Historic development Social pedagogy

1 historic development

1.1 jean-jacques rousseau
1.2 johann heinrich pestalozzi
1.3 new education movement
1.4 alleviating poverty
1.5 social pedagogy

historic development

although pedagogy varies across european countries, there similar roots have developed differing strands of contemporary thinking in pedagogy. hämäläinen explains “historically, social pedagogy based on belief can decisively influence social circumstances through education” – , importantly, education seen lifelong learning process not refer children includes educating adults, instance in order change idea of children.

while philosophers of classical antiquity plato , aristotle discussed how education contribute social development, social pedagogy in theory , practice emerged through influence of modern thinking in renaissance, reformation , later during enlightenment, when children started come picture of social philosophy.

jean-jacques rousseau

a major impetus current understanding of pedagogy educational philosophy of swiss social thinker jean-jacques rousseau (1712–1778). concerned decay of society, developed theories based on belief human beings inherently closest nature when born, society , institutions corrupted them , denaturalized them. consequently, bringing children in harmony nature , laws preserve central rousseau’s pedagogic theory. rousseau innovatively “argued momentum learning provided growth of person (nature) – , educator needed facilitate opportunities learning,” doyle , smith note.

johann heinrich pestalozzi

rousseau’s educational philosophy inspired ensuing pedagogues, notably johann heinrich pestalozzi (1746–1827), refined rousseau’s thoughts developing method of holistic education, addressed head, heart, , hands. these 3 elements inseparable each other in pestalozzi’s method , need kept in harmony. nature forms child indivisible whole, vital organic unity many sided moral, mental, , physical capacities. each of these capacities developed through , means of others, pestalozzi stated.

new education movement

pestalozzi’s ideas sparked interest across continental europe, , particularly new education movement transferred pedagogic concept various settings, such kindergarten (fröbel), school (montessori, steiner, hahn), residential care (korczak), , informal work children , young people (montessori). new education movement contributed continental pedagogic discourse, saw children being conceptualised equal human beings ( children not become humans, , korczak), , competent, active agents ( child has hundred languages , malaguzzi). furthermore, there increasing recognition child participation , children’s rights, instance in pedagogic concepts of montessori , korczak.

the new education movement led spread of pedagogic concepts , ideas across many european countries , made 2 fundamental points demonstrate ambition use pedagogy social change: “first, in education personality of child essential concern; second, education must make human betterment, new era”.

alleviating poverty

based on educational ideas of rousseau, pestalozzi , fröbel, german headteacher friedrich diesterweg (1790—1866) emphasised social relevance of pedagogy in fighting social inequalities. him social pedagogy educational action 1 aims poor in society . through contribution of diesterweg , other thinkers, such friedrich schleiermacher, pedagogy took on more social role, 1 of community education occurs in later writers paulo freire , john dewey.

although pedagogy on concerned changing social conditions through education – rousseau famous social contract (1762) – primary focus had been on individual , or upbringing, rousseau had aimed protect negative influences of society. pedagogic thinkers pestalozzi , later on montessori followed in tradition of developing child-centred pedagogy, increasingly criticised emerging school of thought promoted pedagogy focused on collective, on community , how use pedagogic ideas social betterment – or social pedagogy, german educationalist karl mager had written in 1844 first time.

social pedagogy

one of first key thinkers, paul natorp, “claimed pedagogy should social, is, in philosophy of education interaction of educational processes , society must taken consideration”,. social pedagogic theories influenced plato’s doctrine of ideas, immanuel kant’s categorical imperative of treating people subjects in own rights instead of treating them means end, , pestalozzi’s method.

in 1920s, influential educationalists such herman nohl, german social pedagogy interpreted hermeneutical perspective, acknowledged individual’s life , problems can understood through eyes , in social context, understanding how individual interacts social environment.

following world war ii , experiences within national socialism exposed dangers of collective education in hands of totalitarian state, social pedagogy “became more critical, revealing critical attitude towards society , taking structural factors of society produce social suffering consideration”. consequently, contemporary social pedagogy in germany discipline linked more closely social work , sociology psychology.

due different historical developments , cultural notions, social pedagogy has different traditions in other countries, although these connected through overarching core principles of social pedagogy. , within 1 country, there not pedagogic approach – within general discipline pedagogy can distinguish various approaches. of these named after key thinkers fröbel or montessori have created specific pedagogic concept context of work, while others termed according medium utilising, such adventure, play, circus, music, or theatre pedagogy.