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Ideology, intellect and the new pragmatism, Chicago: University of Chicago Press. Morsy ed. Harvey, E.

Social Pedagogy and Working with Children and Young People

Kim, A. Accessed January 19, ]. Klein, J. London: Hutchinson. Knowles, M. Konopka, G. Therapeutic Group Work with Children.

Social Pedagogy and Working with Children and Young People: Where Care and Education Meet

Minneapolis: University of Minnesota Press. New York: Association Press. Layard, R. London: Penguin. Lewin, K.

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Selected papers on group dynamics , New York: Harper and Row. Linton, D. Natorp, P. Theorie der Willensbildung auf der Grundlage der Gemeinschaft. Stuttgart: Frommann [ edn]. Otto, H-U. Munchen: Reinhardt. Pestalozzi, J. Republished by General Books, Memphis. Petrie, P. Reid, K. The history of the use of groups in social work , Westport, Connecticut.

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Scottish Executive Working and learning together to build stronger communities. Smith, M. Haltung, pedagogy and informal education, Developing Learning. Retrieved: June 11, ]. Steele, T. Stewart, D. Eduard Lindeman and his agenda for lifelong education , Malabar, Florida: Krieger. Sunker, H. Reproduced here under a Creative Commons Attribution 2.

The illustration of Friedrich Daniel Ernst Schleiermacher is believed to be in the public domain and was sourced from the Wikipedia Commons. How to cite this piece : Smith, M. Retrieved: insert date ]. Smith , , , , Social pedagogy: the development of theory and practice. The term social pedagogy has been used to describe a range of work straddling social work and education. Here we explore its history and current status. A concern with: The nature of man and, in particular the extent to which individuals can only develop fully as part of society. Within this tradition of social pedagogy there is an emphasis upon social integration and socialization. This tradition of social pedagogy found expression in the work of the university and social settlements in Britain and North America and in the development of social work.

Within this element of the tradition there is an emphasis upon working with individuals, casework and providing care. In others there is more of an interest in and lessening the impact of inequalities in society, and dealing with social problems. Pedagogy — this tradition of social pedagogy has its roots in the work of educational thinkers and philosophers like Jean-Jacques Rousseau, Johann Heinrich Pestalozzi and John Dewey. More recently Paulo Freire has been especially influential in terms of helping people to frame their thinking. As a starter it may be helpful to bear in mind the following elements.

It is: A form of pedagogy and as such is rooted in education — and in the philosophy of people like Rousseau and Pestalozzi. Holistic in character — as Pestalozzi says, there is concern with head, heart and hand. Concerned with fostering sociality Based in relationship and care.

Oriented around group and associational life in contrast to much social work in the UK. Educators become part of the lifeworld of those involved Smith The pedagogue in Ancient Greece To fully appreciate some of the debates around social pedagogy and the role of pedagogues it is worth going back to the distinction made between teachers and pedagogues in in ancient Greece. Castle The low status of both teacher and pedagogue meant that they were frequently disrespected by the boys — and the hovering presence of the pedagogue was hardly likely to endear itself op.

Diestersweg, evolution and educational action to help the poor By the sixteenth century the notion of pedagogy had come to be understood as referring to the activities of tutors and school teachers. Evolution was his central organizing idea: The educational principle of evolution demands in the educational field: respect for human nature and of the individual; its stimulation to full development, expression, activity and initiative; natural, hence joyful, experience of life; stimulation to develop the senses, strengthening the body, to explore, to be lucid and to discover things; providing the minds with suitable nourishment; constant progress.

Schleiermacher and societal development What began to emerge was a conception of education concerned with societal social development. Natorp, community and social pedagogy As the nineteenth century progressed, debates and insights around the idea of community developed Dollinger Social pedagogy and social work Unsurprisingly, there was a reaction to this understanding of social pedagogy during post-war reconstruction.

It can be represented as: a perspective, including social action which aims to promote human welfare through child-rearing and education practices; and to prevent or ease social problems by providing people with the means to manage their own lives, and make changes in their circumstances.

Social pedagogy and social education Many of the ideas that informed debates around social pedagogy in the late nineteenth century began to influence developments in American educational thought. It can, thus, be argued that: … groupwork provides a context in which individuals help each other ; it is a method of helping groups as well as helping individuals; and it can enable individuals and groups to influence and change personal, group, organizational and community problems.

Social pedagogy and community learning and development In some respects the tradition of practice within English-speaking countries that has the strongest resemblance to social pedagogy at least to those strands that retain an emphasis on community and sociality is Scottish. The paper continued: We define this as informal learning and social development work with individuals and groups in their communities. Some issues The history of social pedagogy highlights a number of issues and questions — especially linked into its usage within National Socialism. Here though we want to focus on three areas: Social pedagogy as a domesticating ideology.

The pedagogue as an alternative way of constructing a professional framework and identity; The problem of pedagogy Social pedagogy — domesticating or emancipatory? Lorenz poses a a question of lasting significance: Is social pedagogy essentially the embodiment of dominant societal interests which regard all educational projects, schools, kindergarten or adult education, as a way of taking its values to all sections of the population and of exercising more effective social control; or is social pedagogy the critical conscience of pedagogy, the thorn in the flesh of official agenda, an emancipatory programme for self-directed learning processes inside and outside the education system geared towards the transformation of society?

Lorenz 93 This question has special significance given the nature of the ideologies that informed the activities of National Socialists in Germany during the s and the first half of the s. Professional identity — the pedagogue as an alternative paradigm Some reading this will be resistant to the notion that they could be considered as social workers, others that they might be described as educators.

Lorenz 97 Just how autonomous practitioners can be within state-funded agencies is a matter of some debate — especially where they are in settings that are dominated by contrasting or antagonistic ideologies. Conclusion The notion of social pedagogy offers an interesting set of paradigms for informal and non-formal educators — especially where it highlights education for sociality.

Further reading There is a marked shortage of English-language explorations of social pedagogy and animation. Other references Becker, H. Brown, A. London: Heinemann.

Castle, E. Harmondsworth: Pelican. Heath Dewey, J. Freire, P. Harmondsworth: Penguin. London: Routledge and Kegan Paul. Twelvetrees, A. More than a million people visit us each year. Our aim is to provide a space for people to explore education, learning and change. We are a 'no cookie' site, but please tell us if you find one. Ok Read more. Share Share. Recommend to a friend. Sharing links are not available for this article. I have read and accept the terms and conditions. Copy to clipboard.

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