Rolul gândirii științifice în asigurarea competenței de securizare psihopedagogică a elevilor din partea cadrelor didactice

Abstract

Psychological security is a much-discussed topic both in a psychotherapeutic context and in an educational context. This article proposes for discussion the analysis of psychological security in an educational context from the perspective of establishing optimal relationships of interaction between student and teacher based on scientific thinking and scientific education. The role of scientific thinking being one that would primarily promote psychological culture as a factor and condition for ensuring psychological security in the education system. Psychological culture includes various psychological properties in a person's education, such as: motivational, emotional, intellectual, communicative, reflective, regulatory, etc., being connected by principles of coordination and subordination. All these psychological properties being mediated by the scientific thinking of teachers contribute to ensuring a safe environment for students from the perspective of psychological (scientific) literacy, psychological competence, which contributes to the formation of a mature psychological culture of teachers reflected by personal self-regulation, ensures an efficient, safe and humane interaction with people, but especially with students.