Oldal 244 [244]
OCR
MIKLÓS HELTAI — PÁL HELTAI realization led him to the conclusion that while direct education through “educational” content, based on the psychology of the individual is impossible, education based on interpersonal psychology is possible. The latter type of psychology is concerned with how people relate to each other (“one person turning towards another”). He called this type of psychology tarsaslélektan, literally “psychology with partners”, which we have translated as interpersonal psychology. Contemporary pedagogy, following traditional psychology, distinguished three broad areas of education, emotional, intellectual and volitional education. As seen from Table 1 below, Karacsony included two more categories into his interpersonal psychology, namely legal relations (law) and religious relations (religion). In the psychology of the individual these would correspond to sense of well-being and faith respectively. (Sense of well-being does not refer to physical well-being, but rather to a sense of security). In interpersonal psychology, the various psychological functions appear in a form different from those identified by the psychology of the individual, as shown in Table 1: Table 1. Psychological functions Psychological functions in the psychology of the individual Psychological functions in interpersonal psychology (sense of well-being) law, legal relations emotions art intellect language/science volition society (faith) religion Karacsony maintains that direct education of the sense of well-being, emotions, intellect, volition and faith is impossible, but education through the corresponding interpersonal relations is possible. Artistic (aesthetic) education, through interaction between teacher and pupil as between artist and audience, is possible. Linguistic (scientific) education may become possible through the use of language as teacher and pupil use language to discuss (scientific) problems. Social education may become possible if teacher and pupil act together within the framework of a social relationship. In this case, the two partners, teacher and pupil, will mutually exert an influence on each other, and education will become possible. He found that in pedagogical contexts where teacher and pupils interact it is these forms of relations that may have an influence, i.e. educational effect. While rejecting the possibility of direct ways of education based on the activity of the teacher, prevalent in his age, Karacsony was also critical of early * 242 +
