THE PARADIGMS OF STUDENTS’ POTENTIAL AND THE EDUCATIONAL CAPITALIZATION OF LIFE LONG LEARNING

Abstract

The paper reflects on the development of the concept of potential as approached in psychology, education, anthropology, sociology and cultural studies with emphasis on the educational capitalization of it. From bio-psychological traits to intelligence, values, attitudes and competences of various degrees and levels, from un-experienced to expert level a whole universe and diversity makes the raw material education has to approach and shape. The paper has as point of departure key concepts since the emergence of modern psychology to cognitive psychology with reference to representatives such as Alfred Binet, Jean Piaget, Robert J. Sternberg, Howard Gardner and examples from educational practice specific to the Romanian educational context. The examples reflect upon the application of multiple intelligences theory in a secondary school and the attitude to finality model based on competences, values and attitudes specific to teachers’ training programs (kindergarten and primary school teachers, secondary and high school level) within the Romanian educational system. The present challenges such as actual threats represented by the sharp drop of birth rate, decrease of school population, emigration, functional analphabetism, social, cultural and economic transformations since globalization bring to the front line once again the importance of a flexible and dynamic educational system able to respond to ideals and threats. A review of specific literature, application of multiple intelligences theory and the questionnaire method for the attitudes towards competences, values and attitudes of students in study programs for a career in education are the methods that provided data from the field in order to support the paper.

Keywords

• potential
• intelligence
• training
• education
• profession

References

1. Butcher, H.J. (1968): Human Intelligence. Its nature and assessment. Methuen / CO LTD, London.
2. Gardner, H. (1983): Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
3. Gardner, H. (1993), Multiple Intelligences: The Theory in Practice. A Reader. Basic-Books, New York.
4. Gardner, H. (1999): Intelligence Reframed. Basic Books, New York.
5. Gardner, H. (1985): The Mind’s New Science. A History of the Cognitive Revolution. BasicBooks, New York.
6. Gardner, H.(1995): Creating Minds. An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. BasicBooks, Collins, New York.
7. Mitrofan, N., Mitrofan, L. (2005), Testarea psihologică. Inteligenţa şi aptitudi-nile/Psychological testing. Intelligence and aptitudes. Editura Polirom, Iaşi .
8. Shearer, Branton C. (1996): The MIDAS. A Professional Manual. JK Digital Publishing, LLC dba GREYDEN Press

9. . Shearer Branton C., (1999): Stepping STONES. A Teacher*s Workbook for the Multiple Intelligences. Printed by Greyden Press.
10. Shearer Branton C. (1999), The MIDAS Handbook of Multiple Intelligences in the Classroom. Printed by Greyden Press, Columbus, Ohio.
11. Shearer Branton C., (1999): Stepping STONES. A Students Workbook for the Multiple Intelligences. Printed by Greyden Press, Columbus, Ohio.
12. Sorin-Avram Vîrtop (2014): “From theory to practice: the multiple intelligences theory experience in a Romanian secondary school, Procedia Social and Behavioral Journal ISSN 1877-0428, Science Direct, vol. 116, 21 February 2014, pages 5020-5024 Imprint Elsevier.
13. Sorin-Avram Vîrtop (2015): “Possibilities of instruction based on the students’ potential from the perspective of multiple intelligences theory “, published in Procedia Social and Behavioral Journal, Elsevier, ISSN 1877-0428, Science Direct, vol. 191, 2 June 2015, pages 1772-1776.