Didactogeny as a factor pathologizing learning ability (elements for a meta-analysis of the phenomenon of school failure)

Abstract

Didactogeny is an expressive indicator of school maladaptation. As soon as it appears, as a result of communication mistakes committed - voluntarily or involuntarily - by teachers, it puts undesirable pressure on their disciples, disorganizing all their activity and all kinds of relationships. Since, the phenomenon in question disrupts the training process by the pernicious energies which it possesses, calling into question its proper conduct, it is evident that the worries which appear in such a case must concern - first of all and in particular - the learning capacity of the pupils or, more precisely, the manner and extent to which the targeted type of capacity is subjected to erosion. The data we have - we refer both to the fi ndings that we have managed to extract from the specialized literature and to our own observations related to the inappropriate behavior of teachers - show that, ad extremum, the detrimental infl uence that didactogeny, as as a pathological factor, has over the ability to learn is expressed in at least three phenomenological situations: (I) the occurrence of school delays, (II) decreased ability to process information, and (III) disrupted motivation to learn.