Abstract
In philosodhical thinking, the contribution seeks a basis for pedagogice decision in the dispute between the perception of the emotional tuning of the children at school classroom by the class teacher and its vision by an external expert, who focuses on analysis of relationships in the children's group and experience of children. Perception means listening to the rhythms of life, which touch us due to our openness and to which we respond with our life manifestations, thanks to which we live.
Vision, observation is the search for signs of life that map it by placing them in a prepared interpretive framework, supported by the previous generalized knowledge. In conclusion, the need to base decision-making on both processes is justified, because each of them can be marked by mistake affecting children, their relationship and their maturation.
In current educational practice, there is necessary to give more space to perception, which is not always given attention.