The article draws on the recent findings equating sensoric and mental cognition and points to the importance of visuals in both teaching nad learning processes. Further, a double classification of visuals used in schools is presented, the sorting criteria being the content and form of visuals on the one hand and their technical and graphic execution on the other.
Of the functions of visuals contributing to the development of pupils’ personalities pedagogical, didactic, psychological, social, cultural and aesthetic ones are examined. With the latter three the scope of visuals was extended to everything that surrounds the pupil in his everyday life. The last part deals with the creation and selection of visuals used in teaching practice on the basis of the new facts found.
In conclusion the enormous potential impact of visuals on pupils’ personalities is stressed, especially on their value matrices and on their further activities and behaviour. Present shortcomings in pupils’ ethical, emotional and aesthetic education, as well as those in the qualities of visuals are referred to.
Since the influence of visuals is not the same or automatic on each personality, and since this influence is combined with others (both personal and social), the necessity of thorough research on the phenomenon is shown as desirable.