A brief history of family life education in Romania

Abstract

Starting from the state of conceptual diversity, semantic ambiguity, and poor connection of family life education practices to current policies and theoretical models in Romania, our study aims at understanding the underlying meanings of these issues by recourse to the history of approaches in the field. To this purpose, we carried out a qualitative historical research, based on the thematic analysis of a set of educational works produced between the sixteenth century, when the first Romanian texts were written, and the present time. Primary historical sources are supplemented with reliable secondary sources, while the criteria used for the selection of texts were their relevance to family life education (FLE), and the notoriety of the works in the corresponding historical periods. As in western countries, the concept of FLE was coined in Romania at the beginning of the twentieth century, when the family education discourse was outlined, but the roots of the field can be traced even in the first printed texts. Although marked by strong moral and religious emphases during pre-modernity, FLE has entered the slow process of secularisation and evolved from the perspective of political, social, and moral reconstruction goals of modern Romania. However, FLE’s goals and contents were redefined during Communism, and the discrepancies between discourses, practices, and realities compromised the functionality of the pedagogical model promoted at the time. A unitary definition of FLE in relation to Romanian contemporary families’ needs requires reconciliation with historical, cultural, and educational premises, as well as a careful contextualisation of western models and practices.

Keywords:

• Family
• family life education
• historical premises
• Romanian context

Notes

¹ Margaret Arcus, “Family Life Education: Toward the 21st Century,” Family Relations 41, no. 4 (1992): 390–4; Jane Thomas and Margaret Arcus, “Family Life Education,” Family Relations 41, no. 1 (1992): 3–8.

² Arcus, “Family Life Education”; Margaret Arcus, “Advances in Family Life Education: Past, Present and Future,” Family Relations 44, no. 4 (1995): 336–44.

³ Thomas and Arcus, “Family Life Education”.

⁴ Ibid., 4.

⁵ Arcus, “Advances in Family Life Education”.

⁶ See Sharon M. Ballard and Michael Lane Morris, “The Family Life Education Needs of Midlife and Older Adults,” Family Relations 52, no. 2 (2003): 129–36; Carol A. Darling, Michael W.M. Flemming, and Dawn Cassidy, “Professionalization of Family Life Education: Defining the Field,” Family Relations 58, no. 3 (2009): 330–45.

⁷ See Arcus, “Family Life Education”; Arcus, “Advances in Family Life Education”; Darling et al., “Professionalization of Family Life Education”.

⁸ Carol A. Darling and Kaija Turkki, “Global Family Concerns and the Role of Family Life Education: An Ecosystemic Analysis,” Family Relations 58, no. 1 (2009): 14–27; Carmen Orte-Socias and Joan Amer-Fernández, “Las adaptaciones culturales del Strengthening Families Program en Europa. Un ejemplo de programa de educación familiar basado en evidencia” [The cultural adaptations of Strengthening Families Program in Europe. An example of a family education program based on evidence], Estudios Sobre Educación 26 (2014): 175–95.

⁹ Mihaela Robila, “Family Policies in Eastern Europe: A Focus on Parental Leave,” Journal of Child and Family Studies 21 (2010): 32–41.

¹⁰ Ibid., 34.

¹¹ See, for example, the following works: Iolanda Mitrofan and Nicolae Mitrofan, Elemente de psihologie a cuplului [Elements of couple psychology] (București: Casa de Editură și Presă “Sansa” SRL, 1994); Iolanda Mitrofan and Cristian Ciupercă, Psihologia vietii de cuplu: intre iluzie si realitate [The psychology of couple life: between illusion and reality] (București: Editura SPER, 2002); Maria Nicoleta Turliuc, Psihologia cuplului şi a familiei [Couple and family psychology] (Iași: Editura Performantica, 2004).

¹² See, for example, the following works: Elisabeta Stănciulescu, Sociologia educației familiale, Volumul I Strategii educative ale familiilor contemporane [Sociology of family education. Educational strategies of contemporary families] (Iași: Polirom, 1997); Elisabeta Stănciulescu, Sociologia educatiei familiale, Volumul II Familie și educație în societatea românească: o istorie critică a intervenționismului utopic [Family and education in Romanian society. A critical history of utopian interventionism] (Iași: Polirom, 1998).

¹³ We are aware that the authors’ upper-class status associated with formal power structures may limit the historical research, yet these are the only sources of written texts on social life and educational practices at specific times in Romania. See also Lawrence W. Neuman’s statement in Social Research Methods: Qualitative and Quantitative Approaches, 3rd ed. (New York: Allyn & Bacon, 1997), 405: “a frequent criticism of written sources is that they were largely written by elites or those in official organizations; thus, the views of illiterate, the poor, or those outside official social institutions may be overlooked”.

¹⁴ Law on Public Education, promulgated by Alexandru Ioan Cuza, 1864; Spiru Haret’s laws on secondary and tertiary education, from 1889 and vocational education from 1899; Law of Primary Education from 1924; Social Service Law, promulgated by Dimitrie Gusti, 1939; Education Reform Act 1948; Education Act 1968; Education Law of 1978; Annex to Ministerial Order No. 4496 / 11.08.2004 approving curricula for optional health education programme approved by Ministerial Order No. 4496 / 11.08.2004.

¹⁵ Nicolae Iorga, Contribuții la istoria învățământului în țară și în străinătate. 1780–1830 [Contribution to the history of education in the country and abroad] (București: Institutul de Arte Grafice Carol Gobl, 1906); Iorga Nicolae, Istoria învățământului românesc [History of Romanian instruction], ediție îngrijită, studiu introductiv și note de Ilie Popescu Teiușan (București: Editura Didactică și Pedagogică, 1971); Ștefan Bărsănescu, Istoria pedagogiei româneşti [History of the Romanian pedagogy] (București: Societatea Română de Filozofie, 1941); Ștefan Bârsănescu and Florela Bârsănescu, Educația, învățământul, gândirea pedagogică în România [Education, instruction and Romanian pedagogical thinking] (București: Editura Științifică și Enciclopedică, 1978); Ion Bianu and Nerva Hodoș, Bibliografie românească veche [Early Romanian bibliography] vol. I (București: Socec, 1903); Ion Bianu and Nerva Hodoș, Bibliografie românească veche [Early Romanian bibliography] vol. II (București: Socec, 1910); Ion Bianu and Nerva Hodoș, Bibliografie românească veche [Early Romanian bibliography] vol. III (București: Socec, 1912).

¹⁶ Mircea Păcurariu, Istoria bisericii ortodoxe române [The history of the Romanian orthodox church] (București: Editura Institutului Biblic și de Misiune al B.O.R, 2006).

¹⁷ A.D. Xenopol, Istoria românilor din Dacia Traiană. Ediția a III-a. Primii domni și vechile așezăminte (1290–1457) [History of the Romanian people in Dacia Traiana. First kings and old settlement. 1290–1457] vol. III. (București: Editura Cartea Românească, 1925).

¹⁸ Ion Bianu and Nerva Hodoş published copies of texts printed between the fifteenth and sixteenth centuries: Bibliografie românească veche 1508–1830 (BRV I), Tomul I [Early Romanian bibliography] vol I (București: Ediţia Academiei Române, 1903), 47.

¹⁹ Ibid.

²⁰ Contemporary with the great European thinkers and ethicists like Erasmus from Rotterdam, Luther, and Machiavelli, Neagoe Basarab seems to have written these lessons from 1513 to 1521, in Slavonic, for his personal use. The Romanian version was translated in the middle of the eighteenth century.

²¹ G. Mihăilă and Dan Zamfirescu, Literatura română veche (1402–1647) [Early Romanian literature] vol. 1 (București: Editura Tineretului), 141.

²² Nicolae Iorga, Contribuții la istoria învățământului în țară și în străinătate: 1780–1830 [Contribution to the history of education in the country and abroad] (București: Institutul de Arte Grafice Carol Gӧbl, 1906), 17.

²³ Nicolae Iorga, in Istoria literaturii române vechi, Vol. I, Dela origini până la epoca lui Matei Basarab şi Vasile Lupu [History of early Romanian literature. From the origins to Matei Basarab and Vasile Lupu times] (București: Fundaţia pentru Literatura şi Artă “Regele Carol II”), 47, considers that the text had been translated by Nicolae Costin between 1710 and 1712.

²⁴ Ibid., 44.

²⁵ Ibid., 73.

²⁶ Ibid.

²⁷ Elisabeta Stănciulescu, Sociologia educației familiale, Volumul II Familie și educatie în societatea românească: o istorie critică a intervenționismului utopic [Family and education in Romanian society. A critical history of utopian interventionism] (Iași: Polirom, 1998), 35.

²⁸ Dimitrie Cantemir, Descriptio Moldaviae [Description of Moldavia] (București: Litera, [1769] 2001), 178.

²⁹ G. Mihăilă, Dan Zamfirescu, Literatura română veche, 1402–1647 [Early Romanian literature] vol. 1 (București: Editura Tineretului), 117.

³⁰ Ibid., 22.

³¹ Ştefan Bârsănescu, Istoria pedagogiei româneşti [History of Romanian pedagogy] (București: Societatea Română de Filozofie, 1941).

³² Gheorghe Șincai, Învățătură firească spre surparea superstițiilor norodului [Natural teachings for eliminating the superstitions of the people] (București: Editura Științifică, [1787–1794] 1964), 35.

³³ Gheorghe Lazăr, Scrisori pentru părinți [Letters to parents] (București).

³⁴ Bârsănescu, Istoria pedagogiei româneşti, 58.

³⁵ In a favourable European context, Moldova and Wallachia were united in 1859 by the election of the same ruler, Alexandru Ioan Cuza. The Union of the Romanian Principalities was completed in January 1862, when Moldova and Wallachia formed a unitary state that officially adopted the name of Romania, with its capital city in Bucharest and a single assembly and government. The national component is a constant reference in the pedagogical language and action to the historical background of winning state independence and the transformation of modern Romania into a Kingdom, ruled by the Royal House of Hohenzollern-Sigmaringen. These events prepared the way for the Great Union achieved in 1918, after the end of the First World War. During the interwar period, the administrative unification efforts were extremely important as they were reflected in significant changes to the education system. The monarchy crisis, the ascension of the nationalist movement, and the establishment of the Communist Party were the interwar events that marked Romania’s destiny during and after the Second World War.

³⁶ Iorga, Istoria învăţământului românesc, 67.

³⁷ Mayor of Iași, capital city of Moldavia.

³⁸ Costache Negruzzi, Opere complete [Complete works] vol. 1 (București: Minerva, [1857] 1905), 367.

³⁹ Ion Popescu, Compendiu de pedagogie pentru părinţi, educatori şi toţi bărbaţii de şcoală [Compendium of pedagogy for parents, teachers and all schoolmen] (Sibiu: Tipografia lui S. Filtsch, 1876), 135.

⁴⁰ Ibid., 137.

⁴¹ Ibid.

⁴² Vasile Borgovan, Ionel. Educaţiunea unui bun copil, Carte pentru părinţi şi alţi educatori. Principiile morale şi creştineşti de care trebuie să se conducă părinţii în educaţiunea lor [Ionel. The education of a good child. Book for parents and teachers. Morals and religious norms for parents and their education] (Gherla: Aurora, 1900), 479.

⁴³ Virgil Bărbat, “Exproprierea culturii” [The culture expropriation], Buletinul extensiunii universitare din Cluj III (1926): 13.

⁴⁴ Dimitrie Gusti, Enciclopedia României [Romanian encyclopaedia] vol. I (București: Imprimeria Națională, 1938), 134.

⁴⁵ Ibid.

⁴⁶ Legea învăţământului primar al statului şi învăţământului normal-primar, 1924, derivată din Constituția din 1923 [The Law of Primary and Normal-Primary Education, 1924, derived from the Romanian Constitution, 1923].

⁴⁷ Iosif I. Gabrea, Tineret, tradiție, ideal [Youth, tradition, ideal] (București: Editura Institutului Pedagogic Român, 1930), 20.

⁴⁸ Ibid.

⁴⁹ Gusti, Enciclopedia României, vol. VIII.

⁵⁰ Xenia Costa-Foru, Cercetarea monografică a familiei [Monographic research on the family] (București: Fundația Regelui Mihai I, [1932] 1945), 30.

⁵¹ Ibid., 33.

⁵² Ibid.

⁵³ Ibid., 50.

⁵⁴ The end of the Second World War led to the institution of the communist regime in Romania, through a Stalinisation policy that started with Soviet military occupation and continued with the institution of a government controlled by the communists, the liquidation of historical parties, the forced abdication of King Mihai I in 1947, and the proclamation of the Romanian’s People Republic as a communist state. In the context of the Soviet troops’ withdrawal in 1958, the Romanian communist government initiated several emancipation measures in relation to the USSR. In 1965, Nicolae Ceaușescu became the General Secretary of the Romanian Communist Party, and he was also the country’s head of state from 1967 to the revolution in 1989. The positive public image of the dictator in the 1970s, fuelled by its relatively open approach towards western culture and his somehow dissident and disengaging attitude towards the Soviet Union, but also by the triumphalist propaganda of the party, was met with severe foreign criticism and domestic opposition movements, crushed by various forms of political oppression. From an economic viewpoint, after a quick growth based on external loans oriented towards forced industrialisation and urbanisation, Romania endured a period of deep recession, reflected in the dramatic degradation of daily life, with many privations and austerity, especially at the end of the 1980s.

⁵⁵ Mariana Momanu, Educaţie şi ideologie. O analiză pedagogică a sistemului totalitar comunist [Education and ideology. A pedagogical analysis of the totalitarian communist system] (Iași: Editura Universităţii Alexandru Ioan Cuza, 2005

⁵⁶ Adrian Neculau, “Introduction: La construction d’une nouvelle identité sociale,” in La vie quotidienne en Roumanie sous le communisme, ed. Adrian Neculau (Paris: L’Harmattan, 2008), 9–24.

⁵⁷ The Stakhanovite movement appears in Petre Nemoianu’s story, “Trei luni la Moscova” [Three months in Moscow], published in Veac Nou [New century], in 1945. Alexey Stakhanov proposes a model for productive work, managing, surprisingly, to increase coal production. In order to reward him for his devotion, the first National Conference of “Stakhanovists” in the Soviet Union is organised in the Kremlin with Stalin attending, where the worker is handed his party membership book and receives a medal. In the following years this profile constantly appeared in the pages of Veac Nou.

⁵⁸ C.I. Parhon, "Valoarea socială a științei" [Social Value of the Science], Veac Nou [New Century] I, no. 23, (May, 1945): 6.

⁵⁹ Maria Constantinescu, “Femeia în Uniunea Sovietică” [Women in the Soviet Union], Veac Nou [New Century] I, no. 15 (March 1945): 1.

⁶⁰ Annie Bentoiu, Timpul ce ni s-a dat. Memorii 1944–1947 [The time we were given. Memoirs 1944–1947], vol. I (București: Humanitas, 2007); Annie Bentoiu, Timpul ce ni s-a dat. Memorii 1947–1959 [The time we were given. Memoirs 1947–1959], vol. II (București: Humanitas, 2009).

⁶¹ Luminița Dumănescu, Familia românească în comunism [Romanian family during communism] (Cluj Napoca: Presa Universitară Clujeană, 2012).

⁶² Georgeta Ghebrea, Regim social-politic și viață privată. Familia și politica familială în Romania [Social-political regime and private life. Family and family policy in Romania] (București: Editura Universității din București, 2000).

⁶³ Zoe Petre, “Promovarea femeii sau despre destructurarea sexului feminin” [Promoting women or destroying female sex], in Miturile comunismului românesc [The myths of the Romanian communism], ed. Lucian Boia (Bucureşti: Nemira, 1998), 255–71.

⁶⁴ Ibid.

⁶⁵ Ghebrea, Regim social-politic și viață privată.

⁶⁶ Lavinia Betea, “Interzicerea avorturilor (1966–1989) ca fapt de memorie socială” [Abortion prohibition as a fact of social memory], in Viaţa cotidiană în comunism [Everyday life in communism], ed. Adrian Neculau (Iaşi: Polirom, 2004), 244–64.

⁶⁷ Petre, “Promovarea femeii”.

⁶⁸ Ibid.

⁶⁹ Decree No. 770 from 1966 that prohibits and punishes abortion.

⁷⁰ Adriana Băban, “Construcția socială a sexualității masculine” [Social construction of male sexuality], in Direcţii şi teme de cercetare în studiile de gen din Romania [Research trends and topics in gender studies in Romania], ed. Ionela Baluta and Ioana Cirstocea (București: Colegiul Noua Europa, 2003), 179.

⁷¹ Florin S. Soare, “Ceausescu’s Population Policy: A Moral or an Economic Choice between Compulsory and Voluntary Incentivised Motherhood?,” European Journal of Government and Economics 2, no. 1 (2013): 59–78.

⁷² Brooke R. Johnson, Mihai Horga, and Laurentia Andronache, “Contraception and Abortion in Romania,” The Lancet 341 (1993): 875–8; Gail Kligman, “When Abortion is Banned: The Politics of Reproduction in Ceauşescu’s Romania, and After,” National Council for Soviet and East European Research, https://www.ucis.pitt.edu/nceeer/1992-805-14-Kligman.pdf, (accessed April 2016); Henry P. David and Adriana Băban, “Women’s Health and Reproductive Rights: Romanian Experience,” Patient Education and Counselling 28 (1996): 235–45; Adriana Băban and Henry P. David, “The Impact of Body Politics on Women’s Bodies,” in Women and Men in East European Transition, ed. M. Feischmidt, E. Magyari-Vincze, and V. Zentai (Cluj Napoca: Editura Fundatiei pentru Studii Europene, 1997), 156–70; Gail Kligman, The Politics of Duplicity: Controlling Reproduction in Ceausescu’s Romania (Berkeley: University of California Press, 1998); Adrian Cioroianu, “Ceauşescu, decretul 770/1966 şi generaţia ‘decreţeilor’. Generaţia şi decretul care au schimbat România” [Ceausescu, decree 770/1966 and the generations of the ‘decrees’. The generation and the decree that changed Romania], Geopolitokon (2008), https://geopolitikon.wordpress.com/2008/10/29/ceausescu-decretul-7701966-si-generatia-decreteilor/ (accessed April 2016); Corina Pălăşan, “Caracterul profund restrictiv al politicii nataliste româneşti” [The profoundly restrictive character of the Romanian natalist policy], in Transformarea socialistă. Politici ale regimului comunist între ideologie şi administraţie [Socialist change. Policies of the communist regime between ideology and administration], ed. Ruxandra Ivan (Iaşi: Polirom, 2009), 148–73; Elena Bărbulescu, “Femeia şi avortul în perioada 1966–1989” [Women and abortion during 1966–1989], Anuarul de Istorie Orală [Oral history yearbook] 1 (1998): 177–93; Adriana Baban, “Women’s Sexuality and Reproductive Behaviour in Post-Ceausescu Romania: A Psychological Approach,” in Reproducing Gender: Politics, Publics, and Everyday Life under Socialism, ed. Susan Gal and Gail Kligman (Princeton: Princeton University Press, 2000), 225–56; Lavinia Betea, “Interzicerea avorturilor ca fapt de memorie socială” [Abortion prohibition as a fact of social memory], in Neculau, ed., Viaţa cotidiană în comunism, 244–64; Doboş Corina, Luciana M. Jinga, and Florin S. Soare, eds., Politica Pronatalistă a regimului Ceauşescu 1966–1989. O perspectivă comparativa [The pronatalist politics of the Ceausescu Regime 1966–1989. A comparative approach] (Iaşi: Polirom, 2010); Soare, “Ceausescu’s Population Policy”.

⁷³ Codul principiilor și normelor muncii și vieții comuniștilor, al eticii și echității socialiste [The code of principles and rules of communist life, socialist ethics and equity] (Bucharest, 1974), 23.

⁷⁴ Ibid., 25.

⁷⁵ Mihaela Miroiu, “Communism Was a State Patriarchy Not State Feminism,” Aspasia 1 (2007): 197–201.

⁷⁶ Dumănescu, Familia românească în comunism.

⁷⁷ Ibid.

⁷⁸ Women’s National Council from RSR, Responsabilitatea moral-socială a părinților în societatea socialistă [Parents’ moral and social responsibility in the socialist cociety] (București, 1965).

⁷⁹ Stănciulescu, Sociologia educatiei familiale, vol. II, 151.

⁸⁰ Luminița Ghivirigă and Mioara Dulfu, Sistemul activității școlii cu familia [Activities between school and family] (București: E.D.P., 1963); Mihai Ghivirigă, Ritmuri zilnice (organizarea regimului de viață în familiile cu mai mulți copii) [Every day rhythms (life in families with more children)] (București: E.D.P., 1967); Petre Bărbulescu, Costin Ștefănescu, and Leon Țopa, Tineretul și familia. Coordonate principale ale pregătirii tineretului pentru viața de familie [Youth and family. Main coordinates for youth training for family life] (București: Editura Politică, 1970); Dumitru Salade, Familia – problemă socială a contemporaneității [Family – social problem of the present] (Cluj-Napoca: Dacia, 1972); Emilia Bătrânu, Educația în familie [Education within the family] (București: Editura Politică, 1980); Silvia Dumitrașcu, “Familia și educația elevilor” [Family and pupils’ education], in Pedagogie. Ghid pentru profesori, Ediția a II-a revăzută și îmbogățită [Pedagogy. A guide for teachers], 2nd ed., ed. George Văideanu (Iași: Editura Universității “Alexandru Ioan Cuza”, 1986).

⁸¹ Ana Tucicov-Bogdan, Silvestru Patița and Nicolae Radu, Activitatea educativă pionerească [Educational activity of the pioneers] (București: Editura Politică, 1969); Petre Bărbulescu, Bazele psihopedagogice ale activității pionierești [Psychopedagogical basis of the pioneering activity] (București: Editura Politică, 1970); Statutul Organizației “Șoimii Patriei” [The status of the organisation “The Patriotic Hawks”] (București: Editura Politică, 1976).

⁸² Ibid., 152.

⁸³ Petre Bărbulescu et al., Tineretul și familia, 39.

⁸⁴ Ibid.

⁸⁵ Ibid.

⁸⁶ Emilia Bătrânu, Educația în familie, 7.

⁸⁷ Ibid., 102.

⁸⁸ Cristina Boboc, Emilia Ţițan, and Daniela Todose, “Romanian Labour Market: Vulnerable Persons and Vulnerabilities,” Romanian Statistical Review 5 (2011): 55–68.

⁸⁹ The transition process from a centralised economy to a functional market economy was paralleled by the socio-political transition from totalitarianism to democracy, with implications in the perception of the individual, family, and community, but also the public–private binomial from the perspective of personal autonomy as opposed to implicit and explicit social norms. The social costs of economic transition processes were especially tough for disadvantaged families, while the polarisation and (slow) improvement of social services still has an impact on the entire Romanian society. In the second decade of this century we can observe an ascending economic trend, tempered by the 2009–2010 crisis that affected both social services and the somewhat fragile support mechanisms for vulnerable families.

⁹⁰ See psychological and sociological works previously referenced, as well as: Iolanda Mitrofan and Nicolae Mitrofan, Familia de la A- la Z. Mic dicționar al vieții de familie [Family from A to Z. Little dictionary of family life] (București: Editura Științifică, 1991); Petru Iluţ, Familia-cunoaştere şi asistenţă [Family, knowledge and support] (Cluj-Napoca: Editura Argonaut, 1995); F. Druţă, Psihosociologia familiei [Family psychosociology] (București: Editura Didactică şi Pedagogică, 1998); Raluca Popescu, Introducere în sociologia familiei. Familia Românească în societatea contemporană [Introduction to family sociology. The Romanian family in contemporary society] (Iași: Polirom, 2009).

⁹¹ See Lucia Ciochină and Constantin Iftime, O viziune asupra vieții [A vision on life] (București: Provita Media, 2003, http://www.provitabucuresti.ro/docs/biblio/ProVita%20Media%20-%20O%20viziune%20asupra%20vietii.pdf (accessed April, 2016).

⁹² See Romanian Ministry of Health, “Studiul sănătății reproducerii România, 2004” [The state of reproductive health in Romania, 2004], http://www.unicef.org/romania/ro/Studiul_Sanatati_Reproducerii.pdf (accessed April, 2016).

⁹³ Ghebrea, Regim social-politic și viață privată.

⁹⁴ See UNICEF Programs and Development and Population Activities Center in the United States.

⁹⁵ The Education for Health initiative is part of the national programme “Education for Health in Romanian Schools”; it aims at “promoting accurate knowledge on various aspects of health and at training skills and attitudes necessary for a responsible and healthy conduct” (p. 2, Annex to the Minister’s Order No. 4496 / 11.08.2004), http://www.edu.ro/download/edsan112.pdf (accessed April, 2016). Although the name of this module inspired by the Youth for Youth Programme involves goals and content associated with sex education, in fact it also covers other elements of family life skills: gender and family roles; the feeling of love and attachment to the family; factors that determine the involvement/lack of involvement in interpersonal relations; domestic violence; communication and responsibility in family life; and parenting, etc.

⁹⁶ The paper by Mihaela Ionescu, Simona Velea, Laura Grunberg, Steliana Fumărel, and Laura Ciolan, discusses topics related to the family and child laws, gender messages, rules for raising and caring for children aged between zero and seven or eight years, the role of games in a child’s life, parents’ status and roles, family crisis/conflicting situations, and household economy.

⁹⁷ See Adrian Lemeni, ed., Repere ale educaţiei creştine în teologia Sfântului Ioan Gură de Aur, actualizate în relaţia Biserică-Familie-Şcoală din contextul contemporan [Highlights of a Christian education in the theology of Saint John Chrysostom updated in the church–family–school relationship in the contemporary context] (București: Basilica, 2015).

⁹⁸ Stere Stavrositu, Familia: arta decenței în familie și societate, arta de aranjare și servire a meselor, arta gastronomică de familie [Family. The art of family decency, the art of arranging and serving meals, family gourmet art] (Constanța: Fundația Arta Serviciilor în Turism, 2008).

⁹⁹ See Emilia Săulescu, Bune practici pentru învățarea în familie prin intermediul Web 2.0 [Good practices for learning within the family with Web 2.0] (Iași: PIM, 2010).

¹⁰⁰ For a review, see Stefan Cojocaru and Daniela Cojocaru, Educația parentală în România [Parental education in Romania] UNICEF & Holt Romania (Buzău: Alpha MDN, 2011).

¹⁰¹ Gail Kligman, “The Social Legacy of Communism: Women, Children, and the Feminization of Poverty,” in The Social Legacy of Communism, ed. James Millar and Sharon Wolchik (Cambridge: Woodrow Wilson Center and Cambridge University Press, 1994), 252–70.

¹⁰² Mihaela Miroiu, Societatea retro [The retro society] (București: Editura Trei, 1999).

¹⁰³ See Ioan Bontaș, Tratat de pedagogie [Treaty of pedagogy] (București: Editura All, 2008); Constantin Cucoș, Pedagogie [Pedagogy], 3rd ed. (Iași: Polirom, 2014).

¹⁰⁴ See Mihaela Ionescu and Elisabeta Negreanu, eds., Educația în familie. Repere și practici actuale [Education in family. Current landmarks and practices] (București: Institutul de Științe ale Educației, Editura Cartea Universitară, 2006).

¹⁰⁵ Raluca Popescu, Introducere în sociologia familiei. Familia românească în societatea contemporană [Introduction in Romanian sociology. Romanian familiy in the contemporary society] (Iași: Polirom, 2009), 102.

¹⁰⁶ Trond Gilberg, “Rural Transformation in Romania,” in The Peasantry of Eastern Europe, vol. II, 20th Century Developments, ed. Ivan Volgyes (New York: Pergamon, 1979), 72–122.

¹⁰⁷ Adriana Băban, “Construcția socială a sexualității masculine,” 179–203.

¹⁰⁸ See the FLE content explicitly named by Ion Holban – “raising children, household organisation and fulfilment of obligations” – in the study of “Domeniul educației permanente” [Lifelong education fields], Stanciu Stoian, Domenii ale pedagogiei [Pedagogy fields] (București: Editura Didactică și Pedagogică, 1983), 107.

¹⁰⁹ E. Ketting and C. Winkelmann, “New Approaches to Sexuality Education and Underlying Paradigms,” Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz 56, no. 2 (2013): 250–5.