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Tytuł:
Pedagogy, governance and moral judgement
Autorzy:
Lisbeth, Nielsen,
Powiązania:
https://bibliotekanauki.pl/articles/892973.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogy
governance
moral judgement
social pedagogy
neoliberalism
Opis:
This article wants to show how it influences pedagogues’ judgement when models of governance are implemented in residences where children and young people are placed. Foucault’s concept of gov-ernmentality is used (Foucault, 1988) and explains how these models of governance result in peda-gogues altering their conception of what a good pedagogue is and what they do. The article then argues for the existence of a correlation between implementation of models of governance and an influence on pedagogues’ judgement.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 40-54
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„To nasze przedstawienie będzie dziwne?” Warsztaty Twórczych Lokatorów w kontekście współczesnej pedagogiki teatru
Autorzy:
Barbara, Kwiatkowska-Tybulewicz,
Katarzyna, Aderek,
Powiązania:
https://bibliotekanauki.pl/articles/892575.pdf
Data publikacji:
2018-02-06
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogy
art
theatre
art education
theatre pedagogy
Opis:
The article is a presentation of the Creative Tenants workshops, which are part of the contemporary activities in the field of theatre pedagogy. Children’s workshops took place for five months at the Służewski House of Culture in Warsaw. They were an attempt to verify contemporary assumptions of theatre pedagogy used in practice. The inspiration for the project was the idea of art education and its rich tradition as well as modern concepts of treating art as a space for designing new ways of social action.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(4 (246)); 160-178
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What is the Swedish Interpretation of Social Pedagogy. A Literature Review
Autorzy:
Mats, Högström,
Powiązania:
https://bibliotekanauki.pl/articles/893014.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
Sweden
pedagogy
social work
education
review
Opis:
The concept of social pedagogy can be studied from different perspectives and with diverse foci. According to Eriksson & Markström (2000) there are three main ways to study the phenomenon of social pedagogy: as an area of expertise, academic subject or professional action. In this article the main focus is on social pedagogy as an area of expertise or in other words its knowledge field and territory. Alternatively, according to Brante (2003) the core, the periphery and limits of social pedagogy.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 51-65
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu
Autorzy:
Milerski, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/1789838.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
humanist pedagogy
hermeneutic pedagogy
hermeneutics
educational research methodology
Opis:
Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 56-74
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu
Autorzy:
Bogusław, Milerski,
Powiązania:
https://bibliotekanauki.pl/articles/892464.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
humanist pedagogy
hermeneutic pedagogy
hermeneutics
educational research methodology
Opis:
Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 56-74
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Phenomenology in Pedagogical Settings. Overview of the current discourse on phenomenological pedagogy
Autorzy:
Breil, Patrizia
Powiązania:
https://bibliotekanauki.pl/articles/1789426.pdf
Data publikacji:
2020-02-16
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
phenomenology
negativity
corporeality
negative identity
phenomenological pedagogy
descriptive pedagogy
Opis:
Phenomenology has been well-received in pedagogy from the very beginning. With direct reference to Husserl, Aloys Fischer calls for a Descriptive Pedagogy. Only on the basis of a close description of educational processes similar to the phenomenological reduction can the educational sciences rediscover their actual subject matter. In this article the author traces the development of phenomenological thought in educational theory with a special focus on the notions of corporeality and negativity. As a necessary condition of perception in general, corporeality constitutes an important factor in the structural being-to-the-world of the human being. Apart from being able to sense its surroundings the body can also be perceived as part of these surroundings. Due to this double role, the subject opens up to foreign influences and negativity. Thus, the other plays an important role in the constitution of the identity of the subject. Through corporeality, a sphere of intersubjectivity is opened up. A recapitulation of Käte Meyer-Drawe’s Pedagogy of Inter-Subjectivity and Wilfried Lippitz’ Theory of Bildung and Alterity shows how these thoughts can be made useful for pedagogical discussion. Hereby, sociality and alterity prove to be foundational categories for educational settings in general. Finally, the author gives an outlook on current developments in phenomenological pedagogy.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(4 (254)); 183-196
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Insights into social pedagogical research and discussion in Northern Europe – Report from NERA2018 Congress in Oslo
Autorzy:
Päivikki, Rapo,
Elina, Nivala,
Powiązania:
https://bibliotekanauki.pl/articles/893032.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
NERA
social pedagogy
Opis:
The 46th NERA Congress was held on March 8th to 10th 2018 at the University of Oslo. The Nordic Educational Research Association (NERA) brings together researchers in the field of educational sciences in the Nordic countries. An essential part of the association and the congress are NERA’s 24 networks organised around different subject areas in educational sciences such as early childhood research, youth research and more. There is also a network for social pedagogy. Its aim is to develop and strengthen the cooperation between researchers and professional groups, engaged or interested in the field of social pedagogy, in the Nordic countries and even wider in Northern Europe like in Poland and Germany. It is currently coordinated by six researchers from five different countries: Denmark, Finland, Iceland, Norway, Poland and Sweden.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 58-63
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pluralism of pedagogy in Poland
Autorzy:
Bogusław, Śliwerski,
Powiązania:
https://bibliotekanauki.pl/articles/892532.pdf
Data publikacji:
2019-04-25
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogy
metapedagogy
meta-theory of education
philosophy of education
general pedagogy
Opis:
The author tackles the problem of the new quality of pedagogy in postmodern Poland. It is expressed in the absence of “one” theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of individual interpretations can be superior to any others. There are not any “better” or “worse” theories. I reveal new approaches to pedagogy as: – science of pedagogical sciences (metapedagogy); – comparative pedagogical thoughts; – meta-science, or the science of all sciences about upbringing and education.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(4(250)); 212-233
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bridging Traditions and Innovations: the First International Social Pedagogy Conference
Autorzy:
Kara, O'Neil,
Powiązania:
https://bibliotekanauki.pl/articles/893057.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
social education
cultural studies
cultural pedagogy
SPA
SCP-GO
Opis:
The first International Social Pedagogy Conference took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. REPORT In 2011, the first social pedagogy masters program in North America - a Master of Art in Social and Cultural Pedagogy - was approved by Arizona State University for the School of Social Transformation in Phoenix, Arizona, United States. Within two years students in that program created a graduate organization, SCP-GO (Social and Cultural Pedagogy Graduate Organization), to connect with each other, organize events, and represent students’ needs and interests to the faculty. As the first of these graduates transitioned from University into a variety of careers and post-graduate studies, a need presented for a professional association to facilitate connections in North America between practical and theoretical pedagogues. Thus, the Social Pedagogy Association was created in 2015. The Social Pedagogy Association (SPA) brings together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. The SPA strives to be an inclusive organization that believes in the importance of the free flow of ideas and scholars for the advancement of research, theory and educational practices. We are here to encourage scholarly interaction, collaboration, and debate from diverse intellectual perspectives and countries of origin by bringing together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. (O’Neil, 2015) The SPA recognized a disconnect between academia and practice. While academics often engage in interdisciplinary study, and many practitioners refer to the works and successes of others in their fields, there is often a gap in communication between research and practice. As social pedagogues we bear a responsibility to ensure that gap is minimized as effectively as possible. As the academic discipline and practical application of social pedagogy expands, it is necessary that theoretical and practical pedagogues communicate and work in tandem. In 2004, prominent social pedagogue, Henry Giroux, wrote: I think too many cultural studies theorists are remiss in suggesting that pedagogy is primarily about schools and, by implication, that the intersection of cultural studies and pedagogy has little to do with theorizing the role pedagogy might play in linking learning to social change outside of traditional sites of schooling. Pedagogy is not simply about the social construction of knowledge, values, and experiences; it is also a performative practice embodied in the lived interactions among educators, audiences, texts, and institutional formations. Pedagogy, at its best, implies that learning takes place across a spectrum of social practices and settings. (Giroux, 2004, p.61) Rooted deeply in northern Europe and South America, the field of Social Pedagogy is growing and changing as it spreads and develops in the UK, Central America, and, most recently, North America. The discipline has more than 150 years of history as both an interdisciplinary academic field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work, and community development (Schugurensky, 2011). Hans Thiersch defined the role of social pedagogue thus: The role of the social pedagogue is to help people to critically analyze their problems, reflecting on the social causes of the individual problems and to find options for successful everyday life. The focus is connecting help for the individual with political action in the context of social justice and well-being, while recognizing social and political resources. (Schugurensky, 2014, p. 9) It is of utmost importance that pedagogues ‘across a spectrum’ listen to one another and aid each other in this critical analysis and reflection. This need for an increase in communication was recognized by members and partners of the SPA soon after its founding. “As a critical practice, pedagogy’s role lies not only in changing how people think about themselves and their relationship to others and the world, but also is energizing students and others to engage in those struggles that further possibilities for living in a more just society.” (Giroux, 2004, p. 64) As pedagogues, we must also energize and engage one another. There is possibly no greater power than that inherent in the exchange of ideas and culture. In 2017, Jan Rothuizen and Lotte Harbo reminded us that “Bridge-building means changing society and not just working with care but also with community development, so as to address the wider and systematic aspects that affect the marginalized groups” (Rothuzian, p.18). It was with this idea of bridging connections and supporting one another that the SPA organized and planned the first International Social Pedagogy Conference which took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The intention of this conference was to bridge differences within the theories of academia and help to unite those theories with the experiences of field-work practitioners, an important connection that is all-too-often overlooked. The conference was held with the intention of bringing together the various studies and practices of social pedagogy and social education around the world. The conference welcomed any and all researchers and practitioners whose work falls into the realm of social or critical pedagogies and social education, to include topics such as: refugee education, cultural pedagogy, the formation/education of social educators and social workers, technology and social education, pedagogical theory, social pedagogy and social education in schools, and more. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. By forging initial connections between researchers and practitioners, we hope to continue to find and increase ways in which these connections can influence and impact the growth of social pedagogy and social education around the world. The hope of the SPA is that we continue to identify tension fields, share successes and challenges internationally within the field and research, and come to an understanding of social pedagogy advised and shaped by our varied cultures, experiences, and educations. The SPA will be partnering in June of 2020 with the University of Central Lancashire (CLAN) to host the second International Social Pedagogy Conference in Larnaka, Cyprus. We are excited to see the unification of ideas and knowledge and look forward to a future of partnership with pedagogues around the world.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 55-58
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational contexts of cultural resistance in Poland and Portugal. An introduction to research
Autorzy:
Guerra, Paula
Zańko, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/1789411.pdf
Data publikacji:
2019-11-03
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
cultural resistance
critical pedagogy
punk pedagogy
radical democracy
Poland and Portugal
Opis:
The goal of this article is to present the main theoretical and methodological assumptions of an international research project on the educational contexts of cultural resistance in Poland and Portugal. In this article, we will first analyse, in a resumed way, the various lines of thought related to cultural resistance, radical democracy critical pedagogy; then we will present an example of a critical pedagogy, the punk pedagogy, in order to demonstrate that the reality we describe is not only present at the abstract level; then, and finally, we proceed with the research methodology that we intend to trigger in order to analyse the educational contexts of cultural resistance in Portugal and Poland. In this article we are talking about two countries with very dissonant stories. Even today, in the context of membership of the European Union, the course of both countries seems to diverge. However, we argue that the comparison between these two distant and different countries may open new perspectives on the contexts of cultural resistance and critical pedagogy. Like the example of punk, these practices of cultural resistance can serve as a way to empower active civic and political participation, going beyond the simple act of voting every four years and promoting a radical democracy.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 155-172
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Introduction
Autorzy:
Danuta, Lalak,
Powiązania:
https://bibliotekanauki.pl/articles/893067.pdf
Data publikacji:
2018-01-11
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
social prevention
Opis:
null The collection of papers presented in this issue gives the opportunity to share experiences and reflections in the interdisciplinary field called social prevention.
Źródło:
Papers of Social Pedagogy; 2017, 6(1); 5-5
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy1 czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla
Autorzy:
Andrzej, Ryk,
Powiązania:
https://bibliotekanauki.pl/articles/892458.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy
pedagogy
phenomenology
hermeneutics
Opis:
The article presents the possibility of building a second-degree pedagogy based on the phenomenological- hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 318-326
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy1 czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla
Autorzy:
Ryk, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/1789845.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy
pedagogy
phenomenology
hermeneutics
Opis:
The article presents the possibility of building a second-degree pedagogy based on the phenomenological- hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 318-326
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Etyka praktyczna”, otwartość i dramat rozumienia. Uwagi o relacji filozofii i pedagogiki
Autorzy:
Maria, Reut,
Powiązania:
https://bibliotekanauki.pl/articles/892409.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy
pedagogy
hermeneutics
understanding
ethics
Opis:
The article analyses chosen extracts from the debate about philosophical qualities of pedagogical thinking. It presents the possibility of ethical reflection inspired by contemporary hermeneutical philosophy. This hermeneutical perspective comprehends understanding not only as one of the kinds of cognitive behaviour, but also as a way of being of a subject. The dilemma, dramatic quality and openness of pedagogical activity are underlined, as well as the impossibility of boiling down the justifications of that activity to the sphere of applications of theories. It indicates that hermeneutics opened (pedagogical) thinking towards such perspective on the relationship between the external order and duty and action, which frees from both: the dichotomy of romantic release versus passive subjection, as well as from the dilemma of the rational emancipation versus conditioned consent to surrender. It does not, however, give an external solution and does not diminish the importance of choice. It emphasises the individual character of moral choice and the importance of freedom and at the same time does not leave the man on his or her own. Ricoeur’s wounded cogito (cogito blessé) – as it is highlighted – is not an abandoned, lonely subject.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 34-44
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education as a breaker of poverty: a critical perspective
Autorzy:
Phan, Thị Tuyết Vân,
Powiązania:
https://bibliotekanauki.pl/articles/892986.pdf
Data publikacji:
2018-01-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
poverty
education
crisis
social pedagogy
Opis:
This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 30-41
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 74

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