The connection between the science of pedagogy and other sciences. Open Library - open library of educational information Scheme of interaction of social pedagogy with other sciences
Plan.
Social pedagogy as a science
Structure social pedagogy
The connection between social pedagogy and other sciences
Social learning
Education and social education
1. Social pedagogy as a science.
Social pedagogy is a relatively independent branch in the system of pedagogical sciences and in the system of human studies. The subject of study of social pedagogy is the social education of a person, which is carried out throughout his life.
Concept social education correlates with such categories of pedagogy as development, education and socialization. The relationship between these concepts allows us to determine the place and purpose of social education as a subject of study of social pedagogy. Category development used in science to denote a process associated with the realization of a person’s inherent inclinations and properties. Human development occurs from the point of view of his body (the development of his individual systems); his psyche (mental functions); his personality ( personal qualities). Development may not occur evenly and in different directions. Human development occurs in interaction and under the influence of a certain environment(natural and social) and under its influence. The process itself and the result of such development is socialization , during which a person assimilates and reproduces the cultural values and social norms of the society in which he lives, as well as self-realization and self-development.
Socialization in this sense it can happen:
In the process of spontaneous interaction of a person with society and the environment (spontaneous socialization);
In the process of relatively state-directed influence on the life circumstances of certain categories of the population;
Socialization occurs in the process of purposefully creating conditions for the development of a person and his spiritual and value orientation (socially controlled part or education);
In the process of self-development and self-education of a person.
Education in modern pedagogy is differentiated (divided) on various grounds. In the theory and methodology of education, differentiation of areas of education was studied in accordance with the goals and objectives of the educational process. In social pedagogy, we consider types of education from the point of view of social institution in which it is carried out.
Education as a relatively socially controlled process, human development in the course of socialization is carried out:
In the family (family education), it is the subject of study of family pedagogy;
Religious organizations (religious or confessional education) is the subject of study of confessional pedagogy;
In educational organizations specially created by society and the state. This is social or public education, which is what social pedagogy studies;
In institutions to provide assistance to children and adults with disabilities and disorders in mental, physical, personal and social development. This is correctional-adaptation education, it is studied by correctional-adaptation pedagogy.
In society, education can be carried out in criminal, totalitarian, political and religious communities. Then we are talking about dissocial or countersocial education.
Thus, social pedagogy studies virtually all the components of upbringing in the context of socialization, identifies what circumstances directly or indirectly influence a person’s upbringing, on the planet as a whole, in the world, in the country and directly in the place of residence. In addition, social pedagogy explores how human means influence education. mass communication his family, communication with peers, with other adults, etc., as well as what role various educational organizations, public organizations and associations play in a person’s life. The listed aspects of social education, its factors, conditions are the subject of study of social pedagogy.
Under social education understand the education of all ages and social categories people, carried out both in organizations specially created for this purpose, and in those in which education is not the main function (military units, enterprises).
^ 2. The structure of social pedagogy as a science.
Social pedagogy studies social education in the context of socialization. As a science, social pedagogy has its own structure. This structure includes several sections that allow you to gain additional knowledge about the socialization of a person in society, about the factors influencing this, about the opportunities and ways to help a person in the process of self-realization in the society in which he lives.
Structure of social pedagogy presented in the following sections:
Sociology of social education. This section studies the process of socialization, factors influencing the socialization of a person, education as a social institution.
Socio-pedagogical victimology (victim - victim) studies those categories of people who have become or may become victims of unfavorable conditions of socialization, and also determines the direction and methods of social and pedagogical assistance to them.
Philosophy of social education. This section studies the essence and place of education in society, its relationship with the socialization and development of a person throughout life, principles, tasks, and the purpose of education in modern days. This section is the basis of the methodology and worldview of social pedagogy.
Theory of social education. This section describes, explains, predicts the functioning of social education as a social institution. Studies the characteristics of individual, group, social subjects of social education, the features of their interaction with each other.
Psychology of social education. Studies the socio-psychological mechanisms of personality socialization, their features at various age stages, identifies psychological mechanisms and conditions for the effectiveness of interaction between the subject of social education.
Methodology of social education. Methods and ways of implementing social education, ways of organizing the interaction of subjects in social education, in the main spheres of life and the conditions for their effectiveness are studied.
Economics and management of social education. Studied:
the needs of the socio-economic development of society in a certain quality of “human capital”;
economic resources of society that can be used to organize social education;
issues of managing social education at national, regional, local levels.
^ Functions of social pedagogy as a science.
Theoretical-cognitive. The essence is that social pedagogy accumulates knowledge, systematizes it, synthesizes it in order to create the most complete picture of the processes being studied in modern society, describes these processes and phenomena, explains, identifies causes, and makes predictions.
Applied. Allows you to look for ways to more effectively influence the socialization process and identify the conditions necessary for this.
Humanistic. It involves creating favorable conditions for the development of personality and its self-realization in the process of social education and socialization in general.
Social pedagogy as an industry pedagogical knowledge has all the hallmarks of integrative science.
Social pedagogy solves its specific problems, performs its functions effectively: on the one hand, precisely because it integrates data from other sciences, on the other hand, it practices them from its own point of view.
Social pedagogy , thus, is based on the history of pedagogy, family pedagogy, correctional education, as well as all those branches of pedagogical knowledge that are studied by educational organizations of various types (preschool pedagogy, school pedagogy, pedagogy of primary vocational education, secondary special education, high school, industrial pedagogy, pedagogy of special institutions, pedagogy of children and youth public organizations and associations).
Social pedagogy is closely connected with psychological sciences (social psychology, developmental psychology, special psychology) with ethics, ethnography, sociology, philosophy, history, ethnopsychology.
Connection social pedagogy with other sciences in reality is not always clear and positive.
Firstly, not all ideas from ethnopsychology, ethnography, history and other sciences are in full demand for a more successful organization of social education. The results obtained by other sciences cannot always be directly used in social pedagogy (borrowed terms).
Secondly, Some ideas are falsified in the process of adaptation to socio-pedagogical practice.
Third, some data from other sciences are already outdated, and therefore social pedagogy uses them. It also gives a biased, inadequate picture of reality.
^ Categories of pedagogy and social pedagogy.
The scientific status and social prestige of a particular branch of science largely depend on the level of development of the theory, which gives a holistic idea of the laws and patterns that objectively reflect a certain area of reality and are the subject of study of this science. Each science is distinguished by its own system of knowledge, focused on explaining the subject of study of this science.
The knowledge system of science is reflected in its concepts and categories . Each science develops its own conceptual-categorical system, reflecting the interrelation and interdependence of its constituent concepts. At the same time, the conceptual system of any science is always in relationship with the conceptual systems of other sciences that study the same object. In this sense, it is no exception social pedagogy , the conceptual system of which is in close relationship with the systems of concepts, first of all, pedagogy and sociology , as well as other sciences that study man.
As noted above, in Russia social pedagogy was introduced imperatively “from above” and from the very beginning began to develop as a branch of pedagogical science.
It is well known that pedagogy, having its own limited area of study and being an independent and sufficiently developed science, develops in close connection with other humanities that study man. There are quite a lot of them, but among them, those that are related to pedagogy by family ties stand out. These include, first of all, those humanitarian sciences, the categories of which are included in the conceptual system of pedagogy and are actively used by it both in theoretical research and directly in the practical activities of teachers, the relationship between pedagogy and other sciences can be represented schematically (see diagram).
At the top of the diagram, solid lines show the connections between pedagogy and the sciences whose categories it uses; the dotted lines indicate its numerous connections with other sciences that do not have a permanent nature.
^
LECTURE 2. SOCIAL PEDAGOGY:
SUBJECT, ITS APPLIED TASKS
Social pedagogy as part of pedagogy, its functions. Discussions about social pedagogy, its place and role.
^ Subject of social pedagogy This is the theory and practice of training and education of an individual or a group of people, sometimes united by social misfortune and in need of rehabilitation or treatment for their socialization. And as a consequence, the emergence of experience of treatment, adaptation, rehabilitation and integration of an individual or group of people in society. In Soviet times, the concept of “social pedagogy” did not exist in pedagogical science. In the Pedagogical Encyclopedia (Moscow, 1968), the definition of social pedagogy is given as “one of the areas of bourgeois pedagogy,” which studies “borderline social and pedagogical problems.”
“Marxist pedagogy believes that there is no area of education and upbringing that is not in one way or another connected with society, and that therefore all pedagogy is social. That is why the creation of social pedagogy as a special branch of pedagogical science was considered unlawful. At the same time, there are borderline areas of knowledge between pedagogy and sociology, which are studied by special branches of pedagogical science: comparative pedagogy, sociology of education, pedagogical sociology, economics of public education" 1.
This position remained until the 80s, although scientists in Russia even before 1917. dealt with problems of social pedagogy, their works and textbooks were widely published 2.
It is more reasonable to consider social pedagogy in terms of social philosophy, which asserts that a person, environment and upbringing, personality formation, training, human development from birth to death are influenced by external and only external circumstances.
Currently, a variety of categories of society are turning to social pedagogy. Nowadays, the confrontation between man and environment, the interaction between personality and
Wednesdays. There is an active socialization of the individual in the field of family, civil, religious and legal education 1 . This purposeful influence on a person is social education. This is a multi-level process of assimilation of knowledge, norms of behavior, relationships in society, as a result of which the individual becomes a full member of it.
Social pedagogy examines the process of education, the sociology of personality in theoretical and applied aspects. It examines deviations or conformities of human behavior under the influence of the environment, what is usually referred to as the socialization of the individual.
By modern ideas social pedagogy is “a branch of pedagogy that considers the social education of all age groups and social categories of people, in organizations specially created for this purpose” [A.V. Mudrik].
According to V.D. Semenov, “social pedagogy, or environmental pedagogy, is a scientific discipline that integrates scientific achievements related sciences and implements them in practice public education" 2 .
Social pedagogy is based on the history of pedagogy, on the experience of teaching and upbringing in the past, on the practice of education and training in other countries.
A number of branches of general pedagogy are components of social pedagogy, for which it is the main one: preschool pedagogy, school pedagogy, pedagogy of vocational education, education in closed institutions, children's and youth organizations, pedagogy of club work, pedagogy of the environment, military pedagogy, industrial pedagogy, pedagogy of temporary associations, pedagogy of social work 3.
Each of these areas of social pedagogy has its own characteristics, its own methods and can be considered independently.
Social pedagogy “enters into interdisciplinary contacts with the sociology of education, sociology of upbringing, pedagogical, social psychology, and management psychology” 4 . It includes the study of philosophy, education, and the characteristics of education in modern society. In conditions
In the crisis state of society, it acts as the leading branch of knowledge. The peculiarity of modern social pedagogy is its humanistic orientation, unity of requirements and respect for children, i.e. cooperation, commonwealth, co-creation of the teacher and the child.
The humanism of social education is manifested in helping individuals, not forcing them. Help you to be yourself, to be convinced of your exclusivity, uniqueness as a person and to be responsible for your life, and to accept the actions of another person without judgment, to support someone who has stumbled in a critical situation.
The social meaning of social pedagogy is to help a person in trouble; help the family and the child find their own path of self-determination in life, develop on the basis of their abilities and inclinations. To help a person strive to take the path of moral relations.
Social pedagogy is an independent branch of pedagogy, with its own special methods social educational and educational activities.
Methods of social pedagogy are aimed at the individual, his self-improvement, self-education, self-organization, and self-affirmation.
The pedagogical branch of human knowledge does not develop in isolation from other human sciences. It is at the intersection 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 effectiveness of its developments and the unconvincingness of practical recommendations and prescriptions. The history of science indicates 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 research of these sciences. Psychology studies the laws of development of the human psyche, pedagogy develops laws for managing the development of personality. Upbringing, education, training of a person is nothing more than the purposeful development of the psyche (thinking, activity). Next important point– commonality of research methods in pedagogy and psychology. Many scientific tools of psychological search successfully serve to solve pedagogical problems themselves (psychometry, paired comparison, psychological tests, questionnaires, etc.)
The existence of a relationship between pedagogy and psychology is also evidenced by the basic concepts of psychology, which, when used in pedagogical vocabulary, contribute to more precise definition phenomena, facts of upbringing, education, training, help to clarify and determine the essence of the problems under study.
How scientific discipline, pedagogy uses psychological knowledge to identify, describe, explain, pedagogical facts. Yes, the results pedagogical activity are studied using psychological diagnostics(tests, questionnaires, etc.).
A kind of bridge between the two sciences is pedagogical and developmental psychology, the psychology of professional pedagogical activity, the psychology of managing pedagogical systems and many psychological research other areas of education.
Pedagogy is closely related to physiology. Being the science of the life activity of the whole organism and its individual parts, functional systems, physiology reveals a picture of the material and energetic development of the child. Particularly important for understanding the mechanisms of managing the physical and mental development of a schoolchild are the patterns of functioning of the higher education system. nervous activity. Teacher's knowledge of physiological processes of development junior school student 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 teaching work, determining workloads, and presenting feasible demands on students and oneself.
The relationships between pedagogy and sociology are diverse. results sociological research are the basis for solving pedagogical problems related to the organization of student leisure, professional 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 also includes the field of education, upbringing, and the science about them in the sphere of its analysis, theoretical, and applied consideration. In the structure of the sociological reflection of reality, such special branches as, for example, sociology of education, upbringing, sociology of students, sociology of the city, countryside, health, etc. are developing.
Philosophical knowledge has initial significance 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, laws of interconnection and interdependence, development and its driving forces and others 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 being developed. 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, turning to their philosophies contributes to its success.
Cybernetics opens up new, additional opportunities for studying the processes of education and training for pedagogy. Using its data, pedagogical science develops patterns, methods and mechanisms for managing the educational process.
Significant opportunities for the development of pedagogical science lie 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 functional disorganization of the body of schoolchildren, substance abuse, drug addiction - ailments affecting children school age, set before pedagogical science a global and very knowledge-intensive task - to develop a special system for teaching and educating unwell, sick schoolchildren. It is not without reason that they say that there are two types of pedagogical thinking: flat and three-dimensional. It turns out to be flat for those who operate only with pedagogical concepts. Volumetric - for those who reflect pedagogical phenomena from the points of view of different sciences. The laziness of a schoolchild, according to the teacher, is a consequence of his lack of discipline, lack of composure, weakness of will, and neglect. From a medical point of view, laziness can act as a protective reaction of the body in situations of danger to the health and mental development of a schoolchild.
Concluding the review of interscientific connections of pedagogy, we emphasize that its partners in appropriate conditions when studying certain educational problems include many other sciences: law, economics, demography, computer science, statistics, ecology, ethnography, ethnology, history, technical sciences.
Social pedagogy represents that area of pedagogical knowledge that directly concerns the study of complex problems of man in the environment. Therefore, social pedagogy widely uses the achievements of other human sciences: philosophy, social work, sociology, psychology, ethics, ethnography, cultural studies, medicine, law, defectology.
Philosophy is methodological basis everyone social sciences. The connection between social pedagogy and philosophy lies in the fact that philosophy poses 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 man in it, and social pedagogy, when exploring its problems, proceeds from a certain view of man and his upbringing. One can find certain philosophical foundations at the basis of this view. The connection between social pedagogy and social work. 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.
Modern psychology as one of the sciences of social knowledge is a complex structural formation. It is important for social pedagogy to take into account not only the general features of the 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 makes extensive use of achievements in solving its problems social psychology, which allows us 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 relationships between the peoples of our country, etc. This helps to identify problems that require decisions in specific conditions of life, activity, free time, education in the socio-cultural environment of the region. Age-related psychology studies the age-related dynamics of the human psyche. The sections of developmental psychology are: child psychology, psychology of primary schoolchildren, adolescent psychology, psychology of early adolescence, adult psychology, psychology of old age (gerontopsychology). For the successful development of social pedagogy, knowledge in the field of developmental psychology is required. Psychology of communication. A social educator has to deal with the most diverse people in terms of communication. It is important to find an approach to each of them, to win them over, to give them the opportunity to open their souls, to let a stranger into their innermost inner world.
Social pedagogy is also associated with such branches of psychological science as the psychology of deviant behavior, family psychology, special psychology, etc.
IN last years The connection between social pedagogy and sociology- science about the laws of formation, functioning and development of society as a whole, social relations and social communities. With the complication of society and social relations, the process of socialization of the developing personality inevitably becomes more complicated, and integrating pedagogy and sociology, in turn, unite with all other sciences that study man and society.
Ethics analyzes the general laws of development of moral ideas and relationships, 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 the goals and values of education, developing methods of education, and exploring problems of interpersonal interaction.
When developing a theory of social education, it is necessary to take into account the data ethnography And ethnopsychology, take into account ethnic characteristics when building a system and especially in designing 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 have proven themselves to be adequate to universal human 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, data is especially important demographics, which explores population problems: fertility, mortality, migration. Without taking into account and forecasting the birth rate, age structure and processes of population movement, it is impossible to effectively solve the problems of social pedagogy.
Social pedagogy is closely related to defectology. This is the science of the psychophysiological characteristics of abnormal children, the patterns of their training and upbringing.
In reality, the connection between social pedagogy and other sciences is very different. Data from social psychology and, to a certain extent, sociology are used in it, although not to the extent necessary for its fruitful development. At the same time, ethnographic and ethnopsychological data practically still remain unclaimed.
Psychology of social education Based on the socio-psychological characteristics of groups and individuals, their characteristics at various age stages, it reveals the psychological conditions for the effectiveness of interaction between subjects of social education.
Methods of social education selects from practice and constructs new ways of expediently organizing social education.
Economics and management of social education They explore, on the one hand, the needs of society for a certain quality of “human capital”, and on the other, the economic resources of society that can be used to organize social education.
When developing its range of problems, social pedagogy needs to rely widely on history of pedagogy(studying the development of pedagogical ideas and theories), education history(it talks about how the practice of education developed at various stages of development of humanity in general and in individual countries, societies, states in particular), comparative pedagogy(studying the theory and practice of education in foreign countries at the present stage), didactics.
The close theoretical and research relationships between social pedagogy and family, confessional and correctional pedagogies are very important and mutually beneficial.
Social pedagogy is very closely related to those branches of pedagogical knowledge, the scope of which is educational and socializing organizations of various types. This refers to preschool pedagogy, school pedagogy, pedagogy of vocational education, pedagogy of closed institutions of various types, pedagogy of children's and youth organizations, club pedagogy, pedagogy of the environment, military pedagogy, industrial pedagogy, pedagogy of temporary associations, pedagogy of social work, etc.
Philosophy and social pedagogy. Philosophy develops a generalized system of views on the world and the place of man in it.
Social pedagogy, in particular its section “Philosophy of Social Education,” when exploring its problems, with a greater or lesser degree of awareness, proceeds from certain views on a person and his upbringing. One can always detect certain philosophical foundations in these views.
Ethics and social pedagogy. Ethics analyzes the general laws of development of moral ideas and relationships, as well as the forms of moral consciousness of people and their regulated by them.
Sociology and social pedagogy. Sociology is the science of the laws of formation, functioning and development of society as a whole, social relations and social communities.
Ethnology, ethnopsychology and social pedagogy. Ethnology studies the everyday and cultural characteristics of peoples. Ethnopsychology is a branch of knowledge that studies the ethnic characteristics of the people’s psyche, the patterns of formation and functions of ethnic self-awareness, stereotypes, etc. Sociology and psychology of social education use data on 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 specificity and patterns of socialization and education; about the canon of man in various ethnic groups, etc.
Social and developmental psychology and social pedagogy. Social psychology studies patterns of behavior and activity of people determined by the fact of their inclusion in social groups, as well as psychological characteristics these groups themselves. Developmental psychology studies age-related characteristics and dynamics of the human psyche, as well as age-related factors in personality development. Social pedagogy uses data from social and developmental psychology, exploring problems of socialization and victimology, developing psychology and methods of social education.
METHODS OF SOCIAL PEDAGOGY
(D/z: F. A. Mustaeva Social pedagogy -M, -Ekaterinburg, 2003, pp. 65 -81)
Methods of social pedagogy can be classified into three groups:
1. Research methods (observation, experiment, conversation, interview, questionnaire, modeling, method of studying and generalizing advanced pedagogical experience, mathematical research methods)
2. Methods of education (example, conversation, debate, story, lecture, public opinion, exercise, method of organizing socially useful activities, method of using creative play, encouragement, punishment, “explosion” method A.S. Makarenko)
3. Methods of socio-psychological assistance (psychological counseling, auto-training, socio-psychological training, business game)
(D/z: F. A. Mustaeva Social pedagogy -M, -Ekaterinburg, 2003 pp. 81 -86)
Philosophy, social work, psychology, ethics, ethnopsychology, defectology.
Sociology explores society and social relations in him
Genesis of ideas of social pedagogy.
With the adoption of Christianity in Rus', new forms of compassionate attitudes appeared: mercy and charity.
Mercy- this is a willingness to help someone out of philanthropy and compassion.
Charity- provision by individuals or organizations of free, usually regular, assistance to people in need. (Charity activities today are called sponsorship).
In V. Dahl’s dictionary this concept is not considered, but in it you can find the word “look after”, meaning: “to accept, shelter, give shelter and food, take under one’s protection, attend to the needs of one’s neighbor.”
During the period of civil strife and wars, the church maintained spirituality, faith in goodness, and did not allow people to become embittered and lose moral guidelines and values. Hospitals, almshouses, and orphanages were created at the church.
At Petre 1 childhood and orphanhood become the object of state care. Catherine the Great continued the plan of Peter 1.
The first "Minister of Charity" was Maria Feodorovna, wife of Paul I. Under her tutelage, educational homes and shelters, classes for training mentors and music teachers were opened. Charity extended to widows, the deaf, the blind .
The Bolsheviks condemned charity as a bourgeois relic. As a result, orphanhood, homelessness, crime, and prostitution of minors increased sharply.
Many pedagogical thinkers turned to social pedagogy ( Ya.A. Comenius, J.-J. Rousseau, I.G. Pestalozzi, I. Herbart, K. D. Ushinsky). Under the influence of their pedagogical views, the idea of sociality is born as fundamental and is associated with charity.
In Germany in the second half of the 18th century. a current arose philanthropism(philanthropy, charity), founder – K. Basedov, organized the boarding school "Philanthropin", where children were freed from traditional system teaching and upbringing, calling to follow the nature of the child and humanism in pedagogy.
I. Pestalozzi and Paul Natorp They attached importance to family education.
At the end of the 19th, beginning of the 20th century in Russia The science of pedology developed. Famous pedologists were A.P. Nechaev, G.I. Rossolimo, A.F. Lazursky, V.P. Kashchenko. They were engaged in pedology of “exceptional” childhood (gifted, “difficult” children, children with mental and mental disabilities physical development). They argued that it is not the child who must adapt to the system of education, but the system must correspond to the nature of the child.
Pedologists overestimated the role of biological and social factors in personality development. In 1936, pedology was declared a “pseudoscience” and banned.
The first social educators are considered A.S. Makarenko, S.T. Shatsky, V.N. Soroka-Rosinsky, their work was aimed at helping “children who have been knocked out of the social rut”
Interest in the problems of social pedagogy arose in the 70-80s.
In 1990, the UN Convention on the Rights of the Child was ratified.
The Constitution of the Russian Federation states: “state support is provided to the family, motherhood, fatherhood and childhood, a system of social services is being developed, state pensions and other guarantees of social protection are being established.” The Law on Education and the Presidential Decree on social support large families, Government Decree on urgent measures for social protection of orphans and children left without parental care.
In 1991, the Institute of Social Pedagogy officially functioned in Russia.
The Law of the Russian Federation "On Education" provides for primary, secondary and professional education. IN modern Russia The education system includes state and non-state (private, public and religious) educational establishments:
2. Vocational educational institutions (lyceums, technical schools, colleges, universities)
3. Boarding schools, forest schools, sanatorium schools
4. Educational institutions that provide additional education(creativity centers, sports, music, art schools, centers for gifted children)
5. Private educational institutions of general and correctional type, where they work according to proprietary programs.
6. Religious educational institutions: Sunday schools, theological academies.
Modern school associated with various organizations:
ü social protection authorities for families and children
ü legal authorities
ü boards of trustees
ü sponsoring organizations
ü training and production bases and plants
ü out-of-school children's leisure and creativity centers
ü cultural institutions: theaters, museums, clubs, libraries
ü territorial children's institutions
ü medical children's institutions
ü informal funds (Children's Fund, Peace Fund)
ü special schools and studios
Loading...