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unsatisfactorily and that his orientatedness remains relatively undillerentiated and
unrefined (Van Niekerk 1987 : 11). The crux of the problem seems to be the
underdevelopment of the feelings which are not only attenuated but mainly directed
at satisfaction on the sensory level
The pedagogically neglected child will neither love nor trnst. It is even doubtful if he
can hate. Behaviour which may serionsly harm others may often emanate from lack
of feelings of either love or hatred (Van Niekerk 1987 : 16). In the school situation,
the phenomenon of "conditional trnst" is a reality. Many teachers are not
unconditionally trnsted as educators by all pupils. If a teacher proves to be an expert
in his subject, pupils will respect him for that. If he also proves to be a dedicated
educator they will have faith that he will assist them in learning that subject. Ifhe also
proves to be a dedicated educator they will also trnst him with many existential
problems which they know their parents cannot solve (Urbani 1990 : 14-15).
2.4.2 Pedagogic understanding
Inwanting to be someone, the child also wants to and needs to know and understand.
For the child to adequately actualise this cognitive directedness (intentionality), he
depends on the accompaniment or guidance of a trnstworthy as well as understanding
adult. This accompaniment of the child by the adult toward increasing knowledge and
understanding not only requires that the educator generally understands the nature of
children and the role of education in their becoming but also the uniqueness and
particularity of this child in his actuality and potentiality. This understanding should
also reflect a respect for the dignity of the individual child. On the other hand, the
child's receptivity for such accompaniment stems from his belief and trnst in the adult
as someone who offers advice and knowledge worth following. This means the child
experiences the adult as someone who really understands him and as someone who is
there for his benefit. A child wants to be grown up and, thns, has an intuitive
understanding that he is directed towards adulthood. This provides the inherent motive
for the child's willingness to explore and learn to understand the life-world as learning
content. This wanting to be grown up, as motive, is what allows Langeveld (Yonge et