O incursiune în substratul etiologic al didactogeniei. Stilul educaţional respingător
An incursion into the etiological substrate of didactogeny. Repulsive educational style

Summary/Abstract: By the way it presents itself, the repulsive educational style brings indisputable prejudices to the teaching‑learning process, strongly affecting the entire construction of this process, especially the segment that covers the relationship between the teacher and the students. Having the ability to impose itself differently – as something reminiscent of an authoritarian or nomothetic behavioral, distant or impulsive, ultra‑reactive or strict, oscillating or detached – the educational style in question is characterized by the fact that it contradicts the rights and duties incumbent on the position of a teacher. In his presence, the school environment collapses, ceasing to present a “suitable environment in which essential connections can be created for the multilateral and harmonious development of the student” or a “space in which the professional competence of the teacher is complementary to the developmental particularities of the student”. Moreover, through the conflicting energies he releases, he distorts the meaning of the teaching profession, obviously contributing to the establishment of didactogeny. Or, as it has been mentioned more than once, in various specialty sources, if the educational style does not resonate with the rights and duties of the pedagogical profession, the didactogeny is predetermined, simply, to become a reality, a state in fact, which must be associated with the big mistakes in the area of the teaching‑learning processor, in other words, with the big deviations from what the professional deontology of the teacher means.

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