{"id":11058,"date":"2025-10-08T17:34:34","date_gmt":"2025-10-08T14:34:34","guid":{"rendered":"https:\/\/tischool.ro\/?p=11058"},"modified":"2025-10-10T10:09:00","modified_gmt":"2025-10-10T07:09:00","slug":"de-ce-scoala-nu-poate-suplini-educatia-din-familie","status":"publish","type":"post","link":"https:\/\/tischool.ro\/en\/2025\/10\/08\/de-ce-scoala-nu-poate-suplini-educatia-din-familie\/","title":{"rendered":"De ce \u0219coala nu poate suplini educa\u021bia din familie"},"content":{"rendered":"

\u00cen fiecare an, pe 5 octombrie, <\/span>se<\/span> celebreaz\u0103 <\/span>Ziua <\/span>Mondi<\/span>al\u0103 a <\/span>Educa\u021biei.<\/span><\/strong> Este <\/span>un moment potrivit <\/span>p<\/span>entru a privi realist spre rolul \u0219colii, al familiei \u0219i al societ\u0103\u021bii \u00een educa\u021bia copiilor no\u0219tri.<\/span><\/p>\n

Educa\u021bia nu este o misiune singular\u0103. Este o alian\u021b\u0103 \u00eentre \u0219coal\u0103 \u0219i familie, iar cercet\u0103rile la nivel mondial o confirm\u0103 f\u0103r\u0103 echivoc: oric\u00e2t de bun ar fi sistemul de \u00eenv\u0103\u021b\u0103m\u00e2nt \u0219i oric\u00e2t de preg\u0103ti\u021bi ar fi profesorii, \u0219coala nu poate suplini lipsa educa\u021biei din familie<\/span>.<\/span> [1]<\/span><\/p>\n

\u00cenv\u0103\u021b\u0103m\u00e2ntul rom\u00e2nesc<\/span><\/strong><\/h2>\n

Rom\u00e2nia are, negre\u0219it, profesori dedica\u021bi \u0219i elevi talenta\u021bi, dar sistemul \u00een ansamblu se confrunt\u0103 cu probleme cronice, confirmate de rapoartele OCDE<\/span> [<\/span>2<\/span>]<\/span>,<\/span> UNESCO \u0219i de speciali\u0219ti rom\u00e2ni \u00een educa\u021bie:<\/span><\/p>\n

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\n
\u2022<\/span>\u00a0<\/span>Subfinan\u021bare \u0219i infrastructur\u0103 precar\u0103.<\/span><\/strong> Educa\u021bia rom\u00e2neasc\u0103 prime\u0219te \u00een continuare sub 4% din PIB, fa\u021b\u0103 de o medie european\u0103 mai ridicat\u0103; subfinan\u021barea se reflect\u0103 \u00een dot\u0103ri, servicii de sprijin \u0219i formare continu\u0103<\/span>.<\/span> [3]<\/span>,<\/span> [<\/span>4<\/span>]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Rezultate academice \u00eengrijor\u0103toare.<\/span><\/strong> Aproape jum\u0103tate dintre elevii rom\u00e2ni de 15 ani nu ating nivelul minim de competen\u021b\u0103 la citire, matematic\u0103 \u0219i \u0219tiin\u021be<\/span>.<\/span> [<\/span>5<\/span>]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Abandon \u0219colar ridicat.<\/span><\/strong> Rata p\u0103r\u0103sirii timpurii a \u0219colii se men\u021bine printre cele mai mari din Uniunea European\u0103<\/span>,<\/span> copiii din medii vulnerabile <\/span>fiind<\/span> cei mai expu\u0219i<\/span>.<\/span> [<\/span>6<\/span>]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Inechit\u0103\u021bi profunde \u00eentre urban \u0219i rural.<\/span><\/strong> Diferen\u021bele de acces la profesori califica\u021bi, transport \u0219i resurse educa\u021bionale genereaz\u0103 decalaje consistente de performan\u021b\u0103<\/span>.<\/span> [<\/span>7<\/span>]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Criza de profesori.<\/span><\/strong> Statutul, salarizarea \u0219i \u00eemb\u0103tr\u00e2nirea corpului didactic alimenteaz\u0103 deficitul de cadre calificate<\/span>,<\/span> inclusiv \u00een \u0219colile performante<\/span>.<\/span> [3]<\/span>, <\/span>[7]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Un sistem care inhib\u0103 g\u00e2ndirea creativ\u0103.<\/span><\/strong> Rom\u00e2nia se afl\u0103 \u00een coada Europei la g\u00e2ndire creativ\u0103<\/span>.<\/span> [8]<\/span> Ovidiu P\u00e2ni\u0219oar\u0103<\/span>,<\/span><\/strong> directorul Departamentului de Formare a Profesorilor de la Facultatea de <\/span>Psihologie \u0219i \u0218tiin\u021bele Educa\u021biei, de la Universitatea din Bucure\u0219ti, <\/span>atrage aten\u021bia c\u0103 nu elevii sunt lipsi\u021bi de imagina\u021bie, ci modul de evaluare descurajeaz\u0103 ini\u021biativa: elevii sunt antrena\u021bi s\u0103 reproduc\u0103, nu s\u0103 creeze<\/span>.<\/span>
\u00cen timp ce peste 60% dintre meseriile viitorului nu au fost \u00eenc\u0103 inventate, \u0219coala <\/span>rom\u00e2neasc\u0103 <\/span>r\u0103m\u00e2ne centrat\u0103 pe memorare \u0219i standardizare excesiv\u0103<\/span>.<\/span><\/div>\n

\u201eDac\u0103 mediul pe care \u00eel furniz\u0103m este unul reproductiv, elevii se vor ralia acestei maniere necreative. Creativitatea nu dispare, dar se atrofiaz\u0103 \u00eentr-un sistem care o penalizeaz\u0103.\u201d <\/span>[9]<\/span><\/p>\n<\/div>\n<\/div>\n

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\u2022<\/span>\u00a0<\/span>Lipsa unei <\/span>viziuni coerente<\/span><\/strong> amplific\u0103 problema: reformele sunt fragmentare, reactive, f\u0103r\u0103 un principiu unificator; schimb\u0103m planuri, nu <\/span>profilul absolventului<\/span><\/strong> urm\u0103rit<\/span>.<\/span>
Aceste constat\u0103ri arat\u0103 c\u0103 problemele \u0219colii rom\u00e2ne\u0219ti nu \u021bin doar de resurse, ci mai ales de <\/span>filosofia educa\u021bional\u0103<\/span><\/strong>: ce \u0219i cum alegem s\u0103 cultiv\u0103m \u2014 obedien\u021b\u0103 sau g\u00e2ndire liber\u0103, competi\u021bie steril\u0103 sau curiozitate autentic\u0103.<\/span><\/div>\n<\/div>\n<\/div>\n

Rolul \u0219colii \u0219i al profesorului<\/span><\/strong><\/h2>\n

Rolul \u0219colii moderne nu se limiteaz\u0103 la transmiterea de informa\u021bii, ci presupune formarea g\u00e2ndirii critice, a competen\u021belor sociale \u0219i a valorilor morale<\/span>.<\/span> [1<\/span>0<\/span>]<\/span> \u0218coala este locul unde copiii \u00eenva\u021b\u0103 nu doar <\/span>ce s\u0103 g\u00e2ndeasc\u0103<\/em><\/span>, ci <\/span>cum s\u0103 g\u00e2ndeasc\u0103<\/em><\/span>; ofer\u0103 siguran\u021b\u0103, structur\u0103, sens \u0219i apartenen\u021b\u0103.<\/span><\/p>\n

Profesorul <\/span>nu poate r\u0103m\u00e2ne doar<\/span> un specialist \u00een disciplin\u0103<\/span>, ci trebuie s\u0103 fie<\/span> \u0219i <\/span>mentor, ghid \u0219i model de integritate. Studiile arat\u0103 c\u0103 profesorii cu impact real<\/span>:<\/span><\/p>\n

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\n
\u2022<\/span>\u00a0<\/span>au competen\u021b\u0103 profesional\u0103 solid\u0103 \u0219i adapteaz\u0103 con\u021binutul la nevoile elevilor;<\/span><\/div>\n<\/div>\n
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\u2022<\/span>\u00a0<\/span>cultiv\u0103 empatia \u0219i un climat de cooperare \u00een clas\u0103;<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>practic\u0103 reflexivitatea \u0219i \u00eenv\u0103\u021barea continu\u0103;<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>colaboreaz\u0103 cu p\u0103rin\u021bii \u0219i comunitatea.<\/span> [1<\/span>1<\/span>]<\/span><\/div>\n<\/div>\n<\/div>\n

Sistemele de top (Finlanda, Canada) pun accent pe profesionalizarea riguroas\u0103 \u0219i autonomia profesorului, ceea ce sus\u021bine at\u00e2t performan\u021ba academic\u0103, c\u00e2t \u0219i educa\u021bia caracterului<\/span>.<\/span> [1<\/span>2<\/span>]<\/span><\/p>\n

Rolul familiei \u2013 fundamentul invizibil al reu\u0219itei<\/span><\/strong><\/h2>\n

Cercet\u0103rile interna\u021bionale (OCDE<\/span> [1<\/span>3<\/span>]<\/span>,<\/span> APA<\/span> [1<\/span>4<\/span>]<\/span>,<\/span> UNESCO<\/span> [1]<\/span>) sunt unanime: familia are un rol decisiv \u00een succesul copiilor, at\u00e2t academic, c\u00e2t \u0219i personal<\/span>.<\/span><\/p>\n

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\u2022<\/span>\u00a0<\/span>Copiii cu p\u0103rin\u021bi implica\u021bi \u2014 lectur\u0103 \u00eempreun\u0103, rutine, dialog despre \u0219coal\u0103, sprijin emo\u021bional \u2014 ob\u021bin rezultate mai bune, sunt mai motiva\u021bi \u0219i mai echilibra\u021bi.<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Elevii care au conexiuni regulate cu familia (de ex., masa zilnic\u0103 \u00eempreun\u0103 \u0219i discu\u021bii despre ziua de \u0219coal\u0103) tind s\u0103 aib\u0103 scoruri mai mari la evalu\u0103ri interna\u021bionale, independent de venituri.<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>\u00cen schimb, lipsa aten\u021biei, a modelelor morale sau a sprijinului emo\u021bional las\u0103 goluri pe care \u0219coala, oric\u00e2t ar \u00eencerca, nu le poate umple.<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Filosofia de via\u021b\u0103 a p\u0103rin\u021bilor \u2014 atitudinea fa\u021b\u0103 de munc\u0103, e\u0219ec, respect, bun\u0103tate \u2014 se imprim\u0103 profund \u00een personalitatea copilului; copiii imit\u0103 comportamente, nu discursuri.<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Studiile longitudinale (Studiul Grant \u2013 Harvard<\/span> [1<\/span>5<\/span>]<\/span>) arat\u0103 limpede: <\/span>rela\u021biile calde \u0219i stabile din copil\u0103rie au un impact major asupra fericirii, s\u0103n\u0103t\u0103\u021bii \u0219i reu\u0219itei la maturitate<\/span>.<\/span><\/strong><\/div>\n

.<\/span><\/span><\/p>\n<\/div>\n<\/div>\n

Perspectiva moral-cre\u0219tin\u0103 \u00een procesul educa\u021bional<\/span><\/strong><\/h2>\n

Numeroase cercet\u0103ri indic\u0103 beneficiile unei educa\u021bii moral-cre\u0219tine:<\/span><\/p>\n

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\n
\u2022<\/span>\u00a0<\/span>Bun\u0103stare \u0219i s\u0103n\u0103tate mintal\u0103 superioare<\/span><\/strong> la v\u00e2rsta adult\u0103 pentru tinerii cu religiozitate \u00een copil\u0103rie (participare la servicii religioase, rug\u0103ciune, practici familiale) <\/span>[1<\/span>6<\/span>]<\/span>.<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>Mai pu\u021bine comportamente de risc<\/span><\/strong> \u00een adolescen\u021b\u0103: consumul de droguri mai rar (\u2248\u221233%) \u0219i comportamente sexuale riscante mai pu\u021bine (\u2248\u221240%) la tinerii crescu\u021bi cu practici religioase constante<\/span>.<\/span> [1<\/span>7<\/span>]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>N<\/span>iveluri mai ridicate<\/span> ale <\/span>altruism<\/span>ului<\/span> \u0219i spirit<\/span>ului<\/span> civic<\/span><\/strong>: <\/span>p<\/span>robabilitate mai mare de voluntariat (\u2248+29%) \u0219i implicare comunitar\u0103 sporit\u0103; la nivel interna\u021bional, religiozitatea activ\u0103 se asociaz\u0103 cu fericire mai ridicat\u0103 \u0219i implicare civic\u0103 <\/span>[<\/span>18<\/span>]<\/span>.<\/span><\/div>\n<\/div>\n
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\u2022<\/span>\u00a0<\/span>Reglarea emo\u021bional\u0103 \u0219i dezvoltarea cognitiv\u0103 <\/span><\/strong>sunt influen\u021bate pozitiv de contextul familial spiritual, exist\u00e2nd corela\u021bii \u00eentre <\/span>religiozitatea parental\u0103 \u0219i func\u021bionarea re\u021belelor cerebrale implicate \u00een autoreglare, aten\u021bie \u0219i empatie \u00een perioada preadolescen\u021bei.<\/span> [<\/span>19<\/span>]<\/span><\/div>\n<\/div>\n
\n
\u2022<\/span>\u00a0<\/span>I<\/span>nfluen\u021ba pozitiv\u0103 asupra s\u0103n\u0103t\u0103\u021bii mintale <\/span><\/strong>este mai puternic\u0103 \u00een familiile caracterizate prin sprijin, echilibru \u0219i practici religioase.<\/span> [<\/span>19<\/span>]<\/span><\/div>\n<\/div>\n
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\u2022<\/span>\u00a0<\/span>Comportamente<\/span>le<\/span> prosociale <\/span>\u0219i sentiment<\/span>ul<\/span> de apartenen\u021b\u0103<\/span><\/strong> sunt <\/span>mai puternic<\/span>e<\/span> \u00een r\u00e2ndul elevilor din \u0219coli cu profil confesional, comparativ cu \u0219coli laice<\/span>.<\/span> (<\/span>D<\/span>ate <\/span>din <\/span>Rom\u00e2nia) <\/span>[2<\/span>1<\/span>]<\/span><\/div>\n<\/div>\n<\/div>\n

Aceste efecte nu provin din dogm\u0103, ci din claritatea reperelor morale (onestitate, responsabilitate, compasiune, iertare) \u0219i din sprijinul comunitar pe care familia \u0219i mediul religios \u00eel ofer\u0103 copilului<\/span>.<\/span> Acolo unde p\u0103rin\u021bii tr\u0103iesc aceste valori, copiii cresc nu doar mai disciplina\u021bi, ci \u0219i mai empatici, mai motiva\u021bi \u0219i mai ferici\u021bi.<\/span><\/p>\n

Educa\u021bia \u2013 o responsabilitate \u00eemp\u0103r\u021bit\u0103<\/span><\/strong><\/h2>\n

\u0218coala formeaz\u0103 competen\u021be. Familia formeaz\u0103 caractere.<\/span><\/strong>
Profesorul poate inspira, dar nu poate \u00eenlocui ceea ce lipse\u0219te acas\u0103: afec\u021biunea, modelele morale, sentimentul de siguran\u021b\u0103.<\/span>
Acolo unde p\u0103rin\u021bii \u0219i profesorii colaboreaz\u0103, rezultatele cresc vizibil; programele <\/span>\u0219coal\u0103\u2013familie\u2013comunitate<\/em><\/span> reduc abandonul \u0219i sporesc motiva\u021bia.<\/span><\/p>\n


De <\/span>Ziua Interna\u021bional\u0103 a <\/span>Educa\u021biei<\/span><\/strong>, merit\u0103 s\u0103 ne amintim c\u0103 \u0219coala nu este un substitut al familiei, ci partenerul ei<\/span>.<\/span><\/p>\n

Educa\u021bia \u00eencepe acas\u0103 \u2014 prin exemplu, iubire \u0219i interes real pentru via\u021ba copilului.<\/span>
Profesorii pot ghida \u0219i aprinde curiozitatea, dar focul interior al \u00eenv\u0103\u021b\u0103rii se aprinde \u00een familie.

<\/span><\/p>\n

Bibliografie <\/span><\/strong><\/em><\/p>\n

[1] <\/span>UNESCO. (2021). <\/span>Reimagining our futures together: A new social contract for education.<\/em><\/span> UNESCO Publishing.<\/span><\/p>\n

[2] <\/span>Organisation<\/span> for Economic Co-operation and Development (OECD). (2023). <\/span>Education and skills in Romania.<\/em><\/span> OECD Publishing. <\/span>https:\/\/www.oecd.org\/en\/publications\/education-and-skills-in-romania_594cbb5d-en.html<\/span><\/a><\/p>\n

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[<\/span>6<\/span>] <\/span>Eurostat. (2024). <\/span>Early leavers from education and training.<\/em><\/span> Eurostat. <\/span>https:\/\/ec.europa.eu\/eurostat\/statistics-explained\/index.php?title=Early_leavers_from_education_and_training<\/span><\/a><\/p>\n

[<\/span>7<\/span>] <\/span>Manea, S. (2023). <\/span>Inechitatea educa\u021bional\u0103 \u00een sistemul de \u00eenv\u0103\u021b\u0103m\u00e2nt rom\u00e2nesc.<\/em><\/span> ResearchGate. <\/span>https:\/\/www.researchgate.net\/publication\/391482288_Inechitatea_educationala_in_sistemul_de_invatamant_romanesc<\/span><\/a><\/p>\n

[8] <\/span>Organisation for Economic Co-operation and Development (OECD). (2024). <\/span>PISA 2022 results (Volume III): Creative thinking.<\/em><\/span> OECD Publishing. <\/span>https:\/\/www.oecd.org\/en\/publications\/pisa-2022-results-volume-iii_765ee8c2-en.html<\/span><\/a><\/p>\n

[9] <\/span>RFI Rom\u00e2nia. (2024, iunie 19). <\/span>Interviu cu prof. univ. dr. Ovidiu P\u00e2ni\u0219oar\u0103 despre creativitate \u0219i evaluare.<\/em><\/span> RFI Rom\u00e2nia. <\/span>https:\/\/romania.europalibera.org\/a\/analfabetism-functional-scoli-romania\/31854547.html<\/span><\/a><\/p>\n

[1<\/span>0<\/span>] <\/span>Organisation for Economic Co-operation and Development (OECD). (2019). <\/span>OECD future of education and skills 2030: Attitudes and values for 2030 (concept note).<\/em><\/span> OECD Publishing. <\/span>https:\/\/www.oecd.org\/content\/dam\/oecd\/en\/about\/projects\/edu\/education-2040\/concept-notes\/Attitudes_and_Values_for_2030_concept_note.pdf<\/span><\/a><\/p>\n

[1<\/span>1<\/span>] <\/span>UNESCO. (1996). <\/span>Learning: The treasure within \u2013 Report to UNESCO of the International Commission on Education for the Twenty-first Century (Delors report).<\/em><\/span> UNESCO Publishing. <\/span>https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000109590<\/span><\/a><\/p>\n

.<\/span><\/span>[12] Organisation for Economic Co-operation and Development (OECD). (2025). <\/span>Education at a glance 2025: Country notes \u2013 Canada.<\/em><\/span> OECD Publishing. <\/span>https:\/\/www.oecd.org\/en\/publications\/education-at-a-glance-2025_1a3543e2-en\/canada_a2529d00-en.html<\/span><\/a><\/p>\n

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[1<\/span>6<\/span>] <\/span>Chen, Y., & VanderWeele, T. J. (2018). <\/span>Religious upbringing in childhood and well-being in early adulthood.<\/em><\/span> Harvard T.H. Chan School of Public Health. <\/span>https:\/\/hsph.harvard.edu\/news\/religious-upbringing-adult-health\/<\/span><\/a><\/p>\n

[1<\/span>7<\/span>] <\/span>Hamm, J., Zimmer, Z., & Ofstedal, M. B. (2024). <\/span>Linking multi-dimensional religiosity in childhood and later-life health.<\/em><\/span> Research on Aging, 47<\/em><\/span>(2), 91\u2013102. <\/span>https:\/\/pubmed.ncbi.nlm.nih.gov\/39089867\/<\/span><\/a><\/p>\n

[<\/span>18<\/span>] <\/span>Pew Research Center (2020). <\/span>The Religion and Happiness Connection<\/em><\/span> \/ <\/span>Religion and Well-Being. <\/em><\/span>https:\/\/www.pewresearch.org\/religion\/2019\/01\/31\/religions-relationship-to-happiness-civic-engagement-and-health-around-the-world\/<\/em><\/span><\/a><\/p>\n

[<\/span>19<\/span>] <\/span>Brooks, S. J., et al. (2022). <\/span>Parental religiosity is associated with changes in youth functional network organization and cognitive performance in early adolescence.<\/em><\/span> Scientific Reports, 12,<\/em><\/span> 17843. <\/span>https:\/\/doi.org\/10.1038\/s41598-022-22299-6<\/span><\/a><\/p>\n

[2<\/span>0<\/span>] <\/span>Shodiq, S. F., Makrufi, A. D., Dahliyana, A., Putri Valencia, N. P., Fadhila, V. A., Nurunisa, A., Limason, N., & Goselfa, F. (2025). <\/span>The impact of religious education in mitigating the effects of family environment on students\u2019 mental health.<\/em><\/span> Frontiers in Education, 10,<\/em><\/span> 1523461.<\/span>
https:\/\/www.frontiersin.org\/journals\/education\/articles\/10.3389\/feduc.2025.1523461\/full<\/span><\/a><\/p>\n

[2<\/span>1<\/span>] <\/span>Coman, C., Neagoe, A., Onaga, F. M., Bularca, M. C., Otovescu, D., Otovescu, M. C., Talp\u0103, N., & Popa, B. (2024). <\/span>How religion shapes the behavior of students: A comparative analysis between Romanian confessional and non-confessional schools.<\/em><\/span> Frontiers in Education, 9,<\/em><\/span> 1358429. <\/span>https:\/\/www.frontiersin.org\/journals\/education\/articles\/10.3389\/feduc.2024.1358429\/full<\/span><\/a><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00cen fiecare an, pe 5 octombrie, se celebreaz\u0103 Ziua Mondial\u0103 a Educa\u021biei. Este un moment potrivit pentru a privi realist spre rolul \u0219colii, al familiei \u0219i al societ\u0103\u021bii \u00een educa\u021bia copiilor no\u0219tri. Educa\u021bia nu este o misiune singular\u0103. Este o alian\u021b\u0103 \u00eentre \u0219coal\u0103 \u0219i familie, iar cercet\u0103rile la nivel mondial o confirm\u0103 f\u0103r\u0103 echivoc: oric\u00e2t […]<\/p>\n","protected":false},"author":4,"featured_media":11063,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"[]"},"categories":[31],"tags":[],"ppma_author":[84],"class_list":["post-11058","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articole"],"authors":[{"term_id":84,"user_id":4,"is_guest":0,"slug":"arcadia","display_name":"Arcadia Solum","avatar_url":{"url":"https:\/\/tischool.ro\/wp-content\/uploads\/2025\/10\/arcadia-solum.jpg","url2x":"https:\/\/tischool.ro\/wp-content\/uploads\/2025\/10\/arcadia-solum.jpg"},"0":null,"1":"","2":"","3":"","4":"","5":"","6":"","7":"","8":""}],"_links":{"self":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts\/11058","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/comments?post=11058"}],"version-history":[{"count":23,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts\/11058\/revisions"}],"predecessor-version":[{"id":11095,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/posts\/11058\/revisions\/11095"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/media\/11063"}],"wp:attachment":[{"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/media?parent=11058"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/categories?post=11058"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/tags?post=11058"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tischool.ro\/en\/wp-json\/wp\/v2\/ppma_author?post=11058"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}