1. Education – turning point of personality shaping and development
-Education is the means that mediates the interaction between hereditary premises and the
environment conditions, guiding the complex process of personality shaping and development
towards explicit formative finality.
-After all, education is a systematic and organized process of socialization, assimilation and
progressive interiorization of the socio-cultural elements from the surrounding environment.
-The child’s personality is the result of the joint action of the hereditary, environment and
education factors which are in close relationship with the leading and predominant role of
education.
-While the internal factors are responsible for the adjustment of the order in the psychological
development stages, the external ones bring about orientation, content and they can accelerate
the development rhythm (including the progress in knowledge acquisition and behaviour).
-The better organized and ordered the action of the external factors is, the greater their shaping
and stimulating influence becomes. This level represents the result of education that is an
organized, conscious and ultimate influence.
Human Personality and Personality Characteristics
-First and foremost, personality is a social product that resulted from a wide range of social
relationships. From the very beginning, the child is brought into a system of social relationships
which he finds already made up. Step by step, his personality defines itself, gets shape within the
context of the social relationships.
-Personality is not a mere print or echo of the social relationships, but an action centre – it is the
subject of the reality perception and transformation.
-It is already well-known that the external influences are affected by means of the internal
conditions, meaning biological data transmitted through the gene heritage, and psychological
data such as feelings, attitudes, and interests.
-Personality is a particular characteristic that a person acquires at a certain moment of his
development, more exactly during adolescence.
-We practically speak about personality when the adolescent acquires thinking maturity and is
able to master the deductive instruments of intelligence, acquisition that allows him to have an
independent judgment and autonomous capacity of evaluation. He is now able to choose his own
way in life and perceive the value scale which underlines the ego integration in an assumed
social role. Still in this period, we speak about the active insertion in the social universe in which

2. the young person projects to play a part and to illustrate a calling by means of which he can
integrate in the social dynamic.
Types of Teacher-Student Relationships
-The autocratic relationship, the oldest of all dating since ancient times. Pedagogical autocracy
is characterized by one-sided and one-addressed relationships: the teacher says – the student
obeys, the teacher trains – the student learns.
-The”laissez faire” type, the concept of free relationship: the teacher offers advice during the
process of teaching, stimulate initiative and the students’ independent activity.
-Non-directional relationships – the teacher has the role of a therapist and the teaching
phenomenon is approached as a relational reality. This type of teaching is non-scientific,
idealistic and the fact that there are no clear objectives, precise requirements, error correction and
encouragement for the students’ efforts, all this leads to a state of stagnation.
-The democratic pedagogical relationship is a new perspective towards children and the
education and shaping of their personality.
The main characteristics of the teacher-student relationship are as follows:
1. mutual responsibility;
2. collaboration, cooperation with the purpose of solving the students’ tasks;
3. the teacher’s leading role – using a special technique, the teacher can continuously increase
students’ independence, initiative and responsibility;
4. the training and education job must gradually turn into self-training and self-education;
5. the students and teachers form a unity together: the teacher watches the student within these
united relationships;
All these characteristics suppose the organization of the education system in such a way as the
students, through their own efforts, could acquire information, skills and abilities, the result of all
this being the students’ positive attitude towards their actions.
The conclusion comes clear: the teacher-student relationship is part of a broad relationship
which is formed between the student group and the pedagogical team.