The essence and content of social education - Social pedagogy

The essence and content of social education

The emergence of social pedagogy as a field of scientific and practical activity coincided with a period of rethinking the essence of upbringing as a social phenomenon and determining the content of social upbringing, which turned out to be the focus of this new branch of knowledge.

Defining social education as an object of social pedagogy, it is necessary to pay attention to the work of scientists dealing with the problems of social pedagogy: VG Bocharova, AV Mudrik, VD Semenov, GN Filonov, and others. These studies can find various definitions of social education as a category of social pedagogy: the upbringing of the younger generation of children in society; high-quality upbringing and education of children; education of all age groups and social categories of children; social education is regarded as a social institution.

There are other points of view, but they all share one thing - accentuation in education as a multifaceted, complex social phenomenon one hundred social components.

Pedagogy considers the education of children as a purposeful process of formation of moral qualities of the individual. Personality qualities come to the fore in the person when it comes to a certain role and function of a person in society, about the activity of his actions, about how much he realizes his place in society. Social education, considered in the social and pedagogical context, is associated with the study of the personality in the system of environmental functional interactions and objectively directed at overcoming the narrowly professional view of the personality that has developed in pedagogical science and its formation in relatively closed pedagogical institutions (kindergarten, school, university, etc.).

Social education encompasses and, accordingly, examines practically all spheres of social life and activities from a pedagogical standpoint: family socium, childhood, adolescence and adolescence, various risk groups, the specifics of the urban microdistrict and rural community, the school and other educational and social institutions and e.

At the heart of the methodology of social education is the general philosophical direction of scientific knowledge, indicating the ways of researching the functioning of the whole society, its groups and the development of an individual person, the individual in specific historical and cultural conditions of society, as well as ways of studying the impact of individual groups on the social formation of the individual.

Social education accumulates the influence on the pedagogical process of specific environmental conditions (sociocultural, natural, ecological, geographic-climatic, socio-everyday, national-folk), considering the individual in the context of his immediate environment.

Thus, social education is aimed at the transformation of the environment, the creation of humane relations in society, the search for pedagogically competent solutions in various, including personal crisis situations.

The goal of social education is the formation of a person's ability to actively function in a specific social situation while ensuring the development of the personality as a unique human individuality, and the ultimate goal of social education - development social activity as a socially significant quality of personality.

Active subjects of modern social education are: the emerging civil society and its institutions; regions with their own specific interests (including the interests of different ethnic groups, which requires great delicacy, accuracy in approaches and decisions); finally, a person and family whose interests directly relate today to the international context - education in the spirit of democracy, tolerance, peace and non-violence. This latter is especially important, since the whole system of views that historically developed in the expanses of the former Soviet Union was not only democratic traditions.

Against this background, social education is becoming increasingly important. Its content, meaning, purpose - targeting different categories of the population - children, youth, adults, the elderly, the disabled, to overcome the difficulties and contradictions of society. Through social education, a person "is included" in his environment, enriches his natural data, inclinations and abilities, adapts to new social conditions.

The means of social education can be: the media, non-state institutions, organizations, individuals - emissaries who have accepted the proposed ideals, values ​​and way of life; labor, production, student, student, pedagogical collectives; Individual referents, reference social groups, professional associations, patriotic clubs and associations, unions, educators, professionals and volunteers, family members, clergymen, leaders, cultural and spiritual values, state laws, norms, rules and traditions established in society, models the formation of a corresponding social personality type.

Social education is a complex complex system of measures, interactions, impacts, relationships in which all educational resources and means are integrated.

Social education is a holistic process, encompassing all stages of personality development in ontogeny (first of all - early stages, school, adolescence, adolescence, and also "post-school" stage); various spheres of its social activity and assuming an active coordinated participation in the educational process of all subjects of the state-public interdepartmental system - on the basis of full-fledged use of the potential of the individual, family, society, all educational tools and the possibilities of the sociocultural environment.

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