Moreover, also based on my own observations, I am also convinced that the fragmentation of the academic year into 5 modules, in addition to increasing the attention to classes and motivation to study, emphasized the phenomenon of relaxation among high school students, starting from the first week of each module was/is a residential week with the teaching-learning process, therefore more relaxed, like the last week of the module, when the student was thinking/thinking about the upcoming vacation. Pragmatically speaking, if we think about the ratio of continuity/discontinuity in any human activity, it cannot be recognized, and life has proven and continues to prove that its effectiveness increases in direct proportion to its fragmentation. On the contrary, everything is the opposite! Therefore, if a student has 4 vacations during the school year, compared to the 2 vacations he had until recently, the effectiveness of learning cannot increase. On the other hand, in a simple arithmetical calculation, if we take into account that 6 weeks students are in vacation between modules, excluding, of course, the big vacation, to which we add 2 weeks of microvacation, which is the result of free days set by the government, with the occasion of various secular or religious holidays, plus another 10 weeks from the start and end of the 5 modules, the result is 18 weeks… of relaxation! And this, I repeat, without a big holiday! And the academic year has 36 weeks! I wonder what is left for a student after the end of the academic year? Perhaps with … beautiful memories! There is great joy in the Romanian school!

Finally, recently the same epistemological authorities in the sciences of education, even sympathetic to the students, launched into the public space a new project that contains other revolutionary goals reflected in the new framework plan for secondary school education. Being an innovator, I couldn’t ignore them. So I dare to comment on the 3 proposals contained in the document presented by the Edupedu.ro platform. First, I noted that any high school student from grades XI-XII, regardless of the profile he studies, will have to study 2 hours of mathematics if they are included in the general basis of the school curriculum. This is admirable! We know from Pythagoras and Plato that mathematics is vital in the education and formation of a person! No one denies this truth, just as no one denies that it infers and develops rigorous, clear, and accurate thinking. With all these indisputable truths, I wonder if a high school student learning, for example, piano or violin, needs to know what integrals, logarithms, or calculus of infinitesimals are? Wouldn’t this forced generalization be strange, paradoxical and absurd?

No less strange seems to me a proposal that also applies to grades 11-12, a proposal that is aimed only at high schools of a real profile. According to the new framework plan, physics, biology, chemistry and geography become optional subjects. I don’t think it will be a big problem. It turns out, however, when we turn to the provisions of the new law on pre-university education, where it is written in black and white, that these subjects are included in the group of those that students can choose for the baccalaureate examination. And then isn’t it better that they stay in the common trunk?

Finally, the icing on the cake, as strange and absurd as this framework project is, in my opinion, is the intention of the authors regarding logic and psychology, which I think should be permanently removed from the school curriculum, regardless. years of study, type of secondary school, its profile or specialization. This means that two symbolic subjects in the understanding and definition of a person, one of which – logic – has been studied for more than two millennia, i.e. since Aristotle, should even disappear from the programs of humanities universities. Regarding this absurd intention, I cannot help but mention at least two attempts — the first successful, the second unsuccessful — to remove social and humanitarian subjects from the school curriculum. The beginning of this class struggle in the field of education was given to them by the Bolsheviks. First under Georgiou-Deja and then under Ceausescu, when logic, sociology and psychology were excluded from the secondary school curriculum on the grounds that they were reactionary, subversive and retrograde subjects, as they might not conform to the new ideology, as it happened , for example, with history, philosophy or economics that were adapted by the ideologies of the new regime.

Moreover, despite the fact that after 1989 the social and humanities disciplines regained their dignity lost by the communists, recently, more precisely in 2009, when Professor Ekaterina Andronescu was at the helm of Romanian education, the brave descendants of the old tried, without success, to exclude logic and philosophy from the field of knowledge.

Finally, through a new framework project, In Anno Domini 2023 – the third attempt to liquidate some humanitarian items. Now other authorities in the educational sciences, who apparently have the same obsessions and convictions as their illustrious predecessors, in continuing the class struggle with the humanities, are about to strike logic and psychology from the school curriculum forever. With reference to this intention, I cannot in any way agree that these disciplines, one of which studies the mind and the other the soul of man, can be excluded from the field of compulsory knowledge of a high school student for the simple reason that the reason – mind and soul – the psyche expresses and defines our very humanity. Moreover, if I think that they could be excluded from humanities universities, then the profile of these universities would be terribly amputated and horribly shriveled. And the humanistic profile of these universities would no longer have any coverage, in this situation a new name would be imposed that would express a new reality.

Reviewing the short history of more or less successful attempts to ostracize and stigmatize the social and humane disciplines, one cannot help but conclude that Logic turned out to be the most formidable and dangerous opponent of the artisans of exterminating these disciplines from the world. formation of the universe of a high school student. For what reasons? Probably because they observed that it was in fact a fact that young men who had studied this discipline, which was two thousand years old—which, from Aristotle to the present day, has been taught continuously in the schools of Europe—could use only their own heads and right judgments of theirs. mind, have clear and precise personal opinions and argue them consistently and convincingly, make fair and objective judgments and assessments, express yourself clearly and freely, be able to conduct a clear dialogue and communicate with your interlocutors and reject any of their sophistry, lead articulate and articulate discussions and speeches, be autonomous in both thinking and action…

And today, when the whole world is under constant siege of new digital communication technologies and artificial intelligence, there is a greater need than ever for Logic to identify and reject the constant avalanche of fake news, to recognize and combat the myriad of conspiracy theories, in order to best protect ourselves in the face of continuous the manipulations to which we are subjected through written, digital and audiovisual media, and especially through the Internet.

PS In an official statement, the Ministry of Education refutes the information published in the media regarding the new framework plan of the high school program. It would be better if it were fake news. But, as they say, there is no smoke without fire! – Comment on Contributors.ro