| Abstrakt: |
The aim of the study is to highlight the general need to reform education in the society of the 21st century and the particular need to update the training of the new generation of prison police. The content of the material aims to present education generically as a social action that throughout history has contributed decisively to the evolution of humanity by acting, either as a stimulating factor of the economy and generator of social welfare, or as a brake and facilitator of social inequalities. The institutionalized educational system has assumed the mission to form the human resource adequate to the proper functioning of each economic system, to encourage the values and principles necessary to achieve the objectives of various forms of social organization. On the other hand, non-institutionalized education has been consistent in handing on valid moral and ethical values in any context, influencing the formation of emotional and moral man, for which the quality of inner life prevails the quality of material life, beautifying the latter without denying its importance. The important ideas bring to attention the education and professional training of prison police officers as a process that must be approached from the perspective of the mission to re-educate persons deprived of their liberty. Although it has a vocational character, the training of employees is done on the basis provided by the educational model that shaped it prior to employment in the penitentiary system. Another idea is that there is not fundamentally good or bad educational system, but only appropriate or not to the historical- political-economic context and the needs of society at a given time. In the moments of transition from one social system to another, because the exponents of the two generations of exchange are the product of different educational models, and the education started from birth strengthens a certain cognitive-behavioral pattern, mature individuals perceive these periods as extreme crises of cognitive, emotional and action maladaptation, they acutely feel anxiety and feelings of chaos, coming to have the conviction that the differences are insurmountable. The young generation, however, has the potential to identify opportunities for evolution, the condition of sustainability being the collaboration between the two generations. The objectives of the study aim to highlight the effects of the three industrial revolutions on the socialization capacity of individuals, a priority function of education from the primitive commune to the present, and to argue the need for expertise through transgenerational transfer. On the other hand, the technology of the end of the 20th century and the beginning of the 21st century is presented, both from the perspective of utility and side effects. The indirect message is to act responsibly by bringing knowledge to ensure prevention before acting and to approach the decision-making process in a holistic view so that the party contributes to the harmony of the whole. Research methods - documentary analysis, secondary data analysis, direct / participatory observation. Conclusions - the stage of evolution of human society determines the need for reflection for reorganization, but the sustainability of the future world cannot be ensured without knowing and recognizing the contribution of previous generations and analyzing the elements of novelty in an integrative vision. Just as the resilient structure of a building is the one that ensures its durability at all levels without being visible, human society is consolidated on the structure of perennial values and discerningly selecting what needs to be maintained, modified, or eliminated. n particular, the dynamics of inflows and outflows of staff from the penitentiary system in recent years have not allowed the transfer of transgenerational expertise, which may extend the period of initial accumulations necessary for the exercise of the function. [ABSTRACT FROM AUTHOR] |
