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child in finding his way through the maze of relationships, values, feelings, convictions,
knowledge, etc. His orientation must be more refined.
(b) Refinement
Differentiate implies the identification ofa class, while refine means to understand the
finer constituents of a situation and the inter-relations between the different
constituents. It refers to the understanding of the essential characteristics of the class.
(c) Objectifv
To objeetify means to be able to see and evaluate an object, event, person, etc. as it
is, irrespective ofwhether I am subjectively involved or not. I see a thing as it appears
to everyone, stripped of the personal meaning it may have for me. This does not mean
that I am not involved. IfI am not involved the object does not form a constituent part
of my situation. My involvement is characterised by differentiation, refinement and
objectification.
2.4 TIlE PEDAGOGIC SITUATION
The point of departure of psychopedagogics is the pedagogic situation. A
psychopedagogic perspective must, therefore, develop from the pedagogic situation.
This implies that categories such as experiencing, cognition, feeling, perceiving,
thinking, etc. only acquire psychopedagogic status within the pedagogic situation (Nel
& Urbani 1990 : 10). Outside the pedagogic situation they remain anthropological
categories. Within the pedagogic situation, they become psychopedagogic. categories.
The matrix within which the pedagogic situation develops is thepedagogic relationship.
The pedagogic relationship can be defined as a relationship between an educator and
one or more educands formed with the specific aim of educating the child or children.
The pedagogic situation develops within this relationship. The quality of the
relationship has a direct influence on the success or otherwise of the education act.