sosial /psychology/sociology 2012

The study is based on two classes, with six teachers, for half a year.
Based on social psychological point of view dealing relationship in teaching about the lack of opportunities for operators to meet the "I", which are continuously emerging from a collective experience. Aspelin talking about misguided care, with the help of Sennets theory that the relationship between teacher and student tends to become too intimate, then people will deal with general issues based on personal needs and interests. This principle and the self-obsession that its followers are destroying a skill that people dominated in previous eras, acting art, that is. the ability to play roles. Sennets believe that the desire for intimacy in social relationships, in fact, represents a desire to "subjektivera 'social life. Closeness, warmth, personality and authenticity could discourage socialiteten instead of processing it. How might we see ourselves as close to each other if we are not so distant from each other that we can perceive each other as two unique individuals, as I and you? Sennets theories helps us to highlight the misguided care dilemma. Social care in teaching context is misguided because it aims to satisfy Affekter, in the sense of purely subjective feelings, and not between human emotions. Such psychological focus on supporting and caring for students in danger of breaking down the government met the same building blocks - the social conventions. We can see that the teacher in the previous episode in the book is guided by a imtimitetsideologi, thus creating a sense of closeness and to develop personal relationships in the group, this may seem an implicit objective of his actions. If the teacher's goal is to show concern for the students fail the project thoroughly. The school is not and can not function in therapy, and intimacy needs can be difficult to fill these in teaching. We can not conjure away the expectations laid against us in the respective positions or the institutional situation we are in. Our social interaction is formed based on "interpersonal relationships". What Sennet describe and criticize the alienation process that we are in the book come across as "Uppslukning", which means too little distance in social relations. Sennet points out that there is an inaccurate representation of modern society that IMPERSONALITY and cold is something evil and that intimate relationships are redeeming, I agree. It can be negative in the family, but hardly when it comes to work effectively. According to the author misses Sennet an important aspect of the alienation process that exist in social interactions, thus "överdiffertiering and isolation, therefore, that relationship gets too distant, which is the school's traditional relationship problems.
A productive social life in the teaching situation requires relatively stable interaction rituals, but not what rituationsritualer any time. The symbiotic relationship problem is that which grows the most.

The main threat to the teacher-pupil relationship is that between the realm of teaching players blur. We should not perceive this social psychological theory that either individual or social needs neglected. Both left otillfredställda needs at any one time. The school has been and should have a significant caring role. Let me just supplement my delegation to the above two paragraphs, the school can not deprive a caring responsibilities were, of course, an ideological cause. The school's responsibility in this respect in the governing documents that form the ideological basis for American school. There are moral reasons for the school to pay attention to relational aspects of teaching, because interpersonal relations are moral relationships.

Individual A: behavior toward individual B may always be consequences for their mutual relationship and for individuals separately. The school is not just an abstract phenomenon. It consists of real people, and everyone has a social responsibility.

Relationship in education can therefore be described as either social or individual moments over-emphasized. The operative concept of teacher - pupil - the relationship expressed in this book means that a stable social ties, high degree of harmony and optimal differentiation valued. Based on this reasoning, it is a direct threat to the teacher-pupil ratio is two-fold: first for small and secondly for the great distance between teachers and pupils / students. This implies a direct interaction eye for an eye, as Goffman would put it. What we do claim is to maintain a certain social face. The face is a normative-charged performance that the operator itself is involved in shaping the responses of others, but which nonetheless are crucial. We want to achieve consensus in the relationship. Individuals would like to integrate with one another to belong to the collectivity. This can be achieved only by promoting each other's faces. In this way, the student and teacher dependent on each other, and vice versa, but it is despite the teacher's assessment eye that determines the grade in the relationship, in two senses. Aspelin also discusses I and Me, thus Meads theory. The book has two broad objectives, first to understand the situation in a deep plan and contribute to social psychological theories. During the social interaction space where teachers and students typically aspire to be accepted by each other is an ongoing micro-social process that never can be fully predicted or controlled. Between the teacher and students expressed continuous streams of words and gestures to get his sentence by actors interpretations. The author of kontextuallisera strives concepts, understand their significance in the light of a particular social situation. The empirical studies of methodological approach, which the author quite deliberately chosen. He uses the repetitive nature, therefore he processes a situation and its social event, and again from different angles. Thomas J. Scheffer theory, we can place in the symbolic interaktionismen, he was inspired by Mead, Goffman and Cooley. This theorists is the basis for Aspelin approach, which means "part-overall analysis" and aims to show how the smallest components of the communication process, ie, words and gestures are related to the broader social context in which these characters are part in. Aspelin social psychological orientation may be seen as micro-sociological interaction analysis. The focus is non-verbal communication, therefore feelings. Social Psychology main research field is, in other words, "the problematic relationship between the individual and small socialitet. Scheffer theory is about social ties, which is a relative concept, and refers to a reality between individuals. This concept is abstract and can not therefore be described as a directly observable situation. Ties can be real phenomenon whose existence and nature that can be inferred from the interpretation and analysis of the social context which they are formed. Social ties as normative idea is seen as positive, that is stable and the opposite on the contrary. Social behavior is by stimuli from both inside and outside of a relationship. An overarching goal of relational conscious practice is to build a stable social ties in a school class. Formation of social ties in the teacher-pupil ratio stands or falls on whether a communication is or is not done in an interpersonal sphere, the balance between the individual and social needs. If the communication between teachers and students usually characterized by keeping the beds for stable relationships formed in school class. Social interaction of such nature is in turn a prerequisite for the development of stable social "I". According to Scheffer theory is shame and pride both basic human emotions. Label basic emotions arising from their role is to signal the band's social nature. Shame Feelings indicates that the Social tape threatened or are fragile. Pride Feelings indicates that the relationship is strengthened or is intact. Shame and pride, social emotions in the sense that they brought in a context where the individual sees and evaluates himself by taking other people's perspectives. Put another way occurs shame and pride when the "tune" the self position in relation to the other. Shame seized by negative and pride through positive reconciliation. Stable ties built in the event of a balance between individual and social elements of communication, ie. where the relationship is optimal differential. For great distance leads to isolation and the individual moments over-emphasized. For small distance means similarly to individuals / individual "uppslukas", the social elements over-emphasized. Isolation and uppslukning are indications of two forms of interpersonal alienation. Social ties built through the interaction between the individual and small socialitet. This is done through integration. Aspelin says misguided care aims to ease the pressure, thus allowing internal needs warrants have free rein, he also claims that the interaction regime is perceived as a straitjacket. The school social system that imposes teaching actors strict requirements on what to do and how to do it. The misguided care aimed at the emancipation from this alienation.


Aspelin. J, ties between us, a social psychological perspective on teacher-pupil relationship, (1999). Lost, Stockholm / Stehag