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the pedagogue on his or her pupil, he or she should also have the capability to
impart his or her personal senses to them; this influence shows the impact of
the teacher’s character on the process of education and the efficacy of his or
her pedagogic communication.

Friendly Communication
Friendship is a specific form of interpersonal communication. It is charac-
terized by every individual’s selective interpersonal relationships and inter-
action, mutual attachment of its members and a high degree of satisfaction
with the communication process and by mutual expectation of reciprocal
feelings and preferences. The development of friendship presupposes adher-
ence to its unwritten ‘code’, which affirms the need for mutual understand-
ing, frankness, and openness in respect of each other, as well as active mutual
assistance and mutual interest in the affairs of one another with sincerity
and selflessness. Breaches of this friendship ‘code’ result either in a cessation
of the relationship, or in the transformation of friendship into superficial
comity or into its opposite-enmity.
The problem of friendship and friendly communication is particularly
important with teenagers. Friendly relations enable the teenager to partici-
pate in a process of communication where, he or she may extend his or her
self to many of the peers with the help of traits and abilities that are mean-
ingful to him or her.

Communication as Mutual Understanding

Besides the interactive and communicative aspects, communication also has
a perceptive aspect, which surfaces in the process of mutual perception of
the participants in communication. In pedagogic communication, commu-
nication is possible if and when the pupil and the pedagogue are in a posi-
tion to assess the level of mutual understanding and seek to reproduce in
their consciousness each others’ inner world, and understand each other’s
feelings, motives of behaviour, and attitude. It is not very easy to enter into
this ‘inner world’ because we often try to judge and understand others by
their appearances, behaviour, and actions used as communicative means.
Yet, a pedagogue has to make a deliberate attempt to understand on the basis
of the information he or she has, the pupil he or she deals with , and draw
conclusions regarding their abilities, thoughts, and intentions. Here inter-
personal perception in communication acts as the key to the solution of psy-
chological problems in communication and interpersonal relationships.
The perceptive aspect of communication lies in the perception, under-
standing, and assessment of one individual by another. In getting to know
the other person, the pedagogue needs to accurately assess the prospect of

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