CURRICULUM AND PERSONAL DEVELOPMENT IN THE MILITARY EDUCATIONAL SYSTEM
The new existential-humanistic paradigm of education promotes the student-centered education. In this context, the educational curricula have to meet a double requirement: on the one side, they are required to satisfy the students’ needs of personal development, and thus, to enhance the value of their individual potentialities, on the other side, curricula are required to form those competences necessary for the individuals’ inclusion within the social life, through their assuming of roles in the social area.
The present paper intends to investigate the degree to which curricula in the military system can satisfy this double requirement, adapting themselves both to the evolutionary tendencies of the labor market and to the new profile of the military actions.
The theoretical objective consists in identifying the motivational factors selecting the school and/or military career, the sources of information concerning the army, the defining elements of the army (discipline, order, seriousness), the attractivity level of the military profession on the labour market from the perspective of the military colleges students. These data represent a valuable indicator of the quality of the educative act as well as of the human and professional models offered by the military educational institutions.
The obtained data, which were quantitatively processed and qualitatively interpreted, represent the premise of the elaboration of a project ameliorating and improving the educational offer of the military schools, document that contains the practical objective of this investigation.