Page 316 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 316
ja Krajnčan and Andreja Butolo
Teachers and pupils compose the educational and social school commu-
nity. The integration of children into groups is a condition of social learning
and development of social competences. In school groups they gain expe-
rience, decide on behavioural choices and learn to control the social envi-
ronment and give meaning to it (Bečaj 1997). Therefore, school must create
an environment where children will feel safe. However, only rules, regula-
tions and the supervision of teachers do not provide the necessary security,
they rather draw attention to the life in a socially dangerous environment.
The teachers are the ones who bring closeness in a safe environment and
show interest for pupils and their well-being in the class community (Berčnik
2007).
Teachers are the ones who co-shape and renew the educational system,
and are the reflection of its quality. Namely, the ‘school system’ can ‘bear’
only so many new ideas and changes, with which we can achieve at least
relatively professional consensus and provide the conditions in which the di-
rect providers of educational processes will not only be familiar with them,
but will actually also build them in their thinking, planning and direct educa-
tional practice. Even the most brilliant professional innovations cannot begin
to live without the consent of teachers (Kroflič 2002, 16).
The child must have the feeling of security and acceptance with the
teacher, while exploring and trying to gain independence. The teacher’s task
is to encourage children to be independent, which loosens the attachment
to the authority or him. The entry to school still marks the passage of the
child from the imaginary to the symbolic identification, which is initially still
realized on the basis of real persons as objects of identification. At that time,
the teacher must take the place of moral instance and ensure the safety and
acceptance of each individual child on the basis of clearly defined moral
principles and rules (Kroflič 2002).
Positive transfer is the key factor in mutual relations of influence. This is
a strong emotional contact between the child and an individual adult. This
contact enables the adult to have educational influence, and the child to ac-
cept authority, with which he identifies and takes his values, beliefs, stand-
points, conceptual views of the world, the relationship to the world and dif-
ferent cultural habits. Education is therefore the process of forming and self-
forming of the human personality as a whole, which is realized through con-
tents, objects and themes that relate to the cognitive level, affective level and
functioning (Kroflič 1997a).
Therefore, education is understood as the planned part of socialization,
which intentionally develops human personality. It follows specific objec-
316
Teachers and pupils compose the educational and social school commu-
nity. The integration of children into groups is a condition of social learning
and development of social competences. In school groups they gain expe-
rience, decide on behavioural choices and learn to control the social envi-
ronment and give meaning to it (Bečaj 1997). Therefore, school must create
an environment where children will feel safe. However, only rules, regula-
tions and the supervision of teachers do not provide the necessary security,
they rather draw attention to the life in a socially dangerous environment.
The teachers are the ones who bring closeness in a safe environment and
show interest for pupils and their well-being in the class community (Berčnik
2007).
Teachers are the ones who co-shape and renew the educational system,
and are the reflection of its quality. Namely, the ‘school system’ can ‘bear’
only so many new ideas and changes, with which we can achieve at least
relatively professional consensus and provide the conditions in which the di-
rect providers of educational processes will not only be familiar with them,
but will actually also build them in their thinking, planning and direct educa-
tional practice. Even the most brilliant professional innovations cannot begin
to live without the consent of teachers (Kroflič 2002, 16).
The child must have the feeling of security and acceptance with the
teacher, while exploring and trying to gain independence. The teacher’s task
is to encourage children to be independent, which loosens the attachment
to the authority or him. The entry to school still marks the passage of the
child from the imaginary to the symbolic identification, which is initially still
realized on the basis of real persons as objects of identification. At that time,
the teacher must take the place of moral instance and ensure the safety and
acceptance of each individual child on the basis of clearly defined moral
principles and rules (Kroflič 2002).
Positive transfer is the key factor in mutual relations of influence. This is
a strong emotional contact between the child and an individual adult. This
contact enables the adult to have educational influence, and the child to ac-
cept authority, with which he identifies and takes his values, beliefs, stand-
points, conceptual views of the world, the relationship to the world and dif-
ferent cultural habits. Education is therefore the process of forming and self-
forming of the human personality as a whole, which is realized through con-
tents, objects and themes that relate to the cognitive level, affective level and
functioning (Kroflič 1997a).
Therefore, education is understood as the planned part of socialization,
which intentionally develops human personality. It follows specific objec-
316
