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When we speak of diversity we must acknowledge its existence and understand the meanings and values of the existence of diversity. There are around 23 ethnic groups living in Romania and the school has the role of creating an open environment, the members of the school community (students, teachers and other school staff) must develop their multicultural competencies not only in theory, but in practice as well, starting from explicit discussions on the cultural influences present into the society, a series of values and attitudes such as respect for diversity, flexibility, freedom of thinking, social responsibility, civic responsibility, social cohesion, freedom being promoted in the school environment. All these values and attitudes may be promoted within a formal frame by the active-participative methods, as well as by a series of non-formal activities, with the purpose of increasing the class group cohesion and of accepting the diversity by promoting the acceptance of the other as being another, without renouncing our own identity (that of Romanian, Hungarian, Gipsy, Serbian, Bulgarian etc.) but we must nevertheless accede to other types of more comprehensive identities such as European citizen, citizen of the world. [ABSTRACT FROM AUTHOR]

When we speak of diversity we must acknowledge its existence and understand the meanings and values of the existence of diversity. There are around 23 ethnic groups living in Romania and the school has the role of creating an open environment, the members of the school community (students, teachers and other school staff) must develop their multicultural competencies not only in theory, but in practice as well, starting from explicit discussions on the cultural influences present into the society, a series of values and attitudes such as respect for diversity, flexibility, freedom of thinking, social responsibility, civic responsibility, social cohesion, freedom being promoted in the school environment. All these values and attitudes may be promoted within a formal frame by the active-participative methods, as well as by a series of non-formal activities, with the purpose of increasing the class group cohesion and of accepting the diversity by promoting the acceptance of the other as being another, without renouncing our own identity (that of Romanian, Hungarian, Gipsy, Serbian, Bulgarian etc.) but we must nevertheless accede to other types of more comprehensive identities such as European citizen, citizen of the world. [ABSTRACT FROM AUTHOR]

A visit to the museum stimulates the need for exploration, the development of cognitive emotions and feelings. In order to get the attention of students during the process of teaching and learning of history the teacher must use some surprise elements of effect and contrast. It is recommended for the teacher to use what the history museum has to offer as a non-formal educational environment which can be visited with the students. The explanations given during the visit help the students in creating a very suggestive representation of a historic reality from a certain epoch and thus coming in direct contact with objects and historical, ethnographic and numismatic relics which, in fact, illustrate the reality and content of certain historical acts and events. When there is no museum in the area where the school is located, the teacher must obtain a few graphic representations together with the members of the school community, especially together with the students, collections which can be displayed at the school museum. Creating a school museum can determine students to become more active and responsible in relation to the community's cultural patrimony and thus leading to a series of advantages for the civic dimension of teaching history in schools. [ABSTRACT FROM AUTHOR]