We teach, we educate. Our first-hand experience gives us knowledge only of fragments. In so far as our experience is real, it still justifies only limited interventions. We employ strategies, since we have an opinion about everything. The philosophies concerning our world are never in such a ready, cut-and-dried state that our knowledge of the world cannot be improved. These strategies extend as far to the horizon as reason can reach. We are not scholars in the eyes of our students. We still have to carry on, even if we ourselves doubt the meaningfulness of events, or think otherwise than others. An adult looks back on his childhood; and he takes this as a benchmark for imagining the situations, requirements and intentions of others. As adults, we can bring experience to our relationship with our students. Coping is not just for its own sake; we can benefit from it in many ways. Teaching the ability to cope, the acquisition of necessary attitudes by students, is an opportunity that presents itself in adulthood; since not only knowledge but life experience make for effective professional practice. Biological, psychological and sociological processes run in parallel with individual and communal attitudes and behaviour, and so abet further personal development. Research into attitudes and behaviour suggests that personal adaptation and self-control are the two key factors which render possible accommodation to, or control of, another person, when two individuals, an individual and a community, or two communities come into contact with each other.

Terézia REISZ:
The Socio-Cultural Background of the Reading Comprehension of University Students,
pages 9-22