Skocz do pozycji: 1.

Tytuł:

Social pedagogy. Basic definitions

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2156921.pdf

Data publikacji:

2013

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social pedagogy
pedagogy

Opis:

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.

Źródło:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2013, 1(11); 83-97
1898-0171

Pojawia się w:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Papers of Social Pedagogy

Data publikacji:

2016.0

Wydawca:

Uniwersytet Warszawski

Dostawca treści:

Arianta

/5

Czasopismo

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Skocz do pozycji: 3.

Tytuł:

Pedagogika Społeczna = Social Pedagogy

Data publikacji:

2012.0

Wydawca:

Pedagogium Wyższa Szkoła Pedagogiki Resocjalizacyjnej (Warszawa)

Dostawca treści:

Arianta

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Czasopismo

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Skocz do pozycji: 4.

Tytuł:

Youth Subcultures ad Social Pedagogy

Autorzy:

Smolík, Josef

Powiązania:

https://bibliotekanauki.pl/articles/645030.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

youth subcultures
lifestyle
social pedagogy
social pathology
leisureyouth
personal goods

Opis:

This text deals with youth subcultures from the point of view of social pedagogy. Text introduces the basic terms such as culture, the dominant culture, subculture and counterculture and alternative culture. Furthermore there is analyzed the concept of subculture youth as well as the concept of lifestyle. A di erence between modern and postmodern approach to subcultures is also mentioned. Furthermore there is described the relationship between youth subcultures and social pedagogy, which is one of the disciplines that are devoted to youth subcultures. The nal part of the text brie y discusses selected youth subcultures in the Czech Republic and the negative manifestation of these subcultures.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2013, 4, 2; 65-81
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

Problems of pedagogical diagnosis in social pedagogy

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2131610.pdf

Data publikacji:

2015

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social pedagogy
social work
pedagogical diagnosis

Opis:

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. Contrary to appearances, the formulation of a correct definition of pedagogical diagnosis is quite problematic. Such definition should on the one hand take into account the specificity of pedagogical diagnosis, i.e. to allow to distinguish pedagogical diagnosis of other diagnoses (medical, technical, etc.), on the other hand be sufficiently narrow so that other types of assessments formulated in the practice of pedagogy are not subject into it.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2015, 1(16); 157-172
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Reflections on the future of social pedagogy

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2148202.pdf

Data publikacji:

2018

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social pedagogy
pedagogy
social sciences
social work

Opis:

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.

Źródło:

Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2018, 4(25); 5-22
1730-0266

Pojawia się w:

Prosopon. Europejskie Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Social Pedagogy Training in Poland and Hungary

Autorzy:

Godawa, Grzegorz
Rákó, Erzsébet

Powiązania:

https://bibliotekanauki.pl/articles/29552060.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Papieski Jana Pawła II w Krakowie

Tematy:

social pedagogy
training
Polska
Hungary

Opis:

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.

Źródło:

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2022, 12, 2; 163-176
2391-6559
2083-8018

Pojawia się w:

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

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

The plurality of social pedagogy
Pluralizm pedagogiki społecznej

Autorzy:

Vavříková, Hana

Powiązania:

https://bibliotekanauki.pl/articles/2186199.pdf

Data publikacji:

2023-02-23

Wydawca:

Akademia Humanistyczno-Ekonomiczna w Łodzi

Tematy:

diversity of social pedagogy
exogenous and endogenous sources of diversity in social pedagogy
ethics of social pedagogy
różnorodność pedagogiki społecznej
egzogeniczne i endogeniczne źródła różnorodności w pedagogice społecznej
etyka pedagogiki społecznej

Opis:

This contribution is dedicated to plurality in social pedagogy. The author argues that plurality has several sources. Exogenous sources of plurality include non-unified semantics or different educational paradigms, concepts, approaches, didactic principles and educational practices. Plurality is reflected in different learning environments, in teaching styles or teaching management. Taxonomies, social roles, characteristics and competences of those who are subjects or objects of social pedagogy are also plural. The lack of a universal value system and the heterogeneity of people’s thinking also contributes to the plurality in pedagogy. Endogenous sources of plurality include motives and student aspirations.
Artykuł jest poświęcony pluralizmowi w pedagogice społecznej. Autor przekonuje, że wielość ma kilka źródeł. Egzogeniczne źródła pluralizmu obejmują niezunifikowaną semantykę lub różne paradygmaty edukacyjne, koncepcje, podejścia, zasady dydaktyczne i praktyki edukacyjne. Różnorodność znajduje odzwierciedlenie w różnych środowiskach uczenia się, stylach nauczania lub zarządzaniu nauczaniem. Taksonomie, role społeczne, cechy i kompetencje tych, którzy są podmiotami lub przedmiotami pedagogiki społecznej, również mają charakter mnogi. Brak uniwersalnego systemu wartości i heterogeniczność myślenia ludzi przyczynia się także do pluralizmu w pedagogice. Endogeniczne źródła pluralizmu obejmują motywy i aspiracje uczniow.

Źródło:

Kultura i Wychowanie; 2022, 22, 2; 57-70
2544-9427
2083-2923

Pojawia się w:

Kultura i Wychowanie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

A History and Present Situation of Social Pedagogy

Autorzy:

Hroncová, Jolana

Powiązania:

https://bibliotekanauki.pl/articles/28409137.pdf

Data publikacji:

2005-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

Social
social pedagogy
social work
directions of social pedagogy
socialization
supporting professions
prevention
environment
formative education

Opis:

The attention of this contribution is paid to the prehistory, history and the present time situation of social pedagogy in our country and abroad. Social pedagogy must now solve numerous problems that have remained unsolved over its more than 150-year-long history. It is about the subject’s elaboration, terminology, clarification of its relation to different sciences, specification of contemporary problems that have priority, and the professiogram of social pedagogues.

Źródło:

The New Educational Review; 2005, 5; 27-34
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 10.

Tytuł:

Pedagogical diagnosis in the theory of social pedagogy

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2157742.pdf

Data publikacji:

2015

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

pedagogy
diagnosis
social pedagogy

Opis:

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.

Źródło:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2015, 4(19); 43-58
1898-0171

Pojawia się w:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Contemporary Issues of Social Pedagogy in Greek Primary School

Autorzy:

YIOULI, LEPINTZI,

Powiązania:

https://bibliotekanauki.pl/articles/892969.pdf

Data publikacji:

2020-10-09

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

social pedagogy
socio-pedagogical issues
Greek primary school
teachers’ attitudes

Opis:

This article highlights the socio-pedagogical role of the school through the perceptions of schoolteachers who work in Greek elementary school, which are related to social pedagogy. The results of our research follow the literature review on socio-pedagogical issues. For the research process, a research tool (questionnaire) was developed to examine the extent to which each identified socio-pedagogical problem concerns teachers. The survey was completed by 225 teachers of all specialties, most of them primary school teachers. As a result of their responses, teachers are largely confronted with students’ behavioral problems, problematic communication between school and family, child abuse and neglect, and differences in the specific learning needs of children. It is proposed to focus the socio-pedagogical research on all of the above in order to strengthen teachers in their work.

Źródło:

Papers of Social Pedagogy; 2020, 13(1); 34-53
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 12.

Tytuł:

Social pedagogy and the system of care and social assistance

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2131586.pdf

Data publikacji:

2015

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social care
social pedagogy
social work

Opis:

The 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.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2015, 1(16); 81-96
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

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

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Skocz do pozycji: 14.

Tytuł:

The emerging concepts of participation and belonging in social pedagogy

Autorzy:

Martin, Molin,

Powiązania:

https://bibliotekanauki.pl/articles/893055.pdf

Data publikacji:

2020-10-09

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

participation
belonging
social pedagogy
disability research

Opis:

During the last few decades, the concepts of participation and belonging has frequently been used within the social welfare field in general, and within the field of disability research specifically. Additionally, in Scandinavia the concept of participation has become increasingly used in social work and social pedagogy programmes at universities. However, there’s rather little known about how participation can be understood and related to social pedagogy, since the concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identify and discuss understandings of participation and belonging with relevance for social work and social pedagogy. Empirical illustrations have been gathered with ethnographical methods and analysed in accordance with an interpretive tradition. It is argued that the concept of participation can be attributed to different meanings in different ideological, theoretical, and institutional practice contexts (e.g. schools that offer special needs programmes, the transition to working life, online social networking). Consequently, it’s a challenge to provide adequate definitions of the concept. The inference drawn is that the aspect of belonging as it relates to social participation can be attributed to its particular importance for social pedagogy. An implication for professional practice is the need to pay attention to alternative identifications that are not based on notions of a stable, constant sense of belonging to a categorical group.

Źródło:

Papers of Social Pedagogy; 2020, 13(1); 9-33
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Social pedagogy and the system of care and social assistance

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2157527.pdf

Data publikacji:

2014

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social work
social pedagogy

Opis:

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.

Źródło:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2014, 2(14); 139-153
1898-0171

Pojawia się w:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

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

/5

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Skocz do pozycji: 17.

Tytuł:

Social control as the central concept of sociology and social pedagogy

Autorzy:

Martina, Urbanová,
Jana, Dundelová,

Powiązania:

https://bibliotekanauki.pl/articles/893004.pdf

Data publikacji:

2018-01-13

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

social control
social pedagogy
education
social norms
criminalization

Opis:

This article focuses on the issue of social control, which is discussed here from different points of view within sociology and social pedagogy. Social control deals with prevention as well as with responses to deviations from desirable behavioural patterns, and in the centre of its interest are interrelationships and sometimes rather inconsistencies between the individual and society. This is connected with the question of what are actually "desirable patterns of behaviour" and who are the concrete authors of this norm, i.e. in whose interest (individuals or groups) are introduced the norms of behaviour. The authors point out the fact that the usual reference to society conceals only the decisive context, i.e. social norms have in fact very often ideological function which also influences significantly the area of social pedagogy which (like other sciences or more precisely their knowledge) can become a mere instrument of any ideology, i.e. of the ruling class or group.

Źródło:

Papers of Social Pedagogy; 2017, 7(2); 18-29
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

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

Autorzy:

Irena, Dychawy Rosner,

Powiązania:

https://bibliotekanauki.pl/articles/893065.pdf

Data publikacji:

2018-01-19

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

family
social pedagogy
social work
Sweden

Opis:

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 family-relevant 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.

Źródło:

Papers of Social Pedagogy; 2016, 5(2); 6-16
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Pedagogika społeczna. Podstawowe pojęcia i definicje
Social pedagogy. Basic notions and definitions

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/501419.pdf

Data publikacji:

2012

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

education
upbringing
social pedagogy

Opis:

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.

Źródło:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2012, 1(9); 389-414
1898-0171

Pojawia się w:

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

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

Autorzy:

Segiet, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/916266.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

social pedagogy
sociology of upbringing
inspirations

Opis:

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.

Źródło:

Studia Edukacyjne; 2019, 55; 79-92
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

The Influence of Social Pedagogy Towards Educational Well-Being in Sri Lanka

Autorzy:

Careemdeen, Jalal Deen
Awang, Mohd Mahzan
Ahmad, Abdul Razaq

Powiązania:

https://bibliotekanauki.pl/articles/1964315.pdf

Data publikacji:

2021-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

Social Pedagogy
Socio-Environmental Support
Educational Well-Being

Opis:

This research was aimed at determining students’ educational well-being, mainly taking into account social pedagogy among secondary schoolchildren in Sri Lanka. The study used a survey research design and a questionnaire instrument for data collection. A stratified random sampling technique was used to select 1350 secondary school students. To analyse the data, the research used descriptive analyses such as mean, standard deviation and multiple regression analysis. The results demonstrate that the social pedagogy and the students’ educational well-being were at moderate levels. Multiple regression analysis, using the stepwise method, showed that the social pedagogy correlated significantly with the students’ educational well-being. However, the study found no significant relationship between the teachers’ academic support and the students’ well-being. The implications of the study indicate that teachers need to have a good relationship with students and implement student-centred teaching methods. Various activities and mechanisms need to be organized to enhance student’s educational well-being related to social pedagogy, incorporating teachers, parents and community members.

Źródło:

The New Educational Review; 2021, 65; 76-86
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

The Risks of the Present Youth Subcultures in the View of Social Pedagogy and Social Work

Autorzy:

Jusko, Peter

Powiązania:

https://bibliotekanauki.pl/articles/28409153.pdf

Data publikacji:

2005-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

youth
culture
subculture
social pedagogy
social work
social pathology
adolescence
family
globalization
individualization
drug addiction
criminality
unemployment
marginalization
lifestyle
socialization
free time
social environment

Opis:

The contribution analyzes the most important risks of the present youth subcultures and the opportunities for social work and social pedagogy with regard to the problems of youth subcultures. The basic characteristics of youth subcultures is described as well as their social development, types and forms. The central meaning is inscribed to the possibilities of interdisciplinary coaction of social pedagogy and social work when solving specific problems of youth subcultures in the process of socialization during free time or at the penetration of social deviations. A specific attention is paid to the definition of the professional roles of social workers and social pedagogues in relation to the risky youth subcultures.

Źródło:

The New Educational Review; 2005, 5; 35-43
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Social diagnosis in educational work. Development, transformations – modern challenges. Social pedagogy context

Autorzy:

Cichosz, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/451639.pdf

Data publikacji:

2018

Wydawca:

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie

Tematy:

education
social education
diagnosis
environment
individual
group

Opis:

The aim of the article is to identify the development of the concept of social diagnosis that took place and takes place in social pedagogy. In this discipline, from the very beginning of its existence, the concepts of environmental diagnosis were developed as an activity preceding the necessary social action changing – improving the social world. The area of research are the concepts of social diagnosis developed in social pedagogy by the main creators of this discipline – from the beginnings of its existence up to modern times. The analysis of reconstructed concepts shows that the social diagnosis undertaken in social pedagogy applies to both individuals and social groups – it identifies the environmental conditions of their life and functioning. Most often it concerns such areas as social conditions, participation in culture but also educational conditions and possibilities. It would be necessary to deepen the social diagnosis – also in the sphere of psychological experiences of the participants of social life and the level of their life – also showing new educational environments and their determinants.

Źródło:

Journal of Modern Science; 2018, 39, 4; 11-23
1734-2031

Pojawia się w:

Journal of Modern Science

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

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

Autorzy:

Hroncová, Jolana

Powiązania:

https://bibliotekanauki.pl/articles/2012454.pdf

Data publikacji:

2015-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

John Amos Comenius
social pedagogy
socio-pedagogical thinking of J.A. Comenius

Opis:

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.

Źródło:

The New Educational Review; 2015, 39; 39-50
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Wybrane aspekty genezy pedagogiki społecznej
Chosen Aspects of the Genesis of Social Pedagogy

Autorzy:

Janik, Robert

Powiązania:

https://bibliotekanauki.pl/articles/629183.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane

Tematy:

społeczeństwo
przemiany ekonomiczne
pedagogika
wychowanie
edukacja
society
economical changes
pedagogy
education
upbringing

Opis:

The article deals with the issue connected with the social pedagogy in the context of economical changes. The purpose of this article is to present the origins of the philosophical, political and social ideas and their influence on the pedagogic. The role of social factors in pedagogy was and still is very important. The first social thinkers and pedagogues – Jean-Jacques Rousseau, Johann Heinrich Pestalozzi, Johann Bernhard Basedow, Charles Booth, Simonde de Sismondi, Claude Henri Saint – Simon, Robert Owen, Octavia Hill, Samuel Barnett, Jane Laure Addams and Mary Parker Follett – had a great influence on the early development of that field.
Artykuł prezentuje zagadnienia związane z kształtowaniem się pedagogiki społecznej w kontekście przemian ekonomicznych, mających swe źródło w procesie industrializacji. Ukazano w nim wzajemne związki zachodzące pomiędzy filozofią, polityką a pedagogiką społeczną. Spośród osób wyróżniających się na polu działalności edukacyjnej i wychowawczej omówione zostały m.in. następujące postacie: Jean-Jacques Rousseau, Johann Heinricha Pestalozzi, Johann Bernhard Basedow, Charles Booth, Simonde de Sismondi, Henri Saint-Simon, Robert Owen, Octavia Hill, Samul Barnett, Jane Laure Addam i Mary Parker Follett.

Źródło:

Podstawy Edukacji; 2015, 8; 241-258
2081-2264

Pojawia się w:

Podstawy Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

Axiological Foundations of Social Pedagogy: Search Areas
Aksjologiczne podstawy pedagogiki społecznej: wyszukiwanie obszarów

Autorzy:

Cichosz, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/2098438.pdf

Data publikacji:

2021-12-30

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

wychowanie
środowisko
wartości
dobro wspólne
personalizm
education
environment
values
common good
personalism

Opis:

The issue of values is of key importance in social sciences and thus in pedagogy. The process of education is strongly embedded and makes references to such aspects as models, templates and standards. In turn, they are interpreted axiologically and always receive the axiological interpretation. Every pedagogical sub-discipline tackles this issue in a specific and aspect-related mode. For social pedagogy, apart from the traditional cognitive and interpretative areas, such as the adopted concepts of man and social life, the area and the subject matter of principles on the basis of which the social world should be/ could be transformed is also of great importance. One of such principles is the principle of the common good. One may ask: to which traditions does social pedagogy refer in this respect, how does it interpret this principle and what are the present-day challenges related to it?
Problematyka wartości jest problematyką kluczową w naukach społecznych, także w pedagogice. Proces wychowania bowiem mocno osadzony jest i odwołuje się m.in.; do takich zagadnień, jak; wzory, wzorce i normy. One zaś są interpretowane aksjologicznie i uzyskują zawsze właśnie taką – aksjologiczną interpretację. Każda też z subdyscyplin pedagogicznych podejmuje to zagadnienie w sposób specyficzny i aspektywny. Dla pedagogiki społecznej obok już tradycyjnych obszarów poznawczych i interpretacyjnych w tym zakresie, jak przyjmowane koncepcje człowieka oraz życia społecznego ważny jest także obszar i problematyka zasad, w oparciu o które należy/można przekształcać – w procesie wychowania – świat społeczny. Jedną z nich jest zasada dobra wspólnego. Można postawić pytanie: do jakich tradycji nawiązuje w tym zakresie pedagogika społeczna, jak interpretuje tą zasadę oraz jakie są współczesne wyzwania z nią związane?

Źródło:

Roczniki Pedagogiczne; 2021, 13, 4; 35-43
2080-850X

Pojawia się w:

Roczniki Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Sozialpädagogik/Sozialarbeit in Deutschland Geschichtsschreibung und Armenpflege
Social Pedagogy/Social Work in Germany
Pedagogika społeczna/praca socjalna w Niemczech

Autorzy:

Braches-Chyrek, Rita
Sünker, Heinz

Powiązania:

https://bibliotekanauki.pl/articles/686880.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

historia pedagogiki społecznej i pracy socjalnej
społeczeństwo kapitalistyczne
możliwości emancypacji
polityczna produktywność
history of social pedagogy and societal work
capitalist society
possibility of emancipation
political productivity

Opis:

Historia pedagogiki społecznej i pracy socjalnej (od ponad 35 lat obejmowanych wspólną nazwą „praca społeczna”) stanowi aspekt rozwoju niemieckiego społeczeństwa. Ich istnienie warunkuje strukturalna trwałość nierówności społecznych. Przedłożony tekst rekonstruuje historyczne i systemowe warunki rozwoju pedagogiki społecznej/pracy socjalnej na ziemiach niemieckich. Analiza koncentruje się wokół tezy, iż pedagogika społeczna uprawiana w mieszczańsko-kapitalistycznej formacji społecznej, przyjmującej kapitalistyczny wzór uspołecznienia, musi w szczególny sposób zajmować się kształtowaniem stosunków między społeczeństwem/strukturami społecznymi a jednostką, a tym samym warunkami konstytucji podmiotowości, zdolnością do działania itd. Rozwój historyczny pokazuje, że pedagogika społeczna/praca socjalna narażona była (i nadal jest) na polityczną instrumentalizację.
The history of social pedagogy and social work (for more than 35 years embraced by the common name of “societal work”) is an aspect of the development of the German society. Their existence is determined by the structural durability of social inequality. The submitted text reconstructs the historical and systemic conditions for the development of social pedagogy/societal work across the German lands. The analysis focuses around the thesis that social pedagogy practiced in bourgeois-capitalist social formation, accepting the capitalist model of socialization, has to have a special way of dealing with the evolution of relations between the society/social structures and the individual, and thus the conditions of the constitution of subjectivity, the ability to operate, etc. The historical development shows that social pedagogy/social work has been exposed to political instrumentalization.
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Źródło:

Nauki o Wychowaniu. Studia Interdyscyplinarne; 2016, 3, 2; 124-146
2450-4491

Pojawia się w:

Nauki o Wychowaniu. Studia Interdyscyplinarne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Individual, family and environment as the subject of research in social pedagogy – development and transformations

Autorzy:

Mariusz, Cichosz,

Powiązania:

https://bibliotekanauki.pl/articles/893053.pdf

Data publikacji:

2018-01-25

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

social pedagogy
individual
family
environment

Opis:

The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions: the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc., the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions, the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school, social pathologies, the issues of violence and aggression, youth subcultures, participation in culture, leisure time, the role of media, the functioning of the seniors – animation of activities in this field, various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues: metatheory of social pedagogy and its relationship with modern trends in social sciences; the concepts of human and the world, the concepts of the hierarchy of values; the theory of upbringing, the theory of socialization, the theory of educational environment; a conceptual key of the modern reality; new terms and new meanings of classical concepts; socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships social participation, social presence; social communication, interaction; reciprocity. II. The context of social activities (the organization of environment) institutionalisation; modernization; urbanization. III. The context of environment space; place; locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.

Źródło:

Papers of Social Pedagogy; 2017, 7(2); 6-18
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

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Tytuł:

Book review of “Social pedagogy for social inclusion and children’s rights discourses”, edited by A. Odrowaz-Coates, Warsaw 2022

Autorzy:

Koc, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2196154.pdf

Data publikacji:

2022-12-02

Wydawca:

Akademia Pedagogiki Specjalnej. Language and Society Research Committee

Tematy:

Social pedagogy
social inclusion
special education
children’s rights
UNESCO

Opis:

Book review of “Social pedagogy for social inclusion and children's rights discourses” – edited volume 2022.

Źródło:

Language, Discourse & Society; 2022, 10, 2; 131-134
2239-4192

Pojawia się w:

Language, Discourse & Society

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 30.

Tytuł:

Peculiarities of „social pedagogy” teaching methodics in pedagogic higher educational institutions with using interactive teaching methods

Autorzy:

YAKOVLEVA, Valentyna
SAMARIN, Iliia

Powiązania:

https://bibliotekanauki.pl/articles/456639.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Rzeszowski

Tematy:

Institutions of higher education (I–IV accreditation level)
educational discipline „Social pedagogy”
teaching methods
interactive teaching methods
trainings

Opis:

In this research paper it is exploring the need of providing interactive teaching methods into methodological complex of teaching activities of „Social pedagogy” subject for students getting „master” degree in specialty „Pedagogy of higher education” on the pedagogic faculty of National University of Life and Environmental Sciences. The problem of high dynamics of professional scientific knowledge amount growing is mentioned. Also there is an attempt to find the way of the problem solving by encouraging the using of modern, interactive teaching methods

Źródło:

Edukacja-Technika-Informatyka; 2013, 4, 1; 305-309
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 31.

Tytuł:

Coexistence, co-responsibility and interdependence as categories important to social pedagogy directed towards building local communities

Autorzy:

Naumiuk, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/2194896.pdf

Data publikacji:

2020-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

coexistence
shared responsibility
interdependence

Opis:

The article analyzes three categories: co-existence, co-responsibility and interdependence in the context of contemporary discussions about the role of social pedagogy in building local communities. New possible approaches arise while using these concepts for addressing contemporary conditions of the communities which result in new tasks of education. There are analysed also the consequences of the transformation from the previous rather static (territorial) view of local communities, that had the aim to root people in existing social structures, towards more dynamic, open and diverse spaces. They are not considered only as physical places anymore but as new local relations that are being developed, based on not stable, however increasingly popular forms of sharing experiences. For these changes the studied concepts match the new realities and in consequence demand pedagogical considerations.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2020, 17, 1; 63-72
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 32.

Tytuł:

Family in social pedagogy: studies and research directions
Rodzina w pedagogice społecznej: badania i kierunki poszukiwań

Autorzy:

Cichosz, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/2129750.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji

Tematy:

family
educational environment
out-of-school education
social assistance
culture
values
rodzina
środowisko wychowawcze
wychowanie pozaszkolne
kultura
pomoc społeczna
wartości

Opis:

Introduction. The article deals with the concept of the family - it presents and analyses the ways of understanding it, which have been shaped over the years in social pedagogy from the beginning of this pedagogical subdiscipline to the present day. Aim. The research aim is to show the contexts in which research relating to the family has been, and continues to be, conducted in social pedagogy. Method. To answer the problem posed, the analysis of the texts was used, so the methods were of a more qualitative nature - leading to the understanding of the issue. Conclusion. Based on the analysis, it can be said that research on the family that has been conducted so far, and is still being conducted, in social pedagogy, primarily focuses and emphasizes the social dimension of its existence. Emphasizing its community, and its inalienable character, they indicate the external, social conditions of its existence.
Wprowadzenie. W artykule omówiono problematykę rodziny. Dokonano analizy sposobów poznania i rozumienia tego zagadnienia, jakie kształtowały się na przestrzeni lat - od początku istnienia pedagogiki społecznej, aż do współczesności. Cel badań. Celem badań jest wskazanie kontekstów problemowych odnoszących się do rodziny, jakie na przestrzeni lat są realizowane w pedagogice społecznej. Metoda. Odpowiadając na postawiony problem posłużono się, przede wszystkim, analizą tekstów. Badania miały charakter jakościowy, prowadzący do zrozumienia omawianego zagadnienia. Wyniki i wnioski. Na podstawie przeprowadzonej analizy można stwierdzić, że badania nad rodziną prowadzone na gruncie pedagogiki społecznej, aktualnie oraz w przeszłości, koncentrują się zwłaszcza na społecznym wymiarze jej istnienia. Podkreślając wspólnotowy i niezbywalny charakter rodziny, w badaniach wskazuje się na zewnętrzne, społeczne uwarunkowania jej istnienia.

Źródło:

Wychowanie w Rodzinie; 2020, XXIII, (2/2020); 13-23
2082-9019

Pojawia się w:

Wychowanie w Rodzinie

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 33.

Tytuł:

Theorien und Modelle der Sozialpädagogik
Theories and Models in Social Pedagogy
Teorie i modele pedagogiki społecznej

Autorzy:

Kolleck, Bernd

Powiązania:

https://bibliotekanauki.pl/articles/1810914.pdf

Data publikacji:

2015

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

społeczna nauka Kościoła
socjalizm
psychoanaliza
psychologia indywidualna
gender
teoria różnicy
konstruktywizm
teoria systemów
przestrzeń społeczna
teoria konstrukcji
systematyczne leczenie
Church’s social doctrine
socialism
psychoanalysis
individual psychology
gender and diversity theory
constructivism
system theory
systematic treatment
social space
theory construction

Opis:

Wiele spośród sformułowanych na terenie nauk społecznych teorii zostało zaadaptowane na potrzeby pedagogiki społecznej (pracy socjalnej). Niektóre, z grona intensywnie dyskutowanych i ocenianych teorii są wciąż aktywnie stosowane, wprowadzane do praktyki. Wśród nich możemy wymienić pedagogikę reformy, teorie nabudowane na krytyce kapitalizmu, feminizmu, ale także w praktyce stosowane są takie modele jak terapia systematyczna czy rodzinna, jak też orientacja na przestrzeń społeczną. Artykuł prezentowany Czytelnikowi zawiera zarówno przegląd teorii ostatnich dekad, jak i uwagi skłaniające do ich krytycznej oceny. Dyskusja prezentowana w tekście, skupia się na praktycznych implikacjach zróżnicowania teoretycznego pedagogiki społecznej, autor analizuje niektóre, ważne problemy dotyczące tworzenia teorii tej dyscypliny oraz problematyzuje epistemologiczne próby przygotowania jednej, fundamentalnej i unifikującej teorii w pedagogice społecznej.
A plenitude of theories were formulated in the social science, many of them adapted for social pedagogy. Some of the most intensely discussed and still actively used are shortly introduced and evaluated, among them reform pedagogy, theories based on critique of capitalism, feminism, but also practically applied models like systematic and family therapy as well as orientation to social space. Thus an overview on theory construction of the last decades as well as some hints to critical reflections are presented to the reader. The discussion focuses on practical implications of theoretical diversity, on some central validity problems in theory construction and problematizes epistemological attempts for just one fundamental and unifying theory in social pedagogy.

Źródło:

Roczniki Pedagogiczne; 2015, 7(43), 1; 9-25
2080-850X

Pojawia się w:

Roczniki Pedagogiczne

Dostawca treści:

Biblioteka Nauki

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Tytuł:

Budúcnosť sociálnej pedagogiky

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2130911.pdf

Data publikacji:

2018

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social pedagogy
pedagogy

Opis:

This article addresses some forecasts and requirements regarding the development of social peda- gogy in the near future. Social pedagogy is a theoretical and practical discipline, and if we want to think about its future, we need to address each of these aspects separately. Developing theory in such disciplines as, for example, social pedagogy, of course, is of importance only on condition that this theory can be realized in practice. It should be borne in mind that the possibility of practicing theory (social policy or social work) depends on a number of factors to which social pedagogy has no influ- ence. In the context of reflection on the future of social pedagogy, this distinction between theory and practical needs and the possibilities of its implementation seems to be essential, as there may be a situation in which the intense development of theory will not be accompanied by an intensive practi- ce in practice.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2018, 3(30); 39-53
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 35.

Tytuł:

Recenzja pracy zbiorowej:. „Pedagogika społeczna. Wstępy i kontynuacje”
Review of joint publication “ Social Pedagogy. Introductions and continuation”

Autorzy:

Pilch, Tadeusz

Powiązania:

https://bibliotekanauki.pl/articles/567477.pdf

Data publikacji:

2015-07-14

Wydawca:

Olsztyńska Szkoła Wyższa

Źródło:

Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne; 2015, 3; 115-123
2084-1140

Pojawia się w:

Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 36.

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

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Skocz do pozycji: 37.

Tytuł:

Poszukiwanie miejsca dla pracy terapeutycznej w pedagogice społecznej
Searching for a Place for Therapeutic Work in Social Pedagogy

Autorzy:

Łukowski, Karol

Powiązania:

https://bibliotekanauki.pl/articles/28410037.pdf

Data publikacji:

2022-06-30

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

pedagogika społeczna
terapia
praca socjalna
social pedagogy
therapy
social work

Opis:

W artykule przedstawiono korelację wspólnych cech, pedagogiki społecznej z metodami pracy terapii uzależnień, które opierają się na spójnych założeniach teoretycznych, praktyce zawodowej i badaniach naukowych. Główną koncepcją poszukiwań jest odwoływanie się do podejść myślowych klasycznej pedagogiki społecznej i sposobów działania wyedukowanej praktyki zawodowej. Celem interpretacji społecznych uwarunkowań procesów wychowawczych jest wsparcie ich pracą psychoterapeutyczną. Określenie funkcjonalności praktycznych metod psychoterapeutycznych w pedagogice społecznej posłuży do gruntownego zrozumienia przyczyn sytuacyjnych, czynników wpływu i mechanizmów funkcjonowania człowieka. Tak więc stanowisko o wzajemnych powiązaniach, między pracą terapeutyczną a pedagogiką społeczną ma charakter przedstawienia warunków, okoliczności i wpływów na działalność edukacyjną i wychowawczą w kształtowaniu osobowości człowieka.
The article presents a correlation of common features, social pedagogy, and methods of work of addiction therapy, which are based on coherent theoretical assumptions, professional practice, and scientific research. The main concept of the search is to refer to the thought approaches of classical social pedagogy and ways of action of educated professional practice. The aim of interpreting the social conditions of upbringing processes is to support them with psychotherapeutic work. Determining functionality of practical psychotherapeutic methods in social pedagogy will serve for a thorough understanding of situational causes, influence factors, and mechanisms of human functioning. Thus, the position on interrelationships between therapeutic work and social pedagogy has the character of a presentation of conditions, circumstances, and influences on educational and upbringing activities in the formation of a person’s personality.

Źródło:

Praca Socjalna; 2022, 37(2); 225-239
0860-3480

Pojawia się w:

Praca Socjalna

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 38.

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

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Skocz do pozycji: 39.

Tytuł:

Pedagogika demokratyczna Roberta Michelsa w kontekście pedagogiki społecznej
Democratic pedagogy by Robert Michels in the context of social pedagogy

Autorzy:

Miński, Radomir

Powiązania:

https://bibliotekanauki.pl/articles/2076707.pdf

Data publikacji:

2021-09-10

Wydawca:

Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych

Tematy:

Robert Michels
pedagogika społeczna
kryzys przywództwa
zburżuazyjnienie przywódców partyjnych
niekompetencja mas
degeneracja ruchów społecznych
social pedagogy
crisis of leadership
embourgeoisement of political parties leaders
incompetence of masses
degeneration of social movements

Opis:

W dyskursie akademickim Roberta Michelsa uznaje się zazwyczaj za rozczarowanego socjalistę, który pod wpływem teorii elityzmu odrzucił demokrację i przeszedł do obozu faszystowskiego (Roth, 1963). W polskim dyskursie Michelsa, nieco stereotypowo, uznaje się za kontynuatora Moski i Pareto, jedno-znacznie kojarząc go jako „tego od żelaznego prawa oligarchii”. Mało znany jest fakt, że w Stanach Zjednoczonych doceniono wkład Michelsa w rozwój socjologii organizacji. Amerykańscy uczeni uznają go za odkrywcę zjawiska przemieszczenia celów organizacyjnych, „rasowego” badacza, obdarzonego pasją poznawczą i wyobraźnią socjologiczną. Celem artykułu jest zwrócenie uwagi, że Roberta Michelsa można uznać nie tylko za politologa, ale również za badacza aspirującego do roli pedagoga społecznego –przedstawiciela inteligencji, której rolą (jego zdaniem) było wytyczenie proletariatowi drogi do socjali-zmu. Badacz ten, w swoich publikacjach, konsekwentnie powracał do zjawiska przemieszczenia celóworganizacyjnych, systematycznie śledząc zjawisko degeneracji ruchów społecznych – zwłaszcza partiisocjaldemokratycznej. W nawiązaniu do tytułu artykułu, warto dodać, że nawet w najważniejszym dzielePolitical Parties Michelsa znajdują się fragmenty świadczące o jego aspiracjach wychowawczych w sto-sunku do przywódców partyjnych i mas wyborczych.
Robert Michels is being considered disappointed socialist who, under the influence of elitism, rejected de-mocracy and moved to a fascist camp (Roth, 1963). In the Polish scientific discourse quite stereotypically Michels has been regarded only as one of continuators of Vilfredo Pareto and Gaetano Mosca, unambig-uously associated as “the one from the Iron Law of Oligarchy”. Little-known is a fact, that in United States Michels’ contribution to sociology of organisation was appreciated. By American scholars Michels is re-garded as the discoverer of goals-displacement phenomenon, an excellent researcher (“sociologist by vir-tue of his temperament”) endowed with cognitive passion and sociological imagination. The aim of the article is to show Michels as a social pedagogue, who all the time consequently was coming back in his different works to the goals-displacement phenomenon in social movements, following its degeneration. This phe-nomenon consists among the others in metamorphosis of the socialist leaders emancipating themselves from the masses. With reference to the title of this article it is worth mentioning that even in Michels’ opus magnum – Political Parties – there are passages correspondent with his educational aspirations towards political leaders and the masses.

Źródło:

Colloquium; 2021, 13, 3; 73-97
2081-3813
2658-0365

Pojawia się w:

Colloquium

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 40.

Tytuł:

Dziecko i dzieciństwo we współczesnym dyskursie pedagogiki społecznej
The child and childhood in the contemporary discourse of social pedagogy

Autorzy:

Matyjas, Bożena

Powiązania:

https://bibliotekanauki.pl/articles/2146534.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji

Tematy:

dziecko
dzieciństwo
pedagogika społeczna
child
childhood
social pedagogy

Opis:

Wprowadzenie. Artykuł zawiera teoretyczne rozważania dotyczące dziecka i dzieciństwa w pedagogice społecznej. Przedstawiono różne ujęcia i koncepcje dzieciństwa, uwzględniające szeroki kontekst nauk społecznych (filozofia, psychologia, historia, socjologia). Cel. Celem analiz było przedstawienie współczesnego podejścia do badań nad dzieckiem i jego dzieciństwem. Dziecko stawiane jest w nich w centrum zainteresowań. Traktuje się je podmiotowo, integralnie, jako humanum, i taki punkt widzenia starano się tutaj zaprezentować. Szczegółowe cele to przedstawienie różnych obrazów dzieciństwa, które wyłaniają się z badań pedagogów społecznych, oraz podkreślenie znaczenia diagnozy w tworzeniu konkretnego obrazu dzieciństwa (opis warunków życia dziecka w rodzinie, szkole, środowisku lokalnym). Materiały i metody. Artykuł napisano głównie na podstawie literatury pedagogicznej: monografii o dzieciństwie, artykułów naukowych, rozdziałów w opracowaniach pod redakcją, raportów. Przegląd literatury oparto o analizę treściową. Wyniki. Dzieciństwo to bardzo ważny etap w biografii człowieka, fundament dalszych okresów jego życia. Z tego powodu jest ono przedmiotem badań pedagogicznych, zwłaszcza pedagogiki społecznej, której jednym z zadań jest opis środowiskowych uwarunkowań szeroko rozumianych procesów wychowawczych, socjalizacyjnych i edukacyjnych pod względem ich prawidłowego bądź nieprawidłowego przebiegu. Badania nad dzieciństwem prowadzi się na podstawie różnych paradygmatów teoretycznych i metodologicznych. Najczęściej są to badania tematyczne. Na gruncie pedagogiki społecznej mają one charakter przedmiotowy, podmiotowy, przedmiotowo-podmiotowy, ilościowy i jakościowy lub łączący te orientacje (badania mieszane, triangulacja badań). Można je określić jako tradycyjne i współczesne. Szczególną uwagę zwraca się obecnie na dziecko jako na podmiot rozwoju i wychowania – zakorzeniony w historii i kulturze danego środowiska, zwłaszcza rodzinnego. Podejście do dziecka wiąże się także z poszanowaniem jego godności, praw, aktywnego udziału (partycypacji) we własnym rozwoju oraz w życiu społecznym.
Introduction. The article discusses theoretical considerations of the child and childhood in social pedagogy. It also presents various approaches and concepts of childhood in a broad context of social sciences and humanities (philosophy, psychology, history, and sociology). Aim. The analyses aimed to present the contemporary approach to the research on the child and childhood. Contemporary research on childhood places the child at the “centre” of interest. The child is treated here subjectively and integrally as a “humanum”. Such a point of view has been presented here. The specific objectives involve presenting various images of childhood that emerge from the research of social pedagogues and emphasising the importance of diagnosis in creating a particular image of childhood (a description of the child’s living conditions in the family, at school, in the local community). Materials and methods. The article is mainly based on pedagogical literature such as monographs on childhood, scientific articles, chapters in edited studies, and reports. The literature review is based upon a content analysis. Results. Childhood is a very important stage in human biography. It lays the foundations for further stages of life. Therefore, the childhood becomes a subject for pedagogical research, especially social pedagogy that describes, among other things, environmental conditions of widely understood upbringing, socialisation, and educational processes in terms of their correct or incorrect course. Research on childhood is carried out according to various theoretical and methodological paradigms as well as according to different criteria. Most often it is thematic research. Research on childhood grounded in social pedagogy is an object- and subject-oriented, objective-subjective, qualitative and quantitative, or it combines both orientations (mixed research, triangulation of research). These can be defined as traditional and contemporary research on childhood. Particular attention is paid today to the child as a subject of development and upbringing rooted in history, and in the local culture, especially in the family. The approach to the child is also related to respect for his/her dignity, rights, and participation in their own development as well as in social life.

Źródło:

Wychowanie w Rodzinie; 2022, XXVII, (2/2022); 17-30
2082-9019

Pojawia się w:

Wychowanie w Rodzinie

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 41.

Tytuł:

Problemy rozwóju teorii i praktyki pedagogiki społecznej oraz dyscyplin pokrewnych w Polsce

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2131565.pdf

Data publikacji:

2015

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social pedagogy
social work
Polska

Opis:

In this paper we will present some predictions and proposals on the development of social pedagogy in the near future. Social pedagogy is a discipline both theoretical and practical, so if we reflect on the future, these two aspects of it should be discussed separately. Of course, the development of theory in disciplines such as social pedagogy makes sense only under the condition that these theories can be realized in practice, it must be remembered that the possibility of impact theory into practice (social policy and social work) depends on a number of factors that pedagogy social has no effect. In the context of the discussion about the future of social pedagogy distinction between theory and practical needs and possibilities of its realization it seems reasonable, since it is possible, in which intensive development of the theory is not accompanied by equally intense activity in the field of practice. On the other hand, the distinction between social pedagogy in Poland and the world seems to be justified because of the significant differences in both the real possibilities of practical implementation of the theoretical solutions, as well as the scale and the nature of the social problems in Poland and in the more economically developed from Polish. For example, while the most important problem that in the near future will have to face the countries of Western Europe, seems to be the problem of immigration, in Poland the most important issue is undoubtedly an aging population. So we can risk saying that in the near future of social pedagogy in Poland (and in other post-communist countries) and in the countries of the so-called. the old European Union will develop largely independently.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2015, 2(17); 23-39
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 42.

Tytuł:

O wzrastającym znaczeniu edukacji międzykulturowej w edukacji, pedagogice społecznej i pracy socjalnej
On the growing importance of intercultural education in schooling, social pedagogy, and social work

Autorzy:

Odrowąż-Coates, Anna

Powiązania:

https://bibliotekanauki.pl/articles/19944823.pdf

Data publikacji:

2023-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

edukacja
różnorodność
praca socjalna
pedagogika społeczna
międzykulturowy
wielokulturowy
education
diversity
social work
social pedagogy
intercultural
multicultural

Opis:

The article contains reflections on the growing importance of intercultural education in the context of Polish pedagogical literature. Statistics related to the internationalization of the Polish social context are explored. The following scientific journals in Poland and Europe were selected, considered important in the discursive space of social pedagogy and social work: European Journal of Social Work, International Journal of Social Pedagogy, Pedagogika Społeczna quarterly, Pedagogika Społeczna NOVA (Social Education NOVA), Praca Socjalna (Social Work) and the journal Edukacja Międzykulturowa (Intercultural Education). Their content was analyzed in terms of topics in the field of intercultural education with the use of quantitative systematic semantic analysis to establish how many articles (directly related to intercultural education and intercultural context) and in what periods were published in the selected journals. This part of the article is its empirical section, based on desk research of the existing documents. The thesis on the growing importance of intercultural education in the fields of social pedagogy and social work was presented and arguments in support of this thesis were formed.
W niniejszym artykule zawarto rozważania na temat rosnącego znaczenia edukacji międzykulturowej w kontekście polskiego piśmiennictwa pedagogicznego. Przytoczono między innymi statystyki związane z umiędzynarodowieniem polskiego kontekstu społecznego. Wyselekcjonowano następujące czasopisma naukowe w Polsce i w Europie, uznane za istotne w przestrzeni dyskursywnej pedagogiki społecznej i pracy socjalnej: „European Journal of Social Work” (Europejski Dziennik Pracy Socjalnej), „International Journal of Social Pedagogy” (Międzynarodowy Dziennik Pedagogiki Społecznej), kwartalnik „Pedagogika Społeczna”, „Pedagogika Społeczna NOVA”, „Praca Socjalna” oraz czasopismo „Edukacja Międzykulturowa”. Poddano ich zawartość analizie systematycznej semantycznej, ilościowej, w celu zdiagnozowania, jak wiele artykułów oraz w jakim okresie, dotyczących zagadnień międzykulturowych, w tym szczególnie edukacji międzykulturowej, publikowanych jest na łamach wskazanych czasopism. Przeprowadzono zatem analizę pod względem tematyki z zakresu edukacji międzykulturowej, która stanowi empiryczną część pracy o charakterze przeglądu materiałów zastanych. W artykule przedstawiono tezę o rosnącym znaczeniu edukacji międzykulturowej w piśmiennictwie z obszarów pedagogiki społecznej i pracy socjalnej oraz zawarto argumenty na jej poparcie.

Źródło:

Edukacja Międzykulturowa; 2023, 21, 2; 204-220
2299-4106

Pojawia się w:

Edukacja Międzykulturowa

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 43.

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

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Tytuł:

IDEE PEDAGOGIKI SPOŁECZNEJ W MYŚLI ŚW. WINCENTEGO PALLOTTIEGO
THE IDEAS OF SOCIAL PEDAGOGY IN THE THEORY OF ST. VINCENT PALLOTTI

Autorzy:

Babicki, Zbigniew

Powiązania:

https://bibliotekanauki.pl/articles/550034.pdf

Data publikacji:

2011

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

animator
animacja
środowisko społeczne
aktywność społeczna
działacz społeczny
powszechne apostolstwo
animation
social environment
social activity
social activist
general preaching

Opis:

Wincenty Pallotti (1795-1850) nazywany przez papieży prorokiem apo¬stolstwa ludzi świeckich, pragnął kształtować ludzi na dobrych chrześci¬jan i aktywnych obywateli. Uważał, że przygotowanie ludzi świeckich do odpowiedzialnej działalności społeczno-apostolskiej wymaga udzielenia im pomocy w ukształtowaniu chrześcijańskiego spojrzenia na świat i na człowieka. Dynamiczna i celowa aktywność społeczno-apostolska wyma¬ga odpowiedniego przygotowania, a co za tym idzie domaga się określo¬nej metody pedagogicznej. Wobec problemów narastających wokół wia¬ry i spraw społecznych, którymi Kościół w jego czasach musiał się zająć oraz w obliczu poszerzania się zadań związanych z głoszeniem Ewangelii w kraju i poza jego granicami, W. Pallotti zwrócił uwagę na naglącą ko¬nieczność ożywiania wiary i rozpalania miłości wśród ludzi wierzących. Uważał, że do osiągnięcia tego celu niezbędne jest pozyskanie współpracy wszystkich członków Kościoła – tak duchownych, jak i świeckich – oraz że dla pełniejszego i skuteczniejszego wykonania społeczno-apostolskich zadań Kościoła należy zjednoczyć ich wysiłki. Z czasem w Wincentym Pallottim dojrzewa idea powołania odpowiednich struktur pomocnych w apostolstwie ludzi świeckich. Dlatego z jego inicjatywy powstaje dzieło Zjednoczenia Apostolstwa Katolickiego (ZAK), jako zrzeszenie wszyst¬kich katolików, którzy bez żadnych szczególnych zobowiązań, jedynie w duchu miłości i gorliwości współpracować będą przy pomocy dostęp¬nych sobie środków dla wszechstronnego rozwoju człowieka i rozkrze¬wiania wiary katolickiej. Oddziaływanie to odnosi się nie tylko do pomocy w rozwoju religijnym, ale jest próbą aktywizacji osobowo-społecznej.
Wincenty Pallotti (1795-1850) was called by the popes as a prophet of preaching secular people. He wanted to shape people as good Chri¬stians and active citizens. He claimed that one should help the preaching secular people in their social apostolic activity to show the Christian view of the world and man. The dynamic and intentional social apostolic activity requires specific preparation and pedagogical method. W Pallotti paid a special attention to the sudden need to enliven the faith amongst the believers while the Church was dealing with the rising problems on social and faith matters connected to the expanding its pre¬aching. He thought that united members of the church both secular and ecclesiastic and their cooperation can accomplish the socio - apostolic mission of the Church. In time he thought of the idea to create the struc¬tural body which would help the preaching secular people in the Church and the Catholic United Apostolic organisation was created. It is uniting all the Catholics who would like to cooperate in diffusing the Catholic faith in the spirit of love and devotion. They would use the accessible measures to wide development of man. This activity concerns religious development as well as it is an attempt of socio-personal activity.

Źródło:

Forum Pedagogiczne; 2011, 1; 192-207
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 45.

Tytuł:

Book review of: Klaudia Śledzińska (ed.). Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Warszawskie Wydawnictwo Sociologiczne. Warszawa 2017.

Autorzy:

Katarzyna, Rychlicka-Maraszek,

Powiązania:

https://bibliotekanauki.pl/articles/893038.pdf

Data publikacji:

2018-09-04

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

participation
education
citizenship
social pedagogy

Opis:

In the contemporary world, modernising at an incredible pace, an increasing importance is being placed on education, which is supposed to prepare communities for this acceleration. A few areas can be separated during discussions on education: among the others it is the issue of competencies indispensable on the labour market of the future as well as values and global education. Such issues are also a starting point for the authors of the publication issued in English “Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Global education – as it is the main subject matter of the publication - was implemented into Polish system of education in the school year 2009/2010 (it was placed in the core curriculum of general education). Prior to this, in 2002 in Maastricht European politicians developed Declaration of Global Education which put forward systemic solutions in this area. The significance of education in the world of multiculturalism and globalization was stressed out long before by researchers indicating the need to focus on such issues and prepare communities for the challenges of postmodernity. It emerges that after more than a dozen years of implementing and practicing global education there is still a need to intellectually deal with this difficult and complex notion. Real practice has revealed a number of areas which still are and will long continue to remain a challenge both for researchers and practitioners. The aim of the publication, edited by Klaudia Śledzińska, is to provide an answer to the question not so much about the essence of global education in Polish educational practice but rather about its axionormative dimension and values implemented in various social dimensions. The axis for deliberations undertaken by the authors is based on such values like responsibility, committed participation and social engagement. It is education – as observed by the editor in the introduction – that is supposed to “enhance the awareness and reflexive cognition of phenomena, social processes, interrelations between people and places, as well as to foster stronger social engagement” [s.8], It should also contribute to better understanding of mutual interrelations and the permeation of cultural, environmental, economic, social, political and technological systems. This, however requires a basic consensus regarding the understanding and interpretations of the values essential in education as well as their transmission methods. The publication is composed of three parts: the first two make an attempt to put in order the notions and conceptualize the categories of responsibility as well civic participation and civic society and akin ideas of a social bond and social capital. Part three deals with selected concepts of social life and experience, wherein we can discern the very essence of responsibility, participation and process towards conscious citizenship. Thus, presented are those aspects through which “we can appreciate the significance of educational actions towards the formation of responsible civic attitudes, notably work according to a corporational model, employee - volunteering, insurance reciprocity, horizontal and vertical gender segregation in scientific milieu as well as lifelong learning and activation of older people” [s.11]. It worth emphasizing several significant issues emphasized by the Authors and related to the notions related to global education, especially in the context of transformations of contemporary societies. One of them is a crucial issue present in public and academic discourse and dealing with the division of the world into global North and South, the impact of which is mostly “felt” by the countries of a global South. Global education which was supposed to increase sensitivity to the problems of inequality and bring closer or tame “the Other” has become an element of a specific symbolic violence and imposing on poor countries the civilizational and economic model incorporated in the countries of the North. Klaudia Śledzińska in her chapter focuses on a “hidden programme” of global education, thus a Europocentric, stereotyping model of creating a global awareness, taking no consideration of the specificity and local conditions, which the countries of the North “offer” to the global South. Another manifestation of organizing the world according to old post-colonial principles is “educational disease”, that is “forcing by the rich North the only vision of the development of the deprived regions, in both individual and group dimensions, by means of formal education towards achieving a high social status” [s.43]. Thus, paradoxically the present task of global education is to deconstruct itself and include/ take into consideration other perspectives and discourses, including the ones put forward by minorities. It is teaching responsibility, creating a strong personal subjectivity, stressing out respect to subjectivity of “the Other”, learning “out of Others and from Others [s.47]. Only such attitude where “personal subjectivity of “you” appears through “I” (and vice versa) (…) and thereby secures relationships which no longer carry the features of exploitation, injustice or dominance” [s.47]. In their publication, the Authors indicate and emphasize the significance of numerous citizen-making mechanisms, practices and strategies, which they place in the context of education, making it possible to disseminate and enhance them. Both the employee participation in companies, employee volunteering, pro-social activity on community portals but also more increasingly a common activity of women, the elderly not only on the labour market but also in the social sphere contributes to building a mature civic society. Nonetheless, it will not be lasting unless education provides substantial foundations based on commonly developed values. The proposal of the model of education offered in the publication means “focusing on teaching a pupil/student – not as an uprooted citizen of the world , but as a citizen endowed with his own unique identity, socially enrooted in concrete local contexts and capable of making rational choices”[s.52]. This statement - though perhaps controversial - gives the publication Authors- proprietary feature. It reveals that the recently depreciated locality and identity, built around universal values such as responsible partnership still remains valid. In the first chapters of the publication a certain nostalgia for the return of the “culture of character” instead of the currently functioning culture of personality is clearly seen (from the perspective of one of the authors, a crucial moment for an axio-normative shift and understanding responsibility took place in the early 20th century). It “was a shift from the culture of character to the culture of personality, from internal to external values” . “The culture of character was associated with the notions of, e.g.: citizenship, obligation, democracy, labour, honour, reputation, morality. The culture of personality, in other words, the culture of “making a good impression on others” and “standing out from the crowd” refers rather to the categories of: fascination, attractiveness, bewilderment, creativity, domination, strength, power or determination” [s.20]. Even though the publication is not easy to read and requires an attentive and careful reader, it is a great contribution to the discussion on the essence and directions of global education development, especially in its axionormative character. It is recommended not only for researchers but also non-academics who are committed to the idea of the world continuously improving but also learning from its own mistakes.

Źródło:

Papers of Social Pedagogy; 2018, 9(2); 67-70
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

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Tytuł:

Preventive interventions in socio-pedagogical social work

Autorzy:

Irena, Dychawy Rosner,

Powiązania:

https://bibliotekanauki.pl/articles/893047.pdf

Data publikacji:

2018-01-08

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

social pedagogy
social work
welfare servive

Opis:

Global economic, cultural and ideological processes in society affect social work and the welfare regimes in developed countries. In their day-to-day work, social work professionals are confronted with the impact of unemployment, the widening income gap, social vulnerability and disadvantageous living conditions. In contemporary social work practice, there is a call for effective models of practice that promote practitioners’ autonomy and their abilities to give support that is more preventive, to their clients. This article reports on some developments in social pedagogy within the context of social work issues and offers insights on practical preventive social interventions. It identifies four bases for operating schemes in social pedagogy within social work practice: empowering strategies, an appreciation of clients’ cultural and ethnic preferences, responsive communication and promoting collaboration, along with cultivating alliances with significant actors around the client. The potential of these operating schemes as tools might be applied to varied preventive interventions. The article concludes that these bases within socio-pedagogical social work can extend the capacities of welfare services by changing the dominant discourses shaping many contemporary welfare service contexts, as well as by the workers themselves supporting their clients’ lifeworlds.

Źródło:

Papers of Social Pedagogy; 2017, 6(1); 24-36
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 47.

Tytuł:

Wybrane zagadnienia badań historycznych w polu polskiej pedagogiki społecznej
Selected issues of historical research in the field of Polish social pedagogy

Autorzy:

Żukiewicz, Arkadiusz

Powiązania:

https://bibliotekanauki.pl/articles/2103653.pdf

Data publikacji:

2020-11-13

Wydawca:

Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie

Tematy:

Helena Radlińska
pedagogika społeczna
działalność społeczna
historia
badania historyczne
Helena Radlinska
social pedagogy
social activity
history
historical research

Opis:

Artykuł podejmuje zagadnienie badań historycznych, których przedmiotem jest działalność społeczna. Badania te wpisują się w pole naukowej aktywności polskiej pedagogiki społecznej, której twórczynią była Helena Radlińska. Badaczka ta opracowała metodę badań historycznych dla pedagogów społecznych. W oparciu o to podejście metodologiczne warto współcześnie podejmować kolejne badania historyczne w polu pedagogiki społecznej. Ich efekty będą służyły przywracaniu prawdy o przeszłości działalności społecznej i o jej przedstawicielach, ich naukowym i praktycznym dorobku. Z drugiej strony efekty tych badań będą stanowiły drogowskaz dla poszukujących nowych rozwiązań dla praktyki działalności społecznej w teraźniejszości i przyszłości. Dla pedagogów społecznych badania historyczne będą również okazją do kształtowania własnej tożsamości dyscyplinarnej.
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.

Źródło:

Studia z Teorii Wychowania; 2020, XI(3 (32)); 9-23
2083-0998
2719-4078

Pojawia się w:

Studia z Teorii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Z tradycją w przyszłość. Pedagogika społeczna wobec przemian cywilizacyjno-kulturowych. Czterdziestolecie Katedry Pedagogiki Społecznej Uniwersytetu Śląskiego w Katowicach
With Tradition into the Future. Social Pedagogy in View of Civilizational and Cultural Transformations. Forty Years of the Department of Social Pedagogy at the University of Silesia in Katowice

Autorzy:

Jarosz, Ewa
Syrek, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/1808275.pdf

Data publikacji:

2019-09-25

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

social pedagogy
environment
social capital
socialization
upbringing
rehabilitation
prevention
family
education
culture
health
health promotion

Opis:

The article presents the development, directions and areas of scientific research conducted by scholars at the Department of Social Pedagogy at the University of Silesia in Katowice from the beginning of the Department’s existence (1980/1981) until 2018. The conducted analyses emphasize first of all the expansion of research areas and the successive formation of the so-called “school” of social pedagogy characteristic of our academic centre. The areas of interest of the Department’s research staff correspond to the cognitive and research needs resulting from the current socio-cultural transformations that are significant for the course of socialization and upbringing processes. The results of scientific research have been reflected, among others, in scientific publications (monographs and articles), and the titles of the most important ones are given in the article.

Źródło:

Chowanna; 2019; 231-276
0137-706X
2353-9682

Pojawia się w:

Chowanna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Social Pedagogical Reflections in a Danish Version – Challenging an Individual Perspective in the Modern World

Autorzy:

Britta, Nørgaard,

Powiązania:

https://bibliotekanauki.pl/articles/893059.pdf

Data publikacji:

2018-02-27

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

social pedagogy
inclusion
recognition
ethics
community

Opis:

particularly over the last 40 years. In my way of understanding social pedagogy I draw on multiple sources of inspiration. Theoretically, I am inspired by German social philosophy and German pedagogical traditions. In this article I want to show how some of these inspirations could be transformed into practice in a way that both the community and the individual benefit. Drawing upon three different conceptual models of social pedagogy, I will discuss that the pedagogical approach in combination with a social and philosophical approach have a broader ethical and human potential than former models. Social pedagogical work is based on many different values related to attitudes among professionals, related to community and community building, and related to relations and social interaction. This calls for reflections on the relation between the individual and the group, on concepts of the ‘other’, on education and professionalism.

Źródło:

Papers of Social Pedagogy; 2018, 8(1); 35-50
2392-3083

Pojawia się w:

Papers of Social Pedagogy

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 50.

Tytuł:

Sociálna pedagogika a sociálna politika a systém sociálnej starostlivosti a pomoci

Autorzy:

Czarnecki, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/2130836.pdf

Data publikacji:

2018

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

social pedagogy
social policy
social care

Opis:

This article discusses the relationship between social pedagogy, social policy and the system of social care and assistance. The concept of “social care and assistance” can be understood very broadly. This is not just about direct help and care in the form of social work, social care homes, etc., but about all forms of support provided by the state, starting with different types of activation in the problem of poverty and marginalization, through addressing the problems associated with addictions, organizing help for sick or elderly people. It would not be right to restrict this system to social assistance alone. The so-called social care system is an area of practical activity that is geared towards inducing certain social changes.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2018, 4(31); 15-30
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

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