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159.9:316.6:374.7 (1) |
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Education and training out of school. Further education (222) |
![]() TOMA, Natalia. Social and psychological framework of curriculum for learning and education of adults. In: Studia Universitatis Moldaviae (Seria Ştiinţe ale Educației), 2022, nr. 5(155), pp. 130-138. ISSN 1857-2103. DOI: https://doi.org/10.5281/zenodo.6619360 |
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Studia Universitatis Moldaviae (Seria Ştiinţe ale Educației) | |||||||
Numărul 5(155) / 2022 / ISSN 1857-2103 /ISSNe 2345-1025 | |||||||
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DOI:https://doi.org/10.5281/zenodo.6619360 | |||||||
CZU: 159.9:316.6:374.7 | |||||||
Pag. 130-138 | |||||||
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This article addresses the issue of the curriculum for adults’ learning and education in formal and non-formal terms from the perspective of social and psychological influences. In this sense, learning and education of adults are strongly focused on the psychocentric and sociocentric approaches, which must be relevantly reflected in the curriculum. Namely the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The socio-psychological approach of the curriculum for adults’ learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to social and psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs |
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Cuvinte-cheie educational curriculum, psychocentrism, sociocentrism, learning and education of adults, social values, metacognition, motivation, adult’s personality, psychic processes, curriculum educaţional, psihocentrism, sociocentrism, învăţarea şi educaţia adulţilor, valori sociale, metacogniţie, motivaţie, personalitatea adultului, procese psihice |
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<?xml version='1.0' encoding='utf-8'?> <oai_dc:dc xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:oai_dc='http://www.openarchives.org/OAI/2.0/oai_dc/' xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:schemaLocation='http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd'> <dc:creator>Toma, N.</dc:creator> <dc:date>2022-06-08</dc:date> <dc:description xml:lang='en'><p>This article addresses the issue of the curriculum for adults’ learning and education in formal and non-formal terms from the perspective of social and psychological influences. In this sense, learning and education of adults are strongly focused on the psychocentric and sociocentric approaches, which must be relevantly reflected in the curriculum. Namely the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The socio-psychological approach of the curriculum for adults’ learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to social and psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs</p></dc:description> <dc:description xml:lang='ro'><p>În articolul dat se abordează problema privind curriculumul pentru învăţarea şi educaţia adulţilor în plan formal şi nonformal din perspectiva influenţelor sociale şi a celor psihologice. În acest sens, anume învăţarea şi educaţia adulţilor sunt puternic centrate pe demersuri psihocentrice şi sociocentrice, ceea ce trebuie să fie relevant reflectat în cadrul curricular. Anume curriculumul are ca obiect de reflecţie raportul dintre individ, societate şi instituţia de învăţământ (de educaţie). Abordarea sociopsihologică a curriculumului pentru învăţarea şi educaţia adulţilor este axată pe următoarele demersuri conceptuale: procesul schimbării/ dezvoltării curriculumului în raport cu factorii sociali şi psihologici; organizarea şi realizarea educaţiei adulţilor prin curriculum care creează contexte pentru învăţarea activă şi respectă nevoile personale şi profesionale.</p></dc:description> <dc:identifier>10.5281/zenodo.6619360</dc:identifier> <dc:source>Studia Universitatis Moldaviae (Seria Ştiinţe ale Educației) 155 (5) 130-138</dc:source> <dc:subject>educational curriculum</dc:subject> <dc:subject>psychocentrism</dc:subject> <dc:subject>sociocentrism</dc:subject> <dc:subject>learning and education of adults</dc:subject> <dc:subject>social values</dc:subject> <dc:subject>metacognition</dc:subject> <dc:subject>motivation</dc:subject> <dc:subject>adult’s personality</dc:subject> <dc:subject>psychic processes</dc:subject> <dc:subject>curriculum educaţional</dc:subject> <dc:subject>psihocentrism</dc:subject> <dc:subject>sociocentrism</dc:subject> <dc:subject>învăţarea şi educaţia adulţilor</dc:subject> <dc:subject>valori sociale</dc:subject> <dc:subject>metacogniţie</dc:subject> <dc:subject>motivaţie</dc:subject> <dc:subject>personalitatea adultului</dc:subject> <dc:subject>procese psihice</dc:subject> <dc:title>Social and psychological framework of curriculum for learning and education of adults</dc:title> <dc:type>info:eu-repo/semantics/article</dc:type> </oai_dc:dc>