Fundamental Pedagogy Jana Doležalová

oversaturated environment (too many stimuli and the individual is 
oversaturated, tired).
5. The focus and structure of the stimuli provided by the social 
environment can be one-sided (developing just one aspect of human 
personality) or versatile as to the stimuli and development of all personality 
components (intellect, skills, feelings and volition).
6. The environment enables (or requires) activities of a different nature and 
for varied purposes. Therefore, we differentiate a home environment 
(relaxation, activities related to the functioning of the household, spare-time 
activities), a work environment (school, workplace – work activities), and a 
recreational environment (spare-time activities in an environment selected 
according to one’s interest).
7. Depending on the quality of the stimuli, we can differentiate an 
environment with sound stimuli and an environment with defective stimuli 
(cruelty, abuse, negligence, gambling, etc.) – (Manniová, 2005). 

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External conditions determined by the level of the environment and internal 
conditions characterised by the level of development achieved by the educated 
persons influence and condition one another in a complex and complicated 
manner. If we get to know them, we will better understand their impacts on an 
individual’s behaviour and conduct. We can react with adaptation of external 
conditions and influencing of internal conditions with the aim to reach high-
quality education and upbringing. 
8.3 Intentional and Unintentional Factors 
With respect to their impact on an individual, we must also differentiate 
intentional factors, i.e. those having the purpose of achieving a change in an 
individual’s personality and influencing his/her development related to various 
components of personality or comprehensively. All of this must always be done 
using intentional means of education selected with deliberation or adjusted. 
Reality always has a complex impact on an individual, not only through the 
factors with which the educator wants to impact on the educatee. But the 
surrounding environment mostly has a functional impact. Hence, an individual is 
exposed to unintentional factors which are not consciously planned in 
advance and need not always be realised as factors influencing an individual’s 
formation. Therefore, we need to create such an educational environment 
which brings as many positive moments, stimuli and examples worth following 
as possible and which has as few risk factors as possible. It is because 
unintentional factors are sometimes more effective than educational factors, 
especially if they have a long-term effect. For this reason, the conditions of 
education and the relating factors must be followed so that it is possible to 
eliminate any negative impacts and support the natural and social factors 
having the potential of a positive impact on forming and shaping one’s 
personality.
It is far-sighted and even effective for education to think over and use the 
factors of all conditions for personality formation in educational work (see 
Scheme 4) while eliminating the negative factors and impacts on children and 
young people. But we should also stimulate active participation of the educated 
persons in their self-formation (e.g. to learn them how to choose the right 
stimuli not resulting in any negative consequences for their development but 
having rather positive impacts, etc.). 

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