in art and education – 2017
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C O N S I D E R A T I O N S
The conference topics reflects a global social need: diversity in the current era,
represents a fundamental aspect of all societies and aims, also the differences between
people as individuals, and those of various groups. The existence of multiple identities,
values, traditions, customs and different ways of relating between individuals or groups,
necessarily require addressing education and society from an intercultural
perspective. This represents a new challenge and a condition for social cohesion that is
based on cultivating the mutual respect and understanding between individuals and
between groups. Engaging in intercultural interactions is inevitable, and more, can
provide both a knowledge and cultural enrichment. Without mutual understanding,
differences may generate conflicts which, if not resolved in a peaceful way, may
degenerate into human rights violations.
Defining the specific elements of intercultural education. It is proposed a
psychological and pedagogical approach of the cultural differences, strategy whereby are
taken into account the spiritual diversities of others (the difference of gender, social or
economic difference etc.), avoiding as far as possible, the risks arising from unequal
exchange between cultures or, worse, the trends to hierarchy of cultures.
Art is part of the cultural background of a society. It will explore how art can
contribute either to eliminate conflicts arising from diversity or, conversely, can incite
them. Education in general and especially arts education, provide effective means of
addressing cultural diversities, helping to shape the personality of young people in the
sense of "acceptance and participation", "cohabitation learning - learning to live
together", avoiding "stereotypes and prejudices". We will highlight the crucial role of
education in proposing solutions for the promotion of democracy and interculturalism
– multiculturalism values.
We will highlight the link that exists between works of art, their creators and
the cultural context that generate them. Through his works, the artist expresses not only
his personal anxieties or emotional ardent feelings but also, reflects a conscious level of
the social group, being himself adapted to human values, characteristic of the era and
society to which he belongs.
Cultural diversity in art and education – 2017
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EXECUTIVE BOARD
Marinela Rusu, Main Researcher, grd. II, PhD. Romanian Academy, Iasi
Branch, Institute "Gh. Zane".
Marilena Doncean, Main Researcher, grd. III, PhD. Romanian Academy, Iasi
Branch, Institute "Gh. Zane".
Adrian Liviu Măgurianu, Main Researcher, grd. III, PhD. Romanian Academy,
Iasi Branch, Institute "Gh. Zane".
Codrin Dinu Vasiliu, Main Researcher, grd. III, PhD. Romanian Academy, Iasi
Branch, Institute "Gh. Zane".
Eugenia Maria Pasca, Professor PhD., “George Enescu” National University of
Arts, Iaşi, Romania.
Valentina Pritcan, Professor, PhD „Alecu Russo” Bălți State University,
Republic of Moldova.
Magdalena Lazăr, secretary, Romanian Academy, Iasi Branch, Institute "Gh.
Zane".
PROGRAMM COMMITTEE:
Teodor Dima, PhD Professor, Member of Romanian Academy; Director -"Gh. Zane"
Institute of Economic and Social Research, Iași.
Constantin Cucoș, PhD Professor, Director - Teacher Training Department, "Al. I.
Cuza" University of Iasi, Romania
Carmen Mihaela Crețu, PhD Professor, Faculty of Psychology and Educational
Sciences, "Al. I. Cuza" University of Iasi, Romania.
Petru Bejan, PhD Professor, Dean, Faculty of Philosophy and Political Sciences, "Al. I.
Cuza" University, Iași.
Anna Giannopoulos, Psychiatrist, Luzerner Psychiatric Clinic, Luzern, Schweiz
(Elvetia).
Larisa Sadovei, PhD Professor, Dean, State Univ. of Pedagogy ”Ion Creangă”,
Chisinau, Rep. Moldova.
Marinela Rusu, Researcher, grd. II, PhD. Romanian Academy, Iasi Branch, Institute
"Gh. Zane".
Cultural diversity in art and education – 2017
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SCIENTIFIC COMMITTEE:
Teodor Dima, PhD Professor, Member of Romanian Academy; Director -"Gh. Zane"
Institute of Economic and Social Research, Iași.
Constantin Cucoș, PhD Professor, Director - Teacher Training Department, "Al. I.
Cuza" University of Iasi, Romania
Maria Urmă, PhD Professor, arhitect, Dean of Faculty of Visual Arts, “George Enescu”
National University of Arts from Iaşi.
Emilian Dobrescu, Prof., secretar stiintific al sectiei de stiinte economice, juridice si
sociologie, Academia Română.
Carmen Mihaela Crețu, PhD Professor, Faculty of Psychology and Educational
Sciences, "Al. I. Cuza" University of Iasi, Romania.
Bogdan Constantin Neculau, lecturer, Faculty of Psychology and Educational
Sciences, "Al. I. Cuza" University of Iasi, Romania.
Eugenia Maria Paşca, PhD Professor, Teacher Training Department, “George Enescu”
National University of Arts from Iaşi.
Ionuț Isac, PhD, Main researcer I, "G. Bariţiu" History Institute, Romanian Academy,
Cluj-Napoca Branch.
Valentina Pritcan, Associate Professor, PhD „Alecu Russo” Bălți State University,
Republic of Moldova.
Monica Albu, PhD, Main researcer I, "G. Bariţiu" History Institute, Romanian
Academy, Cluj-Napoca Branch.
Petru Bejan, prof. univ. dr., șeful Departamentului de Filozofie, Univ. ”Al. I. Cuza”,
Iași, Facultatea de Filozofie și Științe Politice.
Tatiana Comendant, Associate Professor, PhD, Academy of Music, Theatre and Fine
Arts, Faculty of Art Voice, Chisinau, Moldova.
Lena-MarieLun, PhD, Main researcher, Accademia Europea di Bolzano (EURAC),
Italy.
Carmen Palhau Martins, researcher, Bournemouth University, Great Britain.
Christian Maurer, Prof. PhD., IMC Fachhochschule Krems, Austria.
Tamara Mitrofanenko, dr., Univ. für Bodenkultur Wien (BOKU), Austria.
Gabriela Benescu, conf. PhD., visual artist, “G. Enescu” Nat. University of Arts from
Iaşi of Romania.
Liliana Stan, Prof. PhD, Faculty of Psychology and Educational Sciences, "Al. I. Cuza
"University of Iasi, Romania.
Georgiana Corcaci, Associate Professor PhD. Faculty of Psychology, University
"Petre Andrei" University of Iasi, Romania.
Marinela Rusu, PhD, Main researcher, grd. II, Romanian Academy, Iasi Branch,
Institute "Gh. Zane".
Anna Giannopoulos, psychiatrist, Luzerner Psychiatric Clinic, Luzern, Schweiz
(Elvetia).
Cultural diversity in art and education – 2017
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Olimpiada Arbuz-Spatari, Associate Professor, PhD., Pedagogical State University
"Ion Creangă", Chisinau, Rep. Moldova.
Ioana-Iulia Olaru, PhD. lecturer, visual artist, the Faculty of Visual Arts and Design,
”George Enescu” National University of Arts, Iași, Romania.
Codrin Dinu Vasiliu, PhD, Main Researcher, grd. III,. Romanian Academy, Iasi Branch,
Institute "Gh. Zane".
Emilia Moraru, PhD Professor, Academy of Music, Theatre and Fine Arts, Faculty of
Art Voice, Chisinau, Moldova.
Larisa Sadovei, PhD Professor, Dean, State Univ. of Pedagogy ”Ion Creangă”,
Chisinau, Rep. Moldova.
OFFICIAL OPENING
1000 - 1130 - AULA of Romanian Academy, Iași Branch. Chairperson: PhD. Marinela Rusu
Teodor Dima, Opening speech
Constantin Cucoș, Aesthetic education and intercultural education - Possible
interference and continuity.
Carmen Mihaela Crețu & Tina Vrabie, The influence of cultural differences
on the identification and training of talented students.
Anna Giannopoulos, Art therapy – a means of approaching affective disorders.
Petru Bejan, Artă și ideologie.
Sadovei Larisa & Sadovei Nicolae, state of education in the republic of moldova
from the perspective of declared ethnicity.
Marinela Rusu, Art and education from the perspective of cultural diversity.
1130 - 1200 - Musical recital: Duo Dolcissime
1200 - 1230 - Coffee break
Recital cameral vocal – instrumental DUO DOLCISSIME Conf. univ. dr. CRISTINA SIMIONESCU - soprană
Lect. univ. dr. BRÎNDUŞA TUDOR - pian
1. Felicia Donceanu - Paşii
2. Claude Debussy - Nuit d'Étoiles
3. Piotr Ilici Ceaikovski - Nu voi spune niciodată numele celui pe care-l iubesc
4. Nicolae Bretan - Ce te legeni, codrului?
5. Wolfgang Amadeus Mozart - "Nunta lui Figaro" - Arie Susanna
6. Gicomo Puccini - "Gianni Schicchi" - Arie Lauretta
Prezentare Prof. univ. dr. EUGENIA MARIA PAŞCA
Cultural diversity in art and education – 2017
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1230 -1400 - PAPER PRESENTATION – PART I
SECTION I
AULA of Romanian Academy, Iași Branch.
Chairpersons:
PhD Marinela Rusu
PhD Carmen Mihaela Crețu
Ionuț Isac, The methaphysics of art viewed by Mircea Florian - suggestions for the
intercultural education.
Georgiana Corcaci, Psychological approach to the phenomenon mobbing.
Bogdan Constantin Neculau, Exigencies of the development of intercultural
communication skills in the context of contemporary multiculturalism.
Margarita Bakracheva, Promoting intercultural competence through phototherapy
techniques and creative events.
Norina Forna, Cultural interference in dentistry under art and education.
Eugenia Maria Paşca, Romanian musical and religious practice between the 16th and
20th centuries.
Gabriela Benescu, The artistic dimension - education and spiritual elevation.
Veronica Gaspar, Apparent and latent in intra and intercultural transmission of the
musical experience.
Andrei – Lucian Marian, An approach to the skills necessary for effective intercultural
interaction.
Luciana Frumos, Intercultural issues in inclusive education.
Florin-Vasile Frumos, Implicit culture beliefs, cultural intelligence and intercultural
competence as key elements of intercultural education.
Mariana Mantu, The Western - a Symbolical Image of the American Culture.
Doina Mihaela Popa, Classic vs modern in communicational patterns.
Ioana-Iulia Olaru, Features of the pottery of the complex with fluted ceramics in early
Hallstatt on the territory of Romania.
Samer Hazbun, Doctor-patient communication: A review of the literature.
Suzanna Patras, Photography: visual poetry.
Eugenia Zaițev, Kant’s aesthetics in the intercultural sphere.
George Ceaușu, The learning of language from the perspective of logical-linguistic
universals: an intercultural approach.
Marilena Doncean & Gheorghe Doncean, Incursions in color history.
Eugenia Bogatu, The connection between mental patterns and communication behavior.
Eudochia Saharneanu, Iluminist project in postmodern epoch.
Teodora Maidanuc Chirilă, Managing culturally diverse teams.
Ioana Petcu, Shakespeare experiment: work’s vitality and its various intercultural
dialogues.
Cultural diversity in art and education – 2017
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SECTION II:
The Small Hall of the Academy, Iași Branch.
Chairpersons: PhD Liliana Stan
PhD Adrian Liviu Măgurianu
Olimpiada Arbuz-Spatari, Developing and promoting educational technology in the
context of learning culture.
Olimpiada Arbuz-Spatari & Roșca - Ceban Daniela, Developing the creative
imagination of students in the artistic profile institutions.
Liliana Stan, Altruism and tolerance – moral benchmarks of interculturality.
Adrian Liviu Măgurianu, Innovation in social services and education.
Simac Ana, Stratulat Teodor, The role of emotional competencies in the creation of
fine art.
Emilia Moraru, Choral music from Bessarabia (the end of xixth century – the first half
of tne xxth century).
Gînju Stela, Gînju Gheorghe, Postovan Galina, Promotion of the ecological culture
using moldovan traditions and customs.
Vlasie Elena Manuela, Methods and techniques for developing the ability to accept
differences in middle school students during counseling and guidance hours.
Tatiana Bularga, The innovative praxeology: suggestions for implementing in artistic
education.
Viorica Crişciuc, Training of musical and interdisciplinary competences specific to the
field of artistic education.
Buga Oleg, Onuțu Elena-Simfonia, Opinions regarding a novel discipline. Business
psychology in the education process of students.
Buga Oleg, Păvăluc Sabina-Elena, Particularities of motivation for students to learn:
pedagogical perspective.
Suslenco Alina, Human potential of young specialists - a route towards the
sustainability of an economy.
Ludmila Bejenaru & Irina Kunina, Multiculturalism as a way of life in Azerbaijan.
Adriana Manolică & Livandovschi Roman, Cultural tourism and culture – developing
factor of the society.
Țărnă Dina, Religion and intercultural dialogue.
Țaga-Radu Consuela, Wilhelm Georg Berger – the most prolific composer of the
German community from Romania.
Viorica Popa, Genetic / typical / origin contexts of paremiological language in cultural
diversity.
Cultural diversity in art and education – 2017
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1400 - 1500 - Launch break
1500 - 1700 - PAPER PRESENTATION – PART II
SECTION I
AULA of Romanian Academy, Iași Branch
Chairperson: PhD. Marilena Doncean
Gașpar Veronica, Apparent and latent in intra and intercultural transmission of
the musical experience.
Chelariu Adelina, Vrabie Tina, Neculau Andreea, The identification of
children with high aptitudinal potential which come from different cultural
backgrounds.
Diana-Elena Vizitiu, Contextual determinations and abusive interpretations in
Salvador Dalí's work.
Elena Ichim, Intercuturality in education: from diversity to genuine action.
Alina Ilinca, Liviu Marius Bejenaru, From acculturation to multiculturalism
and cultural conflict.
Bocșa Ovidiu and Bocsa Mioara, The Management of Diversity.
Anca Iorga, Arts education at school in Europe.
Lavinia Maria Pruteanu, The Holocaust - from tragic to comic.
Marinela Rusu, Multicultural co-existence in a globalized world.
Cristina Simionescu, The feminine personage of the Italian opera in the
European cultural context of the 19th century. Stylistical - interpretative analysis
of the role of Elvira from opera I Puritani of Vincenzo Bellini.
Lucia Diaconu, Technical and interpretative reporting in the Wolfgang Amadeus
Mozart camera music (Trio, Cvartet and Entertainment).
Doina Ursache Dimitriu, The italian opera in the European cultural context of
the 19th century. Historical and statistical disease in the Italian lyric-drama gene
to Gioacchino Rossini, Giuseppe Verdi and Giacomo Puccini.
Luminita Ciobanu, Contribution in musical education.
Calin Farcasel, The hermeneutical dialog between music and science. Sorina Chiper, From Difference to Diversity: the Use of Films in the Intercultural
Communication Class.
Cultural diversity in art and education – 2017
11
SECTION II
The Small Hall of the Academy, Iași Branch.
Chairperson:
Roxana I. Holic
Robert Mieczkowski, Polish messianism in Central Europe and its impact on
nation-building process in that region.
Corina Matei Gherman & Doina Guriță, Art, communication, education by
symbols.
Titiana Marcu, The artistic vision of a great confessor.
Tudorița Grădinaru, Bullying in Romanian schools- the main studies and
researches.
Roxana I. Holic, The psychological profiles of adolescents with high
intellectual abilities identified in the literature.
Elena Negoiță, Literature and interculturality.
Gârțu Maria-Livia, Diversity of parental models in the context of the
preparation of a positive parental style with low school age children.
Dorotti Yacoob, - Addressing cultural diversity for a better integration of roma
ethnic children in schools appealing to sensitise teachers with regard to
culturally responsive education.
- Interculturality - the foundation of a development of a healthy society in full
globalization process.
Cristian Ungureanu, About numbers, from a transdisciplinary perspective.
Alexandru Sava, Interculturality and justice.
Tinni Dutta, Imagery in Romantic Poetry.
Christina Gatsakou, Cultural differences in teaching dyslexic students.
Eirini Tseliou, Student Creative Employment Workshops in Education of Roma
Children.
Elena Tonikidi, Empathy and communication by art.
Maria Belea, Artistic personality in the light of socio-cultural integration.
Anamaria Gheorghiu, Cultural diversity in creativity.
Ioana Macovei, Teenagers - characteristics of creativity.
Irina Frasin, The cat in art and photography.
Workshop
CULTURAL DIVERSITIES IN PHOTOGRAPHY
Library Hall of the Academy, Iași Branch.
Chairperson: PhD Codrin Dinu Vasiliu
Cultural diversity in art and education – 2017
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1900 - 1930 - Official closure
PARTICIPANTS
Olimpiada Arbuz-Spatari, Associate Professor, PhD., Pedagogical State
University "Ion Creangă", Chisinau, Rep. Moldova.
Margarita Bakracheva, Assoc. Prof., PhD., researcher, European Polytechnical
University, Bulgaria. Petru Bejan, Professor PhD., Faculty of Philosophy and Political Sciences, "Al. I.
Cuza" University, Iași.
Liviu Marius Bejenaru, Senior advisor, CNSAS, București.
Ludmila Bejenaru, Associate Professor, PhD. Catedra de Slavistică „Petru
Caraman”, Centrul de Multiculturalism din Azerbaijan, Baku.
Maria Belea, Psychologist, Baia Mare – AIPRE, PhD., Pontifical Salesian
University (Roma). Dr. Psiholog Baia Mare – AIPRE (Roma, Italia).
Gabriela Benescu, Assoc. Prof. PhD., “George Enescu” National University of
Arts, Iaşi, Romania.
Ovidiu Bocșa, Independent researcher, teacher to "Ion Pop Reteganul" Secondary
School in Petru Rareş, county BN, Romania.
Mioara Bocșa, Independent researcher, teacher to "Ion Pop Reteganul" Secondary
School in Petru Rareş, county BN, Romania.
Eugenia Bogatu, PhD Associate, The Moldova State University, Chisinău, Rep. of
Moldova.
Buga Oleg, doctor habilitat Prof., „Alecu Russo” Bălți State University, Republic
of Moldova.
Tatiana Bularga, PhD, Associate Professor, ”Alecu Russo” Balti State University,
Republic of Moldova.
George Ceaușu, Assoc. Prof. Dr., Faculty of Philosophy and Social - Political
Sciences, "Al. I. Cuza" University – Iași
Roșca - Ceban Daniela, PhD. Candidate, Pedagogical State University "Ion
Creangă", „Ion Creanga”, Chișinău.
Luminita Ciobanu, Lecturer univ. dr, UNAGE Iasi.
Georgiana Corcaci, Associate Professor PhD., Faculty of Psychology, "Petre
Andrei" University of Iasi, Romania.
Sorina Chiper, Lecturer, PhD., , “Al. I. Cuza” University, Iași.
Chelariu Adelina, PhD. Candidate, Faculty of Psychology and Education
Sciences, “Al. I. Cuza” University, Iași.
Carmen Mihaela Crețu, PhD Professor, Faculty of Psychology and Educational
Sciences, "Al. I. Cuza" University of Iasi, Romania.
Cultural diversity in art and education – 2017
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Viorica Crişciuc, Associate Professor, PhD. „Alecu Russo” Bălți State University,
Republic of Moldova
Constantin Cucoș, PhD Professor, Director - Teacher Training Department, "Al. I.
Cuza" University of Iasi, Romania
Damir Demonja, Ph.D., Senior Research Adviser, Institute for Development and
International Relations, IRMO, Department for International Economic and Political
Relations, Zagreb, Croatia.
Emilian Dobrescu, Prof., secretar stiintific al sectiei de stiinte economice, juridice
si sociologie, Academia Română.
Lucia Diaconu, Associate Professor, PhD., „George Enescu” University of Arts,
Iași, Romania.
Țărnă Dina, PhD candidate, State University, Republic of Moldova.
Codrin Dinu Vasiliu, PhD, Main Researcher, grd. III,. Romanian Academy, Iasi
Branch, Institute "Gh. Zane".
Doina Ursache Dimitriu, Associate Professor PhD., „George Enescu” National
University of Arts, Iași, Romania.
Marilena Doncean, Researcher, grd. III, PhD. in Economics, Romanian Academy,
Iasi Branch Institute "Gh. Zane".
Gheorghe Doncean, Associate Professor PhD, „Gh. Asachi” Technical University
of Iasi.
Tinni Dutta, PhD, Lecturer, Department of Psychology, Asutosh College,
University of Calcutta, India.
Călin Farcășel, univ. Lecturer, PhD, „George Enescu” University of Arts, Iași,
Romania.
Irina Frasin, Researcher PhD., Romanian Academy, Iasi Branch Institute "Gh.
Zane".
Luciana Frumos, prof. psihoped. PhD., Faculty of Psychology and Education
Sciences, “Al. I. Cuza” University, Iași.
Florin-Vasile Frumos, Associate Professor PhD, Faculty of Psychology and
Education Sciences, Department of Training for Educational Staff, “Al. I. Cuza”
University, Iași.
Norina Forna, Dean, Faculty of Dental Medicine, ”T. Popa” UMF, Iași.
Veronica Gaspar, Associate Professor PhD, National University of de Music,
București.
Gârțu Maria-Livia, PhD. Candidate, teacher, Școala Gimnazială „Mihail Andrei”
Buhuși, Bacău and USP ”Ion Creangă”, Chisinau, Rep. Moldova.
Christina Gatsakou, B.A. in Philosophy, Pedagogics, Psychology, M.A. in
Applied Linguistics, Philologists and English teacher, Private Institutes of Athens,
Greece.
Anna Giannopoulos, Psychiatrist, Luzerner Psychiatric Clinic, Luzern, Schweiz
(Elvetia). Gînju Stela, Associate Professor, PhD., ”Ion Creangă” Pedagogical Sate
University, Pedagogică de Stat, Chisinau, Rep. Moldova.
Cultural diversity in art and education – 2017
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Gînju Gheorghe, PhD, College teacher, Director of Teoretical College ”M.
Marinciuc”.
Anamaria Gheorghiu, Psychologist, school counselor, Highschool "St.
Bârsănescu", Iaşi.
Corina Matei Gherman, Coordinator, Cultural Projects, Cultural Scientific
Association Pleiadis, Iaşi.
Tudorița Grădinaru, PhD. Candidate, "Al. I. Cuza" University, Iași.
Doina Guriţă, PhD, Asociaţia Jurnaliştilor şi Scriitorilor de Turism, Iasi
Samer Hazbun, Physiotherapeut, Viva Luzern, Physiotherapie, Luzern, Schweiz
(Elvetia).
Roxana I. Holic, PhD. Candidate, "Al. I. Cuza" University, Iași.
Elena Ichim, Master candidate, anul I, Politici și management în educație, Faculty
of Psychology and Education Sciences, “Al. I. Cuza” University, Iași.
Alina Ilinca, Senior advisor, CNSAS, București.
Anca Iorga, Lecturer, PhD., Universitatea Spiru Haret, Facultatea de Educaţie
Fizică şi Sport, Bucureşti.
Ionuț Isac, PhD, Main researcer I, "G. Bariţiu" History Institute, Romanian
Academy, Cluj-Napoca Branch.
Irina Kunina, Associate Professor, PhD. Catedra de Slavistică „Petru Caraman”;
Centrul de Multiculturalism din Azerbaijan, Baku.
Livandovschi Roman, Associate Professor, PhD., Academy of Economical Studies,
Chișinau, Rep. Moldova.
Postovan Galina, Masterandă UPS ”Ion Creangă”, Chișinau, Rep. Moldova.
Ioana Macovei, Psychologist, Psychological Office AMA, Iaşi.
Teodora Maidaniuc-Chirilă, Associate lect., PhD., ”Al. I. Cuza” Univ. of Iasi.
Adriana Manolică Professor PhD., "Al. I. Cuza" University of Iasi, Romania.
Mariana Mantu, Associate Professor PhD., Technical Univ., ”Gh. Asachi", Iași.
Liviu Adrian Măgurianu, Researcher, grd. III, PhD., Romanian Academy, Iasi
Branch, Institute "Gh. Zane".
Alina Marcu Titiana, Assist. Prof., PhD., State Univ. of Oradea.
Marian Andrei – Lucian, Faculty of Psychology and Educational Sciences, "Al. I.
Cuza" University of Iasi, Romania.
Robert Mieczkowski, politologist, political anthropologist, PhD. candidate, at
Cardinal Stefan Wyszyński University at Warsaw, Poland.
Emilia Moraru, Dean of Faculty of Art Voice, Academy of Music, Theatre and
Fine Arts, Chisinau, Moldova.
Bogdan Constantin Neculau, lecturer PhD., Faculty of Psychology and Education
Science Teacher Training Department, “Alexandru Ioan Cuza” University of Iasi.
Neculau Andreea, PhD. candidate, Faculty of Psychology and Education Sciences,
“Al. I. Cuza” University, Iași.
Elena Negoiță, teacher, PhD., Naţional Colege „Dimitrie Cantemir”, Oneşti,
Bacău.
Cultural diversity in art and education – 2017
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Ioana-Iulia Olaru, PhD. lecturer, visual artist, the Faculty of Visual Arts and
Design, ”George Enescu” National University of Arts, Iași, Romania.
Viorica Popa, Associate Professor PhD, „Alecu Russo” Bălți State University,
Republic of Moldova.
Onuțu Elena-Simfonia, teacher, grd. I. ”Alecu Russo” Balti State University,
Republic of Moldova.
Eugenia Maria Pasca, Professor PhD., “George Enescu” National University of
Arts, Iaşi, Romania.
Suzana Patras, visual artist, art critic, UAP Romania.
Păvăluc Sabina-Elena, teacher, Suceava, Romania.
Ioana Petcu, univ. lect., PhD., „George Enescu” University of Arts, Iași.
Doina Mihaela Popa, Associate Professor PhD, „Gh. Asachi” Technical University
of Iasi.
Galina, Postovan, Master candidate, USP ”Ion Creangă”, Chisinau, Rep.
Moldova.
Valentina Pritcan, Professor, PhD, „Alecu Russo” Bălți State University, Republic
of Moldova.
Lavinia Maria Pruteanu, Principal Psychologist, lect., PhD., Faculty of
Psychology and Educational Sciences, "Petre Andrei" University from Iasi.
Larisa Sadovei, Dean, Univ. prof., PhD in pedagogy and Ph.D. habilitat in law, USP
”Ion Creangă”, Chisinau, Rep. Moldova.
Nicolae Sadovei, Univ. prof., PhD in pedagogy and Ph.D. habilitat in law, USP ”Ion
Creangă”, Chisinau, Rep. Moldova.
Alexandru Sava, Researcher, grd. III, PhD., Romanian Academy, Iasi Branch,
Institute "Gh. Zane".
Cristina Simionescu, Professor, PhD, „G. Enescu” Nat. Univ. of Arts, Iași,
Romania.
Ana Simac, Dean, Professor, PhD, UPS ”Ion Creangă”, Chișinău, Rep. Moldova.
Liliana Stan, PhD Prof. “Al. I. Cuza” University of Iasi.
Teodor Stratulat, PhD. Candidate, UPS ”Ion Creangă”, Chișinău, Rep. Moldova.
Alina Suslenco, Lecturer, PhD., Univ. ”Alecu Russo”, Bălți, Republic of Moldova.
Țaga-Radu Consuela, Lecturer, PhD., “George Enescu” National University of
Arts, Iaşi.
Marinela Rusu, researcher, PhD., Romanian Academy, Branch of Iasi, ICES ”Gh.
Zane”.
Saharneanu Eudochia, doctor habilitat, profesor universitar, State University "Ion
Creangă", Chisinau, Rep. Moldova. Cristian Ungureanu, Lecturer, PhD., “George Enescu” National University of Arts,
Iaşi.
Codrin Dinu Vasiliu, Main Researcher, grd. III, PhD. Romanian Academy, Iasi
Branch, Institute "Gh. Zane".
Cultural diversity in art and education – 2017
16
Diana-Elena Vizitiu, PhD. student, Faculty of Philosophy and Social-Political
Sciences ”Al. I. Cuza” University of Iasi.
Elena Manuela Vlasie, School counselor teacher, CJRAE Iasi.
Vrabie Tina, PhD. candidate, Faculty of Psychology and Education Sciences, “Al.
I. Cuza” University, Iași.
Elena Tonikidi, Psychologist, artist / art-therapist, Psychology-Art, Art-therapy
Institute & School, Thessaloniki, Greece.
Eirini Tseliou, Research Assistant/Responsible for monitoring the physical object
of Programme Education of Roma Children National and Kapodistrian University of
Athens, Greece.
Țărna Dina, PhD candidate, State University, Chisinau, Republic of Moldova.
Eugenia Zaițev, PhD. student, Faculty of Philosophy and Social-Political Sciences,
"A. I. Cuza", Iași.
Dorotti Yacoob, Psychologist, pedagogue Professor, Elim Christian Foundation,
C.S.E.I. Number 1. Popeşti, Romania.
Cultural diversity in art and education – 2017
17
ABSTRACTS
AESTHETIC EDUCATION AND INTERCULTURAL EDUCATION -
POSSIBLE INTERFERENCE AND CONTINUITY
Constantin Cucoș, Professor PhD.,
Faculty of Psychology and Educational Sciences,
"Al. I. Cuza" University of Iasi, Romania
In this intervention we aim to highlight, beyond the specificity of the two
formative components, aesthetic education and intercultural education, their finalist
unity and their content and procedural unity that can lead to their mutual maximization
and potentiation.
In other words, we will highlight the complementarity between the two formative
vectors and the fact that aesthetic education can be done with reference to the diversity
induced by the intercultural perspective and we can do intercultural education through
the education for Beauty.
As in a communicating vessel system, aesthetic education can sensitize the being
in relation to ethnic, linguistic, religious, etc. alterity, as intercultural education can
become a preamble, a facilitator or an accompanying factor of aesthetical education.
Keywords: aesthetic education, intercultural education, the dialectic identity-
cultural pluralism, intercultural communication, tolerance.
Cultural diversity in art and education – 2017
18
THE INFLUENCE OF CULTURAL DIFFERENCES ON THE
IDENTIFICATION AND TRAINING OF TALENTED STUDENTS
Carmen Mihaela Crețu, Professor PhD.,
”Al. I. Cuza” University of Iasi
Tina Vrabie, PhD. candidate,
“Al. I. Cuza” University, Iași
Approaching cultural differences in areas such as education, counseling and
scientific research has received increased attention over the last few years; specialized
literature emphasizing the importance of multicultural education to the well-being of
racially and culturally diverse students. A closer analysis of the studies conducted in this
area indicates, however, that in the field of psycho-pedagogy of excellence, there is no
significant interest in the unique needs of gifted students from culturally diverse
backgrounds, fact demonstrated by their underrepresentation in gifted education
programs. Since research in the field demonstrates that understanding the meaning of
cultural diversity and accepting new paradigms for developing organizational and
instructional strategies are important variables of the educational process, that have led
to success in supporting the needs faced by talented students coming from culturally
diverse backgrounds; the integration of multicultural education into the activities
managed by the educational specialists who work with talented students, in order to train
them properly, has become a priority.
The present article provides some recommendations that teachers who work with
talented students coming from culturally diverse backgrounds can use, in order to make
more efficient the process of identifying and educating this type of students and to
increase successful participation of the students representing this categories of
population in gifted programs.
Keywords: gifted students, well-being, cultural differences, inclusion.
ART THERAPY – A MEANS OF APROACHING
AFFECTIVE DISORDERS
Anna Giannopoulos
psychiatrist, Luzerner Psychiatric Clinic,
Luzern, Schweiz (Elvetia).
Art therapy is a way to intervene in the regulation of emotional-affective
disturbance, both for traumatized children as for the adults with emotional and behavioral
problems. In this paper we propose to achieve an overview of art therapy, the means and
the rules that apply to meetings of therapeutic intervention.
Cultural diversity in art and education – 2017
19
This paper also address the description of defense mechanisms, defined as
automatical psychological responses, acting to defend the individual against feelings of
anxiety which became uncomfortable, humiliating or shameful. Art therapy can detect
those maladaptive defense mechanisms, by specific means, and can give the subject the
opportunity to acknowledge and correct them. Art therapy is an excellent way to self-
knowledge and thus, there remains a privilege not only of therapists but also, may be
beneficial in educational applications made by specialized teachers.
Keywords: art therapy, development, affective disorders, trauma, creation.
STATE OF EDUCATION IN THE REPUBLIC OF MOLDOVA FROM THE
PERSPECTIVE OF DECLARED ETHNICITY
Sadovei Larisa & Sadovei Nicolae
Dean, University professors, PhD in pedagogy and Ph.D. habilitat in law
USP ”Ion Creangă”, Chisinau, Rep. Moldova
The Republic of Moldova is in a permanent multi-faceted crisis, including identity.
State incapacity to manage identity issues in society creates discomfort, in terms of
communication capacity between social groups on a number of issues, of which
education is not excluded. This research has as object the perception of ethnic groups in
the Republic of Moldova on the education of children, found on the basis of publicly
available results of public opinion barometers of several years.
Keywords: public opinion, education domain, the perception of the ethnic groups.
MULTICULTURAL CO-EXISTENCE IN A GLOBALIZED WORLD
Marinela Rusu, Researcher, grd. II, PhD. and visual artist,
Romanian Academy, Iasi Branch, Institute "Gh. Zane".
The paper discusses related concepts on the issue of social equity from a cultural,
educational and ethnic point of view. In a modern society marked by globalization,
cultural diversity becomes an accepted and integrated element of government policies in
the states. Multiculturalism includes a wide range of ethnic or race differences, of gender
or religious that pose problems of integration into the basic community. In the first part
of the paper we addressed the fundamental concepts of multiculturalism in a synthetic
theoretical analysis (multiculturalism, interculturalism, intercultural dialogue,
discrimination, racism, ethnic minority).
In the second part of the paper I presented efficient means and methods of
approaching the cultural diversity at the social level. Not only education and art can
homogenize these differences, but also positive interventions, processes of integration
and assimilation, which can also contribute to the harmonization of an intercultural world
/society.
Cultural diversity in art and education – 2017
20
Keywords: multiculturalism, interculturalism, discrimination, racism, assimilation,
integration, positive action.
ART AND EDUCATION FROM THE PERSPECTIVE
OF CULTURAL DIVERSITY
Marinela Rusu, Researcher, grd. II, PhD. and visual artist,
Romanian Academy, Iasi Branch, Institute "Gh. Zane".
Globalization and the global flows of culture, technology, trade, and industry as
well as the global competitive economic market, and other forms of international
cooperation have created a situation where cultural forms move, change, and are reused,
and identities are also becoming increasingly hybrid. This paper presents the ideas that
crossing cultural borders can prompt changes in how people think and act, allowing new
cultural norms to emerge. As people from multiple cultures and communities interact,
cultural conflict arising from different beliefs or practices becomes inevitable. This
necessitates that educators learn how to navigate teaching in such contexts.
We present in this paper some useful theories about intercultural and art-
education expressing the new trends in this domain. As example for what cultural
diversity in art means we chose two artist examples: Kara Walker and William Pinar. Art
itself can become a mean of fighting against racism and social discrimination.
Intercultural education becomes an actual concept and includes requirements and
inherent manifestation of the modern world, which is constantly moving. More
specifically it is an education for cultural equality, cultural tolerance or for the broader
objective of multicultural education as it was proposed by M. A. Gibson (1984).
For artist and educator who strives to understand the role of art in culture, and
the role of culture in art and want to include his students in the cultural phenomenon,
anthropological theories on culture and on ethnical specific alike, are generally
necessary.
Keywords: intercultural education, discrimination, racism, cultural tolerance.
THE METHAPHYSICS OF ART VIEWED BY MIRCEA FLORIAN –
SUGGESTIONS FOR THE INTERCULTURAL EDUCATION
Ionuț Isac, PhD, Main researcer I,
"G. Bariţiu" History Institute, Romanian Academy,
Cluj-Napoca Branch.
This study aims at identifying and analysing some possible suggestion for the
intercultural education resulted from the original conception of M. Florian on art and
Cultural diversity in art and education – 2017
21
aesthetics in general. In a justified manner, the speciality exegesis awards him a position
in the history of the field by the side of T. Vianu, L. Blaga and M. Dragomirescu. His
immense work of intellectual processing and original critical interpretation of tens of
representative authors of aesthetics, literature, history and literary criticism, arts,
psychology, offers, we believe, by the invoked arguments and the formulated
conclusions, a very rich reflection and practical material in multiple humanistic fields,
despite the more than 7 decades that separate contemporaneity from the moment his first
edition was published (1945). In our opinion, the central element for discussing the
intercultural education suggestions is represented by the meaning bestowed by the
Romanian thinker to the concept of art, thus: art understood as „creative imagination”, a
complex relation between the corporal real and the soul surreal; ideal affectivity deployed
inside an object, which has its purpose in itself, which determines – by the dissolution of
the corporal and the spiritual – the sensation/ feeling of pleasure of the contemplator/
receptor. From the research that we have deployed until the present time, it results that
the aesthetic ideas of great value of M. Florian are valuable for the intercultural
education, at least concerning the following aspects: avoid stereotypes and prejudices;
just appreciation of the relation between the work of art, the creator and the receptor; to
prevent cultures hierarchisation tendencies, misunderstandings and conflicts. Thus, the
possibility is created to reinterpret the philosophical works of our classic thinkers from
the interculturality perspective, in general, of the intercultural education by art, in
particular.
Keywords: Mircea Florian, arts metaphysics, intercultural education.
EXIGENCIES OF THE DEVELOPMENT OF INTERCULTURAL
COMMUNICATION SKILLS
IN THE CONTEXT OF CONTEMPORARY MULTICULTURALISM
Bogdan Constantin Neculau, Lecturer PhD.
Faculty of Psychology and Education Science
Teacher Training Department
“Alexandru Ioan Cuza” University of Iasi
Evolution can’t be imagined today, as in all other ages, without knowledge and
analysis, relating to universal and national values, context and experiential models. The
diversity of modern world, associated with the “phenomenon” of multiculturalism, drags
after itself the necessity of developing intercultural communication skills, in the field of
human communication, as well as in the professional field.
This present study has the goal of drawing attention upon some exigencies
related to this subject, the intercultural communication skill being a way of
acknowledgment, of manifesting respect, tolerance and of coming together, also of
diminishing distrust and eliminating preconceived opinions, a way of learning to cohabit
Cultural diversity in art and education – 2017
22
and live in harmony with your fellow men. People can’t relate from one another without
authentic communication, without socializing, and in the multiculturalism of today, this
fact is an incontestable reality. This doesn’t mean that when we approach
interculturalism, in all its aspects, we can’t relate in a certain manner, to ourselves, but
we can do it in a positive way, without excluding everyone else, taking into consideration
that it is very difficult to stand saying that you hold the absolute truth. Through the study
we will analyze the necessity to interiorize, to promote national values and take them
upon oneself, an aspect that is not excluded by interculturality, but it’s actually
recommended by it. The intercultural communication is the one that helps you get to
know people, places and facts, cultural values, traditions, but also promote your owns,
given the fact that the individual in a society of knowledge, no matter how much or how
little globalized it would be, can’t be successful without permanent education, general
knowledge, aspects that give him social recognition, but also a state of balance and
harmony with himself.
Keywords: intercultural communication, multiculturalism, tolerance, diversity, skills.
PSYCHOLOGICAL APPROACH TO THE PHENOMENON MOBBING
Georgiana Corcaci, Associate Professor PhD
Faculty of Psychology, "P. Andrei" University of Iasi, Romania
Mobbing was introduced as a concept in the organizational environment by
Leymann, 1996. He considers "a destructive process, which consists of hostile action,
taken in isolation, may appear harmless, but through constant repetition dangerous
effects”. He argues that "Mobbing and psychological terror at work involves
communication hostile and unethical directed systematically generally on a single
individual, which, consequently, is pushed into a situation of helplessness that can not
defend; the victim is kept in this situation months (maybe years) days for the attackers
continues Mobbing (at least once a week and at least six months in a row) ".
Keywords: organization, mobbing, discrimination, abuse, manipulation.
PROMOTING INTERCULTURAL COMPETENCE THROUGH
PHOTOTHERAPY TECHNIQUES AND CREATIVE EVENTS
Margarita Bakracheva, Assoc. Prof., PhD.,
European Polytechnical University, Bulgaria
The article outlines the contemporary context of migration flows and cultural
diversity. At this background the issues discussed concern the new challenges to
inclusion and school educational environment. The key role of art and creative activities
are illustrated as having potential to promote intercultural dialogue and mutual tolerance
Cultural diversity in art and education – 2017
23
and respect. The pilot implementation of techniques of phototherapy in a three-step cycle
author’s programme is described. Some examples are given for online an off-line
moderated interactions and involvement of students in events, generated by themselves.
These two regional projects are presented as suggestion of one of the ways for adaptation
to the new social and cultural context in view to promotion of intercultural skills and
competence.
Keywords: intercultural skills, phototherapy, cultural diversity.
CULTURAL INTERFERENCE IN DENTISTRY
UNDER ART AND EDUCATION
Norina Forna,
Dean, Faculty of Dental Medicine,
”T. Popa” UMF, Iași
Dental medicine is a complex of clinical entities whose rehabilitation leads to a
good insertion of the patient into the current society. The patient's particularities in this
clinical area are grafted on cultural aesthetics.
Art and formative character governs dental medical practice, giving valences of
individuality according to space and socio-cultural specificity.
Keywords: individuality, cultural interference, dentistry.
ROMANIAN MUSICAL AND RELIGIOUS PRACTICE BETWEEN THE 16th
AND 20th CENTURIES
Eugenia Maria Paşca, Professor PhD.,
„George Enescu” National University of Arts, Iași, Romania
In the course of time it has been found that the emergence and development of
religious music is analyzed in parallel with the birth of the church chant and of the
Christian Church. Church music played an overwhelming role in the crystallization of
religious services in the second and fourth centuries, gaining valences following the
Mediolanum Edict in 313, through the development of Christian hymns and religious
services in all their magnitude, the ultimate goal of which is its exalting God. Christian
hymnography of the first centuries is the creation of leading Byzantine music composers
and important Church Fathers and Writers from the ancient times whose names are
preserved in old codices. The "golden age" period of the Christian Church is represented
by personalities of a vast secular and theological culture, but also of a highly spiritual
attitude. In the East, St. Basil the Great, Saint John Chrysostom, Saint Gregory of
Nazianz and others, and in the West we see Saint Ambrose of Mediolan, Blessed Jerome
Cultural diversity in art and education – 2017
24
and Blessed Augustine. All these Church Fathers and Teachers Christians have used the
means of spreading and sustaining faith in the Holy Trinity, church song or hymns of
glory that Christians have exalted to God, as we have the ascendant hymns of St.
Ambrose, and in their writings have shown that dialogue with God is more Relevant by
scales.
Keywords: religious music, musical language, coral repertoire.
THE ARTISTIC DIMENSION - EDUCATION AND
SPIRITUAL ELEVATION
Gabriela Benescu, Assoc. Prof. PhD.,
“George Enescu” National University of Arts,
Iaşi, Romania.
The emergence of new interferences between different areas of culture, the
engagement of new relationships between a series of concepts, notions, constantly
influence the changes of artistic visions. The constant interest in the knowledge of
universal art, the philosophical problems related to existence, inclination towards
reflection, synchronization with the ideas of time is an important reference in the
formation of profoundly renewed creative concepts. Artistic education helps the
individual to develop sensory and cognitive skills, facilitating communication with
others, but also with oneself, which will lead to a deeper understanding of reality. The
social and family context, education, geographic space make their mark in stimulating
intellectual, visual and spiritual curiosity in the affective and cognitive development
process. Art is not limited by geographical or temporal boundaries, it merges, interacts,
and reacts to the challenges of the world. Human activity that encompasses and conveys
feelings, experiences, emotions - is the most tremendous way of doing education. All
these used and exploited by the artist and, implicitly, transmitted to the peers lead to the
shaping of moral and spiritual values, to the completion of human evolution.
Keywords: art, education, communication, emotion, spiritual.
APPARENT AND LATENT IN INTRA AND
INTERCULTURAL TRANSMISSION OF THE MUSICAL EXPERIENCE
Veronica Gaspar, Associate Professor PhD,
National University of de Music, București
The present essay aims at highlighting some constants and variables which occur
in the communication of the musical experience, whether synchronously, in direct artistic
displays or in transmission processes from one generation to the next.
Cultural diversity in art and education – 2017
25
We distinguish three nodal ways which are involved in the preservation of the
musical dowry: teaching, symbols and text. The educational processes are related to the
degree of social participation as well to the intrinsic structure of a specific musical
culture. The transposition into a semantic sphere, meaning literary or mystical
correspondences or myths could be seen as an enantiomorphic reflexion of the
subsequent non-verbal symbols issued from the direct artistic act, no matter the cultural
type. The text, or its substitutes, more or less encoded (carving, images, numbers etc.)
could be ultimately considered as a synthesis of the other two preservation ways. It
reflects both the power of symbols on the social values and the particularities of the
artistic tradition, including its pedagogical dimension.
We intend to bring again into focus those common elements and coincidences,
which are paradoxically linking remote cultures in time and space. Meanwhile, we also
aim at mentioning several types of cultural communication, especially those concerning
the ticklish issue of the ratio between contamination and preservation.
Keywords: symbols, music, contamination-preservation.
AN APPROACH TO THE SKILLS NECESSARY FOR EFFECTIVE
INTERCULTURAL INTERACTION
Marian Andrei – Lucian, Faculty of Psychology and Educational Sciences,
"Al. I. Cuza" University of Iasi, Romania.
Understanding theories and concepts in the intercultural areas does not lead
automatically to behaviors sensitive from a cultural point of view. It is easy to find a very
good connoisseur of the theories on the effectiveness of the intercultural, which have the
best of intentions, but who are not able to demonstrate their knowledge through concrete
actions. Thus, people who are aware of the presence of cultural diversity, prepared from
the emotional point of view and knowing the dimensions of the intercultural, are not
necessarily proficient relationship until he develops the proper instrumental side, i.e.
intercultural skills.
This paper attempts to emphasize the main skills needed for effective interaction
with alterity, dichotomously structured on cultural – general skills and cultural – specific
skills. Regarding to the cultural-general skills, these are directly correlated with the management
of uncertainty and anxiety. The control of uncertainty requires a minimum of four skills: the
ability to focus, the ability to empathize and to be flexible, the ability to adapt behavior and the
ability to make accurate predictions, and to provide accurate explanations for the behavior of
members of other cultures. Anxiety control requires abilities such as tolerance of ambiguity, stress
management and setting realistic expectations. Essentially, these are skills that enable individuals
to learn about themselves and to prepare for interactions in any cultural context, thus facilitating
the understanding of the culture influence on behaviors. By contrast, the culture – specific skills
Cultural diversity in art and education – 2017
26
refer to behaviors related to a given culture and a model of interaction with members of that
culture or, in other words, it is a specific expression to a particular culture.
Keywords: cultural – general skills, cultural – specific skills, intercultural interactions
INTERCULTURAL ISSUES IN INCLUSIVE EDUCATION
Luciana Frumos, prof. psihoped. PhD.,
Faculty of Psychology and Education Sciences,
“Al. I. Cuza” University, Iași.
Inclusion in education is not only an approach to educate students with special
educational needs although it is often associated with students who have impairments or
special educational needs. Inclusion starts from recognising the differences between
students and it is about making schools and classrooms supportive and stimulating places
for all students that may encounter barriers to learning and participation, not onțy for
those with special educational needs. Inclusion means increasing the participation of
students and reducing their exclusion from the culture, curriculum and community of
local schools. Several barriers will be presented. The overrepresentation of minorities in
special education is one of the issues. Then we argue that improving inclusive education
and the scool success of diverse students can be accomplished through culturally
responsive teaching, by preparing teachers with the knowledge, attitudes, and skills
needed to do this. Culturally responsive teaching is using the cultural characteristics,
experiences, and perspectives of diverse students in order to teach them more effectively.
When children are taught through their own cultural and experiential filters, their
academic achievement is more likely to improve. Several strategies can be used to
enhance responsive teaching. Inclusion involves change and it is a continuous process of
facilitating learning and participation for all students.
Keywords: inclusive education, interculturality, teachers, culture.
IMPLICIT CULTURE BELIEFS, CULTURAL INTELLIGENCE AND
INTERCULTURAL COMPETENCE AS KEY ELEMENTS OF
INTERCULTURAL EDUCATION
Frumos Florin-Vasile, Associate Professor PhD,
Faculty of Psychology and Education Sciences,
Department of Training for Educational Staff,
“Al. I. Cuza” Univ., Iași.
An effective intercultural education should take into consideration some
essential psychological construct as implicit culture beliefs, cultural intelligence and
intercultural competence. Despite a large literature on intercultural interactions, the
psychological processes and mechanism underlying this complex reality remain poorly
conceptual analyzed and empirical tested.
Cultural diversity in art and education – 2017
27
Cultural intelligence (CQ), as ability to adapt and function effectively in
intercultural settings (Ang et al, 2007) seems closely conceptual related to the popular
intercultural competence, defined as ability to develop targeted knowledge, skills and
attitudes that lead to visible behavior and communication that are both effective and
appropriate in intercultural interaction (Deardorff, 2006). More than that, the hidden part
of intercultural abilities, whether is about CQ or intercultural competence are more
interesting: implicit culture beliefs, defined as beliefs about the fixedness and
malleability of cultural attributes of peoples (Levy, Stroessner & Dweck, 1998). This
beliefs deserve a special attention, because they may substantially influence the
attitudinal and behavioral outputs in intercultural interactions.
Implications for educational policies and for intercultural education, in formal
and/or non-formal settings, will be drawn from this analysis.
Keywords: implicit culture beliefs, cultural intelligence, intercultural competence.
CLASSIC versus MODERN IN
COMMUNICATIONAL PATTERNS
Doina Mihaela Popa, Associate Professor PhD,
„Gh. Asachi” University of Iasi.
Regardless the perspective of the approach – classical or systemic - the notion
of communication ignores, through its own essence, the idea of border. Situated under
the imperative of interdisciplinarity, communication dominated the past century (that, in
its turn, has disputed the appearance and confrontation of two important models: the
linear model and the circular one) and has all the chances to dominate our times as well.
The linear model (dominated by the behaviorist perspective that changed the classical
scheme E-M-R into a projection of unidirectional conditioning: S-R) was gradually
replaced by the circular one. The diversification and enhancement of the interest for all
forms of communication (verbal, non-verbal, and para verbal) still function, together
with the preference for the comparative analysis of communicational functions in two
main distinctive perspectives: the instrumental and the constructivist one. While the
former analyzes the functions of communication within the group, having in common
the conception of communication as a social instrument, the latter postulates the principle
of the individual who communicates, “l’homme communiquant”(R. Ghiglione ) who is
no longer a passive mirror reflecting reality, but the very builder of it.
Keywords: communication, interdisciplinarity, actants.
THE WESTERN - A SYMBOLICAL IMAGE OF THE AMERICAN CULTURE
Mariana Mantu, Associate Professor PhD,
„Gh. Asachi” University of Iasi.
The western film has a significant and acknowledged place in the history of the
American cinematography. It reflects a glorious page in the history of the nation and
Cultural diversity in art and education – 2017
28
builds one of the strongest American symbols in which the essence of the free spirit, of
morality and courage are reflected. The main themes of the western film are man’s fight
with wild nature, the wish of the hero to built a new destiny, mainly based on his own
powers, the struggle between the good and the evil. To these one may add the rough life
at the frontier, the conflicts between the native Americans and the settlers or the impact
of the Industrial Revolution on people and society.
The great success of the western genre emerges not only from the above themes,
but also from the central image of the protagonist who acts according to lofty moral
principles that managed to fill the void in the ideals of the American people at that time.
The western film speaks about the ruthless fight of the hero with a wild world, a fight in
the name of civilization and the benevolence of a society based on morality and justice.
Keywords: the western film, symbol, morality.
FEATURES OF THE POTTERY OF THE COMPLEX
WITH FLUTED CERAMICS IN EARLY
HALLSTATT ON THE TERRITORY OF ROMANIA
Ioana-Iulia Olaru, PhD lecturer,
Faculty of Visual Arts and Design,
”George Enescu” University of Arts, Iași, Romania
The present study will refer only to the early period of Hallstattului, Ha A-B, the
beginning of the first Iron Age brought important transformations recorded in ceramics
and small sculpture, together with the development of production forces due to the
spreading of iron metallurgy. In a time when ceramics suffered major changes regarding
forms and decor – we are talking here about the first period of Hallstatt (the early one) –
the horizon with fluted ceramics completes the image of pottery at that time, together
with the other great cultural unity (the complex with incised and engraved ceramics).
The forms and decors of the culture Gáva-Holihrady are also taken by the cultural group
Susani of the horizon with fluted ceramics from the south-west and south of Romania
and, in a less unitary way, by the culture Corlăteni-Chișinău. Small sculpture is not a
flourishing field in the entire Iron Age; only Gáva-Holihrady left us a few examples of
small zoomorphic statuettes.
Keywords: flute, megalith, depas amfykypelon.
DOCTOR-PATIENT COMMUNICATION:
A REVIEW OF THE LITERATURE
Samer Hazbun, Physiotherapeut, Viva Luzern,
Physiotherapie, Luzern, Schweiz (Elvetia)
.
Communication can be seen as the main ingredient in medical care. In reviewing
doctor-patient communication, the following topics are addressed: (1) different purposes
Cultural diversity in art and education – 2017
29
of medical communication; (2) analysis of doctor-patient communication; (3) specific
communicative behaviors; (4) the influence of communicative behaviors on patient
outcomes; and (5) concluding remarks.
Three different purposes of communication are identified, namely: (a) creating
a good inter-personal relationship; (b) exchanging information; and (c) making
treatment-related decisions. Communication during medical encounters can be analyzed
by using different interaction analysis systems (IAS). These systems differ with regard
to their clinical relevance, observational strategy, reliability/validity and channels of
communicative behavior. Several communicative behaviors that occur in consultations
are discussed: instrumental (cure oriented) vs affective (care oriented) behavior, verbal
vs non-verbal behavior, privacy behavior, high vs low controlling behavior, and medical
vs everyday language vocabularies. Consequences of specific physician behaviors on
certain patient outcomes, namely: satisfaction, compliance/adherence to treatment,
recall and understanding of information, and health status/psychiatric morbidity are
described. Finally, a framework relating background, process and outcome variables is
presented.
Keywords: doctor-patient communication, purposes of communication, interaction
analysis systems, communicative behaviors, patient outcomes.
PHOTOGRAPHY: VISUAL POETRY
Suzana Patras, visual artist, art critic,
UAP Romania.
Photography belongs simultaneously to the domains of technique, art and
commerce, without being strictly attached to any of them. A photograph is the result of
three main components: subject, form and content. Photography means “writing with
light” and it operates with the same vocabulary as poetry, but it goes beyond the written
word. A photograph can say more with less and is a symbol of a small piece of life. The
power of it lies in the fact that it can say so much, within the constricted space of a frame.
Photography is also a symbol of a world in transformation, both sharp and blurry.
It exists between imagination and reality, ideas and facts, in that wide-open space where
one can record a certain kind of truth viewed through the eyes of the photographer. The
connection between poetry and photography stems from the fact that both writers and
photographers share the same perception of the signs and symbols that define our
relationship to the outside world. Built around light, without which it cannot exist,
photography operates with a symbol of ultimate power and strength and a tool for
understanding the unseen levels of reality and connections between all things.
Keywords: photography. visual poetry, metaphor, symbolism, storytelling.
Cultural diversity in art and education – 2017
30
KANT’S AESTHETICS IN THE INTERCULTURAL SPHERE
Eugenia Zaițev, PhD. student,
”Al. I. Cuza” University of Iasi
Both aesthetics and culture, seem to be some phenomena, which interact with
each other increasingly more in these latter days. Nowadays, we are dealing with an
intercultural communication in several areas, and what I want to analyze in this text, it
depends on the way as perceived Immanuel Kant and his aesthetics in intercultural space.
Kant’s “Critiques” obtained not just gratitude in philosophical and artistic sphere, as well
as in other scientific domains, but they have been an example for the construction new
concepts or humanistic approaches.
The cultural memory, in the case of Kant’s aesthetics, is the epistemic baggage
transmitted and in international sphere. Reading Kant in the language of the philosopher,
or translated in languages of other countries and/ or continents, form the curiosity to
analyze as studied Immanuel Kant in different cultures, what are the philosophical
resemblances, and maybe the differences. It is sure that Kant’s philosophy remains to be
the core of memory of aesthetic values. Kant’s aesthetics forms the way of knowledge
through intellect or sensibility, as well as a deck between different cultures. Such that,
the approach the subject of this text will focus on the importance of Kantian landmarks
in the intercultural sphere, necessary to create a global artistic and philosophical balance.
Keywords: aesthetics, memory, intercultural space.
THE LEARNING OF LANGUAGE FROM THE PERSPECTIVE OF LOGICAL-
LINGUISTIC UNIVERSALS: AN INTERCULTURAL APPROACH
George Ceaușu, Assoc. Prof. Dr.,
Faculty of Philosophy and Social - Political Sciences,
"Al. I. Cuza" University – Iași
The dominant groups (nominal and verbal) and dominated groups (adjective and
adverbial) together with the statement admit a common schematization through the X-
bar theory or X theory, where X is a constituent group. The prescriptions of a general
syntax, closely related to semantics elaborated around a set of primitives, are essential in
specifying the universal grammar rules. Associated of the triad lexic - text - discourse,
lexical description theory and enunciation pragmatics allows the systematization of
literary and scientific texts assimilated by the speaker. Highlighted in the lexicon and in
the text, the fundamental and derived logic categories allow the construction of three
types of axiom-based systems and rules, which can be exploited in a knowledge base.
The human mind may be such a base.
Allowing the hierarchy of speakers of language based on competence or
linguistic performance, the logical-linguistic system is sensitive to certain social
Cultural diversity in art and education – 2017
31
parameters such as age, professional status, level of education, etc. And allows for the
determination of similar learning steps in multilingual environments - which we can track
in terms of applications. Finally, we resume two problems proposed by Noam Chomsky
in language acquisition: Plato's problem and Orwell's problem.
Keywords: group of constituents, linguistic competence, intercuturality.
INCURSIONS IN COLOR HISTORY
Marilena Doncean, Researcher, grd. III,
PhD. in Economics, Romanian Academy,
Iasi Branch Institute "Gh. Zane".
Gheorghe Doncean, Associate Professor PhD,
„Gh. Asachi” Technical University of Iasi.
How is our life without colors? ... I do not even want to imagine. Importantly,
there is one way or another for them to accompany us everywhere. We are able to
perceive colors not only with the mind but also with the heart, and they are able to convey
to us certain states of soul, reflecting ultimately the personality of each of us. The heart
colores with emotions what the mind is painting only in black and white. The psychic
state of the human being is induced, among other things, by the way each perceives the
environment and the sense it gives to the surrounding objects. In the present study we
wanted to present a brief insight into the history of colors, everything that surrounds us
with a color, a perfume or sound.
Keywords: color, harmony, light, spectrum, triad.
THE CONNECTION BETWEEN MENTAL PATTERNS
AND COMMUNICATION BEHAVIOR
Eugenia Bogatu, PhD Associate,
The Moldova State University, Chisinău
In the process of human communication, most of the time, works this principle:
if you want to convince someone, that is, to shape one's free will, you must start your
communication with other's beliefs and presuppositions. To respect the certainties of the
other involves creating an empathic connection in the interrelation process, is to create
the other conviction that you respect him, that you are ready to achieve an adhesion
between your personal ideas and his ideas. In other words, if you want to convince the
other of something, you have to start from his personal beliefs. Nothing is more precious
in man than this personal foundation on which beliefs, assumptions, certainties, and
native linguistic matrix are built over time. Beliefs and assumptions come to dominate
us, as one language masters us. In academic and common communication, the entire
intellectual significance of an arbitrary symbol consists of all the general models of
rational conduct which, depending on all circumstances and desires, arise from
acceptance of the symbol. Conventions and general understandings are set in men's mind
Cultural diversity in art and education – 2017
32
in the form of assumptions and beliefs that build and rebuild the mental schemes in which
we act. We can say that understandings and conventions are represented in the form of
patterns that transcend beyond time and place, they refer more to mentality.
Keywords: mental patterns, linguistic conventions, assumptions.
ILUMINIST PROJECT IN POSTMODERN EPOCH
Saharneanu Eudochia, doctor habilitat, prof. univ.,
State University "Ion Creangă", Chisinau, Rep. Moldova.
In the article the place and role of the Enlightenment in the system of Modern and
Postmodern is analyzed. The author reveals the components of the Enlightenment project
in order to define in it the creative, life-like and actual for the conditions of the
Postmodern era. The points of deformation of the Enlightenment project in the terms of
the Modern and post-modern era are determined. The author recognizes the urgency of
creating a new Enlightenment.
Keywords: Project of the Enlightenment, Modern, Postmodern, creativity, rejection of
creativity, saving the Enlightenment project, the new Enlightenment.
SHAKESPEARE EXPERIMENT: WORK’S VITALITY AND ITS VARIOUS
INTERCULTURAL DIALOGUES
Ioana Petcu, univ. lect., PhD.,
„George Enescu” University of Arts, Iași
The fascinating Shakespearean text, which is crossing the ages rediscovering
itself in contemporary paradigms, is a matrix where different cultural geographies meets
each other on theatrical area. An intersection point where Occidental and oriental
mentalities hit their tangents, where North and South boundaries melts down, since
intercultural discourse can be found on the universal theme structure of Big Will’s works.
By its multiple ways of depicting his plays, the stage of the present argues, both
energy and the amazing regenerative power, no matter if it is about classic directing, or
experimental, or even about the virtual space where Shakespeare’s shape is spreading on
boundless interpretation. Analysing some of the unusual directing visions, we found out
that either the cultural horizon directors have, Shakespeare continue to be an open world
for creation, actual imaginary, recognizing itself on 21st century mythologies. Our study
follows some theatrical attempt like Hamlet (directed by Richard Schechner), Giulio
Cesare (directed by Romeo Castelluci), Cry, Trojans! (after Troilus and Cressida,
directed by Elizabeth LeCompte).
Likewise we are in front of a major work which gives freedom to the artist,
unexpected projects like those of Punchdrunk Theater Company shows in what way
imagination have the possibility to be stimulated by Shakespearean pattern and
unconventional contexts where it can be represented. Originality at any price linked on
Cultural diversity in art and education – 2017
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English play writer’s heritage? – here is one question among many others our research
asks.
Keywords: interculturality, William Shakespeare, Richard Schechner, Romeo
Castellucci, The Wooster Group.
MANAGING CULTURALLY DIVERSE TEAMS
Teodora Maidaniuc-Chirilă, Associate lect., PhD.
”Al. I. Cuza” Univ. of Iasi
This theoretical paper presents a new form of organizational management
namely the management of culturally diverse teams.
Managing culturally diverse teams may seem similar to the classic form of teams
but, in fact, requires more complex abilities such as a comprehensive understanding of
personal and cultural factors of each team member, excellent coordination strategies,
intercultural communication skills, problem solving skills, a good knowledge of one’s
own patterns of thinking, judging, questioning one’s own reality and bridging it to others’
reality. In general leaders’ of culturally diverse team have higher self-awareness levels,
great intuition, higher levels of detachment from what is known, what is inherited, higher
levels of adaptability and social intelligence.
This paper presents the core competences a leader of culturally diverse teams
should develop so that to ensure a high level of productivity, efficiency and interpersonal
satisfaction. Furthermore, the theoretical study proposes new training programs designed
to develop intercultural abilities not only for team leaders, but also for all team members.
Keywords: intercultural abilities, intercultural teams, intercultural management.
DEVELOPING AND PROMOTING EDUCATIONAL TECHNOLOGY IN THE
CONTEXT OF LEARNING CULTURE
Olimpiada Arbuz-Spatari, Associate Professor, PhD.,
Pedagogical State University "I. Creangă", Chisinau, Rep. Moldova
Developing and promoting educational technology in the context of learning
culture for students of fine arts is a core task of the educational process in higher
education. Optimizing artistic activities to students in the course of textile art is a process
of self-improvement, self-education and self-learning of the student's personality. In this
context, we separate reproductive learning and creative learning. Creative learning
determines the upper and awareness activities, artistic creative personality development
of students.
Keywords: educational technology, learning culture.
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DEVELOPING THE CREATIVE IMAGINATION OF
STUDENTS IN THE ARTISTIC PROFILE INSTITUTIONS
Olimpiada Arbuz-Spatari, Associate Professor, PhD.,
Pedagogical State University "Ion Creangă",Chisinau, Rep. Moldova
Roșca - Ceban Daniela, PhD. Candidate, Pedagogical State
University "Ion Creangă", „Ion Creanga”, Chișinău
.
This investigation is focused on studying the development of creative
imagination of the artistic students. Thus, by studying and analyzing this problem, is
being noticed a strong connection between personality traits, will, self-development and
creative imagination. The article describes the methodology of development of creative
imagination of the students and are set in its levels.
Keywords: creative imagination, the genesis of creative imagination, the development
of creative imagination.
ALTRUISM AND TOLERANCE –
MORAL BENCHMARKS OF INTERCULTURALITY
Liliana Stan, PhD Prof.
“Al. I. Cuza” University of Iasi.
Normal life of people requires a whole range of demands and prerequisites of
different natures. Moral benchmarks are unanimously recognised, but they are also
debated once the social and existential contexts of living have been reconfigured. In
contemporary society, intercultural space acquires larger and larger dimensions and that
requires a specific axiological resignification for each and every culture as well as for
the perimeter where different cultures meet and intersect.
Human relationships imperatively need an activation of moral values within
intercultural context. In our study, we claim that within mutual supra-cultural spiritual
space, moral values of altruism and tolerance should be considered as genuine moral
benchmarks of interculturality. From the essence of these two ethical categories it derives
arguments for the need of altruism and tolerance within multicultural, transcultural and
intercultural existence. That is why this study achieves a description of the identity notes
of the two values.
Keywords: altruism, tolerance, moral, interculturality.
Cultural diversity in art and education – 2017
35
INNOVATION IN SOCIAL SERVICES AND EDUCATION
Liviu Adrian Măgurianu, Researcher PhD., 3rd Degree
Social and Economic Research Institute “Gh.Zane”,
Romanian Academy, Iasi Branch
The paper brings forward the topic of social innovation from the social services’
perspective. The factors the determined social innovation in Romania are analyzed and
the paper proposes an example of how to analyze the innovation steps within a social
services project- the unsolved problem, the new solution, assimilation in the collective
practice and the change produced by assimilating the innovation. Also, the paper
analyses the role of non-governmental organizations in creating the new and ways in
which they contribute to the social development through innovation. Social innovation
is a relatively new domain in the Romanian and European research. In this context,
approaching this topic can be considered both fundamental research that has as purpose
to develop knowledge, as well as applied research from the perspective of objective
contribution to social development.
Keywords: social innovation, education, social services.
THE ROLE OF EMOTIONAL COMPETENCIES
IN THE CREATION OF FINE ART
Simac Ana, Dean, Professor, PhD, UPS
”I. Creangă”, Chișinău, Rep. Moldova
Stratulat Teodor, PhD. Candidate,
UPS ”I. Creangă”, Chișinău, Rep. Moldova
In the process of fine arts education in school, students are assisted, to form
specific abilities of the subject in the reception and creation of works of fine art. The
present article attempts to argue the necessity of approaching the art education from the
emotional intelligence perspective, aimed at training personal attitudes towards the
artistic values. Emotional competencies, according to some authors like Daniel Goleman,
are acknowledging their own emotions, managing their own emotions, emotional self-
regulation, empathy, emotional self-motivation etc. and these appear in the specialised
literature as components of emotional intelligence.
A "small artist" will not create with full force without emotional involvement,
without emotional energy which one has. We are going to present the experience
regarding the emotional development of the workshop "Colorful Expressions" in CRCT
from Chișnău.
Keywords: emotional competencies, creativity, art.
Cultural diversity in art and education – 2017
36
CHORAL MUSIC FROM BESSARABIA
(THE END OF XIXTH CENTURY –
THE FIRST HALF OF TNE XXTH CENTURY)
Emilia Moraru, Dean, University professors, PhD
USP ”Ion Creangă”, Chisinau, Rep. Moldova
In this article, the author highlights the most important social and historical
events that determined the course of cult music’s evolution in Bessarabia, names of
composers, conductors and teachers (who contributed to the raise of musical, cultural
and educational level of the young generation), composition heritage, thematic and genre
pallet of coral music composers of this period. Thus, the author’s aim is to underline the
achievements of composers, such as Mihail Berezovschi (1868-1940), Mihail Bârcă
(1888-1975), Eugen Coca (1893-1954), Ştefan Neaga (1900-1951), Petre Şerban (1903-
1980), Solomon Lobel (1910-1981), Leonid Gurov (1910-1993), David Gherşfeld (1911-
2004), composers who laid the foundation of professional musical art in Moldova.
Keywords: choral music, choral poem, choral processing, oratory, cantata, a capella
choir, religious music.
PROMOTION OF THE ECOLOGICAL CULTURE
USING MOLDOVAN TRADITIONS AND CUSTOMS
Gînju Stela Associate Professor, PhD.,
”Ion Creangă” Pedagogical Sate University
Gînju Gheorghe PhD, College teacher,
Director of Teoretical College ”M. Marinciuc”
Postovan Galina, Masterandă UPS ”Ion Creangă”.
In the following article, there are presented definitions of the ecological culture,
according to several authors. There are highlighted the differences between ecological
culture and ecological education, showing the phases of the ecological culture.
Moreover, there are presented concrete examples of promoting the educational culture
using moldovan traditions and customs.
There are described such holidays as Martisor, Lazarel, Palm Sunday, St.
George, Whitsuntide, St. Demetrios, Christmas, Dragobete, etc. Furthermore, there are
described the national moldovan carpets and the national clothing, which are an
incomensurable source of information for many generations. The description of the
holidays are classified in the order of their occurance during the year.
Keywords: ecological culture; ecological education; traditions.
Cultural diversity in art and education – 2017
37
METHODS AND TECHNIQUES FOR DEVELOPING THE ABILITY TO
ACCEPT DIFFERENCES IN MIDDLE SCHOOL STUDENTS DURING
COUNSELING AND GUIDANCE HOURS
Vlasie Elena Manuela,
School counselor teacher, CJRAE Iasi
School is a place of manifestation of diversity in its various forms (cultural,
social, ethnic, etc.) and also a field of action for stereotypes and bias and even for
discrimination. Sound and early management of differences between students involves
creating opportunities to meet and to work together with the "others", namely with those
students different from themselves. In those experiences they can also analyze and
confront their own stereotypes and bias, in order to find out sound and convincing
arguments for observing, accepting, and experimenting the right relation with alterity.
The importance and necessity of an educational intervention in order to develop
the ability to accept the differences stems both from the status of the school as a primary
socialization tool (that has to prepare children and young people to live in a diverse,
multidisciplinary and multicultural society) and also from the significant impact (even if
often unconscious) of stereotypes and bias over our behaviors. Counseling and guidance
activities can become opportunities for students to have a thorough knowledge and
assessment of their own stereotypes, to confront their own information and perceptions
with other people counter-strereotypical perspectives and to cognitively resize their own
views on diversity and alterity. To achieve this, teachers must acquire a "baggage
teaching" - methods and innovative techniques - shipped to the necessary motivation to
change. The didactic strategy they use may include both methods that lead to issues,
critical analysis or debates, and also cooperative methods through which students, while
achieving a common goal, gradually manage to change their stereotypes.
Keywords: stereotypes, accepting differences, developing abilities.
THE INNOVATIVE PRAXEOLOGY: SUGGESTIONS FOR
IMPLEMENTING IN ARTISTIC EDUCATION
Tatiana Bularga, PhD, Associate Professor,
”Alecu Russo” Balti State University, Republic of Moldova.
School is a specific social world for child where he deals with his peers, with the
teacher and the study disciplines. He has many and different questions and is waiting for
answers. Getting the expected answers increases the effort to know, to be always
searching and discovering the unknown phenomena. In order to foster continuously
pupil’s effort like this one manifests himself proactively, independently and successfully,
Cultural diversity in art and education – 2017
38
it is not enough to have a receptive pedagogical praxeology which is reduced to the fact
that the teacher seeks to put into practice the theoretical and methodological approaches
outlined in speciality literature, guides, curricula, etc. Modern education, especially the
artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive
praxeology, does not take over the rough theoretical and methodological approaches, but
obliges the practitioner to gather from the available sources only the ideas of perceived
essences, so that later to come before pupils with new actional options. Such a praxeology
becomes more than just a practical act, because it puts the teacher in the role of interim
manager function between theory and practice. In this hypostasis, the practitioner fully
corresponds to praxeologic rigors which are reduced to the specifics of the logistic design
and achievement of artistic action.
Keywords: Artistic education, proactive behaviour, success of personality, innovative
and artistic praxeology, artistic action of teacher, artistic action of pupil. JEL: I250 Education and Economic Development.
TRAINING OF MUSICAL AND INTERDISCIPLINARY
COMPETENCES SPECIFIC TO THE FIELD OF ARTISTIC EDUCATION
Viorica Crişciuc, Associate Professor, PhD.
„Alecu Russo” Bălți State University, Republic of Moldova
This article reveals conceptual aspects with reference to artistic education and
the formation of musical and interdisciplinary competences. It presents the realization of
this process operating with the concepts of the famous Western, Russian and native
scholars.
One of the ideas characteristic of the scholarly pedagogical thinking is that in
the process of forming the musical and interdisciplinary competences of the child
through art, the child subjects, the objects and phenomena of his acquired assimilation
schemes.
Keywords: arts education, art, musical skills, interdisciplinary competences, knowledge
mechanism.
OPINIONS REGARDING A NOVEL DISCIPLINE. BUSINESS PSYCHOLOGY IN
THE EDUCATION PROCESS OF STUDENTS
Buga Oleg, doctor habilitat în economie, profesor universitar;;
Onuțu Elena-Simfonia, teacher, grd. I , ”Alecu Russo” Balti State University,
Republic of Moldova.
Under the conditions of today's society, based on the rule of state law, multi-
party political democracy and, in general, the democratization of public life, education
(state and private education) is required to better meet the demands of society
development in line with the imperatives of its ways of progress. In order to meet these
Cultural diversity in art and education – 2017
39
requirements the Faculty of Finance and Business Administration comes with an
unprecedented course entitled Business Psychology. Business Psychology aims to
inform students about the fundamental issues of social psychology (tutelage discipline),
with some aspects of business marketing, etc.
Keywords: Business Psychology, novel discipline, development.
PARTICULARITIES OF MOTIVATION FOR STUDENTS TO LEARN:
PEDAGOGICAL PERSPECTIVE
Buga Oleg, doctor habilitat în economie, profesor universitar;
Păvăluc Sabina-Elena, teacher ”Alecu Russo” Balti
State University, Republic of Moldova.
Motivation is the set of predominantly internal impulses that support and direct
the behavior of the subject in learning. It is the reason why the student learns or does not
learn. Being motivated for learning is to be impelled by motivation, to be in a dynamic,
mobilizing and goal-oriented way. Student motivation for learning is and remains an
important problem for the teacher who, on the one hand, is experiencing positive
situations because the student is motivated to learn and has clear energy resources and
goals as it is put to find the tools and contexts to maintain and maximize it, transforming
motivation into a permanent development resource and, on the other hand, for the teacher
facing difficult situations, because in this case the student has other centers of interest,
rejects, defies, he has no goals or clear objectives.
Keywords: motivation, learning, objectives.
HUMAN POTENTIAL OF YOUNG SPECIALISTS - A ROUTE TOWARDS
THE SUSTAINABILITY OF AN ECONOMY
Suslenco Alina, Univ. de Stat „Alecu Russo”,Bălți,
Republica Moldova.
In the present paper we have analysed the possibilities of capitalizing the human
potential of young specialists, which is a key element in ensuring the sustainability of an
economy. Just as young specialists constitute a pillar of sustainability, the development
of the human potential of young specialists provides the opportunity to ground and shape
the path to an economy where innovation and progress are paving the way to sustainable
development. In this paper, the ways of developing the human potential of young
specialists were analysed, as well as the effects of this development. The methods that
helped us advance in research were analysis, synthesis, induction, deduction, scientific
abstraction. In conclusion, it should be noted that the economy can be developed by
developing the potential of young specialists which represents a route towards
sustainability.
Keywords: young specialists, intercultural, economy, sustainability.
Cultural diversity in art and education – 2017
40
MULTICULTURALISM AS A WAY OF LIFE IN AZERBAIJAN
Ludmila Bejenaru, Irina Kunina
Associate Professor, PhD. Catedra de Slavistică „P. Caraman”
Centrul de Multiculturalism din Azerbaijan, Baku.
The Country of Fire, the country of Caspian - Khazer, the country of the carpets,
and the oldest epic opera from the 11th to the 12th century in Azerbaijan, "Dede Korkud",
tends to regain its place on the stage of history and Culture of the world. Born
institutionally, Azerbaijan still expects to explore and evaluate its social and cultural
"dimensions" to the indisputable role it has played in defining the profile and cultural
model of the Muslim world. A special national cultural space, bearing the rich footprint
of Shirvani, Zoroastra, Arabic, Persian, Russian, Ottoman, Sassanian, Azerbaijan
cultures, is, first and foremost, a space of multiculturalism open to the world's cultures,
a productive and constructive dialogue not only with different ethnocultural areas but
also with the newer culture of globalization.
Just as each nation has the need to demarcate their ethnolinguistic individuality
and to assert their identity, the climate of tolerance is one of the characteristics of this
cultural and linguistic space and a first form of balance and calm that has led to the
knowledge and acceptance of differences. Whether it is cultural, linguistic, religious,
racial differences, when it comes to something else, the Azerbaijan cultural space is
opening its doors to knowledge - on its own and on its own. Alterity does not mean, for
the Azeri, only tolerance and openness, but the full knowledge of the other. The ego-
based report, based essentially on the individual's ability to adapt to the other's existence
and its alterity, also includes a policy of the cultural and linguistic pluralism of the
Azerbaijani cultural space, in which they have been integrating for centuries with
Natives, dozens of ethnicities, cultures, religions. Multiculturalism has become a way of
life in Azerbaijan.
Keywords: Multiculturalism, Azerbaijan, Alterity.
CULTURAL TOURISM AND CULTURE –
DEVELOPING FACTOR OF THE SOCIETY
Adriana Manolică Professor PhD., UAIC of Iasi, Romania.
Livandovschi Roman, Associate Professor, PhD.,
Academy of Economical Studies, Chișinau, Rep. Moldova.
The main aim of this paper is to thoroughly present the role and position of
cultural tourism, as one of modern tourism industry’s most dynamically developing
branch. In the absence of a uniformly accepted definition, cultural tourism can be
Cultural diversity in art and education – 2017
41
characterized both from the perspective of supply and demand and also from the point of
view of theoretical and practical approach. We can state that cultural tourism is a very
complex segment of the tourism industry, its supply is diverse and versatile. The paper
also aims to provide an insight into the planning and developing a cultural destination to
attract tourists.
Keywords: culture, tourism, development.
RELIGION AND INTERCULTURAL DIALOGUE
Țărnă Dina PhD. candidate,
Pedagogical State University ”I. Creangă”, Moldova
Cultural diversity or multiculturalism presents, interprets and re-evaluates the
social experience of diversity and differences. Its purpose is to talk about equality,
tolerance, and the inclusion of emigrants and different ethnicities in society. In this sense,
the process of globalization proposes a resignation of the minority / majority ratio, in
concrete cultural and global spaces that urge us to understand, accept and affirm
diversity. Cultural diversity presents a basic phenomenon of society. It addresses cultural
differences between people as well as those between diverse groups as multiple
identities: traditions, habits, how to approach education and society from an intercultural
perspective.
A tool for capitalizing on cultural diversity is intercultural dialogue, but also inter-
religious dialogue. The relationship between culture and religion is distinguished by
three characteristics: when religion decreases at the level of culture, when culture
becomes religion and when both claim autonomy.
The adoption of new principles in the development of development policies,
expressed through multicultural policies, should take into account the development of
cultural services that raise interest in the artistic phenomenon among all cultures of any
level through the existence of artistic creation workshops that bring Ideas for the
promotion and protection of cultural institutions and the contribution to the social
integration of different cultures and minorities.
Keywords: multiculturalism, intercultural dialogue, interreligious dialogue.
WILHELM GEORG BERGER – THE MOST PROLIFIC COMPOSER
OF THE GERMAN COMMUNITY FROM ROMANIA
Consuela Radu-Țaga, Lecturer, PhD., “G. Enescu”
National University of Arts, Iaşi.
Wilhelm Georg Berger was a complex musician, which carried on his activity in
the second half of twentieth century. Educated in a climate of German culture, Berger
Cultural diversity in art and education – 2017
42
made his first steps in musical domain playing in a string quartet alongside Romanians,
Germans and Hungarians. The practice like player-violist have served him posterior on
the musical creationʼs field. His opus numbers cover the symphonic genre, chamber
music, vocal music, choral music, fully missing the opera. Coming from a Lutheran
world and integrating in an Orthodox world, in the context of a Romanian composing
school with modal impress, he organized mathematically his musical universe, becoming
creator of modal system. He applied the Fibonacci string up to the interval structures,
initially in melodic proportion, and after that in harmonic proportion. The erudite
musician has thought ahead the aesthetics and analytical-historical problem, writing a
multitude of studies, chronicles and volumes. His raids on the broad territories of various
musical ages was systematized on the level of handbooks of string quartet, of symphonic
music, of sonataʼs aesthetics. We are proposing to point in this study the originality of
Bergerʼs extensive creation, his art-like options and effective interaction which turned
out well from his affirmation like exponent of the German community. The Bergerʼs
style is lyrical, with epic emphasis, sometimes dramatic, doubled by a formidable and
rich melodic construction, and the bergerian melodic is perhaps unequaled in Romanian
music context, after 1960 and so far.
Keywords: music, composer, modal system.
DIVERSITY OF PARENTAL MODELS IN THE CONTEXT OF THE
PREPARATION OF A POSITIVE PARENTAL STYLE WITH LOW SCHOOL
AGE CHILDREN
Gârțu Maria-Livia, Gimnazial School, „Mihail Andrei” Buhuși, Bacău
and PhD. Candidate, USP ”Ion Creangă”,
The children’s education is a complex activity that includes a series of specific
behaviors that act individually or together to produce effects in young school
children.There is the conception that anyone can be a parent, in particular, according to
the model of their own parents. From this point of view, we are talking about the parental
model. It contains the parenting style, representing the way parents apply certain methods
in educating children, combining both the style of their parents and the elements of the
socio-cultural environment in which their family lives.
The specialized literature describes seven parental models: authoritarian parents,
indulgent, protective, inconsistent, indifferent, aggressive and effective parents from the
perspective of the behavioral and psychological control, as well as the parental support.
The behavioral control refers to parents' expectations that their rules should be
respected by children and that they behave appropriately, while the psychological control
refers to the "control attempt that invades the psychological and emotional development
of the child" by inducing negative feelings. The low school age (6/7-10/11 years) is the
period when the child enters the school and he completes the primary cycle. At this age,
it is important to relate with parents who send evaluation messages about the actions,
Cultural diversity in art and education – 2017
43
behaviors of the child. The parental patterns vary according to culture, number of family
members, socio-economic status, parents’ education. It is good to know that one can not
talk about a particular parent model as a template applied to any situation
Keywords: parental model, positive parenting style, low school age.
ILUMINIST PROJECT IN POSTMODERN EPOCH
Saharneanu Eudochia,
doctor habilitat, profesor universitar,
Universitatea de Stat din Moldova
In the article the place and role of the Enlightenment in the system of Modern and
Postmodern is analyzed. The author reveals the components of the Enlightenment project
in order to define in it the creative, life-like and actual for the conditions of the
Postmodern era. The points of deformation of the Enlightenment project in the terms of
the Modern and post-modern era are determined. The author recognizes the urgency of
creating a new Enlightenment.
Keywords: Project of the Enlightenment, Modern, Postmodern, creativity, rejection of
creativity, saving the Enlightenment project, the new Enlightenment.
GENETIC / TYPICAL / ORIGIN CONTEXTS OF PAREMIOLOGICAL
LANGUAGE IN CULTURAL DIVERSITY.
Viorica Popa, Associate Professor PhD,
„Alecu Russo” Bălți State University, Republic of Moldova
.
In the 21st century we are not concerned only with the knowledge of our
spirituality and culture, but also with our personality in the context of world history, with
the ability to "traverse" (to express yourself in) languages. The new psycho- and
sociolinguistic approaches demonstrate that "a people cannot be known very well unless
you oppose and compare it with other peoples after you have studied it yourself.
Knowledge of others always helps to clarify and make clear the knowledge of yourself "
(D. Draghicescu). The paper presents possible variants in which Latin proverbs and
maxims appeared, circulated and developed in French, Romanian and Russian.
Reupdating genetic contexts, fixing generic ones and integrating social experiences, the
proverbs either preserve the initial expressive values or offer them an extra semantic
load.
Keywords: paremiological language, diversity, culture, latin.
Cultural diversity in art and education – 2017
44
APPARENT AND LATENT IN INTRA AND
INTERCULTURAL TRANSMISSION OF THE MUSICAL EXPERIENCE
Veronica Gaspar, Associate Professor PhD,
National University of de Music, București
The present essay aims at highlighting some constants and variables which occur
in the communication of the musical experience, whether synchronously, in direct artistic
displays or in transmission processes from one generation to the next.
We distinguish three nodal ways which are involved in the preservation of the
musical dowry: teaching, symbols and text. The educational processes are related to the
degree of social participation as well to the intrinsic structure of a specific musical
culture. The transposition into a semantic sphere, meaning literary or mystical
correspondences or myths could be seen as an enantiomorphic reflexion of the
subsequent non-verbal symbols issued from the direct artistic act, no matter the cultural
type. The text, or its substitutes, more or less encoded (carving, images, numbers etc.)
could be ultimately considered as a synthesis of the other two preservation ways.. It
reflects both the power of symbols on the social values and the particularities of the
artistic tradition, including its pedagogical dimension.
We intend to bring again into focus those common elements and coincidences,
which are paradoxically linking remote cultures in time and space. Meanwhile, we also
aim at mentioning several types of cultural communication, especially those concerning
the ticklish issue of the ratio between contamination and preservation.
Keywords: Symbols, music, contamination-preservation.
THE IDENTIFICATION OF CHILDREN WITH HIGH APTITUDINAL
POTENTIAL WHICH COME FROM DIFFERENT CULTURAL
BACKGROUNDS
Chelariu Adelina, Vrabie Tina, Neculau Andreea
PhD candidates, Faculty of Psychology and Education Sciences,
“Al. I. Cuza” University, Iași.
At the international level, identifying children with high aptitudinal potential is
a priority of the education systems, being implemented various strategies in order to
identify this particular category of students. The identification process has the role to
include gifted children in special programs, so that their training is based on a
differentiated curriculum which corresponds to their needs and provide them a
stimulating environment that is beneficial to their development.
Although each student deserves an education that meets his unique needs of
development and exploitation on his potential and for this have been developed such
special programs, the specialized literature mentions a number of categories of students
who are under-represented in these programs, namely: students belonging to certain
Cultural diversity in art and education – 2017
45
cultural minorities, students who are part of low-income families and students who come
from rural areas. In this article it is discussed the importance of correct identification of
children with high aptitudes who come from different cultural backgrounds and the role
of the teacher in this process.
Keywords: identification, different cultural backgrounds, children with high
aptitudinal potential
CONTEXTUAL DETERMINATIONS AND
ABUSIVE INTERPRETATIONS IN SALVADOR DALÍ'S WORK
Diana-Elena Vizitiu, PhD. student,
Faculty of Philosophy and Social-Political Sciences
”Al. I. Cuza” University of Iasi.
Artists, regardless of the artistic field they are coming from, have always been
influenced in their creations by the events occurred within the contexts in which they
lived or worked as artists. If, for example, the medieval art was focused on religion, the
Renaissance has revived the art of Antiquity. In the modern art of the twentieth century
we encounter an artist who has exceeded the collective influence and showed a high
degree of artistic flexibility, thus, he was able to transform his creations according to the
novelties brought by science, culture or politics. Salvador Dalí is one of the artists who
stood out the most from the cultural movement that he belonged (Surrealism). This fact
is related to a number of causes, of the specific of some contexts that led to an
understanding and an abusive interpretation of the artist on his own works of art, on some
paintings that belong to other artists (for example Jean-François Millet) or even to his
own life. This paper aims to analyze the dalinian work in terms of multiple contexts to
uncover the causes that led to this eccentricity and the effects produced in the world of
art but also the effects on the relation: creator (transmitter) - art consumer (receiver). The
public sphere, with the most important intercultural changes from his period, represents
the key aspect in understanding and decoding Dali’s artworks and we think that is
important to emphasize the way in which the Spanish artist succeeded to create a dialogue
between receiver and the big events that have influenced the whole world.
Key words: context parameter, interpretation, public sphere,work of art.
INTERCUTURALITY IN EDUCATION: FROM DIVERSITY
TO GENUINE ACTION
Elena Ichim, Master candidate, anul I,
Faculty of Psychology and Education Sciences,
“Al. I. Cuza” University, Iași
The various socio-cultural contexts we are exposed to, make us develop our ability
to understand cultural diversity today. The educational system as a subsystem of public
policies requires strategic approaches in order to research a new paradigm of behavior
Cultural diversity in art and education – 2017
46
and action, adopting the inter-dimensional characteristics and diminishing
ethnocentrism. The paper proposes the investigation of two reflection fields. Firstly, we
aim to analyse the phenomenon of diversity as a central impact on society. Secondly, we
propose to implement educational practices in order to take on new manners of
interaction, valorization and conduct in managing cultural differences. Interculturalism
is still a rhetorical element present in public discourses which, in most cases, does not
involve action.Incorporating viable legislative frameworks on intercultural policies can
influence the reduction of social breaches by relying on stability, equilibrium, equity. It
becomes a challenge such as that of intercultural dialogue through constructive cultural
experiences: conferences, seminars, meetings, forums, workshops, cultural trainings. All
this would represent a new viable methodological route where educators can form the
capacity to recognize and capitalize on human diversity.
The sine qua non condition of equitable development in today's society calls for
intercultural dialogue, being the best guarantee of social cohesion, thus creating a
positive cohabitation, not only the future, but also for the present as well.
Keywords: education, diversity, intercultural policies.
FROM ACCULTURATION TO MULTICULTURALISM
AND CULTURAL CONFLICT
Alina Ilinca, Senior advisor, CNSAS, București,
Liviu Marius Bejenaru, Senior advisor, CNSAS, București
There is no classic definition of culture, but one of the guidelines, known as the
cultural theory of personality, refers to the fact that consists on values structures, beliefs
and behavior patterns learned in social experience and transmitted through education,
socialization and acculturation.
This paper aims to present how much acculturation and multiculturalism
represent forms of ethno-cultural differences management, which become sources of
ethno-political conflicts. The analysis focuses mainly on education. The acculturation
criticism brings into question the fact that, this way, the specific of minority culture is
cancelled, and diversity has an encompassing valence reunited under the name of
multicultural or intercultural education.
No culture is superior to others. A culture is empathized when it is related to
others. The conflicts between cultural models have more serious consequences than the
conflicts within the cultural core, being considered as one of the major sources of
delinquency, social maladjustment and conflict situations.
In ethno-political terms, the question is whether we witness an indigenization of
cultures, to the prejudice diversity expense? Or in others words, how close are we in the
Eurabia and submission (Michel Houellebecq), or in a clash of civilization (Samuel P.
Huntington)? In Mai Yamani’s opinion, many young Muslims are utterly preoccupied
Cultural diversity in art and education – 2017
47
with events in Arab and Muslim world. As a result, the West’s strategic choices appear
deeply anti-Islamic for the young susceptible to radicalist Muslims.
Keywords: acculturation, multiculturalism, cultural conflict.
THE MANAGEMENT OF DIVERSITY
Bocșa Ovidiu and Bocșa Mioara, independent researchers,
teachers to "Ion Pop Reteganul" Secondary School
in Petru Rareş, county BN, Romani
In this work, we started from the aphorism 78 of Thedor W. Adorno` Minima
Moralia. More precisely: ”Snow White expresses, more perfectly than any other fairy-
tale, the idea of melancholy. Its pure picture is the queen, who gazes into the snow
through the window and wishes for her daughter in terms of the lifeless, animated beauty
of the snow-flakes, the black sorrow of the window-frame, the stab of bleeding; and then
dying in childbirth… All contemplation can do no more, than patiently delineate the
ambiguity of melancholy in ever new figures and approaches. The truth is not to be
separated from the delusion that one day, out of the figures of appearance [Schein], there
would nonetheless be salvation.” Diversity`s management carries the nostalgia of
morality, from the moment of a spark of consciousness.
To lead people is to lead them properly for good. The ambiguity of good is
related to heteronomic aspects, which the autonomy of the will seems to hold on to
utopia. The idea of ideas in moral philosophy tends to utopia, ideologies, reiterated
"cunning of history." The color tint that is obtained by passing the brush across multiple
colors expresses - as if the moral act - the removal of the primary colors in the desire to
encompass many colors without canceling their identity. Beyond the dwarf fruit of
diversity management, it seems to be their taste (sweet of smile, or bitter of suffering, or
salty tears, etc.), but also their memory, that is, attempts of good will. This pattern also
shows a kind of woven education/blending learning for acceptable variants. Education
remains under the same vulnerability as human resource management.
Keywords: nuances, dwarves of morality education challenges, academic management,
braided learning.
ARTS EDUCATION AT SCHOOL IN EUROPE
Anca Iorga, Lecturer, PhD., Univ. Spiru Haret,
Facultatea de Educaţie Fizică şi Sport, Bucureşti.
Artistic education prepares and develops in people the need for art and beauty,
and teaches young people the science of using art and beauty. European artistic
Cultural diversity in art and education – 2017
48
education is subject to many competitive requirements that influence its
organization and content.
All countries of the European Union, including Romania, included visual
arts and music in the curriculum, half of them include theater, and dance and other
arts are part of other curricular areas. Through artistic education, children and
young people learn to find inner harmony and to live in a balanced way, finding
the most correct solutions between imaginative living and real actions, between
dream and reality, between individual aspirations and achievements in the real
plan, which they have to their own person and to those around them.
Art has suggestive, constructive and dynamic features that are beneficial
to young people by achieving a balance of the individual. Art education develops
artistic sensitivity, which has real consequences on the human intellect.
Keywords: artistic education, creativity, cultural diversity.
THE HOLOCAUST - FROM TRAGIC TO COMIC
Lavinia Maria Pruteanu, Principal Psychologist, lect., PhD.,
Faculty of Psychology and Educational Sciences,
"Petre Andrei" University from Iasi
The artists' courage to attack the Holocaust has managed to overcome all kinds
of social prejudices. An extremely painful moment in the history of humanity must be
perceived / understood in its authentic, tragic dimension. Temporal removal makes it
easy for us, and the approach to the comic book. In cinematography we meet in The Day
Clown Cried or La vita e bella. In the literature, Anne Frank's Journal, although it is a
terrifying testimony of that period, is pigmented with tragicomic samples of the author's
adolescent intelligence, becoming so brutal, wise. In America over the pogrom and the
Last Cigarette of Fondane, Cătălin Mihuleac surprises, sophisticated and profoundly, a
multitude of plans, life situations, dramatic, tragic or comic, fictional or real experiences
of that era. The dynamics of the perception of the Holocaust, reflected in art, contributes
to the identification of a "multicultural" psychological profile of contemporary posterity.
Keywords: Holocaust, tragicomic, art.
THE FEMININE PERSONAGE OF THE ITALIAN OPERA IN THE EUROPEAN
CULTURAL CONTEXT OF THE 19th CENTURY.
Stylistical - interpretative analysis of the role of Elvira
from opera I Puritani of Vincenzo Bellini
Cristina Simionescu, univ. conf. PhD.,
„G. Enescu” Nat. Univ. of Arts, Iași, Romania
With the advent of romance, the musical center of opera music is restored in
Italy. Vincenzo Bellini is one of the composers who has dedicated himself to vocal
Cultural diversity in art and education – 2017
49
writing, opera, especially, and has developed and innovated this musical genre
throughout his ten masterpieces. The Opera Puritans, in three acts, on a libretto by Carlo
Pepoli, after the novel Old Morality by Sir Walter Scott and the historical drama Têtes
rondes et cavaliers by Jacques-François Ancelot and Joseph-Xavier Boniface Saintine, I
Puritani, was composed for the Théâtre Italien, after Bellini's arrival in Paris in 1833,
where he experienced a "artistic revival" at that time. The absolute premiere took place
on the same Paris scene on January 24, 1835, being a remarkable success that would
remain in the universal lyrical history, being acclaimed by Rossini himself, who said
"Bellini is born, you can not become." Bellini felt the closest to the intense dramas and
experiences of moral stakes, both in topics and music, demonstrating universality and
value over time.
Keywords: Italian opera, musical language, European culture.
TECHNICAL AND INTERPRETATIVE REPORTING IN THE WOLFGANG
AMADEUS MOZART CAMERA MUSIC
(TRIO, CVARTET AND ENTERTAINMENT)
Lucia Diaconu, Associate Professor, PhD.,
„George Enescu” University of Arts, Iași, Romania
In his short life, Wolfgang Amadeus Mozart composed an enormous number of
musical creations, most unmatched in beauty or depth. In 1862 Ludwig von Köchel
classified and cataloged Mozart's compositions, numbered with the mention KV
(Köchel-Verzeichnis = Köchel Catalog). His latest creation, Requiem, has the number
626. Mozart was the creator of 41 symphonies, 27 concerts for piano and orchestra, 7
concerts for violin and orchestra, concerts for clarinet, for harp and flute, for horn and
orchestra, 2 Concert symphonies, entertainment, serenades. In the field of chamber
music, the 6 string quartets dedicated to Haydn, piano sonatas, violin and piano sonatas,
violin trivia, cello and piano, quartets for wind instruments, sextet, a musical joke, etc.
are mentioned. Passionate for the opera, he composed 17 works, among which the most
famous, played today on the stage of all the theaters of the world's works, are: Seraphion,
Figaro's Wedding, Don Giovanni, Cosi fan tutte, Enchanted Flute. He also composed 19
plays, singing, soprano and orchestra motes, orchestra "Die Schuldigkeit des ersten
Gebots" and "Requiem" in re minor. What is characteristic of his music is the variety of
characters and images created, their alternation with speed, caught in the performance of
the musical discourse. The eternal dilemma of Mozart's musician is the realization of the
"complicated simplicity" of his works. The interpreter must have the inner mobility that
allows him to move quickly and naturally, from the suggestion of a state, an expression,
Cultural diversity in art and education – 2017
50
a character, an image to another. All this must be accomplished by a clear, diverse sound,
with many contrasts, different stamps, in a natural and convincing phrasing.
Keywords: chamber music, musical language, interpretative technique.
CONTRIBUTION IN MUSICAL EDUCATION
Luminita Ciobanu,
Lecturer univ dr, UNAGE Iasi
In order to appreciate the value of specific musical training into the first levels
of education, the various benefits of this training in the lives of much younger children
must first be recognized.If simply listening to music is enhances a child’s mind, then
incorporating the musical training in to a child’s curriculum must be even more helpful.
The standardized test scores given to some groups, proved that real effect of musical
training on intellectual abilities are larger, last longer above non-musical activities. We
believe that the early musical training, with an emphasis on sensory motor activity helps
children be expressively and perceptively within their environments. The research
results shown that the children in the experimental groups had more improved test scores
than the control group during the first two years of study. Also, the healing properties of
music are a huge asset in the continuing of music as an educational program through the
junior high and high school level.
Keywords: music education, child’s mind, healing properties.
THE ITALIAN OPERA IN THE EUROPEAN CULTURAL CONTEXT OF THE 19TH
CENTURY. Historical and stylistical incursion in the Italian lyric-drama manner at
Gioacchino Rossini, Giuseppe Verdi and Giacomo Puccini
Doina Dimitriu Ursachi, Associate Professor PhD.,
„George Enescu” National University of Arts, Iași, Romania
The European culture of the 19th century is a tribute to the Italian opper music
through its thematic and musical diversity, which it offered by the contribution of great
musicians. Thus, Gioacchino Rossini composed especially in the genre of the buffa
opera, proving an amazing creative force. His subjects were simple, but never simplistic,
the dramaturgy was balanced without being busy, and the vocal interpretation and
accentuation of the remarkable orchestra's weight. The composer will bring to the music
a real revitalization of the theatrical spirit. Giuseppe Verdi, through his work of creation,
including a significant number of works, can be delimited in three evolutionary stages,
beginning with Oberto (1839) and ending with Falstaff (1893), the stylistic route,
although unitary, recording significant transformations under the influence of some
Important factors: French theater and opera, the development of vocal technique, the
amplification of the orchestra and its role in the interpretative act. Giacomo Puccini,
through the realistic vigor of the subjects, the musical poetics, the graduation mode of
Cultural diversity in art and education – 2017
51
the dramatic tensions, the direct, spontaneous, accessible nature of the Puccinian musical
language, the perfect knowledge of the physiology of the voices, the technique of the
musical instruments, the intention to give a true interpretation The subject, the force of
declamation without an obvious concern for vocal effects, are some defining elements
for Puccini's work. In the thematic mosaic approached by the composer, the cultivation
of a slender melodic line, of small forms and the recourse to the Western-minor minor,
but at the same time resuming the modal conception of the past centuries bring novelty
and expressiveness to his creation.
Keywords: Italian opera, musical language, European culture.
THE HERMENEUTICAL DIALOG BETWEEN
MUSIC AND SCIENCE
Calin Farcasel, univ. Lecturer, PhD,
„George Enescu” University of Arts, Iași, Romania.
The present article emerges from question if the fine arts of the twentieth century
are congruent with time, or in other words, if they are still belong to their own history
and how exactly. On the other part, the same question is addressed to science, if it
continues it`s history and how much of it crosses the culture itself. More precisely, if
there`s a dialogue between them. As part of fine arts and according to my professional
skill area, I`ve choose music to be the main subject of finding some ties between it and
the science, starting with a brief history of the most represented figures and their works
over the twentieth century. So, I found the denial spirit of what was traditional in music,
starting with composers like Arnold Schonberg, Arthur Hoenegger or Alban Berg. The
dodecafonic serialism promoted by them has been later replaced by the aleatorism and
invention, both property of John Cage`s music, further reaching a pure mathematical
composition style, massively enriched with electronic sounds, found in works of French
theoretician and composer Iannis Xenaxis.
I found the revolutionary state of music being shared also by great achievements
of the twentieth century`s science, which deeply shaked the all-around vision about
world. Starting with the well-known Einstein`s relativity theory (1905) and ending with
the first cloning of an adult animal (1997), it can be perceived a progressive distance
decrease between invention and it`s application, caused by a continuous seeking of
human life improvement. Until the end of this article, it is shown the backbone of all
those researches, both in music (and culture at most) and science. It`s about the element
of New, ruled by freeing thinking and creation, but mandatory accompanied by a “t”.
That “t”, which`s animating both a musical instrument and the whole Universe, is the
abbreviated version of the word talent.
Keywords: hermeneutical dialog, science, art, talent.
Cultural diversity in art and education – 2017
52
FROM DIFFERENCE TO DIVERSITY: THE USE OF FILMS IN THE
INTERCULTURAL COMMUNICATION CLASS
Sorina Chiper, Lect. PhD
Alexandru Ioan Cuza University of Iasi
Intercultural communication classes gain a lot from including films in the
teaching and training process. Just like in the case of acquiring a language, developing
skills in intercultural communication would require immersion in a new cultural context.
However, due to financial restraints, such immersion is not always possible. One way of
developing trainees’ awareness of difference, acceptance of difference and
understanding of it as diversity is by exposing them to intercultural encounters through
films whose characters are engaged in cultural dilemmas, undergo processes of
intercultural learning or acculturation, and go beyond their initial ethnocentric views. My
presentation will focus on four films: A Passage to India, Outsourced, Gung Ho, and Lost
in Translation, and it will show how these films teach about culture, as well as highlight
patterns of interaction and of personal change as a result of intercultural encounters
through work and travel.
Keywords: films, intercultural communication, intercultural competence.
POLISH MESSIANISM IN CENTRAL EUROPE AND ITS IMPACT ON NATION-
BUILDING PROCESS IN THAT REGION
Robert Mieczkowski, politologist, political anthropologist,
PhD. candidate, Cardinal Stefan Wyszyński
University at Warsaw, Poland.
The aim of this paper is to present an analysis of importance of the literary works
in process of formation of national identity in Poland and also Central and Eastern
Europe, and then in maintaining this identity. In Poland great role in times of formation
of modern national identity played significant literary writers like Adam Mickiewicz
(slavophilia, polish messianism, mysticism) and Juliusz Slowacki (polish messianism
and mysticism), we can also mentioned Severyna de domo Żochowska Pruszakowa, or
Jozef Bohdan Zaleski. In this presentation I will refer in same extent also to the different
concepts of the formation of nations, narrativism and constructivists approach. In
Ukraine, for example, functioned so-called, Ukrainian School of Polish Romanticism,
which also will be some part of my narration during conference. One of the prominent
representatives of that school was Joseph Bohdan Zaleski, he presented himself as the
incarnation of the Russian bard Bojan, from Old Russian poem "The Word about Igor's
expedition" - „Słowo o wyprawie Igora”, was a supporter of the idea of Pan-Slavism
based on the federal structure of the First Polish Republic and the Catholic Church. With
such formulated January uprising assumptions was related the problem of obtaining
supporters among the representatives of these nations, for which political freedom did
Cultural diversity in art and education – 2017
53
not have yet mean participation in the Central European federation with Poland with the
primary importance.
Keywords: Central-Eastern Europe, nation-building process, literary creation, national
mentality, postcolonialism, critical discourse analysis.
ART, COMMUNICATION AND EDUCATION
BY SYMBOLS
Corina Matei Gherman, Coordinator,
Cultural Projects, Cultural Scientific Association Pleiadis, Iaşi. Doina Guriţă, Dr.ec.
Asociaţia Jurnaliştilor şi Scriitorilor de Turism, Iasi
Art is essentially the most profound expression of human creativity. In a broad
sense, the term art means any activity that is based on knowledge, exercise, perception,
imagination and intuition. In a strict sense, add to the above lack of functional
practicality, knowledge, aesthetic. Communication is key between people through which
they communicate to each other their thoughts, ideas, concerns, etc., related to everyday
life, professional concerns, it may take different forms and can be personal and non
personal. In our case of communication through art. in the form of sensations, perceptions
or representations, visual or auditory representations, object perceived by the senses or
reproduction of an object obtained using an optical system; plastic representation of the
appearance of a being, a thing, a life scenes, a painting from nature, etc., obtained through
drawing, painting, sculpture, etc. Education has the task of preparing man as active
element of social life. Plato defined education as "the art of forming good habits or
develop skills Native virtue of those who have them." Aristotle in his "Politics", believes
that "education should be an object of public oversight, and not private. " As we see
between communication, education and art is a strong bond.
Keywords: communication, education, culture, sacred geometry, art, history.
Clasificare Jel: M 3, L 82, L 83, D 83.
THE ARTISTIC VISION OF A GREAT CONFESSOR
Titiana Marcu, PhD, Assist. Prof.,
Faculty of Arts, University of Oradea.
Remarking the great personality of Father Arsenie Boca, I wanted to highlight,
once again, his outstanding activity, not only as a monk, but also as icon painter. Father
Arsenie Boca is increasingly revealing himself to us. I found a new man, a new thinking,
another way to perceive life in relation to God, but also to the world.
Remarkable painter of sacred painting and, at the same time, a true painter of
souls, Father Arsenie Boca was a great man of culture, but also a philosopher of science
and religion. What distinguished him from many other spiritual advisers with grace was
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54
his uniqueness, the ability to transform people, to bring to light what is good, beautiful
and pure in them.
In the painting from the church in Drăgănescu, Father Arsenie descended the
Divinity on earth and exalted man toward the Divinity. His painting has never been
dissociated from the divine word in the process of transmitting the revelation. Receiving
the Christian message in this way, people live with the human face of Him who spoke
the word, but also with this word of His. The painting in the small church is an open
window to the spiritual world, which helps us participate in the divine service, the
iconographic art being essentially liturgical. Father Arsenie felt the plasticity of form and
succeeded in rendering it, not only through combinations of lines and colors, but also
through a fair distribution of light and shadow. In this regard, I can say that the
representation of Jesus Christ in the Resurrection scene, as well as that of the Wedding
of the Emperor's Son scene, is a masterpiece.
The painting of Drăgănescu church is an attraction for any pilgrim who comes
here and, regardless of culture, civilization or religion, the visitor looks pleasantly
surprised at this work of art that sums up genuine Christian pleadings.
Keywords: church, painting, art.
BULLYING IN ROMANIAN SCHOOLS -
THE MAIN STUDIES AND RESEARCHES
Tudorița Grădinaru, PhD. Candidate,
"Al. I. Cuza" University, Iași.
Romanian society has witnessed profound political, social and legislative
changes over the last 20 years. The traditional model of sanctioning and correction child
promotes physical violence according to the Romanian word "beating is taken from
heaven". Romania's accession to the European Union in 2007 was an important moment
for the reconsideration of the status of the child in the family and society as a result of
the Romanian legal framework’s adjustment to the European one. Although Romania is
pioneering in research into bullying behaviors, studies and researches conducted so far,
indicate an increased prevalence of aggression in schools. However, our country is in
line with global trends in this phenomenon.
The results of researches show that in school, repeatedly, 3 out of 10 children
are excluded from the group by their peers, 3 out of 10 children are threatened with
beating or hitting by their peers, and 1 in 4 children have been humiliated in front of
classmates. Bullying has negative consequences for both the school climate and the
actors involved (aggressors, victims and spectators). 33.8% of students surveyed
frequently show abusive abusive behaviors (bullying), 40.5% are frequently victimized
by their peers, and 33.9% have prosocial behaviors by their peers.
Cultural diversity in art and education – 2017
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The most common types of bullying experienced by victims are physical
violence, bullying, teasing, nicknames, ironies and imitations.
Keywords: bullying, victims, bystander.
THE PSYCHOLOGICAL PROFILES OF ADOLESCENTS WITH HIGH
INTELLECTUAL ABILITIES IDENTIFIED IN THE LITERATURE
Roxana I. Holic, PhD. Candidate,
"Al. I. Cuza" University, Iași.
The objective of this study was to identify in the existing literature the
psychological profiles of adolescents with high intellectual abilities. Although there is
not a large number of such studies, we can mention three of the categories identified by
the authors concerned with this topic. Thus, we will summarize the presentation of the
profiles found by Roeper (1982), which mainly refers to the emotional needs and the way
people with high intellectual abilities manage their emotions. He identified five types :
The Perfectionist, The Child / Adult, The Competition Winner, The Self-Critic, and The
Well-Integrated Child. Betts and Neihart (1988) make a theoretical profile model that
embraces their needs, feelings and behaviors, mentioning the existence of six different
types: The Successful, The Divergent, The Underground, The dropouts, The double –
labeled, and The Autonomous learner. Another typology of the personality profiles of
adolescents with high intellectual abilities that has exacerbated the literature has been
conceived using the concept of overexcitabilities introduced since 1967 by Dabrowski.
Thus, five types of overexcitabilities have been identified among this population:
psychomotor, sensual , emotional, intellectual, and imaginational.
Keywords: psychological profiles; psychological profiles; special needs.
LITERATURE AND INTERCULTURALITY
Elena Negoiță, teacher, PhD., Naţional Colege
„Dimitrie Cantemir”, Oneşti, Bacău.
Literature - the art of the word - is, according to Adrian Marino, a social reflex
developed in a social context, a propaganda tool, a form of reflection on human essence
and existence. Throughout the millennia, the manifestations of the arts were conclusive
elements in highlighting the relationships between cultures. The history of humanity
contains multiple examples of artistic expression, resulting from the coexistence of
different cultural universes. The phenomenon of interculturality involves not only
contact between cultures, but the existence of a dialogue between them, interaction and
mutual influence. Literary texts demonstrate this interculturality, both at the level of
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biographies and writers' mentalities, and at the level of character and literary fiction.
Keywords: interculturality, literature, history.
DIVERSITY OF PARENTAL MODELS IN THE CONTEXT OF THE
PREPARATION OF A POSITIVE PARENTAL STYLE WITH LOW SCHOOL
AGE CHILDREN
Gârțu Maria-Livia, Gimnazial School „Mihail Andrei”
Buhuși, Bacău and Ped. State Univ.
”Ion Creangă”, Chisinau, Rep. Moldova.
The children’s education is a complex activity that includes a series of specific
behaviors that act individually or together to produce effects in young school children.
There is the conception that anyone can be a parent, in particular, according to the model
of their own parents. From this point of view, we are talking about the parental model. It
contains the parenting style, representing the way parents apply certain methods in
educating children, combining both the style of their parents and the elements of the
socio-cultural environment in which their family lives. The specialized literature
describes seven parental models: authoritarian parents, indulgent, protective,
inconsistent, indifferent, aggressive and effective parents from the perspective of the
behavioral and psychological control, as well as the parental support.
The behavioral control refers to parents' expectations that their rules should be
respected by children and that they behave appropriately, while the psychological control
refers to the "control attempt that invades the psychological and emotional development
of the child" by inducing negative feelings. The low school age (6/7-10/11 years) is the
period when the child enters the school and he completes the primary cycle. At this age,
it is important to relate with parents who send evaluation messages about the actions,
behaviors of the child. The parental patterns vary according to culture, number of family
members, socio-economic status, parents’ education. It is good to know that one can not
talk about a particular parent model as a template applied to any situation
Keywords: parental model, positive parenting style, low school age.
INTERCULTURALITY - THE FOUNDATION OF A DEVELOPMENT OF A
HEALTHY SOCIETY IN FULL GLOBALIZATION PROCESS
Dorotti Yacoob, Psychologist, pedagogue Professor,
Elim Christian Foundation, C.S.E.I. Number 1. Popeşti, Romania
With the advent of globalization, more and more societies are trying to adapt to cultural
diversity. It can be said that this work of modern society has led to the shaping of ideas such as
cultural relativism, which attempts to disseminate the idea of equality between cultures, trying to
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limit the hierarchies at the cultural level. Through the idea of cultural pluralism, it seeks to draw
attention to the treasures that all the world's cultures gathered over the time through individual
experiences provide. Through the theory of multiculturalism, it tries to reduce the anxiety of
homogeneous societies, who subconsciously fear cultural contamination. By interculturality
approach,are outlined interaction possibilities based on reciprocity, exchange, solidarity, in the
idea of preventing, cultural rejection generated by fear of total homogenization and complete
disappearance of the cultural identity of societies. Each cultural society, throughout history, has
generated a multitude of stereotypes and prejudices related to various other cultures.
The permeability to education / learning through human interaction is a characteristic of
the social being in us. This feature has opened the way for evolution. Sometimes resistance to
influence is welcome when we think about the transfer of prejudices or stereotypes that lead to
discrimination. Consumer culture has emerged and propagated with speed in most societies, we
could say that this is due to the lack of resistance to influence. In order to identify the needed
conditions for the development of a healthy intercultural society, it is necessary to detect cognitive
distortions and disadaptive cognitive schemes of cultures that share the same time and space. It
is necessary to acquire a deep reciprocal knowledge of the cultures of the respective societies and
to identify functional strategies that allow the formation of a genuine and optimally functional
intercultural society, increasing the capacity for real integration of diverse cultural individuals.
Keywords: interculturality, globalization, discrimination, culturaly responsive
education, social integration.
ADDRESSING CULTURAL DIVERSITY FOR A BETTER INTEGRATION OF
ROMA ETHNIC CHILDREN IN SCHOOLS APPEALING TO SENSITISE
TEACHERS WITH REGARD TO CULTURALY RESPONSIVE EDUCATION
Dorotti Yacoob, Psychologist, pedagogue Professor,
Elim Christian Foundation, C.S.E.I. Number 1. Popeşti, Romania
The integration of Roma ethnic into the country's major society is still a
challenge. The problems faced by this ethnicity could not be solved until present.
Cultural differences that are not yet mutually asimileted between the two cultures are one
of the main barriers. One of the consequences of integration problems is early school
leaving. It seems that ethnic Roma drop out of school because "nothing in their depth of
their traditional values can be recognized by Roma children or parents in the school
system." Introducing a Cultural Responding Education could facilitate their integration
into the society. Educating teachers with reference to everything related to culture, the
traditions of the Roma ethnicity is the first step. The workshops created on the topic had
the purpose of opening a path of knowledge, understanding, empathy with the ethnics of
a culture that, remaind unchanged over the time. Culturally responsive communication
strategies found together with the teachers during the workshops open a path towards
better interaction with the Roma ethnics. The next step would be to devote such programs
to ethnic Roma in their communities so that they know and understand the culture and
customs of the major society.
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Without reciprocal understanding of the two cultures, integration can not be achieved.
Keywords: culturaly responsive education, Roma ethnicity, social integration.
ABOUT NUMBERS, FROM A TRANSDISCIPLINARY PERSPECTIVE
Cristian Ungureanu, lecturer, PhD,
University of Arts “George Enescu”, Iasi
The rediscovery and enhancement of the ancient symbolic meanings of numbers,
mathematical and symbolical can help us understand better the standards, canons or
constructive techniques of the pictorial space used by the masters of the traditional
periods in art history. This approach of art theritory could be a viable alternative to the
identity crisis that defines the contemporary art.
The purpose of this study is to provide a brief perspective on numbers, seen from
the traditional perspective as cosmic forces that intelligently ordain the elementary
energy configurations (atoms with everything inside it) to define ordered, harmonic
molecular structures (from Chaos, to simple structures and then always more complex
and complicated). We describe the fudamental valences of each number (from 1 to 12)
in interaction with the room (I hope to challenge them, to tell everyone what they know
or believe about each number), which I will illustrate with case studies, photo and video
animations). In short, the world (or worlds) we live in are now defined as complex energy
and information construction, which means resonance, translated by frequencies, which
are described by numbers, capable of transposing into geometric configurations. Here is
the common ground, no matter if we analyze simple or complex structures, stable or
unstable, etc
Keywords: numbers symbol, geometry, scheme, composition, transdisciplinarity.
INTERCULTURALITY AND JUSTICE
Alexandru Sava, Researcher, grd. III, PhD.,
Romanian Academy, Iasi Branch, Institute "Gh. Zane"
In the past decades, the Romanian legislation has offered a generous and detailed
support for a thorough harmonisation of cultural exchanges. Any culture is accepted,
supported and promoted, in its multiple expressions, as long as its members respect the
rule of law. A modern intercultural dialogue maintains as a reference point the equality
in rights and opportunities, and also the equality before the law.
While trying to avoid any hierarchising or marginalising tendency, one must still
always remember the rule of law denominator. An adequate protection and
encouragement of cultural diversity can only take place in a social environment where
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any abusive tendencies are being timely and correctly dealt with, so that no citizen,
regardless of culture, will suffer his/her rights.
The law defends multiculturalism and forbids any discriminatory attitude, but a
real attenuation of any asperities noticed within cultural interferences will only be
obtained through a process of education in a spirit for acceptance, and mostly through a
sustained intercultural dialogue.
Keywords: multiculturalism, legislation, human rights, cultural diferences.
IMAGERY IN ROMANTIC POETRY
Tinni Dutta, PhD, Lecturer,
Department of Psychology, Asutosh College, University of Calcutta
Romantic poetry expresses the emotional world of man bearing varied touches
of affective reality. The Romantic poets differ in their creation of different sorts of
imagery. Their choice imagery reveals not only their sensory capacities but also their
visions, values and the unique personality pattern with which they are gifted.
In this present study imagery of Romantic Poetry would be taught to psycho
dynamically analyze through Rorschach Ink Blot test developed by Klopfer & Klofer. It
is interesting to note that such analysis offers a parallel with the biographical findings
perceived by the critics. Name Imagery Analysis through Rorschach
Wordsworth Blue sky, light raindrops,
Splendor in grass
Colour & Form- Integration
with emotion and rationality
Keats Tender night, soft dying day Tactual in nature- infantile
craving for contact,
affectionate needs
Longfellow Sea, air, sun Depth perception handle his
anxiety with an intellectual
cloak
Tagore Vast green shore, spring
flowers
Colour and form with depth
and distance- serene balance
of mind
In view of such outreaching critics’ comments could be recalled. Wordsworth -
‘Everything seems to have passed simply and cordially without transport of affection or
outburst of passion.’(Legouis, 1967).
Keats exalts a sensuous approach to reality, exclaiming, ‘ O for a life of sensation rather
than of thought’. (Sengupta, 1986). Longfellow is always affective and associative rather
than analytic and theoretic in response to life.(Unger Leonard, 1974). Tagore - ‘a man
marked by serene balance of mind and emotion and was unshaken by criticism,
disappointment and adversity’ (Church,1961).
Keywords: poetry, imagery, romantism.
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CULTURAL DIFFERENCES IN TEACHING DYSLEXIC STUDENTS
Christina Gatsakou, B.A. in Philosophy, Pedagogics, Psychology,
M.A. in Applied Linguistics, Philologists and English teacher, Athens, Greece
We present in this paper the idea that there could be cultural and societal
differences in offering educational process to dyslexic students.
Firstly, I will briefly outline the value of using games in education and how they
can function as the field where young learners may cultivate their creativity and critical
thinking. Another essential point that this paper deals with is the definition and the nature
of dyslexia and how we can exploit the issues raised by this learning difficulty in the
educational process in the differences of the society. Concluding, we will attempt to
describe how the application of the “Theatre of mind” regarding teaching dyslexic
students, based on the theoretical model of the game, may incorporate valuable learning
principles in order to support not merely learners’ cognitive knowledge but also the
development of their personality.
Keywords: society, culture, dyslexia, education.
ROMA CHILDREN – INTEGRATION
IN SOCIETY AND EDUCATION
Eirini Tseliou, Research Assistant/Responsible for monitoring
the physical object of Programme Education
of Roma Children National and
Kapodistrian University of Athens, Greece.
This paper focuses on the expansion of school activities inside and outside
school as part of an educational Programme at the University of Athens titled: Education
of Roma Children. With regard to the interventions at school units, planning involves
nine actions related to the increased enrollment of Roma children and their continuation.
This plan is closely related to the creation of conditions which favour and reinforce the
circumstances of integration and continued attendance of Roma children at school and
secondly reassure the acceptance of these children by the society in general.
The expansion of school activities inside and outside school refers to the design
and the operation of Student Creative Employment Workshops with parallel emphasis
on creative animation activities. The immediate goal is to create awareness and a sense
of acceptance among students towards the institution of education, the consolidation of
educational and cultural practices of students, by focusing on incorpotating elements of
language and artistic interests of Roma children in the educational process. For this
purpose, the workshops are enriched with artistic interdisciplinary and multicultural
activities, students’ recreation activities and creative thinking inside the school units.
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Between 2010-2015, its nine basic actions provided assistance to 1860 schools benefiting
about 46.000 students.
Keywords: Education, Roma Children, Student Creative Employment Workshops.
EMPATHY AND COMMUNICATION BY ART
Elena Tonikidi, Psychologist, artist / art-therapist,
Psychology-Art, Art-therapy Institute & School, Thessaloniki.
Art is one of the most refined ways of personality modeling, access to aesthetic
and moral values of society. The paper presents some of the defining elements of
communication through art, in the double sense of this process, from the work of art and
creator to the viewer, but also from the contemplator to the work of art and creator.
The key element of this double process is empathy, the ability to translate into
the emotional states of the other. It develops within a set of personality traits, including:
emotional intelligence, diversity of emotional feelings, cognitive skills, along with
motivation and personal ideals. Art is a mediator of communication but at the same time
an element of developing a general receptivity to the world and its authentic values.
Keywords: art, communication, empathy, creativity, art receiver, aesthetic judgment.
ARTISTIC PERSONALITY IN THE LIGHT OF
SOCIO-CULTURAL INTEGRATION
Maria Belea,
Dr. Psiholog Baia Mare – AIPRE (Roma, Italia)
Artistic personality was interpreted in various ways through the ages. The power
of creativity, individual perseverance and imaginative force made the artist a special
person, different from most people, being equipped with unique, unrepeatable skills. This
paper presents some of the most important approaches to the personality of the creator,
from the questionable Freudian theory to the psycho-biological approaches of Peckham.
Through his works, the artist expresses not only his personal anxieties or
emotional ardent feelings but also, reflects a conscious level of the social group, being
himself adapted to human values, characteristic of the era and society to which he
belongs. Maybe, sometimes, wrong regarded as deviant personalities or too much
exposed to excesses, artists remain, undoubtedly, brave in Creativity, in the cultural and
social original development process. Their integration in this ensemble completes the
picture we have about development and social evolution, and gives us access to more
elevated human values.
Keywords: artist, culture, society, social development, creativity.
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CULTURAL DIVERSITY IN CREATIVITY
Anamaria Gheorghiu, Psychologist, school counselor,
Highschool "St. Bârsănescu" Iaşi.
Creativity represents one of the most important dimensions of the human
personality. Culture and society always influence the ideas and the scope of the
creativity. Artists and their creation are the expression of the society in which they live
and themselves contribute to the ideals of society.
That is why we can analyse some differences whis exists between some cultures
and how they form the personality of the artist and his creations. These differences are
influenced by education, life-style, economic level and also, by the political-leadership
of the governments.
Keywords: creativity, culture, society, education.
TEENAGERS - CHARACTERISTICS OF CREATIVITY
Ioana Macovei, Psychologist,
Psychological Office AMA, Iaşi
Adolescence is the age characterized by the tendency of self-assertion. New
ideas, new enthusiasm and vision on life and things, make a teenager being creative in a
special way.
Shaping their own identity represents a complex process always accompanied
by creativity, ingenuity and originality, be it in the domain of arts, technical fields or
strictly theoretical.
Young people have ingenuity, possessing exceptional imaginative capacity and
many new ideas of adolescence, later become the foundation of serious preocupations
and creativity.
Keywords: adolescence, creativity, personality, self-affirmation.
THE CAT IN ART AND PHOTOGRAPHY
Irina Frasin Researcher PhD.,
Romanian Academy, Iasi Branch Institute "Gh. Zane"
Cats are extraordinary animals. They bring mystery to our lives and mesmerize
us with their magic, but also bring joy to our hearts and smiles on our faces. We love
them for their beauty and independence and welcome them in our homes, we see them
as friends and companions but we are still not able to fully understand them. These
allusive creatures share our lives but somehow continue to keep untouched their
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independence. We admire them and are fascinated by them and the more we try to figure
them out, the more they seem to escape our understanding.
This is why the purpose of the present paper is to try and shed a little light on
our relationship with them by the help of history of art and photography. We trace the
way the cat was seen and understood over time (using the way it was represented in art)
– from the sacred animal in ancient Egypt to the hated animal in the Middle Ages, the
companion of witches and the representative of the Devil till the fury friend that shares
our sofas. We try to see the connections, to understand the deep roots of the attitude
changes with all the implications. Loved or hated, the cat was always an animal that
raised extreme emotions. From the symbol of the Goddess of Fertility, to the bringer of
misfortune and disaster, the cat changed different masks. But it also helped us represent
our human emotions, fears and unrest in art, literature and psychology.
Keywords: cat, photography, history of art.