Social Pedagogy/Social Education: academic status and challenges in Europe
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This document summarizes the academic status and challenges of social pedagogy/social education in Europe. It provides historical context on the development of social pedagogy in Spain and different streams of thought that influenced its development. These include French, Anglo-Saxon, German, and Latin American influences. It distinguishes social pedagogy from social work and discusses current challenges, which include establishing it as an autonomous discipline, connecting theory and practice, clarifying its relationship to other social professions, and building new knowledge through research.
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Unit 4 cristina gudiño
Schools exist within society and are influenced by social forces that shape the curriculum. A curriculum reflects the society it exists within and aims to meet the needs of learners locally, nationally, and globally. As societies change due to factors like shifting economies and changing family structures, the curriculum must also change and adapt to these social conditions. Understanding the social foundations of a curriculum is crucial for determining what content should be included and how it is delivered in classrooms.
Sociology : Sociological foundation
SOCIOLOGY…………
- Latin “Socius” - “social or being with others”
- and the Greek “logos” - “study”
Therefore, the term “Sociology” basically means the “study of social beings”.
It studies:
human behavior in groups
social structure and social phenomena
different forms of human interrelations
The Sociological Foundation
- Issues from society including groups and institutions in the culture and their contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum making. These include:
Changes occurring in societal structures;
Transmission of culture;
social problems as issues for Curriculum and
Economics issues.
AIMS OF EDUCATION
Schools exist within, not apart from,
social context
Schools emerges within society
Development of social feelings and qualities
Development of a socially efficient individual
Improvement of vocational efficiency
Use of leisure time and development of healthy recreational pursuits
Transmission of social heritage
Diffusion of more and more knowledge
Development of constructive and creative outlook of the individual
Education for social service, social efficiency, emotional integration, national unity and patriotism
CURRICULUM
Based on conditions, problems and needs of society
An agent for transmission of basic values of culture
Prepare the child for global/world society
Flexible and changeable for the effective realization of socially determined objectives
Lead to the development of genuine ‘we feeling’ i.e. of a group having a spirit of social interaction
METHODS OF TEACHING
Enable child to acquire skills and knowledge needed
Develop a capacity for social adjustment
Develop problem solving and constructive thinking
Socialized techniques; project and group methods
ROLE OF THE TEACHER
Destiny of the nation is shaped in classrooms by the teachers
Be exposed to the concept of freedom, dignity of the individual, rights and duties so as to transmit the same to the younger generation
Expected to possess right attitude of social behavior
Remain above casteism, regionalism
THE SCHOOL
Reflect and epitomize the larger society outside its walls
Balance, purify and simplify the activities of the society in its environment
CONCLUSION
Education takes place in society
Education is essentially a social process
Social environment educates the child
education has a social role to play
Education is a lifelong process
Education is not only schooling
Education must be social in nature and develop democratic skills and values in students
sociologicalfoundation-140426050948-phpapp02 (1).pdf
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. The sociological foundation of education refers to how society influences curriculum through social issues, culture transmission, social problems, and economics. Schools exist within the social context and emerge from society, influenced by factors like politics, culture, economics, and technology. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting culture, and developing service and patriotism. Curriculum is based on society's conditions, problems, and needs and aims to prepare students for the global world while developing group spirit. Teaching methods enable skills/knowledge acquisition and social adjustment. The
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Unit 4 cristina gudiño
Schools exist within society and are influenced by social forces that shape the curriculum. A curriculum reflects the society it exists within and aims to meet the needs of learners locally, nationally, and globally. As societies change due to factors like shifting economies and changing family structures, the curriculum must also change and adapt to these social conditions. Understanding the social foundations of a curriculum is crucial for determining what content should be included and how it is delivered in classrooms.
Sociology : Sociological foundation
SOCIOLOGY…………
- Latin “Socius” - “social or being with others”
- and the Greek “logos” - “study”
Therefore, the term “Sociology” basically means the “study of social beings”.
It studies:
human behavior in groups
social structure and social phenomena
different forms of human interrelations
The Sociological Foundation
- Issues from society including groups and institutions in the culture and their contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum making. These include:
Changes occurring in societal structures;
Transmission of culture;
social problems as issues for Curriculum and
Economics issues.
AIMS OF EDUCATION
Schools exist within, not apart from,
social context
Schools emerges within society
Development of social feelings and qualities
Development of a socially efficient individual
Improvement of vocational efficiency
Use of leisure time and development of healthy recreational pursuits
Transmission of social heritage
Diffusion of more and more knowledge
Development of constructive and creative outlook of the individual
Education for social service, social efficiency, emotional integration, national unity and patriotism
CURRICULUM
Based on conditions, problems and needs of society
An agent for transmission of basic values of culture
Prepare the child for global/world society
Flexible and changeable for the effective realization of socially determined objectives
Lead to the development of genuine ‘we feeling’ i.e. of a group having a spirit of social interaction
METHODS OF TEACHING
Enable child to acquire skills and knowledge needed
Develop a capacity for social adjustment
Develop problem solving and constructive thinking
Socialized techniques; project and group methods
ROLE OF THE TEACHER
Destiny of the nation is shaped in classrooms by the teachers
Be exposed to the concept of freedom, dignity of the individual, rights and duties so as to transmit the same to the younger generation
Expected to possess right attitude of social behavior
Remain above casteism, regionalism
THE SCHOOL
Reflect and epitomize the larger society outside its walls
Balance, purify and simplify the activities of the society in its environment
CONCLUSION
Education takes place in society
Education is essentially a social process
Social environment educates the child
education has a social role to play
Education is a lifelong process
Education is not only schooling
Education must be social in nature and develop democratic skills and values in students
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This document presents information on the relationship between sociology and education. It begins by defining sociology as the study of human society and its origins, and education as everything learned in a society. It then discusses how education takes place within society and is thus a social phenomenon. Sociology studies social systems and structures while education is an important social function. Changes in society bring changes to education and vice versa. In conclusion, sociology and education are significantly related fields, as education is part of society and society determines the goals of education.
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1) Functionalism views society as a system of interrelated parts that work together to maintain stability. Emile Durkheim argued that education perpetuates social homogeneity needed for society's survival.
2) Structural functionalism focuses on how social structures like the family and education system fulfill necessary functions.
3) Conflict theory emphasizes social inequality and power struggles within education systems.
4) Symbolic interactionism examines how individuals interact and make meaning through symbols like language.
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Sociology is the study of human behavior and interaction in groups and society. It examines how social structures, culture, and institutions influence education. A sociological approach to curriculum considers issues in society that impact education, such as social and economic problems, cultural transmission, and political awareness. Educational sociology specifically researches how culture and society can improve education. Curriculum based on sociology is flexible to society's needs and aims to develop social skills while transmitting cultural heritage. Teachers have an important role in shaping students through democratic values and moral development. Schools should reflect the larger society through disciplined and socially engaged activities.
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Similar to Social Pedagogy/Social Education: academic status and challenges in Europe
INCLUSION AND INTERCULTURAL CURRICULUM
SUMMARY
The inclusive school is without doubts, a very important topic in the current education, and of main relevance in the society. An issue that has created the rights of minorities for not being discriminated because of their differences .
The inclusive school´s antecedent is the way of integration. In Spain, this topic has special relevance for the fact that, at the end of the seventies in the “Informe Warnock ” appears the idea of integration in different educative Laws, “Ley Social de Integración al Minusválido” 13/1982 (LISMI), “Ley Orgánica 1/1990 de Ordenación General del Sistema Educativo” (LOGSE), “Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación” (LOCE), etc. This step has supposed the knowledge and the practice of some principles:
Comprehensive and diversifying learning, opened school to diversity, inclusive school, etc. Independently if the functioning of those educative Laws has been developed in a positive way, they suppose a comparison of rights from the person to get an educative inclusive system, with integration and normalization. But, how long is this legal framework being true and concrete with immigrant students? What strategies in the class are used for doing these principles true? Those questions are set out with the purpose of telling the way in which it is being applied for immigrant students in the Spanish educative system. It is interesting to analyse what mechanisms of integration are used in classes with immigrant students, for doing so, we review the main educative policies which affect this group of students, above all, it is emphasized the interculturality treatment as instrument in the inclusive education from the school curriculum.
Gifted students spain
This document outlines the gifted program at a school. It discusses which students are included in the program, how the program is run through various departments and cross-curricular projects, and examples of specific projects for different grade levels. The main objectives of the program are for gifted students to feel included and for activities to motivate and engage their peer groups. A work plan is also outlined that coordinates the program between a coordinator, counselor, and teachers throughout the school year.
Historical development of education pedagogy
The document summarizes the historical development of education and pedagogy. Some of the key points made include:
- The oldest known education systems taught religion and maintained cultural traditions. Thinkers like Socrates, Plato, and Aristotle in ancient Greece influenced education by aiming to prepare youth for leadership.
- In medieval times, education developed through apprenticeships or religious service, and was mostly a privilege for higher social classes. The Renaissance saw a growth in humanist educators and schools established by Protestant churches.
- Major educational theorists through the 16th-19th centuries include Comenius, Rousseau, Pestalozzi, and Friedrich Froebel who introduced kindergarten. Public school systems
CROATIA
POWERPOINT PRESENTATION FOR SPEECH FOR UNIVERSITY OF ZAGREB. INVITATION TO PARTICIPATE AT INTERNATIONAL ART THERAPY SYMPOSIUM IN CROATIA.
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The influence of John Dewey on the Turkish Curriculum.
The @Filosoclips project: teaching feminist philosophy through popular cultur...
The @Filosoclips project: teaching feminist philosophy through popular cultur...eraser Juan José Calderón
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Laura Triviño-Cabrera , Asunción Bernárdez-Rodal & Alba Velázquez-FelipeIntercultural education belousa_kravale_lisboa_2012
This document discusses culture and intercultural education. It begins by exploring different understandings of culture, including how globalization has impacted and expanded our understanding of culture. It then examines different types of cultural groups and identities people belong to. Finally, it looks at elements of culture and considers competencies needed for intercultural teaching, such as understanding other cultures, communicating interculturally, and promoting cultural understanding. The goal is to better understand cultural challenges in education.
EMERGENCE: Maori and Dewey Pedagogies
Study of similarities between the struggles of native cultures in the and the development of pedagogies in both the Pacific and the Americas, focusing on the Maori Pedagogy and John Dewey's philosophies.
Cv carlos tirado taipe - march 2016
Carlos Alberto Tirado Taipe has extensive academic and professional experience in education in Peru and South Africa. He holds a PhD from the University of Pretoria, as well as several other degrees. His work has focused on curriculum design, teacher training, youth development, and educational research. He has published books, manuals, and articles on these topics. His research interests include higher education policy, teaching and learning, and educational methods.
CV - Carlos Tirado Taipe - March 2016
Carlos Alberto Tirado Taipe has extensive academic and professional experience in education in Peru and South Africa. He holds a PhD from the University of Pretoria, as well as other degrees related to education, development studies, and tourism. His experience includes roles as a lecturer, teacher, educational practitioner, and manager of an educational enterprise. His research interests include higher education policy, teaching and learning, educational research methods, and youth development.
What do/should we teach?
The document discusses curriculum from an institutionalist perspective. It argues that curriculum serves to allocate students into social roles that preserve existing class structures. From this view, curriculum content aims to promote social homogeneity and shared culture through subjects like language, history, and arts. The document also notes that curriculum is increasingly influenced by global models and includes more local and international topics that are less bound by time and space. Specific subjects like social studies, science, literature, math, and civics are described as moving away from traditional national focuses toward a more individualized understanding of broader issues. Traditionalists criticize these trends and argue students no longer learn real disciplines.
State comprehensive school
This document provides information about the State Comprehensive School in Montoro Inferiore, Italy. It includes details about:
- The location of the school in the rural town of Montoro Inferiore in the Campania region of southern Italy.
- The agricultural products grown in the area, including tobacco, tomatoes, potatoes, and famous onions.
- The disciplines and class structure taught at the school, including Italian, history, science, technology, art, and more.
- The goals of the primary school, kindergarten, and secondary grades which focus on developing students' skills and preparing them for their future.
Historical development of education and historical development of pedagogy
Name: Juan Pablo Morocho Ordóñez
Date: May 26th, 2020
Cycle: III
Topic: “HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGY”
Historical development of education and pedagogy
Naturally, one of the humans’ principal needs is the knowledge requirement, then from the beginning of the ages the human has looked for the way to know, therefore, in every society throughout history, however primitive it is, There has always been present the education.
Right from the beginning, education was assigned the status of an art – the art of teaching, of leading children to knowledge. The profession of educator first emerged in Ancient Greece. Back then, the role of educator was performed by slaves.
At the end of the 19th century, the development of such scientific fields as sociology and psychology is accompanied by the emergence of pedagogy as an applied science. Nowadays, pedagogy is treated as a science with the understanding that its ultimate objective, as in the other cases, is not so much to describe or explain but instead to guide the process of teaching and learning. It is as a discipline geared towards the practical application of acquired knowledge.
Thus, the history of pedagogy is the history of pedagogues, as Jean Houssaye put it, Jean Piaget, John Locke, practitioners and theorists of the instructional process, whose practical skills employed in the educational process are more important than theoretical concepts, and vice versa.
Antonio Martínez-Arboleda, Digitised Life Stories in OpenLIVES
The document discusses the OpenLIVES project at the University of Leeds, which involved students conducting oral history interviews with Spanish migrants living in Leeds and creating audio documentaries incorporating excerpts from the interviews. The project aimed to give students experience with skills like oral history interviewing, audio production, and open educational practices. It also promoted critical perspectives on issues like representations of migration, open educational resources, and the role of digital tools in transforming academic work.
ACTUACIONES EDUCATIVAS DE ÉXITO PARA PREVENIR LA VIOLENCIA Y EL RADICALISMO
Verónica Rivera presented on successful educational actions for preventing violence and radicalization through family training in Ceuta, Spain. Some key actions discussed included forming heterogeneous groups in classrooms, holding dialogic literary gatherings to improve reading and communication skills, and providing family training through talks and workshops with NGOs on topics like gender, social networks, and healthy habits. The conclusion was that these actions help empower families, increase children's self-esteem, transform family interactions, and provide alternatives to radical behaviors by helping families feel more confident in supporting their children.
Final concept note theme 4
Concept note for the ICAE World Assembly 14 – 17 June 2011
Theme 4: Nordic Folkeopplysning/Folkbildning and worldwide challenges
The impact on the global challenges in lifelong learning of tomorrow from the tradition of folkeoplysning/folkbildning in the Nordic countries.
By convener Sturla Bjerkaker, board member ICAE, secretary general Norwegian Association for Adult Learning
You in my_mind_spain
This document provides information about the educational program at I.E.S. Emilio Prados secondary school. It offers both secondary education and A-Levels across subjects like humanities, social sciences, science and technology. The school has a library to promote reading, and cross-curricular programs in areas like ICT and bilingual education. The bilingual program teaches content in Spanish, English and French using CLIL methodology. It celebrates various events throughout the year related to languages, domestic violence awareness, peace, Andalusia day, women's rights, literature and more. The school also supports sports, school trips and field trips for students.
HISTORICAL DEVELOPMENT OF EDUCATION AND PEDAGOGY
The document summarizes the historical development of education from pre-literate societies through ancient Greece and Rome, the Dark Ages, Renaissance, Enlightenment, and modern times. It notes that education began with adults training young people in necessary survival skills. Formal schooling emerged in ancient Egypt and Greece made contributions to educational philosophy. Major philosophers like Socrates, Plato, and Aristotle influenced early approaches. The Dark Ages saw a decline but the Renaissance renewed interest in classical learning. The Enlightenment furthered education's role. Pedagogical developments included traditional didactic methods evolving into modern approaches emphasizing collaboration and experiential learning influenced by thinkers like Rousseau and Dewey.
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El documento describe planes de desarrollo comunitario y diagnósticos comunitarios. Explica que los planes buscan mejorar la estima de los residentes por su área y favorecer la integración. Los diagnósticos comunitarios identifican variables como la población, economía y servicios de un área para guiar el desarrollo. El documento también destaca la importancia de considerar a las personas mayores y diseñar planes que satisfagan sus necesidades de vivienda, transporte, actividades y apoyo social.
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Social Pedagogy/Social Education: academic status and challenges in Europe
- 1. Social pedagogy/social education: academic status and challenges in Europe Xavier Úcar Dpt. Pedagogia Sistemàtica i Social March, 2014 Lillehammer (Norway) http://uab.academia.edu/XavierUcar
- 2. Structure • Spanish SP and SE from historical perspective • Social Pedagogy in Latin America and Europe: Social Work vs Social Education • Current challenges of SP
- 3. SPANISH SOCIAL PEDAGOGY AND SOCIAL EDUCATION FROM HISTORICAL PERSPECTIVE
- 4. FRANCOPHONE ANGLO-SAXON (Early twentieth century) (50-60s) (60s) Practical STREAMS OF EDUCATIONAL THOUGHT(problem solving), AND Pragmatic, scientific, Theoretical, philosophical Focused on ACTION THAT Focused on SCIENCIES IN THE XXth CAME TO SPAIN Focused on SOCIAL/CULTURAL OF EDUCATION EDUCATION PEDAGOGY GERMAN CENTURY S O C I A L P E D A G O G Y PROFESSIONALISATION • Socio-cultural Animation and leisure • Specialized education • Adult Education • Adult Basic Education (EBA) • Occupational / employment training • Socio-cultural Animation (1991) Social Education
- 5. (Adapted from SAEZ, 2007) Social Pedagogy - Social Education • Interdisciplinary matrix of knowledge • Educational research field • Social and Educational practice • Social profession • Educational university degree Professionalization DISCIPLINAR FIELD PROFESSIONAL FIELD
- 6. • Specifically addressed to the development of sociability of individuals, groups or communities, whether physical or virtual. Socialization and sociability as specific spaces to Social Pedagogy and Social Education. • Looking for and helping the participation of individuals, groups or communities in social and cultural life, especially those who are vulnerable, at social risk or in social conflict • Acting in different contexts, physical and virtual, in that daily life of individuals, groups and communities develop.
- 7. SOCIAL PEDAGOGY IN LATIN AMERICA AND EUROPE: SOCIAL WORK VS SOCIAL EDUCATION
- 8. SOCIAL PEDAGOGY/SOCIAL EDUCATION LATIN-AMERICA (URUGUAY, CHILE, ARGENTINA, BRAZIL, ECUADOR, MÉXICO, etc.) • Popular Education • Indigenous Education • Participatory ActionResearch • Systematization • Theatre of the oppressed • Liberation Theology EUROPE L A S T D E C A D E NORDIC COUNTRIES UK • Community Development • Sciences of Education • Social Pedagogy GERMANY • Social Pedagogy SPAIN • Social Pedagogy • Social • Community Development • Specialized Education • Socio-cultural Animation • Adult Education FRANCE • Specialized Education • Socio-cultural Animation
- 9. Level 1. SOCIAL WORK understood as a wide action field Level 2. SOCIAL WORK - SOCIAL EDUCATION - OTHERS Regulated Profession or recognized professional category Level 3. Health Others Disability (ASC, School, etc.) Specialized Professions in the field of Social Education (Calderón & Gotor, 2013)
- 11. CURRENT CHALLENGES OF SOCIAL PEDAGOGY
- 12. 1. Build as an autonomous discipline through discussion and consensus among academics and practitioners. 2. Confront and overcome the gap between theory and practice, between academia and the profession; between the academic discourses and professional practices 1. Deepen and broaden the epistemological, methodological and technical research in SP
- 13. 4. Clarify its relations with the different social professions, especially with the educational ones (social work; social education, sociocultural animation; social integration, cultural management; etc.) 5. Build new knowledge and theories from the research, analysis and systematization of practices 6. Building a global network linking organizations, associations and research networks in SP and SE