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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