Patterns as Tools for the Transmission of Educational Influence
Abstract
Defining upbringing as a pedagogical process of influencing an individual’s personality, it is assumed that the process is carried out as an intentional and unintentional activity by professional and non-professional educators, and also as a self-educational activity. All these activities can be perceived as a transmission of values using the tools of forming correct identity parameters, which are identification patterns (behaviour patterns) that include role models and models of behaviour. The article contains a description of these models and their interpretation as a field of values within which a specific social game is played, determining the types of influence of the patterns on the identity of an individual. The fields of values of the patterns permeate each other, which is why it is possible to explore them in search for new patterns and in extending the cognitive space. Today, in the era dominated by the Internet, the child is submerged in a world of patterns, including those institutionally imposed, those suggested by educators, and the ones the child discovered on their own. Among these, only the patterns accepted by the child are activated in the processes of transmission of educational influence based on imitation, identification and internalisation. The article presents the characteristics of this influence from the perspective of the pedagogy of upbringing and in relation to different types of patterns used.
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