Social pedagogy “enters into interdisciplinary contacts with the sociology of education, sociology of upbringing, educational social psychology, and management psychology.”
It includes the study of the philosophy of education, the characteristics of education in modern society.
A feature of modern social pedagogy is its humanistic orientation, i.e. cooperation, community, co-creation of the teacher and the child.
In modern conditions, social pedagogy is an independent section of pedagogy, where a special methodology of social educational and educational activities has developed. The methodology of social pedagogy is aimed at the individual, at his self-improvement, self-education, and self-organization.
The social meaning of social pedagogy is to help a person in trouble: to help a family, a child, find their own path of social self-determination in life, develop in society based on their abilities and inclinations. To help in a person’s desire to take the path of moral human relations.
Social pedagogy examines upbringing and education in state, municipal and private institutions.
Social pedagogy is based on the history of pedagogy, on the experience of teaching and upbringing in the past, on the practice of education and training in other countries.
The history of the Russian people shows that in their culture, even during the period of tribal relations, traditions of a humane, compassionate attitude towards the weak and disadvantaged people, and especially towards children as the most defenseless and vulnerable among them, began to be laid. With the adoption of Christianity in Rus', these traditions were consolidated in various forms of mercy and charity that existed at all stages of the development of Russian society and the state.
In 1991, the Institute of Social Pedagogy was officially introduced in Russia. A new specialty “social pedagogy” was approved in the vocational education system.
Before this, Russia had a very developed system of charity, which can be classified as social work.
Many researchers identify several stages in the development of charity in Russia, stage 1 - IX-XVI centuries. During this period, charity began with the activities of individuals and the church and was not included in the responsibilities of the state.
Grand Duke Vladimir, who was popularly called the “Red Sun,” became famous for his good deeds and merciful attitude towards those in need. Being by nature a man of a broad soul, he encouraged others to take care of their neighbors, to be merciful and patient, and to do good deeds. He established schools for the education of children of the noble, middle-class and poor, seeing in the education of children one of the main conditions for the development of the state and the spiritual formation of society.
During the difficult period of civil strife and wars, when a huge number of people appeared in need of material and moral help, it was the church that took upon itself this noble mission. The Church created a system of monasteries where the poor and suffering, the destitute, the physically and morally broken found shelter. Unlike the Western Church, which saw its main charitable task as caring for the poor and infirm, that is, giving them shelter and food, the Russian Church took upon itself to perform three most important functions: teaching, treatment, and charity.
But the traditions of charity among the Russian people were not limited to the activities of the church and individual princes. Ordinary people often provided support to each other, and primarily to children.
By the beginning of the 16th century, along with the personal participation of any person in charitable activities, a new trend associated with the charitable activities of the state had emerged in helping those in need.
Stage 2 - from the beginning of the 17th century. before the reform of 1861. During this period, the emergence of state forms of charity took place, and the first social institutions were opened. In 1706, shelters for “shameful babies” were opened, where it was ordered to take illegitimate children with anonymity of origin, and the death penalty was inevitable for the “destruction of shameful babies.”
The charitable activities of the Russian Imperial Court, especially its female half, took on the form of a stable tradition during this period.
During the same period, public organizations began to be created, independently choosing the object of assistance and working in that social niche that the state did not cover with its attention. Thus, under Catherine II (mid-18th century), the state-philanthropic “Educational Society” was opened in Moscow. In 1842, also in Moscow, a board of guardians of orphanages was created, headed by Princess N.S. Trubetskoy. Initially, the council's activities were focused on organizing the free time of poor children who were left without parental supervision during the daytime.
Alexander I turns his attention to children with visual impairments. By his order, the famous French teacher Valentin Gayuy was invited to St. Petersburg, who developed an original method of teaching blind children. From this time on, institutions for this category of children began to be built, and in 1807. The first institute for the blind was opened, where only 15 blind children studied (they expected to admit 25), since already at that time the thesis “there are no blind people in Russia” was tenacious. During this period, a certain social policy and legislation began to develop in Russia, and a system of charity for people, and in particular for children in need of help, was formed.
Stage 3 - from the 60s. XIX century until the beginning of the 20th century. During this period of time there was a transition from public philanthropy to private philanthropy. Public philanthropic organizations are emerging. One of them is the “Imperial Philanthropic Society,” in which monetary charitable donations from private individuals, including members of the imperial family, were concentrated.
As in Western Europe, a network of charitable institutions and establishments was gradually formed in Russia, mechanisms of charitable assistance were established and improved, which covered an increasingly wide range of children with various social problems: illness or developmental defect, orphanhood, vagrancy, homelessness, prostitution, alcoholism and etc.
Public philanthropic activities extended to include children with physical disabilities. Orphanages were organized for deaf and dumb children, blind children, and disabled children, where they were educated and trained in various crafts in accordance with their illness.
Thus, the system of public and state charity for children in Russia at the end of the 19th century was an extensive network of charitable societies and institutions, the activities of which were significantly ahead of the development of professional social work and social pedagogy in Europe.
A notable feature of this period is the emergence of professional assistance and the emergence of professional specialists. Various courses are beginning to be organized, which became the beginning of professional training for social services. "Social School" was formed at the Faculty of Law
In 1910 1914 The first and second congresses of social workers took place. One of the most important areas of activity of scientists and practitioners during this period was providing assistance and building a system of educational and correctional institutions where poor and street children ended up.
Stage 4 - from 1917 to the mid-80s. XX century The turning point in the development of charity in Russia was the October Revolution of 1917. The Bolsheviks condemned charity as a bourgeois relic, and therefore any charitable activity was prohibited.
Soviet Russia set the task of combating child homelessness and its causes. These issues were dealt with by the so-called social education departments at all levels of government. Institutions for the social and legal protection of minors were created, and the training of specialists for the social education system began in universities in Moscow and Leningrad.
During this period, pedology began to actively develop, which set itself the task of ensuring the most successful upbringing of the child on the basis of synthesized knowledge about the child and the environment: helping children learn, protecting the child’s psyche from overload, painlessly mastering social and professional roles, etc.
20s caused the appearance of a whole galaxy of talented teachers and psychologists - both scientists and practitioners, including A. S. Makarenko, P. P. Blonsky, S. T. Shatsky, L. S. Vygotsky and many others. Their scientific works, impressive achievements in practical work on the social rehabilitation of “difficult” children and adolescents (First Experimental Station of the People's Commissariat for Education, M. Gorky Labor Colony, etc.) have received well-deserved international recognition.
Within the framework of pedagogical knowledge, we find the origins of the humanistic approach to the problem of social protection of children in the works of outstanding domestic teachers: N.I. Novikova, L.N. Tolstoy, N.I. Pirogov, K.D. Ushinsky, S.T. Shatsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky and others.
Russian classical pedagogy of the late 18th–19th centuries, based on progressive philosophical ideas of human freedom and meaning-making, laid a kind of foundation for the development of humanistically oriented Russian pedagogical thought. N.I. Novikov, K.D. Ushinsky, L.N. Tolstoy, N.I. Pirogov, considered the protection of children through the prism of the social education of the “new” citizen and the creation of a special educational environment for this. The main humanistic idea of N.I. Novikova is that a child should have rights (like adults), first of all, the right to freedom, the only difference is that the child needs someone else's help. N.K. Krupskaya, S.T. Shatsky developed the theoretical foundations for humanizing the child’s development environment, focused on the interests and needs of society and the child’s personality. A significant contribution to the development of the problem of social protection of childhood was made by the pedagogical system of A.S. Makarenko. Paying tribute to the ideas of humanism, he substantiated the concept of “parallel action pedagogy”, which consists in the unity of the educational influence of the teacher and a special educational “environment”, while paying special attention to the socio-economic factor in the formation of such an “environment”. The pedagogical system is based on V.A. Sukhomlinsky – anthropological approach, humanistically oriented pedagogical activity, recognition of the child’s personality as the highest value. The teacher attached great importance to the protection of the child in the educational process through a specially organized educational society - school, family, children's organizations. The educational system of the “School of Joy” was built on the pedagogy of cooperation, where the child was immersed in the world of creative work, beauty, freedom of choice, and creation. V.A. Sukhomlinsky in his works substantiated the need to take into account the sociocultural conditions of upbringing for the full development of the child’s personality.
From 1918 to 1920, 178 communal schools were created in the country. Not only orphans were taken there, but also children of party and Soviet workers, who spent months tirelessly wandering around the region. School communes ceased to exist in 1926, reorganization took place throughout the country, and labor communes took their place.
On May 16-19, 1922, the All-Russian Conference of the RKSM instructed the Central Committee to develop the issue of the children's movement. The resolution of the conference on the children's movement, adopted on May 19, 1922, marked the beginning of the creation of a unified children's communist organization throughout the country (May 19 was celebrated as the birthday of the pioneer organization). And since 1924, the pioneer organization was named the All-Union Pioneer Organization named after V.I. Lenin. The core essential idea of Pioneerism was defined by N.K. Krupskaya, who associated Pioneerism with participation in a common effort to improve the surrounding life, as feasible for a child. Improving the life around us means “making it at least a little cleaner, more beautiful and kinder.” The goal of the pioneer organization is to help the pioneer to understand and improve the world around him, to grow up as a worthy citizen of his Fatherland. The collapse of the All-Union Pioneer Organization is associated with the processes that took place in our society and state during the years of perestroika and the fall of Soviet power. In the conditions of the value system of the 90s, the All-Union Pioneer Organization named after V.I. Lenin could not exist.
However, the system of social education and pedology did not develop for long; in fact, they ceased to exist after the notorious decree of 1936 “On pedological perversions in the system of Narkompros.”
New social upheavals associated with the Great Patriotic War (1941-1945) again aggravated the situation of children. “Now that thousands of Soviet children have lost their relatives and are left homeless,” the Pravda newspaper wrote, “their needs must be equated with the needs of the front.” The public's attitude towards socially disadvantaged children is changing - they are being treated as victims of war. The state is trying to solve their problems by creating boarding schools for evacuated children and expanding the network of orphanages for the children of soldiers and partisans. But along with this, charity is actually being revived (although this word is not used), which is manifested in the opening of special accounts and funds, in the transfer of money by soldiers and officers for children, in the transfer of personal savings of the population for their needs.
In the 60-70s. In pedagogical science and practice, there has been a clear turn towards social pedagogy, the creation and development of its organizational forms and institutions, and the resumption of theoretical research in the field of environmental pedagogy related to the development of a systematic approach to teaching and upbringing.
In the conditions of reforming society, the social policy of the state is also changing. In 1990, the Supreme Soviet of the USSR ratified the UN Convention on the Rights of the Child, which came into force for the Russian Federation as the legal successor of the USSR on September 15, 1990. Article 7 of the new Constitution of Russia states that in the Russian Federation “state support for family and motherhood is provided "parenthood and childhood, the system of social services is being developed, state pensions and other guarantees of social protection are being established." Numerous regulations have been adopted; Law on Education, Presidential Decree on social support for large families, Government Decree on urgent measures for social protection of orphans and children without parental care, etc.
In the early 90s, three large social programs were adopted and began to be implemented: “Socio-psychological support, education and upbringing of children with developmental anomalies”, “Creative personality development” and “Social services for helping children and youth”; At the same time, such state social programs as “Children of Russia”, “Children of Chernobyl”, etc. were developed and are still in effect.
New types of institutions are being created throughout the country: centers for social health of families and children, social rehabilitation of troubled teenagers; shelters are opened for children running away from home; There are social hotels and helplines and many other services providing social, medical, psychological, pedagogical and other types of assistance.
Charity is returning to our society, and on a new legislative basis. The Law of the Russian Federation “On Charitable Activities and Charitable Organizations” caused a process of rapid development of charitable foundations, associations, unions, and associations. Currently, the Charity and Health Foundation, the Children's Fund, the White Crane charitable foundation and many others are successfully operating, providing social protection and assistance to orphans and children without parental care, and inmates of orphanages.
Since 1991, they began training specialists in the field of social pedagogy.
Thus, legally and practically, the foundations of a new profession were laid. The concept of “social teacher” has become familiar and has entered into the theoretical research of scientists and pedagogical practice. The official opening of a new social institution gave a huge impetus to methodological, theoretical and scientific-practical research both in the field of activity of new personnel and in their training. Recent years have been characterized by the fact that after a 70-year break, Russia is returning to the global educational space. Foreign experience is studied, translated literature is published, and there is an active exchange of specialists.
Social pedagogy in modern conditions of political, social, economic transformations of the country, Russia’s entry into the world community, Russia’s adoption of the Convention on the Rights of the Child becomes a symbol of changes aimed at creating an effective system of assistance, protection and support for childhood.
Prerequisites for the emergence of social pedagogy
Note 1
The origins of social pedagogy are inextricably linked with ethnographic, historical and cultural traditions and customs of the people, predetermined by the socio-economic development of the state, and based on moral, ethical and religious ideas about human values and man.
Real social activities to help the disadvantaged have deep historical roots. Throughout the development of human civilization, different societies have been faced with the problem of treating people who cannot provide for their own existence: the elderly, children, the disabled, people with physical or mental disabilities.
Attitudes towards people requiring special help from society at different stages of development of states were different: from physical destruction to full integration into society. Everything was determined by the characteristic axiological position of a given society - a system of significant, preferred, stable, valuable ideas for members of society.
In Russia, the traditions of a compassionate and humane attitude towards disadvantaged and weak people (especially children) began to be laid during the period of tribal relations. With the adoption of Christianity, these traditions were consolidated in various forms of charity and mercy, which took place at all stages of the development of the Russian state and society. Charity is one of the forms of showing mercy, which implies the provision of regular and free assistance to people in need by organizations or individuals.
Note 2
The development of charity in each country has its own historical characteristics.
History of the development of social pedagogy
In the historical development of social pedagogy, several periods are distinguished:
- Initial period (from ancient times to the 17th century). Understanding the practice of education as a social phenomenon, transforming it into conscious activity. The transition from the primitive communal system to the slaveholding and to the feudal system posed its own problems of education, protection of children and the infirm. Ideas are born and traditions of taking into account social factors in the process of education and training appear. This period of formation of the socio-pedagogical idea is closely interconnected with the separation of the social component from education.
- Early period (XVII–XVIII centuries). The basic scientific concepts and ideas of social pedagogy are being developed, and its emergence as a significant area of pedagogical knowledge is observed. Social pedagogy develops simultaneously with social ideas about the structure of society. Using society's resources, shelters for homeless and orphans, kindergartens, schools and other institutions for children with various kinds of problems are created. The most significant factor in the development of society is the concept of pragmatic education. The most prominent figures of that time: J. A. Komensky (father of modern pedagogy); J. Locke (noted the expediency of social determination of school education); Jean-Jacques Rousseau (advocated natural, natural education, laid the foundations of social education); utopian socialists - Henri Saint-Simon, R. Owen, C. Fourier. The most important component of human development is society with its resources.
- The initial period of the formation of social pedagogy (mid-19th – mid-20th centuries). The main ideas of social pedagogy of this time belong to German scientists. The idea is becoming stronger in people’s minds that education and training are a creative and formative factor in society, and a person should not be a means of developing society, but a goal. The development of socio-pedagogical theory was greatly influenced by the works of I. G. Pestalozzi, I. Herbart, F. Disterweg, P. Natorp.
The formation of social pedagogy as a science
The concept of “social pedagogy” was introduced by Karl Mager (1810-1855). In German literature to date, there are two different interpretations of this concept, which define different approaches in the development of this branch of scientific knowledge:
- social pedagogy is a field similar to the social side of education (P. Natorp, K. Mager, E. Bornemann, D. Pegeler, F. Schlieper, etc.); in this case we are talking about the social aspect of education;
- social pedagogy acts as pedagogical assistance in certain social situations or conditions (F. Disterweg, G. Beumer, G. Nohl, K. Mollengauer, etc.); the pedagogical component of social development is emphasized.
In the development of social pedagogy since the time of K. Mager, the means, methods and prerequisites for educating a person in society, through society, for society are considered. P. Natorp subsequently considered social pedagogy as the most important tool of socialization and part of general pedagogy. P. Natorp advocated structuring the potential of society and purposefully relying on it, in fact he declared the educational capabilities of society.
F. Disterweg in the second half of the 19th century. proposed the phrase “social pedagogy” to denote pedagogical work with street and disadvantaged children on crime prevention.
German Nohl saw the tasks of social pedagogy in emergency assistance, in cases where the family and school are not able to fulfill their functions. In accordance with his ideas, in 1922 the first state document was adopted in Germany - the law on charitable activities of youth, regulating the education of the younger generation outside of school. Since that time, social pedagogy has become a pedagogy of emergency cases, which over time has been transformed into social and pedagogical activity to compensate for the problems in the education of young people that exist in the family and school.
In the first half of the 20th century, Klaus Mollengauer noted that if any particular public institution cannot solve the problems of a child, then it is necessary to create another educational space that provides state assistance. Social pedagogy should deal exclusively with solving problems related to the development and adequate inclusion of the younger generation in society. This direction finally took shape in the 60s. last century. Social pedagogy of that period considered: issues of helping children who have committed offenses; educational work in children's schools, children's homes, boarding schools and other institutions; extracurricular work at the place of residence, etc.
Social pedagogy of our time is in the conditions of political, economic, social transformations of the country, aimed at creating an effective system of protection, assistance and support for childhood.
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2. Stages of development of social pedagogy
In its development as a scientific discipline, pedagogy inevitably went through three stages.
The first stage is the empirical stage. This is the stage of collecting data from the experimental activities of a large number of practical social workers who introduce (consciously or unconsciously) a pedagogical component into their activities. Such activities have always existed, and there have always been people who strengthened, developed, improved this component, and brought it to the leading place in their work. Along with practical socio-pedagogical activities, scientific analysis was also carried out in a certain form.
After studying the history of social and pedagogical activity, it becomes clear that it reflects the social and pedagogical practice of various subjects and institutions of society. They existed in a separate form within the professional activities of teachers, clergy, doctors, workers in cultural institutions, sports, politicians and other specialists in various fields.
The second stage in the development of social pedagogy is scientific and empirical. This stage consists of constructing models of socio-pedagogical objects (processes, systems, activities) close to ideal. At this stage, practice-oriented and theoretically oriented socio-pedagogical models are formed, which, with the help of certain assumptions, reflect the cognitive and transformative aspects of socio-pedagogical reality.
The third stage in the development of social pedagogy is theoretical. It is at this stage that the development of socio-pedagogical theory occurs.
Social pedagogy is a branch of knowledge that provides answers to the questions:
1) what will happen or could happen in the lives of people of different ages in certain circumstances;
2) how to create favorable conditions for the successful socialization of a person;
3) how to reduce the effect of unfavorable circumstances that happen to a person in the process of socialization. Social pedagogy as an academic subject tries to paint future teachers a picture of social and pedagogical reality.
Social pedagogy as a branch of knowledge explains social education directly in the context of socialization.
This determines the construction of the “social pedagogy” training course. It begins with a consideration of socialization as a socio-pedagogical phenomenon. Then the circumstances in which social education takes place, its content and methodology are revealed. The course ends with a brief description of the problem of human socialization and the costs of socialization.
1. History of the emergence and development of social pedagogy. Historical stages in the development of social pedagogy The concept of “social pedagogy” was first used by A. Diesterweg in 1850 in the article “Guide for German Teachers.” The first prerequisites for the emergence of social pedagogy arose in Europe in the second half of the 19th century, when the German philosopher P. Natorp put forward the idea of integrating the educational forces of society in order to spread culture and enlightenment among the people. The economic and sociocultural changes occurring at this time in most countries also affected the system of public education. In such conditions, a separate area of pedagogical theory and practice is born - social pedagogy. In Russia, social pedagogy, having originated at the end of the 19th century, received a certain development in the 20s. XX century in the form of developing an attempt to implement the idea of connecting the school with life and the social environment. Interest in problems characteristic of social pedagogy intensified both here and abroad in the 70s. XX century, which was associated with another crisis in the education system. Abroad, the theoretical development of problems of social pedagogy was resumed only in the 1960s. in Germany. However, in fact, both in Europe, including Germany, and in the USA, starting from the end of the 19th century, practical activities designated by the term social work became increasingly widespread. Empirical The first is the initial period, which lasted from ancient times to the 17th century, - the comprehension of the practice of education, the formation of social and pedagogical thought. Scientific-empirical Second period – XVII–XIX centuries. – development of leading ideas and scientific concepts of social pedagogy, its formation as a science. Theoretical Since the beginning of the 20th century. the third period begins - the development of social pedagogy as an independent science.
2. Subject, purpose, tasks and functions of social pedagogy. The subject is pedagogical aspects of the social formation and development of the individual, the acquisition of social status, social functioning, as well as the maintenance of achieved and restoration of lost social characteristics. The goal is scientific and pedagogical support for social work as a professional activity and the formation of pedagogically regulated relationships in macro and micro society. Functions Research Analytical-project Educational-educational Organizational Forecasting Research Analytical-project Educational-educational Organizational Forecasting Objectives Development of self-esteem, independence, self-confidence in the client social educator. Development of the desire to understand the world around us, another person, his uniqueness, physical and spiritual characteristics, rights and responsibilities in society. Instilling the desire and ability to communicate with other people, in small and large groups, in the family, at school, in the work community, in family-neighborhood society, etc. Fostering moral concepts in a person’s consciousness: goodness and justice, love for one’s neighbor, for all living things, creativity, mutual understanding. Setting the goal of getting out of a crisis on your own, finding a way out, determining the purpose and meaning of life. Development of self-esteem, independence, and self-confidence in the client of a social educator. Development of the desire to understand the world around us, another person, his uniqueness, physical and spiritual characteristics, rights and responsibilities in society. Instilling the desire and ability to communicate with other people, in small and large groups, in the family, at school, in the work community, in family-neighborhood society, etc. Fostering moral concepts in a person’s consciousness: goodness and justice, love for one’s neighbor, for all living things, creativity, mutual understanding. Setting the goal of getting out of a crisis on your own, finding a way out, determining the purpose and meaning of life.
2. Social pedagogy as a science, practice and academic subject. The interdisciplinary and integrative nature of social pedagogy, its place in the system of pedagogical disciplines Social pedagogy as an academic subject tries to paint future teachers a picture of social and pedagogical reality. Social pedagogy as a science includes special pedagogical theories, an object, a subject, a conceptual and categorical apparatus and reflects the scientific and cognitive activity of people studying social and pedagogical problems. Social pedagogy as a practice reflects the diversity of practical activities of specialists in the social sphere through pedagogical means. Social pedagogy actively interacts with such sciences as: political science, religious studies, philosophy, history, sociology, psychology, valeology, conflictology, computer science
3.The essence and content of social and pedagogical activities. Socio-pedagogical activity is the purposeful work of a professional in the social education of an individual in a particular society with the goal of successful social adaptation and self-realization in society.
4. Social and pedagogical characteristics of directions and types of social and pedagogical activities. The main types of social and pedagogical activities: cultural and leisure work, information and educational work, social and legal work, medical and social social work, psychosocial work. The main directions of social and pedagogical activities: in educational institutions; in children's public associations and organizations; in children's creative and leisure institutions; in children's summer recreation areas; in denominations.
5. The main directions and trends in the development of domestic social pedagogy at the present stage. Diagnosis Humanization of the sociocultural environment of a person. Design Recognition at the state level of the need to create and develop an effective and mobile system of socio-pedagogical and psychological assistance to people. Innovation Recognition of the principles of cooperation, tolerance, responsibility, care and protection. Praxeology Refusal of the ideas of violence, domination over a person, the revival of his value as an individual, the rights to freedom and the realization of his abilities and capabilities. Valeology Consolidating the ideals of humanism as leading in the formation of personality. Programming Providing assistance and protection from the effects of adverse environmental factors. Victimology Axiology Conflictology
6. Socialization of the individual. Values and mechanisms of socialization. Socialization (from Latin socialis - social) is the process of personality formation, the individual’s assimilation of language, social values and experience (norms, attitudes, patterns of behavior), culture inherent in a given society, social community, group, reproduction and enrichment of social connections and social experience. socio-psychological ImprintingExistential pressureImitationIdentificationReflectionsocial-pedagogicalStylizedTraditionalInstitutionalInterpersonalMechanisms of socialization Socialization values - the significance of phenomena and objects of reality in terms of their compliance or non-compliance with the needs of society, a social group, an individual.
7. Factors of socialization. megafactors space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth; macro factors: country, ethnic group, society, state, which influence the socialization of everyone living in certain countries; microfactors that directly influence specific people who interact with them, family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations, microsociety. mesofactors are the conditions for the socialization of large groups of people, distinguished by: the area and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to certain subcultures; Socialization factors
8. Social education as a pedagogical category. Education is a relatively socially controlled process of human development in the course of his socialization. in the family Family or private by society and the state Social or public in criminal and totalitarian political and quasi-religious communities Dissocial or countersocial by religious organizations Religious or confessional Name Implementation
9. Spheres of social and pedagogical activity. Social institutions, their types and functions. Functions of social institutions 1. Reproduction of members of society. The main institution performing this function is the family, but other social institutions, such as the state, are also involved. 2. Socialization, the transfer to individuals of patterns of behavior and methods of activity established in a given society, institutions of family, education, religion, etc. 3. Production and distribution. The authorities are provided with economic and social institutions of management and control. 4. Management and control functions are carried out through a system of social norms and regulations. Functions of social institutions 1. Reproduction of members of society. The main institution performing this function is the family, but other social institutions, such as the state, are also involved. 2. Socialization, the transfer to individuals of patterns of behavior and methods of activity established in a given society, institutions of family, education, religion, etc. 3. Production and distribution. The authorities are provided with economic and social institutions of management and control. 4. Management and control functions are carried out through a system of social norms and regulations.
10. Social and pedagogical characteristics of risk factors in various social institutions. Socio-political risk factors include: wars, conflicts; resignation or change of government; threat of nationalization; change of political system, etc. Socio-economic risk factors include: large and single-parent families, minor parents, theft, fights, suicide attempts, alcohol and drug use; Social risk factors include: improper upbringing in the family, mental trauma, deviations in mental and physical development, emotional instability, failure in activities, failure in social adaptation, communication difficulties, discrepancy between the content of programs and educational conditions for children with their psychophysiological characteristics. Risk factors are a concept denoting a wide range of conditions that can have an adverse effect on human development.
Juvenogogy studies the problems of the formation of young people: Adaptation to the environment Professional training Acquisition of work skills Affirmations in professional activities Andragogy studies the problems of an adult: Realization of family life Growth of professional skills Self-realization Self-development Self-affirmation Gerontogogy studies the problems of interaction with older people: Adaptation to new conditions Realization of one’s strengths and opportunities in society Using life experience 11. The main social and pedagogical problems of a person at various age stages. Special sections reflecting the specifics of social and pedagogical work with various categories of people.
12. Characteristics of the main types and forms of social and pedagogical activity. Types of psychosocial work, medical and social work, socio-legal work, cultural and leisure work, information and educational work Forms: socio-pedagogical diagnostics, socio-pedagogical assistance, socio-pedagogical support, socio-pedagogical prevention, socio-pedagogical consultation, socio-pedagogical support, socio-pedagogical correction, socio-pedagogical rehabilitation, medical-psychological-pedagogical consultation, mediation
13. Norm and deviation from the norm in social pedagogy. Prevention of deviant behavior in children and adolescents. A social norm is a rule, a pattern of action or a measure of acceptable (permissible or obligatory) behavior or activity of people or social groups, which is officially established or developed at a particular stage of development of society. Deviations - that which does not correspond to the norm is a deviation in it. Social: orphanhood; deviant behavior: alcoholism, substance abuse, drug addiction, prostitution, homelessness, neglect, vagrancy, delinquency, crime. Physical: illness; visual impairment; hearing impairment; disorders of the musculoskeletal system Pedagogical: deviations in obtaining general education; deviations in obtaining vocational education. Mental: mental retardation; mental retardation; speech disorders; violations of the emotional-role sphere; giftedness. Prevention is a set of state, public, socio-medical and organizational and educational measures aimed at preventing, eliminating and neutralizing the main causes and conditions that cause various kinds of social deviations in the behavior of a teenager. Prevention in social pedagogy means, first of all, scientifically based and timely actions taken aimed at: 1) preventing possible negative physical, psychological or sociocultural circumstances in an individual child or group of minors; 2) preservation, maintenance and protection of the normal standard of living and health of the child; 3) assisting the child in achieving socially significant goals and revealing his internal potential.
14. Features of working with difficult children. MAIN TYPES OF TEENAGERS WITH A TENDENCY TO COMMIT OFFENSES The first group of adolescents is characterized by a stable complex of socially negative, immoral, primitive needs, a system of antisocial views, deformation of relationships, and assessments. Their ideas about camaraderie and courage are distorted. The feeling of shame is weakened. They are cynical, rude, embittered, aggressive. Selfishness, indifference to the experiences of others, awareness of crimes committed, lack of hard work and desire for consumer pastime. Features of organizing educational work with them: the key to organizing work with them is to rely on such qualities of their personality as persistence in achieving their goals, the desire for prestige, primacy, combined with a semi-conscious sense of their own social inferiority. The visibly expressed social significance of the work they perform, the organization of work in small groups (2-3 people), where they are from time to time entrusted with supervising the work of their comrades, contributes to the inclusion of these teenagers in the activities of the team and the establishment of proper relationships. The second group consists of teenagers who strive to imitate those juvenile delinquents who have a stable set of immoral needs and openly antisocial attitudes and views. They are distinguished by individualism, quarrelsomeness, strive for a privileged position, and oppress the weak and younger. They commit crimes mainly situationally. Features of the organization of educational work with them: self-change of the situation and stereotypical forms of response are of particular importance for adolescents in this group. Emphasized trust in them, a positive assessment of their achievements, involvement not only in executive, but, above all, in organizational activities that develop the ability to both command and obey, ensure the relatively rapid entry of these adolescents into the system of socially significant work. The third group is characterized by a conflict between deformed and positive needs, relationships, interests, and views. Teenagers are aware of the instability of their behavior, but the correct views they have have not become convictions. Selfish aspirations or inability to confront the situation cause their antisocial actions, leading them to accumulate experience of immoral behavior. Features of organizing educational work with them: because For teenagers in this group, the rhythm and intensity of work is important, so they will be positively influenced by involvement in search work, where they have the opportunity to express themselves and assert themselves in the eyes of the team. The fourth group consists of adolescents with slightly deformed needs. They are characterized by lack of will, easy suggestibility, instability, lack of faith in their own strengths, and ingratiation with more important comrades. Features of the organization of educational work with them: the entry of such adolescents into the system of socially useful work activities is facilitated by awakening their interest in life, positive experiences, and finding life prospects. A sliding schedule of permanent work, systematic monitoring and regular summing up of work results, personal responsibility to the team create conditions for teenagers to enter the system of socially significant work. The fifth group includes teenagers who took the path of crime by accident. They are weak-willed and susceptible to various influences. Features of organizing educational work with them: the same as with adolescents of the fourth group (see above). Group: Peculiarities of working with the main types of difficult teenagers: The first group of teenagers is characterized by a stable complex of socially negative, immoral, primitive needs, a system of antisocial views, deformation of relationships, assessments. Their ideas about camaraderie and courage are distorted. The feeling of shame is weakened. They are cynical, rude, embittered, aggressive. Selfishness, indifference to the experiences of others, awareness of crimes committed, lack of hard work and desire for consumer pastime. The key to organizing work with them is to rely on such qualities of their personality as persistence in achieving their goals, the desire for prestige, primacy, combined with a semi-conscious sense of their own social inferiority. Visibly expressed social significance of the work they perform. The second group consists of teenagers who strive to imitate those juvenile delinquents who have a stable set of immoral needs and openly antisocial attitudes and views. They are distinguished by individualism, quarrelsomeness, strive for a privileged position, and oppress the weak and younger. They commit crimes mainly situationally. Self-change in the environment and stereotypical forms of response are of particular importance for adolescents in this group. Emphasized trust in them, a positive assessment of their achievements, involvement not only in executive, but, above all, in organizational activities that develop the ability to both command and obey. The third group is characterized by a conflict between deformed and positive needs, relationships, interests, and views. Teenagers are aware of the instability of their behavior, but the correct views they have have not become convictions. Selfish aspirations or inability to confront the situation cause their antisocial actions, leading them to accumulate experience of immoral behavior. because For teenagers in this group, the rhythm and intensity of work is important, so they will be positively influenced by involvement in search work, where they have the opportunity to express themselves and assert themselves in the eyes of the team. The fourth group consists of adolescents with slightly deformed needs. They are characterized by lack of will, easy suggestibility, instability, lack of faith in their own strengths, and ingratiation with more important comrades. The entry of such adolescents into the system of socially useful work activities is facilitated by awakening their interest in life, positive experiences, and finding life prospects. A sliding schedule of permanent work, systematic monitoring and regular summing up of work results, personal responsibility to the team create conditions for teenagers to enter the system of socially significant work. The fifth group includes teenagers who took the path of crime by accident. They are weak-willed and susceptible to various influences. the same as with adolescents of the fourth group (see above).
14. The main directions of social and pedagogical work in education The main directions of social and pedagogical work in education: helping the family with problems related to study, upbringing, child care; helping the child eliminate the causes that negatively affect his or her academic performance and attendance at school; involving children, parents, and the public in organizing and conducting events and actions; recognition and resolution of conflicts, problems, difficult life situations affecting the interests of the child; individual and group counseling for children, parents, teachers, and administration on issues of resolving problem situations, conflicts, stress relief, and raising children; identifying the requests and needs of children and developing measures to help specific students with the involvement of specialists from relevant institutions and organizations; development of plans for various areas of school activity; propaganda and clarification of the rights of children, families, teachers. (I am guided by the “Handbook of Social Educators” in the section “Rights, duties and responsibilities of participants in social-pedagogical interaction”); assistance to teachers in resolving conflicts with children, in identifying problems in educational work;
K.v. represents a prompt response to a problem that requires immediate resolution. For this purpose, a standard set of procedures is recommended. 15. General technology of crisis intervention. Urgency - actions of a specialist in K. v. should be aimed at reducing the level of crisis from the first minutes of meeting with the victim. Control - victims of a crisis often have little control over themselves and the situation in which they find themselves. Assessment - why was the victim in a critical situation at this particular time? What circumstances contributed to the crisis? What attempts were made by the victim or her environment to resolve the stressful situation? Action plan - Actions of a specialist in CV. may help the victim, but may also cause harm. Therefore, the intervention plan must be carefully thought out. Providing background information and referral to specialists is extremely important, if necessary, timely referral of the victim to the appropriate person. specialists or community organizations for additional assistance. Follow-up - effectiveness of K. v. is provided in different ways, including through dispensary observation of a former victim of the crisis. A phone call can help identify new problems, e.g. lack of transportation and inability to reach a recommended aid agency or cl. other difficulties, having eliminated which the specialist consolidates the results of his work on Q. Crisis intervention procedures (k.v)
16. Technology of social and pedagogical support for children in a crisis situation. respect for the individuality of the individual collective activity reasonable demanding age approach dialogue pedagogical support stimulating self-education connections with real life coordination respect for the individuality of the individual collective activity reasonable demands age approach dialogue pedagogical support stimulating self-education connections with real life coordination Principles of work on social and pedagogical support for children: Crisis situation - This is a situation of emotional and intellectual stress that requires a significant change in ideas about the world and about oneself in a short period of time. A person in crisis cannot remain the same.
17. Providing individual assistance to the child in various social institutions. Educational institutions; Institutions of youth affairs committees; Health care institutions (children's hospitals, special hospitals for mentally ill children, drug addicted children, sanatoriums for children, etc.); Social protection institutions (social service centers, social assistance centers for families and children, social shelters, social rehabilitation centers for minors, assistance centers for children without parental care, rehabilitation centers for children and adolescents with disabilities, etc.); Institutions related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses, educational colonies, juvenile courts for teenagers who are taking their first steps in Russia, etc.). Educational institutions; Institutions of youth affairs committees; Health care institutions (children's hospitals, special hospitals for mentally ill children, drug addicted children, sanatoriums for children, etc.); Social protection institutions (social service centers, social assistance centers for families and children, social shelters, social rehabilitation centers for minors, assistance centers for children without parental care, rehabilitation centers for children and adolescents with disabilities, etc.); Institutions related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses, educational colonies, juvenile courts for teenagers who are taking their first steps in Russia, etc.). Individual assistance should be provided when a child has problems solving socialization problems and in cases where he becomes a victim of poor socialization conditions. IP is provided in:
18.Features of social and pedagogical activities in social institutions. Institute Types of assistance Family Provision of food, clothing, shoes; protection from parents; psychological support; systematic visits to this family; assistance in adoption. EducationVarious checks; child psychologist; Conducting preventive conversations Health Care Assistance in the provision of medical services, provision of medications. State All kinds of conventions, laws, rights for the protection of the child; regulation of schools; creating conditions for a prosperous family life. Social sphere of relations between different social and age groups; activities to ensure social security. Institutions related to the social sphere: public utilities, education, health care system, social security system, communications enterprises, leisure enterprises.
19. Features of social and pedagogical activities in special educational institutions for adolescent offenders. Special educational institutions for juvenile offenders can be divided into the following types: special general education schools; special vocational schools; special (correctional) general education schools and special (correctional) vocational schools for children and adolescents with developmental disabilities (mental retardation and mild forms of mental retardation) who have committed socially dangerous acts. The main function of a special educational institution for juvenile offenders is to provide them with psychological, medical and social rehabilitation, including correction of their behavior and adaptation to society, as well as creating conditions for them to receive primary general, basic general, secondary (complete) general and vocational education .
20. Social and pedagogical activities in social care institutions. The main objectives of orphanages are: The main goal of the shelter is: to create favorable, comfortable conditions, close to home, conducive to the normal development of the child; ensuring children's health; ensuring the social protection of the child, his medical, pedagogical and social adaptation; protection of the interests and rights of pupils; children's mastery of educational programs, obtaining a decent education in the interests of the individual, society and the state; the formation of a general culture of pupils, their adaptation to life; formation of students’ needs for self-development and self-determination; creating conditions for informed choice and subsequent mastery of professional educational programs. The opportunity to place a child who seemed to be in a difficult life situation in some social institution: return to the family, adoption, establishment of guardianship, etc. If a child is not adopted and does not end up in a foster family, then state institutions are involved in his upbringing, education and development.
21. Social and pedagogical work on the social protection of children left without care. Guardianship is a type of family arrangement for minors (minors under 14 years of age) left without parental care Guardianship is a type of family arrangement for a minor who has reached 14 years of age, or a form of protection of the civil rights and interests of an adult Orphan is a person who has lost one or both parents due to the death of the latter . A social orphan is a child who has biological parents, but for some reason they do not raise the child and do not care for him. Adoption is a form of establishing artificial kinship, including an individual or several individuals into a related group or family. State care is the creation of normal conditions for an unadopted child (orphan child) for his upbringing and development by placing him in institutions specially created for this purpose (temporary foster family, education in special institutions, orphanage, orphanage).
22. Social and pedagogical work with pedagogically and socially disadvantaged families. Dysfunctional families are families characterized by rudeness, scandals, immoral behavior, and require constant attention from the teacher and the public. And sometimes active intervention to protect the interests of children. TYPES OF DISADVANTAGED FAMILIES.
23. Intermediary activity of a social teacher in interactions with the environment Assistance in informing is aimed at providing the family with information on issues of social protection. It is carried out in the form of counseling. Questions may relate to housing, family and marriage, labor, civil, pension legislation, the rights of children, women, disabled people, and problems that exist within the family. Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child. Assistance in organizing is aimed at organizing family leisure, including: organizing exhibitions - sales of used items, charity auctions; interest clubs, organization of family holidays, competitions, housekeeping courses, “dating clubs”, summer holidays, etc. The intermediary component of social and pedagogical assistance includes 3 components:
24. Social and pedagogical work with informal groups. - The first type of such strategies is conniving strategies, or strategies of avoiding work on the prevention and prevention of deviations in behavior and offenses, and shifting responsibility for this to someone else (to parents, the police, and so on). - The 2nd type of these strategies is “firefighting” - a prompt response to incidents that have already happened, to obvious and emerging deviations in behavior and correction of deviant behavior using socio-psychological and socio-pedagogical methods. - 3rd type - punitive reaction to deviant and illegal behavior of minors. It consists of organizing “punishments for violations of discipline and order.” This type of strategy is the least productive as inhumanistic, since it very quickly depletes its “educational resource”, and, therefore, may not be the rule, but only the exception to it. - 4th type of strategies - involvement in activities that “distract” from aimless pastime, organization of various developmental activities and communication, creation of an environment for the socialization of the individual. - 5th type of strategies - individual preventive work based on knowledge of the personality of the child (teenager, boy, girl), on the analysis of subcultural group processes and trends in peer communities and the operational crime situation. - 6th type of strategies - strategies for organizing a system of security-protective socio-pedagogical and socio-psychological prevention (early warning) of desocialization of children, adolescents and youth. - The first type of such strategies is conniving strategies, or strategies of avoiding work on the prevention and prevention of deviations in behavior and offenses, and shifting responsibility for this to someone else (to parents, the police, and so on). - The 2nd type of these strategies is “firefighting” - a prompt response to incidents that have already happened, to obvious and emerging deviations in behavior and correction of deviant behavior using socio-psychological and socio-pedagogical methods. - 3rd type - punitive reaction to deviant and illegal behavior of minors. It consists of organizing “punishments for violations of discipline and order.” This type of strategy is the least productive as inhumanistic, since it very quickly depletes its “educational resource”, and, therefore, may not be the rule, but only the exception to it. - 4th type of strategies - involvement in activities that “distract” from aimless pastime, organization of various developmental activities and communication, creation of an environment for the socialization of the individual. - 5th type of strategies - individual preventive work based on knowledge of the personality of the child (teenager, boy, girl), on the analysis of subcultural group processes and trends in peer communities and the operational crime situation. - 6th type of strategies - strategies for organizing a system of security-protective socio-pedagogical and socio-psychological prevention (early warning) of desocialization of children, adolescents and youth. An informal group is a small group whose existence and activities are determined solely by the interpersonal relationships of group members. Types of strategies
25.Life activity and interaction in institutions of social education. Social institutions of education in the modern conditions of our society include: the family, the system of preschool children's institutions, the public education system (school, vocational school, technical school, university), the system of educational interaction in work collectives, the system of educational influence in the ranks of the army, the system of influence of legal authorities , a system of mass media and propaganda, a system of cultural and educational institutions and entertainment venues, a system of educational work at the place of residence of citizens, a system of educational work in public and cooperative organizations. Interaction – connection of phenomena; a system of communication relations, interdependence between people and social groups; mutual support and coordination of actions to achieve a common goal and solve common problems.
26.The essence of social and pedagogical victimology. Directions and forms of work with various groups of people who have become victims of unfavorable conditions of socialization Socio-pedagogical victimology is a field of knowledge at the intersection of pedagogy, psychology, sociology, criminology and ethnography, studying various categories of people who are victims of unfavorable conditions of socialization The term “victimization” is borrowed from criminology, specialization a section of which legal victimology has as its subject the study of crime victims. The main directions are the study of the characteristics of the social development of people with certain physical, mental, social and personal disabilities; with low socio-economic, legal and socio-psychological status. development of general and special principles, goals, content, forms and methods of prevention, compensation and correction of those circumstances due to which a person becomes a victim of socialization.
27. Professional competence of a social teacher. Ethical principles of activity of a social teacher. - humanistic qualities (kindness, altruism, self-esteem, etc.); - psychological characteristics (high level of mental processes, stable mental states, high level of emotional and volitional characteristics); - psychoanalytic qualities (self-control, self-criticism, self-esteem); - psychological and pedagogical qualities (communication skills, empathy, visuality, eloquence, etc.). Personal qualities of a social teacher: A social teacher is a specialist who organizes educational work with children, youth and adults in various sociocultural environments (family, educational institution, preschool institution, orphanage, shelter, work collective, institution of additional education, etc.). A social worker in his activities must be guided by the following principles: - compliance with the reasonable interests of the client; - personal responsibility of the social worker for the consequences of his actions that are undesirable for the client and society; - respect for the client’s right to make an independent decision at any stage of joint actions; - accepting the client as he is; - confidentiality; - goodwill; - selflessness; - honesty and openness; - completeness of client information.
Social pedagogy emerged from pedagogy relatively recently. However, pedagogy itself became an independent scientific field only in the 17th century. This event is connected with the name of the outstanding Czech teacher Jan Amos Comenius (1592-1670) and his brilliant work “The Great Didactics”, in which the subject of study of this science was defined. At the same time, the history of pedagogy goes back to ancient times, because, without being an independent science, pedagogy over the course of many centuries developed within the framework of philosophy, which for a long time was known as a science that studies the problems of the role and place of man in the world, meaning life, the importance of culture and religion in the moral development of the individual, etc.
If we consider social pedagogy, then a number of periods can be distinguished in its development. First- the initial period that lasted from ancient times until the 17th century, is associated with understanding the practice of education and the formation of pedagogical and socio-pedagogical thought. During this period, the formation of education as a social phenomenon occurs, its transformation from spontaneous action into conscious activity, and various theories of education arise.
The transition from the primitive communal system to the slave system, and then to the feudal system, the emergence of capitalist relations brought forward their own problems of raising and protecting the child. Even in antiquity, such fundamental socio-pedagogical ideas were expressed as the idea of the need to start education from an early age, taking into account the nature of the child and the influence of the environment, relying on the authority of adults, especially parents, and many others. The Renaissance period is associated with the development of humanistic ideas in raising a child (the creation by the Italian humanist teacher Vittorino Da-Feltre of one of the first boarding schools in history with the characteristic name “House of Joy”).
Second period – XVII-XIX centuries. – characterized by the development of leading ideas and scientific concepts of social pedagogy, its formation as a science. The 18th and 19th centuries entered the history of world culture as periods of bourgeois-democratic revolutions. Issues of education were considered in line with the ideas of transforming society, giving all people equal rights and real freedom. During this period, social pedagogy develops in close connection with practical social and pedagogical activities. Prominent teachers not only express certain ideas, but also implement them in practice, creating shelters for orphans and street children, kindergartens, schools and other institutions for children with various problems.
At the end of the 19th century. social pedagogy stands out as an independent field of pedagogical science. This event is associated primarily with the names of German scientists A. Disterweg, Paul Natorp and etc.
WITH beginning of the 20th century third period begins– the period of development of social pedagogy as an independent science, which cannot be called “cloudless”.
Term “social pedagogy” was introduced into the discussion about education in 1844 by K. Mager and further distributed by A. Disterweg. According to the first interpretation, social pedagogy has something in common with the social side of education (K. Mager); according to the second, it acts as pedagogical assistance in certain social conditions and situations (A. Disterweg).
Representatives of the first direction were K. Mager, P. Natorp (20s), E. Bornemann, F. Schlieper (60s), D. Pegeler(80s), etc. Since the time of K. Mager, the development of social pedagogy has considered the prerequisites, methods and means of educating a person in society, for society, through society. Paul Natorp considered social pedagogy as a part, an aspect of general pedagogy.
The second approach is reflected in the works of A. Disterweg (40-50s of the 19th century), G. Nohl, G. Bäumer (20-30s of the 20th century), K. Mollenhauer(50s), etc. Starting with A. Disterweg, representatives of this trend are trying to give an answer to the social issues of their time, such as the social insecurity of the working class, the education of the people, homelessness, etc.
Herman Nohl saw the task of social pedagogy in emergency assistance, which is necessary in the event that the family and school cannot for some reason fulfill their functions. The idea of G. Noll, in comparison with P. Natorp, looked much more convincing, more specific and practical. His ideas were reflected in the law on charitable activities of youth adopted in 1922 - this was the first state document in Germany that regulated the education of youth outside of school.
Since then, social pedagogy has become in practice a “pedagogy of emergency cases,” which was supposed to fill the gaps in the education of youth that exist in the family and school.
Gertrud Beumer Unlike supporters of the first point of view, she considered social pedagogy not a principle, but an integral part of pedagogy. Everything that does not relate to education in the family and school is a problem of social pedagogy. Developing the concept of homelessness, K. Mollengauer noted that if individual public institutions are not able to solve this child’s problem, then there is a need to create a third educational space (besides the family and school) - state assistance. At the same time, social pedagogy, he believed, should not deal with the transmission of cultural content, but exclusively with solving problems that arise in the process of development and inclusion of the younger generation in society.
In the 60s, this direction finally took shape and justified its positions - theoretical understanding and justification of social education as assistance to children who have committed offenses, extracurricular work in the community, educational work in orphanages, children's schools, boarding schools and other institutions. Along with the development of social pedagogy as a science in Germany, the sphere of professional activity of a specialist in the field of social pedagogy is actively developing. Since 1908, the training of social educators began; In the early 70s, German universities began training social educators with higher education.
3. Categories and principles of social pedagogy. Each science is distinguished by its own system of knowledge, focused on explaining the subject of study of this science. The knowledge system of science is reflected in its concepts and categories. Concepts are one of the forms of reflection of the real world in the process of cognition. In the process of development of any science, concepts are combined, strengthened and transformed into categories of science, which represent the most general, fundamental, so-called “generic” concepts, from which the rest of the concepts used in this science come. Thus, each science develops its own conceptual-categorical system, reflecting the interconnection and interdependence of its constituent concepts. At the same time, the conceptual system of any science is always in relationship with the conceptual systems of other sciences that study the same object. Social pedagogy is no exception in this sense, the conceptual system of which is in close relationship with the conceptual systems, first of all, of pedagogy and sociology, as well as other sciences that study man.
The relationship between pedagogy and other sciences can be represented schematically.
Let us consider in more detail each of our own categories of social pedagogy.
Social-pedagogical activity in its essence is very close to the pedagogical activity from which it emerged, but it also has its own specifics.
Pedagogical activity- this is a type of professional activity aimed at transmitting socio-cultural experience through training and education, at creating conditions for the personal development of students.
Professional pedagogical activity is carried out by teachers - employees of preschool institutions, teachers, teachers of vocational educational institutions, etc. - in educational institutions of various types and types: preschool, general educational institutions of vocational and additional training.
Pedagogical activities are continuous and systematic, since all children must pass certain educational levels, i.e. it is equally aimed at all children. In addition, adults can also be the object of pedagogical activity, as, for example, in the vocational education system.
Social and pedagogical activities- this is a type of professional activity aimed at helping a child in the process of his socialization, mastering sociocultural experience and creating conditions for his self-realization in society. Socio-pedagogical activity is always targeted, aimed at a specific child and the solution of his individual problems that arise in the process of socialization, integration into society, through studying the child’s personality and his environment, drawing up an individual program to help the child, therefore it is local, limited in the meantime , during which the child’s problem is solved. The word "principle" comes from the Latin word principium, which means "foundation", "beginning".
We'll consider three principles - conformity to nature, cultural conformity and humanism. Each of these principles has its own refraction in social pedagogy, its own specificity and is particularly reflected in social and pedagogical activities. Natural conformity- the principle of social pedagogy, according to which a social teacher in his practical activities is guided by the factors of the natural, natural development of the child. Characteristics of the principle of conformity with nature can be found in the works of teachers, psychologists, and philosophers who reflected certain aspects of it. Let's give examples. The principle of conformity was first formulated by Ya.A. Kamensky in his main work “The Great Didactics”. He believed that man, as a part of nature, is subject to its most important, universal laws, operating both in the world of plants and animals, and in human society. He wrote that where people are born, education is required so that the gifts of nature from possible ones become valid. Therefore, a social teacher, following the principle of conformity with nature, must adhere to the following rules in his activities: · Taking into account the age characteristics of children; · Taking into account the sexual characteristics of children; · Taking into account the individual characteristics of children associated with their deviation from the norm; · Reliance on the positive in the child, on the strengths sides of his personality; · Development of the child’s initiative and independence. The principle of cultural conformity was put forward in pedagogy by A. Disterweg, who believed that when upbringing it is necessary to take into account the conditions of the place and time in which a person was born and in which he will live, in a word, the entire modern culture in the broad and comprehensive sense of the word. The principle of cultural conformity presupposes the prestige of universal cultural values, taking into account in education the values and norms of universal and national cultures. The implementation of the principle of cultural conformity requires the implementation of a number of rules:· Taking into account the child’s deviations from the norm when forming various types of cultures; · Development of creativity in children with developmental disabilities. The ideas of humanism in pedagogy and social pedagogy flourished most during the Renaissance, although the ideas of humanistic education can be traced in the statements of ancient philosophers (Socrates, Plato, Aristotle, etc.). The principle of humanism in social pedagogy believes in recognizing the value of the child as an individual, his rights to freedom, happiness, protection and protection of life, health, creating conditions for the development of the child, his creative potential, inclinations, abilities, assisting him in self-determination in life, his integration into society, full self-realization in this society. The principle of humanism requires compliance with the following rules:
· Decent attitude of society towards all children, regardless of what physical, financial, social situation they are in;
· Recognition of the right of every child to be himself, to treat them with respect: respect means recognizing the right of another to be different from me, to be himself, and not a copy of me;
· Helping a child with problems in developing respect for himself and the people around him, developing the “I am myself” position, the desire to solve his problems himself;
· Understanding of mercy as the first step of humanism, which should be based not on pity and sympathy, but on the desire to help children integrate them into society, based on the position: society is open to children and children are open to society, etc.
