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is not involved in an intimate relationship with an educator (parent) who focusses on
the child's adulthood. When an educator and a child co=unicate inadequately all the
acts of upbringing itself are necessarily performed inadequately. The pedagogically
inadequate actualisation of the child's psychic life is the inevitable result.
A distressful educational situation gives rise to experiences fraught with unfavourable
meanings for the child, e.g. with feelings of extreme and uncalled for anxiety,
loneliness, insecurity, helplessness and uncertainty. The child's level of development
does not in this situation coincide with his attainable level. Guidance towards the
actualisation of his psychic life within the educational situation is then inadequate. A
dysfunction in the dynamics of upbringing is therefore clearly brought about by both
the child's inadequately actualising his psychic life, and the educator's inadequately
supporting him. The child is consequently impeded in his progress towards adulthood.
Dysfunctional education therefore per se implies that the child will suffer an
impediment with regard to his development.
Seen pedagogically, the abused child under-actualises his psychic life. This directly
pertains to the modes of his exploring, emancipating, distantiating, objectivating and
differentiating, which are in the same event inadequately actualised in terms of the
pedagogical norm. He is indeed in this way obstructed in his progress towards
adulthood. The adult's "neglect of duty" especially lies in his failure to carry out the
educative task as he ought to, and consequently allowing the fundamental pedagogical
structures to be inadequately realised.
The absence of specific ethical or moral factors in the educational setting could also
hamper the child's education.The lack of educational dialogue between an adult and
the abused child is one of the major factors that short-circuit the dynamics of the
educational situation.
From a psychopedagogical perspective the abused child finds himself in an educational
relationship which is dysfunctional. Dysfunctional education implies that. the abused