The role of a teacher in the reification in the identity of a student with intellectual disability

The fact that a teacher is a person who significantly imprints his/her own mark on the personality of a pupil is an indisputable fact. At a time when we are dealing with a teacher striving for selfdevelopment, for whom the awareness of the importance of his/her work makes the teacher reflective and try to do an in-depth reflection and deeper thoughts on the situation of his/her actions, and who puts critical questions of those actions, we can calmly and joyfully observe the development of the students of such a teacher. The situation is different when, instead of criticism, reflection and thinking appear to close new experiences, evaluating superficial actions and making observations made with the objective truth. Then the reification of the identity of a student tends to become a real threat preventing the realization of the true Self of that student. The purpose of this article is an attempt to reflect on what might be a remedy for the admission by teachers to an extreme form of objectification in working with students in the educational-therapeutic process.

The fact that a teacher is a person who significantly imprints his/her own mark on the personality of a pupil is an indisputable fact. At a time when we are dealing with a teacher striving for selfdevelopment, for whom the awareness of the importance of his/her work makes the teacher reflective and try to do an in-depth reflection and deeper thoughts on the situation of his/her actions, and who puts critical questions of those actions, we can calmly and joyfully observe the development of the students of such a teacher. The situation is different when, instead of criticism, reflection and thinking appear to close new experiences, evaluating superficial actions and making observations made with the objective truth. Then the reification of the identity of a student tends to become a real threat preventing the realization of the true Self of that student. The purpose of this article is an attempt to reflect on what might be a remedy for the admission by teachers to an extreme form of objectification in working with students in the educational-therapeutic process.