Abstract:
A significant amount of research and studies highlighted the importance of holographic/handwritten writing in terms of the psychological profile of the human individual, both reflected in character traits and in his well-being. At the same time, there were also voices that highlighted the limits of this "science", referring to the deviations from certain features considered universal, but also to the fact that, apart from the case studies and the similarities found (repeatedly) and studied, there was no specific and infallible method to use graphology in order to establish a correlation between writing and certain human behaviours. This is why our article focuses on identifying possible beliefs about calligraphy and graphology in the educational field and their impact on a student's assessment. To this end, we conducted a survey-based research on the subjective meanings attributed to calligraphy, the subjects investigated being students in the Primary and Pre-primary Pedagogy specialization, with or without the qualification of "teachers in school", but also other teachers.
