Open AccessThe causal tree of didactogeny. Branch RES
Author(s) -
Mihai Șleahtițchi,
Republica Moldova Academia de Administrare Publica
Publication year - 2021
Publication title -
akademos : revista de ştiinţă, inovare, cultură şi artă
Language(s) - English
Resource type - Journals
eISSN - 2587-3687
pISSN - 1857-0461
DOI - 10.52673/18570461.21.2-61.14
Subject(s) - competence (human resources) , process (computing) , psychology , authoritarianism , mathematics education , pedagogy , sociology , political science , law , social psychology , computer science , politics , democracy , operating system
By the way it is presented, the repulsive educational style brings undeniable damage to the teaching-learning process, strongly affecting the whole construction of this process, but especially the segment that covers the relationship between teacher and students. Having the ability to impose itself differently - as something reminiscent of an authoritarian or nomothetic behavioral line, distant or impulsive, ultra-reactive or strict, oscillating or detached –, the given educational style contradicts the rights and duties of the teaching profession. As a result, the school environment is crumbling, ceasing to provide an appropriate environment for multilateral and harmonious development of the student or an area in which the professional competence of the teacher enters into a relationship of complementarity with the development peculiarities of the student. Moreover, through the conflicting energies it obviously contributes to the establishment of didactogeny. Or, as it has been mentioned more than once in various specialty sources, if the educational style does not resonate with the rights and duties of the teacher profession, didactogeny is predetermined to become a reality, a state of affairs that must be associated with major mistakes from the area of the teaching-learning process or, in other words, with the greatest deviations from what the professional deontology of the teaching personnel means.