- RELATIONSHIP STRUCTURE
(as the inter-personal foundation of educating)
Trust (as the affective aspect of educating)
Understanding (as the cognitive aspect)
Authority (as the normative aspect)
- SEQUENCE STRUCTURE
(as the rhythm of educating)
Association (being-by)
Encounter (being-with)
Engagement (being-for)
Pedagogic intervention (acting)
Return to association (being-by again)
Periodic breaking away from association (being away, apart)
- ACTIVITY STRUCTURE
(as the mutual involvement of adult and child in educating)
Being-in-a-meaningful educative situation requires:
Giving meaning with increasing responsibility
Gradually breaking away from lack of exertion
Exemplifying and emulating norms
Educative co-existence (being with) means:
Venturing (risking) with each other pedagogically
Being grateful for pedagogic security
Being responsible for educative relationships
Pedagogic temporality (futurity) points to:
Wanting to attain future adulthood
Actualizing potentialities for adulthood
Gradually achieving adulthood
Educatively becoming-somebody-oneself implies:
Increasing respect for human dignity
Achieving adulthood through increased self-understanding
Conquering of responsible freedom
- AIM STRUCTURE
(Normative adulthood as the aim of educating)
Meaningful existence
Self-judgment and self-understanding
Respect for human dignity
Morally independent choosing and responsible acting
Norm identification
Outlook on life (philosophy of life)