Upbringing and parenting, style of upbringing and parenting style. Terminological analysis
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Abstract
The article presents considerations on the essence of education inspired by the perception of the ambiguity of categories used in psychology and concerning parenting, such as parenting style, style of upbringing and parental attitude. In the article, the differences between social influence and development and upbringing as well as key features of educational activities (intentionality, purposefulness, processuality, asymmetry of educational relation) were pointed out. The author treats upbringing as a long-lasting and intentional interpersonal interaction aimed at optimization the development of a pupil. The domain of educational activity is updating the developmental potential. Accepting such an assumption, she notes that not all parenting activities mean upbringing. Its influence can be destructive from the child's development point of view. However, the attempt to go beyond the caring and educational functions with which parenthood is most often identified has resulted in the author's approach to the parenting style. It is discussed on the basis of a complex network of factors differentiating the interpersonal and intrapsychic dimension of the parents' experiences.