Page 305 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Teachers through the Prism of Educational Activity at School
The personality is thus a united whole of the natural and the cultural, it
is a comprehensive system in terms of psychophysical unity and integrity.
Despite the fact that personality develops and changes, it maintains the rel-
ative permanence and identity. It is a system, which is, in principle, individual,
unique, unrepeatable and irreplaceable, and derives from self-awareness,
but the individualization of an individual is also a general, generic trait of
the man (Musek 1999). It is built from the individual’s own attitude to culture,
and on the basis of the attitude of culture to his achievements. It is therefore
formed on the basis of the individual’s thinking about himself, what he is and
what he would like to be, and the opinions of others about him (Musil 2010).
Functional Adults
The term functional adulthood derives from Vuk Godina. It indicates social
cultural adulthood, in which education and socialization stand on its way in
the western society. Biologically adults, but functionally non-adults are the
result of modern education without authority. ‘Functional adults can choose
the practices and behaviours that are less pleasant or even unpleasant for
them, and this is because they are correct. Even more: they are able to persist
in these practices and behaviours. [. . .] This means that the person who de-
cides to do something right is able to give up their own comfort. This is done
voluntarily, without any external coercion – because they have instances es-
tablished within themselves that force them in such selections. This instance
was known as conscience in the West, and the Ideal Self in psychoanalysis.’
(Vuk Godina 2012).
Normal human development strives for gradual gaining of independence
and search for one’s own identity (Kroflič 1997a). Early childhood is character-
ized by the child’s need for dependence on someone or something that gives
them food, warmth and security. Children in the primary period (0–6 months)
do not separate their own needs from the needs of the important Second, in
fact, they are not aware of their own existence. They start to recognize them-
selves as individuals only a little before the age of three. In the period from
three to six years of age, the child should be imparted self-confidence and
limits should be set to them, which they will constantly test. Developmen-
tal stubbornness is characteristic for this period. With the gradual gaining
independence, the child moves from the position of complete dependence
to the position of interdependence. Mahler, Pine, and Bergman (1975 in Čači-
novič Vogrinčič 1993) name this transition ‘psychological birth.’ Then the child
starts to walk, he/she gradually begins to separate from his/her mother, and
the first feelings of anxiety appear. Safe exploration makes the child realize
305
The personality is thus a united whole of the natural and the cultural, it
is a comprehensive system in terms of psychophysical unity and integrity.
Despite the fact that personality develops and changes, it maintains the rel-
ative permanence and identity. It is a system, which is, in principle, individual,
unique, unrepeatable and irreplaceable, and derives from self-awareness,
but the individualization of an individual is also a general, generic trait of
the man (Musek 1999). It is built from the individual’s own attitude to culture,
and on the basis of the attitude of culture to his achievements. It is therefore
formed on the basis of the individual’s thinking about himself, what he is and
what he would like to be, and the opinions of others about him (Musil 2010).
Functional Adults
The term functional adulthood derives from Vuk Godina. It indicates social
cultural adulthood, in which education and socialization stand on its way in
the western society. Biologically adults, but functionally non-adults are the
result of modern education without authority. ‘Functional adults can choose
the practices and behaviours that are less pleasant or even unpleasant for
them, and this is because they are correct. Even more: they are able to persist
in these practices and behaviours. [. . .] This means that the person who de-
cides to do something right is able to give up their own comfort. This is done
voluntarily, without any external coercion – because they have instances es-
tablished within themselves that force them in such selections. This instance
was known as conscience in the West, and the Ideal Self in psychoanalysis.’
(Vuk Godina 2012).
Normal human development strives for gradual gaining of independence
and search for one’s own identity (Kroflič 1997a). Early childhood is character-
ized by the child’s need for dependence on someone or something that gives
them food, warmth and security. Children in the primary period (0–6 months)
do not separate their own needs from the needs of the important Second, in
fact, they are not aware of their own existence. They start to recognize them-
selves as individuals only a little before the age of three. In the period from
three to six years of age, the child should be imparted self-confidence and
limits should be set to them, which they will constantly test. Developmen-
tal stubbornness is characteristic for this period. With the gradual gaining
independence, the child moves from the position of complete dependence
to the position of interdependence. Mahler, Pine, and Bergman (1975 in Čači-
novič Vogrinčič 1993) name this transition ‘psychological birth.’ Then the child
starts to walk, he/she gradually begins to separate from his/her mother, and
the first feelings of anxiety appear. Safe exploration makes the child realize
305
