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Ai renunţat la visele tale,
pentru ca eu să pot visa.
Ai vărsat lacrimi,
pentru ca eu să fiu într-o stare de fericire.
Ai pierdut nopţi de somn,
pentru ca eu să dorm în linişte.
Ai crezut în mine, în ciuda greşelilor mele.
A fi educator înseamnă a fi un poet al iubirii.
Să nu uiţi niciodată că eu voi lua un pic din
fiinţa ta, în propria mea fiinţă.
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Această carte va vorbi inimii părinţilor şi profesorilor. Ei luptă pentru acelaşi vis -
acela de a-i face fericiţi, sănătoşi şi înţelepţi pe fiii şi respectiv elevii lor, dar
niciodată nu s-au simţit atât de rătăciţi în misiunea atât de grea de a educa, pe
cât se simt acum. Şi unii, şi alţii acţionează şi cultivă teritoriile cele mai dificile -
acelea ale inteligenţei şi emoţiei.c
Nu scriu pentru eroi, ci pentru oameni care ştiu că a educa înseamnă a se ocupa
de cea mai frumoasă şi mai complexă artă - aceea a inteligenţei. A educa
înseamnă a crede în viaţă, chiar dacă vărsăm lacrimi. A educa înseamnă a avea
speranţă în viitor, chiar dacă tinerii ne decepţionează în prezent. A educa
înseamnă a semăna cu înţelepciune şi a culege cu răbdare. A educa înseamnă a
fi un căutător care caută comorile    c
Pe cine interesează această carte? Pe părinţi, pe educatori şi învăţători, pe
profesorii din învăţământul gimnazial, liceal şi universitar, pe psihologi, pe cei
care lucrează în domeniul resurselor umane, pe tineri şi pe toţi acei care vor să
cunoască câteva secrete ale personalităţii şi doresc să-şi îmbogăţească relaţiile
sociale.c
Nu voi vorbi despre reguli, căci, la temperatura ridicată a problemelor cotidiene,
ele se evaporă.c
Voi vorbi despre instrumentele psihologice care ar putea să promoveze formarea
de oameni care gândesc,csă educe emoţia, să lărgească orizonturile inteligenţei
şi să confere calitate vieţii.c
Voi împărtăşi experienţa mea ca psihiatru, educator şi specia/ist în psihologie. în
ciuda limitărilor mele, mulţi oameni au fost încântaţi de ideile pe care le prezint în
congrese naţionale şi internaţionale.c
A sosit vremea să public o carte specifică despre educaţie, căci am primit în
acest sens îndemnul a mii de psihologi, educatori, medici şi părinţi. Aş vrea să
evidenţiez pe cineva care să-i reprezinte pe cei care m-au îndemnat cu multă
amabilitate. Este unul dintre cei mai apreciaţi profesori de comunicare şi oratorie
din Brazilia: Alkindar de Oliveira. Mesajul său m-a mişcat profund. Mi-a spus că
s-a trezit înainte de revărsatul zorilor, i-a fugit somnul şi a început să citească
ideile mele despre educaţie.c
Lectura l-a surprins. De aceea, când s-a făcut ziuă, mi-a scris, spunându-mi:
Älată soluţia educaţiei în lume. Dacă vă veţi limita la a divulga aceste tehnici şi nu
veţi mai face nimic altceva tot restul vieţii, vă veţi fi îndeplinit deja misiunea
existenţială. Vă sugerez să le publicaţi într-o carte accesibilă, pentru ca ele să
ajungă la îndemâna fiecărei şcoli, fiecărui profesor, fiecărei mame, fiecărui tată."c
Mulţumesc pentru aceste laude, dar nu le merit. Cred însă, sincer, că
deprinderile educatorilor şi tehnicile pedagogice pe care le voi comenta în
această carte ar putea revoluţiona educaţia pentru totdeauna. Dacă sunt puse în
practică, ar putea îmbogăţi relaţia dintre părinţi şi copii, dintre profesori şi elevi!
Familia s-ar putea transforma într-o grădină de flori - iar sala de clasă, într-un loc
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Există o lume care aşteaptă să fie descoperită în fiecare copil şi în fiecare tânăr.
Numai cel care nu se află închis în propria sa lume, reuşeşte s-o descopere.c
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limba lor şi care să fie capabili să pătrundă în inima lorc
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Această deprindere a părinţilor inteligenţi contribuie ca în copiii lor să se dezvolte
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Această deprindere a părinţilor inteligenţi contribuie la dezvoltarea: conştiinţei
analitice, a deprinderii de a gândi înainte de a reacţiona, fidelităţii, cinstei,
capacităţii de a pune întrebări şi a responsabilităţii sociale.c
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Această deprindere a părinţilor inteligenţi contribuie ia dezvoltarea: motivaţiei,
îndrăznelii, răbdării, perseverenţei, capacităţii de depăşire a obstacolelor, abilităţii
de a crea oportunităţi şi de a le valorifica.c
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Această deprindere a părinţilor inteligenţi contribuie ia dezvoltarea solidarităţii,
sociabilităţii, bucuriei de a trăi, optimismului, înţelegerii inter-personale.c
c
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Această deprindere a părinţilor inteligenţi con-tribuie la dezvoltarea: creativităţii, a
spiritului inventiv, a perspicacităţii, raţionamentului schematic, capacităţii de a
găsi soluţii în situaţii tensionate.c
c
c)cc c cc  *cc +cc 1 c
+)  cc1*c*c) cc:+c c cc1*cc
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=ccccc >c691cc )ccc +c0ccc
 10 cCaptivaţi-vă copiii prin inteligenţa şi afecţiunea voastră, nu prin
autoritate, bani sau putere.   91c9 c c+)  c c
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cc1 *c c c1 0 c!c cc cccc? c
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cc cc 10 c
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+ cc90c?c cc1ccc c0c90c+c  c
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1 c1 cc9cc ccc  c9c9cc ccc.c   c
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c c  cA fi fericit presupune antrenament şi nu este opera
întâmplării.c
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cc  cc: cc c
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9 c 10c c+ cPuteţi să-i învăţaţi mult, vorbind puţin.c
1c? ccc1c5 )Ac6c11 c
cc  *ccc1c ) cc c )c c +c0c
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c 1 *cc12. cc1c
Dacă reuşiţi să vă faceţi copiii să viseze, veţi avea o comoară pe care mulţi regi
au căutat-o şi nu au avut-o niciodată.

c)c c  *cc +cc


c c
Această deprindere a părinţilor inteligenţi contribuie la dezvoltarea: capacităţii de
a preţui viaţa, speranţei, perseverentei, motivaţiei, fermităţii, capacităţii de a se
analiza, de a depăşi obstacole şi eşecuri.c
c
c)cc ccc c+0 c c  *cc +c
ccc c c*c5cccc .c0ccc )c
    c" c cccc0c  c 0*ccc)ccc
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Părinţii inteligenţi sunt semănători de idei şi nu controlează viaţa copiilor lor. c
 cc  c +c c0c0c*c9 c.*c  cc+ . c
c  c0c ccc 25c9c*cc  cc)*c9
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6 ccc c*cc cccc c c c c09c  c
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c 9c*cc c 9c0 c c0ccc.cc cc1c c
0  c1*c  cccc c1c cc cc20*c c1  c
!*cc0c  cc+ccc c c2 cc
c ?c  ccc c9c  c *c  c cc c
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c0cc)c c *cccc2cc *ccc1c
c c0c:  c
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0 c
c09c  c *cccc *c2c0cc c1 )ccc  c
c+cc: cccc 9cc  c
"9c )0c c0c9cc c c)  c c9c  c
)ccc1ccc + c!c ccc c c c c c
)cc c cc) c c  cc 2+ *cc cc
)ccc c? c
c ) cc c*cc cc)cc c  c)cc
1 ccc cc1 c
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*ccc Fc.*cc *c*c  cc c
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+ c c9 c1.c c0ccc9c cc  ccc  c
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c  c2*c1cccc cBCc  c1 c    
+ -        + -  'c1 c
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Oricine face greşeli; cei mai mulţi oameni folosesc greşelile ca să se distrugă;
câţiva le folosesc pentru a evolua. Aceştia sunt înţelepţii.

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Dacă timpul vă îmbătrâneşte corpul, dar nu vă îmbătrâneşte emoţia, veţi fi
totdeauna fericiţi.

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Cu cât calitatea educaţiei va fi mai bună, cu atât mai puţin important va fi rolul
psihiatriei în mileniul al treilea.

  c0  c1c


c
6 c  c:ccc c*cc0c c  c
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cc cc ccc0c c cc   c
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c1cc.c1c c0cc c cc5cc?cc
5 ) c*cc  c c c  c0  c1c0c c
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+*ccccc+2cc c=+ GH*cc + c   cc c'c0cc
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c cc+2 cccc*cccc cc
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+2 c
c
<.c ) cc ccc
Obiectivele acestei tehnici sunt: dezaccelera-rea gândirii, calmarea neliniştii,
îmbunătăţirea concentrării, dezvoltarea plăcerii de a învăţa, educarea emoţiei.c
I c9cc  c c c c *ccc1c ccc c0c
c cc  cc0c ccc 0c c *c+9cc
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c  c51 c c )1cc  c c c1c51 c
J91c ccc+*cc+cc cc5 9c
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2c c)c cccc0*cc*c)c90cc 09
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2cc  *cI cc0ccc 0c9c  c c+*c *c
c+0  *c) .c  c cc c 0c9cc c  c
   c ccc0*ccc0c1 cc c1c cc1 cc
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c
+ c 2cc >c c1cc2 c c cc c c
cccc cc   c
!c2ccc  c*c c2cc cc  c ccc
ccc c) c
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c c?cc  ccc c c5ccc1 c1 )cc
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c c51*cc c+2c  c!c0cc c 9c?ccc
) ;c .c  ccc  *c  c c 9cc9 c. c
<.c cc. c+2 c09c) .c  c :  cc c c c
I c 9c?cc +c  c .cc  c  c+2*c
c c5c5 9+ +;cmuzica ambientală în timpul desfăşurării
orelor de curs.c
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c  )ccc c c    c
6  c<c c1c+cc c1 + c6c *c 0c
c c
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. c0c    c
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c  c
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+2 c0c  c cc+ c
!cc0c cc c .c 0c0c) 2*c c cc+c
0c) . c
c
0.cc*ccc  ccc
Obiectivele acestei tehnici: dezvoltarea siguranţei, promovarea educaţiei
participative, îmbunătăţirea concentrării, diminuarea conflictelor în sala de clasă,
reducerea conversaţiilor între elevi.c
c
%*cc2c cc  ccc  c+ . *c c cc c c
c+ c6c+c)cc.c c ccc  c< cc+ c
cc.cc:c cc2cc  c *c c.*c c c
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c  c.cc cc  c0  ccc cc0c
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? cc 1*c+.c+c0c) 5.c +*c0c
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c  c.cc c0c5) c<  c  cc   ;c
2cc  c9c )c  *cc 0.*c9 ccc
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< c c +cccccc c   c!c*c cc
c cccc cccc 1cc0.c0cc *c
cc+c c c 0 c
c c ccc c90c: c  cc*cccBC*c
ccc  cc cc  ccc cc  cccc
cc c0*cc*cc c  c cc:1cc cc
cc+2c0cc  cc c! 1 c1cc
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c c cccc  c c cc+cc c )  *c
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c ) +ccc0.*c ) *c0*cc*c12cc?ccc *c
c + cc >c ccc: .cc:*cc?.c  c
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c c5cc1 c9c1 1 c1 1c  c  cc
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c cc c c)ccc1 c
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ccc 1ccc  c   c9c :ccc *cc
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5 c0cc0c )c   c
c +cc ccc cc c 1 c . c ccc+cc
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c . c .c1 )c*cc+2c  c9c0c cc5cc
+2 c  c cc?c0c c*cc )c .cc: cc
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cc+?cc c1c  c  cc  cc  c c
1cc 5*ccc+ ;c cc c2cc  c2c0c1  c
0.cc  cccccc 00c+2*c )0c
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  cc c1c+) c0cc  ccc c c
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c
:c +1;cc +c
Obiectivele acestei tehnici: ameliorarea SGA, reaprinderea motivaţiei,
dezvoltarea capacităţii de a(-şi) pune întrebări, îmbogăţirea interpretării de texte
şi enunţuri, deschiderea ferestrelor inteligenţei.c
c
%c ccc+1>cAc cc+1*c cc2cc
*c) 5.c +c0c+.c cc  c :ccccc
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0cc. 1 c   c6cc*c1 c cc .*c
1ccc+ c c cc .1*cc+1>c
c c1c9c+1Ac!c>c! c cc 0c*c9c
+c0c c
c c.c c )cc 1 *c1c0cc
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c  cc00cc 1 c +c 1 cc  c:c *c
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cc c  c cc  c   c  cc
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BcCine ne garantează că atomul există?", Cum putem afirma că el este format din
protoni, neutroni şi electroni?"c
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0cc 2c c cc  c  ccmass-media 0cc c
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" cc120cc? c1 c  c cccc  c0cc c
c  c ccc5 ccc ).*c c)cc1cc
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cccc  c    c   c)c90c0c1 ccc
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c .*c  .c c )cE  *c(3(Dc9c0cc ) .c0c
  cc cc  *cc c*cc  c   c
c

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c
Obiectivele acestei tehnici: dezvoltarea conştiinţei critice, promovarea dezbaterii
de idei, stimularea educaţiei participative, depăşirea nesiguranţei, învingerea
timidităţii, îmbunătăţirea concentrării.c
c
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:cc +c cc 1 c  c) c  c c5c
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cc0*cc  c 1 c +cE=+ GH*c(37D c c c+2 cc
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cc cc c0 cc1>cc  Ac!c>c cccc
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0 c1cc  )c*cccc +ccc  )>c
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+2 c
c  cc)ccc 1 cc cc.c)*cc
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)cccBcCc .1c 1c0cc )c  c
!c cc.0cc*c c)cc cc 1c0c9 c
) ccc*c 1 c)c cc c 1c
c c ) ccccc  c
< #  #  c
c)c+.c+2 c +cc  cc *c*c
+*c+ + c!cc)cccc c+ c!cccc
:c +1c0cc +*c 1cc cccc: *c1cc
c c0c1c c   c  c0>c1cc  ccc00*c
1cc)*cccc 0*c) *c*c *c c
1cc ccc)cc  c: *cc0ccc c
c ccc00 c
2c+c5 +cc  c *c c1 )c c
c cc c c  c  ccc) cccc
 +cc c0c.c  c 0 *c cc0ccc c
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*c c  ccc  c 9c5c0cc  c  c 2c
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)  *c+cc c )  c)ccc
cc1 c  c c  c cc c0c c c c
9c c cc .*c c0ccc  .c + c


1c
c
cc 1 cc  c
Obiectivele acestei tehnici: dezvoltarea creativităţii, educarea emoţiei, stimularea
înţelepciunii, creşterea capacităţii de decizie în situaţii de tensiune, îmbogăţirea
relaţiilor cu ceilalţi.c
c
cc cc 1c   cc 1c  c cc
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0c )  *cc)ccc   *cc0c1  c
c0c  c)cc.c1  c1*cc 1 cc   c
" ccc c0c c c. cc *c  *c*c
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. c
)cc cc c  c) 2 cc1 cc2 cc  c
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c  c 10 c c)c90c1c *c2c 10 c
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  29 cc1 c0*c *cc   c
ccc 10*ccc c1 ccc :*ccc
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) cc: ccc   c +cc0 c< cc0c
  cc c) +c c1*ccc :) *c+.*c    ccc
00ccc  c
:c  ccc0ccc 1 >cc cccc
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+  c0ccc :. c"9cc c69 c.c c c
c 0cc1 cc cc *cc0c  c"cc
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B 10 Cc c cB C c6c c 1c  c  >cc
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0ccc 1 c+ccc  c cc  c  c
2c1 )0cc+*c   cc c)cc.c  c
c9ccc 1cc +c*c+2 *c+ c cc
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cB 10Ccc9ccc 1cc c c 1 c
6ccc *c 1cc+.cc c   c
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c 1 c c1 c1c c  c< cc   cc1*c
+c0cc  c  cc 0cc *cc.cB1Cc   c
c1 c c cJ  c
c1 )cc 0*ccc c .*ccc) c c *c
.c cc c0c9 c1 c
cc 1 cc0c cc5  ccccc c
)c  ccc. 1c  cc cc >ccc+.*cccc
cc c cc  cc ccc ccc0cc
 . c!ccc 1 c . cc.c
+2*c  .c . c
!c1 c2cc 1ccc  c1c+.*c9 cc+2 c
6c c c  c cc*c+cc) 2*c 19c1 c
c cc c0c+  *ccc1c1 cc    c
c
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Obiectivele acestei tehnici: stimularea îndrăznelii, promovarea perspicacităţii,
cultivarea creativităţii, stimularea înţelepciunii, creşterea capacităţii critice,
formarea de persoane care gândesc.c
c
c cc c c c+0  c cc0cc c
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   cc5 *c.*c  cc  )ccc)cc)c
c5*c c c
c c>c
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<c c0c c 0*c+0  *c+ c0c  cc
c 9c cc+2 cc ccc09cc  c
c c)c  ccc  c  ccc+2cccc9c
5cc c 0c cc1*c  . c
ccc c   cc: cc cc:c
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c 1 c1c c 1c0cc 1 cccc+2 c
2c cc *c+c0c 2c9 cccc ) .c c
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ccc c  cc0c Acc ) c c c cc c
)c c  :c2ccccc c!cc ccc
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cc  c c  >ccc c  *c 0c
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6  c c ccccc c*c+ccc
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c cc  ccc2c  *cc cc *cc c
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! cc 1cc0cc c1 c c c2cc  ccc1 )c
c c0c0cc 1c1 *cc0cc 0cc
c0cc 9 ccc5c ..c +*c+ 0cc
c c *c c cccE*c(33D c c c  c
 +c0cc  cc+2 c
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c cccc c0cc 0c c
      #        c
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9c+c )1ccc+2 ccc c c+cc +cc
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c+2 c c *cc09c c.1 c *c0c ccc c
+*cc c 9c cc c
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c c c1cc+2   cc c c 1  c *cc
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1c  c
c c+ccc cc cc *cccc 9c.c0cc
9c .cc+2  c
& cc:c:*ccc  cc1 cc c.c
c . *cc*cc.*cc  c c0c5c0cc  c  c
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ccc c cc c1 c c  ccccc)*c
ccc  c
6ccc *c cc 1+cc .c 0cc
  cc1  9c cc.c *c1 cc c c
c +c c*ccc1 c1cccc  c*c
5c0ccc.cc c0c  *c1 ccc c c)c.c
 c : cc1 c0 c
cc(8c2c c-8Ncc  cc cc)c  cc  cc
cc) c1c1  cc5c  .cc
c 0c0c c cc c 1c1 c0cc c cc
2c0cc ccc  c"c1c c1c0c1 c: c  cc
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c1 c0cc1 2 c  c0c1cc ccc cc
 cc c. *c ccc  cc0*c *c?0*c
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 0cc5c0ccc +cc1  ccc1c
 0c  c
c

‰c
c
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Obiectivele acestei tehnici: dezvoltarea socializării, stimularea afectivităţii,
construirea unei punţi productive în relaţiile sociale, stimularea înţelepciunii,
depăşirea conflictelor, preţuirea lui Äa fi".
c
cc  c@=*ccc*cc c   *cc 0cc
 1c cc c
0cc cccccc  c *c1c
cc*c  cc1c c< c ccc   c
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c c1cc c
2c0  c9c2*c9c cc c c   *c*cc 2+c
) c  cc9 c1cc0 *c cc ccc.c c
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c0c )0c. c  c 1cccher E+ Dccc6 c
2c0c5c c9c5 ) ccc   c  *cc
cccc1.c c c c   c
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c  c6  cc c)  c c1c cc *cc
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.c   c.*cc0c c)cc cccc1 )ccc  c
c c0 >c c c  c
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ccccc*cc0c c0c+c c
: >c
   ccc *cccccccc  *ccc c
ccc0ccc 0c c c0c  c  c
E6*c(337D c  cc+ +c+0ccc90c  .c
  ccc ..cc cc  c .c 0cc
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    c c  c 1*cc c  cc) c9c  . c
! cc c  c1*c0c   *cccc:*c
cc*cc  *cc:c c   c
!+c  *ccc1 cc c c*cc c  c0c
)*c1c0c c 19 c 1 c1 0cc .c *cc c
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c1ccc cccc  cc.c *c  ccc
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 *cc *ccc1 cc c c0cc1 c cc +*c
ccc  c
c cc cc.*ccccc . c c ccc
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c*cc) cc ) c
cc+ccc+2c +*cc0cc .cc c0c
*cccc+*c  *c c0c 1  c!c*c c
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*      #      c
'c21ccc  c *ccc1 )c21c cc
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.  >c
=cc  c 1c1 0c1c1 c)*c1cc cc c=c1 c
cc ccc c*c1 cc  c1  c
!c *c 9cc 1 c cc  c  c! cc c
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în sala de clasă, filtrarea stimulilorÄstre-sanfi", prelucrarea pierderilor şi a
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echipă, prelucrarea temelor colaterale: educaţia pentru sănătate, pentru pace şi
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Dacă societatea ar plasa educaţia în centrul atenţiei, închisorile ar deveni muzee,
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