A bizalom pedagógiája

A pedagógiai hatás értelmezési keretei

Abstract

The study attempts to interpret the phenomenon of trust within the frameworks of social pedagogical, school pedagogical, and meta-pedagogical perspectives, as shaped by institutionalized pedagogical influence. Approaches that identify archetypes of institutional educational effects distinctly separate the functional-intentional and emotional-causal relational models of influence. The former describes the effectiveness of education as intentional behavioral change influenced externally, while the latter interprets effective education as a symbolic interaction in which the impact of the pedagogical relationship is identified as the reinforcement of rational aspects of internal intentionality. The pedagogical difference between these two models can be traced through the different applications of directive and non-directive elements of education, through the moral and ethical shading of normative and formative stages of development, and through the transgenerational transfer of pedagogical practices rooted incultural-social environments. Furthermore, the study argues that to understand the moral conception of the world and the responsibility of personal existence, it is appropriate to reflect on both the normative and formative effects of pedagogical intentionality together, ensuring that the pedagogical will to influence does not exceed the intolerable boundaries of cognitive and emotional distortions of self-assertion.