Ion Croitoru | University Valahia Targoviste (original) (raw)
Papers by Ion Croitoru
One can note that science tends to turn man into a master of the external and material, yet at th... more One can note that science tends to turn man into a master of the external and material, yet at the cost of turning him, on the level of his inner and spiritual life, into a slave of instincts altered by sin. All these, without a moral norm, become a power of destruction for man and represent issues addressed not just by bioethics, where the opinion of ‘theologians’ is consulted as well, but especially by the Church and by the Orthodoxy. The pressure of events imposes the issue of the recognition or, according to some, reformulation of the bases of ethics. Yet, this ethics ought to be constrained to a revision founded neither just on the progress of science, whose truths are partial, nor on the principles of rationalist or positivist philosophy, which try to convince man that he is no different from all the other living beings and needs to be treated in the same way as them, but on the reality of the religious fact, and, moreover, on the evidence of God’s Revelation and, implicitly, ...
One can note that science tends to turn man into a master of the external and material, yet at th... more One can note that science tends to turn man into a master of the external and material, yet at the cost of turning him, on the level of his inner and spiritual life, into a slave of instincts altered by sin. All these, without a moral norm, become a power of destruction for man and represent issues addressed not just by bioethics, where the opinion of ‘theologians’ is consulted as well, but especially by the Church and by the Orthodoxy. The pressure of events imposes the issue of the recognition or, according to some, reformulation of the bases of ethics. Yet, this ethics ought to be constrained to a revision founded neither just on the progress of science, whose truths are partial, nor on the principles of rationalist or positivist philosophy, which try to convince man that he is no different from all the other living beings and needs to be treated in the same way as them, but on the reality of the religious fact, and, moreover, on the evidence of God’s Revelation and, implicitly, ...
The biographical data about the life of deacon Coresi (Coressius) are extremely few and it has be... more The biographical data about the life of deacon Coresi (Coressius) are extremely few and it has been admitted, after many debates, studies and analyses, that he was from Târgoviște, it is supposed that he joined a school in Slavonic at Dealu Monastery, and that he was the owner of a printing press, yet standing out as a skillful printing master. It is also known that he had a son, called Șerban, whom he taught the art of the printing press. The name of deacon Coresi is mentioned in the books he had printed in Brașov (during two periods: 1556-1557; 1560-1583, at irregular intervals), Târgoviște (1557-1558), Alba Iulia (1567-1568) and SasSebeș (1580), during five great periods (1556-1558, 1559-1565, 1566-1570, 1571-1577, 1578-1583), in Romanian and Slavonic. Thus, by his activity, deacon Coresi contributed to the introduction of the Romanian language in the cult of the Orthodox Church of the Romanian Countries, but also in the use of the princely administrative offices of the extra-Car...
International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, 2020
Although scientific research is in full bloom regarding, for instance, the environment, the fact ... more Although scientific research is in full bloom regarding, for instance, the environment, the fact of creation cannot be ignored either, even if some scientists deny it, while others ascertain it, albeit from perspectives, however, foreign to the patristic vision specific of the Orthodoxy. Consequently, the limits of cosmology are structured as well by Christian theology, which shows that the study of the world, guided by laws of physics in a limited framework, is carried out inside the creation affected by the consequences of the primordial sin, so that the reality of the world before sin is known only to those who reach spiritual perfection and holiness, therefore, from an eschatological perspective, since they, too, go through the moment of separation of the soul from the body, waiting for the general resurrection. Therefore, a new way of being is affirmed in the Orthodox Church, by the personal experience of each believer, which is a transformation on the personal and cosmic level...
Revista Românească de Studii Axiologice
The Three Holy Hierarchs Basil the Great, Gregory the Theologian and John Chrysostom, whom the Ch... more The Three Holy Hierarchs Basil the Great, Gregory the Theologian and John Chrysostom, whom the Church honours particularly and under whose protection the large family of Christian theological education, and not just it, has placed itself, year after year, entered the conscience of the Orthodoxy as "equal in habits to the Apostles" and "teachers" or educators "of the world". Their contribution to the growth of the Church teaching consists in the fact that they formulated a theological word representing, truly, a radical change in the core habits of the man of their time. They did not ignore the human wisdom of various times and, especially, the Greek thinking of the Antiquity, but went beyond this wisdom, reviewing human life based on the evangelical principles. Thus, they highlight that one cannot talk about a hellenisation of the Christian faith or about a christianisation of Hellenism, but about the fact that the Christian faith is founded on the holy-spiritual experience of the grace-based work of the Holy Trinity and is expressed by dogmas and concrete ascetic and liturgical forms, creating a manner of living totally new for the world of those times, a unique experience of the relation of man with the God revealed in the Old and The New Testament, a unique expression of the relation of man with God, with the visible and invisible world, with the society he lives in and with himself. From the Three Holy Hierarchs' teachings and living one can understand many messages for the contemporary world, such as: "the importance of the ecumenicity of the «Gospel»"; "the unity between contemplation and practice" or, in patristic language, "between the vision of God and action"; "the need for education and the benefit of the permanent spiritual cultivation of man"; "the dynamic, not static, character of the Holy Tradition"; "the service and social mission of the Church"; "the holy-spiritual life stages and the fact of theologising in the Church"; "the role of repentance in the holy-spiritual life"; "the Holy Mysteries of the Church and their grace-filled work"; "the relation between the Greek philosophy of the Antiquity and the Christian teaching: combination (σύγκραση), synthesis (σύνθεση) or opposition (ἀντίθεση)?"; "the Church and the world" etc. In the celebratory word, which finally took the shape of a study, I have limited myself, on the one hand, only to the brief presentation, with the help of the Lord and of the Three Holy Hierarchs' intercession to Him, of the first three messages, leaving the rest for other opportunities, and, on the other hand, I have added other little known aspects of the lives of these Holy Hierarchs or in connexion with them, all being relevant for the contemporary world.
Icoana Credintei
Many debates take place around the concepts of patristic theology and neopatristic theology, and ... more Many debates take place around the concepts of patristic theology and neopatristic theology, and also concerning the syntagms neopatristic or new patristic synthesis, all of them having as a substratum the issue of accepting or not limits for the patristic period. To avoid the netting of a lay science, Patrology has a permanent theological character and has no limits in history, just as the Holy Tradition of the Church is without limits. This fact is due to the situation that the Holy Fathers are not just authentic bearers of the Holy Tradition, but also its creators, in the sense of dynamic continuers of the spiritual and dogmatic heritage of the one, holy, catholic and apostolic Church. Accepting a terminus point for the patristic period would trigger many consequences, such as doubting the work and the presence of the Holy Spirit in the Church, ranking, in a manner, however, not met in the Church life, the illumination by the Holy Spirit of the Holy Fathers from different epochs etc. The Church has not understood, however, the work of God as a limited reality, but as a dynamic one, present in its living and spiritually healthy limbs. The meeting with the Holy Church Fathers, present in all its epochs, is transforming and empowering, so that patristic theology represents in the Church a unitary and indivisible fact.
Chronos
Dans l’instabilité du climat politique du début du XVIIIème siècle, le métropolite Anthime d'... more Dans l’instabilité du climat politique du début du XVIIIème siècle, le métropolite Anthime d'Ivir écrivait un livre de conseils politiques pour le jeune prince chrétien de Valachie Etienne (Stefan) Cantacuzène. Le message du livre est celui d'un évêque qui envisageait pour le prince un règne de justice et de bonté envers ses sujets, mais aussi une habileté politique en matière de politique étrangère, dans le contexte de la domination ottomane. En conséquence, le message de ce livre n 'était pas seulement valable pour Cette époque-là, mais il reste aussi valable pour le présent.
SGEM2014 1 International Multidisciplinary Scientific GeoConference, 2014
SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY, 2014
Procedia - Social and Behavioral Sciences, 2014
Aesthetic education is certainly an important premise in creating a mature personality. The conce... more Aesthetic education is certainly an important premise in creating a mature personality. The concept of education reflects the commitment of the child in a continuous process of formation-development designed and built according to certain finalities and education can represent, simultaneously, a process and also a product. The organization of educational practice can be realized progressively, according to the synthesis of the elements that constitutes the meaning of educational principles, accompanied by a series of nuances of the system of values. The entire normative system can emphasize certain elements from the normative area that receive meanings from de system of spiritual values, claimed by a certain educational paradigm. The judgment and aesthetic value represent the potential explored of the process of interiorization of the subject's institutions. The purpose of this study is to promote a conception of knowledge, based on subjectivity that defines the concrete value of an aesthetic education. The justifying approach of educational values represents a necessity of the joy to accept and use groups of values such as: understanding, faith/doubt, criticism, evaluation etc.
Procedia - Social and Behavioral Sciences, 2013
Engaging yourself into the process of self-discovery and human values knowledge means to be deepl... more Engaging yourself into the process of self-discovery and human values knowledge means to be deeply involved in an ongoing quest, to oscillate between the desire and the desirable, but also to build the fundament of an education through the real values. In this respect, the paper emphasizes on a model that founds its antecedents in the reformatting actions of the teachers and initiators of educational sciences, who have formulated various concepts in the area of humanistic pedagogy, in the post-modern era. The main poles of this pedagogical model consisted of: (a) trainer (teacher); (b) beneficiary of the formative activity (pupil / student); (c) objectives and results of the training process; (d) illustrative and procedural content of education; (e) ways of semantic restorage; (f) ways of semantic establishment; (g) assessment and pedagogical activities related to content transfer and ways of understanding; (h) application of the hexadic model-by reporting the subject to art and his/her emancipation by emphasizing on the moral values.The approach of the aesthetics and moral education by applying the hexadic model has been performed on different students / teachers categories that came from the areas of educational sciences, theology, art education and musical pedagogy, but also on pre-primary and primary teachers, taking into account the use of technology (informational support). A proper feedback was registered, being strongly linked to a better understanding of the keyword culture, but also to the ability for acting and judging based on the aesthetic and moral values.
SGEM2014 1 International Multidisciplinary Scientific GeoConference, 2014
Procedia - Social and Behavioral Sciences, 2014
The human faith of each man, related to the complex of individual tendencies and aspirations, gen... more The human faith of each man, related to the complex of individual tendencies and aspirations, generated by the intimacy with God's word, and social, cultural and political realities, can define the entirety of the condition of the human being. The polyvalent patrimony of the psychological structure through interaction with external factors, but not outside a Supreme paradigm, determines the human being's condition in terms of personal development and positive dialogue with The Supreme Being, with the others and with the environment. In the curricular area Man and society, religion classifies and structures the educational contents in terms of value and morality, which are Christian for the Romanian. The moral-religious education has profound educational connotations, because knowing your own values represents a kind of cultural guarantee, a sign of civism and culturality. Therefore, the reconsideration of the goals of moral-religious education finalities reflects the educational ideal in relation to the area of its real possibilities of substantiation, meaning the transition from a narrow and subjective vision to a wide one, with an extensive opening, and objective. This type of education determines the conviction that the spiritual world, as a whole, is a reality above the common perception by the senses, and provides the resources needed to rise over one's immediate fact filled with non-value (through the capacity to vibrate at supra-sensual). The levels of existence revealed by moral-religious education lead, through successive semantic restorations, to a lucid exploration or to the transformation of the real world, so that the moral-religious education is conceived as a process meant to develop the pupils' native capabilities and to help them acquire a set of authentic values.
One can note that science tends to turn man into a master of the external and material, yet at th... more One can note that science tends to turn man into a master of the external and material, yet at the cost of turning him, on the level of his inner and spiritual life, into a slave of instincts altered by sin. All these, without a moral norm, become a power of destruction for man and represent issues addressed not just by bioethics, where the opinion of ‘theologians’ is consulted as well, but especially by the Church and by the Orthodoxy. The pressure of events imposes the issue of the recognition or, according to some, reformulation of the bases of ethics. Yet, this ethics ought to be constrained to a revision founded neither just on the progress of science, whose truths are partial, nor on the principles of rationalist or positivist philosophy, which try to convince man that he is no different from all the other living beings and needs to be treated in the same way as them, but on the reality of the religious fact, and, moreover, on the evidence of God’s Revelation and, implicitly, ...
One can note that science tends to turn man into a master of the external and material, yet at th... more One can note that science tends to turn man into a master of the external and material, yet at the cost of turning him, on the level of his inner and spiritual life, into a slave of instincts altered by sin. All these, without a moral norm, become a power of destruction for man and represent issues addressed not just by bioethics, where the opinion of ‘theologians’ is consulted as well, but especially by the Church and by the Orthodoxy. The pressure of events imposes the issue of the recognition or, according to some, reformulation of the bases of ethics. Yet, this ethics ought to be constrained to a revision founded neither just on the progress of science, whose truths are partial, nor on the principles of rationalist or positivist philosophy, which try to convince man that he is no different from all the other living beings and needs to be treated in the same way as them, but on the reality of the religious fact, and, moreover, on the evidence of God’s Revelation and, implicitly, ...
The biographical data about the life of deacon Coresi (Coressius) are extremely few and it has be... more The biographical data about the life of deacon Coresi (Coressius) are extremely few and it has been admitted, after many debates, studies and analyses, that he was from Târgoviște, it is supposed that he joined a school in Slavonic at Dealu Monastery, and that he was the owner of a printing press, yet standing out as a skillful printing master. It is also known that he had a son, called Șerban, whom he taught the art of the printing press. The name of deacon Coresi is mentioned in the books he had printed in Brașov (during two periods: 1556-1557; 1560-1583, at irregular intervals), Târgoviște (1557-1558), Alba Iulia (1567-1568) and SasSebeș (1580), during five great periods (1556-1558, 1559-1565, 1566-1570, 1571-1577, 1578-1583), in Romanian and Slavonic. Thus, by his activity, deacon Coresi contributed to the introduction of the Romanian language in the cult of the Orthodox Church of the Romanian Countries, but also in the use of the princely administrative offices of the extra-Car...
International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, 2020
Although scientific research is in full bloom regarding, for instance, the environment, the fact ... more Although scientific research is in full bloom regarding, for instance, the environment, the fact of creation cannot be ignored either, even if some scientists deny it, while others ascertain it, albeit from perspectives, however, foreign to the patristic vision specific of the Orthodoxy. Consequently, the limits of cosmology are structured as well by Christian theology, which shows that the study of the world, guided by laws of physics in a limited framework, is carried out inside the creation affected by the consequences of the primordial sin, so that the reality of the world before sin is known only to those who reach spiritual perfection and holiness, therefore, from an eschatological perspective, since they, too, go through the moment of separation of the soul from the body, waiting for the general resurrection. Therefore, a new way of being is affirmed in the Orthodox Church, by the personal experience of each believer, which is a transformation on the personal and cosmic level...
Revista Românească de Studii Axiologice
The Three Holy Hierarchs Basil the Great, Gregory the Theologian and John Chrysostom, whom the Ch... more The Three Holy Hierarchs Basil the Great, Gregory the Theologian and John Chrysostom, whom the Church honours particularly and under whose protection the large family of Christian theological education, and not just it, has placed itself, year after year, entered the conscience of the Orthodoxy as "equal in habits to the Apostles" and "teachers" or educators "of the world". Their contribution to the growth of the Church teaching consists in the fact that they formulated a theological word representing, truly, a radical change in the core habits of the man of their time. They did not ignore the human wisdom of various times and, especially, the Greek thinking of the Antiquity, but went beyond this wisdom, reviewing human life based on the evangelical principles. Thus, they highlight that one cannot talk about a hellenisation of the Christian faith or about a christianisation of Hellenism, but about the fact that the Christian faith is founded on the holy-spiritual experience of the grace-based work of the Holy Trinity and is expressed by dogmas and concrete ascetic and liturgical forms, creating a manner of living totally new for the world of those times, a unique experience of the relation of man with the God revealed in the Old and The New Testament, a unique expression of the relation of man with God, with the visible and invisible world, with the society he lives in and with himself. From the Three Holy Hierarchs' teachings and living one can understand many messages for the contemporary world, such as: "the importance of the ecumenicity of the «Gospel»"; "the unity between contemplation and practice" or, in patristic language, "between the vision of God and action"; "the need for education and the benefit of the permanent spiritual cultivation of man"; "the dynamic, not static, character of the Holy Tradition"; "the service and social mission of the Church"; "the holy-spiritual life stages and the fact of theologising in the Church"; "the role of repentance in the holy-spiritual life"; "the Holy Mysteries of the Church and their grace-filled work"; "the relation between the Greek philosophy of the Antiquity and the Christian teaching: combination (σύγκραση), synthesis (σύνθεση) or opposition (ἀντίθεση)?"; "the Church and the world" etc. In the celebratory word, which finally took the shape of a study, I have limited myself, on the one hand, only to the brief presentation, with the help of the Lord and of the Three Holy Hierarchs' intercession to Him, of the first three messages, leaving the rest for other opportunities, and, on the other hand, I have added other little known aspects of the lives of these Holy Hierarchs or in connexion with them, all being relevant for the contemporary world.
Icoana Credintei
Many debates take place around the concepts of patristic theology and neopatristic theology, and ... more Many debates take place around the concepts of patristic theology and neopatristic theology, and also concerning the syntagms neopatristic or new patristic synthesis, all of them having as a substratum the issue of accepting or not limits for the patristic period. To avoid the netting of a lay science, Patrology has a permanent theological character and has no limits in history, just as the Holy Tradition of the Church is without limits. This fact is due to the situation that the Holy Fathers are not just authentic bearers of the Holy Tradition, but also its creators, in the sense of dynamic continuers of the spiritual and dogmatic heritage of the one, holy, catholic and apostolic Church. Accepting a terminus point for the patristic period would trigger many consequences, such as doubting the work and the presence of the Holy Spirit in the Church, ranking, in a manner, however, not met in the Church life, the illumination by the Holy Spirit of the Holy Fathers from different epochs etc. The Church has not understood, however, the work of God as a limited reality, but as a dynamic one, present in its living and spiritually healthy limbs. The meeting with the Holy Church Fathers, present in all its epochs, is transforming and empowering, so that patristic theology represents in the Church a unitary and indivisible fact.
Chronos
Dans l’instabilité du climat politique du début du XVIIIème siècle, le métropolite Anthime d'... more Dans l’instabilité du climat politique du début du XVIIIème siècle, le métropolite Anthime d'Ivir écrivait un livre de conseils politiques pour le jeune prince chrétien de Valachie Etienne (Stefan) Cantacuzène. Le message du livre est celui d'un évêque qui envisageait pour le prince un règne de justice et de bonté envers ses sujets, mais aussi une habileté politique en matière de politique étrangère, dans le contexte de la domination ottomane. En conséquence, le message de ce livre n 'était pas seulement valable pour Cette époque-là, mais il reste aussi valable pour le présent.
SGEM2014 1 International Multidisciplinary Scientific GeoConference, 2014
SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY, 2014
Procedia - Social and Behavioral Sciences, 2014
Aesthetic education is certainly an important premise in creating a mature personality. The conce... more Aesthetic education is certainly an important premise in creating a mature personality. The concept of education reflects the commitment of the child in a continuous process of formation-development designed and built according to certain finalities and education can represent, simultaneously, a process and also a product. The organization of educational practice can be realized progressively, according to the synthesis of the elements that constitutes the meaning of educational principles, accompanied by a series of nuances of the system of values. The entire normative system can emphasize certain elements from the normative area that receive meanings from de system of spiritual values, claimed by a certain educational paradigm. The judgment and aesthetic value represent the potential explored of the process of interiorization of the subject's institutions. The purpose of this study is to promote a conception of knowledge, based on subjectivity that defines the concrete value of an aesthetic education. The justifying approach of educational values represents a necessity of the joy to accept and use groups of values such as: understanding, faith/doubt, criticism, evaluation etc.
Procedia - Social and Behavioral Sciences, 2013
Engaging yourself into the process of self-discovery and human values knowledge means to be deepl... more Engaging yourself into the process of self-discovery and human values knowledge means to be deeply involved in an ongoing quest, to oscillate between the desire and the desirable, but also to build the fundament of an education through the real values. In this respect, the paper emphasizes on a model that founds its antecedents in the reformatting actions of the teachers and initiators of educational sciences, who have formulated various concepts in the area of humanistic pedagogy, in the post-modern era. The main poles of this pedagogical model consisted of: (a) trainer (teacher); (b) beneficiary of the formative activity (pupil / student); (c) objectives and results of the training process; (d) illustrative and procedural content of education; (e) ways of semantic restorage; (f) ways of semantic establishment; (g) assessment and pedagogical activities related to content transfer and ways of understanding; (h) application of the hexadic model-by reporting the subject to art and his/her emancipation by emphasizing on the moral values.The approach of the aesthetics and moral education by applying the hexadic model has been performed on different students / teachers categories that came from the areas of educational sciences, theology, art education and musical pedagogy, but also on pre-primary and primary teachers, taking into account the use of technology (informational support). A proper feedback was registered, being strongly linked to a better understanding of the keyword culture, but also to the ability for acting and judging based on the aesthetic and moral values.
SGEM2014 1 International Multidisciplinary Scientific GeoConference, 2014
Procedia - Social and Behavioral Sciences, 2014
The human faith of each man, related to the complex of individual tendencies and aspirations, gen... more The human faith of each man, related to the complex of individual tendencies and aspirations, generated by the intimacy with God's word, and social, cultural and political realities, can define the entirety of the condition of the human being. The polyvalent patrimony of the psychological structure through interaction with external factors, but not outside a Supreme paradigm, determines the human being's condition in terms of personal development and positive dialogue with The Supreme Being, with the others and with the environment. In the curricular area Man and society, religion classifies and structures the educational contents in terms of value and morality, which are Christian for the Romanian. The moral-religious education has profound educational connotations, because knowing your own values represents a kind of cultural guarantee, a sign of civism and culturality. Therefore, the reconsideration of the goals of moral-religious education finalities reflects the educational ideal in relation to the area of its real possibilities of substantiation, meaning the transition from a narrow and subjective vision to a wide one, with an extensive opening, and objective. This type of education determines the conviction that the spiritual world, as a whole, is a reality above the common perception by the senses, and provides the resources needed to rise over one's immediate fact filled with non-value (through the capacity to vibrate at supra-sensual). The levels of existence revealed by moral-religious education lead, through successive semantic restorations, to a lucid exploration or to the transformation of the real world, so that the moral-religious education is conceived as a process meant to develop the pupils' native capabilities and to help them acquire a set of authentic values.