Search results

1

Social pedagogy and the system of care and social assistance

100%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2014

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issue 2(14)

139-153

EN

The following article analyzes the relationship between social pedagogy, social policy and the system of care and social assistance. The term “system of care and social assistance” should be understood here as widely as possible. It is therefore not only of direct support and assistance in the form of social work, social care homes, etc., but with all the services provided by the state forms of support, ranging from different types of activation in areas of poverty and exclusion, by solving the problems of addiction, to the organization of assistance to the sick or old. Therefore it is not only to reduce this system to social assistance. Thus understood, the welfare system is an area of practical activity, intended to produce specific social change.

2

Social pedagogy. Basic definitions

100%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2013

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issue 1(11)

83-97

EN

Social pedagogy constitutes a part of general pedagogy, so, in order to understand what this particular branch of pedagogy is, one ought first of all to clarify the meaning of the notion “pedagogy”. The concept has two basic meanings: “theoretical” one and “practical” one. In the “theoretical” sense, it means the theory of upbringing and thus the science of education, whose purpose is understanding the process of upbringing as well as the factors which influence that process. In the “practical” sense, what we understand by “pedagogy” is to sum total of all the educative activities employed for the purpose of steering the process of education in the desired direction. Speak- ing about pedagogical activities, we do not, of course, deal with activities from the field of education theory, as that would be contradiction in terms, but with the body of practical skills employed in everyday work by practical pedagogues.

3

Social pedagogy and sociology of education – in a circle of mutual inspirations

87%

Segiet K.

Studia Edukacyjne

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2019

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issue 55

79-92

PL

The state and future of scientific disciplines is largely determined by their background, numerous importantevents, discoveries, achievements, but above all, eminent experts, people of science. Thanks to these people, it was possible to conduct many analyses and research programs, which were reflected in multiple scientific studies. In the case of Polish social pedagogy, Helena Radlińska, Aleksander Kamiński and Ryszard Wroczyński have undoubtedly become such persons. On the other hand, Polish sociology of education should be strongly associated, among others, with Florian Znaniecki, Józef Chałasiński and Stanisław Kowalski. In this article, I do not describe all the issues that are the focus of both subdisciplines. However, I would like to underline a few issues that I will present synthetically and which are personally important and interesting from the point of view of a social educator, namely: What are the sources of the emergence of social pedagogy as a scientific discipline and what associates it with the sociology of education; What priorities are imposed on social pedagogy and sociology of upbringing by the transformation of modern civilization and how are new social problems shaped in this context; finally how educational sociology has been an aid to social pedagogy and vice versa.

4

Contemporary interpersonal relations that demand dialogue

80%

Ściupider-Młodkowska M.

Kultura-Społeczeństwo-Edukacja

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2019

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vol. 16

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issue 2

PL

Ściupider-Młodkowska Mirosława, Contemporary interpersonal relations that demand dialogue. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 85–93,Adam Mickiewicz University Press. ISSN 2300-0422. DOI10.14746/kse.2019.16.6. The aim of the article is to answer the question of why contemporary interpersonal relationships need dialogue in cultural and social transformations ? The article is based on the conclusions of the author’s research carried out among a selected group of students revealing the characteristics of homo construens. Young people who took part in the research directed (constructed) the scripts of partnership and family biographies as free, original and willing to change. On the other hand, the same scripts unmasked loneliness and a huge need for recognition in the world of cultural and narcissistic demands for self-actualisation, satisfaction and a sense of fulfilmentin the spheres of partnerships and family. The need for dialogue requires pedagogical support that will revealthe values of community, social groups and partnerships.

5

ДОСЛІДЖЕННЯ ГОТОВНІСТІ МОЛОДИХ ЖІНОК ДО МАТЕРИНСТВА: СОЦІАЛЬНО-ПЕДАГОГІЧНІ АСПЕКТИ

80%

Конончук А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 8(52)

351-358

EN

The article reveals the problem of readiness of young women for motherhood in the context of exacerbation of socio-pedagogical problems of the family as a social institute because in addition of the sciences which have a direct relation to it (medicine, genetics, demographics, etc.) it has become a subject of study of humanities, including social pedagogy. The purpose of the article is to justify theoretically and explore experimentally the social and educational aspects of readiness of young women for motherhood. The researchers who have studied the above mentioned problem believe that readiness for motherhood has both a strong instinctive basis and is a personal quality, which reflects the cumulative experience of the relationship of women with their parents, family members, husband and others. Thus, indicators of readiness for motherhood are: communicative experience of young women from their early childhood; experiences of a child who is not yet born; installing the strategy of raising a child. In order to ascertain the readiness of young women for childbirth, we have conducted a study at prenatal hospital. Respondents were young women aged 18 to 25 years, waiting for the birth. The following methods were used: "Changing parental attitudes and reactions» (PARY), form of psychological readiness for motherhood, the questionnaire "My attitude to parenthood and family life." Results of the study allow us to conclude that young women are basically ready to take on the role of a mother and realize the importance of this role in marriage; their attitude to pregnancy is accompanied by positive emotions; they have a firm conviction regarding child-rearing style, based on previous experience of interaction with their parents. However, there is a need for professional help for young women who are going to have a baby, to prepare them to perform educational functions by qualified professionals, including today must be a social pedagogue (social worker), since 29% of respondents had negative feelings in connection with pregnancy, because knew that it was untimely and should decide to give birth or not.

6

Reflections on the future of social pedagogy

80%

Czarnecki P.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

5-22

EN

This article will present some forecasts and postulates regarding the development of social pedagogy in the near future. Social pedagogy is both a theoretical and practical discipline, so if we reflect on its future, then we should discuss these two aspects separately. Obviously, working on the development of theories in disciplines such as social pedagogy makes sense only on the condition that these theories can be then implemented in practice, but it must be also borne in mind that the possibility of influencing the practice by the theory (e.g. social policy or social work) depends on a number of factors on which social pedagogy has no factual impact. Hence, in the context of a discussion on the future of social pedagogy, the distinction between theory and practical needs as well as possibilities of its implementation seems very much justified, because there is always the possibility that an intense development of theory might not be accompanied by equally intense activities in the area of practice.

7

Pedagogika społeczna. Podstawowe pojęcia i definicje

80%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2012

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issue 1

389-414

EN

Showing the direction, setting a certain aim and giving support to achieve it, is the essence of pedagogy. Here it is assumed that both sides of the upbringing process have accepted this aim, that is, both charge and tutor whose task is, as the upbringing process proceeds, only to “accompany” his charge in achieving aims which he accepts as his own. Running direct educational activities is not an aim of social pedagogy in practice, but solving definite problems connected with a social life, such as problems of poverty and social exclusion. That is why the special object of interest of social pedagogy is social assistance, social work and broadly comprehended social protective activities.

8

Professional working mothers. On the sidelines of the publication Contemporary Work Spaces

80%

Rychlicka-Maraszek K.

Papers of Social Pedagogy

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2016

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issue Family in the process of changes 2 (5)/2016

64-67

EN

Professional working mothers is a project currently implemented at the Chair of Social Pedagogy of the Institute of Social Prevention and Resocialization of Warsaw University. Its objective is to identify and describe the categories of mothers who experience their motherhood in a particular manner, combining professional work in a corporation with raising at least two children. The research – narrative and biographical interviews with mothers holding managerial positions is fixed in a widely understood issue of contemporary work spaces, referred to in the 2016 book of the same title (Rychlicka - Maraszek, Ostaszewska, Jaworska, Sławecki, Krenz).

9

Family matters are not just domestic affairs: a perspective on social pedagogy in social work

80%

Dychawy-Rosner I.

Papers of Social Pedagogy

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2016

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issue Family in the process of changes 2 (5)/2016

6-16

EN

In the last few decades, the traditional concept of family has weakened while the development of numerous new constellations has gained a lot of attention. Convention sees family as a nuclear social formation, where heterosexual parents raise their children well. This view attests to the potential for healthy functioning in a variety of family arrangements, and to the stability of these social environments. In the turmoil of our rapidly changing world, the value of system orientation is changing and questions are being raised over what is an ordinary landscape of family life, its constellations and optimal functioning. This article raises familyrelevant issues and discusses social pedagogy in family social work, particularly related to social care in Sweden intended for socially vulnerable populations such as the elderly, members of minority ethnic groups, and persons with disabilities suffering from discrimination and social exclusion. It is concluded that – in these populations – the family constellation, be it traditional or modern, is not really the issue, since public social care service constructions have mostly replaced traditional caring relations within families with leveling institutional structures. The social pedagogy in family social work professional practice is conducted using socio-ecological approaches for assessment, treatment and service delivery, for the improvement of individual wellbeing referred to as the individual, social and sociopolitical life-world context.

10

Pedagogical diagnosis in the theory of social pedagogy

80%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2015

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issue 4(19)

43-58

EN

In this article I will analyze the problems associated with the diagnosis of social pedagogy. It should be noted, however, that in the social pedagogy diagnostic methods used in other pedagogical sub-disciplines, because there is no strict distinction between pedagogical diagnostics as such and the diagnosis in social pedagogy.

11

Sozialpädagogik als Lösung in der Prävention von sozial-pathologischen Erscheinungen in der Schule

80%

Smetanová D., Koldeová L.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2013

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issue 1

89-100

EN

The paper presents the basic definition of social pedagogy as a pedagogical discipline. It also focuses on the opportunities and challenges of social pedagogy in the prevention of socio-pathological phenomena. It asks the following questions-Is social pedagogy able to timely and professional assistance to ensure? Needs company a social practice of teachers?

12

Social Pedagogy Training in Poland and Hungary

80%

Godawa G., Rákó E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2022

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vol. 12

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issue 2

163-176

EN

In the present study we compare the formation and development of Polish and Hungarian social pedagogy. The main aspects of the comparison are the principal stages in the history of social pedagogy, the development of training, and the current situation in Hungary and Poland.The history of social pedagogy can be divided into three stages, following key events in the history of Central and Eastern Europe, as these historical events had an impact on the appearance and development of social pedagogy. The first stage is the early period, in the era before 1945, the second is the period after 1945, when the number of orphaned children increased significantly after the second World War and communism determined the socio-economic development of both Poland and Hungary. The third period started after 1989 when, after the collapse of communism, the development of both countries was placed on new socio-economic foundations, and new social problems appeared in the subsystems of society, which were partly addressed by social pedagogical solutions. In what follows, we give a brief overview of the 20th century history of Polish and Hungarian social pedagogy, the initial period of its formation.

13

The socio-pedagogical thinking of J.A. Comenius as inspiration for social pedagogy

80%

Hroncová J.

The New Educational Review

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2015

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vol. 39

39-50

EN

John Amos Comenius (1592-1670) belongs to the most important persons in the European culture, philosophy, theology and in particular pedagogy, which is also reflected in the fact that the 400-th anniversary of the birth of the “Teacher of Nations“ in 1992 was celebrated across the world under the auspices of UNESCO. Comenius was the founder of the education system, it is to his credit that pedagogy became independent and singled out from the framework of philosophy. With his works, he laid foundations of several pedagogical sciences, in particular didactics, theory of education, pre-school education, education organisation and management, etc. He became famous especially for his didactic works (in particular – Janua linguarum reserata, Janua linguarum vestibulom, Didactica magna, Orbis sensualium pictus, Schola ludus) which brought him fame all over the world and were also used in many countries worldwide already during his life. However, his work has also a strong socio-pedagogical aspect, so far insufficiently studied from the position of social pedagogy and particularly pedagogy of social care as its part.

14

Issues in educating children: what should be cared by the parents?

70%

Nguyễn Duy Khang N. D., Phan Thị Tuyết Vân P. T. T.

Papers of Social Pedagogy

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2016

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issue Family in the process of changes 2 (5)/2016

30-50

EN

This paper focuses on echoing to the roles of parents in solving issues of educating children. Though every single parent wants to give the best to his or her children, the wrong assumptions about what are considered important for children sometimes bring only distance between children and parents and traumas for their life experiences. The fact exists that some people put their understanding of valuable things is to give their children what they can earn, not their time. This paper reflected a case study with a basic principle of teaching and nurturing children by parents’ time of playing, learning, and sharing with them. Having less time used for playing and sharing with children would cause the movement of family and social structures which has changed the roles of parents as educating their own children. Finally, the stories of the case and practical activities have been described to call for the comments and real attention from families during the process of children education.

15

Selected issues of historical research in the field of Polish social pedagogy

70%

Żukiewicz A.

Studia z Teorii Wychowania

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2020

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vol. XI(3 (32))

9-23

EN

The article deals with the issue of historical research on social activities. This research is a part of the field of scientific activity of Polish social pedagogy, whose creator was Helena Radlińska. This researcher has developed a method of historical research for social pedagogues. It is worthwhile to use this methodological approach in modern scientific research from social pedagogy. Their effects will serve to restore the truth about the past of social activity and its representatives, their scientific and practical achievements. On the other hand, the effects of this research will serve as a signpost for those seeking new solutions for the practice of social activity in the present and future. For social pedagogues, historical research will also be an opportunity to shape their own disciplinary identity.

16

A pedagogic complexus on the knowledge and impact of economic recession on secondary school students

70%

Okam C. L.

International Journal of Pedagogy, Innovation and New Technologies

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2019

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vol. 6(1)

37-44

EN

Economic recession in its simplest explication is the decline in the Gross Domestic Product (GDP) of any country. For over 25 years, recession set in Nigeria in 2015 with the oil price adjustment that affected global economy. Its effect on the country’s export has been punishing, seeing export and government revenues decline rapidly. This is due to some factors that include the fact that oil is Nigeria’s main source of foreign exchange earnings and government and financial revenue; insurgency in the North East of Nigeria and the agitating activities of the Niger/Delta region which has seen Chevron and some oil prospecting companies, the straightening of dollar which has made the Naira of less value. The study determine the extent to which the recession has affected students of school age. It describes the process of Theatre for Development (TFD) in the University of Calabar International Demonstration Secondary School (UCIDSS) as a means of evaluating the students’ knowledge of economic recession and how the recession has affected their studies and career choice. The issues discussed here came from the students, enabling them develop critical reasoning that will help them rekindle their ambitions as well as eliciting their knowledge of changes around their environment. Methodologically, Semi-Structured Interview, TFD and other participatory methodologies like FGD and playmaking were used and for those students who may have issues discussing their views in problem, Key informant Interview was applied.

17

Children’s rights and childhood studies as a challenge and a driver of social change

70%

MARKOWSKA-MANISTA U., ODROWĄŻ-COATES A.

Society Register

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2021

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vol. 5

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issue 2

7-12

EN

This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children’s rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children’s agency and freedom of choice, family as a negotiated space mediated by culture, children’s position in family and society, life chances and wellbeing, critical approaches to children’s rights perspectives, early intervention, socio-political context, finally Freire’s and Korczak’s pedagogies.

18

The vision of the family functioning in the perspective of young people from dysfunctional environments

70%

Kołodziej B.

Papers of Social Pedagogy

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2016

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issue Family in the process of changes 2 (5)/2016

17-29

EN

Modern families function differently than families of the previous generations. The set of family functions, the way they are performed changes, and the partnership model of the family is becoming more popular. Especially the young generation considers this model as the most practical and functional, what results from the professional activity of men and women. However, in the circles formed by the dysfunctional families (understood as problematic), so far there is not only paternalism, but also authoritarianism, what implies difficult relations in these families. Supporting young people from such families is dealt with, among others, by the Voluntary Labour Detachments, conducting different types of institutions and forms of action. In the VLD centres there is implemented a program, which constitutes the comprehensive care, educational and preventive impact, while the vocational training is a specific direction. The aim of the interaction is to equip the pupils with the skills and qualification, so they are not at the mercy of poverty, unemployment and pathologies. However, these impacts focus on professional qualifications, while the problem also includes the family functioning of these young people, which are not necessarily corrected by the mere fact of acquiring professional qualifications or even obtaining employment.

19

Walory edukacyjne filmu. Krótka refleksja nad filmem Zawód – pracownik socjalny

70%

Segiet K.

Kultura-Społeczeństwo-Edukacja

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2016

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vol. 9

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issue 1

9-13

EN

The use of video in education has many advantages, which include among others quick and interesting information’s transfer, more attractive and modern methods and forms of work with students as well as the ability to quick update shared the knowledge and many materials. The film provides not only news and impact on intellect, but by the relevant statement of facts calls deep experiences and can become the starting point for lively discussions on important issues and problems associated with the implementation of the content within the item social pedagogy.

20

Szkoła środowiskowa Koncepcja pedagogiczna w objęciach polityki

61%

Pedagogika Społeczna

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2015 (R. XIV)

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issue 4(58)

33-53

PL

Artykuł to teoretyczno-historyczne studium przemian koncepcji „szkoły środowiskowej”, które zaszły w minionym stuleciu. Koncepcja ta powstała na początku wieku XX i wywarła znaczny wpływ na politykę oświatową lat 70. Choć oparty na niej projekt nie został wówczas zrealizowany, przykład wzajemnych związków nauk pedagogicznych i polityki tego okresu może być przestrogą przed nadmiernym zbliżeniem obu tych obszarów społecznej aktywności.

EN

The article is a theoretical and historical study of the transformation of the „community school” concept that took place in the past century. This concept was created at the beginning of the twentieth century, and had a significant impact on educational policy of the 70s. Although the project based on the “community school” concept was not realized, the example of relationships between pedagogical sciences and politics of this period may be a warning against excessive rapprochement of these areas of social activity.

Refine search results

Social pedagogy and the system of care and social assistance

Social pedagogy. Basic definitions

Social pedagogy and sociology of education – in a circle of mutual inspirations

Contemporary interpersonal relations that demand dialogue

ДОСЛІДЖЕННЯ ГОТОВНІСТІ МОЛОДИХ ЖІНОК ДО МАТЕРИНСТВА: СОЦІАЛЬНО-ПЕДАГОГІЧНІ АСПЕКТИ

Reflections on the future of social pedagogy

Pedagogika społeczna. Podstawowe pojęcia i definicje

Professional working mothers. On the sidelines of the publication Contemporary Work Spaces

Family matters are not just domestic affairs: a perspective on social pedagogy in social work

Pedagogical diagnosis in the theory of social pedagogy

Sozialpädagogik als Lösung in der Prävention von sozial-pathologischen Erscheinungen in der Schule

Social Pedagogy Training in Poland and Hungary

The socio-pedagogical thinking of J.A. Comenius as inspiration for social pedagogy

Issues in educating children: what should be cared by the parents?

Selected issues of historical research in the field of Polish social pedagogy

A pedagogic complexus on the knowledge and impact of economic recession on secondary school students

Children’s rights and childhood studies as a challenge and a driver of social change

The vision of the family functioning in the perspective of young people from dysfunctional environments

Walory edukacyjne filmu. Krótka refleksja nad filmem Zawód – pracownik socjalny

Szkoła środowiskowa Koncepcja pedagogiczna w objęciach polityki