Mejer, Michał2026-03-102026-03-102015Seminare, 2015, Tom 36, nr 1, s. 141-150.1232-8766https://theo-logos.pl/handle/123456789/42606The research made on the situation of today’s youth in Poland reveals a certain discrepancy. On the one hand, the youth are independent, entrepreneurial, they learn fast and quickly gain autonomy. On the other hand, however, they are often affected by emotional problems, aggression and immaturity. What, therefore, should the teacher be like? A classically understood master or one conforming to the five categories formulated by prof. Ferenz? Mass school can hardly take into consideration a student’s individual biography or respect his autonomy. The teacher, therefore, in addition to excellent communication skills, should possess the art of establishing interpersonal relationships with students. In this context, it is interesting to look at the idea of integral education of Herbert Franta.polCC-BY-ND - Uznanie autorstwa - Bez utworów zależnychautonomiaedukacjakompetencje kluczowekształcenie nauczycieliprzedsiębiorczośćprzemocrelacja nauczyciel-uczeńuczniowiewychowanienauczycielewychowawcynauczyciele-wychowawcytożsamość nauczycieli-wychowawcówmłodzieżautorytetpedagogikaautonomyeducationkey competenciesteacher educationentrepreneurshipaggressionteacher-student relationshipstudentspupilsupbringingteacherseducatorsteacher-educatorsidentity of teacher-educatorsyouthauthoritypedagogyArticle