Social pedagogy as a branch of pedagogical knowledge. The subject and tasks of social pedagogy. Socialization as a socio-pedagogical phenomenon, types of socialization. The connection of pedagogy with other sciences - pedagogical activity, pedagogical process
When we talk about social pedagogy, we first of all refer it to the system of pedagogical sciences, to a certain set of interrelated parts, or branches. For pedagogy, such elements are pedagogical scientific disciplines. Sometimes they are spoken about, characterizing the structure of pedagogical science. Depending on the method and tasks of consideration, they can act both as branches of this science and as separate, relatively independent scientific disciplines. Common to all such disciplines is the object of pedagogy, that is, the pedagogical process. Each of them specifically considers one or another side of the holistic pedagogical process, highlighting its own subject.
Social pedagogy, being independent pedagogical science, at the same time is closely connected with a number of other sciences and uses the facts accumulated in them. Among them there are basic - basic for social pedagogy. Among them it is customary to include philosophy, general pedagogy, social work, social psychology, sociology, and political science.
Social pedagogy is connected with general pedagogy as part and whole. The purpose of social pedagogy is to establish directions, content, forms of support for the individual in certain sociocultural conditions, to specify the provisions of general pedagogy in relation to the possibilities of the environment. From general pedagogy, social pedagogy borrowed many concepts and provisions: about principles, patterns, methods of education, forms of organizing joint activities, conditions for family education, and much more.
However, the connection between pedagogy and social pedagogy is not so unambiguous. The question of the place of social pedagogy in the general system of pedagogical science has not yet been finally resolved. Social pedagogy can be classified as a subsystem of the first degree, along with general pedagogy, philosophy of education, family pedagogy. The subsystem of the second degree, hierarchically subordinate to the first, can include special branches of pedagogy: preschool, military, sports, etc. Social pedagogy and pedagogy, according to G.N. Filonova, are two independent sciences related to different fields of knowledge, having common boundaries, "adjacent", in the words of the author, but not hierarchically connected as a part and a whole. Pedagogy studies the general laws of upbringing, training and education management. According to A.V. Ivanov, in fact, for centuries, pedagogy has considered either the processes of individual development and the possibility of the individual entering the social environment, or its processes and phenomena associated with the successful socialization of a person. Thus, pedagogy can be considered in accordance with the tasks that were relevant for a given time, for certain scientists and their environment. At present, it can be stated that there are two pedagogical sciences: pedagogy of individuality and social pedagogy. Moreover, all sectoral pedagogies: preschool pedagogy, school pedagogy, pedagogy of vocational education, pedagogy of closed institutions various types, as well as family, confessional, correctional, etc. - combine the laws of both individual and social pedagogy. Social pedagogy is a pedagogical science that allows us to consider pedagogical phenomena and processes, their patterns in accordance with those tasks and goals that are aimed at the formation and development of the individual in the social world, the harmonization of relations between man and society.
Social pedagogy is a relatively holistic, complex complex system.
The system of pedagogical sciences includes methods of teaching and educating schoolchildren in various disciplines: methods of teaching language, literature, history, physics, mathematics, chemistry, biology and other academic subjects. It contains specific particular patterns of development of students. Researchers of teaching methods enrich science not only with narrow subject knowledge of teaching and educating a particular discipline, but also expand the conceptual apparatus of social pedagogy.
Social pedagogy is that area of pedagogical knowledge that directly concerns the study of the complex problems of man in the environment. Therefore, social pedagogy makes extensive use of the achievements of other human sciences: philosophy, social work, sociology, psychology, ethics, ethnography, cultural studies, medicine, jurisprudence, defectology. Based on the knowledge of these sciences, social pedagogy organizes and integrates their potential in a personal-environmental context, in relation to its subject of study. The choice of knowledge is determined by the extent to which it reflects the main socio-pedagogical tasks implemented in the practice of work: the establishment of a social diagnosis, the formation of humane relations in society, the choice of forms and methods of socialization of the individual, competent social assistance, human support.
Philosophy is the methodological basis of all social sciences. The connection of social pedagogy with philosophy lies in the fact that philosophy raises the fundamental questions of human existence and, trying to give answers to them, develops a generalized system of views on the world and the place of a person in it, and social pedagogy, exploring its problems, proceeds from a certain view of a person. and his upbringing. At the basis of this view one can find certain philosophical foundations.
The connection between social pedagogy and social work is especially important. As a science, social work is a sphere of human activity, the function of which is to develop and theoretically systematize objective knowledge about a certain reality - social sphere and specific social activities.
Like any science, social work has its own subject, object, categorical apparatus. The object of the study of social work is the process of connections, interactions, ways and means of regulating behavior social groups and individuals in society. The subject of social work as an independent science is the patterns that determine the nature and direction of the development of social processes in society. As for the categorical apparatus, many categories of social work and social pedagogy are common.
Modern psychology as one of the sciences of social knowledge is a complex structural formation. It consists of many branches or branches that have formed on the border of psychology and other sciences: pedagogical, medical, social, biological, engineering, environmental, economic, legal, etc. In this regard, it is important for social pedagogy to take into account not only the general features of human psyche, but also its specificity and dependence on the specific conditions of the social situation of development, life and activity, profession, age, status in the system of interpersonal relations in a particular group, positions and dispositions, typological features, socio-psychological adaptation, etc.
Social pedagogy in solving its problems widely uses the achievements social psychology, which makes it possible to determine the structure of social groups, their dynamics, differences (urban and rural residents, people of physical and mental labor, families, youth, production teams), the development and state of relations between the peoples of our country, etc. This helps to identify problems that require solutions in specific conditions of life, activity, free time, education in the socio-cultural environment of the region. At the same time, the main function of social pedagogy is to explore the problems of human relations, human life in specific conditions, in relation to the individual himself with the environment, taking into account the value orientations that form the family, school, work environment, etc., as well as on the basis of studying the position the personality itself as a subject of self-improvement and social change.
Developmental psychology studies the age dynamics of the human psyche. The sections of developmental psychology are: child psychology, the psychology of a younger student, the psychology of a teenager, the psychology of early youth, the psychology of an adult, the psychology of old age (gerontopsychology). Developmental psychology studies age-related features of mental processes, age-related factors in personality development. For the successful development of social pedagogy, knowledge in the field of developmental psychology is necessary.
The psychology of communication is that branch of psychological knowledge that is obligatory for any person who has a direct or indirect relationship to socio-pedagogical work. A social educator has to deal with the most diverse people in terms of communication: quiet, shy - and aggressive, violently expressing their feelings; closed, distrustful - and talkative; seeking truth, justice - and indifferent to it, etc. It is important to find an approach to each of them, win over oneself, give the opportunity to open the soul, let an outsider into your innermost inner world.
Social pedagogy is also associated with such industries psychological science as the psychology of deviant behavior, family psychology, special psychology, etc.
AT last years Of particular relevance is the connection of social pedagogy with sociology - the science of the laws of formation, functioning and development of society as a whole, social relations and social communities. The sociology of education, studying the problem of socialization, uses data from branches of sociological knowledge: the sociology of age, the sociology of town and country, the sociology of leisure, the sociology of mass communication, the sociology of youth, the sociology of morality, the sociology of education, the sociology of crime, the sociology of religion, the sociology of the family.
The integration of social pedagogy and sociology is caused, on the one hand, by the complication of all aspects of life, and on the other hand, by the deepening of our knowledge about man and society. With the complication of society and social relations, the process of socialization of a developing personality inevitably becomes more complicated, and integrating pedagogy and sociology, in turn, are combined with all other sciences that study a person and society, the emerging social pedagogy should not only integrate with the sociocultural environment, but also actively invade it, changing it in accordance with the needs of social development, the main directions of social progress.
Ethics analyzes the general laws of development of moral ideas and relations, as well as the forms of people's moral consciousness regulated by them and their moral activity. Social pedagogy uses and takes into account the principles of morality formulated by ethics, defining the goals and values of education, developing methods of education, exploring the problems of interpersonal interaction.
Ethnography studies the everyday and cultural characteristics of peoples. Ethnopsychology is a branch of knowledge that studies the ethnic characteristics of the human psyche, national character, patterns of formation and functions of national identity, ethnic stereotypes, etc. Social pedagogy, exploring the socialization of a person, relies on data on the ethnic characteristics of age periodization life path person; about the factors that determine the position of people of a particular age and gender in an ethnic group; about ethnic specifics and regularities of socialization and education; about the canon of man in various ethnic groups, etc.
When developing the theory of social education, it is necessary to take into account the data of ethnography and ethnopsychology, determining the specific goals, values and content of education, take into account ethnic characteristics when building a system, and especially in designing the forms and methods of social education. At the same time, it is advisable to accumulate the methods of education that have developed in the ethnic group and justified themselves adequate to universal principles and use them in the system of social education within the framework of this ethnic group.
For the development of social pedagogy in recent years, demographic data is especially important, which studies the problems of population: fertility, mortality, migration. For modern Russia the emergence of such categories of the population (which are the object of special attention of social educators) as social orphans, the homeless, migrants, internally displaced persons, etc. is characteristic. Without taking into account and predicting the birth rate, age structure and population displacement processes, it is impossible to effectively solve the problems of social pedagogy.
Social pedagogy is closely connected with defectology. This is the science of the psychophysiological characteristics of abnormal children, the patterns of their education and upbringing. Defectology includes a number of sections of special pedagogy: deaf pedagogy (training and education of the deaf and hard of hearing), typhlopedagogy (training and education of the blind and visually impaired), oligophrenopedagogy (training and education of persons with mental deficiencies) and speech therapy (training and education of persons with speech impairments) . Defectology also studies the problems of teaching and educating children with disorders of the musculoskeletal system, with mental retardation, as well as with complex defects (for example, deaf-blindness, a combination of blindness and mental retardation, etc.).
In reality, the relationship of social pedagogy with other sciences is very different. The data of social psychology and, to a certain extent, sociology find application in it, although by no means to the extent necessary for its fruitful development. At the same time, ethnographic and ethnopsychological data are practically still unclaimed. From the point of view of A.V. Mudrik, this situation is explained both by the insufficient development of socio-pedagogical knowledge, and by the fact that in the sciences mentioned above, those processes and phenomena that could be used in socio-pedagogical concepts are far from being fully studied.
Questions and tasks for independent work
1. Compare various definitions social pedagogy. Highlight what they have in common.
3. Compare the purpose, content of work and areas of activity of a social educator and a social work specialist (social worker).
4. Show how religion, charity, pedagogy proper and pedology influenced the emergence of social pedagogy and its formation into an independent pedagogical branch.
5. Name the founders of social pedagogy as a science and modern scientists who develop it.
6. To reveal the methods of social pedagogy and show when, under what conditions a social pedagogue uses research methods, methods of education and methods of socio-psychological assistance.
7. Justify the connection of social pedagogy with other sciences. Name those of them, the knowledge of which is especially necessary for the development and improvement of the theory and practice of social pedagogy.
Social pedagogy is very closely connected with those branches of pedagogical knowledge, the scope of which is educational organizations of various types.
Ethics and social pedagogy
Ethics explores the general laws of the development of moral norms and moral ideas, as well as the forms of moral consciousness of people and their moral activity regulated by them.
Social pedagogy uses and takes into account the principles of morality formulated by ethics, defining goals and developing methods of education, exploring the problems of interpersonal interaction and other issues of philosophy, theory and methodology of social education.
The sociology of social education, studying the problem of socialization, uses data from a number of branches of sociological knowledge: the sociology of age, city and country, leisure, mass communication, youth, morality, education, crime, religion, family.
Developing the problems of the theory and methodology of social education, social pedagogy takes into account the data of sociology.
Ethnography, ethnopsychology and social pedagogy
Ethnography deals with the study of the features of life and culture of peoples. Sociology and the psychology of social education use data on the ethnic characteristics of the age periodization of a person's life path, on the factors that determine the position of people of a particular age and gender in an ethnic group; about ethnic specifics and regularities of socialization and education; about the canon of man in various ethnic groups, etc.
In developing the theory of social education, the data of ethnography and ethnopsychology are taken into account.
Social and developmental psychology and social pedagogy
The subject of study of social psychology is the patterns of behavior and activities of people, which are due to their association in social groups, as well as the characteristics of these groups from a psychological point of view. Social pedagogy uses the data of social and developmental psychology, exploring the problems of socialization and victimology, developing the psychology and methods of social education.
The data of social psychology and, to a certain extent, sociology find application in social pedagogy, although not to the extent necessary for its fruitful development. At the same time, ethnographic and ethnopsychological data are still practically unclaimed. This situation is explained both by the insufficient development of socio-pedagogical knowledge, and by the fact that in the sciences mentioned above, those processes and phenomena that could be used in socio-pedagogical concepts are far from being fully studied.
The concept of social pedagogy
Social pedagogy deals with the study of the social education of a person, carried out throughout his life.
Remark 1
The main goal of social pedagogy is to study the problems of human relationships, the life of people in various conditions, establishing the relationship of the individual with his environment, taking into account his psychological and age characteristics, as well as value orientations.
The subject of social pedagogy is the social education of the individual and the educational forces of society.
Currently, there are various definitions of the concept of "social pedagogy".
Social pedagogy is a scientific discipline that reveals the social function of general pedagogy and explores educational process at all age levels.
Social pedagogy is an independent science that studies the influence of social environmental factors on the process of socialization of the younger generation, as well as develops and implements an effective system of measures aimed at optimizing the upbringing of the individual within the framework of modern society.
Social pedagogy is a branch of pedagogy that studies the features of social education in the context of socialization, that is, the process of education of all age and social groups of people, carried out both within organizations created specifically for the implementation of education, and in organizations where education is not the main function .
Remark 2
Thus, despite the various definitions of the concept of "social pedagogy", the essence of its understanding boils down to the fact that this scientific branch is engaged in the study of the features of the social education of a person at all stages of his formation and development.
The variety of approaches to the definition of social pedagogy is due to the fact that present stage of its development, pedagogy as a whole is an area of integrated knowledge. There are a number of reasons for this:
- development of branches of knowledge about a person
- development of branches of knowledge about society
- expansion of knowledge and ideas about the processes and patterns of human development in society
All this contributes to the fact that social pedagogy, for the effective solution of its specific tasks, relies on related sciences.
The methodological basis of social pedagogy is represented by the philosophy of education, philosophical anthropology and modern data on human knowledge.
Theoretical basis social science- these are cultural and civilized approaches to socio-pedagogical phenomena, in which a certain society is considered as part of history.
All this makes it possible to single out its levels in the structure of social pedagogy and to study the problems of upbringing and education of people in different eras, taking into account national and temporal characteristics.
Relationship of social pedagogy with other human sciences
Social pedagogy is interconnected with many related sciences. This relationship is due to the fact that social pedagogy, in the process of its formation and development, borrowed ideas, methods and methods of research from a number of other sciences, until it became an independent science.
Remark 3
Social pedagogy is that area of pedagogical knowledge that directly concerns the study of the complex problems of man in the environment. At present, communication with the human sciences is necessary for social pedagogy to effectively solve the tasks set.
Social pedagogy is interconnected with the following sciences:
- Psychology of social education - contributes to the study of the socio-psychological characteristics of a person and groups, age characteristics, reveals effective psychological conditions for the interaction of subjects of social education. Great importance for social pedagogy has the methodology and practice of the psychology of social education, contributing to the selection of the most optimal methods and techniques of education.
- Philosophy. By its nature, philosophy is the methodological basis of all social sciences. The connection between philosophy and social pedagogy is due to the fact that philosophy is engaged in the formulation and study of fundamental questions about the upbringing of a person, human existence, etc. On the basis of philosophical judgments, a generalized system of views on the world and the place of man in it is developed.
- Social work is one of the most important sciences that influence the development of social pedagogy and the solution of its main tasks. This is due to the fact that social work is engaged in the study of human activity, the development of knowledge about the social sphere and specific social activities. The connection between social work and social pedagogy is also due to the fact that these sciences have a common categorical apparatus.
- Psychology is one of those sciences that have accumulated rich experience of social knowledge. By its structure modern psychology It is represented by many branches and branches that have been formed at the entire stage of the existence and development of psychology. Important for solving the problems of social pedagogy is to take into account psychological features human psyche at different age stages. This knowledge is represented by psychology and its branches.
- Social Psychology. In solving the problems of social pedagogy, the achievements of social psychology are widely used, which make it possible to determine the structure of various social groups, highlight their specific differences and development dynamics. All this contributes to the identification of social problems and their subsequent effective solution, taking into account the socio-cultural environment of the region.
- Developmental psychology is the study of the age dynamics of the human psyche. All sections of developmental psychology are interconnected with social pedagogy: children's, elementary school student, adolescence, early youth, adult and old age.
Developmental psychology studies age-related features of mental processes, age-related factors in personality development. For the successful development of social pedagogy, knowledge in the field of developmental psychology is necessary.
The pedagogical branch of human knowledge does not develop in isolation from other human sciences. It is at the junction of pedagogical science with other human sciences that discoveries most often occur. The isolation of pedagogy from other sciences is the reason for the low efficiency of its developments, the unconvincing practical recommendations and prescriptions. The history of science testifies that pedagogical thought initially developed in line with general philosophical knowledge. The ideas of education and upbringing were reflected in religious dogmas, the doctrine of the state, legislative codes, literary works of the past.
Pedagogy is organically connected with psychology. There are several most important communication nodes between them. The main one is the subject of study of these sciences. Psychology studies the laws of the development of the human psyche, pedagogy develops the laws for managing the development of the individual. Upbringing, education, training of a person is nothing but the purposeful development of the psyche (thinking, activity). Next important point– commonality of research methods of pedagogy and psychology. Many scientific tools of psychological search successfully serve to solve pedagogical problems proper (psychometry, paired comparison, psychological tests, surveys, etc.)
The presence of the relationship between pedagogy and psychology is also evidenced by the basic concepts of psychology, which, being used in pedagogical vocabulary, contribute to a more accurate definition of the phenomena, facts of upbringing, education, training, help to clarify and determine the essence of the problems under study.
As a scientific discipline, pedagogy uses psychological knowledge to identify, describe, explain, pedagogical facts. Thus, the results of pedagogical activity are studied with the help of psychological diagnostics (tests, questionnaires, etc.).
A kind of bridge between the two sciences is pedagogical and age-related psychology, the psychology of professional pedagogical activity, the psychology of management of pedagogical systems and many psychological studies of other areas of education.
Pedagogy is closely connected with physiology. Being the science of the vital activity of the whole organism and its individual parts, functional systems, physiology reveals a picture of the material and energy development of the child. Particularly important for understanding the mechanisms of control of the physical and mental development of a schoolchild are the patterns of functioning of higher nervous activity. The teacher's knowledge of the physiological processes of development of a junior schoolchild and a teenager, a high school student and himself leads to a deep penetration into the secrets of the educational influence of the environment and methods, warns against risky, erroneous decisions in organizing pedagogical work, determining workloads, in presenting feasible requirements for students and themselves.
The interconnections between pedagogy and sociology are manifold. The results of sociological research are the basis for solving pedagogical problems related to the organization of student leisure, career guidance, and many others. Being a science about society as an integral system, about its individual components, about the processes of functioning and development of society, sociology, in the sphere of its analysis, theoretical, applied consideration, also captures the field of education, upbringing, and the science about them. In the structure of the sociological reflection of reality, such special branches are also developing, such as, for example, the sociology of education, upbringing, the sociology of students, the sociology of the city, the countryside, health, and so on.
Philosophical knowledge is of primary importance for pedagogical science. It is the basis for understanding the goals of upbringing and education in the modern period of development of pedagogical knowledge. The theory of knowledge allows, thanks to the generality of laws, to determine the patterns of educational and cognitive activity and the mechanisms for managing it. Philosophical categories of necessity and chance, general, individual and especially, the laws of interconnection and interdependence, development and its driving forces, etc. contribute to the progress of research pedagogical thought. In connection with the deepening of philosophical understanding of various aspects of reality, branch philosophies are also developing. Philosophy of education, philosophy of culture, philosophy of history, philosophy of law, philosophy of science, etc. receive the status of branches of science. And since pedagogical science develops in conjunction with other human sciences, the appeal to their philosophies contributes to its success.
New, additional features for the study of the processes of education and training, cybernetics opens up to pedagogy. Using its data, pedagogical science develops patterns, methods and mechanisms for managing the educational process.
Significant opportunities for the development of pedagogical science are contained in the prospects for its integration with the branches of medical sciences. And not only those who study "childhood diseases." nervous disorders, infectious diseases, diseases of the functional disorganization of the body of schoolchildren, substance abuse, drug addiction - ailments that affect children school age, pose a global and very science-intensive task for pedagogical science - to develop a special system for teaching and educating sick, sick schoolchildren. No wonder it is said that there are two types of pedagogical thinking: flat and voluminous. It turns out to be flat for someone who operates only with pedagogical concepts. Volumetric - for those who reflect pedagogical phenomena from the points of view of different sciences. The laziness of the student, according to the teacher, is a consequence of his indiscipline, lack of concentration, weakness of will, neglect. From the point of view of medicine, laziness can act as a protective reaction of the body in situations of danger to the health and mental development of a student.
Concluding the review of the interscientific relations of pedagogy, we emphasize that many other sciences, such as jurisprudence, economics, demography, informatics, statistics, ecology, ethnography, ethnology, history, technical sciences, are among its partners in the appropriate conditions in the study of certain educational problems.
