analele universităţii - Facultatea de Limbi Straine - Dimitrie Cantemir

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curriculum became flexible, decentralised and less detailed, going from 700 pages of prescriptive curriculum to 10 pages of guidance for all of mathematics, just to give an example. Now, their national core curriculum is a much leaner document, emphasizing creative thinking and learning management from both teachers and children. The Finnish educational system appears to us as a perfect epitome of “flow”, creativity and individual freedom and leadership. One of the authors often mentioned by Finnish educationalists is Mihaly Csikszentmihalyi, the author of Flow: The Psychology of Optimal Experience (1990) and Creativity: Flow and the Psychology of Discovery and Invention (1996) 5 with his theory of flow, creativity and happiness: “Creativity is a central source of meaning in our lives ... most of the things that are interesting, important, and human are the results of creativity... [and] when we are involved in it, we feel that we are living more fully than during the rest of life.” 6 Creativity can make one happy/ec-static, being life in concentrated form that annuls the passing of time and the back-breaking effort. Creativity in any form or discipline can produce meaning, reality, ec-static joy. Although Finnish educationalists try to apply the theory of “flow” to their educational system, they do think it important to find a balance between happiness and contribution, or challenge and skill, in their work. And this is another noteworthy thing about Finnish experts: when in a paradigm, they think “out of the box” or “laterally”, by trying to take the best of everything, balancing paradigms and adapting them to their context. "Most visitors to Finland discover elegant school buildings filled with calm children and highly educated teachers. They also recognize the large autonomy that schools enjoy, little interference by the central education administration in schools’ everyday lives, systematic methods to address 5 Mihaly Csikszentmihalyi is a Hungarian Psychology Professor, immigrated to the United States, teaching now at Claremont Graduate University. One of his former positions was that of Head of the Psychology Department at the University of Chicago. He is noted for his work in the study of “happiness” and “creativity” and is best known as the architect of the notion of “flow”. 6 Csikszentmihalyi, Mihaly, Creativity: Flow and the Psychology of Discovery and Invention, Harper Perennial, New York, 1996. 39
problems in the lives of students, and targeted professional help for those in need." 7 Finnish schools are generally small (fewer than 300 pupils) with relatively small class sizes (around 20 students), and are uniformly well equipped. The notion of caring for students educationally and personally is a central principle of their school policy. All students receive, as I have mentioned before, a free meal daily, as well as free health care, transportation, learning materials, and counselling in their schools, so that the foundations for learning are in place. Beyond that, access to quality curriculum and teachers has become a central aspect of Finnish educational policy. Between ages 7-14 years, a Finnish child spends around 5400 hours in school. Within the same age period, a French child spends around 8300 hours in school. So, “less is more” at this point and quality does prevail over quantity. Finland has been doing what Romania has not and apparently, in this context, cannot or is not willing to. Over the past 40-50 years, Finland has moved focus from a highly centralized system emphasizing external testing to a more localized system in which highly trained teachers design curriculum around the very flexible national standards that are used as guidelines to follow. The logic of the system is to invest in the capacity of local schools and teachers’ leadership to meet the needs of all students. We resume a few of the principles of the Finnish Reform: Finland changed paradigm: from a closed paradigm based on “either/or” polarities, on fixed dismembered things, they moved to a live organic one that synthesizes, relates, organizes, contains “both/and” polarities. Finns decided to invest in education to change course. They provided social support for students including a free daily meal, free health and dental care, transportation, learning materials, and counselling in schools. They upgraded the teaching profession and trained better teachers. All teachers have a Master’s degree. 7 Sahlberg, Pasi, Educational Change in Finland, in A. Hargreaves, M. Fullan, A. Lieberman, and D. Hopkins (Eds.), Second International Handbook of Educational Change, Springer, New York, 2009, page 7. 40
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Page 10: COMUNICĂRI ŞTIINŢIFICE PREZENTAT
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elated to the cultural identities a
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of a frontal confrontation, the pot
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conflict transformation, as indirec
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where medieval Buddhist sects like
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incorporated many elements from Noh
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sensed the flower of yūgen bloom o
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se ti va scrivimi! la Fiorentino am
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Presente nella letteratura contempo
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I sopravvissuti di Castelvecchio,
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2. Manitta Angelo (gennaio 2008),
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Bisogna sottolineare che ora - pubb
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negli Stati Uniti, dove l’anima c
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presentati, quali la salute fisica,
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130 COUNTERCULTURE INCLUDES TRADITI
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face him? He was battling hammer an
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Dincolo de Ocean, în literatura po
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consistenţei”, “mai ales din
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cu fapta ori graiul./ Te-am auzit d
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posterioare naraţiunii în sine (d
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suprafaţă o Iliada la care nu te
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proiect. Scrierea Omero, Iliade, pr
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internal and external world that we
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analele universităţii - Facultatea de Limbi Straine - Dimitrie Cantemir

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