Abstract:
One of the most fundamental and meaningful statements that can be
made about the human being, is that man is always in a certain
relationship towards his fellow-man and the objects in his livingenvironment.
With this statement as vantage-point it has been
attempted to study the realization of the pedagogical relationships
in psychopedagogical perspective and to analyse the becoming
of the child within these relationships, against the background
of the categories experiencing-willing-experience as becoming.
The child is a person-in-the-world of objects and people, and as
fellow-being he finds homself in certain relationships, because
man is intentional and ever involved. Psycho-pedagogics deals
with the discovering of the psychological life of the child in
education and also reveals becoming and learni~ as its equal basic
structures. It has furthermore become clear that "becoming
and learning" are actualised, inter alia, by means of "learningas-
becoming., and "experiencing-as-becoming" and exist as prerequisite
for the adequate realization of pedagogical relationships
(trust, knowledge and authority).
Furthermore, a psychopedagogical analysis has been made of educational
procedures and subsequently the structures of the pedagogical
situation has been dealt with. Special attention was given
to the trust-understanding and authority relationships against
the background of the child's becoming-actualising-forms, namely:
"Emancipating as experiencing-willing and living-becoming", "Exploring-
as-experiencing, willing and living-becoming", "Distantiating-as-experiencing, willing-and living-becoming", "Differentiating-as-experiencing, willing-and living-becoming" and "Objectivating-
as-experiencing, willing-and living-becoming".
Mention was made of the stability which must be present in the
child's experience world, and that experience as well as the will
in the child's becoming within pedagogical relationships, depend
on the degree of rational execution of these relationships, in
order to reach adequate actualisation. The adequate actualisation
of the pedagogical relationships pre-shapes the child's later
actions as adult in his relationship towards his fellow-man,
It was also been attempted to consider pedagogically the development
of the various pedagogical relationships in which the child
finds himself against the background of his becoming, with particular
emphasis on the pre-school years, the primary school
phase and the secondary school phase,
Subsequently certain psychopedagogical criteria for the evaluation of the child's becoming within the realized pedagogical relationship-
structures were elucidated, The thesis concludes with
various remarks regarding the recognition of deviation from pedagogical
relationships and suggested remedial steps,
