Socio-pedagogical process in pedagogical science - Social pedagogy

Socio-pedagogical process in pedagogical science

In social pedagogy, the central concept is the "social-pedagogical process". It, on the one hand, denotes the whole complex of phenomena that are studied by social pedagogy, and on the other, expresses their essence. Analysis of the concept of "socio-pedagogical process"; reveals the essential features of education as a socio-pedagogical phenomenon in contrast to other related phenomena.

The social pedagogical process is a movement from the goals of education to its results by ensuring the unity of social instruction and social education in the conditions of a specific society. The essential characteristic of the socio-pedagogical process is integrity as the internal unity of its components, their relative autonomy and relative dependence on the social environment. Due to the fact that the socio-pedagogical process is carried out with a view to solving the problems of socialization, its content reflects the specificity of this phenomenon. Socialization can be immediate (less meaningful, more uncontrollable) and mediated (meaningful, more manageable) character.

The social-pedagogical process can be considered in two aspects: controlled (indirect effect) and uncontrollable (direct impact).

The social pedagogical process as managed, or organized, is a specially organized interaction of teachers and students (pupils) in society (social interaction) about the content of education using social education and training pedagogical means) in order to solve the problems of social education aimed at meeting the needs of both society and the individual in its development and self-development.

Socio-pedagogical process as an uncontrollable or weakly realized phenomenon, according to MV Krupenina, is not only the influence of one person on another, but also the spontaneous influence of the environment on the individual, therefore pedagogy should study Wednesday, contribute an "organized pedagogical process" in an unorganized way of life. It can be regarded as a spontaneous, poorly perceived perception (influence) of the educational opportunities of the society on the individual through a combination of known factors of socialization. This kind of socio-educational process can lead to unpredictable consequences of the influence of the environment on the person, as well as the reverse effect.

Any process is a successive change in the interactions of a person and the environment. That is why social interaction is an essential characteristic of the socio-pedagogical process. It, unlike any other interaction, is a "premeditated contact" (long or temporary) of the teacher and students ( inmates ) in conditions specific socium, the consequence of which are mutual changes in their behavior, activities and relationships.

The traditional approach identifies the social and pedagogical process with the activities of the teacher, educator, social and pedagogical activity - a special kind of social (professional) activities aimed at the realization of the goals of social education : transfer from younger generations to the youngest accumulated culture and social experience, the creation of conditions for their personal development and preparation for the performance of certain social roles in society. Such an approach fixes subject-subject relations in the social and pedagogical process.

Recognizing the learner (pupil) as the subject of the social and pedagogical process, social pedagogy thus affirms the priority of subject-subject relations in its structure.

The social-pedagogical process is carried out in specially organized conditions, which are primarily connected with the content and technology of pedagogical interaction. Thus, two more components of the socio-pedagogical process are singled out: the content of social education and the social means of education (material, technical and pedagogical capabilities of the society).

The social and pedagogical process in the conditions of society generates a dynamic social and pedagogical system that includes educators and students (pupils), the content of social education, forms and means of management.

The prerequisite for the emergence of social pedagogical systems is the goal of education as a set of requirements of society in the sphere of spiritual reproduction, as a social order.

Thus, the socio-educational system is goal-oriented. The methods (mechanisms) of the functioning of the socio-pedagogical system in the social and pedagogical process are social instruction and social education in the conditions of society. In the methodological plan, each of these socio-pedagogical phenomena can exist in nature and be viewed from three positions: in the form of a system, in the form of activity, in the form of a process:

- social education - ego system of social interactions in society with the purpose of using its potential for resolving the problems of socialization of the person;

- social upbringing is a special social and pedagogical activity of teachers and students (pupils) for the realization of the goals of education in a specific society;

- social education - is a specific process of qualitative transformation of the personality under the influence of the pedagogical capabilities of the society with the purpose of developing personality qualities that are significant for its socialization;

- social training is a system of social interactions in society with the goal of developing knowledge, skills and skills that are significant for the socialization of man;

- social learning is a specific process of learning by students of scientific knowledge, forms and ways of socialization in a specific society;

- social training is a special social and pedagogical activity that consists in the transfer and assimilation of social experience through the acquisition of knowledge, skills and abilities that are significant for the socialization of the individual.

Social education and social education as ways of implementing the social and pedagogical process are characterized by education technologies (or social and pedagogical technologies) in which the appropriate and optimal steps, steps, steps to achieve the stated goals of education are recorded.

Socio-pedagogical technology is a consistent, interdependent system of interaction between the teacher and the social environment and the student (pupil) associated with the application of a set of methods of social instruction and social education and implemented to resolve various social and pedagogical problems of the individual: adaptation to a new social environment; transformation of the possibilities of society into concrete assistance to the individual; analysis of interpersonal and intragroup relationships and relationships; choice of methods, means and organizational forms of interaction of social institutions, etc.

It is the social and pedagogical problem that is the unit of the socio-pedagogical process, for which a pedagogical interaction is organized at each particular stage.

Socio-pedagogical problem is subjectively perceived by the individual difficulty, the complexity of solving a specific problem of socialization in a particular society or subjectively perceived difficulty, the complexity of achieving the goals of social and pedagogical activity.

Social and pedagogical activity is represented as a multilevel activity of pedagogical specialists in the development and satisfaction of the diverse needs and interests of children and adults, their social protection, support for personal development, self-realization on the basis of active use of resources and opportunities of the society for solving current and chronic problems of socialization of the individual or social group.

Social education and social education determine the qualitative characteristics of social education - the results of the social and pedagogical process, reflecting the extent to which the goals of education are related to the development strategies of social education, oriented to the future.

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