U N IVERSITATEA

DIN ORADEA
DEPARTAMENTUL PENTRU PREG Ă TIREA
PERSONALULUI DIDA(TIC

EDUCATIA OMULUI DE;

;»FNTRLI LUMPA nF MÂII

-IlKi
 UNIVERSITY OF ORADEA

EDUCATIA OMULUI DE AZI A

PENTRU LUMEA DE MÂINE

HUMAN EDUCATION TODAY

FOR TOMORROWS WORLD

No. 13, NOVEMBER 2016

UCURE Ş 1

ProUniversitaria Publishing House

 This volume contains some of the scientific communications presented at the Sciei
Session ofthe Human Education Today For Tomorrows World in the year 2015, orgar
by The Teacher Training Department ofthe University ofOradea.
Each author assumes responsibility for the content included in the volume.

Cover Art: University ofOradea

Editorial address
UNIVERSITY OF ORADEA
No. 1, University Street, Oradea, 410087

Annual magazine
Contact: No.1, University Street, Oradea, Bihor County, code 410087, Romania
Tel.: +40 259 408 148: Fax: +40 250 408 148
E-mail: marinescum54yahoo.com ; fe1ixange1popescugmai1.com

ISSN: ISSN 1843-9985

 TABLE OF CONTENT

SECTIONI
- INTERDISCIPLINARY APPROACHES TO EDUCATION -

ACTIVATION METHODS OF STUDENTS IN LECTURES........................................................13

Mariana Marinescu, Mihai Botea
PUBLIC FINANCING OF SCHOOLS AND UNIVERSITIES ACROSS EUROPEAN UNION
MEMBER STATES: STATISTICS, NECESSITIES ANI) DIFFICULTIES ................................ 19
Felix-Angel Popescu
PREMISES OF RELIGION INTEGRATION IN THE CONTEXT OF RATIONAL EMOTIVE
AND BEHAVIORAL THERAPY...................................................................................................... 25
Ovidiu Teofil Roman
PEDAGOGY - THE RIS1NG AND EDUCATING OF CHILDREN AS REFLECTED IN
PREHISTORIC INDO-EUROPEAN THINKING...........................................................................29
Şerban George Paul Drugaş
ROMÂNIA AND EUROPEAN DIMENSION OF EDUCATION AND TEACHING..................38
Ionuţ Vlădescu
ECO-BIO-ECONOMY: NEW-CONCEPT IN HEALTH AND ECOLOGICAL EDUCATION44
Adriana Petruş-Vancea
FIGHTING AGAINST DRUGS CONSUMPTION THROUGH SCHOOL EDUCATION........48
Georgeta Florina Iorga
CASE STUDY. STUDENT WITH CHAOTIC AND NEGATIVISTIC BEFIAVIOR, WITH
ELEMENTSOF AUTISM..................................................................................................................53
Crina Drugaş

SECTION 11
- THE NEW EDUCATION IN THE KNOWLEDGE SOCIETY -

PRACTICAL WAYS TO ACHIEVE THE TECHNOLOGICAL EDUCATION (OPTIONS

FORACTION).....................................................................................................................................59
Livia Uriţesc
WAYS OF REALIZING HEALTH EDUCATION/ NUTRITIONAL EDUCATION IN PRE-
UNIVERSITYEDUCATION.............................................................................................................64
Doriana Pârţilă
PRACTICAL APPROACHES. MODULE APPLICATIONS OF MINERAL ORIGIN, PLANT
AND ANIMAL FOOD IN TECHNOLOGICAL EDUCATION DISCIPLINE.............................73
Vasile Bota
YOUNG GENERATION RELATIONSHIP WITH ENVIRONMENT IN CURRICULAR AND
EXTRACURRICULAR ACT1VITIES .............................................................................................. 78
Mircea Oltean

7
 PEDA GOGY - THE RISING AND ED UCA TING OF
CHILDREN AS REFLECTED IN PREHISTORIC INDO-
EUROPEAN THINKING

(Pedagogia - creşterea şi educarea copiilor rejlectate în gândirea preistoric ă indo-

european ă)

Şerban George Paul Drugaş

Popoarele indoeuropene (IE) provin cel mai probabil dintr-o patrie de undeva din nordul sai din jurul
Mării Negre. Populaţiile din acea arie vorbeau iniţial o singură limbă, proto-indo-europeană (PIE). Vocabularul
acelei limbi şi transformările sale ne dâ astăzi o idee desprefelul în care creşterea copiilor, educaţia sau pedagogia
era concepută de către strămoşii noştri îndepărtaţi.
Acest articol, deşi nu exhaustiv, expune câteva dintre cuvintele PIE şi IE referitoare la copil şi educaţie /
pedagogie, în legătură cu sensul lor în dezvoltare. Am încercat, cât a permis spa ţiul, să extrag de aici câteva caracteristici
.fendamentale alepedagogiei în societăţile PIE şi IE timpurii.
Majoritatea cuvintelor PIE şi apoi IE pentru copil provin din conceptele vieţii prenaţale, ale naşterii şi ale
caracteristicilor noului născut: *bhre/o. a purta (copil în pântece); *seu(l) jd; *genhj.. a (se) naşte *tek;
*pelhx . aji însărcinată = *p.. : pau : p- ; *per.. pui, urmaş , *baba babblea a gânguri Sunt, de asemenea,
distincţii întrejiică (*dhug(h0)ter) şijiu (*putl6s; *suhxns), şi alte rudenii.
Copilăria a fost de asemenea dejinită în PIE de către tinereţe (*haĂeu; *maghus,. *mrjos / *merlha) şi
dferitele ei trepte. Unul dintre aceşti radicali PIE, *mrjos / * merjha.., termenul românesc autohton de mire şi
mireasă. Altele explic ă antroponime traco-dacice, precum Mukaporus, din muka- « * maghus) şi porus (< *per..).
Alt radical este ? *kJ),.yţ tânăr din *ker., a creşte
Privitor la cuvintele româneşti care exprimă copilăria, trei sunt autohtone (prunc nou născut *p er.. +
sujj —n-c; copil < *kampello.. < se ivi; pui de animal, copil + *pelhx / *pou_/ pu-; băiat < *bel.. / *bal. /
*bol. puternic9, iar unul de origine latină (/ăt 7etus; boy /fată girl <Lat. fetus < PIE *dhe.. suge, a hrăni9.
Termenulpedagogie vine din grecescul 7raT copil (* 1ta ,i zâ < *pelh/ *pou..! *pu .) + âyd, t
.
conduce
însemnând conduce copilul, i. e., la şcoală. Aceeaşi rădăcină (*pu) a dat Iatinesculpuer.
*
Creşterea copiilor în societatea JE timpurie a fost dăltuită de câteva trăsături puternice şi rezistente ale
gândirii acestui grup uman, care au produsşi o demarcare clară între creşterea oferită celor două sexe. Trăsăturile
care modelau viaţa unu( băiat erau: organizarea patriarhal ă, ierarhia, serviciu militar timpuriu, viaţă pastorală.
Fetele erau pregătite alături de mame să ţină casa
lerarhia a injluenţat îndeosebi creşterea băieţilor. Fiii de regi şi de nobili erau crescuţi să conducă, cei de
căpetenii militare să conducă dferite segmente ale armatei şi să ofere strategii militare corespunzătoare, iar cei ai
producătorilor să-şi perpetueze îndemânările, ocupaţiile şi meşteşugurile. Cu toate acestea, ierarhia a ajuns într-o
fază extrem de rigidă doar cu anumite excepţii, precum în sistemul hindus al castelor. ln alte cazuri, escaladarea
treptelor ierarhiei, deşi nu uşoară, era posibilă. Serviciul militar timpuriu oferea o validare întru bărbăţie a
băieţilor. Ei se pregăteau prin antrenamente grele, dobândind îndemânări şi disciplină. Să nu uităm nici de eroism,
foarte apreciat în istoria timpurie, care putea deschide unui tânăr uşile către poziţii sociale mai înalte.
Populaţiile JE timpurii erau semi-noma1e, dar cu o impresionantă capacitate de afunda societăţi stabile în
regiunile pe care le invadau. Putem spune că şi păstoritul era o ocupaţie principal masculină, dar activităţile
productive ale vieţii pastorale (/âna, laptele, pregătirea cărnii şi a produselor lactate) au implicat, de fapt, mult
femeile. Aceast ă ramură era una în care tânărafată se pregătea lângă mamă, alături de ţesut, ceramică, medicină
şi anumite sfere ale vieţii religioase.
Cuvinte-cheie: Proto-Indo-European, Indo-European, copil, copiii, educaţie, pedagogie.

PTÊOJ
Introduction

A11 along human history, growing children involved care on multiple levels, education,
and pedagogy. These tasks were undertaken by the parents, the relatives, and by specialized
persorinel. The teachers, the educators, gradually emerged as such specialized personnel all over
the world, in various societies.
From north and around the Black Sea (cf. Fortson, 2004, pp. 35-43; Beeks, 1995, pp. 47
sqq.; Mallory & Adams, 1997, 290-299) spread a stock of people which have had initially
spoken a common language and had common costumes. They were the Indo-Europeans (IE), and
their common language is known as the Proto-Indo-European (PIE). They reached the shores of
the Atlantic and Indian Ocean at the beginning of the second century BC, and gave birth to
peoples like Gennans, Celts, Italians, Baltics, Slavs, Thracians, Illyrians, Greeks, Hittites,
Scythians, Iranians, Indians, Tocharians and some others.
Since the 1 9 century to now the historical, archaeological and linguistic researches on
the Indo-Europeans and their begiiinings evolved a lot. This is giving us now the opportunity to
grasp in this article some of the pedagogical or educational principles which guided our distant
Indo-European forefathers. Such principles can sometimes be unlocked from the interrelated
concepts used in the PIE vocabulary, which benefits now a satisfactory reconstruction.
Sometimes the historical and archeological sources complete our knowledge about how our IE
ancestors raised their children.

Children and Voungsters

Some ofthe words for the child developed in the PIE from the concepts ofprenalal Iife,
birih and the characteristics ofthe nesborn.
The idea of pregnancy or the prenatal life was transferred over the concept of the child in the
case of the root *bhre/o.. to bear (a child). It gave Old Norse barn child; Old English bearn
child; Albanian barrë fetus, bir son; Lithuanian brnas child; Latvian be rns child (Mallory &
Adams, 1997, p. 56).
The radical *seu(1)... bear a child gave, through ,,the derivatives *surn and */pj7j
son: ON sunr, OE sunu (> NE son), OHG sunu, Lith siini€s, OCS syni ... OInd siinz-; and Grk
ui, TochA se, TochB soy. (Mallory & Adams, 1997, p. 56).
The radical *enh1.. beget a child; be born linked the idea of giving birth (OLat gen5
beget, gign5 produce; OLat gnâscor am born - Lat născor; OE cennan ... beget; Grk ycvvâco
beget; Olndjânati begets) with that offamily (OIndjâti- birth, family) and nation (Lat nâtio)
(Mallory & Adams, 1997, p. 56). It also gave OHG kind child (Mallory & Adams, 1997, p. 107).
The radical *tek.. bear or beget a child (cf. Grk riicropai < *ti..tk_omai) had an interesting
evolution, from shaping the concepts of freedom and nobility to that of a child (understood as
born in freedom, a legitimate child): ,,*tekn6m child, offspring. (Mallory & Adams, 1997, p.
106); Grk ricvov child. Cf. Av taxma- seed, offspring, OInd tâkman- child (Mallory &
Adams, 1997, p. 107); ,,ON 1begn man, free servant, OE begn freeman, master, noble, free
servant (> NE thane),OHG degan nobleman, hero; child, servant, OInd tcikman- child,
offspring (Mallory & Adams, 1997, p. 56); One originally neuter tenn, derived fromthe root
*tek beget (Grk rucrco < *uT1c_o), is preserveds child in Greek and matches Gennanic tenns
for servant which is semantically upgraded in many areas to mean servant of the king
nobleman (cf. thane in Macbeth). Indo-Iranian cognates suggest an original meaning seed,
sprout, a meaning also recorded in Greek (Mallory & Adams, 1997, p. 107). And ,,Also, tenns
for free or noble are applied to children as in Lat lîber suggesting a concept of legitimacy
(Mallory & Adams, 1997, p. 107).
The radical *pelhx_ bear young (of animal) (particularly to foal?) defined mostly the
young of animals (ON foli ... foal, colt, fyl ... foal, colt, j5ilja filly ..., OE fola fbal, colt (

30
NE foal), OHG folo foal, colt, fulihha filly,. Goth fula foal, Alb pjell give birth to, produce,
pel *polhxn(jieha ... mare, Myc po-ro foal, Grk irto foal), but it was also connected
with the concept of the human child (,,Arm ul ... kid, young of deer or gazelle and the
capability to produce children (Arm amul < * tj -p(5lh,.os- unfruitful, barren, yli j... +
*p5lhfljjeh.. pregnant) (Mallory & Adams, 1997, p. 56). And also, ,,Lat puer boy akin to
pullus colt, chick. (Mallory & Adams, 1997, p. 56). The PIE radical *pelhx in Mallory &.
..

Adams is the same as *p(5u : pu : pz7- in Pokorny, which can take suffixes as -o, -ko, -1, -t,
and with a branch for Junges, Tierjunges (Pokomy, 1959, Band 3, pp. 842-843).
A line of PIE is related to the birth in general, of humans and animals alike. A root
related to the verb with the same form appear; bring forth, is *per.., offspring [Mallory &
Adams, 1997, p. 24; DHauterive, 1994, p. 155: *per.. 111, ide de mettre au monde; Pokomy,
1 959, p. 8 1 8: *per. 2, das Hinausfihren Uber, D geb ăren, liervorbringen (wie fer(5 : gebăre, in
einstiger Beziehi zu C. per- zuteilen), davon Worte fIir , Tierjunges]. It gave words as Lat.
pario, -ere give birth, partum, Parca, Propertius (= Umbr. Propartie), par(5, -are, compare
buy; Lith. perii€, perti breasts; OInd pthuka calf; Arm. ort id.; Grk. 7r6pi, 7C6pra, 7r6prlQ
id.; OHGfar,farro id.; Anglo-Saxonj5r; MLG v(5r pig; Ukr. vy-portok premature birth etc.
The babbling of the newborn child suggested another root, *baba (cf. English baby, babble;
Albanian bebe newborn child etc.) (Mallory & Adams, 1997, p. 42).
Other categories of concepts were used to make gender distinction, first for the daughter and the
son, and then for other relatives.
The most common PIE term for the daughter came from the radical *dhug(lza)ter (gen.
*dhug(l)l .6s) (Mallory & Adams, 1997, p. 147), and it developed through many IE languages:
Gaul duxtir daughter,, Oscfu(u)tir daughter, ON d(5ttir daughter, OE dohtor daughter (> NE
daughter), OHG tohter daughter, Goth daz2htar daughter, OPrus duckti daughter, Lith dukt
daughter, OcS dz7ti daughter, ORus doăi daughter, Myc tu-ka-te daughter, Grk Ovyârip
daughter, Arm dustr daughter, Luv SALduttar(ri)yati- daughter, Lycian (ace.) kbatra-
daughter, Av duydar- daughter, Sogd Swyt daughter, Pashto lz7r daughter, OInd duhitâr-
daughter, Ashkun zz7 daughter, Prasun liit(ul) daughter, TocM ckâcar daughter, TochB
tkâcer daughter (Mallory & Adams, 1997, pp. 147-148).
The daughters were important for their families, and the attempts to reduce their role to
the providing of the milk for the children or to the preparation of the food, on the bases of the
PIE interpretation are exaggerated: ,,That a single term daughter survives in some way in all
major branches except Albanian shows that Indo-European daughters were significant to their
families. Later Italic and Celtic languages have innovated with a new term, but archaic Oscan
and Gaulish inscriptions preserve traces of the original lexeme. The exact nature of the medial
laryngeal cannot be determined, and the unexpected loss in Italic, Celtic and Armenian suggests
a unique cluster. Persistent efforts to create just-so stories about Indo-European home-life by
etymologizing daughter as milker ( < *dheugh..., though the meaning milk for this verb is
restricted to Indo-Iranian) and more recently as the person who prepares the meals « *dhug_
meal, cf. Goth daz2hts meal, banquet, East Iranian (Herodotus) rvicrâ banquet) provide no
insight into the actual state of affairs (Mallory & Adams, 1997,p. 148).
The concept for the son was developed on several radicals, like *putl6s (Osc puklum,
Paelignian dat. p1. puclois, Arm ustr ..., .OPerspua-, AvpuOra-, Ossjjrd, Olndputrâ - Mallory
& Adams, 1997, p. 533; cf. Buck, 1988, 2.25, p. 88) and *suhnz2s / *suhx jz2s offspring from
*seuhx . bear, beget (ON sun, OE sunu, OHG sunu, Goth sunus, OPrus s(5uns, Lith sz7niis, OCS
synz7, ORus synz7, Rus syn, Av hz7nu., OInd si7rn2-, TochB soip.ke; Myc i-ju, Grk »ii,TochA,
TochB — Mallory & Adams, 1997, p. 533).
The PIE community was a patriarchal society, with clear features in this respect. The
patriarchal character of their society passed on to the ulterior IE branches. However, in contrast
with other patriarchal societies of those times, in IE environment in general this didnt lead to a
hard oppression of the representatives of the feminine sex, as it was already suggested above, in

31
the paragraphs about the concept of the daughter. The patriarchal system produced, anyway,
some important differentiations in perceiving the right occupation for each sex, as well as the
p. 533).
lineage, related to leadership (cf. Mallory & Adams, 1997,
It may be remarked that sometimes the concept of the child is associated with the
smallness of the size / reason to use the diminutive, and with the incomplete sexual
difTerentiation, reason to use the neuter - e. g., In some IE stocks any noun characterized as a
diminutive is a neuter, whether animate or not, e.g, NHG kindlein (neut.) small child, madchen
(neut.) girl, miss or Grk 7ral5iov (neut.) child. (Mallory & Adams, 1997, p. xxi).
The child and the childhood were also defined in PIE by the youth and its different
degrees, as with the radicals. One is *haieu.. from *ha6ius strength, vitality (OIr Sa, MWels ieu,
OE geong > NE young, Gothjuggs, Lat iuvenis, Lithjâunas, Latvjains, Ocs juni, Av yvan-,
Oind ylvan-; cf. *haieu k.. / *h a juen- / *haiuk6s - Mallory & Adams, 1997, pp. 655-
656). Other is*maghus young man/ *maghuiha. young woman (also servant) maybe from
*magh.. be able (OIr mug, Corn maw, Bret mao, OE mago masc., ma3g(e)j, fem., NE maid(en),
OHG magad, Goth magus, mawi fem., magaPs fem., Av mayava unmarried; *magguos
OWels maP son; *ma1 os > OIr mac(c) - Mallory & Adams, 1997, p. 656). Other such PIE
radical is *mjos young man, *meha... young woman (Latin martus husband, lover, suitor
*meriha...to.. one possessed of a young woman, Alb shemr co-wfe, concubine, (female) rival
older shemërë, Grk ş.uTpa young man or woman, Av mairya- young man, OInd mârya- young
man, lover, suitor; Lith mergâ girl - Mallory & Adams, 1997, p. 656). And another radical is
? */».yijs youth from *ker.. grow (Myc ko-wo boy, Grk icâp(p)og boy, son, Kurdish kur son.
? < NPers kurre foal, colt, Oss kur steer, young ox, ... Macedonian ic6pvog bastard, and Hit
kurka- foal.
One ofthese PIE radicals explains the autochthonous Romanian words mire and mireasă,
most probable the first coming from the Iast one, as long as Young women were oien referred
to by *m(e)rjha, a term which is reflected not only in terms for young women and wives in
Greek and Albanian but by terms for bachelors or newly wed males in Latin and Indo-Iranian.
(Mallory & Adams, 1997, p. 656). Others could explain some Thraco-Dacian anthroponyms,
such as Mukaporus, clearly made of muka- and porus. The first term is a derivate of the radical
*maghus, which stands for young man and servant. However, someone wouldnt name his son
under the concept of servant. The term have had undertaken a change of meaning to that of a
higher social status, and expanded to refer to the enlarged family, maybe perceived with an
ancestral nobility, as a clan (see below, in Duridanov). The second term of the combination in
Mukaporus could be explained through the PIE radical *per... (above).
Duridanov gave some definitions we may discuss in relation with Mukaporus (for the
information in the following two paragraphs: Duridanov, 1985, pp. 53-64).
The term *por(is)/ per(is) appears with the translation son (of), which is perfectly
consistent with our comments above: Mukaporis & var. son of his clan; Rhaskuporis,
Rhaskyporis, Rhskuporis, Rhaskupolis, Rascupolis, R(h)escupolis - names of three Thracian
kings, and also of Bosporan kings. = quick, brisk boy; Deospor, Deospuris - son of god;
Dizapor - gods son, boy; Eptaper - Eptas son; Eptaporis, Heptaporis, Eptcporis, Eptiporis -
Eptas son. The name Rhaskuporis & var. has the suffix -ku, in contrast to an occurrence
translated by Duridanov himself with king, in Rhsos, Rhesus - a famous Thracian king. The
term rhas/ rhes has its origin in the PIE radical *h3rgs.. (cf. OInd *raj.. king - Mallory &
Adams, 1997, p. 329).
The Thracian word moka / muka is explained by Duridanov as clan, with several
occurences like: ,,Mokasokos - girl (daughter) of the clan; Mukaboris, Mukabur, Mukaburis -
man (son) of the clan. The Thracian word muka-s clan, generation is also present in a number
of two-component names: Muka-kakaes, Muka-tralis, Muka-zeras, Muka-kenthos, Muka-poris,
Muka-zenis. The elimination of the second component led to other Thracian names: Mukas,
Mukos, Muka (Muca), Mokas, Moca, Mokkas, Mokkos, Mokkus. Also Mukazeis, Mukases,

32
Mucasis, Mukasos, Mukala(s), Muccala, Mucalus; Mukakenthos, Mucacentus - child,
descendant ofthe clan; Mukapaibes, Mucapaibes - child, son ofthe clan; Mukapuis, Mucapus
- child, son of the clan; Mukazenis, Mukasens, Mucasenes. From Muka- family, clan and -
zenis born, born in, native of. Looking at the origin of the Thracian word muka / moka, I
thought to a possible completion of its explanation with the idea of royalty. I think it is
interesting to mention here the Romanian personal names Moca and Moga, ofAromanian origin,
and no allogeneic explanation.
Out of four the most frequent Romanian words used to express the semantic family ofthe
child (cf. Buck, 1988, p. 87) three are autochthonous (prunc newborn, copil child, băiat boy)
and one is ofLatin origin (făt fetus; boy /fată girl Lat.fetus < PIE *dhe.. suck, feed - *dhe .
11 in DHauterive, 1994, pp. 40-41).
The word prunc is explained by I. I. Russu through the IE radical *per... to give birth,
produce; (animal) offspring, which gave Lat. parere, Parca the goddess of the birth (*parica),
Propertius, Lith. pariîi , peras bea larva, Grk. 7r6pic, 7r6pra calf, Ang10-Saxonjr, MLG vâr
piglet, Ukr. vyportok abortion etc. (Russu, 198 1, & 117, p. 373). Russu considers that under no
case prunc coul came from a radical meaning small, little like *p.. / *p.., as Lat. puer, pullus
(ibidem). The root *per to which we are send by Russu is described above.
The word copil is a Balkan word to which in general was hard to establish an etymology
(Buck, 1988, 2.26, p. 90), but clearly related with New Greek Ko7r.Ua girl, KO1t boy,
servant, Albanian kopil servant, young man, Serbo-Croatian kopile bastard etc. (Buck, 1988,
2.26, p. 90, cf. 2.27, p. 91). Since it is older in Romanian and Albanian, it was taken by the
others from these sources. Proofs in this sense are that it is not a Slav word, and in Greek it is
known only in the modern language. Thus, this word must have come from the common Thraco-
Dacian or Illyrian fund ofthe Romanian and the Albanian. The most pertinent etymology for this
word was given by I. I. Russu: As an autochthonous Indo-European word, it can be explained
through an evolution inside the Ba1kan Romance and of the Romanian language: presuming an
archetype *kompello. (Thraco-Dacian, Illyrian) - for the phonetics see Lat. complexire > Rom.
copleşi, comprendere > cuprinde, conforire > cufuri - it could be distinguished a composed
binary appellative, of *kom... and *pe/l.. The last has nothing to do with OInd *k bad, IE *ko ,
but rather with the radical *ken.. to rise, to show, to derive; animal offspring, child ... It is hard
to say if the final part —pil- is identical with the Alb. pjel I give birth (suggested by Ostir) with
which it would present a remarkable resemblance in form and meaning ...; as a basis is
verosimile. (Russu, 1981, & 43, pp. 296-297). The root *pel..no.. is put by Pokorny in the
context of ,,*pel..; pela- : plâ- [2a], meaning push or percussion set in motion, driving
(Pokorny, 1959, Band 3, p. 801). The origin of—pil in Romanian copil can be established, afer
recent IE researches presented above, as the PIE root *pelhx (*pou.., *pu ), as it is for the
..

Albanian pjel, with which Russu initially associated —pil in copil. The radical *ken is described
in Pokorny as frisch hervorkommen (vielleicht eigentlich: spriel3en), entspringen, anfangen;
auch von Tierjungen und Kindem, and it gave words like OInd. kanîna young, Grk. Ka1V6C
new, Lat. recens, (*ken.. 4 in Pokorny, Band 2, 1959, pp. 563-564).
The Romanian word băiat means young male, adolescent, being similar with the English
word boy in form and in meaning, a strange convergence, but with different PIE origins. The
Eng. Boy comes from Anglo-Saxon Bofa / Boja, akin with Germ. Bruder (cogn. Lat.jater, Grk
(ppjrp, OInd *bhrâtar), from PIE *bhrâter.. (Pokomy, 1959, Band 1, pp. 163-164). Russu gave
a satisfactory origin for the Romanian autochthonous word b ăiat in PIE *bel.. / *bal / *bol..
powerful, strong (Russu, 1981, & 18, pp. 263-264; cf. *bel.. 2 in Pokomy, 1959, Band 1, p. 96),
a root also present in Dacian names, including Decebalus (the sumame of Diurpaneus; var.
transl. the strength of the Dacians - Van Den Gheyn, 1885, p. 1 77; Russu refers to a Dacian
word balas / balos, cf. Sanskrit bala force; the first part is PIE *dek to take, to honor, found
also in Decaeneus - Tomaschek, 1883, p. 405; Russu, 1967, p. 101; Russu 1969, pp. 109, 163).
He also offered the following etymological explanation: ,,IE *bal..to.. as a substantivized

33
adjective had the original meaning (gifted) with or full ofpower; strengthened, in power, as
the young man in the second phase of his physical development, strong adolescent, lad. (ibid.,
p. 264). Greek words from the same root are: Ă8e..riov, /rcpo better, ,8rioro, /raro the
best. The of the suffix —t in 3Eiov and PelTtaToç (*j9a icov and *f imo) is a reconstruction
after -repog etc. (Pokorny, loc. cit.).
The term pedagogy comes from Greek ira child + to lead, meaning to lead the
child, i. e., to the school. The first term is ira (Gen. iraog) < *1ra5 (cf. Buck, 1988, 2.25, p.
88), derived from the PIE root ,,*p (5lg.. : p8u : pzi- (Pokorny, 1959, Band 3, pp. 842-843; *p. I
in DHauterive, 1994, pp. 166-167; *pelhx in Mallcry & Adams, 1997, p. 56). The same root
(*pu..) gave the Latinpuer andpullus.

• Table no. 1. Romanian, Greek and Latin names for the child and their PIE origins
lntermediary .. .

băiat (boy) Rom. Dacian *balos , !alas [Russu] f- il- (powe rful,
copil (child) Rom. Thraco-Dacian *kompello.. [Russu] *ken (flovelty, young, child) [Russu]
<ken + pello + *pelhx / *pou_ / *pu_ (ofrspring)
şat (fetus; boy) / fată Latinfetus *dhe.. suck, feed
(girl) Rom.
zraî (child) Grk. *zra,5 *pelh / *pou_ / *p. (offspring)
runc (newborn) Rom. per / por + suff. —n-c; cf. Thraco-Dacian *per (give birth) [Russu]
vor- / per- (the son of)
uer (child) Lat. *puuero.. [Pokorny] *pelhx. / / *p. (offspring)

Raising and Educating

We have already seen the connection between the concept of the child in the IE thinking
and other social notions (cf. Fortson, 2004, pp. 17-21), like freedom versus slavery, legitimacy,
family and kinship (cf. also Mallory & Adams, 1997, pp. 332-335; Fortson, 2004, p. 18), as well
as the large society of the people - nation - those who are born form common ancestors (Latin
natio <natus).
The PIE society was hierarchical, trait which inf1uenced also the raising of the children,
according to their heritage and the social expectances. G. Dum&il demonstrated that in the PIE
and subsequent IE societies there were three main classes - a hierarchy that determined the IE
view on religion and gods, too: ,,One of the most influential structural approaches to analyzing
PIE society is that propounded by the twentieth-century French Indo-Europeanist Georges
Dum&il. In his view, PIE society, especially in the form of its free males, was divided into three
basic aspects or functions. The first function encompassed both sovereignty and religion, and
was embodied in priests and kings that kept religious and legal order. The second function was
that of martial force and was represented by the warrior class. The third function was that of
fertility, embodied in pastoralists and in other producers of goods (rtisans, for example).
(Fortson, 2004, p. 17).
The word education, of Latin origin comes from the idea of bringing up, with a
background in taming : ,,Thus we have the derivational suff1x *eh, with differing grades ofthe
root vowel in *dUk.ha pU11 (along) (Latin -ducăre bring up, rear, educate, OE togian tow,
TochA teka- move, agitate; consider) from *deuk... lead, *domhh a subdue, tame (Latin ...

domat subdues, OHG zam(5t tames, OInd damâyâti subdues) ... Another very frequent
iterative formation is *..ske/o.., e.g., *p k..ske/o ask, question (OIr arcu, Latin posc(5, OHG
forsc(5n [< * psk-sk-eh0-], Arm harc i, Av p8ir8isaiti, OInd pcchâti) or *gws ke,/o.. come (Grk
8âa7cw, Avjasaiti, OInd gâcchati, TochB k2inm ă.sk-). (Mallory & Adams, 1997, p. 468).
In the prehistoric societies, the battles between the clans and the tribes, the pillages, the
invasions or the defensive wars, constituted a reality to which the emerging societies needed to

34
be prepared for. Therefore, the warriors were recruited since early youth and the ability to be a
part of the army often made the difference between the child and the adult: In a number of IE
societies there is evidence for several age sets which pertained, in particular, to males and their
relationship with warfare. At some time, generally twelve to fourteen years, a male child would
take up arms, e.g., in Ireland a youth would literally take gaisced, i.e., spear and shield as was
also the case for a youth in ancient Germania who would receive scutum frameaque shield and
lance from his father, leader of the clan or war-band. According to // Xenophon (Kyropaedia 2.
2- 1 5), the Persians of the court of Cyrus the Great moved from child (ira) to marriageable age
(oio) at the age of sixteen or seventeen while native Iranian sources indicate that one moved
from schoolboy at about fifteen to become a youth (yuvan mart) until one was twenty and then
an adult after that. In ancient India one similarly moved from youth to adult about the age of
twenty: Roman legal tradition, and hence western European tradition in general, set adulthood at
age twenty-one. In all these cases there was also a class of elders who were relieved of the
responsibility for participating in war and were rather called upon to give advice. Kim McCone
has posited a similar age set system for PIE where a child first moved into the category of a
(armed) youth (and was known under such terms as *h iuhx-n-.ko... youth), i.e., took up arms as
a member of the war-band (*koros) of unmarried and landless young men who engaged in
predatory wolf-like behavior, living offhunting and raiding. Then at ,about the age oftwenty they
entered into the tribe proper (*teut1la_) as married adults ( *yi(hX)r(5s or *hanres) in which they
acquired their wealth through labor and Jorwere incorporated into the more prestigious regular
military units of chariotry or cavalry. The leadership of the tribe was, according to McCone,
ascribed to the king (*h3rs). Finally, (should they have lived so long) they became elders
(*sen (5s or *erhaontes) and were excused from military duties and occupied positions as
advisers (Mallory & Adams, 1997, pp. 6-7).
The continuous provocations of the war put a constant pressure on the societies in the
prehistoric and ancient times. Thus, the battle became also an opportunity for the youngsters to
validate themselves and enter to the mens society. The battle acted as a rite of passage, and
stimulated the youngsters desire to become heroes. The heroic model was the highest that those
societies could offer to a boy. Heroism could, as well, open social opportunities: gain a better
source of subsistence, ascend to a higher military and even social status. Therefore, the heroism
and the rite of passage it imposed were deeply rooted in all the early IE societies. The boy
prepared himself from a young age to become a good fighter, and eventually a hero. Everything
starting with the preparation, this situation gave birth to the myth of a miraculous proojing (e. g.
through a ritual bath). When the young man was prepared and considered fit for combat, he had
to prove himself in the real battle: ,,So far as IE heroes are concerned-that is, hero - figures
drawn from the mythic, epic or parahistorical traditions taken from the culture of IE-speakers -
the theme of combat with a monster-opponent may unfold at any point in the heroic tale, and
may express elements that might be tentatively named as proving, proojing, marking a rite of
passage and reflecting the heros bane. Proving uses the monster to demonstrate heroic character
and, especially, heroic precocity, as when the infant Herakles strangles the two serpents sent by
Hera to attack him in his cradle. Proojing recalls the bath in the slain dragon Fafnirs blood that
made Siegfried almost invulnerable: in this rendition, the bath of invulnerability attaches the
Germanic hero to Greek, Ossetian, and Indic epico-mythic parallels in all cases, again, the heroes
are made almost invulnerable, sine it is axiomatic that a hero, as a human, must finally die. The
monster-fight as a rite ofpassage introduces the rescue and ,,winning of a female, who is the
victim or monsters prey ( ... ). (Mallory & Adams, 1997, pp. 578-579).
We wouldnt mistake ifwe think that for the modern times such a militaristic educational
system was too crude and barbarian. However, we shouldnt either forget the centuries of
experience, culture, and Christian inf1uence between us and the early history. Positive traits of
the education given to the boys in those times, even through modern eyes, were: the purpose it
gave to a young man, the discipline and the skills achieved during his preparations.

35
Final Considerations

Raising the children inside an early IE society was shaped by some very powerful and
resilient traits of the thinking of that particular human group, which drew a clear demarcation
between the two sexes and the way the raising of the children was offered for them. The features
that were modeling a boys life were: patriarchal organization, hierarchy, early military service,
pastoral life.
As a patriarchal society, of course that these principles also affected the girls, but they
were prepared, next to their mothers, to keep the house. Its worth to be noticed that even if
patriarchal, as the majority of the societies in the Bronze and Iron Ages, the PIE and the ulterior
IE societies werent excessively hard with the women, who kept an important authority, even if
mostly inside the family, and could sometimes, on this basis, still play noticeable social roles.
The hierarchical character of the PIE gave importance to the heritage of someones social
class, and therefore guided the raising of the children in the spirit of following the footsteps of
their parents, especially for the boys. The sons of the kings and royalties were raised to rule,
those of the military chieftains to lead the segments of the army and provide proper military
strategies, and those ofthe producers to perpetuate their skills, occupations, and crafts. However,
the hierarchy reached an extreme rigid phase only in some exceptions, as the Hindu class system.
Otherwise, escalading the steps of the hierarchy, even if not easy, was possible. There are many
historical examples when a noble out of the royal family (e. g. Darius, son of Hystaspes), or a
military chieftain (e. g. Trajan, adopted by Nerva) became a royalty or the king, and even for
exceptional accession to such high places of some coming of the lower class.
The early military service brought validation into the marihood for the boys. They
prepared themselves through hard training, achieving skills and discipline. We shouldnt either
forget that the heroism, very appreciated in the early history, could have had opened the doors of
a young man to the higher social positions.
The early IE stocks were semi-nomad, but with an impressive capacity to establish stable
societies in the lands they invaded. They were very adaptive, and built forts and cities when they
were satisfied with the country they amved in. The ,,sea peoples, that effected the Egypt in 13 th
12th centuries BC, were mainly IE peoples, mostly Greeks, but also others, who have had
overthrown the secular maritime power of the Minoans, although the IE people had to learn the
navigation from them from the scratch - in the PIE vocabulary there is no proper name for the
sea, but only those whose meaning was extended from different types ofcontinental water. Thus,
in this case, those who became the sea peoples demonstrated a huge adaptability for some with
clear continental origins.
The semi-nomadism of the early IE peoples made out of pastoralism a trait of their
culture that imprinted a lot their mentality and resisted as a traditional occupation in many lands
occupied by their descendants as far as the modern times. We might say that this too was a
mainly masculine occupation. It is true that the leading of the herds was mans job, but the
productive activities of the pastoral life (wool, milk, preparation of the meat and dairy products)
actually implicated a lot the women. This branch was one into which a young girl trained herself
next to her mother, along with weaving, ceramics, medicine, and • some spheres of the religious
practice.

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36
I

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KIFÀ