Teaching relationship, tact and atmosphere: Phenomenological-hermeneutical approach

This paper discusses the problem dialogicity in pedagogical relationship, the complex nature of stroke in pedagogical situations and atmosphere as well as space in which the active and specific pedagogical relationship develops. Status of pedagogical trueism, selfexpleined paradigms that do not need to explain and operationalize, the above phenomena are not justified deserved. Author has tried to depict the contours, offering a general overview of the issues pedagogical relationship as a phenomenon dialogicity. Tact and atmosphere here appear to be essential and intertwined phenomena. This is a unique, unpredictable and complex phenomena of the pedagogical relationship, almost beyond the reach of science, through which we can understand the educational situation in their immediate and full quality and capacity. Realized in the ability of teachers to 'read' pedagogical situation hic et nunc, the pedagogical skills-based activities that depend on the perspective of meaning that emerge from each situation and re-appear in it