Fundamental Pedagogy Jana Doležalová

4 Education as a Pedagogical Process and its Stages 
Objectives 
After studying this chapter: 

You will be able to explain the educational process and characterise 
its stages from various perspectives. 
Terms to Remember (Key Words) 

educational process 

stages of educational process 

stages of educational process from 
the ontogenetic perspective and 
from the perspective of the 
educator

stages of educational process 
from the methodological and 
managemenrt perspective
stages of educational process 
from the complex perspective
Introductory Questions and Assignments 
1. What is characteristic for each process?
4.1 Educational Process 
We perceive the educational process as the process or course of 
sophisticated and intentional activities with an educational objective. The 
process consists of the activity of the pedagogue (educator, parent, teacher, 
trainer) that induces a response from the person that is being educated 
(student, child, pupil, member of a club). Both agents interact with each 
other with the aim to achieve positive changes in the personality of the 
person that is being educated.
Educational processes may be classified according to whether they are being 
induced intentionally (intentional processes) or unintentionally (unintentional 
or functional processes). The difference is depicted in Scheme 2.
 
 
 

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Scheme 2: 
Educational Processes According to the Degree of 
Intentionality (R. Pospíšil, K. Vlčková, 2006) 
Educational processes 
Unintentional EP 
the individual is not aware that he 
or she is learning and mastering 
knowledge 
and 
experience, 
unintentional 
Intentional EP 
the 
person 
intentionally 
endeavours to learn 
Unmanaged EP 
learning that is in some way 
regulated and organised from 
outside 
Managed EP 
intentional, the person learns 
intentionally 
We see the educational process as a type of social interaction (mutual 
interaction); it may also be described as an interaction model. It 
describes the essence of the basic functions of the educational process. 
First, already during the projecting, the educators are interested in 
determinants from the part of the persons that are being educated, but the 
input is determined also by the characteristics of the educator and other 
factors. Then the real educational process takes place, within which the 
contents of education are mediated to the person that is being educated, in 
order to achieve the educational goal, while respecting the individual and 
age specifics of the individuals in the interaction between the educators and 
the persons receiving the education. After the educational process is 
completed, the specific outputs of the finished process are reviewed against 
the long-term intentions, or effects of education.
The educational process may be analysed from multiple viewpoints, e.g. 
from the point of view process management, the content of educational 
activities, the educator, the person that is being educated etc.; the phases 
of the educational process are defined on this basis. The educational 
process is, as a rule, a long-term matter. Given the changing conditions and 
factors of education, changes to one’s personality, activities and their results 
are registered in the course of the process, in certain time phases. 
Recognising these phases helps us understand education and plan, organise 
and manage the educational processes more effectively. 

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