A new research conducted by Georgeta Pânişoară, Ion-Ovidiu Pânişoară, Cristina Sandu, and Ruxandra Chirca (Neacsu) whose the main goal is to pinpoint the links between skills thought in school and those which grant self-fulfilment, is the opening article of the BRAIN journal.
The domain of neurosciences is approached at the same time by neurology specialists and by psychologists; as the functions of the brain can be discussed widely on both levels. Yet, the approaches to the sciences developed on the grey matter’s functions and mechanisms are not opposite but rather complementary.
The educational development of the new generations is strongly influenced by the massive amount of information, digital devices and communication technologies. It goes without saying that the perspective of the youngsters is affected by the new technological devices, and ignoring this aspect may cause distress for both teachers and students. According to Tapscott, the perpetual contact with the digital world guides the people towards eight principles: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed and innovation. This study will provide 24 character strengths which will be confronted with Tapscott’s principles, resulting from values such as creativity, integrity, vitality, fairness, citizenship, or humour.
This study will also include details about positive thinking as an involuntary action that human beings are undertaking on daily basis. The border between positive thinking and distress is narrow when the self-imposed actions and the ones imposed by others are divergent. Apart from the fact that positive thinking is more or less identified as a contented state, it develops a series of theories which are known as ‘strong points’.
The method used to proving the thesis of the article is a questionnaire given to one hundred teachers from Romania aged between 20-60, both male and female, from sciences and humanities, in which they should correlate the skills learned in school and the ones that are necessary for self-improvement.
Ultimately, the study has proven that a school environment dominated by confidence and supportive thoughts can improve both teachers and the pupils’/ students’ behaviour. Hence, the educational process should be more permissive and centred on affection and be learning useful skills for self-fulfillment, rather than on memorising and on achieving high cognitive functions which are unlikely to be used throughout many peoples’ career.
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