EDUCATION OF NEW GENERATIONS: GENDER SELF-IDENTIFICATION FACTOR IN CHILDHOOD

School is a specific social world for children where they deal with peers, with the teacher and the study disciplines. They have many and different questions and are waiting for answers. Getting the expected answers increases the effort to know, to be always searching and discovering the unknown phenomena. In order to foster continuously pupil’s effort like this one manifests themselves proactively, independently and successfully, it is not enough to have a receptive pedagogical praxeology which is reduced to the fact that the teacher seeks to put into practice the theoretical and methodological approaches outlined in speciality literature, guides, curricula, etc.

Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options.

Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice. In this hypostasis, the practitioner fully corresponds to praxeologic rigors which are reduced to the specifics of the logistic design and achievement of artistic action.