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Myth and Music - Enhancers of Balance. Between Tradition and Modernity

Abstract

Along with literature, music, through the suggestiveness of the means of expression, manages to render in different compositional forms and genres the specific atmosphere and traits of the mythical universe. The Romanian musical creation has been dynamically asserted in an original manner over time, through the diversification of artistic means and a permanent adaptation of musical language to the aesthetic requirements of each compositional period. Skillfully wielding the processes of modern musical language, composers George Enescu, Aurel Stroe and Cornel Țăranu have given the contemporary public artistic masterpieces which impress by the personal manner of transposing into modernity the transcendent message of the myths of Oedipus and Orestes. The richness of the compositional means employed by the three composers creates bridges between antiquity and modernity, between the imaginary and the real universe.

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Theatre, in Ionescu’s Vision: “The Eternal Need for Miracle and Horror”

Abstract

A subject the phenomenological modernity of which imposes itself, regardless of the time of the debate and the critic-literary orientation of the messmate, which burned in profile magazines pages and specialist meetings, and the conclusions of which are still expected, is represented by the dilemma: Eugen Ionescu or Eugene Ionesco? The Romanian by birth (and formation, some say) or Frenchman by adoption?

As it was already used to, according to the formula that opposites are attracted to cancel each other, Ionescu refused widely known theories about the purpose of theatre, annihilated them and replaced them with his own ideal concept of what theatre means to the public and, especially, what is the purpose of its mission. Theatre has, like any other art, a mission of knoweledge. You don’t silly around to discover, but deepening, separating, purifying realities. (...) Theatre is a presence, Ionescu says.

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The learning teacher: role of ambiguity in education

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The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation

-43. Eesti Koostöö Kogu [Estonian Cooperation Assembly]. (2009). Eesti Inimarengu Aruanne [Human development report]. Retrieved March 3, 2010, from http://www.kogu.ee/public/EIA08_est.pdf Ferrara, A. (2002). Reflective authenticity. Rethinking the project of modernity. London and New York: Routledge. Hofer, M., Kilian, B., & Kuhnle, C. (2010). Value orientations as determinants and outcomes of conflicts between on-task and off-task actions in the classroom. Learning and Individual Difference, 20 , 501

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Education in Europe - a Transcultural Challenge

References Appadurai, A. 1996. Modernity at Large. Santa Fe: University of Minnesota. Audehm, K., Velten, R. 2007. Transgression-Hybridisierung-Differenzierung: Zur Performativität von Grenzen in Sprache, Kultur und Gesellschaft. Freiburg: Rombach. Beck, U. 1997. Was ist Globalisierung? Frankfurt/M.: Suhrkamp. Council of Europe 2008. White Paper on Intercultural Dialogue "Living together as equals in dignity". Strasbourg: Council of Europe

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The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability

). Democracy and education. An introduction to the philosophy of education. New York: The Free Press. Dewey, J. (1927). The public and its problems. New York: Henry Holt and Company. Habermas, J. (1996). Between facts and norms: Contributions to a discourse theory of law and democracy. Cambridge, MA: MIT Press. Hervieu-Léger, D. (2006). In search of certainties: The paradoxes of religiosity in societies of high modernity. The Hedgehog Review, 8(1-2), 59-68. Jackson, R., Miedema, S., Weisse, W., & Willaime, J

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Freedom and obedience in western education

. Possibilities for a democratic education. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 15 , 41-44. Bauman, Z. (2005). Education in liquid modernity. Review of Education, Pedagogy, and Cultural Studies , 27 (4), 303-317. Beckett, K.S. (2013). Paulo Freire and the concept of education. Educational Philosophy and Theory , 45 (1), 49-62. Benne, K. (1970). Authority in Education. Harvard Educational Review, 40 (3), 385-410. Bolívar, A. (1996). Cultura escolar y cambio curricular. Borndón, 48 (2), 169-177. Blacker, D

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Social Networks as a Constituent of Elearning Environment

://www.sworld.com.ua/index.php/ru/conference/the-content-of-conferences/archives-of-individual-conferences/june-2014 [In Ukrainian] Rassudova, L.A. (2014). The film as a means of teaching students (exemplified by discipline “Social pedagogy”). In Personality, Family and Society: issues of pedagogy and psychology : Coll. pap. after XLII Intern. scientific-practical conf. No. 7 (42). - Novosibirsk: SibAK. [In Russian] Tishkova, O. (2014). Social networks as a challenge of modernity in the educational environment. Bulletin of the Institute for the Development of the Child ., Iss. 34, pp. 63-72. [In Ukrainian] Shalimov, A.B. (2013). Social networks as a modern

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Strange bedfellows: The new neoliberalism of catholic schooling in the United States

Over Educational Goals . American Educational Research Journal, 34(1), 39-81 . Madigan, P. (2011) . Women and fundamentalism in islam and catholicism: Negotiating modernity in a globalized world . Bern: Peter Lang . McLaren, P. (1999) . Schooling as a ritual performance: Toward a political economy of educational symbols and gestures. New York: Rowman & Littlefield. National Catholic Education Association . Annual data report: Catholic schools. Retrieved May 1, 2012, from <http

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Voices heard and lessons learnt: Exploring multiple knowledges and local participation in a community-based integrated early childhood development project in rural South Africa

References Adriany, V. (2018). Neoliberalism and practices of early childhood education in Asia. Policy Futures in Education , 16(1), 3-10. Arndt, S. (2012). Crossing thresholds: Imagining community and immigrant otherness in early childhood education. Pacific-Asian Education , 24(2), 23-34. Astray, A.A., Alonso, D., & Alonso, A. (2014). Community knowledge and practices after the postmodern epistemic framework: Towards a second modernity. In A. K. Larsen, V. Sewpaul, & G. O. Hole (Eds.), Participation in Community Work: International

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