lunedì 11 marzo 2019

POPE FRANCIS: RELIGIONS AND THE SUSTAINABLE DEVELOPMENT GOALS

"RELIGIONS AND THE SUSTAINABLE DEVELOPMENT GOALS (SDGS):       LISTENING TO THE CRY OF THE EARTH AND OF THE POOR"

 [ EN  - ES  - IT ]


Sustainability and Inclusion
When we speak of sustainability, we cannot overlook how important it is to include and to listen to all voices, especially those usually excluded from this type of discussion, such as the voices of the poor, migrants, indigenous people, the young. I am pleased to see a variety of participants at this conference bringing a wide range of voices, of opinions and proposals, which can contribute to new paths of constructive development. It is important that the implementation of the sustainable development goals truly respect their original nature, which is inclusive and participatory.
The 2030 Agenda and the Sustainable Development Goals, approved by more than 190 nations in September 2015, were a great step forward for global dialogue, marking a vitally “new and universal solidarity” (Laudato Si’, 14). Different religious traditions, including the Catholic tradition, have embraced the objectives of sustainable development because they are the result of global participatory processes that, on the one hand, reflect the values of people and, on the other, are sustained by an integral vision of development.
Integral Development
Nevertheless, proposing a dialogue on inclusive and sustainable development also requires acknowledging that “development” is a complex concept, which is often manipulated. When we speak of development we must always ask: Development of what? Development for whom? For too long the conventional idea of development has been almost entirely limited to economic growth. Indicators of national development have been based on Gross Domestic Product (GDP) indices. This has led the modern economic system down a dangerous path where progress is assessed only in terms of material growth, on account of which we are almost obliged to irrationally exploit the environment and our fellow human beings.
As my predecessor Saint Paul VI rightly highlighted, to speak about human development means referring to all people – not just a few – and to the whole person – not just the material dimension (cf. Populorum Progressio, 14). Any fruitful discussion of development, therefore, should offer viable models of social integration and ecological conversion, because we cannot develop ourselves as human beings by fomenting increased inequality and degradation of the environment.[1]
Rejecting negative models, and proposing alternative ways forward, applies not only to others, but also to us. We should all commit ourselves to promoting and implementing the development goals that are supported by our deepest religious and ethical values. Human development is not only an economic issue or one that concerns experts alone; it is ultimately a vocation, a call that requires a free and responsible answer (cf. Benedict XVI, Caritas in Veritate, 16-17).
Goals (Dialogue and Commitments)
Solutions are what I hope will emerge from this Conference: concrete responses to the cry of the earth and the cry of the poor. Concrete commitments to promoting real development in a sustainable way through processes open to people’s participation. Concrete proposals to facilitate the development of those in need, making use of what Pope Benedict XVI recognized as “the unprecedented possibility of large-scale redistribution of wealth on a world-wide scale” (ibid. 42). Concrete economic policies that are focused on the person and that can promote a more humane market and society (cf. ibid. 45, 47). Concrete economic measures that seriously take into consideration our common home. Concrete ethical, civil and political commitments that develop alongside our sister earth, and never against her.
Everything is Connected
I am also pleased to know that the participants in this conference are willing to listen to religious voices when they discuss the implementation of the sustainable development goals. All those involved in dialogue on this complex issue are invited in some way to go beyond their areas of specialization to find a shared response to the cry of the earth and of the poor. Those of us who are religious need to open up the treasures of our best traditions in order to engage in a true and respectful dialogue on how to build the future of our planet. Religious narratives, though ancient, are usually full of symbolism and contain “a conviction which we today share, that everything is interconnected, and that genuine care for our own lives and our relationships with nature is inseparable from fraternity, justice and faithfulness to others” (Laudato Si’, 70).
In this respect, the United Nations 2030 Agenda proposes integrating all the goals through the ‘five Ps’: people, planet, prosperity, peace and partnership.[2] I know that this conference is also focusing on these ‘five Ps’.
I welcome this unified approach to these goals, which can also help to save us from an understanding of prosperity that is based on the myth of unlimited growth and consumption (cf. Laudato Si’, 106), where we depend only on technological progress for sustainability. There are still people who stubbornly uphold this myth, and who tell us that social and ecological problems will solve themselves simply by the application of new technologies, without any need for ethical considerations or profound change (cf. ibid. 60).
An integral approach teaches us that this is not true. While it is certainly necessary to aim for a set of development goals, this is not sufficient for a fair and sustainable world order. Economic and political objectives must be sustained by ethical objectives, which presuppose a change of attitude: what the Bible would call a change of heart. Already Saint John Paul II spoke about the need to “encourage and support the ‘ecological conversion’” (Catechesis, January 17, 2001). This word is powerful: ecological conversion. Religions have a key role to play in this. For a correct shift towards a sustainable future, we must recognize “our errors, sins, faults and failures” which leads to a “heartfelt repentance and desire to change”; in this way, we will be reconciled with others, with creation and with the Creator (cf. Laudato Si’, 218).
If we want to provide a solid foundation for the work of the 2030 Agenda, we must reject the temptation to look for a merely technocratic response to the challenges - this is not good - and be prepared to address the root causes and the long-term consequences.
Indigenous Peoples
The key principle of all religions is the love of neighbour and the care of creation. I wish to draw attention to a special group of religious persons, namely indigenous peoples. Although they represent only five per cent of the world’s population, they look after about twenty-two per cent of the earth’s landmass. Living in areas such as the Amazon and the Arctic, they help protect approximately eighty per cent of the planet’s biodiversity. According to UNESCO, “Indigenous peoples are custodians and practitioners of unique cultures and relationships with the natural environment. They embody a wide range of linguistic and cultural diversity at the heart of our shared humanity”.[3] I would also add that, in a strongly secularized world, such peoples remind us all of the sacredness of our earth. This means that their voice and their concerns should be at the centre of the implementation of the 2030 Agenda and at the heart of the search for new paths for a sustainable future. I will also be discussing this with my brother bishops at the Synod for the Pan-Amazon Region, at the end of October this year.
Conclusions
Dear brothers and sisters, today, after three and a half years since the adoption of the sustainable development goals, we must be even more acutely aware of the importance of accelerating and adapting our actions in responding adequately to both the cry of the earth and the cry of the poor (cf. Laudato Si’, 49) - they are connected.
The challenges are complex and have multiple causes; the response, therefore, must necessarily be complex and well-structured, respectful of the diverse cultural riches of peoples. If we are truly concerned about developing an ecology capable of repairing the damage we have done, no branch of science or form of wisdom should be overlooked, and this includes religions and the languages particular to them (cf. ibid. 63). Religions can help us along the path of authentic integral development, which is the new name of peace (cf. Paul VI, Populorum Progressio, 26 March 1967, 76-77).
I express my heartfelt appreciation for your efforts in caring for our common home at the service of promoting an inclusive sustainable future. I know that, at times, it can seem far too difficult a task. And yet, “Human beings, while capable of the worst, are also capable of rising above themselves, choosing again what is good, and making a new start” (Laudato Si’, 205). This is the change which present circumstances demand, because the injustice that brings tears to our world and to its poor is not invincible. Thank you.
   

[1] When, for example, due to inequalities in the distribution of power, the burden of immense debt is placed on the shoulders of the poor and poor countries, when unemployment is widespread despite the expansion of trade or when people are simply treated as a means for the growth of others, we need to question fully our key development model. In the same way, when in the name of progress we destroy the source of development – our common home – then the dominant model must be called into question. By questioning this model and re-examining the world economy, participants in the dialogue on development will be able to find an alternative global economic and political system. However, in order for this to happen, we must address the causes of the distortion of development, which is what in recent Catholic social teaching goes by the name of “structural sins”. Denouncing such sins is already a good contribution that religions make to the discussion on the world’s development. Nonetheless, alongside this denunciation, we must also put forward feasible ways of conversion to people and communities.
[2] Cf. United Nations, Transforming our world: the 2030 Agenda for Sustainable Development, 2015.
[3] UNESCO, Message from Ms Irina Bokova, Director-General of UNESCO on the occasion of the International Day of the World’s Indigenous Peoples, 9 August 2017.



sabato 9 marzo 2019

NL . CNVO - GENDERGELIJKHEID IN ONDERWIJS EN OPVOEDING

Driekwart mannen en vrouwen pleit voor doorbreken traditionele rolpatronen

75% van de mannen en vrouwen wil dat traditionele rolpatronen, waarbij de vrouw meer zorgt en de man meer werkt, worden doorbroken. Dat blijkt uit een peiling onder meer dan 10.000 leden van de vakbonden CNV Connectief (bestaande uit CNV Onderwijs, CNV Overheid, CNV Publieke Diensten en CNV Zorg & Welzijn) en CNV Vakmensen. Opvallend is dat zowel mannen als vrouwen dit vinden.
Ook financiële zelfstandigheid is voor 95% van de ondervraagden belangrijk tot zeer belangrijk. Toch zijn 1,9 miljoen vrouwen in Nederland niet zelfstandig, tegenover 1 miljoen mannen. CNV vindt dat zorgelijk. Zeker wanneer we ons bedenken dat 1 op de 3 huwelijken eindigt in een echtscheiding.
Geef de man de deeltijdbaan
Uit de peiling blijkt dat ook mannen graag deeltijd willen werken. Ruim 70% vindt dat een vierdaagse werkweek de nieuwe norm zou moeten zijn voor zowel mannen als vrouwen. Daarnaast geeft bijna de helft van de mannen aan minder te willen werken dan hun huidige aantal uren. CNV wil het mannelijke fulltime-syndroom doorbreken. Waar vrouwen in de afgelopen jaren wel meer zijn gaan werken, zien we niet dat mannen minder zijn gaan werken. We roepen werkgevers op om een vierdaagse werkweek ook voor mannen te stimuleren. Hierdoor houden zij meer tijd in de week over voor bijvoorbeeld zorgtaken.
Bonus voor arbeidsduurverlenging
Door middel van goede fiscale prikkels kunnen vrouwen met een kleine deeltijdbaan gestimuleerd worden om meer uren te gaan werken. We vragen de overheid om hier regelingen voor te treffen en werkgevers om deze werknemers extra te belonen. Vooral in de sectoren met een personeelstekort, zoals de zorg en het onderwijs, kan het helpen om het huidige personeel een paar uur meer te laten werken.
Maak werk van werkdruk
Sommige sectoren, zoals onderwijs en zorg en welzijn, kampen met een hoge werkdruk. Uit onze peiling blijkt dat vrouwen die daar werken zich ervan weerhouden om meer te werken, vanwege de zwaarte. CNV vraagt dan ook uitdrukkelijk om meer te investeren in deze sectoren. Zorg dat het weer aantrekkelijk wordt om daar te werken. Dit is niet alleen in het belang van de vrouw, maar voor de hele samenleving.
Faciliteer zorgtaken beter
Ook pleiten we voor meer maatregelen die het leven van werkende gezinnen en families makkelijker maken. Hierbij denken we aan meer overheidsinvesteringen in kinderopvang en mantelzorg. Zorg voor flexibele vormen van kinderopvang met een betaalbare prijs. Ondersteun ook mensen met mantelzorgtaken, zodat zij werk en zorg beter kunnen combineren.
Gendergelijkheid in onderwijs en opvoeding
Besteed tot slot in het onderwijs en opvoedkundige organisaties aandacht aan bewustwording van stereotypen en vooroordelen. Werk met bijvoorbeeld rolmodellen en informeer jongeren over het belang van financiële onafhankelijkheid.


venerdì 8 marzo 2019

UNESCO - EDUCACION SOCIOEMOCIONAL - BUENAS PRATICAS

OFICINA DE LA UNESCO EN SANTIAGO
Oficina Regional de Educación para América Latina y el Caribe
www.unesco.org/santiago


Ayúdenos a identificar buenas prácticas en educación socioemocional en América Latina y el Caribe

La Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago) llama a los ministerios de Educación, gobiernos locales, escuelas, movimientos y organizaciones de la sociedad civil de América Latina y el Caribe a registrar sus experiencias de desarrollo de políticas o prácticas que trabajen por el fortalecimiento del aprendizaje socioemocional en las comunidades educativas.

Con esta información se construirá un mapa regional colaborativo y abierto sobre estas experiencias que permitirá la investigación, la creación de redes y el aprendizaje horizontal entre quienes realicen este tipo de acciones en este tema, iniciativas que pueden servir de referencia e inspiración para diseñar o mejorar estrategias que favorezcan una formación integral en jóvenes y personas adultas.

Este llamado, liderado por la UNESCO, se realiza en alianza con la Fundación Súmate del Hogar de Cristo (Chile), entidad que trabaja para garantizar el derecho a finalizar la educación escolar y proyectar la educación continua de niñas, niños y jóvenes que viven en situación de pobreza y exclusión.
¿Por qué un mapa en línea de prácticas significativas en educación socioemocional?
Porque ha estado creciendo la demanda por más y mejor información y porque este tipo de prácticas son escasas o no existe descripción habilitante para comprenderlas y aprender de ellas. También, porque al crear un mapa abierto, es posible intercambiar experiencias y generar redes para mejorar el quehacer educativo y aprender de otros y con otros.
“Si bien muchas instituciones educativas están realizando estrategias formativas en este campo, disponer de nuevas prácticas e interactuar con sus protagonistas permite la apertura a nuevas aproximaciones y construir colaborativamente conocimientos. Al recopilar estas prácticas, la OREALC/UNESCO Santiago podrá analizarlas e identificar tendencias y singularidades que favorezcan la promoción de orientaciones para su abordaje en distintos contextos”, señala Cecilia Barbieri, especialista senior de Educación de la Oficina Regional de Educación para América Latina y el Caribe.
*****
La convocatoria de recopilación está abierta para todos los países de América Latina y el Caribe y cerrará el 29 de marzo de 2019.
·        Comunicado de prensa


OREALC/UNESCO Santiago
Oficina Regional de Educación para América Latina y el Caribe
www.unesco.org/santiago
Suscripciones | Desuscripciones: comunicaciones.santiago@unesco.org

mercoledì 6 marzo 2019

QUARESIMA, LENT, CAREME, CUARESMA, FASTENZEIT - MESSAGE OF HIS HOLINESS POPE FRANCIS

MESSAGE OF HIS HOLINESS POPE FRANCIS
FOR LENT 2019
 

For the creation waits with eager longing
for the revealing of the children of God
” (Rm 8: 19)

                                      [ AR  - DE  - EN  - ES  - FR  - IT  - PL  - PT  - ZH_CN  - ZH_TW
 

lunedì 4 marzo 2019

CYBERBULLYING .... WORK IN PROGRESS !!!


Cyberbullying, work in progress!!
Some data about Romania


Podar Adrian, teacher
“Mihai Eminescu” National College,
Oradea, Bihor County, Romania




Cyberbullying, work in progress!!... Yes! According to statistics, it is a reality in the process of constant change and a phenomenon that is constantly amplifying. Here's some information about the situation in the United States[1].



It is noted that the phenomenon of cyberbullying has doubled over a period of 9 years. The average for 2007-2016 is 27.9%. Statistical data was collected by the Center for Cyberbullying Research among high school and high school students on a representative sample. Of the respondents, only 16% agreed that they would behave violently on the internet, with behaviors that could fit into the definition of cyberbullying. It must be: intentionally, repeatedly, targeting the injuries of the other, and occurring through electronic devices[2]. Cyberbullying is related to low self-esteem, suicidal intentions, anger, frustration and a variety of other emotional or psychological problems, we discover from the same sources.
Globally, cyberbullying is more nuanced. A study conducted between 2011 and 2018 shows that there are two poles of this reality: India - reporting 37% and Russia - 1%. From this study, we find that in Romania - data are only for 2018 - parents reported cyberbullying in 11%, which is below the global average, but above Hungary, for example, with a 10 % and below Italy or Poland by 12%.
According to the studies, cyberbullying has always doubled between the periods of time spent studying it: 2002-2007 and 2007-2018. What is worrying, according to statistics, is that little has been done to diminish the phenomenon. Moreover, the manners in which the phenomenon manifested have diversified. The latest situation is identity theft, as is the case of Facebook, which is trying to stop this phenomenon by different platforms. One of these is presented to us as proposed in Italy[3]. The platform is called Fermiamo il bullismo and was developed in collaboration with the Yale Center for Emotional Intelligence. The platform contains downloadable pdfs and indications for those who are victims of violence, for parents and teachers who are bullied, but also for parents and teachers accused of harassment.

   Continuous amplification of the phenomenon of cyberbullying. Years 2004-2018.    

Cyberbullying undermines the full realization of the UN's Sustainable Development Objective 4 - we read on the UNESCO website - on the quality of education. Traditional and online aggression are closely linked, both forbidding equal access to education and acting against safety, non-violent and inclusive learning environments for all children and adolescents.
 The need to involve the national education sector is clear. Evidence from a study shows that 62% of the digital users interviewed did not know or were unsure of how much they could find help when they were assaulted by electronic devices. Based on the evidence available, participants gathered in London to develop the new campaign to combat cyberbullying agreed that the focus should be on children and young people. However, there is also a major opportunity to increase the commitment and support of adults, including parents, teachers, school administrators, youth leaders, coaches, health professionals and others.
The call to a global campaign to tackle this issue was first announced in the International Symposium School Violence and Harassment. It was co-organized by UNESCO and the Institute for the Prevention of School Violence at Ewha Womens University in Seoul in January 2017, where the UNESCO Report on the Global Situation of School Violence and Harassment was published. The Cyberbullying Global Campaign, supported by No Bully, wishes to engage in creative collaborations, decentralized actions, and provide adaptable messages and materials, as well as provide clear guidance to help change transformation. The participants who participated in the London meeting came from around the world and included social representatives and other industry representatives, researchers, civil society partners, young people, representatives of the Ministry of Education and UNESCO. This initiative could be closely linked to the UNESCO program on combating school violence and harassment as part of efforts to protect the health and well-being of young people against online aggression. The campaign is under development.
Romania's policy to manage cyberbullying or aggression in the virtual environment is uncertain. The site politiaromană.ro[4] talks about this and makes recommendations[5]. The reality is, as we find out in the press, a sad one. Romania has gradually become the country with the most frequent acts of aggression in the virtual environment[6]. The survey dates back to 2011. The helpline sigur.info reported 218 cyberbullying acts, out of a total of 650; exactly one-third. We are in 2017 – said the IlikeIT show presenter back then – at school, we would rather sing and draw instead of learning the right behavior in front of the TV or computer[7]. Cyberbullying is a major problem favored by a weak legislative framework, comments Iulia-Laura Dobre, Elena Enăchescu[8]. There is no cyberbullying legislation in Romania, but in the New Penal Code, from February 1, 2014, harassment has a wider meaning (unlike the old code, which mentioned only sexual harassment), cyberbullying as harassment and punishment as such. The Law on Harassment is part of Chapter VI ("Offenses against Freedom of Persons") of the New Penal Code.


  Percentages of cyberbullying in Romania.

According to statistics, by gender, the victims of cyberbullying are 16.60% boys and 25.10% girls. 70% of children and young people were at one time or another of their lives victims of aggression in the virtual context. 37% experienced it very often, 20% - daily. The phenomenon occurred either on the computer or on the mobile phone.
 Society, microclimate - family - and macro-climate - as a whole - adapt to the digital world by promoting face-to-face communication. Parents are helpful when encouraging children to give up digital devices in social situations and interact with their peers through play[9]. To increase trust in the educational institution, students should be perceived as educational partners[10].
Violence in the virtual environment can be prevented and diminished by democratizing education. This happens through parents' participation in school life[11]. School is invited to open up to the community and its needs by increasing its visibility and transparency of pedagogical processes for its beneficiaries. We therefore propose an extension of school-family collaboration, since cyberbullying is a reflection of the aggressive way of networking in society[12].
 At an international level, UNESCO has taken several steps[13]. Implementation of international policies at local level can lead to training for both teachers and students. As a school, how do we admire this phenomenon? We consider it appropriate to develop, for example, an optional integrated school subject, covering relevant topics in this field.
Instead of a conclusion, we intend to promote two ideas[14]. The first is an educational project titled "BLOCKaggression!". It ran from the 9 October to the 9 December 2018 and was addressed to primary, lower and upper secondary school teachers. In order to reduce and combat the phenomenon of cyberbullying, the Net Hour team provides teachers with a resource pack containing both a series of videos that address this topic and plans for 3 lessons that can be implemented in class with students. The campaign ended in December 9, 2018, and teachers were invited to follow the procedure outlined in the initiative's guidelines to receive certificates in an exclusively electronic format attesting their involvement. More information about the initiative can be found at www.oradenet.ro/block-agresivitatii, and the registration of volunteers is available at www.oradenet.ro/fii-voluntar.


The second proposal is the #NoHateredOntheNet, launched by the same the Net Hour. This is an extension that can be installed in Chrome on any computer. Once downloaded, it installs easily with the role of detecting aggressive or injurious words on any website accessed with the Google Chrome web browser, including social networking chats, and overwriting negative words with educational, respect and tolerance.
An important feature of the #NoHateredOntheNet is that when children encounter overwritten words or phrases, they will be redirected to the oradenet.ro website where, on a page dedicated to combating cyberbullying, they will find important information about the way they can react and combat the harmful effects of this phenomenon. These include: caution about providing pictures and personal data; avoiding replies to aggressors, which will be perceived as an encouragement to continue bullying; the announcement of parents or teachers, if aggression occurs in school.

  Bibliography
Online sources
https://www.comparitech.com/internet-providers/cyberbullying-statistics
http://conta.ase.ro/Media/Default/Page/7%20Dobre.pdf
https://cyberbullying.org/summary-of-our-cyberbullying-research
http://www.laparoladigitale.it/2017/08/la-guida-definitiva-al-cyberbullismo
https://www.mamamo.it/educazione-digitale/cyberbullismo/facebook-instagram-bullismo
https://www.mediafax.ro/social/romania-pe-primul-loc-in-europa-la-hartuirea-pe-internet-care-sunt-cele-mai-intalnite-probleme-online-8900633
https://oradenet.salvaticopiii.ro
https://www.politiaromana.ro/ro/stiri-si-media/stiri/nu-ignorati-semnele-cyber-bullying-ului
https://stirileprotv.ro/ilikeit/smart-things/ilikeit-ce-trebuie-c-tim-despre-cyberbullying-fenomenul-care-afecteaza-grav-copiii-c-i-adolescenc-ii.html
http://www.unesco.org/new/en/media-services/single-view/news/a_new_global_campaign_to_address_cyberbullying
Other resources
Benga Oana, Băban Adriana, Opre Adrian, coord.
Strategii de prevenție a problemelor de comportament, Cluj-Napoca, Editura ASCR, 2015
Blândul Valentin Cosmin - Psihopedagogia comportamentului deviant, București, Editura Aramis, 2012
Neamțu Cristina - Devianța școlară. Ghid de intervenție în cazul problemelor de comportament ale elevilor, Iași, Polirom, 2003

Whitson Signe - Fenomenul de bullying: 8 strategii pentru a-i pune capăt, București, Editura Herald, 2017


[1] https://cyberbullying.org/summary-of-our-cyberbullying-research. Consultat 31 oct. 2018.
[2] Oana Benga, Adriana Băban, Adrian Opre, coord., Strategii de prevenție a problemelor de comportament, Cluj-Napoca, Editura ASCR, 2015, p. 20.
[3] https://www.mamamo.it/educazione-digitale/cyberbullismo/facebook-instagram-bullismo/. Consultat 31 oct. 2018.
[4] Romanian Police internet site.
[5] https://www.politiaromana.ro/ro/stiri-si-media/stiri/nu-ignorati-semnele-cyber-bullying-ului. Consultat 31 oct. 2018.
[6] https://www.mediafax.ro/social/romania-pe-primul-loc-in-europa-la-hartuirea-pe-internet-care-sunt-cele-mai-intalnite-probleme-online-8900633. Consultat 31 oct. 2018.
[7] https://stirileprotv.ro/ilikeit/smart-things/ilikeit-ce-trebuie-c-tim-despre-cyberbullying-fenomenul-care-afecteaza-grav-copiii-c-i-adolescenc-ii.html. Consultat 31 oct. 2018.
[8] http://conta.ase.ro/Media/Default/Page/7%20Dobre.pdf. Consultat 31 oct. 2018.
[9] Signe Whitson, Fenomenul de bullying: 8 strategii pentru a-i pune capăt, București, Editura Herald, 2017, p. 103.
[10] Valentin Cosmin Blândul, Psihopedagogia comportamentului deviant, București, Editura Aramis, 2012, p. 232.
[11] Cristina Neamțu, Devianța școlară. Ghid de intervenție în cazul problemelor de comportament ale elevilor, Iași, Polirom, 2003, p. 81.
[12] Ibidem, p. 240.
[13]http://www.unesco.org/new/en/media-services/single-view/news/a_new_global_campaign_to_address_cyberbullying/. Consultat 31 oct. 2018.
[14] https://oradenet.salvaticopiii.ro.



BULLYING IN SCHOOLS OR THE BULLYING SCHOOL


Cătălina Tănăsescu, teacher
Mircea Ghițulescu Middle School,
Cuca, Argeș County, Romania

 At a European level, Romania ranks 3rd in 42 countries where the bullying phenomenon was investigated. One in four children was repeatedly humiliated at school in front of their classmates; one in six children was repeatedly beaten; one in five children repeatedly humiliated by another child at school. The sociological study "Child Bullying" by the Save the Children Organization, in 2016, highlighted the need to adopt measures to stop this alarming phenomenon.
The most recent report published at the end of October by the Bucharest School Inspectorate shows that the number of violent acts in pre-university education in the capital city was 2.3 times higher than last year as compared to the school year 2016-2017. Specifically, if 2 years ago the total number of bullying acts at school level was 139, in 2017-2018 their number reached more than double, i.e. 326. Of these, 218 were classified as attacks in person, 35 attacks on school security, 10 attacks on goods, and 63 were considered as other acts of violence in the school surroundings. For violence against students, four teachers were sanctioned in the school year 2017-2018. In fact, it is sure that the number of violent acts in school was higher. The "skipping out" of some cases, the gap between what students are saying and what they are reporting is the result of a difficult to define concept of violence. Defining violence in school is not an easy task. Not only does violence imply excessive and extraordinary events, but also the identification of daily violence, including the definition of microviolence.
The phenomenon has always existed in the pupils' group dynamics, but, since the beginning, administrative preoccupation has generally been ignored until its media discovery. School violence sells well. The way the phenomenon is presented in the media leads to the impression of an epidemic of brutal rage and a growing danger in school. On the other hand, misconceptions and beliefs about violence, bullying and victimization are common and widespread. These often affect the sensitive and neutral judgment of adults in bullying situations, preventing them from detecting the signs of bullying in time and from responding appropriately. Violence in school must be viewed critically and pragmatically, with a view to combining scientific knowledge and reflection on strategies to combat or prevent.
The problem of violence in school is, first and foremost, a daily, repetitive, proteomic oppression. School is a space for learning and social relationships together. It can only successfully work as a complete work: "School should be a safe and positive educational environment" (Olweus, 2010). The "ordinary" violence is present in every school, it is an everyday violence, common and not necessarily criminal. Teasing, exclusion, humiliation, harassment, brutality, improper handling, scandal, or indiscipline represent just as many ways in which one may be the victim of violence in school. The solution would be to conceive the fight against the phenomenon, not simplistic, in the short term, but in the long run, through daily prevention and dissuasion.
The concept of bullying is associated with a particular experience of violence. The already old concept was defined by Dan Olweus, who carried out the first research on this subject in Norwegian schools, on a sample of 140,000 young people. It defines the phenomenon as an aggressive and systematic abuse of power over the long term. According to the researchers who studied the phenomenon, bullying involves long-term, physical or psychological violence committed by one or more aggressors against a victim who is unable to defend themselves, the aggressor acting with the intention of harming the victim.
 Eric Debarbieux says that "violence is just a part of bullying and vice versa" (Debarbieux, 2010). Limiting school violence to school bullying means ignoring adult violence against pupils or other violence. Bullying is a concept that tends to individualize the issue and place responsibility exclusively on the aggressor or the victim, sometimes the family, minimizing the influence of the socio-economic context and the institution. In November 2017, the Organization Save the Children launched the Campaign "Stop Bullying or Abolish Break Time!" To trigger an alarm on the aggressions of the victims of bullying. In 10 minutes, a child can lose confidence in her or himself and others and the long-term consequences on emotional development and social integration are extremely serious. There are 10-minute breaks, in which one in four children in Romanian schools is repeatedly victim of bullying. The campaign highlighted the violence of the school environment.
Being a victim or an aggressor implies a cumulation of features and a context. The origin of violence must not be placed solely on the individual, but the much deeper levels of violence that are part of institutional frameworks must be sought and identified. Can there be a violent school? The school climate influences the definition of violence itself, violence "can often be reduced to the degradation of the school climate" (Debarbieux, 2010). The link between the school climate and violence has been established since 1986 by the Gottfredson spouses and has since been investigated by numerous research. Research has long hesitated to include organizational variables or school-related variables on the list of risk factors themselves. Without neglecting the immense share of socio-demographic and contextual variables, especially economic, researchers such as Debarbieux 1996, Soule 2003, Benbenisthy and Astor 2005, attempt to measure the role of the school climate in explaining the variations in victimization suffered by both students and teachers, and in the evolution of security sentiment, self-esteem or school failure.
The team's research led by Denise C. Gottfredson is particularly convincing: in a sample of 234 schools, the results of an intensive survey on victimization and the school climate show that factors that most often explain the rise in victimization include teacher instability, lack of clarity and injustice in the application of the rules. A certain use of the risk factor approach may prove insufficient and dangerous if this approach lists categories of risk prediction without incorporating them in a systematic and contextual approach. One of the pitfalls of research and action in the field of school violence is to only consider an element of the system: either in a metaphor of the besieged school, the external factors, or in an illusory belief in the self-sufficiency of the school, exclusively internal factors, or, in naive psychology, only the individual variables. The approach to risk factors is a common one in psychology. The school factors considered are school failure, truancy, school dropout, frequent disciplinary problems, frequent school changes, poor attachment to school, and poor involvement in school activities. One of the problems of the risk factor approach is that it has been insufficiently contextualized; the literature uses too often models that are not related to the school variables. Contextualizing school violence at the level of school variables is one of the most promising research directions. School-related factors are: the effects of school size, the effects of organizing teamwork and school management, and the effects of pedagogical practices.
 Perceiving violence in school exclusively as violence enforced in school is "common blindness"
(Debarbieux, 2010); a simplistic naivety that contributes to recommending dangerous solutions that emphasize the phenomenon they claim to fight. If we laid stress on the idea that school violence is being built amidst school premises, we must not allow ourselves to be tempted to say that this is "teacher's fault", and all violence is to be explained by their incompetence or sadism. The reductionist notion: violence in school, school violence implies a radical simplism to be combated. However, sometimes school adults may themselves be aggressors. It is painful that for a certain segment of the population some "violence" is normal, and it is part of a traditional right of correction. Obligation to stand, additional issues, offenses, ridiculing in public are violent crimes based on a very long history. This type of violence was an "educational tradition" that suppresses the overwhelming majority of students' rights. The fear that a change of mentality might render teachers "powerless" should be overcome. The normal education that a child should receive excludes any type of violence.
In a broad contextual approach, violence in school is the result of a complex causal system and regards education as a whole. Violence sets many traps; it is an adversary without a law that leads to fighting. Exceeding the major pitfalls of exaggeration, denial, simplicity and ignorance, the fight against bullying involves the challenge of recognizing, knowing and acting, because preventing bullying is an act of high moral significance.

Bibliography


Depino Catherine
Violența în școală, București, Editura Trei, 2013

Debarbieux Eric
Violența în școală: o provocare mondială?, Iași, Editura Institutul European, 2010

Netzelmann Tzvetina Arsova, Elfriede Steffan,
Angelova Marina

Strategii pentru o clasă fără bullying, eBook
Whitson Signe
Fenomenul bullying 8 strategii pentru a-i pune capăt, București, Editura Herald, 2017