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West Germany, focusing on those aspects of psychology, which can help us
uncover the mental processes of perception and communication, as well as
skills and habits. Pedagogical communication is based on the methodologi-
cal principles of a new form of communicative teaching, following the tech-
niques of ‘Suggestopaedie’, an emotionally significant and intensive method
based on the principles of psychotherapy. It is a system of procedure for the
creation of a positive emotional and psychological climate in teaching and
communication.

PedagogIcal communIcatIon

Communication can be defined as a complex process of establishing and
developing contacts between people, which is rooted in the need for joint
activities. On the technical side, pedagogical communication comes out as
a system of method intended to provide interaction between the pedagogue
and the pupil. It is the exchange of information and maintenance of mutual
understanding, and proper relationship between the pedagogue and the
pupil with the help of appropriate communicative means.

Definition
Pedagogical communication is understood to be the system of interaction
between the pedagogue and the students. It is based on appropriate methods
and habits and consists of exchange of information, exercising of appropri-
ate influence on the pupils for didactic and educational purposes, and the
promotion of their mutual understanding. The pedagogue must initiate and
control this process.
Pedagogical communication comes out, on the one hand, as the emo-
tional background of the process of training and education and, on the other,
as its immediate content. Pedagogical communication is a joint activity, and
as such, the pedagogue must unite with the students and communicate with
them, that is, establish contacts, strive for mutual understanding, receive nec-
essary information, and transmit information in response. Communication
appears here as an important informative aspect of activity. Interestingly,
activity is an important aspect of pedagogic communication. Communication
and activity constitute an inseparable entity.
Pedagogical communication assumes the form of interpersonal interac-
tion, that is, the sum total of ties and mutual influences arising in the pro-
cess of individuals’ joint activities. Interpersonal interaction is a sequence
of individual’s reactions to one another’s actions: an action of individual A,
changing the behaviour of individual B evolves the latter’s reactions which,
in turn, influence the behaviour of individual A.

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