This document discusses developing social pedagogy as an academic discipline. It outlines social pedagogy's origins and purpose, and argues that it should be established as a discipline based on its own theoretical questioning and theory formation, rather than just applying theories from other disciplines. The author believes clarifying social pedagogy's basic questions and scope through analyzing its historical and theoretical traditions can help establish it as a distinct academic discipline.
Educational sociology studies the relationship between education and society. It analyzes how social institutions and organizations influence education and how education influences other social components like the economy, politics, religion, and family structures. Educational sociology also examines how social factors like class, culture, language, family background, and peer groups impact students' experiences and achievement in educational settings and considers the role of schools in socializing students. The field aims to understand these interactions to help improve educational planning, policies, and practices.
This document presents information about educational sociology. It defines educational sociology as the branch of sociology that deals with applying sociological principles and methods to solve problems in society. It also examines the aims, scope, and functions of educational sociology, which include studying how social institutions and experiences influence education and its outcomes. In conclusion, educational sociology helps shape individuals and promote social progress through understanding societal processes.
This document provides information about educational sociology. It defines educational sociology as the branch of sociology that deals with applying sociological principles and methods to solve problems in society. The aim of educational sociology is to study the process of education and how institutions provide education in relation to the economic, political, and cultural institutions of society. The scope of educational sociology includes understanding the effects of social influences like family and school on students and the relationship between social factors and student achievement. The functions of educational sociology are the diffusion of knowledge, using education for social control, transmitting social heritage, promoting social progress, and being constructive.
This document discusses several sociological theories that are relevant to understanding education:
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.
5) Open systems theory analyzes how education systems adapt in response to inputs from the external environment.
Educational Sociology and Sociology of EducationReenuMariamJose
This document provides an overview of educational sociology and the sociology of education. It defines sociology and discusses Auguste Comte as the father of sociology. It describes the nature and scope of educational sociology, including that it is the scientific study of how education is obtained and needed in social groups. It discusses key concepts in educational sociology like socialization and the three main theories: functionalist theory, conflict theory, and symbolic interactionist theory. It also explains the importance of sociology of education for teachers in understanding group behavior and social interactions within the school.
Auguste Comte is considered the father of sociology for applying the scientific method to study the relationship between society and individuals. Herbert Spencer further developed sociological studies in 1876 with his book "Principles of Sociology". Emile Durkheim considered education to be inherently social, originating from and serving social functions, making it more closely related to sociology than other sciences.
This presentation discusses educational sociology. It defines educational sociology as the study of how social relationships and public institutions influence education and its outcomes. The aims of educational sociology are to understand how social factors like family, class, culture, and school affect students. Its scope includes examining concepts like society, culture, socialization, and the relationship between social structures and school structure. The functions of educational sociology are the diffusion of knowledge, social control, cultural transmission, social progress, and facilitating social development and change.
A webinar on ' sociology of education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
T. Sahaya Mary
Research Scholar
Dept. of Education
Manonmaniam Sundaranar University
Tirunelveli
Educational sociology studies the relationship between education and society. It analyzes how social institutions and organizations influence education and how education influences other social components like the economy, politics, religion, and family structures. Educational sociology also examines how social factors like class, culture, language, family background, and peer groups impact students' experiences and achievement in educational settings and considers the role of schools in socializing students. The field aims to understand these interactions to help improve educational planning, policies, and practices.
This document presents information about educational sociology. It defines educational sociology as the branch of sociology that deals with applying sociological principles and methods to solve problems in society. It also examines the aims, scope, and functions of educational sociology, which include studying how social institutions and experiences influence education and its outcomes. In conclusion, educational sociology helps shape individuals and promote social progress through understanding societal processes.
This document provides information about educational sociology. It defines educational sociology as the branch of sociology that deals with applying sociological principles and methods to solve problems in society. The aim of educational sociology is to study the process of education and how institutions provide education in relation to the economic, political, and cultural institutions of society. The scope of educational sociology includes understanding the effects of social influences like family and school on students and the relationship between social factors and student achievement. The functions of educational sociology are the diffusion of knowledge, using education for social control, transmitting social heritage, promoting social progress, and being constructive.
This document discusses several sociological theories that are relevant to understanding education:
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.
5) Open systems theory analyzes how education systems adapt in response to inputs from the external environment.
Educational Sociology and Sociology of EducationReenuMariamJose
This document provides an overview of educational sociology and the sociology of education. It defines sociology and discusses Auguste Comte as the father of sociology. It describes the nature and scope of educational sociology, including that it is the scientific study of how education is obtained and needed in social groups. It discusses key concepts in educational sociology like socialization and the three main theories: functionalist theory, conflict theory, and symbolic interactionist theory. It also explains the importance of sociology of education for teachers in understanding group behavior and social interactions within the school.
Auguste Comte is considered the father of sociology for applying the scientific method to study the relationship between society and individuals. Herbert Spencer further developed sociological studies in 1876 with his book "Principles of Sociology". Emile Durkheim considered education to be inherently social, originating from and serving social functions, making it more closely related to sociology than other sciences.
This presentation discusses educational sociology. It defines educational sociology as the study of how social relationships and public institutions influence education and its outcomes. The aims of educational sociology are to understand how social factors like family, class, culture, and school affect students. Its scope includes examining concepts like society, culture, socialization, and the relationship between social structures and school structure. The functions of educational sociology are the diffusion of knowledge, social control, cultural transmission, social progress, and facilitating social development and change.
A webinar on ' sociology of education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
T. Sahaya Mary
Research Scholar
Dept. of Education
Manonmaniam Sundaranar University
Tirunelveli
The document discusses the sociological bases of education. It defines sociology and educational sociology, and explains their important contributions to education. Some key factors that cause social change are also outlined, such as technological development, urbanization, population growth, religion, politics, and economic changes. The relationship between social change and education is bidirectional - social changes impact education systems, and education also plays a role in relation to social changes. Education aims to help social adjustment and transmit social values and heritage from one generation to the next.
Sociology is defined as the scientific study of human society and social interaction. Educational sociology specifically examines the relationship between education and society by applying sociological theories and methods to the field of education. It views education as both a social institution that is influenced by social forces, and as an agent of socialization and social change. Educational sociology aims to understand how education can be improved by considering the interaction between individuals, social groups, and cultural environments.
THE IMPORTANCE OF THE SOCIOLOGY AND PHILOSOPHY OF EDUCATION TO COMPARATIVE ED...Tasneem Ahmad
Educational sociology studies the relationship between education and society by examining how social factors influence education. It analyzes educational situations across different geographical contexts and cultures. The scope of educational sociology includes understanding how social classes, gender, family background, and other social factors impact student achievement and personality development. Philosophies of education provide different approaches to learning, with idealism prioritizing ideas, realism emphasizing scientific investigation, pragmatism focusing on change, and existentialism on individual experience. Sociology, philosophy, and comparative education all contribute to understanding education systems by examining the social, conceptual, and structural aspects respectively.
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.
This document provides an overview of the education system in Bangladesh. It begins by defining education and outlining its aims and learning outcomes. Education is defined as the development and use of one's potential, rather than just acquiring a degree. The education system in Bangladesh is then described as needing structure in order to effectively teach children. Education is classified into formal and informal types. Formal education occurs in schools, while informal is self-guided learning. Functions of education include socialization and culture transmission, as well as social control and innovation. However, inequality exists in the education system due to factors like language, location, socioeconomic status, race, gender, and former department. Eliminating such inequality is needed for positive social change.
Sociology and anthropology are relevant to education. Sociology is the scientific study of human society and interactions, helping teachers understand students' backgrounds. Anthropology is the study of humans and cultures, providing insight into how humans react to environments. Both subjects are important for education as they allow deeper understanding of people, societies, and how things change over time. Several institutions play key roles in socializing individuals, including the family, peer groups, mass media, schools, and churches, each influencing values and behavior in different ways.
This document discusses several issues in sociology of education, including the relationship between society and education, the functions and contributions of education to society, the effect of a child's social environment on learning, schools as social organizations, and the role of teachers and teaching activities. It notes that education systems are influenced by social institutions like family, church, and government. It also examines how education socializes children, transmits culture, develops skills, and promotes social goals. The role of teachers in socializing students both in and out of the classroom is explored through various models and approaches.
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
This document discusses key concepts related to understanding the social foundations of education. It defines important terms like social theory, schooling, training, education, political economy, and ideology. It also provides examples of how schooling reflected the political economy and ideology of classical Greece, where education was available mainly to citizen boys and aimed to develop virtue and participation in the democracy.
This document discusses educational sociology, including definitions from various scholars. It notes that educational sociology is the scientific study of how education relates to society and its institutions. The aims of studying educational sociology are to develop social attitudes, a socially efficient individual, and vocational efficiency. The importance is that it examines the interrelation between education and society, and how education can promote social progress through institutions like schools. The scope includes how culture and socialization are transmitted between generations via educational agencies, and how education acts as an agent of social change and control.
) Define Sociology and explain its origin, development, and divisions.
2) Describe the subject matter of Sociology of Education
3) Explain the importance of Sociology to the education system
4) Explain the way in which the education system in Tanzania has been shaped by the ideas of prominent sociologists.
This document provides an overview of the sociology of education, including its nature, scope, and theoretical approaches. It defines sociology of education as the branch of sociology that studies the relationship between education and society, and how social factors influence education. The document outlines three main theoretical approaches in sociology of education: functionalist theory, conflict theory, and interactionist theory. It provides examples of how each theory frames the role and functions of education in society.
- Education both shapes and is shaped by society. It both preserves existing social structures but can also help drive social change, especially when aimed at disadvantaged groups.
- While education typically reflects the existing social order, reformers argue it should aim to transform society by promoting values of equality, cooperation, and social progress.
- Multiple factors influence the relationship between education and social change, including political systems, economic conditions, urbanization, and access to education across all segments of society. Education alone is not sufficient to create social change but is an important tool when combined with other reforms.
This document discusses the meaning and types of human values. It defines values as standards or principles used to judge what is good, worthwhile or desirable. Values exist independently in the mind and can be dimensional rather than absolute. The document outlines three main types of values: ultimate values around significance and beliefs, democratic values related to equal rights and participation, and educational values concerning knowledge and instruction. It also discusses classifications of values as personal, neighborly, community and more.
This document provides an overview of sociological foundations of education and symbolic interactionism. It discusses key thinkers in the development of symbolic interactionism like George Herbert Mead and Ernest Watson Burgess. Mead developed the theory through his unpublished works that were later published by his students. Burgess created the concentric zone theory to explain socioeconomic divides within cities with population density decreasing as distance from the central business district increases. The document also outlines the three core principles of symbolic interactionism: meaning, language, and thought. It explains how individuals develop a sense of self through interacting with others and learning to see themselves from others' perspectives.
Sociology is the study of human social relationships and institutions. It is distinct from other social sciences in that it takes a broad approach to understanding human interactions and how society influences behavior. While psychology focuses on individual nature and other fields examine specific areas, sociology seeks to explain all human behavior as shaped by social and cultural forces. Sociology also informs and is informed by related fields like history, economics, anthropology and political science through examining topics from different perspectives.
Sociology of education is the study of how social institutions and individual experiences influence education and its outcomes. It examines education as an agent for transmitting culture from one generation to the next. The sociology of education also studies the functional importance of education and explores the relationships between school organization, social structures like social class and family, and neighborhoods. It aims to understand how the interplay between these social forces and the internal operations of schools shapes students' capacity to be educated.
This document provides an overview of several sociological theories of education. It begins by defining what a theory is and noting the value of an eclectic approach. It then outlines several key theories: functionalist theory examines how education contributes to societal functioning; conflict theory focuses on power struggles between social groups; interactionist theories study relationships and behaviors within schools. The document also discusses modernist and postmodernist perspectives, as well as feminist theories which point out gender inequities in education.
Durkheim's ideas led to the development of sociology of education as a field. He believed that education plays a vital role in socializing individuals and promoting social solidarity through the transmission of societal norms and values. Havighurst and Neugarten identified teacher sub-roles in schools, including guiding student development according to age stages and acting as counselors who encourage students to continue their education. Their work highlighted how social factors like gender, class, location can influence educational experiences and outcomes.
Sociological foundations of curriculum developmentJunrie Bandolon
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
This document provides the proceedings from the National Centre for Excellence in Residential Child Care's annual conference in 2006. It includes summaries of presentations on various topics related to residential child care such as defining the role of homes, ensuring stability, addressing costs, and improving outcomes for children. The keynote speech by the Parliamentary Under-Secretary of State discusses the government's Care Matters green paper which aims to transform the care system so that children in care can achieve better outcomes and have more stable placements like a family. It outlines proposals related to commissioning, placement practice, qualifications for staff, and addressing continued non-compliance with standards.
1) The document discusses the theoretical approaches to social pedagogy in Denmark from the 1970s-1980s. Two main schools of thought emerged: a Marxist approach focused on group dynamics, and a North American pragmatic approach focused on everyday experiences.
2) In the late 1980s-1990s, approaches drew from German critical theory and focused more on communication and emotional exchange. However, empirical research was still lacking.
3) The document argues for a third theoretical approach drawing from French philosophers like Bourdieu that examines social pedagogy as a social occurrence rather than just an experience. It emphasizes analyzing power relations and how dominated groups accept their position in society.
The document discusses the sociological bases of education. It defines sociology and educational sociology, and explains their important contributions to education. Some key factors that cause social change are also outlined, such as technological development, urbanization, population growth, religion, politics, and economic changes. The relationship between social change and education is bidirectional - social changes impact education systems, and education also plays a role in relation to social changes. Education aims to help social adjustment and transmit social values and heritage from one generation to the next.
Sociology is defined as the scientific study of human society and social interaction. Educational sociology specifically examines the relationship between education and society by applying sociological theories and methods to the field of education. It views education as both a social institution that is influenced by social forces, and as an agent of socialization and social change. Educational sociology aims to understand how education can be improved by considering the interaction between individuals, social groups, and cultural environments.
THE IMPORTANCE OF THE SOCIOLOGY AND PHILOSOPHY OF EDUCATION TO COMPARATIVE ED...Tasneem Ahmad
Educational sociology studies the relationship between education and society by examining how social factors influence education. It analyzes educational situations across different geographical contexts and cultures. The scope of educational sociology includes understanding how social classes, gender, family background, and other social factors impact student achievement and personality development. Philosophies of education provide different approaches to learning, with idealism prioritizing ideas, realism emphasizing scientific investigation, pragmatism focusing on change, and existentialism on individual experience. Sociology, philosophy, and comparative education all contribute to understanding education systems by examining the social, conceptual, and structural aspects respectively.
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.
This document provides an overview of the education system in Bangladesh. It begins by defining education and outlining its aims and learning outcomes. Education is defined as the development and use of one's potential, rather than just acquiring a degree. The education system in Bangladesh is then described as needing structure in order to effectively teach children. Education is classified into formal and informal types. Formal education occurs in schools, while informal is self-guided learning. Functions of education include socialization and culture transmission, as well as social control and innovation. However, inequality exists in the education system due to factors like language, location, socioeconomic status, race, gender, and former department. Eliminating such inequality is needed for positive social change.
Sociology and anthropology are relevant to education. Sociology is the scientific study of human society and interactions, helping teachers understand students' backgrounds. Anthropology is the study of humans and cultures, providing insight into how humans react to environments. Both subjects are important for education as they allow deeper understanding of people, societies, and how things change over time. Several institutions play key roles in socializing individuals, including the family, peer groups, mass media, schools, and churches, each influencing values and behavior in different ways.
This document discusses several issues in sociology of education, including the relationship between society and education, the functions and contributions of education to society, the effect of a child's social environment on learning, schools as social organizations, and the role of teachers and teaching activities. It notes that education systems are influenced by social institutions like family, church, and government. It also examines how education socializes children, transmits culture, develops skills, and promotes social goals. The role of teachers in socializing students both in and out of the classroom is explored through various models and approaches.
This document discusses the relationship between society and education. It states that sociology is the study of social beings and their behavior in groups, social structures, and relationships. It also discusses how education serves functions for society like imparting culture, providing skills for social roles, and catering to changing social needs. Schools exist within society and their curriculum is based on social conditions and problems. The goals of education include developing social skills and qualities, improving vocational skills, and transmitting social heritage.
This document discusses key concepts related to understanding the social foundations of education. It defines important terms like social theory, schooling, training, education, political economy, and ideology. It also provides examples of how schooling reflected the political economy and ideology of classical Greece, where education was available mainly to citizen boys and aimed to develop virtue and participation in the democracy.
This document discusses educational sociology, including definitions from various scholars. It notes that educational sociology is the scientific study of how education relates to society and its institutions. The aims of studying educational sociology are to develop social attitudes, a socially efficient individual, and vocational efficiency. The importance is that it examines the interrelation between education and society, and how education can promote social progress through institutions like schools. The scope includes how culture and socialization are transmitted between generations via educational agencies, and how education acts as an agent of social change and control.
) Define Sociology and explain its origin, development, and divisions.
2) Describe the subject matter of Sociology of Education
3) Explain the importance of Sociology to the education system
4) Explain the way in which the education system in Tanzania has been shaped by the ideas of prominent sociologists.
This document provides an overview of the sociology of education, including its nature, scope, and theoretical approaches. It defines sociology of education as the branch of sociology that studies the relationship between education and society, and how social factors influence education. The document outlines three main theoretical approaches in sociology of education: functionalist theory, conflict theory, and interactionist theory. It provides examples of how each theory frames the role and functions of education in society.
- Education both shapes and is shaped by society. It both preserves existing social structures but can also help drive social change, especially when aimed at disadvantaged groups.
- While education typically reflects the existing social order, reformers argue it should aim to transform society by promoting values of equality, cooperation, and social progress.
- Multiple factors influence the relationship between education and social change, including political systems, economic conditions, urbanization, and access to education across all segments of society. Education alone is not sufficient to create social change but is an important tool when combined with other reforms.
This document discusses the meaning and types of human values. It defines values as standards or principles used to judge what is good, worthwhile or desirable. Values exist independently in the mind and can be dimensional rather than absolute. The document outlines three main types of values: ultimate values around significance and beliefs, democratic values related to equal rights and participation, and educational values concerning knowledge and instruction. It also discusses classifications of values as personal, neighborly, community and more.
This document provides an overview of sociological foundations of education and symbolic interactionism. It discusses key thinkers in the development of symbolic interactionism like George Herbert Mead and Ernest Watson Burgess. Mead developed the theory through his unpublished works that were later published by his students. Burgess created the concentric zone theory to explain socioeconomic divides within cities with population density decreasing as distance from the central business district increases. The document also outlines the three core principles of symbolic interactionism: meaning, language, and thought. It explains how individuals develop a sense of self through interacting with others and learning to see themselves from others' perspectives.
Sociology is the study of human social relationships and institutions. It is distinct from other social sciences in that it takes a broad approach to understanding human interactions and how society influences behavior. While psychology focuses on individual nature and other fields examine specific areas, sociology seeks to explain all human behavior as shaped by social and cultural forces. Sociology also informs and is informed by related fields like history, economics, anthropology and political science through examining topics from different perspectives.
Sociology of education is the study of how social institutions and individual experiences influence education and its outcomes. It examines education as an agent for transmitting culture from one generation to the next. The sociology of education also studies the functional importance of education and explores the relationships between school organization, social structures like social class and family, and neighborhoods. It aims to understand how the interplay between these social forces and the internal operations of schools shapes students' capacity to be educated.
This document provides an overview of several sociological theories of education. It begins by defining what a theory is and noting the value of an eclectic approach. It then outlines several key theories: functionalist theory examines how education contributes to societal functioning; conflict theory focuses on power struggles between social groups; interactionist theories study relationships and behaviors within schools. The document also discusses modernist and postmodernist perspectives, as well as feminist theories which point out gender inequities in education.
Durkheim's ideas led to the development of sociology of education as a field. He believed that education plays a vital role in socializing individuals and promoting social solidarity through the transmission of societal norms and values. Havighurst and Neugarten identified teacher sub-roles in schools, including guiding student development according to age stages and acting as counselors who encourage students to continue their education. Their work highlighted how social factors like gender, class, location can influence educational experiences and outcomes.
Sociological foundations of curriculum developmentJunrie Bandolon
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
This document provides the proceedings from the National Centre for Excellence in Residential Child Care's annual conference in 2006. It includes summaries of presentations on various topics related to residential child care such as defining the role of homes, ensuring stability, addressing costs, and improving outcomes for children. The keynote speech by the Parliamentary Under-Secretary of State discusses the government's Care Matters green paper which aims to transform the care system so that children in care can achieve better outcomes and have more stable placements like a family. It outlines proposals related to commissioning, placement practice, qualifications for staff, and addressing continued non-compliance with standards.
1) The document discusses the theoretical approaches to social pedagogy in Denmark from the 1970s-1980s. Two main schools of thought emerged: a Marxist approach focused on group dynamics, and a North American pragmatic approach focused on everyday experiences.
2) In the late 1980s-1990s, approaches drew from German critical theory and focused more on communication and emotional exchange. However, empirical research was still lacking.
3) The document argues for a third theoretical approach drawing from French philosophers like Bourdieu that examines social pedagogy as a social occurrence rather than just an experience. It emphasizes analyzing power relations and how dominated groups accept their position in society.
The National Centre for Excellence in Residential Child Care (NCERCC) aims to improve standards of residential child care through collaboration. The NCERCC works to increase knowledge of the sector among commissioners and professionals. It also facilitates communication between commissioners and providers. Key issues the NCERCC addresses include the lack of sector knowledge among commissioners, dividing the sector into user needs and available services, and balancing cost and quality of provision. The NCERCC provides a model for expert, independent support to guide effective commissioning.
Attachment refers to the affectionate bond between individuals that provides emotional closeness and endures over time and space. It offers a safe base and supports psychological, physical, cognitive, and moral development from infancy through adulthood. Attachment behaviors signal a child's need for care and protection. Patterns of attachment include secure, ambivalent, avoidant, and disorganized. While concepts of attachment are universal, aspects vary across cultures. A lack of attachment can cause difficulties relating to others, developing social skills, caring for others, and following rules. Separation and loss involve stages of shock, denial, anger, bargaining, sadness, and eventually resolution.
Introducing Sp Into Rcc In England Final Reportfeb2008gaz12000
This project aimed to introduce social pedagogy approaches into residential child care settings in England. Social pedagogue consultants from Denmark and Germany worked with staff at 9 residential child care facilities over 3 months. The project sought to raise awareness of social pedagogy principles, build staff confidence in applying pedagogical ideas in practice, and improve outcomes for children. Evaluations found that the project increased staff understanding of social pedagogy and its holistic, child-centered approach. Many staff reported already applying social pedagogy concepts in their work. However, barriers like perceptions of residential care and risk-averse cultures could limit fully embracing social pedagogy relationships. Overall, the project had a positive impact on reinvig
This document provides a summary of resources to help practitioners communicate effectively with children and young people. It outlines general guidance materials, as well as resources tailored for younger children, adolescents, and disabled children. The document also discusses the policy and organizational context that is needed to support good communication, including principles of child-centered practice, management commitment, and building individual skills.
This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
This document provides guidance on appropriately restraining children. It states that restraint should only be used as a last resort to ensure safety when a child is harming themselves, others, or property and there are exceptional circumstances. It describes the proper thinking, actions, and techniques staff should use when restraining a child, such as focusing on de-escalation, maintaining control of one's emotions, and understanding the child's perspective and needs. Staff are advised to receive thorough training and guidance from their employer on restraint policies and alternatives to use before restraint becomes necessary.
The document discusses social economy and new forms of work for people with disabilities in Nordic countries. It focuses on a case study of the Beateberg dog care service, an unincorporated organization in Sweden run by people with intellectual disabilities. Key points:
1) The Beateberg dog care service was established in 1996 through a study group initiative to create meaningful and self-managed occupations.
2) It employs 3 people, 2 in supervisory roles, to care for dogs while their owners are away.
3) The supervisors take a pedagogical approach, providing support without direct control, to build the participants' autonomy and confidence in their work.
4) Their goal is to make themselves
Sociocognitive model por wendy velascowendyvelasco
This document discusses Vygotsky's sociocognitive model of learning and development. It states that according to Vygotsky, culture is the prime factor in individual development, as humans are the only species that has formed culture. A child's cognitive development is affected by the culture they are immersed in, including their family environment. Initially, interacting adults bear most of the responsibility for guiding a child's problem solving, but gradually transfer responsibility to the child. Language is the main form of interaction through which adults transmit cultural knowledge to children.
PHILOSOPHICAL FOUNDATION OF EDUCATION.pptxKLebVillaloz
This document provides an introduction to the sociological foundations of education. It begins by defining key terms like sociology, education, educational sociology, and sociology of education. It explains that sociology of education studies education as a social institution and process, examining how social institutions and experiences shape education and its outcomes. The document outlines the objectives and scope of studying sociology of education, including understanding the roles of social class, culture and other factors. It differentiates educational sociology, which applies sociology to education, from sociology of education, which recognizes education as a social phenomenon. Finally, it discusses the functions of education in society such as cultural transmission, developing new social patterns, and activating constructive forces.
Sociology of education is the study of how social institutions and individual experiences affect education and its outcomes. It recognizes education as a social process that is determined by social forces and has a social function. The document discusses key concepts in sociology and education, including definitions of sociology as the study of human society and social behavior. It explores the relationship between education and society, and defines educational sociology as the application of sociological concepts to education. The scope of sociology of education includes analyzing how social factors influence educational situations and outcomes.
Unit I: Sociology of Education (5)
1.1 Concept of social perspectives in education
1.2 Concept of sociology and sociology of education
1.3 Contents of the sociology of education
1.4 Sociological perspectives in education
1.4.1 Structural-functional
1.4.2 Conflict
1.4.3 Symbolic interaction
Vygotsky's sociocognitive theory holds that culture is the primary influence on individual development. Children learn through shared problem-solving experiences with more advanced individuals like parents and teachers. Initially, adults guide problem-solving, but responsibility is gradually transferred to the child. Language is the main tool for transmitting cultural knowledge, and children internalize language to self-direct. The zone of proximal development refers to what children can do with help versus alone. Interaction with culture and social agents significantly contributes to intellectual development. Effective instruction uses scaffolding to adjust support based on the child's mastery level.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
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.
philosophical sociological psychological of curriculum developmentANALUZFUENTEBELLA
The document discusses the philosophical, sociological, and psychological foundations of curriculum development. It addresses four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. It also examines learning theories from a behavioral, cognitive, and phenomenological perspective and how they contribute to curriculum. Finally, it outlines the sociological foundation for curriculum, including how social issues and the transmission of culture from groups and institutions should be considered in curriculum making.
1. The document discusses the key concepts of educational sociology including defining sociology, society, and socialization.
2. It explores the relationship between education and sociology, and examines the differences between sociology of education versus educational sociology.
3. The scope of sociology of education is outlined as focusing on the mutual relations between teachers and students, the social problems addressed in schools, and the effects of social life on education.
The document discusses the implications of sociology on education curriculum in the Philippines. It states that educational sociology aims to develop a curriculum that adequately socializes students, taking into account cultural beliefs, societal expectations, and traditions. It also notes that the social progress of a society depends on its curriculum. Finally, the document explains that sociology studies education as a social institution and how it influences and is influenced by individuals and different social groups.
Police officers play an important role in public safety and interact regularly with the public, so requiring a bachelor's degree could help officers better handle complex situations, understand people from different backgrounds, and diffuse tensions. Additional education in areas like psychology, sociology and conflict resolution would be especially useful for policing diverse communities respectfully and effectively. While some argue that on-the-job training is sufficient, higher education could help reduce misconduct complaints and the use of excessive force. Requiring a four-year degree would help professionalize law enforcement and improve trust between police and the communities they serve.
Critical pedagogy combines education with critical theory. It was first described by Paulo Freire and aims to help students develop consciousness of freedom and connect knowledge to power and action. Critical pedagogy examines the relationships between teaching and learning and the impact on students, particularly those who have been historically disenfranchised. It also studies the role of schools in maintaining social stratification and possibilities for social change through schools. The goals of critical pedagogy include opposing socialization, promoting democracy, illuminating social myths, and challenging inequality.
Philosophical and psychological foundations of curriculumgopikarchandran
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Sociology is the study of human behavior in groups and social phenomena. The sociological foundation of curriculum refers to how society influences curriculum through issues like cultural transmission, social problems, and economic issues. Schools exist within the social context and emerge from society, which includes influences from politics, culture, economics, technology and other aspects of society. The aims of education include developing social skills and qualities, improving vocational skills, transmitting cultural heritage, and developing patriotism. The curriculum is based on society's conditions, problems and needs, and aims to prepare students for the global world while developing group cooperation. Teaching methods aim to develop social skills and problem solving. The school and teachers should reflect the values of the larger society while
This document defines sociology and educational sociology. It states that sociology is the scientific study of human social behavior and society. It emerged in the 19th century from the works of thinkers like Auguste Comte. Educational sociology studies how education is influenced by societal factors like the family, community, culture, and how societal issues influence education goals and curriculum. The document outlines the meaning, definitions, need, importance, scope and types of agencies for educational sociology.
The document discusses the historical, anthropological, philosophical, psychological, and sociological foundations of education. It describes how educational philosophies have been influenced over time by different thinkers from ancient Greece and Rome to modern times. Some of the major educational philosophies discussed include essentialism, progressivism, perennialism, and reconstructionism. It also outlines different psychological orientations like information processing, behaviorism, cognitivism/constructivism, and humanism that relate to educational philosophies. Finally, it emphasizes that the environment children live in shapes how they learn and develop.
Psychological, Sociological, Economical foundations of education, and educati...HennaAnsari
Educational psychology deals with human behavior and learning processes in educational situations. It seeks to understand learning by applying scientific principles to describe, predict, and control behavior. Educational psychology aims to discover the nature of learning, individual differences, inner changes during learning, relationships between teaching and outcomes, and effective evaluation techniques. Educational sociology studies the relationship between education and society, analyzing how social factors influence educational systems and individual learning experiences. It applies sociological principles to understand the role of educational institutions in socializing individuals and promoting social progress.
This document outlines three metaphors of learning: knowledge acquisition, participation, and knowledge creation. It argues that a third metaphor of knowledge creation is needed to conceptualize learning in a knowledge society. It reviews three models that represent knowledge creation: Bereiter's knowledge building approach, Engestrom's expansive learning theory, and Nonaka and Takeuchi's model of knowledge creation in organizations. These models emphasize innovative and collaborative processes of developing new knowledge and artifacts, representing a "trialogical" approach beyond individual and social conceptions of learning. The knowledge creation metaphor conceptualizes learning as the advancement of shared objects through mediated collaborative processes.
Eclectic tendency in education seeks to harmonize various educational principles and rationalize practices. It emphasizes acquiring knowledge from all subjects rather than focusing on one. Modern education is eclectic, having assimilated views from thinkers like Rousseau, Pestalozzi, Herbert, Spencer, and Froebel. The eclectic tendency developed due to the synthesis of philosophical views, individual and social aims, interest and effort, and different educational tendencies. Key characteristics of the eclectic tendency include preparing good citizens, a wide and flexible curriculum, emphasis on various subjects' coordination, scientific and psychology-based teaching methods, and establishing cooperation between school, home, and society.
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This document contains the National Minimum Standards for children's homes in England. It outlines 25 standards that children's homes must meet to ensure good outcomes for children. The standards cover areas like promoting children's wishes, identity, health, education, contact with family, staff qualifications, and more. Homes will be inspected by Ofsted to ensure they meet these standards and comply with relevant regulations. The standards provide a framework for inspecting homes and aim to deliver high quality care for looked after children.
Changing residential child care johnnie gibsongaz12000
This document summarizes an approach to consultancy, training, and development for residential child care. It describes a case where a staff team was experiencing daily aggression from children in their care and felt a lack of support from management. The staff team was in crisis and on the verge of walking out. The authors' organization, MOSAIC Consortium, provided an initial consultation that prevented the walk-out. The staff team outlined needs including training, supervision, understanding trauma and its impacts, and therapeutic skills. The consultant found the staff team's emotional pain and anxiety to be evident during the meeting.
The document provides an introduction and evaluation of a social pedagogy training programme delivered to staff at Sycamore Services in Scotland. Some key points:
1) Sycamore Services provides residential care, education, family support and other services with a philosophy focused on accepting each child as a unique individual.
2) The training programme was delivered over several months by two German social pedagogues to 16 multi-disciplinary Sycamore staff.
3) Social pedagogy takes a holistic child-centered approach that links education, care and family support, emphasizing relationships and reflecting on practice.
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This document summarizes a thesis written by Emily Carrick titled "Non-Directive Play Therapy with Children and Young People in Residential Care: A Qualitative Study of Play Therapists’ Experiences." The thesis explores the experiences of 7 play therapists conducting non-directive play therapy in residential care settings through semi-structured interviews. The interviews uncovered several themes including the complex mental health needs of children in residential care, the challenges of establishing therapy in these settings, and difficulties achieving stability for the children. The study provides insight into play therapists' perspectives on working with this client group in residential facilities.
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This document provides an introduction and contents page for a dissertation titled "The Use of Supervision and Consultation to Develop a 'Reflective' Practice with an Emotionally Disturbed Client Group in Group Care Organizations". The dissertation was written by John Diamond in 1993 for the Faculty of Education and Community Studies at the University of Reading.
The summary explores how supervision and consultation can help care workers in group homes develop a therapeutic practice to understand and manage strong feelings from emotionally disturbed clients. The dissertation also examines legislation and reports addressing challenges in residential youth work and introduces psychoanalytic theories to explain emotional deprivation and develop reflective practice. Finally, the work proposes a model for group homes to apply supervision and consultation to staff and client therapeutic
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This document is a dissertation submitted by K.A. Keenan in partial fulfillment of a Master's degree in Therapeutic Child Care. The dissertation explores issues of anxiety surrounding food and mealtimes in a residential therapeutic setting. Keenan conducted research at The Mulberry Bush School, where he works, including distributing questionnaires to staff, performing observations of mealtimes, and conducting semi-structured interviews. Keenan aims to understand how early experiences with food impact both children and adults, how adults manage their own feelings around food, if food can be used creatively as a communication tool, and how food fits into the overall therapeutic experience. The dissertation will review literature on anxiety and containment, describe the school and children, and
This document is an introduction to a dissertation exploring how residential child care workers can benefit from understanding therapeutic processes and reflective practice. The author works in a private residential home seeking to implement a more therapeutic model of care. The introduction provides background on changes in the field that have prioritized safety and professionalism over treatment. It argues therapeutic communities allowing group work can better help children with complex needs over exclusionary one-to-one care. The author aims to study how learning therapeutic principles and reflective practice through an MA program can help their team provide higher quality, effective care.
This document summarizes key points from a presentation on principles and practices of risk assessment and management with young people. The presentation covered:
- Risk assessment and management must be a dynamic and continuing process, not a one-time procedure, as risk levels can change over time based on environmental conditions and the young person's development.
- Approaches should be standardized but also allow flexibility for individual judgements when circumstances change rapidly or unexpectedly.
- Planning is important, including anticipating challenges, developing management plans, and contingency plans. Documentation and information sharing are also important parts of the process.
- Interventions for managing risk must be necessary to protect safety, and proportional to the actual level of risk, rather
This document provides an introduction and overview for a two-day training pack on communicating with children during assessments of their needs. The training aims to improve practitioners' competence and confidence in involving children in the assessment process. It was developed based on evidence that children's voices are often absent from assessments, despite guidelines requiring their participation. The pack contains 16 sessions with exercises, presentations, and handouts to help practitioners understand child development, barriers to communication, tools for assessment, and techniques for accurately representing children's views and needs. The overall goal is for assessments to be more child-centered and for decisions to truly reflect children's perspectives.
1. John Bowlby and Mary Ainsworth jointly developed attachment theory, drawing on concepts from multiple disciplines. Bowlby formulated the basic tenets, emphasizing the importance of the child's relationship with their mother.
2. Ainsworth contributed innovative methods for empirically testing Bowlby's ideas and expanding the theory. She developed the concepts of the attachment figure as a secure base and the role of maternal sensitivity in developing attachment patterns.
3. The article traces the developmental history of ideas that became central to attachment theory, including Bowlby and Ainsworth's early influences and careers, their independent work that later integrated into attachment theory, and new directions the theory is taking.
The document summarizes several research studies that sought to understand children's perspectives on various topics. Children reported that they are most likely to first confide in family members rather than professionals. They described social workers as lacking understanding, imposing their own views, and not maintaining confidentiality. Children wanted professionals who are good listeners, available, non-judgmental, have a sense of humor, and maintain trust and confidentiality. Many children felt their voices were not heard in court proceedings. Being in care was described as confusing and lonely by some children, though others felt happy. Children wanted reliable professionals who keep promises and take the time to listen to them.
The document outlines 10 areas of danger and concern related to physically restraining children:
1) Neck holds, prone restraint, seated holds, supine restraint, basket holds, and pain compliance are highlighted as carrying risks of injury or death.
2) Obstructing a child's mouth or nose and certain seated holds that restrict breathing are also dangerous and should never be used.
3) Prone restraint and medication a child is taking can increase risks and require careful risk assessment in each situation.
Service providers and individual staff are responsible for only using restraint methods that are safe and appropriate for the situation.
1) The document discusses how to properly represent children's voices and perspectives in assessments. It notes that often children's views are absent, minimized, or given less weight than adult perspectives.
2) Examples are given of ways children's voices have been silenced or their views misrepresented in reports by not directly quoting them, portraying them as minor characters, or making presumptions about what they might say.
3) The document provides guidance on best practices for ensuring children's voices are included, such as acknowledging information gaps about the child, putting information in context, and directly consulting with the child.
This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
An ecological perspective views child development as being shaped by the interaction between the child's needs, the parents' ability to meet those needs, and wider environmental factors over time. These environmental factors include the macrosystem of government policies, the exosystem such as parents' employment conditions, and the links between microsystems like home and school. A child's development is influenced not just by their family, but also by societal attitudes, the availability of community resources, and other external stressors and supports that impact parents' ability to care for their children effectively. An ecological approach recognizes that addressing social problems requires confronting their societal and systemic roots, not just treating individuals.
Personal Communication Passports provide a practical way to communicate key information about children with communication disabilities across transitions in an accessible format. The passports draw together complex information about a child's communication abilities, preferences, and needs in a clear and positive way. This helps ensure staff and others can consistently interact with and support the child. Evaluation found passports to be more effective than traditional records at conveying accurate personalized information. The passports focus on empowering children and improving communication, rather than just listing problems. They provide guidance on each child's unique communication and how to include their views.
This document provides a summary of the proceedings from the National Centre for Excellence in Residential Child Care's annual conference.
The conference examined leadership and management in residential child care through various presentations and seminars. Positive leadership and management are essential for providing high-quality care for children, while maintaining the child-centered approach. The conference explored research on leadership, developments in measuring outcomes for children, and how outcomes are viewed internationally. Topics included social pedagogy, restorative justice, leaving care, mental health issues, and workforce planning - all highly relevant to residential child care.
This document discusses ways that experiences with physically restraining children can provide learning opportunities. It emphasizes that after a restraint, time should be given to the restrained child, those involved, and managers to reflect. The child should have a chance to discuss their perspective and feelings, and identify alternative behaviors. Staff should also have time to reflect on how to improve practice and build a culture of open discussion. The overall goal is for all parties to learn from what happened and develop plans to handle similar situations differently in the future.
This research summarizes findings from a comparative study of residential child care in Finland, Ireland, Scotland, and Spain. The study used both qualitative and quantitative methods, including reviewing histories of each country's systems, analyzing statistics, interviewing young people, staff, managers, and policymakers. Key findings include: young people suffered trauma before care and have emotional disturbances; relationships with caring staff are important to their well-being; countries show progress but also need improvement in areas like inter-disciplinary collaboration, mental health services, and education; an action research model helped empower young people and improve reflective practice; overall, the systems show similarities and differences, all working to improve quality of care.
This document provides guidance for residential child care practitioners and managers on physically restraining children. It emphasizes that restraint should only be used as a last resort to prevent harm when no other options are available. The guidance aims to build confidence in staff around appropriately restraining children when necessary. It is intended to help practitioners and managers develop policies and practices, provide training, and ensure restraint is done safely and respects children's rights. The guidance can be used for staff training, supervision, developing good practices, and quality assurance regarding the restraint of children in residential care.
1. Juha Hämäläinen
Developing social pedagogy as
an academic discipline
Preface
I strongly believe that our society is in dire need of social interven-
tion. A ‘perfect’ society is conceived as lying largely in the remote
future because the problems enveloping society render it difficult
to make society ‘perfect’. The intervention of social pedagogical
educative values will secure the continuity of the growth of society
and not throw it into the past or cramp or deaden it.
Social pedagogy at a glance
The concept of social pedagogy is used in different contexts and in
different meanings: as a tradition of thinking and action in which
social and pedagogical points of view are combined, as a field of
professional activities that developed from this tradition, as a branch
of study in the area of social and educational sciences and as an
autonomous academic discipline. These different contexts of use
of the concept are connected with each other although there are
interpretations of social pedagogy which are mutually exclusive. My
purpose in this paper is to outline social pedagogy as an academic
discipline and its meaning for development of social pedagogical
activities in society.
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2. The diversity of contexts often complicates the concept. In gen-
eral, social pedagogy is regarded as thought and action related to
social and pedagogical matters, especially preventing and alleviat-
ing social and moral distress and helping people, who are under
the pressure of social problems, through pedagogical methods and
frames of reference. Actually, there are two main lines having their
origin in the concept of social pedagogy: the tradition of practical
activities and the tradition of theoretical discussion, i.e the profes-
sional tradition and the scientific tradition. These two lines are
connected with each other although they have obviously different
characteristics. Social pedagogy as an academic discipline arises
from the line of theoretical discussion but is not independent of
the tradition of practical activities and professional development.
The development of social pedagogy as a professional institution
and educational system depends on its development as an academic
discipline. Developing social pedagogy as an academic discipline
includes scientific discussion on the ontological, epistemological
and axiological basis of social pedagogical research and theory
formation and interpretation on its relation to other disciplines.
The main point here is to sketch out the characteristics of social
pedagogical thinking and action.
Social pedagogy as a discipline
Describing social pedagogy as a discipline requires a systematic con-
sideration of the questions social pedagogy deals with. This leads
us to define the themes and concepts which are important in the
theory of social pedagogy.
Social pedagogy is not easily identified as a distinct branch of
study. It is usual to claim that social pedagogy is a multi-disciplinary
field based on theories of different sciences as though it does not
have an own theory formation. Thus, it is maintained that social
pedagogy applies and integrates sociological, social psychologi-
cal, psychological etc. theories in order to fulfil its function (e.g.
Hämäläinen 1989; Eriksson & Markström 2000). Social pedagogy
as a discipline can hardly flourish on this idea.
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3. Sometimes some certain methods of action are emphasized as
the basic content of social pedagogy. Although, it is right to say
that some methodological issues are central in social pedagogical
practice, social pedagogy as a discipline is not constructed on its
work methods. Rather a certain way of thinking is emphasized. The
choices of methods and work stiles are consequences of thinking,
not opposite.
It is reasonable to analyse the characteristics of social pedagogical
practice and methods used therein. According to my interpretation,
the three main elements of social pedagogical practice are creative
working stiles, community orientation and experience orientation.
But social pedagogy as a discipline is not reduced to these. As a dis-
cipline, social pedagogy is an expression of thinking. Its content and
structure as a discipline are rather based on theory than on prac-
tice, although it may be right in social pedagogy to emphasize the
togetherness of theory and practice, i.e. the togetherness of thinking
and action. But developing social pedagogy as a discipline does not
happen by developing the methods but by developing the theory.
In order to be an autonomous discipline social pedagogy must
be based on a questioning of its own, i.e. on a questioning which
differs from the questioning of other disciplines. Of course it can
use theories developed in other disciplines but its own questioning
leads to its own theory formation. Social pedagogy as a discipline is
constructed on the basis of its own questioning and theory forma-
tion.
With the years, there have been many different interpreta-
tions of starting points, frames of reference, tasks, and content of
social pedagogy. However, some common characteristics of social
pedagogical thinking and action can be presented on the basis of
historical analysis. The existence of social pedagogical thinking and
action is real. The idea of social pedagogy has developed through
theoretical discussion and can be analysed by following this process.
Social pedagogy as a science has developed as a part of the tradition
of social pedagogical thought and action. It systematically perceives
the basis of the scientific theory of social pedagogy, the target of
research, the ways to formulate knowledge and the possibilities to
apply them to social pedagogical information.
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4. The theoretical origins of social pedagogy have been defined
on the basis of different philosophical and theoretical patterns of
thought (see Schmidt 1981; Wollenweber 1983). In many viewpoints,
it is emphasized that social pedagogy is a practical science in which
not only the mechanisms of the origin of the social problems, recur-
ring forms and effects of the manifestations are submitted, but also
where questions are asked as to what could and should be done
with the problems from the pedagogical point of view. Pedagogical
work forms, programmes of action and strategies are developed to
solve the problems. The social pedagogical research and theory that
is related to practicality and social reality is or at least should be
analytical and critical.
The roots of the history of Western thought of ideas in social
pedagogy was what you might call a spiritual breakthrough when
the Middle Ages gave way to modern times and new and modern
ways were sought to enable mankind to prevent social evils. The
fatalistic conception of the world was replaced by a pattern of
thought in which the activity of mankind was emphasized on. Due
to these changes, political and pedagogical strategies were intro-
duced to face the problem of deprivation and to promote well-being
and welfare. Two types of strategies complementing each other took
shape as a part of an education programme and is used even today,
but with different variations. The political one is oriented towards
the external reform of society. It contributes to legislation, bureauc-
racy, economy, and social structure. The pedagogical strategy aims
at the internal reform of society by means of education.
From the point of view of social history, the earlier development
of social pedagogical thought and action was connected to social
revolution caused by early industrialization and urbanization. As
a result, social structures of traditional class society disintegrated,
socialization began to weaken, plans to take care of homes and other
neighbouring societies were disrupted, and some children, young-
sters and others in need of help were left, uncared for. The rapidly
industrializing societies along with political action programmes and
various pedagogical activities started to face and solve new social
problems.
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5. An essential precondition for the progress of social pedagogy as a
discipline is to clarify theoretically, the basic questions of the field.
Already debates on the right questions creates opportunities for
development of social pedagogy as a discipline. The development
of social pedagogy as a discipline is based on analysis of the content
starting from the concept of social pedagogy itself.
Characterization of the basic questions
Which questions does social pedagogy deal with and what business
is it interested in? What is essential? The pieces of the puzzle will
fall into place by following the development of social pedagogical
thinking and action from its historical origin right until today and
by describing its focus and content. The idea of social pedagogy—if
there is one — can be found or constructed only on the basis of
historical analysis. The best way to understand the nature of social
pedagogy is to survey the traditions of social pedagogical thinking
and action.
The concept of social pedagogy was known to be used already
in the 1840’s, in Germany, where the debate about the theory of
social pedagogy was the most expansive and multifaceted. There
is no agreement of any clear definition of social pedagogy. Instead,
the question, “What is social pedagogy?”, is in itself the basic ques-
tion of this branch. This question is answered in somewhat dif-
ferent ways by theorists of social pedagogy belonging to different
schools of thought. The problems of social pedagogy start from its
concept.
The concept of social pedagogy does not associate as clearly with
some other concepts ending in pedagogy (for example music peda-
gogy, school pedagogy). This has been very fruitful for the develop-
ment of Social Pedagogy as a discipline because it forces us to argue
and justify the roots of the field theoretically and from the very
beginning (see Rauschenbach 1991, 1). However, there are still dif-
ferent interpretations of social pedagogy founded on different con-
cepts of man and society, philosophies of history, schools of science,
moral theories, political doctrines and ideological movements. The
137
6. interpretations are often connected to the characteristics of national
traditions of social pedagogy (e.g. Hämäläinen & Kurki 1997).
The basic content of social pedagogy as a theoretical concept is
interpreted from three different starting points:
• as educational theory and research paying attention to the con-
nections and reciprocity of education and society, i.e. as a way
of thinking in which the societal preconditions of education
and the importance of education to the development of society
are emphasized
• as a theory and practice of community based education, i.e. as
educational thinking and action in which the significance of
community in the human developing process is emphasized
• as theory and practice of social education in the sense of
preventing and alleviating social problems, i.e. as a field of
education directed to people suffering from social and moral
distresses and threatened with exclusion.
These interpretations do not sharply differ from each other. Also
within each of these interpretations there is a lot of variance in
details and the views therein are rooted in different theoretical
starting points.
Sometimes the theoretical frame for social pedagogy is led
directly by ethical or anthropological doctrines. For example, a
“social humanistic perspective” has been mentioned as a philosophi-
cal foundation of the field (Blomdahl 1998). This kind of interpreta-
tion focuses the fundamental questions of social pedagogy on some
ethical and anthropological themes. No doubt, social pedagogical
theory is closely connected to moral philosophy and ethics. Over
the past few years, also the concept of ‘everyday life’ has been
popular among the theorists of social pedagogy and social care (e.g.
Thiersch 1986; Kihlström 1998; Nyqvist Cech 1998).
The substance of social pedagogy is determined by specifying the
essential questions and the basic concepts on which social pedagogi-
cal theory, research and studies rest. They form the basis of teach-
ing, research and studies in the field. Thus, the questions about
the theory, content and structure of social pedagogy have — seeing
social pedagogy as a branch of academic studies — concrete expres-
138
7. sions in academic institutions: they show what is important in
teaching, research and studies.
Historically, social pedagogical thinking and action have their
origin in ambition to contribute to people’s social integration and to
go against social exclusion. Obviously, the theory of social pedagogy
deals with these themes. From this point of view, social pedagogy
in the mode of thought and action contributes to social identity,
social subjectivity, social ability to act, life management and par-
ticipation of people excluded socially or threatened with exclusion.
Thus, the social pedagogical theory must also somehow be built on
these concepts.
The aim of social pedagogy has been defined in many ways.
Interpretations are based on different social and theoretical con-
ceptions. The examples are as follows:
• According to Anders Gustavsson, a Swede, social pedagogical
research is aimed at the tension between socialization and indi-
vidualization i.e. in the relation between individual and society.
He thinks that pedagogy on one hand is about paying attention
to the upbringing of the individual and his social connections,
and pedagogy on the other hand is about social work (Gustavs-
son 1998).
• Bent Madsen, a Dane, construes that social pedagogy aims at
the questions of integration into society, and most especially
integration problems concerned with pedagogical actions and
functions. He thinks that it is very distinctive and contrary to
general pedagogy which usually concentrates on socialization
and professional qualification (Madsen 1996).
• Michael Winkler, a German, thinks that the aim of social peda-
gogy is to construct human subjectivity and its pedagogical and
social conditions, and most especially to deal with the emerging
problems and shortcomings in the building of subjectivity, and
the pedagogical action that is needed to fix the problems and
shortcomings (Winkler 1988).
• Lothar Böhnisch, a German, talks about helping to cope in dif-
ferent phases of life (Böhnisch 1997) and Claus Mühlfeld, also
a German, thinks that the most important thing of all is the
social pedagogical framing of a question, particularly concern-
139
8. ing a human’s capacity to interact and integrate socially, coping
with life and self actualisation and also the building of ‘I’ and
‘we’ identities (Mühlfeld 1995).
In general, social pedagogical interest is oriented towards the prob-
lems in the relationship between individual and society. From the
pedagogical point of view its aim can be characterized into different
concepts and the framing of its question can be connected to many
kinds of conceptual systems.
Inner structure of social pedagogy
Sometimes it is claimed that a real discipline has its own object
of research and own research methods. However, this leads to
problems. According to the example of Thomas Rauschenbach, “a
tree can be the object for many different sciences which survey it
from different points of view (Rauschenbach 1999)”. There are also
common research methods for different sciences as well as common
concepts. Thus, the substance of social pedagogy as a discipline
should not be sought and can not be found only by analysing its
research object and methods. More significant is to ask what the
basic questions of social pedagogy are.
Every science has an inner structure. The whole of a discipline is
divided into subareas. For example, philosophy is usually divided
into two main areas, theoretical and practical. These split further
into several branches according to several criteria: for example the
theoretical philosophy is often divided into metaphysics, epistemol-
ogy and logics, and the practical philosophy traditionally into ethics
and aesthetics. In addition, there are a number of “sub philoso-
phies”: philosophy of history, philosophy of science, philosophy of
education, social philosophy, philosophy of law, political philoso-
phy, philosophy of technology etc. Also other sciences as physics,
biology, mathematics, theology, linguistics, sociology and psychol-
ogy have inner structures of their own.
How do we describe the structure of social pedagogy? Which are
the main branches therein? On what basis is it possible to systema-
tize the content of social pedagogy? How should we draw up an
140
9. academic curriculum for social pedagogy? Without structuring the
content of a discipline it is impossible to teach and study it. The
structuring of a discipline is of course linked with the insight of its
fundamental questions and concepts.
At the University of Kuopio, we have divided the basic studies
of social pedagogy into five branches according to the theoretical
perspectives on social pedagogical thinking and action:
1 History of social pedagogy (as a part of the course “Introduc-
tion to social pedagogy” in which the basic concepts of the field
are also discussed)
2 Social theories in social pedagogy
3 Anthropology and ethics of social pedagogy
4 Philosophies of science concerning social pedagogy
5 Practical applications of social pedagogy (including working
forms and principles, fields and institutions, client groups and
problem areas)
Under these topics it is possible to analyse the content of social
pedagogy from different theoretical viewpoints offered by other
social sciences as well as history of ideas, philosophical anthropol-
ogy and philosophy of science.
In the division of the branches of social pedagogy the classifica-
tions of working principles and forms, fields and institutions as well
as client groups and problem areas could be the starting point. The
content of social pedagogy could be analysed according to classifica-
tions of social problems on the basis of problem areas, for example,
on poverty, deviant behaviour and helplessness (Sipilä 1979) and on
the basis of institutions in which social pedagogical activities take
place, for example kindergartens, schools, youth centres, family
centres, children’s homes, hospitals and homes for elderly people.
Sometimes the concept of social pedagogy is defined by referring
to a system of institutions (e.g. Mollenhauer 1991). Generally, the
social pedagogical practice can be classified into working areas on
the basis of different criteria.
We can think that there is a General Theory of Social Pedagogy
dealing with the basic questions of the field and being formed on
141
10. the basic concepts of the discipline. According to this way of think-
ing, all the sub theories are applications of the fundamental theory
to different contexts, for example, to early education, care for intox-
icant abusers, helping the unemployed, parent education, elderly
care, psychiatric work, care of disabled, child welfare or street work
if you like. This means that in all the contexts social pedagogical
activities express the same theoretical idea, for example the idea of
promoting people to integrate into society, to free subjectivity and
self-expression or to solve their problems.
We can also think that there is not any fundamental social
pedagogical theory but only a set of small-scale theories, working
strategies and methods. In this case, the use and significance of
theories developed outside of social pedagogy itself are emphasized,
and it is questionable whether social pedagogy can be seen as an
autonomous discipline.
Relation of social pedagogy to other disciplines
In relation to other disciplines social pedagogy is seen either
as a subdiscipline of the science of education (e.g. Thiersch &
Rauschenbach 1987) or as an independent discipline comparable
with other social sciences (e.g. Hämäläinen 1999). As a subdiscipline
of the science of education, its basic concepts are primarily led from
the general pedagogical theory (e.g. Madsen 1996; Winkler 1988).
As an autonomous discipline parallel to other social sciences its
questioning is seen to complement the questioning of these (e.g.
Hämäläinen 1999). Anyway, in both cases social pedagogy is seen as
a dimension of both social and pedagogical discursion.
An old theme in the German tradition of social pedagogy
(Sozialpädagogik) is the question of its relation to social work
(Sozialarbeit). This question is understandable only in the light of
the development of social professions and institutions in Germany.
As a theoretical problem it arises from the equate of the concepts,
i.e. from considering them parallel. As a result of this, different
interpretations of the relation between social pedagogy and social
work are built in the German tradition: they are seen identical, sep-
arate and in different ways connected (e.g. Mühlum 1989; Merten
142
11. 1998). Togetherness of social pedagogy and social care is emphasized
also in other countries, for example in Sweden (e.g. Gustavsson
1998; Blomdahl Frej 1998).
We can discuss on the relation of social pedagogy to other disci-
plines by analysing the relation of social pedagogy to social work.
Social pedagogy as a discipline parallel to other social sciences can
be defined as a part of the social scientific knowledge basis of social
work. In the family of social sciences such branches as sociology
and social psychology give information about social phenomena,
and social philosophy from its part represents the meta level of
knowledge by dealing with ethical principles and values in societal
life. Social pedagogy and social policy can be defined as practical
sciences or action sciences. They do not just describe, interpret and
explain social phenomena but ask how to act.
A practical science is inevitably connected to the concepts and
questions of philosophical anthropology. It can but will not avoid
discussion about values and ethical principles of action. In social
pedagogy as well as in social policy analysis of both goals and
empiric preconditions of social action play an important role. These
two practical social sciences combine meta level analysis and con-
cepts of social philosophy with the knowledge got from the empiric
phenomena level analysis. Thus, social pedagogy and social policy
create a theoretical frame for all the professional actions dealing
with the same questions as these sciences deal with.
According to Herman Nohl, pedagogics and politics are like
inhaling and exhaling: they complete each other. As politics aim
at promoting welfare by influencing on legislation, structures
and institutions of society, pedagogics aim at promoting welfare
by developing the society from inside, by influencing people and
culture. Both strategies — political and pedagogical — are needed
for development of well-being and welfare. This was clear already
in ancient Greece when the great philosophers discussed on ethi-
cal, political and pedagogical themes as a whole. In the time of
Enlightenment in the 18th century, both political and pedagogi-
cal strategies were developed for the promoting of democracy and
social reforms.
143
12. The origin of social pedagogical thinking and action stays in
the tradition of this understanding. It proclaims the changeability
of social reality. Development of social pedagogy as a discipline is
also rooted on this basis. Our orientation in social work as well as
in other caring professions can be one-sided. This is to say that our
concept of man and society can be narrow. As Paulo Freire put it: a
political revolution without humanisation produced by educational
activities leads to an inhuman society. We also acknowledge that
education alone is insufficient without political activities.
This means that both social policy and social pedagogy must be
taught and studied—together with other social sciences — in stud-
ies of social work. But social policy and social pedagogy are not
only disciplines for social work. These disciplines are helpful also
for other professions like working with people in social and moral
crisis or those threatened by them. This means that not only social
workers but also other professionals—for example teachers, youth
workers, nurses, psychologists and medical doctors — can study
social pedagogy as a part of their training. It does not exclude the
opportunity to have in society a professional group of ‘social’ pro-
fessions called social pedagogues. (Figure 1)
Social
ethics
“SOCIAL” PROFESSIONS
Social Teacher’ work Social
policy Youth work etc. pedagogy
Social Social work
economy
Social
Social Sociology psychology
administration
Social
anthropology
Figure 1. The position of social pedagogy in the knowledge basis of different profes-
sions (see Hämäläinen 1999, 96).
144
13. Although social pedagogy is related to moral philosophy, ethics,
and social theory, it takes as its subject matter, information and
theories which also concern general pedagogy (e.g. Winkler 1988;
Madsen 1993; Gustavsson 1998). Social pedagogy has partly a
common foundation with social philosophy, sociology, social psy-
chology, social policy and other social sciences. The common inter-
ests in research are not only methodological but also substantive.
Social pedagogy brings to social sciences a questioning of its own,
i.e. the pedagogical questioning. As a science and as a field of study
social pedagogy is placed between pedagogical and social sciences.
In a three-dimensional figure it would be possible to present
a more detailed description about the relations of different social
sciences. For example, not only do sociology and social psychol-
ogy traditionally have a lot in common with the content of social
philosophy but they also deal with empiric research in order to
understand social phenomena. Social policy and social pedagogy
as practical sciences combine necessarily the questions of ‘is’ and
’ought to be’ by dealing with goals and means of action. Thus they
bring together the discussion of social ethics concerning social
values and ethical principles and knowledge of social reality based
on empiric analysis.
Development of social pedagogy as a science
It has become fundamentally difficult to define the position of
social pedagogy as a scientific system, because there are various
interpretations of social pedagogy. In the debates, there has been in
the course of time, different contradictory conceptions about the
characteristics of social pedagogical thought and action, the task of
social pedagogy as a functional system and its goal and contents
as a science and a branch of study. Based on the background of
these interpretations, we gather that there are different social and
theoretical ways of thinking, political interests and ideologies. Social
pedagogical thought and actions develop under conflicting pressure
arising from different expectations and interests, and this has enor-
mous effects on how the position of social pedagogy is perceived
and defined.
145
14. The development of social pedagogy as an operative system,
requires sufficient research to progress as a science. The fundamen-
tal theory should be distinctly clear in order to create institutional
requirements for research. The clarity of fundamental theory means,
to define systematically, the framing of the social pedagogical ques-
tion, the target of research and the ways to formulate knowledge.
The development of social pedagogy started from the efforts to
define theoretically, pedagogical activity, the aims of which were to
prevent and alleviate problems. The formulation of social pedagogi-
cal knowledge and theory has from the very beginning faced tension
between theory and practice, thought and action, ideals and reality.
There have been a lot of different interpretations concerning social
pedagogy, its starting points and tasks, both as a science and as a
field of education or even as a profession. The debates have been
susceptible to the different conceptions of humans, society, science,
ideas, and ideologies, swaying in society. Comprehension of the
concept of what social pedagogy really is, has remained conflicting
and debatable.
From the theoretical viewpoint of social pedagogy, the most
essential pedagogical activity is the kind that prevents and allevi-
ates problems. However, social pedagogy is not a methodical study
with pedagogical directives. It is rather a way of thinking, a way of
orienting social problems and helping people, who live under the
pressure of these problems. It examines matters from the point of
view of a human’s personality and biography, right from childhood
to adulthood. The important question is how we can help people
who are living in a massive and soulless society, under difficult and
demanding conditions, and guide them to maintain a positive
attitude towards life and preserve their dignity and purpose, and
how learning and growing processes can be promoted from the
viewpoint of their social capability to function and their capacity
to cope with life.
In the initial phases of social pedagogical research i.e., at the
end of the 19th century and the beginning of the 20th century,
emphasis was laid on the rational and philosophic-anthropological
formulation of knowledge. Not until the 1960’s, did the Germans,
customarily conduct empiric research and gain footing in the field
146
15. of social pedagogy. It also became a branch of study and education
and began to have a closer approach to social science (e.g. Dewe
& Otto 1996, 117 – 129; Thiersch 1992, 22). There was talk about
a realistic and emancipated change in social pedagogical thought,
which was oriented towards studying realistic circumstances in
everyday life, and which also emphasized on social emancipation
in social pedagogical discussions and the formation of theory and
action (see Dießenbacher & Müller 1987, 1253 – 1254; Thiersch &
Rauschenbach 1987, 998– 1000).
A methodical developing of empiric social pedagogical research
and also a developing of its own social, scientific and cultural
research, is still continuing in Germany (see Rauschenbach &
Thole 1998). Special attention is paid to research methods of qual-
ity, the possibilities of case studies and to biographical researches
that may lead to produce relevant research information (see Jakob
& Wensierski, 1997). Alongside empiric formulation of knowledge,
continuous discussions are held about the origin of social pedagogi-
cal thought and action, and how it categorizes the basic concepts of
theoretical social pedagogy.
Social pedagogy is a practical and functional science which exam-
ines practical functions and exists because of them. Social pedagogy
is a practical science that aims at:
• pedagogical functions, the purposes of which are to prevent and
alleviate social exclusion and other deprivations
• those processes of the growth of man, from which the integra-
tion into society, social subjectivity, social participation, and
coping with life as a member of society, take shape
• those specific problems humans have with sharing, coping, life
management, integrating into systems and communities that
maintain the standard of living.
Social pedagogy cannot be defined as a science on the grounds of
practicality, although social pedagogy does have a practical origin.
The problems connected with practical professionalism have a sig-
nificant effect on the framing of the question on the grounds of
practicality. Social pedagogy is a science to the extent in which it
147
16. carries out the idea of science, by purposefully and systematically
pursuing information and organizing it entirely (see Niiniluoto
1980, 13–16).
Any research usually has two kinds of functions: empiric ones
such as observations and experiments and rational ones such as logi-
cal explanations and definition of concepts (see Eskola 1973, 10). It
can simply be said that scientific research is oriented primarily to
developing a theory or solving practical problems.
Social pedagogy is basically a practical science originating from
the solving of practical questions. This does not mean that basic
theoretical research is unnecessary or secondary. Applied research
solves practical questions and then easily moves on to collect pieces
of information without basic research that constructs theory and
absorbs the basic concepts of the field of science. To avoid this kind
of fragmentation, social pedagogy needs a theory that is constructed
by basic research, in which practical and applied research can be
merged together to a find a common denominator.
Social pedagogy as a science does not exactly have its own
research techniques, but where as gathering information is con-
cerned, it uses the same methods as all other social sciences. By
referring to the functional characteristic nature of social pedagogy,
you will see that the ideas attached to it have an action-research
approach that is very important (see Schmidt 1981, 275 – 296). A
functional scientific starting point marks the valuable and goal
oriented questions that are significant in the formation of social
pedagogical information. Together with gathering relevant empiric
information for social pedagogical action, it is necessary to define
the valuable origins and goals of these functions and also the ethical
viewpoints. This links social pedagogical research and the formation
of theory to philosophical anthropology and social ethics. It is a
merging of empiric information and goal oriented information.
A scientific theory is based on concepts and a science is devel-
oped through concepts. Each branch of science has its own basic
concepts. As a result, fundamental scientific questions take shape
and theory is based on it. The fundamental questions of social
pedagogical theory applies to a human’s capacity and skills to func-
tion, cope, build a social identity, integrate into the society, share,
148
17. and participate as a member of society especially when threatened
for one reason or the other. These threats may be various kind of
crises in life: intoxication and mental health problems, exclusion
from education, work, hobbies, social relations, social participa-
tion, unstable upbringing in childhood and youth, crimes and other
deviant behaviour and difficulties to overcome the requirements of
everyday life.
But before anything, the development of social pedagogy as a
science requires a definition of the basis of its theory, and a debate
on its nature and origin as a science. Only by means of research,
can the science develop and find its place in the scientific com-
munity. It is important to develop social pedagogy as a science,
in relation to other sciences and to observe how it will take its
place as an institution in the scientific community, although, the
boundaries of sciences, at present, are more flexible and to some,
even unnecessary. The position of social pedagogy, institutionally,
and its scientific theory and origin determines the lines of discus-
sion and vice versa.
Social pedagogical theory and practice
Social pedagogical work does not limit itself to problem solving,
only. Its professional function is also to maintain well-being and
the standard of living. From this function, social pedagogical work
acquires its strongly preventive meaning and contents.
The social pedagogical functional system can be built in the
long run, but only by developing it as a science. The development
of social pedagogical practice depends on whether the question is
about a specific social pedagogical occupation or about a specific
social pedagogical pattern of thought and the way to work in vari-
ous occupations based on social pedagogy. It also depends on how
social pedagogy will develop as a science and what kind of precon-
ditions will be presented to successfully conduct social pedagogical
research. Just to promote practice, social pedagogy needs to develop
as a science.
As a functional system of society, social pedagogy is heteromor-
phic like social policy. It reflects the state and characteristics of each
149
18. society and can have quite many different forms of manifestations
in different societies and different eras. However, the social peda-
gogical functional practices are committed to time and place and
the formation of theory and research are linked to them, and are
also sensitive to ideologies and political interests in society. Hence,
social pedagogy can be developed as a system of education with
efforts to define its contents and field, its fundamental basic ques-
tions and basic concepts and its characteristic way to analyse reality
by raising questions providing information and creating theory.
Social pedagogy deals with theory and practice of social work and
other ’social’ professions. As a discipline it integrates the elements
of science, education and work (see Figure 2).
Social pedagogy as
a system of science
social pedagogy
as an academic
discipline
Social pedagogy as Social pedagogy as
a system of education a system of work
Figure 2. Social pedagogy as a scientific, educational and work system
It is important both theoretically and practically that social peda-
gogical discussion be linked with social analysis and relevant infor-
mation about prevailing conditions, and also with understanding
what goes on in society (Winkler 1995, 183). For example, the
current post-modern education, information and media society
imposes special challenges on social pedagogical research. The
problems of integration and mechanism of exclusion are complex
and are concerned with the population at large. We are living in a
society, where people have high professional skills, and it demands
from its members, higher and higher cognitive efficiency, risk-
taking, willingness to change and tolerance towards instability.
The relation between social pedagogical theory and practice, and
the self-conception of social pedagogy, in general, can be defined
150
19. from the different origins of scientific theory and quest for knowl-
edge. The most important question is, to what extent does theory
set its norms and standards and to what extent does it only try to
understand the practical functions — or if I state the postulate of
hermeneutic traditions a little more clearly — to what extent does
it try to deepen in practice, the functional capacity to comprehend
those who make their actions become theoretically comprehensive.
In a manner of speaking, it is also a question which one is primary,
theory or practice, in spite of the fact that we speak of them as a
’whole’. On the basis of practice, it is important to note the setting
of goals, definition of work forms and target groups, how action
is theoretically captured, what concepts are used in it and how the
relation of theory to practice is comprehended.
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