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Tytuł:
Rola edukacji w kształtowaniu społeczeństwa obywatelskiego
The Role of Education in Shaping of a Citizens’ Society
Autorzy:
Filek, Janina
Powiązania:
https://bibliotekanauki.pl/articles/468617.pdf
Data publikacji:
2005
Wydawca:
Polska Akademia Nauk. Instytut Filozofii i Socjologii PAN
Tematy:
education
social education
Opis:
It is impossible to overestimate. It seems quite obvious that citizens should be educated. It is not clear, however, to everyone what such education should look like. The article attempts to show that this education should be based on the idea of bringing-up understood, first of all, as building of the inner human being (as meant by Socrates) and, secondly, understood as the formation of social engagement abilities.
Źródło:
Prakseologia; 2005, 145; 43-57
0079-4872
Pojawia się w:
Prakseologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Course Syllabus: Developing the Social Education Information Network
Autorzy:
KOVALEV, Evgeny
SALEH, Hadi
Powiązania:
https://bibliotekanauki.pl/articles/457079.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Rzeszowski
Tematy:
Social Education
Information Network
social computing
Opis:
In paper is description: on-line education course Developing the Social Education Information Network. Purpose: to acquire competence in the selection and analysis of platform to deploy the university’s social network, to deploy solutions on selected platform, to elaborate the educational content of the network and to arrange for interaction between the parties to the education process. With the above purpose implemented, the target users will be able to operate the university’s shared educationinformation space. Target users: university students, academic and IT personnel.
Źródło:
Edukacja-Technika-Informatyka; 2014, 5, 2; 342-344
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Wychowanie społeczne podstawowym elementem chrześcijaństwa
Social Education as a Basic Element of Christianity
Autorzy:
Jusiak, Roman
Powiązania:
https://bibliotekanauki.pl/articles/1811185.pdf
Data publikacji:
2013
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
wychowanie społeczne
wychowanie chrześcijańskie
social education
Christian education
Opis:
The Christian religion puts an emphasis on formation of pro-social attitudes. This is connected with the commandment about the love of the neighbor. Despite various difficulties Christian social pedagogy is developed. Work that is socially inspired by Christianity is permanently done. Christian social education is education aiming at forming a mature realization of the principle of love of the neighbor that is expressed in the ability to enter interpersonal relations and in the participation in a variety of communities, as well as in creating common good. It may be said that Christian education contributes to the development of particular individuals, of families, and of the whole human community, and it tends towards ensuring the educated young people supreme good, and the human community prosperity and peace.
Religia chrześcijańska bardzo mocno akcentuje kształtowanie postaw prospołecznych. Związane jest to z przykazaniem miłości bliźniego. Pomimo różnych trudności chrześcijańska pedagogia społeczna rozwija się. Działania społecznie inspirowane chrześcijaństwem są permanentnie podejmowane. Chrześcijańskie wychowanie społeczne jest to edukacja zmierzająca do kształtowania dojrzałej realizacji zasady miłości bliźniego, wyrażającej się w umiejętności wchodzenia w relacje międzyosobowe oraz uczestniczenia w różnorodnych wspólnotach, a także tworzenia wspólnego dobra. Można stwierdzić, że chrześcijańskie wychowanie przyczynia się do rozwoju poszczególnych jednostek, rodzin i całej ludzkiej wspólnoty oraz zmierza do zapewnienia wychowankom najwyższego dobra, a ludzkiej społeczności dobrobytu i pokoju.
Źródło:
Roczniki Pedagogiczne; 2013, 5(41), 4; 23-49
2080-850X
Pojawia się w:
Roczniki Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bridging Traditions and Innovations: the First International Social Pedagogy Conference
Autorzy:
Kara, O'Neil,
Powiązania:
https://bibliotekanauki.pl/articles/893057.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
social education
cultural studies
cultural pedagogy
SPA
SCP-GO
Opis:
The first International Social Pedagogy Conference took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. REPORT In 2011, the first social pedagogy masters program in North America - a Master of Art in Social and Cultural Pedagogy - was approved by Arizona State University for the School of Social Transformation in Phoenix, Arizona, United States. Within two years students in that program created a graduate organization, SCP-GO (Social and Cultural Pedagogy Graduate Organization), to connect with each other, organize events, and represent students’ needs and interests to the faculty. As the first of these graduates transitioned from University into a variety of careers and post-graduate studies, a need presented for a professional association to facilitate connections in North America between practical and theoretical pedagogues. Thus, the Social Pedagogy Association was created in 2015. The Social Pedagogy Association (SPA) brings together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. The SPA strives to be an inclusive organization that believes in the importance of the free flow of ideas and scholars for the advancement of research, theory and educational practices. We are here to encourage scholarly interaction, collaboration, and debate from diverse intellectual perspectives and countries of origin by bringing together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. (O’Neil, 2015) The SPA recognized a disconnect between academia and practice. While academics often engage in interdisciplinary study, and many practitioners refer to the works and successes of others in their fields, there is often a gap in communication between research and practice. As social pedagogues we bear a responsibility to ensure that gap is minimized as effectively as possible. As the academic discipline and practical application of social pedagogy expands, it is necessary that theoretical and practical pedagogues communicate and work in tandem. In 2004, prominent social pedagogue, Henry Giroux, wrote: I think too many cultural studies theorists are remiss in suggesting that pedagogy is primarily about schools and, by implication, that the intersection of cultural studies and pedagogy has little to do with theorizing the role pedagogy might play in linking learning to social change outside of traditional sites of schooling. Pedagogy is not simply about the social construction of knowledge, values, and experiences; it is also a performative practice embodied in the lived interactions among educators, audiences, texts, and institutional formations. Pedagogy, at its best, implies that learning takes place across a spectrum of social practices and settings. (Giroux, 2004, p.61) Rooted deeply in northern Europe and South America, the field of Social Pedagogy is growing and changing as it spreads and develops in the UK, Central America, and, most recently, North America. The discipline has more than 150 years of history as both an interdisciplinary academic field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work, and community development (Schugurensky, 2011). Hans Thiersch defined the role of social pedagogue thus: The role of the social pedagogue is to help people to critically analyze their problems, reflecting on the social causes of the individual problems and to find options for successful everyday life. The focus is connecting help for the individual with political action in the context of social justice and well-being, while recognizing social and political resources. (Schugurensky, 2014, p. 9) It is of utmost importance that pedagogues ‘across a spectrum’ listen to one another and aid each other in this critical analysis and reflection. This need for an increase in communication was recognized by members and partners of the SPA soon after its founding. “As a critical practice, pedagogy’s role lies not only in changing how people think about themselves and their relationship to others and the world, but also is energizing students and others to engage in those struggles that further possibilities for living in a more just society.” (Giroux, 2004, p. 64) As pedagogues, we must also energize and engage one another. There is possibly no greater power than that inherent in the exchange of ideas and culture. In 2017, Jan Rothuizen and Lotte Harbo reminded us that “Bridge-building means changing society and not just working with care but also with community development, so as to address the wider and systematic aspects that affect the marginalized groups” (Rothuzian, p.18). It was with this idea of bridging connections and supporting one another that the SPA organized and planned the first International Social Pedagogy Conference which took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The intention of this conference was to bridge differences within the theories of academia and help to unite those theories with the experiences of field-work practitioners, an important connection that is all-too-often overlooked. The conference was held with the intention of bringing together the various studies and practices of social pedagogy and social education around the world. The conference welcomed any and all researchers and practitioners whose work falls into the realm of social or critical pedagogies and social education, to include topics such as: refugee education, cultural pedagogy, the formation/education of social educators and social workers, technology and social education, pedagogical theory, social pedagogy and social education in schools, and more. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. By forging initial connections between researchers and practitioners, we hope to continue to find and increase ways in which these connections can influence and impact the growth of social pedagogy and social education around the world. The hope of the SPA is that we continue to identify tension fields, share successes and challenges internationally within the field and research, and come to an understanding of social pedagogy advised and shaped by our varied cultures, experiences, and educations. The SPA will be partnering in June of 2020 with the University of Central Lancashire (CLAN) to host the second International Social Pedagogy Conference in Larnaka, Cyprus. We are excited to see the unification of ideas and knowledge and look forward to a future of partnership with pedagogues around the world.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 55-58
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Professional Activity of a Social Pedagogue with Children and Youth in a Territorial Community in the Conditions of Decentralization
Autorzy:
Razmolodchykova, Ivanna
Powiązania:
https://bibliotekanauki.pl/articles/28913452.pdf
Data publikacji:
2023-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Specialist in the socio-economic field
social education
social and educational work
Opis:
The dominant feature of the modern socio-pedagogical paradigm is the integration of efforts, means and capabilities of various governmental and non-governmental organizations at all levels, including at the level of a territorial community, with the aim of carrying out socio-pedagogical work with children and youth, involving the subjects themselves in solving own issues, promoting their active participation in social life. Socio-pedagogical work with children and youth in a rural community presently gains a special importance. The condition of organization of leisure time, rest and children’s health in some rural communities is assessed as a crisis. Almost half of rural children have experience of drinking alcoholic beverages. In recent years, the illegal behaviour of children in communities has increased dramatically. In particular, the dynamics of involvement of rural children in criminal and other illegal activities by adults is increasing. Currently, the role of communities in solving social issues of territories, groups and individual citizens in modern conditions is growing. One of the tasks of government reform in modern Ukraine is to ensure the effectiveness of youth policy and social work with children and youth. The current situation is characterized by an acute need for an effective, scientifically based system of social education of children and youth, which could protect the new generation from the devastating consequences of the crisis that Ukraine is experiencing. The article emphasizes that a social pedagogue in a rural community is a specialist who carries out educational work with children, teenagers, young people, and adults. The purpose of his work is to create a favourable social climate for the development and socialization of an individual, as he/she is called to organize the interaction of educational institutions, the family, the public in order to create favourable conditions for revealing the creative and personal potential of his/her wards, to help them to solve issues that arise, contribute to the establishment of relations with the surrounding world, develop their personalities and teach self-education and self-improvement. The concept of a “community” was studied in various scientific sources. The attention is focused on the fact that the activity of a specialist in the socionomic sphere is somewhat different from traditional spheres of activity, s it has an integral character. It is emphasized that a modern highly developed society cannot do without professionally trained social pedagogues for activities in the rural community, as social pedagogues help children and youth of the village to solve issues that arise in their everyday life, first of all, those who are not socially protected.
Źródło:
Viae Educationis; 2023, 2; 30-34
2956-2856
Pojawia się w:
Viae Educationis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mediacje rówieśnicze jako forma reakcji na konflikt w środowisku szkolnym
Peer Mediation as a Form of Response to a Conflict in the School Environment
Autorzy:
Rajewska de Mezer, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/15828229.pdf
Data publikacji:
2021-10-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
peer mediation
peer conflict
aim of peer mediation
social education
Opis:
Conflict is inseparable from human everyday life. Inscribed in the functioning of an individual who enters various social interactions, its occurrence at some stage of life is inevitable. It is based on the divergent interests of the parties striving to achieve a specific goal. Many conflict situations, destructive in their effects and causing a sense of instability and frustration, appear in the school environment among young people. Peer mediation offers a constructive approach to peer conflict, resolving it through conversation, exchange of thoughts and views by parties representing different positions, in the presence of an impartial and neutral mediator, who is their adequately prepared and trained peer. Peer mediation offers a chance for active participation in the search for a mutually satisfactory solution, teaches responsibility for the decisions taken and creates a sense of agency, which is so important in adulthood.
Źródło:
Studia Edukacyjne; 2021, 62; 103-120
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social education on extreme natural events in view of extreme floods and landslides in Poland
Autorzy:
Rucinska, D.
Powiązania:
https://bibliotekanauki.pl/articles/2084595.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
Tematy:
social education
society
extreme natural event
extreme flood
landslide
Polska
Opis:
The contents of geography textbooks and school atlases have become the basis to elaborate on preparations of our society for contact with natural hazards. Leaving aside the causes of more frequent inflow of information about natural disasters, the question comes up on the effectiveness of education in view of raising education level intended in the reform of education system of 1999. This research was conducted in post middle schools in Warsaw in 2006/07. The debate on the need for broad geography education about natural hazards in the schooling period was started. It was pointed out that it is necessary to develop the ability to understand and recognize the hazard and the attitude which allows to take responsible decisions prior to, in the face of and following an extreme natural event.
Źródło:
Prace i Studia Geograficzne; 2011, 48; 173-185
0208-4589
Pojawia się w:
Prace i Studia Geograficzne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obszary edukacji społecznej w systemie zarządzania kryzysowego
Autorzy:
Szafrański, Jerzy
Szulc, Marek
Powiązania:
https://bibliotekanauki.pl/articles/121221.pdf
Data publikacji:
2011
Wydawca:
Towarzystwo Wiedzy Obronnej
Tematy:
edukacja społeczna
obszar
zarządzanie kryzysowe
social education
area
crisis management
Źródło:
Wiedza Obronna; 2011, 2; 99-105
0209-0031
2658-0829
Pojawia się w:
Wiedza Obronna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Odwaga i służba jako komponenty wychowania społecznego
Courage and service concepts as components of social education
Autorzy:
Siewiora, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/498531.pdf
Data publikacji:
2018-12-31
Wydawca:
Małopolska Wyższa Szkoła Ekonomiczna w Tarnowie
Tematy:
wychowanie społeczne
odwaga
służba
patriotyzm
social education
courage
service
patriotism
Opis:
Setna rocznica odzyskania przez Polskę niepodległości z perspektywy pedagogicznej niewątpliwie staje się okazją do podjęcia refleksji nad współczesnym rozumieniem patriotyzmu. Wychowanie społeczne, jako wyraz troski o kształtowanie patriotyzmu, skłania do odczytania na nowo postaw odwagi i służby. Jest to szczególnie ważne, gdyż obie te postawy mogą bardzo łatwo ulec niewłaściwej interpretacji, a w skrajnym przypadku przybrać zdegenerowane formy bohaterszczyzny i dehumanizacji. Istotnym zadaniem okzuje się więc poszukiwanie możliwości właściwego ich kształtowania. Szukając rozwiązania tego dylematu, można z całą pewnością wskazać, że sprzyjającym kontekstem oddziaływania pedagogicznego w tym obszarze jest przede wszystkim troska o właściwie rozumianą wolność jednostki oraz dbałość o to, aby odwadze nie towarzyszył brak wyobraźni. Fundamentalnym jest powiązanie ich z odpowiedzialnością za to, co określa się mianem dobra wspólnego.
From the pedagogical perspective, the 100th anniversary of regaining independence by Poland undoubtedly becomes an opportunity to reflect on the contemporary understanding of patriotism. Social education, as an expression of concern for the shaping of patriotism, prompts us to re-read the attitudes of courage and service. This is especially important as both of these aspects can very easily be misinterpreted, and in extreme cases they can take on degenerate forms of heroism and dehumanization. An important task, therefore, is to look for opportunities to shape these attitudes properly. Seeking a solution to this dilemma, it can be certainly pointed out, that proper understanding of individual freedom as well as care for courage not to be accompanied by lack of imagination should be the favorable context of pedagogical influence in this area. It is fundamental to link the attitudes mentioned above with responsibility for what is called the common good.
Źródło:
Problemy Współczesnej Pedagogiki; 2018, 4, 1; 73-82
2450-8101
Pojawia się w:
Problemy Współczesnej Pedagogiki
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 797

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