This chapter introduces the concept of social pedagogy. It further explains different perspectives from which social pedagogy is seen. This is done by using practical, simple, everyday situations to introduce the concept and then introducing the reader to a scholarly understanding of social pedagogy by looking at different definitions of the concept. Scientists tend to position social pedagogy differently in different countries, resulting in different definitions. These differences are clarified and what they have in common explained. The goals and purpose of social pedagogy are explained and related to different human experiences. Finally, recommendations are made on how social pedagogy can be developed further.
TopIntroduction
This chapter is introducing the concept, subject, goal, and tasks of Social Pedagogy; from the subject of the study, the chapter will move on to the importance of Social Pedagogy for the individual and humanity as it develops, and then to its goal and its tasks as a science.
Social Pedagogy might be in encountered in different ways. This might have been during professional development, while performing jobs and work tasks through daily work, although Social Pedagogy might not have been learned as a science. On the other hand, one might have been exposed to Social Pedagogy as a science during one’s studies.
This chapter will explain how Social Pegagogy develops, what it means as a science, what the implications of Social Pedagogy are for scientists from various geographical areas and backgrounds, what the goals of Social Pedagogy are and how it is applied, how its development and progress has proved to be significant for the individual, the social community, and the whole of humanity. The study of Social Pedagogy is very important for us all.
In this introduction to the field of Social Pedagogy, the following questions will be answered:
TopThe Background To Social Pedagogy
In general, society needs peace and prefers to live in harmony with other members and different communities of its society. This is normally the case, although there will always be members of the society who will deviate from the norm for a variety of reasons (Laiten & Sa”rkel a”; 2019); these exceptions to the general norm result in the formation of a subculture in some communities, and this subculture may destabilize communities by creating disharmony and harassing other members of the society. In order to create harmony and peace in the communities and the society, questions which need to be answered, relate to the following:
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Why does the society not have the peace, which the majority needs?
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Why do some members of the society appear to destabilise the society and disturb the peace?
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How can we bring lasting peace to the society and communities as a group and as individuals?
These questions may be answered by looking at behaviours that allow communities to live in harmony and at those behaviours of members of the community that disrupt the ideal situation of harmonious living.
Interventions become necessary to correct deviant behaviours in individuals or groups. As a measure to prevent these disruptive possibilities, it is necessary to address these isssues in young children by reflecting on how children should be raised so that they might be better adults. Where children have not been raised successfully, however, it is necessary, for other members of society, to address these issues in adulthood through training and intervention programmes (Singer & Mikšaj-Todorović, 1993; Tomic, 2006). Issues of awareness of and education about pathological disorders and juvenile deliquencies are thus subjects of study in Social Pedagogy.
Different ways of addressing these challenges, such as interventions or preventative strategies, are now covered in a field which known as Social Pedagogy. Social Pedagogy is developing and, in some countries, has developed as a science. Formal explanations, which will lead to a better understanding of Social Pedagogy, will be considered.