{"id":27961,"date":"2011-02-24T14:35:00","date_gmt":"2011-02-24T14:35:00","guid":{"rendered":""},"modified":"2020-09-25T09:48:49","modified_gmt":"2020-09-25T09:48:49","slug":"functia-educativ-culturala-2","status":"publish","type":"post","link":"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/","title":{"rendered":"Func\u0163ia educativ-cultural\u0103."},"content":{"rendered":"
<\/div>
\n\u00cen general, lumea intelectual\u0103 a acceptat c\u0103 \u00eentreg comportamentul uman este ghidat de norme culturale, explicit dar, mai ales, implicit. Indivizii, care suport\u0103 efectele acestui \u201cghidaj\u201d, nu-i pot con\u015ftientiza, cel mai adesea, prezen\u0163a, deci, nici limitele influen\u0163ei. Prin implicarea \u00een difuzarea suporturilor culturale pe care se sprijin\u0103 \u00eentreaga istorie a omenirii \u015fi a modelelor culturale dominante \u00een societate, mass-media influen\u0163eaz\u0103 indirect conduita uman\u0103. Eficacitatea mediilor \u00een vulgarizarea teoriilor \u015ftiin\u0163ifice \u015fi diseminarea, \u00een cercuri largi, a modelelor culturale ne \u00eeng\u0103duie s\u0103 afirm\u0103m dubla lor func\u0163ie, pe care am dorit s\u0103 o suger\u0103m \u015fi \u00een titlu, de educare \u015fi de culturalizare (inclusiv<\/a> prin transmiterea mo\u015ftenirii culturale colective). Transmiterea mo\u015ftenirii culturale \u00eenseamn\u0103 transmiterea valorilor \u015fi a modelelor sociale de la grupuri c\u0103tre indivizi, de la o genera\u0163ie la alta \u015fi num\u0103r\u0103 printre consecin\u0163ele sale cre\u015fterea coeziunii sociale, integrarea social\u0103 a indivizilor, impunerea normelor culturale, amortizarea tendin\u0163ei indivizilor de a se l\u0103sa lua\u0163i \u00een st\u0103p\u00e2nire de indistinc\u0163ie ori anomie paralizant\u0103. Func\u0163ia educativ-cultural\u0103 este aceea care d\u0103 m\u0103sura capacit\u0103\u0163ii mass-media de a socializa explicit indivizii, prin emisiuni, articole, campanii create \u00een acest scop \u015fi, implicit, prin ob\u0163inerea, pe diverse teme, a solidarit\u0103\u0163ii sau consensului. Educa\u0163ia<\/i> \u015fi informarea <\/i>(transmiterea mo\u015ftenirii sociale \u015fi culturale) sunt distincte, dar \u00eentre ele exist\u0103 un grad de coeren\u0163\u0103 \u015fi unul de complementaritate, astfel \u00eenc\u00e2t datele furnizate de informare \u015fi curiozitatea st\u00e2rnit\u0103 de problemele con\u015ftientizate \u00een acest mod, ca \u015fi \u00een\u0163elegerea \u015fi solu\u0163ionarea lor sunt favorizate de c\u0103tre educa\u0163ie. Cum publicul nu (mai) este captivul, prizonierul unui canal media, el are mereu, acum, posibilitatea op\u0163iunii, a selec\u0163iei, iar continuarea unei \u201crela\u0163ii\u201d cu un canal sau altul depinde doar de oferta acestuia, de confirm\u0103rile<\/i> \u015fi gratifica\u0163iile <\/i>pe care le produce. Deci, valorile \u015fi con\u0163inuturile culturale propuse de mass-media vor urma nevoilor sociale ale consumatorilor<\/i>. Interesant este, ajun\u015fi \u00een acest punct, s\u0103 constat\u0103m c\u0103 se poate afirma, cu o bun\u0103 doz\u0103 de adev\u0103r, c\u0103 mediile devin (sau chiar sunt), mai evident \u00een ultimii ani, prizonierele publicului lor. Integrarea activ\u0103 \u00een societate realizat\u0103 cu\/prin st\u0103ruin\u0163a mass-media este o finalizare a educ\u0103rii \u015fi a transmiterii valorilor culturale (sociale).<\/div>\n

<\/p>\n

\nOricine \u00ee\u015fi d\u0103 seama c\u0103 integrarea activ\u0103 \u00een societate <\/i>este un proces dificil, sincopat uneori, irealizabil alteori \u015fi, oricum, generator de dramatism \u015fi sf\u00e2\u015fieri individuale, familiale sau chiar la nivel de subgrupuri sociale. Spunem acestea, g\u00e2ndindu-ne, mai ales, la un fenomen nemaint\u00e2lnit \u00een istorie, ca amploare: fenomenul emigra\u0163ionist<\/i>. \u00cen 1990, existau, \u00een toat\u0103 lumea, 50 milioane de oameni care tr\u0103iau \u00een alte \u0163\u0103ri dec\u00e2t \u0163ara lor de origine, pentru ca, \u00een 1995, num\u0103rul emigran\u0163ilor din \u201csatul universal\u201d s\u0103 dep\u0103\u015feasc\u0103 150 milioane. O cre\u015ftere, s\u0103 recunoa\u015ftem, tulbur\u0103toare. Istoria \u015fi-a accelerat, cu adev\u0103rat, pulsul, iar schimb\u0103rile se produc, iat\u0103, \u015fi pe coordonate neb\u0103nuite de genera\u0163ia de dinaintea noastr\u0103. Sunt greu de analizat varia\u0163iile coordonatelor lumii \u00een care tocmai tr\u0103im. \u00cen plus, coordonatele se multiplic\u0103, pe orizontal\u0103, pe vertical\u0103, dar \u015fi \u00een profunzime. S\u0103 amintim uimirea apropiat\u0103 de spaim\u0103 a lui Naisbitt, \u00eenc\u0103 \u00een 1984, \u00een fa\u0163a multiplic\u0103rii ame\u0163itoare a informa\u0163iilor \u015ftiin\u0163ifice din acea vreme: <\/div>\n

<\/p>\n

\n\uf0d8\uf020<\/span>\u201cZilnic se scriu \u00eentre 6 000-7 000 de articole \u015ftiin\u0163ifice.<\/span><\/div>\n

<\/p>\n

\n\uf0d8\uf020Informa\u0163ia \u015ftiin\u0163ific\u0103 \u015fi tehnic\u0103 spore\u015fte ast\u0103zi cu 13 procente pe an, ceea ce \u00eenseamn\u0103 c\u0103 se dubleaz\u0103 la fiecare cinci ani.<\/div>\n

<\/p>\n

\n\uf0d8\uf020Dar rata poate s\u0103lta cur\u00e2nd la 40 de procente pe an datorit\u0103 noilor sisteme de informa\u0163ie, mai puternice \u015fi num\u0103rului cresc\u00e2nd al oamenilor de \u015ftiin\u0163\u0103. Aceasta \u00eenseamn\u0103 c\u0103 datele se vor dubla la fiecare dou\u0103zeci de luni.<\/div>\n

<\/p>\n

\n\uf0d8\uf020Prin 1985, volumul de informa\u0163ii va fi de patru p\u00e2n\u0103 la \u015fase ori mai mare dec\u00e2t cu numai c\u00e2\u0163iva ani \u00een urm\u0103\u201d.<\/div>\n

<\/p>\n

\n\u015ei Naisbitt continu\u0103 aceast\u0103 ordonare proprie cu o exclama\u0163ie dezn\u0103d\u0103jduit\u0103: Ne \u00eenec\u0103m \u00een informa\u0163ie!<\/i> <\/div>\n

<\/p>\n

\nDe aceste muta\u0163ii \u015ftiin\u0163ifice \u015fi demografice, ca \u015fi de toate celelalte, media sunt influen\u0163ate, chiar dac\u0103 m\u0103car parte dintre schimb\u0103ri sunt provocate chiar de mass-media. Vechi modele culturale \u015fi sociale sunt, brusc, ineficiente, nefunc\u0163ionale, \u00een vreme ce lumea trebuie s\u0103 \u201cfunc\u0163ioneze\u201d, s\u0103 se a\u015feze fie \u015fi \u00een disconfortul unei paranteze. \u201cC\u00e2nd spunem, de exemplu, \u00ab <\/span>cultura chinez\u0103 \u00bb<\/span>, ne referim la un popor imaginat \u015fi un mod de via\u0163\u0103 determinat de ras\u0103 \u015fi geografie. Europenii au marcat mult timp diferen\u0163ele culturale \u00een func\u0163ie de hotarele geografice (na\u0163ionale). Ast\u0103zi, \u00eens\u0103, defini\u0163iile rasiale \u015fi geopolitice ale culturii, de\u015fi \u00eenc\u0103 mai persist\u0103 cu t\u0103rie, devin mult mai complexe \u015fi ambigue. Extraordinara transmigra\u0163ie a popoarelor dintr-un col\u0163 al lumii \u00een altul \u015fi proliferarea exploziv\u0103 a mass-media se combin\u0103 spre a modifica dramatic fixitatea etnic\u0103 \u015fi teritorial\u0103 a culturii\u201d.<\/div>\n

<\/p>\n

\nApar, aici, socializarea <\/i>(din nou), procesul psihosocial al shimb\u0103rii de atitudine<\/i> \u015fi dou\u0103 derivate ale socializ\u0103rii: acultura\u0163ia<\/i> \u015fi encultura\u0163ia.<\/i><\/div>\n

<\/p>\n

\nSocializarea a fost, de altfel, mai am\u0103nun\u0163it definit\u0103 \u00een subcapitolul 2.4.<\/div>\n

<\/p>\n

\nSchimbarea de atitudine<\/i>, pentru care \u201cnu exist\u0103 o teorie general\u0103, ci un num\u0103r mereu cresc\u00e2nd de teorii par\u0163iale\u201d, o vom defini, cu ajutorul Teoriei stimul-r\u0103spuns<\/i>, ca fiind un proces parcurs \u00een trei trepte, \u201c\u00een condi\u0163iile expunerii la mesajele persuasive:<\/div>\n

<\/p>\n

\n1) primul pas \u00een schimbarea atitudinal\u0103 \u00eel constituie captarea aten\u0163iei asupra mesajului, trebuie deci organizate condi\u0163iile optime;<\/div>\n

<\/p>\n

\n2) captarea aten\u0163iei receptorului este necesar\u0103, dar nu \u015fi suficient\u0103: trebuie ca mesajul s\u0103 fie \u00een\u0163eles;<\/div>\n

<\/p>\n

\n3) ultima faz\u0103 a procesului de schimbare a atitudinilor este dat\u0103 de acceptarea con\u0163inutului respectivului mesaj; pentru aceasta stimularea joac\u0103 un rol important, fie c\u0103 se are \u00een vedere recompensa moral\u0103 (aprobarea social\u0103), fie c\u0103 se vizeaz\u0103 stimularea material\u0103 (dob\u00e2ndirea unei sume de bani)\u201d.<\/div>\n

<\/p>\n

\nS\u0103 mai not\u0103m doar c\u0103 se poate conta pe o schimbare de atitudine puternic\u0103 doar \u00een condi\u0163iile unei credibilit\u0103\u0163i mari a sursei care emite mesajul \u015fi a unei pronun\u0163ate contradic\u0163ii (discrepan\u0163a mesajului) \u00eentre afirma\u0163iile mesajului \u015fi pozi\u0163ia persoanei-\u0163int\u0103. S\u0103 remarc\u0103m c\u0103 psihosociologii utilizeaz\u0103, pentru procesele de comunicare, un limbaj perfect adaptat limbajului mass-media. Acest fapt (universalizarea simbolurilor) este \u00eentotdeauna benefic \u00een cunoa\u015ftere.<\/div>\n

<\/p>\n

\nAcultura\u0163ia <\/span>desemneaz\u0103 mecanismele de \u00eensu\u015fire \u015fi de socializare, integrarea unui individ \u00eentr-o cultur\u0103 care \u00eei este str\u0103in\u0103 \u015fi, mai ales, procesele \u015fi schimburile antrenate de contactele \u015fi interac\u0163iunile reciproce \u00eentre grupuri etnice diferite (asimilare, confruntare, crearea de noi identit\u0103\u0163i).<\/div>\n

<\/p>\n

\nDac\u0103 procesul de aculturare este definit pentru trecerea de la o societate la alta, c\u00e2nd are loc resocializarea, este utilizat termenul enculturare<\/i> \u201cpentru a denumi procesul de dob\u00e2ndire prin care noii membri ai unei societ\u0103\u0163i interiorizeaz\u0103 toate aspectele culturii lor. Aceasta include nu numai obiceiurile \u015fi tradi\u0163iile poporului lor, ci \u015fi limba, utilizarea artefactului material \u015fi \u00eentreaga colec\u0163ie de legende, mituri, folclor \u015fi crezuri populare\u201d. \u00cen toate aceste procese, mass-media pot avea \u2013 \u015fi chiar au, \u00eendeob\u015fte \u2013 un rol important, de la familiarizarea celor mici cu legile \u015fi normele societ\u0103\u0163ii \u00een care s-au n\u0103scut, p\u00e2n\u0103 la familiarizarea imigrantului cu \u00eentregul sistem de coduri sociale agreat de comunitatea \u00een care dore\u015fte s\u0103 se integreze, \u015fi care va fi, mai repede sau mai lent, resocializat. Func\u0163ia educativ-cultural\u0103 a mass-media are, \u00een procesele pe care le viz\u0103m aici, un caracter manifest-benefic. Datorit\u0103 acestei func\u0163ii complexe, mass-media \u00ee\u015fi pot justifica multitudinea de forme antinomice pe care le adopt\u0103 \u00een at\u00e2t de sinuoasele-i manifest\u0103ri \u015fi influen\u0163e, for\u0163a \u015fi fragilitatea, iner\u0163ia \u015fi uluitoarea elasticitate: \u201cTransmiterea valorilor prin intermediul mass-media contribuie la realizarea stabilit\u0103\u0163ii sociale \u015fi la men\u0163inerea, \u00een timp, a structurilor culturale. Promov\u00e2nd diferite modele de comportament, presa ofer\u0103 un set de roluri sociale \u015fi un vocabular simbolic; confruntat cu aceste mesaje, care r\u0103spund astfel nevoilor sale de modele \u015fi de termeni de referin\u0163\u0103, publicul are posibilitatea s\u0103 aleag\u0103 sau s\u0103 resping\u0103, s\u0103 modifice sau s\u0103 negocieze, s\u0103 dezbat\u0103 \u015fi s\u0103 rea\u015feze rolurile \u015fi valorile comune. Prin aceast\u0103 ac\u0163iune, presa apare ca o for\u0163\u0103 care este \u00een egal\u0103 m\u0103sur\u0103 conservatoare \u015fi inovatoare, stabilizatoare \u015fi dinamizatoare, p\u0103str\u0103toare a unor valori tradi\u0163ionale \u015fi generatoare de noi valori\u201d.<\/div>\n
<\/div>","protected":false},"excerpt":{"rendered":"

\u00cen general, lumea intelectual\u0103 a acceptat c\u0103 \u00eentreg comportamentul uman este ghidat de norme culturale, explicit dar, mai ales, implicit. Indivizii, care suport\u0103 efectele acestui \u201cghidaj\u201d, nu-i pot con\u015ftientiza, cel mai adesea, prezen\u0163a, deci, nici limitele influen\u0163ei. Prin implicarea \u00een difuzarea suporturilor culturale pe care se sprijin\u0103 \u00eentreaga istorie a omenirii \u015fi a modelelor culturale […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1],"tags":[],"aioseo_notices":[],"yoast_head":"\nFunc\u0163ia educativ-cultural\u0103. - Jobs\/ Internships\/ Scholarships\/<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Func\u0163ia educativ-cultural\u0103. - Jobs\/ Internships\/ Scholarships\/\" \/>\n<meta property=\"og:description\" content=\"\u00cen general, lumea intelectual\u0103 a acceptat c\u0103 \u00eentreg comportamentul uman este ghidat de norme culturale, explicit dar, mai ales, implicit. Indivizii, care suport\u0103 efectele acestui \u201cghidaj\u201d, nu-i pot con\u015ftientiza, cel mai adesea, prezen\u0163a, deci, nici limitele influen\u0163ei. 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Prin implicarea \u00een difuzarea suporturilor culturale pe care se sprijin\u0103 \u00eentreaga istorie a omenirii \u015fi a modelelor culturale […]","og_url":"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/","og_site_name":"Jobs\/ Internships\/ Scholarships\/","article_published_time":"2011-02-24T14:35:00+00:00","article_modified_time":"2020-09-25T09:48:49+00:00","author":"eurointern","twitter_card":"summary_large_image","twitter_misc":{"Written by":"eurointern","Est. reading time":"7 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/","url":"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/","name":"Func\u0163ia educativ-cultural\u0103. - Jobs\/ Internships\/ Scholarships\/","isPartOf":{"@id":"https:\/\/rubyskynews.com\/#website"},"datePublished":"2011-02-24T14:35:00+00:00","dateModified":"2020-09-25T09:48:49+00:00","author":{"@id":"https:\/\/rubyskynews.com\/#\/schema\/person\/2bf02c24278f4ce807817c8f91add34d"},"breadcrumb":{"@id":"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/rubyskynews.com\/index.php\/2011\/02\/24\/functia-educativ-culturala-2\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/rubyskynews.com\/"},{"@type":"ListItem","position":2,"name":"Func\u0163ia educativ-cultural\u0103."}]},{"@type":"WebSite","@id":"https:\/\/rubyskynews.com\/#website","url":"https:\/\/rubyskynews.com\/","name":"Jobs\/ Internships\/ Scholarships\/","description":"Internships\/ Scholarships\/ Grants","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/rubyskynews.com\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-US"},{"@type":"Person","@id":"https:\/\/rubyskynews.com\/#\/schema\/person\/2bf02c24278f4ce807817c8f91add34d","name":"eurointern","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/rubyskynews.com\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/4ba0ee69eda3e0c9ec9a3c49a6c7a82b?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/4ba0ee69eda3e0c9ec9a3c49a6c7a82b?s=96&d=mm&r=g","caption":"eurointern"},"sameAs":["http:\/\/rubyskynews.com"],"url":"https:\/\/rubyskynews.com\/index.php\/author\/eurointern28gmail-com\/"}]}},"_links":{"self":[{"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/posts\/27961"}],"collection":[{"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/comments?post=27961"}],"version-history":[{"count":0,"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/posts\/27961\/revisions"}],"wp:attachment":[{"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/media?parent=27961"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/categories?post=27961"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/rubyskynews.com\/index.php\/wp-json\/wp\/v2\/tags?post=27961"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}