Education-Healthy Development Binomial from the Health of Whole Living Entity Perspective

Education-Healthy Development Binomial from the Health of Whole Living Entity Perspective

Stanciu Miltiade (Spiru Haret University, Bucharest, Romania)
Copyright: © 2015 |Pages: 8
DOI: 10.4018/IJSEM.2015070103
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Abstract

Social life including economic life should evolve in harmony with live world ecology. The economy, as human society product should harmonize with the exigencies of “the health of whole living entity”. However, the realities of the present lived at local and global level reveal: inhuman social inequalities, frustrating consumerism, systemic pollution, poverty in the middle abundance, science without humanism, wealth without honest work etc. generated by negative human behaviors. The transition towards healthy development defined by the win-win principle, assumes that everything healthy for the natural environment is also healthy for man-created environment. This complex and long process is based on the re-spiritualization of the current educational model based on skills with the educational model in the cause of life.
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Education As “Existence In Relation”

The more the educational system is assimilated by young people, being regulated by norms that are both for the benefit of themselves and for the benefit of the global society, the more we can speak about a healthy system and implicitly about a healthy society. Therefore, “education cannot be borrowed” (Pătroianu, 1943), but it can be adapted to other external educational requirements at the most. Making an analogy with the increase, meaning a natural process of internal development, also related to external conditions, “education must develop organically, in a harmonious way” (Slavici, 1909). In other words, education must be governed by own national norms that take into account its people particularities, so as the young person, when finishing his/her educational cycle(s), to be able to integrate and develop easily in life.

In this respect, Pope Francis (2014) highlighted the role of the teacher in the educational process, “your mission as educators needs to be … creating a better reality in a collective way, within history limits and possibilities…a deed of hope”.

At the same time, taking into account that Humanity is in a situation not met before along the entire known history, respectively having “the most numerous young generation, over 1.2 billion of persons” (Dobrescu, 2014), part of them facing difficult negative problems (poverty, impossibility to attend school, incurable diseases, social inequity and inequality, stress etc.) with bad direct and indirect consequences upon them, upon families, communities, states and finally upon the entire planet, it is necessary to deeply analyze the causes having generated these situations and to find solutions to limit and stop existing deficiencies.

Of course these serious problems have not occurred out of the bloom, they represent the result of human behaviors that need to be changed and replaced by ones that generate answers and positive, healthy, concrete solutions in order to change towards good both people and social institutions involved.

Like other authors (Capra, 2004, Pope John Paul II, 2008 Sen, 2004, Stiglitz, 2008), we consider that education plays an important role in the process of raising awareness towards necessity to change human behaviors having generated the problems that most part of our planet is facing at present.

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