PARADIGMA APROPIERII, FUNDAMENT PENTRU INCLUZIUNE, EMPATIE ȘI DEZVOLTARE PERSONALĂ ÎN EDUCAȚIE
DOI:
https://doi.org/10.5281/zenodo.20107389Keywords:
closeness, education, inclusion, empathy, moral development, vocation, psychopedagogy, Christian praxisAbstract
The Paradigm of Closeness, A Foundation for Inclusion, Empathy and Personal Development in Education.
This article explores the paradigm of closeness as a fundamental principle in contemporary education, highlighting its impact on inclusion, empathy, and students’ personal development. In the context of social, economic, and educational crises, close teacher-student relationships become essential tools for reducing anxiety, increasing motivation, and enhancing cognitive engagement. The paradigm of closeness integrates psychological, social, pedagogical, and spiritual dimensions, promoting the formation of moral and civic consciousness, the development of identity, and the discovery of vocation. Theoretical foundations are drawn from Paulo Freire’s concept of conscientização, Tajfel and Turner’s social identity theory, as well as the moral developmental psychology of Kohlberg and Damon. From a theological perspective, the model of Jesus Christ and biblical examples, such as the Good Samaritan, provide a framework for Christian praxis of closeness, emphasizing ethical involvement, social responsibility, and solidarity. Empirical studies, including those reported by the APA and OECD, confirm the benefits of close relationships in educational settings, highlighting their role in social cohesion, inclusion, and academic performance. In conclusion, the paradigm of closeness represents not merely a pedagogical strategy but a holistic and moral principle, contributing to the formation of students as responsible, empathetic, and vocation-oriented individuals committed to the common good.
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