interpersonal communication - psychological and … · 2020. 1. 26. · interpersonal communication...

International Scientific Conference

The IX-th Edition

INTERPERSONAL

COMMUNICATION - Psychological and educational interpretations

ROMANIAN ACADEMY – Branch of Iaşi

”Gh. Zane” Institute of Economic and Social Research

Interpersonal communication - 2018

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P R O G R A M M E

930 - 1000 - Registration – ”Al. Tacu” Hall,

Institute ”Gh. Zane”, str. Codrescu, nr. 2, Iași. 1000 - 1200 - Official opening.

1200 - 1230 - Coffee break.

1230 - 1430 - Paper presentation.

Part I:

Section I: ”Al. Tacu” Hall, Institute ”Gh. Zane”.

and

Section II: The Small Hall of the Institute ”Gh. Zane”.

1430 - 1500 - Launch break

1500 - 1700 - Paper presentation.

Part II: ”Al. Tacu” Hall, Institute ”Gh. Zane”.

1900 - 1930 - Official closure.

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.


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C O N S I D E R A T I O N S

The event addresses the complex process of interpersonal communication

from a psychological, educational perspective but also from the perspective of artistic

language. The so-called "revolution in communication", generated by successive waves

of technological innovation, is taken into account.

The theme of the conference reflects the current concern, more intense than ever,

that has as center the communication process, connected to the new technological

means, which give it a special character in modernity. Discussions and research on

communication today have an unprecedented development. Thus, the results of these

researches contribute invaluable to the development of communication-based fields:

education, philosophy, art, teamwork, leadership, etc.

We propose the definition of communication from different perspectives, since

the areas of communication imply their own specificity: interpersonal communication,

in groups, in the media, didactic communication, between the two genres, between the

doctor and the patient; intercultural, diplomatic communication, business and work

teams, science and art. Each of these communication modalities implies certain

conditions of deployment, different ways of approach and different means of realization.

There is a revolutionary scientific discovery that communication has always

been and still is, more important to us, human beings than ever has been supposed. Prior

to this century, no major analysis of international relations has explained the unfair

standards of life or power as a result of a specific communication model among nations,

but this has become a common theme today.

A more sophisticated understanding of communication has developed in this

century. Now, the issue of the "proper human condition" is discussed. This new

understanding has provoked an increased interest in communication that puts into

question three interdependent factors: new communication technologies, an appreciation

of the economic and political significance of communication, and developments in

thinking humanistic and scientific communication.

Communication is a fundamental feature of the human being. "Social capital"

consists of the stock of active connections between people: trust, mutual understanding,

common values and behaviors that connect members of the networks and human

communities, and make possible a cooperative action.


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EXECUTIVE BOARD

➢ Marinela Rusu, Main Researcher, grd. II, PhD. Romanian Academy, Iasi

Branch, Institute "Gh. Zane".

➢ Eugenia Maria Pasca, Professor PhD., “George Enescu” National University

of Arts, Iaşi, Romania.

➢ Adrian Liviu Măgurianu, Main Researcher, grd. III, PhD. Romanian

Academy, Iasi Branch, Institute "Gh. Zane".

➢ Magdalena Lazăr, secretary, Romanian Academy, Iasi Branch, Institute "Gh.

Zane".

PRESIDIUM

• Teodor Dima, PhD Professor, Member of Romanian Academy;

Director -"Gh. Zane" Institute of Economic and Social Research, Iași.

• 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.

• Stefan Boncu, PhD Professor, Dean, Faculty of Psychology, "Al. I.

Cuza" University, Iași.

• Larisa Sadovei, PhD Professor, Dean, State Univ. of Pedagogy ”Ion

Creangă”, Chisinau, Rep. Moldova.

• Marinela Rusu, Researcher, grd. II, PhD. Romanian Academy, Iasi



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SCIENTIFIC COMMITTEE

Teodor Dima, PhD Professor, Member of Romanian Academy; Director -"Gh. Zane"

Institute of Economic and Social Research, Iași.

Ștefan Boncu, PhD Professor, Dean, Faculty of Psychology, "Al. I. Cuza" University,

Iași.

Petru Bejan, PhD Professor, Dean, Faculty of Philosophy and Political Sciences, "Al.

I. Cuza" University, 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.

Carmen Mihaela Crețu, PhD Professor, Faculty of Psychology and Educational

Sciences, "Al. I. Cuza" University of Iasi, Romania.

Larisa Sadovei, PhD Professor, Dean, State Univ. of Pedagogy ”Ion Creangă”,

Chisinau, Rep. Moldova.

Bogdan Constantin Neculau, lecturer, Faculty of Psychology and Educational


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.

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".


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Anna Giannopoulos, psychiatrist, Luzerner Psychiatric Clinic, Luzern, Schweiz

(Elvetia).

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.

Emilia Moraru, PhD Professor, Academy of Music, Theatre and Fine Arts, Faculty of

Art Voice, Chisinau, Moldova.

OFFICIAL OPENING

1000 – 1200 - ”Al. Tacu” Hall, Institute ”Gh. Zane”.

Chairperson: PhD. Marinela Rusu

Teodor Dima, Opening speech

Carmen Mihaela Crețu,

Petru Bejan, Art of discourse; rhetorical and aesthetic perspectives.

Ștefan Boncu. Titlu rezervat.

Larisa Sadovei. Titlu rezervat. Marinela Rusu, Gender communication in the dispute between traditionalism and

feminism.

1200 - 1230 - Coffee break

1230 -1400 - PAPER PRESENTATION - PART I

SECTION I

SOCIETY AND COMMUNICATION

Chairpersons: PhD. Marinela Rusu, PhD Carmen Mihaela Crețu

Constantin Cucoș,

Ionuț Isac, Analysis and criticism of the dialogue from the perspective of F. Gonseth –

Methodological aspects.

Ștefania Bejan, Virtues and vulnerabilities in interpersonal communication.

Georgeta Diac, & Daniela Muntele Hendreș, Oana Tudose, Versavia Curelaru,

Honest communication - Virtual environment and personality.

Aurora Hrițuleac, Relationship between Communication and Resilience. A Life-Span

Approach.

Bogdan Constantin Neculau, Rigors of communication in the didactic mentorship.


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Enescu Florin, & Pânzaru Monica, Artistic creation as a means of communication.

Angelica Hobjilă, Communication with preschool children: challenges and teaching

solutions.

Tatiana Rașchitor, The artistic speech of the International Engraving Biennale in

Chișinău.

Alina Ilinca & Liviu Marius Bejenaru, Rumor as a form of interpersonal

communication in communist regimes.

Lavinia Maria Pruteanu & Viorel Robu, The Rosenberg Self-Esteem Scale: A

Psychometric Evaluation in a Sample of Romanian Adolescents.

Elena Negoiță, Literature – a communication act.

Marilena Doncean & Gheorghe Doncean, The ability to communicate by

developing Emotional Intelligence.

Doina Mihaela Popa, Interpersonal communication and attenuation of language

distortions.

Alexandru Sava, Limits of the impersonal communication within the judiciary.

Codrin Dinu Vasiliu, Interpersonal communication and the issue of intersubjectivity.

Arguments for a rhetorical model of the interpersonal communication.

George Ceaușu, Mimetic, diegetic or virtual codes in texting information and

communication.

Georgiana Corcaci, Euristic and algorithmal modalities for decision making.

Ionica Anghel, & Oana Jitaru, Strategies of assertive communication in the teaching

profession.

Nicuşor Bondar, The moral implications of the internet.

Anna Giannopoulos, Communication at the early ages.

Margarita Bakracheva, Tattoos as a form of inward and outward communication.

Eirini Tseliou, Style of communication in Roma communities.

Elena Tonikidi, Art therapy – a modality of psychological communication.

Mariana Mantu, On the aggressiveness of the small screen.

Dana Rusu, The influence of cultural differences in didactic communication and the

school counseling process.

Elena Motaș, The role of intercultural communication in social and educational

inclusion.

Dorina Ţicu, A comparative study of symbolic communication in public administration.

Mihăilă Arthur, Fake news and post-truth: The malady of contemporary democracy.

Anca Iorga, The value of culture in the current society.

Florentina Popa, Social media and Interpersonal Communication.

Dorin Baba, Dialogical art, aestheticization way for communication and interpersonal

relating.

Ioana Olaru, A culture of Middle and Late Bronze Age on the territory of Romania: Tei.


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SECTION II

COMMUNICATION – EDUCATIONAL INTERPRETATIONS

Chairperson: PhD. Adrian Liviu Măgurianu and PhD. Tatiana Bularga

Tatiana Bularga, Artistic pedagogy conceived as science and humanistic practice.

Arbuz-Spatari Olimpiada, Conceptual-methodological references in artistic education

of pupils and students.

Adrian Liviu Măgurianu, Early education in isolated communities.

Arbuz-Spatari Olimpiada, & Roșca-Ceban Daniela, Psychological references about

the creative imagination blockages, and their overcoming.

Marina Morari, Didactic musical activities as a form of communication.

Viorica Crişciuc, 1) Valorification of music competences: educational aspects in artistic

education; 2) Forming interdisciplinary competences specific to the field of artistic

education.

Oleg Buga, & Sabina-Elena Păvăluc, The Social Dialogue – An element of the

managerial process within the organization.

Suslenco Alina, 1) Intercultural communication in tourism: barriers and new

perspectives; 2) Educational tourism - an interface of academic mobility in the Republic

of Moldova.

Eugenia Bogatu, The pragmatic perspective in the communication philosophy.

Anca Jianu, The importance of conscious communication.

Veronica Gașpar, Apparent and latent, in intra and intercultural transmission of the

musical experience.

Lavinia German, The relation between ”seeing” and ”being seen”: a diachronic

perspective on photographic view.

Roxana Axinte, Interpersonal communication in the relationship between Mentor -

Debutant Teacher.

Corina Zagaievschi, Defining coordinates of interpersonal communication in the

postmodern educational environment.

Ramona Mirabela Oprea, 1) The functional illiteracy approach from the perspective

of the „functional”; 2) The role of non-formal activities in literacy models.

Otilia Huzum, Communication through theater - Reason and feeling, action and word.

Ichim Elena, Reiterations, meanings, transformations of the educational

communication process in the academic context.

Corina Matei Gherman, Doina Guriţă, Georgiana Tacu, Messages conveyed through

images: psychological and educational benchmarks of modern age. Irina Frasin, Post-humanism, pet keeping and the understanding of the difference.

Ioana Macovei, Communication at the age of adolescence.


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Anamaria Gheorghiu, Communication and personality.

Maria Belea, Communication - a multistadial, complex process.

Mihai Floroaia, Interdisciplinary communication within the lessons of religion.

1430 - 1500 - Launch break

1500 - 1700 - PAPER PRESENTATION – PART II

SECTION - ART AND COMMUNICATION

Chairperson: PhD. Eugenia Maria Pașca

Eugenia Maria Pasca, Musical audition and models of artistic communication in the

Romanian educational process.

Irina Scutariu, Meeting points between controlled speech and actor’s speech.

Cristina Simionescu, Gioachino Rossini - Il Barbiere di Siviglia (Rosina). Stories,

persons, artistic communication.

Doina Dimitriu Ursachi, The Puccinian vocal ideal as artistic communication.

References with examples from Tosca opera.

Lucia Diaconu, Trio in Major kv 548 for piano, violino and cello (1788) by Wolfgang

Amadeus Mozart.

Marta Burduloi, The Romanian coral creation of folkloric inspiration in the first half

of the 20th century.

Daniel Dragomirescu, 1) Leo Brouwer and Heitor Lobos Villa, modern music school

careers in Latin America; 2) Nationality and innovation in the South American Academic

Music.

Petrea Gîscă, Art as means of communication. Romanian horn school.

Consuela Radu-Țaga, Choral structures in the dramaturgy of Enescian Oedipus.

Mirela Ștefănescu, 1) The composition of the scenographic space in the puppet show.

2) The Role of Art Institutions in the Integration of the Visual Art of Iaşi into the Local,

National and International Culture.

Cristina Todi, Non-verbal communication through choreography.

Cătălin Soreanu, Author, VIP, brand: negotiating the auctorial capital in contemporary

art and advertising.

1900 - 1930 - Official closure


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PARTICIPANTS

Olimpiada Arbuz-Spatari, Associate Professor, PhD., Pedagogical State University

"Ion Creangă", Chisinau, Rep. Moldova.

Roxana Axinte, Ph.D., Associate Professor, Al. I. Cuza University, Iași, Romania, For

mator, Info Educația Iași.

Dorin Baba, PhD., "Al. I. Cuza" University, Faculty of Political Philosophy and Social

Sciences, Iași.

Margarita Bakracheva, Assoc. Prof., PhD. Psychologist-researcher, European

Polytechnical University, Bulgaria. Petru Bejan, Professor PhD., Faculty of Philosophy and Political Sciences, "Al. I. Cuza"

University, Iași.

Ștefania Bejan, Associate Professor, PhD., Faculty of Philosophy and Political Sciences,

"Al. I. Cuza" University, Iași.

Liviu Marius Bejenaru, Senior advisor, CNSAS, București.

Maria Belea, Psychologist, Baia Mare – AIPRE, PhD., Pontifical Salesian University

(Roma). Dr. Psiholog Baia Mare – AIPRE (Roma, Italia).

Eugenia Bogatu, Associate professor, State University of Moldova, Faculty

of History and Philosophy, Department of Philosophy and Anthropology,

Chisinau, Rep. Moldova.

Stefan Boncu, PhD Professor, Dean, Faculty of Psychology, "Al. I. Cuza" University,

Iași.

Nicuşor Bondar, PhD candidate, High School „Mihail Sadoveanu” Borca, Neamţ.

Oleg Buga, doctor habilitat Prof., „Alecu Russo” Bălți State University, Republic of

Moldova.

Tatiana Bularga, PhD, Associate Professor, ”Alecu Russo” Balti State University,


Marta Burduloi, Assistante PhD., “George Enescu” National University of Arts from

Iaşi, România.

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, Rep of Moldova.

Georgiana Corcaci, Associate Professor PhD., Faculty of Psychology, "Petre Andrei"

University of Iasi, Romania.

Carmen Mihaela Crețu, PhD Professor, Faculty of Psychology and Educational



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Viorica Crişciuc, Associate Professor, PhD. „Alecu Russo” Bălți State University,


Constantin Cucoș, PhD Professor, Director - Teacher Training Department, "Al. I.

Cuza" University of Iasi, Romania.

Versavia Curelaru, Lecturer, Department of Teacher Training, Faculty of

Psychology and Education Sciences, “Al.I.Cuza” University.

Georgeta Diac, Department of Teacher Training, Faculty of Psychology and

Education Sciences, “Al.I.Cuza” University.

Lucia Diaconu, Associate Professor, PhD. „George Enescu” University of Arts, Iași,

Romania.

Dina Țărnă, PhD candidate, State University, Republic of Moldova.

Codrin Dinu Vasiliu, PhD, Main Researcher, grd. III, Romanian Academy, Iasi


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.

Daniel Dragomirescu, Lecturer PhD., „George Enescu” National University of Arts,

Iași, Romania.

Tinni Dutta, PhD, Lecturer, Department of Psychology, Asutosh College, University

of Calcutta, India.

Florin Enescu, PhD. candidates, Faculty of Psychology and Educational Sciences, "Al.

I. Cuza" Univ. of Iasi, Romania.

Mihai Floroaia, Assoc. Prof. PhD., Tehnological College „Spiru Haret”, Piatra-

Neamţ.

Irina Frasin, PhD, Researcher, grd. III,. Romanian Academy, Iasi Branch, Institute

"Gh. Zane".

Veronica Gașpar, Associate Professor PhD, National University of de Music,

București.

Christina Gatsakou, B.A. in Philosophy, Pedagogics, Psychology, M.A. in Applied

Linguistics, Philologists and English teacher, Private Institutes of Athens, Greece.

German Lavinia, PhD lecturer, National University of Arts ,,G. Enescu’’ Iași,

Romania.

Anna Giannopoulos, Psychiatrist, Luzerner Psychiatric Clinic, Luzern, Schweiz

(Elvetia).

Petrea Gîscă, Ph D, Professor, National University of Arts ,,G. Enescu’’ Iași, Romania.

Anamaria Gheorghiu, Psychologist, school counselor, Highschool "Ștefan

Bârsănescu", Iaşi.

Corina Matei Gherman, Coordinator, Cultural Projects, Cultural Scientific

Association Pleiadis, Iaşi.


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Doina Guriţă, PhD, Asociaţia Jurnaliştilor şi Scriitorilor de Turism, Iasi.

Otilia Huzum, Actor, Lecturer, PhD.,, West University of Timisoara, Faculty of Music

and TheaterTimișoara.

Daniela Muntele Hendreș, PhD., “Alexandru Ioan Cuza” University, Iaşi, Romania.

Samer Hazbun, Physiotherapeut, Viva Luzern, Physiotherapie, Luzern, Schweiz

(Elvetia).

Angelica Hobjilă, Associate Prof. PhD, “Al. I. Cuza” University, Iaşi, Romania.

Aurora Hrițuleac, Researcher, grd. III, PhD., Romanian Academy, Iasi Branch,


Elena Ichim, MA. 2nd year, Faculty of Psychology and Education Sciences, Policies

and management in education, University ”Alexandru Ioan Cuza”, Iași, România.

Alina Ilinca, Senior advisor, CNSAS, București.

Anca Iorga, Lecturer, PhD., University ”Spiru Haret”, Faculty of Physical Education

and Sport, Bucureşti.

Ionuț Isac, PhD, Main researcer I, "G. Bariţiu" History Institute, Romanian Academy,

Cluj-Napoca Branch.

Anca Jianu, Lecturer, PhD., University ”Spiru Haret”, Faculty of Physical Education

and Sport, Bucureşti.

Ioana Macovei, Psychologist, Psychological Office AMA, Iaşi.

Mariana Mantu, Associate Professor PhD., Technical Univ.,”Gh. Asachi", Iași.

Liviu Adrian Măgurianu, Researcher, grd. III, PhD., Romanian Academy, Iasi Branch,


Marina Morari, Conf. PhD., USARB, Bălți, Republic of Moldova.

Mihăilă Arthur, Lecturer, Faculty of Law, "Babeş-Bolyai" University of Cluj-Napoca.

Elena Motaș, researcher, PhD., ”Al. I. Cuza” University, Faculty of Sociology.

Elena Negoiță, teacher, PhD., Naţional Colege „Dimitrie Cantemir”, Oneşti, Bacău.

Bogdan Constantin Neculau, lecturer PhD., Faculty of Psychology and Education

Science Teacher Training Department, “Alexandru Ioan Cuza” University of Iasi.

Ioana-Iulia Olaru, PhD. lecturer, visual artist, the Faculty of Visual Arts and Design,

”George Enescu” National University of Arts, Iași, Romania.

Ramona Mirabela Oprea, PhD student, „Ion Creangă” State Pedagogical University,

Chisinau, Rep. of Moldova.

Eugenia Maria Pasca, Professor PhD., “George Enescu” National University of Arts,

Iaşi, Romania.

Sabina-Elena Păvăluc, teacher, Suceava, Romania.

Monica Pânzaru, PhD. candidate, Faculty of Psychology and Educational Sciences,

"Al. I. Cuza" Univ. of Iasi, Romania. Doina Mihaela Popa, Associate Professor PhD, „Gh. Asachi” Technical University of

Iași.

Florentina Popa, Lecturer, PhD., University Danubius, Galați.

Lavinia Maria Pruteanu, PhD, Lecturer, “Petre Andrei” University, Faculty of

Psychology, Education Sciences and Social Work, Iasi.


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Tatiana Rașchitor, PhD. candidate, lecturer, Academy of Music, Theatre and Fine Arts,

Chisinau, Republic of Moldova.

Viorel Robu, PhD, Lecturer, “Vasile Alecsandri” University of Bacau, Faculty of

Letters, Bacau, Romania.

Marinela Rusu, researcher, grd. II, PhD., Romanian Academy, Branch of Iasi, ICES

”Gh. Zane”.

Dana Rusu, Prof., school counselor, CJRAE, Iași, drd, Univ. ”Al. I. Cuza” Iași.

Alexandru Sava, Researcher, grd. III, PhD., Romanian Academy, Iasi Branch, Institute

"Gh. Zane".

Irina Scutariu, conf. univ. dr., UNAGE Iași.

Cristina Simionescu, Professor, PhD, „G. Enescu” Nat. Univ. of Arts, Iași, Romania.

Cătălin Soreanu, PhD, „G. Enescu” Nat. Univ. of Arts, Iași, Romania.

Alina Suslenco, Lecturer, PhD., Univ. ”Alecu Russo”, Bălți, Republic of Moldova.

Mirela Ștefănescu, PhD., “George Enescu” National University of Arts from Iaşi of

Romania.

Georgiana Tacu, researcher, Romanian Academy, Iasi Branch, Institute "Gh. Zane".

Consuela Radu-Țaga, Lecturer, PhD., “George Enescu” National University of Arts,

Iaşi.

Cristina Todi, Lecturer PhD., „George Enescu” National University of Arts, Iași,

Romania.

Eirini Tseliou, Research Assistant/Responsible for monitoring the physical object of

Programme Education of Roma Children, National Kapodistrian University of Athens,

Greece.

Elena Tonikidi, Psychologist, artist / art-therapist, Psychology-Art, Art-therapy Institute

& School, Thessaloniki, Greece.

Dorina Ţicu, assoc. Prof., PhD., Univ. "Alexandru Ioan Cuza" Iași.

Oana Tudose, Department of Teacher Training, Faculty of Psychology and Education

Sciences, “Al.I.Cuza” University,

Corina Zagaievschi, Professor, PhD., UPS ”Ion Creangă”, Chișinău, Rep. Moldova.


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ABSTRACTS


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Carmen Mihaela Crețu, Professor PhD.,

”Al. I. Cuza” University of Iasi

ART OF DISCOURSE; RHETORICAL AND AESTHETIC

PERSPECTIVES

Petru Bejan, Professor PhD., Faculty of

Philosophy and Political Sciences, "Al. I. Cuza" University, Iași.

The existence of an 'aesthetic turn' in the culture of the last century is frequently

invoked. Undoubtedly, we recognize 'signs' of beauty not only in nature and arts, but in

everyday life as well. The individual of our times seems largely preoccupied with the

'aesthetization' of the world he lives in, the 'beautification' of his own life. Industries,

fashion, advertising are striving to increase the stimuli of seduction, manufacturing an

eclectic and heterogeneous universe in terms of the tastes and styles displayed. The

pessimistic interpretations assert, on the contrary, that the world is becoming more and

more ugly, that the crises, inequalities, unemployment, environmental disasters are

increasing, contributing to the disappearance of a harmonious way of life. The traditional

complicity between Beauty, Good and Truth is again called into question, including the

social communication.

The public discourse is perceived more and more under the signs of derisory and

precariousness. Is it a 'crisis' of the content, or of vulnerabilities - formal and accidental

- easy to remedy? Aesthetics could give an account of the elegance, beauty or sublime of

a 'good' discourse, but also of the ugly, laughable, comical, vulgar, indifferent character

of another, ill-conceived or ridiculous.

Key words: 'aesthetization' of the world, aesthetics of communication, the

communicator artist, rhetorical speech, aesthetics of public discourse.


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GENDER COMMUNICATION IN THE DISPUTE BETWEEN

TRADITIONALISM AND FEMINISM

Marinela Rusu, Researcher, grd. II, PhD. and visual artist,

Romanian Academy, Iasi Branch, Institute "Gh. Zane".

The paper aims to describe the communication strategies used to better

understand the arguments of supporters of traditional/sacred ideas and of

feminist/humanistic ideas. We analyze the roots of these traditional-sacred/humanistic-

feminist debates found in the great religious traditions. An analogy and comparison is

made between traditional ideologies and feminist ideologies as well as the

communication strategies used by feminists to influence and reject traditionalists, just as

traditionalists tend to reject humanist feminism.

The roots of the traditionalism/feminism debate are examined in terms of

religious contexts, and the resulting cultural conflict is discussed in connection with a

wider issue: family decline. The work proposed by us aims to explain the different

cognitive dissonance strategies used by women and men to reconcile feminism with

traditional ideologies.

Key words: communication, traditionalism, feminism, family, religion, cognitive

dissonance.

Constantin Cucoș, Professor PhD.,

Faculty of Psychology and Educational Sciences,

"Al. I. Cuza" University of Iasi, Romania


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ANALYSIS AND CRITICISM OF THE DIALOGUE FROM THE

PERSPECTIVE OF F. GONSETH – METHODOLOGICAL ASPECTS

Ionuț Isac, PhD, Main researcher I,

"G. Bariţiu" History Institute, Romanian Academy,

Cluj-Napoca Branch.

The Swiss mathematician, philosopher and writer Ferdinand Gonseth (1890-1975)

dedicated his career especially to the fundamental issues of mathematics, epistemology and

philosophy of science, theory and methodology of knowledge. Within his reflections, a peculiar

place is occupied by the issue of the dialogue, both in the version of the common knowledge, and

the specialised one. On an abstract theoretical plan, Gonseth theorised the dialogue of the human

with the natural and social reality, constituted in an indefinite series of temporary accords between

the „non-concluded real” and the „becoming spirit”. As Gonseth understands it, the

„correspondence” between human and the world represents an intellectual attitude that valorises

the idea to be open to the experience for the entire human knowledge. Such an openness supposes

a particular manner to understand the communication between scientists, philosophers,

professors, researchers, but also between the ordinary people, the „simply mortals” – if we prefer

the notion –, all nurturing the powerful conviction of authenticity, productivity and efficiency of

the dialogue. This study inventories, analytically, one of the opportunities and provocations of

dialogue, thus underlining the originality and subtlety of the Swiss professor’s interpretations;

also, there are comments on the principles and rules established by Gonseth as dominant,

mandatory in constituting the scientific dialogue. Thus, in the case of the constructive, fertile

dialogue, the dialogue’s conscience is a collective one, which brings further the group or the

community of those dialoguing (e.g. the „better conscience”, of Noica). From the moment of

dialogue’s success, will be open all the ways to the grand purposes of the human being: advancing

a project to exist („projet d’exister”), which could be valorised in various manners; forming the

condition to could be („pouvoir être”) and the obligation to must be („devoir être”).

Key-words: dialogues, criticism, methodology, principles, Gonseth.

VIRTUES AND VULNERABILITIES IN

INTERPERSONAL COMMUNICATION

Ștefania Bejan, Associate Professor, PhD.,

Faculty of Philosophy and Political Sciences, "Al. I. Cuza".

In a typology of communication, after the dialogue with oneself there is placed

the interpersonal communication, before group communication, extrapersonal commu-

nication and mass communication. We believe that the 'cause' is not its moderate

complexity, nor the number of actors involved, but its place (position) – in the proximity

of intrapersonal communication, both grounding the forms that are most well-known, of


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interest for the researchers of the phenomenon, with accentuated social valorization

(implicitly due to globalization).

The postmodern individual, lacking the 'arsenal' of verbal and non-verbal

language suitable for a face-to-face confrontation, is unimaginable in a 'tyranny of

communication'. Not being able to translate the bodily signals of your social action

partner, not learning the reparatory techniques regarding your own behavioral

vulnerabilities, not being able to evaluate the persuasive effects of the smile, look,

attractiveness (of which physical beauty would be guilty), not to risk self-disclosure, not

knowing the short and precise path to the favorable assessment by the interlocutor,

sounds both anacronical and incomprehensible for the era of 'it's impossible not to

communicate'.

Key words: persuasive effect, vulnerability, favorable assessment.

HONEST COMMUNICATION –

VIRTUAL ENVIRONMENT AND PERSONALITY

Georgeta Diac, & Daniela Muntele Hendreș,

Oana Tudose, Versavia Curelaru,

Department of Teacher Training, Faculty of Psychology

and Education Sciences, “Al.I.Cuza” University.

We have investigated the extent to which the meaning and importance of social

interactions on the Internet are associated with some of the personality features of users.

Based on several studies with close topics (Kraut et al, 1998, Mc.Kenna & Bargh, 1998,

Amichai-Hamburger et al, 2002), we chose to check whether extraversion and

neuroticism correlate with honest, authentic communication (real self) in the virtual

environment, within a Romanian group of participants, and compare this association with

the real one, in the face-to-face communication.

The study was conducted on a group of 120 subjects aged 14 to 50 years. The

questionnaires were applied online through the system provided by Googledocs. The link

was distributed on the Facebook personal page of the second author.

The results show the following: people with high scores at neuroticism and anxiety

are more likely to communicate and reveal significant aspects about themselves in virtual

space than face to face. People with high scores on extraversion are genuinely authentic

in direct interactions that are not directly influenced by the virtual environment. Also,

the results have shown that people who spend a lot of time on the Internet located the

real self in virtual space, which suggests that many Internet users also make an emotional

investment with more self-disclosure as they spend more time in virtual communication.

Key words: personality characteristics: extraversion, neuroticism, social networks.


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RELATIONSHIP BETWEEN COMMUNICATION AND RESILIENCE.

A LIFE-SPAN APPROACH

Aurora Hrițuleac

Researcher, grd. III, PhD.,


Communication and resilience are actually considered two main topics of

scientific research. As a social being, the individual cannot cognitively, affectively, and

relational develop outside communication. In the same time, within a society defined by

a high level of economical, social, and, recently, even cultural uncertainty, resilience

represents a vital skill/competence.

My paper proposes an analysis of communication-resilience relationship from

life-span development perspective. After a succinct description of the two concepts,

communication and resilience, I will try to answer to the questions “if?”, “in what

degree?”, and “by what means?” could an adequate communication contribute to

generate and/or optimize the individual’s resilient behavior. For this purpose, I will use

life-span development theory, looking to particularize the communication-resilience

relationship at each level of age.

Key words: communication; resilience; development; life-span; individual differences.

RIGORS OF COMMUNICATION

IN THE DIDACTIC MENTORSHIP

Bogdan Constantin Neculau Phd. Lecturer Faculty of Psychology and Education

Sciences, ”Al. I. Cuza” Univ. of Iasi

The present study aims to annalyse the issue of communication in the

relationship between the mentor and the one given to care for training, whether it is the

student who performs the pedagogical practice in the initial psycho-pedagogical training,

whether it is the debutant teacher, even if this last regulated situation is not (fully)

implemented in the Romanian school.

We know that quality education and training can not be achieved without a

mentor and without a disciple, and thus we need authentic landmarks throughout our

personal and professional lives. The ideal is the situation where the mentor turns into a

model for the disciple and there is no need for a special plea for what the force of the

example means in the instructive-educational process. Honest communication, based on

respect, empathy, competence, involvement and honesty (here are some attributes that


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must characterize it) between the mentor and the learner/student, is relevant to revealing

some inclinations, talents, passions, desires, but also for identifying any problems,

interests, dilemmas that can be remedied. I have often observe situations when this

relationship between mentoring or pedagogical practice has turned into a long lasting

relationship, a socratic relationship in which the teacher's pedagogical love interfered

with the ancients, and then the Christian pedagogues.

Last but not least, we will try to propose in this study a set of skills and abilities

which must characterize the mentor in his professional activity, but also in relation to his

disciple.

Key words: mentor, disciple, communication, mentoring, skills.

ARTISTIC CREATION AS A MEANS OF COMMUNICATION

Enescu Florin, & Pânzaru Monica PhD. candidates, Faculty of Psychology

and Educational Sciences,

"Al. I. Cuza" Univ. of Iasi, Romania

The present study aims to describe ways in which artists communicate by using

their art. The main objective of the research is to analyze the creative trance as a complex

form of communication. The sample consists of 27 creators in various fields of work

such as fine arts, literature, composition, musical interpretation, acting and

choreography. The first emerging theme is related to the purpose of the artistic message:

expression, the artist’s need to give and share the message, challenging the public from

emotional and cognitive perspective, self-healing and/or audience healing, and to achieve

a collective state of emotional harmony. Another theme concerns the communication

channel used: oriented towards emotions or as a message attached by syncretism with

another form of art. The third theme involves the phenomena of creative act as a means

of communication: collective inspiration, mutual stimulation, spontaneous artistic flow

and connectivity. Creative participants (creators, performers and audiences) interact with

the common goal of sharing the message.

The goal of communication is to send and understand the message itself. The

idea of a collective state of flow is shaping as an objective of meta-communication in the

art communication process. The last theme is related to the artist’s continued personal

and cultural development as a necessity for progress; the artist must possess and enrich

a vast cognitive repertoire (as language and technical abilities specific to the artistic field,

vast culture and openness) and also a vast affective repertoire (well organized emotional

experiences).

Key words: communication, expression, artistic language.


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COMMUNICATION WITH PRESCHOOL CHILDREN:

CHALLENGES AND TEACHING SOLUTIONS

Angelica Hobjilă Associate Prof. PhD,

“Al. I. Cuza” Univ., Iaşi, Romania.

The universe of communication, in general, is as generous in uses, applications

and interpretations as challenging by particular implications and contextualizations. Such

contextualization is – in the initial training (at the university level) of preschool teachers

– communication with children of these ages. Between the pleasure of communication

and the coordinates of education, however, the challenges also arise: the blockages in the

didactic communication (in the kindergarten) and the teaching solutions related to the

prevention / overcoming of these blockages.

The present study proposes: (a) a diagnostic perspective on the difficulties faced

by pre-service teachers (students of the Faculty of Psychology and Educational Sciences,

Iasi, Romania: Pedagogy of Preschool and Primary School, Early Childhood Education)

in their communication with preschoolers, during the pedagogical practice – examples /

types of difficulties in didactic communication in preschool, the causes of these

difficulties, the characterization of communication at this age etc. and (b) a projective

direction – through the didactic solutions (strategies; methods / techniques; tools; family,

school and / or extra-curricular activities) applied in the kindergarten and by proposing

themes in the initial training of preschool teachers.

Key words: communication, preschool children, blockage, initial teacher training.

THE ARTISTIC SPEECH OF THE INTERNATIONAL

ENGRAVING BIENNALE IN CHIȘINĂU

Tatiana Rașchitor PhD Candidate, lecturer, Academy of Music,

Theatre and Fine Arts, Chisinau, Republic of Moldova

Following the artistic chronicles of the last years, we find an increased interest

for the engraving art. One of the manners in which the engraving is popularized and

harnessed became the annual art salons and contest exhibitions. First in Ploiești, in 1993,

and then after 2000 in Cluj-Napoca, Timișoara, Székely Land, Bucharest, Tulcea and

Iași, a long-lasting tradition of organizing international print biennale festivals was

formed. This practice was also applied and implemented in Chișinău, where the

International Engraving Biennale was founded, and in 2018 it will be at its 5th edition.

Regardless their positive tone, these activities are a delayed reaction to the performances


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of printing industry, expansion of digital and media art, as well as the concept of

contemporary art, which supports the supremacy of idea and not its concrete

achievement. In these circumstances, the artistic manifestation follows the purpose to

motivate not only the professionals, who rarely use difficult stamp techniques, but also

the uninitiated public, who is invited to view and contemplate the graphic art. Certainly,

the taste for graphic art can be developed in direct contact with this type of art, within a

quality dialogue; online resources can only offer quantitative access, distorting the

perception of the physical object.

International gatherings, the spirit of competition and the high standards

professional requirements transform the Engraving Biennales in important cultural

events, facilitating the study of the print art evolution and creating a complex social

dialogue on the subject.

Key words: etching, print, graphic, language, biennale.

THE ROSENBERG SELF-ESTEEM SCALE:

A PSYCHOMETRIC EVALUATION IN A SAMPLE OF ROMANIAN ADOLESCENTS

Lavinia Maria Pruteanu, PhD, Lecturer,

“P. Andrei” University, Faculty of Psychology,

Education Sciences and Social Work, Iasi.

Viorel Robu, PhD, Lecturer,

“Vasile Alecsandri” University of Bacau,

Faculty of Letters.

The Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) is a widely used

measure of global self-esteem in adolescents, young people and adults. In a review of the

literature, Blascovich and Tomaka (1991) found that out of 5117 research studies on self-

esteem, 19 different scale have been used, and 1285 of the studies had used the RSES.

Over the past three decades the RSES has been adapted for use with a wide range of

groups from all over the world. The present study evaluated the psychometric properties

(factorial structure) of the RSES in a large Romanian community sample of adolescents

(N = 872). There were 579 girls and 273 boys (ten respondents did not indicated their

gender). A strategy based on confirmatory factor analysis has been used. Two

hypothetical measurement models were tested using AMOS 20.00. Data suggested that

the model with two interrelated latent factors (corresponding to positively and negatively

worded items) better describes the responses adolescents give to Romanian version of

the RSES.

Key words: Rosenberg Self-Esteem Scale, confirmatory factor analysis, adolescents.


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RUMOR AS A FORM OF INTERPERSONAL COMMUNICATION

IN COMMUNIST REGIMES

Alina Ilinca, Senior advisor, CNSAS, București,

Liviu Marius Bejenaru, Senior advisor, CNSAS, București

The rumor is unverified news about an event, fact or person that is being

circulated orally through interpersonal communication. Usually, in the course of

transmission, certain details of the rumor exaggerated deformation and sometimes

spectacular.

In totalitarian regimes, where there was a careful surveillance of the information,

a reunion of the intellectual resources of the group is achieved, in order to obtain a

satisfactory interpretation of the event. For these reasons, the fight against rumors was a

priority for the communist regimes.

In this paper, we propose to do an analysis of the occurrence and causes that

silenced the rumor as one of the main means of information during the communist

regimes. The fight against the rumors was the secret police activity. Practically, by

combating rumors, it was demonstrated a specific paradox throughout the entire

existence of the communist regimes, described very plausibly by a Soviet dissident: after

first developing colossal means and efforts to force the population to rally in ideological

commands, security services were then doing the same effort to find out what people

think and want.

Launching of rumors is sometimes done deliberately to find out the mood of the

population, its reactions to certain aspects of public life, or certain measures under

preparation. In this respect, Robert Merton's appreciation can be remembered, which

considers the rumor as a creative prediction of events.

Key words: rumor, communism, secret police.

LITERATURE – A COMMUNICATION ACT

Elena Negoiță, teacher, PhD., Naţional Colege

„Dimitrie Cantemir”, Oneşti, Bacău.

Theoreticians of the text, semioticians, literary critics agreed that, over the

centuries, literature has been an act of communicating the ideologies of times, human

aspirations, philosophical interrogations. Literature – the art of the word – illustrates its

relations with the society of the people, with the universe, with Divinity. Literature

portrays the relations among literary texts, the links between cultural epochs, writers and

readers.

Key words: literature, communication, bibliophilia.


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THE ABILITY TO COMMUNICATE BY

DEVELOPING EMOTIONAL INTELLIGENCE

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.

The interim results of this study join the rather narrow subject of the field, which,

based on the theoretical and practical foundations, helps to elucidate the mechanisms of

modern practices on the principles and values of emotional intelligence, considering that

we are moving towards a liberal economy based on the need of knowledge.

The research done in this study has identified a current need for creative practices

focusing on the personal capacity of the individuals to identify and effectively manage

their own emotions in relation to their personal goals (career, family, education, etc.).

The approach varies from the conceptual dimension to the methodological exploration

of the experimental field, which includes: information, comparative analyzes,

interpretations, deductive and inductive testing of ideas.

Key words: emotional intelligence, communication, behavior, ability.

INTERPERSONAL COMMUNICATION AND

ATTENUATION OF LANGUAGE DISTORTIONS

Doina Mihaela Popa, Associate Professor PhD,

„Gh. Asachi” University of Iasi.

To modelize and improve an interpersonal communication rapport, one needs to

reduce, or even eliminate distortions and jammings, an adaptation of our verbal and non

verbal language to the one of our dialogue partner being also required, using means and

techniques for comunication syncronisation. The attention needs to be simultaneusly

directed both toward the form and content of the message being received, as to the

personal confirmation response – the feedback – being restituted. J. Grinder and R.

Bandler aim to structure a model for an ideal communication, in which distortions,

generalisations and informational gaps are to be eliminated, and the connection between

experiential and linguistic to be restored, in order to have the meaning of the message

clarified.

Key words: interpersonal communication, message, distortion, jamming,

syncronisation.


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LIMITS OF THE IMPERSONAL COMMUNICATION

WITHIN THE JUDICIARY

Alexandru Sava, Researcher, grd. III, PhD.,


Impersonality is an atribute of the law, because the rule of law must be observed

equally and universally. Normativity does not tackle with subjectivity or other personal

atribute. On the other hand, during the trial, objective and subjective circumstances are

observed and assessed, because the punishment needs to be individualised.

Communication becomes interpersonal, to the extent that these circumstances are

accepted and evaluated by the judge. Eventually, if found guilty and sentenced to jail,

the interpersonal communication becomes a limited one.

Key words: interpersonal communication, justice, personal circumstances.

INTERPERSONAL COMMUNICATION AND THE ISSUE OF

INTERSUBJECTIVITY. ARGUMENTS FOR A RHETORICAL

MODEL OF THE INTERPERSONAL COMMUNICATION

Codrin Dinu Vasiliu

PhD, Main Researcher, grd. III,

Romanian Academy, Iasi Branch, Institute "Gh. Zane"

The issue of interpersonal communication speaks for a well-grounded theoretical

project from an epistemological point of view in the field of psychology science (with

the related references to the science of sociology). This particular good setting provides

the opportunity of thinking the issue of intersubjectivity (a matter still challenging for

the speculative practice of philosophy) on the very horizon of interpersonal

communication. And, from this point of view, a good solution for passing from the

subjectivity issue to that of intersubjectivity (or from the personal issue to that of

interpersonal) is given by the rhetorical function of communication. The rhetoric appears

as a satisfactory choice for the system of interpersonal communication as well as for the

ontology of intersubjectivity. Key words: intersubjectivity, rhetoric, philosophy, model of interpretation,

interpersonal communication.


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MIMETIC, DIEGETIC OR VIRTUAL CODES

IN TEXTING INFORMATION AND COMMUNICATION

George Ceaușu, Assoc. Prof. Dr.,

Faculty of Philosophy and Social - Political Sciences,

"Al. I. Cuza" University – Iași.

Triadic codes are necessary for understanding the natural language for which a

minimal model is predicate calculus. In Roman Jakobson's semiotic model, the code −

identified as a sign or signal system − fulfills the metalogical function, being an important

pole of discourse, serving to transmit a message (along with five other poles). The

function of the code in information theory is equally important, meaning a complete set

of characters that make up a lexicon. Within the lexicon there are syntaxes or statements

that must be listed in a sequence.

Naratology delimits the discourse, history and narrative, which involve the

various instances of narrative communication. Mimetic, diegetic or virtual codes form

even a hierarchy of speech and writing. The mimetic mode is present in the descriptive

text whose concern is the construction of an abstract duplicate of a particular reference

world, similarity being the basic feature of the duplicate. By the diegetic mode, the

resemblance transgresses, reaching simple stories in opposition to the world of reference.

Virtual mode sends to the possible worlds.

The literary discourse, together with the daily one, can be countered against the

scientific one by means of the semiotic „situational‟ hexagon (Petru Ioan), identifying

between them and the correlation zones − which can be synthesized in a common

communicative model, X-bar theory. The pupil must be familiar with the narrative and

the narrative techniques even from the primary or secondary cycle − the first one works

predominantly in the artistic space and the second in the scientific one. Following are the

sequences of the author's experience in teaching a course of Information and

Communication Technologies through lexical-text-speech technique.

Key words: triadic code, textualization, discourse.

EURISTIC AND ALGORITHMAL MODALITIES

FOR DECISION MAKING

Georgiana Corcaci, Associate Professor PhD.,

Faculty of Psychology, "Petre Andrei" University of Iasi, Romania.

In mathematics, a differential equation is an equation for an unknown function

with one or more variables. It takes the form of a relationship between the function itself

and a number of its derivatives of different orders. Through this work, we will


27

operationalize the underlying concepts of making decisions, imagining that, on the axis

of the human psychic system, a pole is represented by affectivity, emotion, heuristics,

and the other pole is algorithmic, represented by character, temperament, morality, and

consciousness. We believe that we can not counterbalance them metaphysically in an

equation, because we do not believe in a human binary algorithm. The decision-making

theory, shaped in the twentieth century, is a highly appreciated formulation by today's

economists and psychosociologists.

Depicts people as "rational optimization tools" (Kanheman and Tversky). If we

are given the opportunity, we weigh each option, considering its value and probability,

and then we choose the one with the "greatest utility". How do we make the decisions?

We can say about consciousness that it is a kind of algorithm that, after scrolling, displays

two values as soon as the problem is solved: 1 or 0, good or bad, correct or false, positive

or negative etc? Interpreted (only) in these terms, consciousness is closely related to

morality, and then we come to the question: is the moral algorithm of the consciousness

program? Can we be moral and affective at the same time? There are questions that we

propose to answer in our approach.

Key words: personality, algorithm, heuristic, decision.

THE MORAL IMPLICATIONS OF THE INTERNET

Nicuşor Bondar, PhD. candidate,

High School „Mihail Sadoveanu” Borca, Neamţ.

Changes in consciousness are at all levels. Individuals who would not normally

do gestures in the real world, in cyber-space are doing them repeatedly. In specialized

journals, the Christian is invited to "taste of forbidden pleasures on the web, the place

where sin and simulation is awaiting a new seeker of pleasure." The web is presented as

the place of inter-social magnetism that "fascinates and gives the power you need".

Libertarianism in language and attitude is possible precisely because of this lack of

responsibility and of any activism on the concrete plane.

You can now buy anything via the Internet, providing you have a foreign

currency account with a bank using one of the electronic payment systems. Practicaly, it

tends toward a huge, unique global network, through which all the work of mankind can

take place. But the question is whether the avalanche of advantages of embedded digital

technologies on the Internet is a hidden way, to the freeing of freedom in all its aspects.

No one can challenge the usefulness of the Internet. But remaining within the limits of

utility is a matter for the person, both as an individual and as a society. We are witnessing

the abolition of the human being's freedom of manifestation.

It is absolutely necessary for the school to have a visible and active presence on

the Internet and to participate in the public dialogue on the development of ethical and

moral criteria applicable in this field.

Key words: cyber, consciousness, person, internet implications.


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COMMUNICATION AT THE EARLY AGES

Anna Giannopoulos

psychiatrist, Luzerner Psychiatric Clinic.

Samer Hazbun, Physiotherapeut,

Viva Luzern, Luzern, Schweiz (Elvetia).

The child's education is directly influenced by the early elements of

communication. Children are extremely sensitive both to the ways of communication and

to its informational content. In this paper we want to emphasize the importance of the

role of communication in the affective and cognitive development of the child, having a

strong echo in his/her further development. The relationships between parent and child,

between child and educator confer consistency and value to the communication process

at early ages.

Thus, there is a transfer of information, as well as an emotional transfer between

the communicators. The child is responsive and sensitive to all these influences through

the means of communication with significant adults in his life.

Key words: childhood, communication, affectivity, cognition.

TATTOOS AS A FORM OF INWARD

AND OUTWARD COMMUNICATION

Margarita Bakracheva,

Assoc. Prof., PhD. Psychologist-researcher,

European Polytechnical University, Bulgaria.

The tattoos and other permanent body images used to be a specific social

communication tool for millennia. They differ according to the geographic location,

distribution and meaning. During the past two decades tattoos have an unprecedented

boom. In view to the personal confidential choice, nowhere official statistics can be

found, however the assumptions are that averagely each third person in Europe and

America has at least one tattoo. Researchers in social sciences note that the generation Y

– born after the middle of the 80s - is the generation, for which the tattoos represent a

part of the global culture. This is interesting in view to the communication messages,

depending on the age when the decision has been made, is it a fashion trend or planned

and conscious identity commitment. Differentiation can be made also according to the

intention – is the symbol (text) suggested to be clearly understandable for everyone or

on the contrary, the meaning is strongly subjective.


29

We perceive tattooing in subjective aspect as a continuous endless process: it

starts from desire and motivation, goes through selection of symbol (text) – decision-

making – realization – getting feedback – internalizing what has been externalized and

its reassessment – rethinking (regret / new choice) – new expression, targeted outwards

and integration of the externalized appeal. This cycling process is self-driven and can

explain the specific “addiction” new tattoos to be made as a way of communication with

oneself and others, self-expression and at the same time searching and challenging

oneself. It is both inward and outward communication, which makes the process

invisible, both subjective and objective, conscious and unconscious.

Key words: tattoos, communication, urban identity.

STYLE OF COMMUNICATION IN ROMA COMMUNITIES

Eirini Tseliou, Research Assistant/Responsible for monitoring

the physical object of Programme Education

of Roma Children National and

Kapodistrian University of Athens, Greece.

Roma communities have their own specificity in the field of interpersonal

communication and social communication, in general. A series of customs mark this

communication with special styles, which are particularly distinguished from other

communities. The Roma communities still respect the patriarchal style of the traditional

family, so that the role of the male is primary, it is given importance and seriousness.

There are, undoubtedly, the efforts to modernize and integrate into contemporary modern

society, which significantly diminished gender differences.

Key words: Roma communities, education, communication style.

ART THERAPY – A MODALITY OF

PSYCHOLOGICAL COMMUNICATION

Elena Tonikidi, Psychologist, artist / art-therapist,

Psychology-Art, Art-therapy Institute & School, Thessaloniki, Greece.

Art therapy is a way to optimize personality through artistic creation. The

ability to express through artistic creation, elements of one's or others emotions,

contributes to personal development, but also to overcoming some psychological

obstacles. Art is a way with multiple possibilities of manifestation, expressing our own

thoughts and beliefs. Art use many symbols, which make it an excellent means of

communication.


30

This paper emphasizes the role of subject involvement in art therapy, with

profound implications in optimizing interpersonal communication.

Key words: art therapy, communication, symbols, personality.

ON THE AGGRESSIVENESS OF THE SMALL SCREEN

Mariana Mantu, Associate Professor PhD,

„Gh. Asachi” University of Iasi.

Since its appearance, television has had an immense success and shortly after

became one of the most developed communication channels with impact on all social

and economic groups. While the cinema halls were emptying and the big screen entered

in an obscure zone, the television won another important victory: that against the written

letter of the newspapers. Nevertheless and in spite of such a spectacular route, television

has lately lost ground: the retraction of the small screen from people's lives has its

explanation in the appearance of other types of screens and technologies that offer new

and challenging communicational experiences. The huge success of social networks, the

internet and computer games come to confirm this phenomenon.

The quality of the television programs, with all the exaggerated and violent

paradigms they include, has a negative impact on people’s behavior. Excessive exposure

to such programs may generate aggressive attitudes, loss of inhibition, and, in the long

run, a change in behavior and in the way people approach problems of different life

circumstances. Nevertheless, there are other factors, such as poverty, discrimination of

any kind, the educational environment and family relationships that should be taken into

account in the assessment of aggressive human behavior.

Key words: television, aggresiveness, behavior.

THE INFLUENCE OF CULTURAL DIFFERENCES

IN DIDACTIC COMMUNICATION

AND THE SCHOOL COUNSELING PROCESS

Dana Rusu, Prof. consilier școlar,

CJRAE, Iași, Drd., Univ. ”Al. I. Cuza” Iași.

The communication process is defined in specialized literature as a particular

form of exchange between two or more people or two or more groups.

Asessed from a psycho-pedagogical perpective, didactic communication is

showcased as an interactive model, the teacher and student being both broadcaster and

receiver, creating thus, an exchange of ideas, corrections, additions, and implicitly a


31

relationship of trust. Psycho-pedagogical counseling in the school space is an

intervention that requires a bespoke approach, tailored to the socio-cultural particularities

of the students.

The counselor, has multiple roles: as a screenwriter, director and actor. The way

he conveys information, inquiries, conducts himself, his involvement, enthusiasm,

conviction, passion, reliability, attitude and posture are elements that ensure the success

of the counseling process and later, the development of the students' social and civic

competences. All these elements elaborate the recommended didactic communication

approach in the psycho-pedagogical counseling process.

It is recognized that any kind of communication, whether didactic or not, is

influenced by disturbing factors. The factor on which I will insist in this paper refers to

the cultural differences, and more specifically, I will address the cultural aspects of the

Roma minority that can explain the success or failure in the process of communication

with Roma students. I will also try to motivate their refusal to benefit from educational

services such as psycho-pedagogical counseling and I will enumerate the frequent

mistakes in the communication / counseling process made by specialists amid, the lack

of knowledge and familiarity of roma cultural specificity and their own prejudices.

Key words: didactic communication, psycho-pedagogical counseling, socio-cultural

particularities, communication failure, minority students.

THE ROLE OF INTERCULTURAL COMMUNICATION

IN SOCIAL AND EDUCATIONAL INCLUSION

Elena Motaș, researcher, PhD.,

”Al. I. Cuza” University, Faculty of Sociology

Today’s world is characterised by a larger number of contacts, resulting in

communication with people having various linguistic and cultural backgrounds. This

process of communication takes place as a consequence of networking in the business

environment, in contexts of military cooperation, science, education, mass-media,

entertainment, tourism, as well as migration caused by lack of workforce or political

conflicts. Under all of these circumstances, communication needs to be as constructive

as possible, without generating interruptions or misunderstandings.

When interacting with people having different cultures, a culturally competent

professional attracts and understands the specific concepts in their way of perceiving,

thinking and acting. Real social and educational inclusion is a process that is based on

the understanding and respecting diversity, on principles that include everyone and each

individual’s needs are taken into account and accomplished.

Culture is a basic concept in diversity. Culture is defined as learned patterns of

perception, values and behaviours shared by a group of people, who are also dynamic


32

and heterogenous. In addition, culture means emotions and feelings. Cultural groups

share perceptions and ways of seeing the world. Culture is the lens through which people

see the world. All the information is filtered through this perceptive objective. People

select, evaluate and organize information that is coming from the external environment

via perception. Culture influences communication.

Key words: interpersonal communication, linguistic and cultural skills, inclusive

education, assertive communication.

A COMPARATIVE STUDY OF SYMBOLIC COMMUNICATION

IN PUBLIC ADMINISTRATION

Dorina Țicu, lector. asoc. dr. la

Univ. "Al. I. Cuza" Iași.

This article aims to identify how occur the symbolic elements of the

communication in the public space, in this case, in local public administration (city

halls).

The paper identifies the symbolic communication with the subjective perceptions

of the individuals involved in decision-making process, by operationalizing the four

myths of the modernity: the myth of the savior, the myth of the golden age, the myth of

the conspiracy and the myth of unity – at the administrative level and aims to examine

whether there is a dynamic of them at the level of the administrative institutions, based

on a comparative study between local public administrations of the cities: Iasi and Vaslui.

Key words: public administration, myths, symbols, symbolic communication.

FAKE NEWS AND POST-TRUTH:

THE MALADY OF CONTEMPORARY DEMOCRACY

Arthur Mihăilă, Lecturer, Faculty of Law,

"Babeş-Bolyai" University of Cluj-Napoca.

The deception in politics is not new, but in the last decade lying became a norm

in political communication and electoral rhetoric. The appeal to emotion seems to be

more effective in politics of today than the rational discourse, and the methods used are

similar to the early 20th century propaganda. More and more demagogues and populists

are winning the political disputes and some analysts are warning that the western

democracy is dying. This paper examines the implications of the post-truth politics and

”alternate-reality strategy” for democracy and for the communication between


33

government and citizens. The author analyses the negative consequences of this method

of political communication and of the decadence of mass-media.

Key words: Post-Truth, Fake News, Political Communication.

THE VALUE OF CULTURE IN THE CURRENT SOCIETY

Anca Iorga, Lecturer, PhD., University ”Spiru Haret”,

Faculty of Physical Education and Sport, Bucharest

.

The level of elevation and education, as well as the preoccupations and taste for

art and beauty can make an individual a cultivated man. Sociologists, psychologists and

anthropologists who have been concerned about their cultural studies believe that the

term cultivated man should be taken in a more generous sense. At the heart of artistic

creation is man, seen through all his individual and collective manifestations, with the

complexity of the relationship that sets himself with the environment in which he lives.

Cultures have an open character and interact with each other. Cultural

productions have always circulated, especially due to the development of the

communication networks and the mass media, by transmitting, assimilating and adapting

cultural elements. This has provided a breakthrough in culture, thus stimulating

individual and social evolution, imagination and creativity.

By offering reproductions of works of art or works that lend aspects of the

original ones, we can suggest to the young generation the path to original works. So, we

have to look at the situation as a first step in getting a fully authentic aesthetic experience.

Key words: authentic culture, artwork, artistic image.

SOCIAL MEDIA AND INTERPERSONAL COMMUNICATION

Florentina Popa, Lecturer, PhD.,

University Danubius, Galați

.

The private space is mixed with the public space by the means of the social

media. The internet, especially social media, are the ways by which the world invades

the intimacy of the private home. I have chosen for analysis, from the totality of speeches

delivered by the social media, the news, because they are the most complex messages,

due to the amount of meanings that they transmit to the receiver. Being conceived with

the purpose of informing people about what is happening in many places of the world,

by their force of argument, of each speech and of the whole message, as a sum of all the

sequences, the news have also other influential effects that the receiver is not aware of,

most of the times.


34

In a first phase, the receiver establishes a relationship of identity between the

world that the speech presents and his life experience. Our own experiences represent

the prototype to which reference is made. Our entire experience is organized in the form

of social representations. These representations have, for each of us, the role of criteria

of interpreting the world around. It is the individual’s system of reference and it

determines his behavior.

Key words: social media, interpersonal communication, information.

DIALOGICAL ART, AESTHETICIZATION WAY

FOR COMMUNICATION AND INTERPERSONAL RELATING

Dorin Baba, PhD., "Al. I. Cuza" University,

Faculty of Political Philosophy and Social Sciences.

Over the last decades, development of fast communications and new informatics

technologies has created new possibilities for relating and interconnecting individuals

from different cultural spaces, into social networks or working groups, generating a

social commitment system, rapid and competitive, which opened a communication

corridor for the artists performing within participatory arts.

By involving participatory arts in the social field, the contemporary artist seeks

aestheticization solutions for relationships of cohabitating, communicating and relating

between individuals, developing new social concepts.

In the dialogical work, the language of the artist means an association between

words and daily subjective experiences, in order to stimulate the viewer with thinking

associations, qualitatively similar to those from his mind. The dialogue developed

between artist and society is a form of semiotic mediation that strengthens socialization,

and implicitly communication, gives meaning to certain subjective realities, and brings

a greater understanding to the objective reality from viewer's mind. Since the 1990s, the

social responsibility became a constant concern for artists, promoting artistic practices

with contextual-social meanings, in order to contribute to the qualitative improvement of

the social relationship and dialogue. The purpose of these practices was to combat the

authority effect and the sedimentary ideological-political forms, which still had value of

absolute truth in the collective mind.

In his vision on how art should act in society, the artist promotes restauration

techniques for social systems that have produced and still produce false values by de-

constructing, in order to replace them with new creative-moral patterns of consciousness,

performance and originality.

Key words: communication, art, dialogical, aesthetic, relationship.


35

A CULTURE OF MIDDLE AND LATE BRONZE AGE

ON THE TERRITORY OF ROMANIA: TEI

Ioana-Iulia Olaru, PhD lecturer,

Faculty of Visual Arts and Design,

”George Enescu” University of Arts, Iași, Romania.

The present study refers to an ancient period from the History of Art on the

territory of Romania, that is the Middle and Late Bronze Age. During these periods which

themselves come with changes, among which, for the Middle Bronze Age, it is important

to mention the spreading of the solar cult, a fact which was reflected also artistically (on

the general plan of the entire Bronze Age – which had brought social progress, but also

an artistic one, if we were to underline a ceramics which tries to reproduce pots of metal),

but we also need to underline the instability of the Late Bronze Age, the culture Tei is

one of the important cultures of the moment, which comes with special achievements,

both regarding the settlements and ceramics. An enumeration could include: an

increasing number of settlements, without fortification and a lower density, but the

settlement from Mogoșești is an exception, bringing a cult construction; a ceramics –

described during five phases of evolution, among which the last two belong to Late

Bronze Age – which gave us the technique of black gloss, and also a diverse decor, at

the beginning placed tectonically, then spread on the entire surface of the vase, with a

radial succession (connected to the solar symbolism), and towards the end, having a

composite aspect.

Key words: Furchenstich, flute, tetraskelion, blockhaus, Stichkanaltechnik.

ARTISTIC PEDAGOGY CONCEIVED AS SCIENCE

AND HUMANISTIC PRACTICE

Tatiana Bularga, PhD, Associate Professor,

”Alecu Russo” Balti State University, Republic of Moldova.

Moldova is an area with a rich cultural, artistic, musical potential, with an

impressive number of extremely talented children, with artistic predispositions above the

medium level and with a great creative potential. Today's social economic conditions do

not allow these children to manifest themselves completely, to capitalize on their

capacities and to realize themselves according to their individual skills. They are, in most

cases, lost in the general mass, thereby leading to the impoverishment of the cultural,

artistic and spiritual life of society.

The provisions / regulatory positions aim at determining / elaborating the

conceptual dimensions of the complementary framework of education, the elaboration

of efficient logistic support standards for special promoters of musical-artistic education


36

in accordance with the needs of the category designated by the pupils, related to the

educational process, with the current trends of curricular development on a worldwide

and national level, and also with the use of the results of the previous project.

Key words: artistic education, gifted children, proactive behavior, success of

personality, innovative and artistic praxiology.

CONCEPTUAL-METHODOLOGICAL REFERENCES

IN ARTISTIC EDUCATION OF PUPILS AND STUDENTS

Olimpiada Arbuz-Spatari, PhD, Associate Professor, Pedagogical State Univ. "I. Creangă", Chisinau, Rep. Moldova.

The modernization of the higher education in the field of fine arts necessarily

presupposes the reconsideration of the initial professional training methodology of the

visual artists and of the teachers in the field - of the visual arts teachers and of the

technological education.

It is known, however, that these professional profiles are marked by a very high

specificity, determined by their artistic knowledge, which objectively imposes not only

a revision of the traditional methodologies but also the rethinking of the entire

epistemological framework of training in the profession. This particular character derives

from the nature of artistic knowledge in general, and from the arts in particular, and

consists of perception, imagination, thought and creation in plastic images produced from

materials of the sensitive world and phenomena of the supersensible world (Kant).

Key words: methodology, artistic and plastic education, arts education.

EARLY EDUCATION IN ISOLATED COMMUNITIES

Liviu Adrian Măgurianu, Researcher, 3rd Degree, PhD. Social and Economic Research Institute “Gh.Zane”,

Romanian Academy, Iasi Branch

The paper presents the impact of an early education program implemented in

isolated rural communities. The program consisted in setting up kindergartens costumed

to the environment and the social, psychological and educational needs of the children

living in these communities. The isolation phenomenon for these villages is far more

complex than simply measuring the distance to the nearest urban settlement, even if we

are to consider the quality of the road infrastructure. Access to medical, educational,

social services must be correlated with administrative isolation. Administrative isolation

is defined as the distance on the road to the county capital. To these two types of isolation

we need to add a third type of isolation: social and cultural isolation. This is more

profound than the administrative and spatial isolation. Social and cultural isolation is

characterized by a veritable culture of underdevelopment than can be present even in


37

rural communities relatively close to cities and even the county capital. In these

communities, the author participated to implementing an early education curriculum

adapted to the needs of the community. Measuring the impact of the program revealed a

series of significant information regarding: the social and demographical context, the

quality of children’s life, the need and opportunity of implementing the `home

kindergarten` concept, and it’s results and effects on children.

Key words: kindergarten, education, isolated communities, psychological and

educational needs.

PSYCHOLOGICAL REFERENCES ABOUT THE CREATIVE

IMAGINATION BLOCKAGES AND THEIR OVERCOMING

Roșca-Ceban Daniela, PhD candidate,

Olimpiada Arbuz-Spatari, Associate Professor, PhD,

- Pedagogical State University "I. Creangă", Chisinau, Rep. Moldova.

For a professional, a creative blockage is not just frustrating - it is potentially

harmful to career. When creator's actions are based only on creative imagination in the

process of creating a prosper future, it's unacceptable to have a lack of ideas or energy.

But all creative deadlocks are not identical. Different types of blockages require different

solutions. In this paper, we present the references made by psychology researchers about

the blockages of creative imagination, and the ways to overcome them from

psychological point of view.

Key words: creative imagination, blockage of creative imagination, overcoming

blockage.

DIDACTIC MUSICAL ACTIVITIES

AS A FORM OF COMMUNICATION

Marina Morari, Conf. PhD., USARB,

Bălți, Republic of Moldova.

Art is conected to human functions and purposes, and represents a human value.

It helps the man to transform both inner and outer worlds. Music activities, as well as the

outcomes of these activities, can greatly influence the process of education. Feelings,

images, language, form, and style are the resources of the musical creation process that

stand at the basis of the artistic communication.


38

Didactic music activities can be used in the process of audition, interpretation,

creation and reflexion. Building channels of communication with musical works is a

complex process. The artistic creation of the personality, in this respect, it follows a series

of stages: artistic incubation, artistic interaction, artistic transformation / reorganization,

and universal dialogue.

Key words: didactic activities, music education, artistic communication.

VALORIFICATION OF MUSIC COMPETENCES:

EDUCATIONAL ASPECTS IN ARTISTIC EDUCATION

Viorica Crişciuc, Associate Professor, PhD.

„Alecu Russo” Bălți State University, Republic of Moldova.

The research is marked by the curriculum development and development of

the last decades, which is conceptually and methodologically in the search and adaptation

phase. The curriculum, as opposed to traditional school curricula focused on the teaching

of musical subjects, is focused on the formation of musical competences, thus marking a

shift from the encyclopedia of musical culture to the culture of contextualized musical

action. This change has led to focusing the teaching on the education of a religious

personality, where a core place has the training of specific competencies. Praxiologically,

the actuality of the research is confirmed more negatively, in the practice of musical

education, persisting a methodology for the formation of musical competences on the

principles of scientific knowledge.

As a consequence, the didactic process in the Music Education discipline is

made more confusing and incoherent, teachers insist on teaching-learning-evaluation of

musical subjects and not on the training of pupils / students of competencies specific to

the main fields of Music publishing.

Key words: scientific knowledge, specific skills, musical education.

FORMING 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


39

through art, the child subjects the objects and phenomena to his acquired assimilation

schemes.

Key words: arts education, art, musical skills, interdisciplinary competences,

knowledge mechanism.

THE SOCIAL DIALOGUE – AN ELEMENT OF THE MANAGERIAL

PROCESS WITHIN THE ORGANIZATION

Buga Oleg, doctor habilitat in economics;

Assoc. Prof. ”Alecu Russo” Balti State University, Republic of Moldova.

Păvăluc Sabina-Elena

teacher, Suceava, Romania.

The social dialogue is a form of communication, information and collective

bargaining between employees or their representatives, on the one hand, employers or

their representatives, on the other hand, with the participation of the state as a mediator

and arbitrator, to solve collective problems, to harmonize the patrons' interests with those

of the employees. The actors in the social dialogue are the ones that materialize this

phenomenon, they are employees (usually organized in trade unions), employers (largely

associated with employers' organizations) and the state (usually represented by the

government). Trade unions are an important factor of social equilibrium, one of the

essential institutions of civil society and democracy. They play a special role in the social

dialogue by protecting the rights of its members arising from labor law and collective

labor agreements, but also through its impact on the country's economic and social

development.

Key words: social dialogue, communication, employers, employees.

INTERCULTURAL COMMUNICATION IN TOURISM:

BARRIERS AND NEW PERSPECTIVES

Suslenco Alina, Lecturer, PhD.,

State Univ. „Alecu Russo”, Bălți, Rep. of Moldova.

In present paper, we investigate the problem of intercultural communication. This

problem is very current because it is very difficult to communicate in the field of tourism, a

dungeon characterized by major changes, a dynamic development perspective. For these reasons,

employees in this field need to show a special intelligence and special communication skills to

understand the tourists who are very different, both as a style of communication and as a

behavioral model.

The methodology used in present paper focused on the following methods: analysis,

synthesis, induction, deduction. Finally, we must note that due to the development of intercultural


40

communication, additional opportunities are offered to tourists on the one hand, as well as to the

employees in the tourism sphere on the other hand, to understand and contribute to the success of

the tourism sector.

Key words: communication, intercultural communication, tourism, communication barriers.

EDUCATIONAL TOURISM - AN INTERFACE OF ACADEMIC

MOBILITY IN THE REPUBLIC OF MOLDOVA

Suslenco Alina, Lecturer, PhD.,

State Univ. „Alecu Russo”, Bălți, Rep. of Moldova.

In the present paper, the theoretical and methodological aspects of the evolution of

educational tourism at the international as well as the national levels were analysed. Thus, the

factors that favoured the development of educational tourism as well as the elements of the

educational tourism were highlighted. Based on these researches, the basic aspects of the

involvement of educational tourism in raising the level of education of tourists were emphasized.

For these reasons, we must underline the fact that educational tourism represents, for the Republic

of Moldova, a pillar of increasing the level of education of tourists and a path of increasing the

competences of tourists participating in the educational tourism. The methodology used in this

paper focused on the following methods: analysis, synthesis, induction, deduction, comparative

analysis. In conclusion, we must emphasize the fact that educational tourism represents a factor

of increasing the population’s welfare, given the increase in the human capital of tourists

practicing this type of tourism.

Key words: educational tourism, education, academic mobility, higher education.

THE PRAGMATIC PERSPECTIVE IN

THE COMMUNICATION PHILOSOPHY

Eugenia Bogatu, Associate professor,

State Univ. of Moldova,

Faculty of History and Philosophy,

Chisinau, Rep. of Moldova.

The pragmatic perspective in the philosophy of communication is linked with

the name of the American philosopher Ch.S.Peirce. This philosopher deserves

recognition for founding the pragmatism and for formulating the themes of modern

semiotics. Pragmatism is presented both as a philosophical orientation and as a method

of investigation. As a philosophy of communication, pragmatism focuses on language,

the pragmatic is, especially, taken in consideration. Communicative action has a

preponderant role in the functioning of the pragmatic perspective in communication.

From this point of view pragmatism has come to propose a kind of universal pragmatics,

a general theory of the conditions that make communication possible. As a philosophical


41

orientation, pragmatism asserted itself on the field of American thought, based on the

major interest in the values of utility in the system of values of life, the preoccupation

for action. The thesis of pragmatism is represented by the idea that knowledge is valued

according to its ability to orient us in experience.

The philosophical study of language and communication, aimed at highlighting the

significance and pragmatic dimension of communication, has been set up in a

philosophical research program that aims to understand language through discourse and

speech through communication. This program has evolved from linguistic competence

to communication competence. J. Habermas founded the theory of communicative

competence. This type of pragmatics concerns communication with the socially

conditioned transmission of propositional content. J. Habermas assigns great attention to

the communication in social life.

Communicative action and speech are the essential forms of communication,

implicitly, of the language.

Key words: pragmatic perspective, communicative action, communication competence

THE IMPORTANCE OF CONSCIOUS COMMUNICATION

Anca Jianu, Lecturer, PhD., University ”Spiru Haret”,

Faculty of Physical Education and Sport, Bucureşti.

Conscious communication is a way of socializing the person through which the

latter expresses himself through words, signs, or gestures, and controls what he emits

through verbal and corporal language for his receptors to understand his message and to

help him feel understood and fulfilled. The art and science of interrelation effectively

means more than information transfer, it implies the understanding of the emotion caused

by the strength of the words and gestures used, and the feelings awakened by them to

those who receive messages of all kinds.

Conscious communication is an acquired social competence based on the

knowledge and control of verbal and nonverbal language, the understanding of one's own

and others' needs, the ability to actively listen to the interlocutor and effectively manage

stress. The emotions and feelings of our lives can be externalized through behavioral and

postural indicators of hearing, auditory, olfactory, visual and tactile information.

Awareness of your own words in terms of tone, speed, consistency and effect on

who we communicate and awareness of language and body movements are beneficial in

all areas of activity, where each person has to achieve performance: everyday,

professional or relaxing activities. Integrating conscious communication into human life

is an important aspect that reduces anxiety, nervous and conflicting states, improves

physical and mental well-being and improves the quality of life.

Key words: conscious communication, behavioral indicators, postural indicators.


42

.

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.

Key words: symbols, music, contamination-preservation.

THE RELATION BETWEEN ”SEEING” AND ”BEING SEEN”:

A DIACHRONIC PERSPECTIVE ON PHOTOGRAPHIC VIEW

German Lavinia, PhD lecturer,

National Univ. of Arts ,,G. Enescu’’ Iași, Romania.

The functions of discursive representation and the role of artistic photographic

practices have changed since the appearance of this method of image capturing. The fast

industrialization of photographic techniques from the beginning of the 20th century, the

spread of technology and the direct and unconditional access to image capture devices,

led to the democratization of the artistic experience and its transformation into

photographic imagery. The camera has become a filter that (inter)mediates our

relationship with the world, and the act of sight became an imperative of contemporary


43

life. We can still consider the division into two categories of the photographic image:

windows and mirrors (John Szarkowski), both seen as situations of framing, of inclusion

and exclusion within the frame of something of someone, furthermore now, in the age of

the display/the screen, of a society whose interpersonal interaction with art is mediated

by social screens and frames (selection, inclusion, and exclusion).

Looking through the camera's view finder has facilitated the development of a

new relationship to the subject and reality. In photography, the instrumentalist issue of

the camera implies not only the representation of reality, but also the possibility of

controlling it. This recording system is a mechanical extension of the photographer's eye,

and it has no value without his participation in the process, establishing direct

relationships between the viewer and the one viewed. Every technical or structural

decision means not only the guarantee of a correct image but also the possibility of an

artistic expression. The technical configurations of the camera can change the

representation, just as each compositional structure determines a certain type of act of

view and thus generates a specific relationship between the one looking and the one that

is looked at.

Key words: photography, visual language, subject.

INTERPERSONAL COMMUNICATION IN THE RELATIONSHIP

BETWEEN THE MENTOR AND THE DEBUTANT TEACHER

Roxana Axinte, Ph.D., Associate Professor,

Al. I. Cuza University, Iași, Romania, Formator, Info Educația, Iași.

The mentoring activity can be analysed from various perspectives: as a

collaboration at institutional level (mentor, manager) aimed at facilitating the beginner’s

professional insertion process, as work-based training, as peer-to-peer advice (provision

of information), as counselling. We aim to analyse the communication process between

the mentor and the beginning teacher from the perspective of mentor teacher as

counsellor.

This role seeks to provide specific support when the beginner experiences

stressing or difficult situations (for instance, class management in a crisis situation). The

mentor’s counselling skills are based on competencies specific to the communication

process, such as: active listening, observation, focalisation, and provision of information.

We will present and analyse these specific communication skills in the context of the

mentoring relation.

Key words: communication skills, counselling, mentoring in teaching.


44

DEFINING COORDINATES OF INTERPERSONAL COMMUNICATION IN THE

POSTMODERN EDUCATIONAL ENVIRONMENT

Corina Zagaievschi, Professor, PhD,

UPS, ”Ion Creangă”, Chișinău, Rep. Moldova.

This article addresses the quality of interpersonal communication that is essential

for the specific activities of an educational environment. The teacher observes, facilitates

and participates in the act of communication, which implies that it must become a

professional communicator by using effective strategies of information transmission, and

especially by applying the methods of effective networking. In this context, it is relevant

the opinion of prof. Ioan Cerghit who argues that: "... the educational institution is the

place where communication is taught; where communication is improved; where

communication is developed (created); where communication is cultivated (grown).

Here, the communication has a significance in human and social values, which is why

educating communication constitutes an end in itself, a major goal of education, to which

all disciplines must bring their own contribution." Relationship educator-educated is

conceived as a very complex relationship concerning a permanent dialogue between the

two factors involved in the educational process, which involves an interpersonal

communication employing all dimensions of their personality.

The experience of educational environment shows that students learn and are

formed as they are accompanied by the educator. The personality of the pupil is

influenced by the personality of the educator; the quality of the one depends on the

quality of the other, which requires an interpersonal approach of the pedagogical

interaction. This interaction is able to ensure not only the informational-operational

dimension of the knowledge transfer, but also the affective-interpersonal dimension of

educational activity.

Key words: efficient communication, appropriate communication, empathic listening.

THE FUNCTIONAL ILLITERACY APPROACH FROM

THE PERSPECTIVE OF THE „FUNCTIONAL”

Ramona Mirabela Oprea, PhD. student, „Ion Creangă” SPU, Chisinau, Rep. Moldova.

Illiterates come from poor environments, from families with a precarious

economic situation, from cultural backgrounds where the motivation for education is

very low. Access to the compulsory education of those from such backgrounds is very

low, most of the illiterates having personal bibliographies not attending the school,

dropping out of school during the first grades of primary education, school failures.

Reassessing the role that all stakeholders have in pupils’ basic education (pupils


45

themselves, parents, teachers, and local education decision-makers) is a mandatory

condition that could prevent the phenomenon of functional illiteracy. This study is an

analysis of the phenomenon of functional illiteracy, the causes that can lead to school

abandonment, and the description of functional literacy strategies.

Schools need to face this crisis and to act together for the growth of level of

literacy and reduction of functional illiteracy.

Key words: literacy, functional illiteracy, model, school failure, school dropout.

THE ROLE OF NON-FORMAL ACTIVITIES

IN LITERACY MODELS

Ramona Mirabela Oprea,

PhD student, „Ion Creangă” SPU, Chisinau, Rep. Moldova.

The advantage of non-formal activities with pupils to reduce functional

illiteracy is restricted by reading, writing and computing ability if not associated with a

variety of cognitive functions, community knowledge. Different aspects of the education

system need to be linked to everyday concerns. The objectives of non-formal education

are: widening and completing the culture horizon, contributing to recreation, providing

the framework for cultivating different skills and, last but not least, supporting the

literacy of disadvantaged social groups.

This study aims to analyze the role, the psychological perspectives and the

barriers that non-formal activities have in the framework of literacy programs.

Key words: literacy, functional illiteracy, non-formal activities, barriers, models.

COMMUNICATION THROUGH THEATER -

REASON AND FEELING, ACTION AND WORD

Otilia Huzum, Actor, Lecturer, PhD.,

West University of Timisoara, Faculty of Music and Theater.

Theater is the image of a society and is also a way of life. It is the place where,

in the broadest way, it illustrates what communication means, because through its

creation the interpreter manages to highlight all the qualities that homo sapiens sapiens

can have. The scenic situations, whether spoken or merely summarized in gestures,

actions and movements, come to unequivocally demonstrate the multitude of forms of

communication through which the human being expresses his/her states, ideas and

feelings.

It is easy to understand that we cannot separate the reason and the feeling, but

on the contrary they converge to the same purpose, sustaining each other and interacting


46

permanently. The word, as a means of scenic communication, improves artistic creation

not only through the form of expression and the concrete meaning described in the DEX

of the Romanian Language, but also through its energy load and the possibility of being

used as a simple pretext. It is said that "at first was the word," but referring strictly to the

theater and the actor's work with himself in the process of creation, we are entitled to

give preference to gesture and movement. The first is the gesture and the word comes

after that, to complete the meaning and to capitalize the action.

Key words: actor, communication, gesture, word, reason, feeling.

REITERATIONS, MEANINGS, TRANSFORMATIONS

OF THE EDUCATIONAL COMMUNICATION PROCESS

IN THE ACADEMIC CONTEXT

Elena Ichim, MA. 2nd year, Faculty of Psychology and Education Sciences,

Policies and management in education,

Univ. ”Al. I. Cuza”, Iași, România.

The auspices of the educational communication process are currently confronted

with transcendental challenges, given by unique and complex environments such as

virtual ones. This paper is a theoretical investigation developed on the basis of a

pedagogical vision which had the purpose of highlighting a conceptual framework and

methods of networking, necessary for effective communication in the university space.

Current educational meanings describe teacher-student interaction as a communication

process where horizontal relations prevail and the student assumes an active role in their

own training. The teacher is not only a professional communicator, but also a practitioner

of the relationship methods. Interpersonal dimension within learner groups requires

interaction and interactivity. Switching from unilateral communication to a complex

network of communications involves a permanent dialogue between the teacher and the

student.

Effective communication and interaction with educational purpose cause

changes in receptors, yielding positive results in learning situations. The dynamic

possibilities of the educational communication process are also highlighted by the new

communication strategies in the cyber space that require mainly didactic attention when

referring to the learning environment. We conclude that, in order to generate authentic

training environments, it is not enough just to communicate and interact, but it is also

important to approach them in a pedagogical and formative way, to make these processes

fluid and efficient.

Key words: education, communication, student-teacher interaction.


47

MESSAGES CONVEYED THROUGH IMAGES: PSYCHOLOGICAL AND EDUCATIONAL BENCHMARKS OF MODERN AGE

Corina Matei Gherman, Dr.ec, AGER, AJTR,

Preş. al Ligii Scriitorilor, Filiala Iaşi-Moldova.

Doina Guriţă, Dr. ec., DR.ec. AJTR,Iaşi.

Georgiana Tacu, researcher, Romanian Academy,

Iasi Branch, Institute "Gh. Zane".

Any image is a means of communication between people through the messages

they transmit. Among the messages transmitted by images, emotional messages are the

most important, and they always address human feelings, which they want to "activate"

in decrypting the "hidden" message.

Though philosophers and psychologists have not yet defined the term emotion

while studying it for over a century, a definition has been given by the Oxford Dictionary,

which shows that emotion is "any mental, emotional or passionate agitation or disorder;

any acute or tense mental state." We deduce that emotion is related to a feeling, and the

thoughts that it engenders generate the psychological and biological states that we are

able to set in motion. Emotions are of many types and nuances, and even very subtle

emotions are difficult to be highlighted by words.

Key words: message, image, psychological references, education.

POST-HUMANISM, PET KEEPING AND

THE UNDERSTANDING OF THE DIFFERENCE

Irina Frasin, PhD, Researcher, grd. III,

Romanian Academy, Iasi Branch, Institute "Gh. Zane"

Our image of the Other constantly kept changing, and the way the otherness was

defined and understood also shaped our own self-image. Today (passing beyond all the

problems of racism, sexism and all other kinds of marginalizing minority groups) we turn

our attention to those belonging to other species as being our Ultimate Other.

Experiencing the miracle of meeting another mind in our own pets made an ever

increasing public pay attention to the animal issue. All those who share their home with

a dog or a cat (or with more) know all very well that we can’t talk, when we refer to

them, of a dog or cat in general, as a species, no more than we can do this when we refer

to a human individual.

This kind of awareness makes us pay attention to the richness of the universe of

each living being and makes us curious about understanding the experiences, the feelings

and minds of others. It also makes us question the superiority of humans over other


48

creatures – a position that went long time uncontested. Thus the Copernican revolution

of post-humanism took the Man out from the center of Creation, making him only one

of the creatures.

The human thus becomes only a link in a much greater whole and nature, in its

splendid and amazing complexity acquires a different kind of respect. The old opposition

between nature and culture loses sense, and the culture gets new, ever larger meanings.

The present paper investigates the complex and sometimes surprising dynamics and

connections between this perspective and our way of accepting all kinds of differences

and our degree of tolerance of those different from us.

Key words: post-humanism, culture, animal, difference, otherness.

COMMUNICATION AT THE AGE OF ADOLESCENCE

Ioana Macovei, Psychologist,

Psychological Office AMA, Iaşi

Age of adolescence is a key moment in individual evolution. The paper describes

the characteristics of communication at this stage of life. For adolescents, communication

has some specific features that relate to: parent-child communication, gender

communication, adolescent teen communication, teacher-student communication. All

these dimensions get a certain specificity at the age of adolescence. We will analyze these

features, emphasizing that the communication process is an essential element of the

adolescent personality development.

Key words: adolescence, personality, communication, generations, education.

COMMUNICATION AND PERSONALITY

Anamaria Gheorghiu, Psychologist, school counselor,

Highschool "St. Bârsănescu" Iaşi.

This paper aims to identify the role of communication in the process of

personality development. From early ages, communication contributes to the

development of language and the accumulation of the first knowledge. Communication

also helps to acquire the skills to adapt to the environment, by the desire to know, the

curiosity about what is new or unknown.

At older ages, communication is the way in which personality itself is developed

and fulfilled. Communication is the means by which intellectual emulation and the

evolution of the individual personality takes place over time.

Key words: communication, personality, education, individual evolution.


49

COMMUNICATION -

A MULTISTADIAL COMPLEX PROCESS

Maria Belea,

Dr. Psiholog Baia Mare – AIPRE (Roma, Italia)

In the paper proposed by us we want to present some specific elements of the

communication process. We will also analyze the complexity of this process and its

stages in the evolution of interpersonal relationships. Communication carries with it all

the elements of development and regression of human relationships, so it is necessary to

know the dynamics and its specific manifestation.

Key words: communication, processuality, interpersonal relationships.

INTERDISCIPLINARY COMMUNICATION

WITHIN THE LESSONS OF RELIGION

Mihai Floroaia, Assoc. Prof. PhD.,

Tehnological College „Spiru Haret”, Piatra-Neamţ

This study aims to highlight the role of interdisciplinary communication in

lessons of religion in pre-university education.

Accepting that at least two people are involved in interpersonal commu-

nication and it has more than any other type of communication, the ability to influence

others' opinions, attitudes and beliefs, we cannot minimize it to the detriment of written

communication through certain social networks.

In the context of the diversity of today's information, we consider that the

interdisciplinary approach of religious education topics through appropriate commu-

nication contributes to a good understanding of the notions transmitted in order to shape

the religious-moral character of young people. Thus, interdisciplinary and intercultural

communication will be all the more effective as the teacher will direct his speech to the

interpretation of biblical texts, the socio-cultural contexts in which certain events have

taken place and, last but not least, the updating of the central message.

Special themes such as The Role of Youth in Defense of Life and in Promoting Christian

Values, Representative Monuments of Religious Art in Europe and Romania, The Role

of Christianity in the Development of European Civilization etc. can be addressed not

only through the field of theology but also from the point of view of history, literature,

art, sociology, psychology, etc.

Key words: communication, religion, training, character.


50

MUSICAL AUDITION AND MODELS OF ARTISTIC COMMUNICATION

IN THE ROMANIAN EDUCATIONAL PROCESS

Eugenia Maria Pasca, Professor PhD.,

“George Enescu” National University of Arts, Iaşi, Romania.

As an integral part of the didactic process, musical education has as main purpose

the realization of artistic education from the perspective of the development of the

spiritual culture of the students. Starting from this premise, the curriculum in Romanian

education is oriented, through the school curriculum, mainly towards the sphere of

practical actions, thus interfering with the actual contact of the students with the complex

field of music and, implicitly, the formation of new capacities of emotional introspection,

expression of its own personality, of interrelation and resizing of the spiritual universe.

Key words: music education, audition, artistic communication.

MEETING POINTS BETWEEN CONTROLLED SPEECH

AND ACTOR’S SPEECH

Irina Scutariu,

conf. univ. dr., UNAGE Iași

The present paper derives from the desire of pointing out pertinent bonds

between the communication as an actor, on stage, between characters or between actor

and spectator and the communication that can appear in any common every-day dialogue

between people. The similarity between these two situations of communication was the

subject of a study presented and applied at various workshops conducted for more than

a week. In this context, a serious research study appeared even more important as the

ones interested in the subject came from very different social environments and they

were quite numerous.

The article in extenso includes the work method that relies on various principles

derived from the actor’s art, as well as the subsequent phase referring to the practice of

the theory. Thus, the differences and the similarities became obvious and they were

acknowledged with the declared purpose of overcoming the threshold of inhibition,

which, many times, can be identified as the stage fear that actors may experience before

a representation. Nowadays society is very much transformed compared to that of the

’90, when very few of us were interested in how we presented our ideas, regardless of

the moment and the direction of the dialogue. Presently, we may actually say that we are

suffocated by the large number of books telling us about communication techniques and

by the presence of certain “no name” in specialized literature.

Key words: speech, communication, dialogue, actor.


51

GIOACHINO ROSSINI - IL BARBIERE DI SIVIGLIA (ROSINA).

STORIES, PERSONS, ARTISTIC COMMUNICATION

Cristina Simionescu, Professor, PhD.,

„G. Enescu” Nat. Univ. of Arts, Iași, Romania

The work of Rossini Il Barbiere di Siviglia (L'Inutile Precauzione or Almaviva),

written on Cesare Sterbini's libretto in 1816, originates in the Le Barbier de Séville or

the useless Précaution by Pierre-Augustin Caron de Beaumarchais. Stendhal states that

it is "a masterpiece" about the Rosinian work (Henri Beyle Stendhal – La vie de Rossini,

Paris, 1924, p. 51), and Grigore Constantinescu defines it as: "a model of concision and

musical and theatrical logic whose freshness has not shadowed nearly two centuries of

existence. Although Rossini uses many fragments of previous works, the way he has built

his architecture impresses through the organicity of expression and the coherence of

solutions" (Grigore Constantinescu & Caraman-Fotea, Daniela - Ghid de operă, București, 1971,

p. 353).

Key words: comic opera, character, libretto.

THE PUCCINIAN VOCAL IDEAL AS ARTISTIC COMMUNICATION.

REFERENCES WITH EXAMPLES FROM TOSCA OPERA

Doina Dimitriu Ursachi, Associate Professor PhD.,

UNAGE Iasi, România.

It is difficult to equate "Tosca", one of the most popular works in the world and

best suited to recording. Created in Rome, in 1900, Puccini's fifth opera began from a

play by French playwright Victorien Sardou, with Sarah Bernhardt in the role of Tosca,

adapted by the librettists Giuseppe Giacosa and Luigi Illica. The action takes place in

Rome in 1800, on June 14, the day of the Battle of Marengo. This work is one of the

great masterpieces of verism, in which, at the premiere, the Romanian singer Haricleea

Darcle shone.

Key words: opera, verisim, character, libretto.


52

TRIO IN MAJOR KV 548 FOR PIANO, VIOLINO AND CELLO (1788)

BY WOLFGANG AMADEUS MOZART

Lucia Diaconu, Associate Professor, PhD.,

„George Enescu” University of Arts, Iași, Romania

Wolfgang Amadeus Mozart is one of the most prolific personalities in the history

of universal music, being the greatest musician of his unparalleled age, in his qualities as

composer and performer. A genius in whose creation is reflected an entire musical era

supported on a huge number of creations expressed through innovation and originality,

known as the name of classicism. Classicism also designates an aesthetic notion but also

a historical age in the development of music, literature, and arts in general, this period

being chronologically positioned in the eighteenth century. From aesthetic point of view,

musical classicism refers to music pertaining to perfection through sobriety, balance,

solidarity, transparency, and especially the accessibility of its language. This era finds

itself by the triumph of the harmonic concept, the emergence of bitematism within the

classical sonata, which crystallizes as a fundamental form of instrumental classical music

and especially the consolidation of the symphony, the entire musical creation being

performed according to the imposing law of constrast under the control of a spontaneous

and deeply creative.

Key words: chamber music, musical language, interpretative technique.

THE ROMANIAN CORAL CREATION OF FOLKLORIC INSPIRATION

IN THE FIRST HALF OF THE 20th CENTURY

Marta Burduloi, Assistante PhD.,

“G. Enescu” National Univ. of Arts, Iaşi, România.

In order to understand how the worship of musical creation relies on popular

music, we first point out that the same connection between folk creation and cult creation

can be observed in the field of literature. Outstanding works are rooted in the rich folk

treasures: Goethe's "Faust", creations of masters of realism like Tolstoy, Gogol, Pushkin.

Folk literature was a rich field of inspiration for outstanding musical works such as the

"Fidelio" by L. Van Beethoven (the libretto is based on a popular story), the symphonic

poem "A Night on Mount Pleşuv", or the opera "The Fair in Sarocinsk" by Mussorgsky

(inspired by Russian fairy tales), the symphonic suite "Şeherezada" by Rimski Korsakov

(Oriental fairy tales).

Key words: Romanian music school, choral creation, style and folkloric influences.


53

LEO BROUWER AND HEITOR LOBOS VILLA,

MODERN MUSIC SCHOOL CAREERS IN LATIN AMERICA

Daniel Dragomirescu, Lecturer PhD.,

“G. Enescu” National Univ. of Arts, Iaşi, România.

For those interested in South American music, the creation of the two composers

Leo Brouwer and Heitor Villa-Lobos is representative. We welcome the presentation to

young classical guitar interpreters of Latin American specialty literature, different from

the samba, bossanove, tango of the well-known authors Antonio Carlos Jobim, Jorge

Morel and Luis Bonfa.

We have the ability to offer a global picture of the two personalities who, through

their work in the field, have entered the musical consciousness both South American and

universal. Also, the contribution to the development of the interpretative aspect of the

guitar is revealed, the detailing of the technical elements being ubiquitous throughout the

analysis. The biographical data of the musicians is related to their compositional,

instrumental and artistic evolutions. We also introduce other musicians who set up the

Latin American composition school.

Key words: South American music school, academic music, style and musical

influences.

NATIONALITY AND INNOVATION

IN THE SOUTH AMERICAN ACADEMIC MUSIC

Daniel Dragomirescu, Lecturer PhD.,

“G. Enescu” National Univ. of Arts, Iaşi, România

.

Much of the composers of the twentieth century in South America have formed

their own compositional style influenced by the formal and expansive harmonic

processes of the late nineteenth century. Now, the musicians have returned to the clarity

and simplicity of expression, in direct contrast to their romantic tendencies. The guitar

preference is influenced by traditional folk music, which has imposed an original music

school in the music world.

Key words: musical influence - folklore, guitar, South American music school.


54

ART AS MEANS OF COMMUNICATION

ROMANIAN HORN SCHOOL

Petrea Gîscă, Ph.D, UNAGE,

Iasi, Romania

The article presents a number of elements regarding the horn and its musical

development on the Romanian territory. After some general considerations which target

the main “European Horn Schools”, the author set himself to find the roots of the

“Romanian Horn School” and its illustrious members.

After World War II, musical centres have been formed in our country in

Bucharest, Cluj-Napoca, Iasi and Timisoara, where the horn has been practiced in

musical education as a significant musical instrument in symphonic and opera

orchestras.

The next generations of horn players have refined and upgraded themselves,

founding a strong “Horn School” in Romania, well-known in the country as well as

abroad. These horn players are great performers of the instrument, artists of the romanian

musical interpretation, therefore art represents an effective and relevant means of

communication.

Key words: art, horn school, musical instrument, horn.

CHORAL STRUCTURES

IN THE DRAMATURGY OF ENESCIAN OEDIPUS

Consuela Radu-Țaga, Lecturer, PhD., “G. Enescu”

National University of Arts, Iaşi.

Deeply meditating on the mith of Oedipus, George Enescu has capitalized on the

heritage of European musical culture, realizing an innovative stylistic synthesis. In his

masterpiece, the choral moments do not impress the scene in order to create a powerful

visual effect characteristic to the grand opéra, but they follow the dramatic tension and

the evolution of the characters. The choral structures are among the most diverse:

children choir, female choir (Theban women, Theban virgins, Eumenides), men choir

(Thebans, shepherds, old Athenians), small choir, big choir, reaching up to the

overlapping of three choral groups (in The Coronation Tableau). To these are added the

effect obtained by placing the choir behind the stage (invisible choir), contrasting

sonority to the choir on stage. In the choruses with ritual-cultic function, unisonic and

isonic harmonies infiltrates, aspects specific to the polivocality of Byzantine path. From

fine paints to dramatic clashes, the choral comment is present in all four acts, like a force

tool into the epic of dramaturgy and involvement in lyrical space.

Key words: collective character, musical dramaturgy, choral group, unison, gathering.


55

THE COMPOSITION OF THE SCENOGRAPHIC SPACE

IN THE PUPPET SHOW

Mirela Ștefănescu, PhD., “George Enescu”

National University of Arts from Iaşi of Romania.

In this paper I will present the creative context in which the scenographer have

to find and to make the theatrical framework in such a way, to put in highlight the value

of the puppet show. Of course, the creation procces of the puppet show is the result of

hard work of the team and of each artist (playwright, director, scenographer, actor)

through the interdependence of each one's own activities, contributing to the harmonious

perfection of the creative act.

By the composition of the scenographic space the ambiance gives a special and

thrilling feelings to audience. So, the scenographer had to find the best solutions for the

ideas and the feelings of the dramatical play to highlight the atmosphere of the story.

That’s why the methods should be eloquents and closer to the story and to be shared

more convincing to the audience the creative vision of the show makers.

Key words: scenographic framework, interdependence, puppet show.

THE ROLE OF ART INSTITUTIONS IN THE INTEGRATION OF THE VISUAL ART OF IAŞI INTO THE LOCAL,

NATIONAL AND INTERNATIONAL CULTURE

Mirela Ștefănescu, PhD., “George Enescu”

National University of Arts from Iaşi of Romania.

The culture institutions have a huge role in promoting and integrating the local

cultural values in the national and international agenda. In this respect, we would like to

highlight, in this article, the important role in the formation of new generations of visual

artists, as well as in the evolution of visual arts in the Iasi landscape of cultural and

educational institutions like ”G. Enescu” National University of Arts from Iasi, Union of

Plastic Artists - Iasi Branch, the Moldova National Museum Complex of Iaşi, the

Romanian Academy - Iasi Branch etc.

The local artistic life witnesses a continuous creative effervescence, fact supported

by the established and young artists’ exhibitions which display a variety of styles, all of

them trying to create their own plastic expression. The visual arts of Iaşi are also

valorized internationally by the artists’ participation in prestigious abroad exhibitions.

Key words: integration, visual artists, international culture.


56

NON-VERBAL COMMUNICATION BY CHOREOGRAPHY

Cristina Todi, Lecturer PhD.,

UNAGE, Iași, Romania

This article highlights the role of choreography in education and its benefits to

the harmonious development of the adult future. We want to raise awareness of the

human and logistic resources involved in the educational process in order to establish a

strategy for the implementation of choreographic education in pre-university education.

It is proposed to describe the strengths offered by the practice of ballet in the field of

non-verbal communication and not only, and implicitly, methods of elaboration of the

correct curriculum programs, the orientation of the scientific and didactic staff in

designing and organizing an educational process oriented towards the harmonious

personality development of each child.

Key words: choreographic education, non-verbal communication, identification,

valorisation of potential, education, school curriculum.

AUTHOR, VIP, BRAND: NEGOTIATING THE AUCTORIAL

CAPITAL IN CONTEMPORARY ART AND ADVERTIZING

Cătălin Soreanu, PhD, „G. Enescu”

Nat. Univ. of Arts, Iași, Romania.

In the context of contemporary culture, the relationship between art and

advertising is richer and more complex than ever. Although the two disciplines function

in distinct ways, they often share the same production or reception practices or the same

cultural expression areas. The relationship is fluid, emphasizing both the ethos of each

discipline and the contextual interdependence of their manifestation. The effort to

identify and position the analytical features of this relationship involves analyzing the

conditions of the phenomenon's production and reception, as well as the specific types

of practices: defining the involved factors, the nature, the forms of dissemination and the

product value, the types of reception and the capitalization of the aesthetic experience.

The problems of auctorial status and authenticity are closely interconnected,

highlighting the aura of uniqueness and value associated with the artwork and the

circumstances of its production (in the case of art) or providing an ethos corresponding

to the specific product and promotion (in the case of advertising). In both cases, the

auctarian identity generates a deliberate and quantifiable mediatic value transfer, tailored

to the structure of the contemporary consumer market that becomes a "sales" territory for


57

both art and advertising products. The mechanism involves the accumulation and transfer

of cultural capital and is due to the relationship with the media, a means by which art

works and commercials become known and become a "entertainment product" by

broadcasting and mass replication, projecting a celebrity status to their authors.

Key words: art, advertising, author, VIP, capital, culture.

interpersonal communication - psychological and … · 2020. 1. 26. · interpersonal communication...

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