ABSTRACT
Current modes of analysis have led education to separate its thinking about the development of pupils other than the cognitive into categories such as personal and social education, pastoral care, aesthetic education, health education, and moral education. As with teaching styles, so with school organization and pastoral care, there are two modes of operation, one expecting submission and commitment to a given code, the other inducing individual pupil responsibility and participation. It is clear, then, that teachers, both in the classroom and when responsible for the organization of schools, should feel able to perceive and analyse the attitudes and behaviour of their pupils with sensitivity and from an adequate theoretical base. Most teacher-training courses include some reference to psychologists who have noted that adolescence is a time of increasing maturity triggered by participation in a number of ‘growth tasks’.
