O SCHIMBARE DE PARADIGMĂ
Keywords:Keywords: curriculum, competencies, continuity, hierarchy, reorganization of contents, learning to learn, chronological teaching, inter- and trans-disciplinarity.
The curriculum has a whole complex of competences, values and organizational practices that are adjusted, customized, individualized for a final goal, that of learning, determined by the evaluation tools. A learning that involves "kaleidoscopic thinking", the capacity to innovate and generate solutions, considered a different kind of creativity, in response to societal problems, to the practical, socio-professional contemporary reality, the anticipation of actions that, through inter- and cross-disciplinary links, reveal positive variables in our lives; new models of professional competence, this being manifested by acquiring and practicing skills specific to the field of history and through the creative manifestations circumscribed to them.
The structure of the curriculum highlights the functioning of the human being as a whole, discovered at each level of study, beyond interference, through the complementarity between sciences – psychology, sociology, democratic education – respectively, between multiple intelligences, social skills, individual and professional success.
The appeal to history, at any level, reveals not only knowledge about the past and the present, but also cultivates the individual's belonging to society, which is covered by the need for education for active citizenship.