social pedagogy

  • Intergenerational Transgressions in Re-living War and the Uncertainty of Displacement: A Privilege or a Curse for the Third Generation

    Author: Anna Odrowąż-Coates
    Institution: The Maria Grzegorzewska University in Warsaw
    ORCID: https://orcid.org/0000-0002-2112-8711
    Year of publication: 2019
    Source: Show
    Pages: 55-70
    DOI Address: https://doi.org/10.15804/kie.2019.02.04
    PDF: kie/124/kie12404.pdf

    Transgression is often seen as a negative term; to cross social or ethical boundaries. In this paper, it is defined as ‘blurring of the symbolic boundaries between grandparents and younger generations in terms of the WWII experience’, which leads to living memory of the war, but also to experiencing and re-living the trauma of war and dislocation. It occurs through the immersion of younger generations in family history narratives, memorabilia, diaries and photographs that become a family treasure, owned jointly by the family members. In this paper, intergenerational transgression is analysed as a softand symbolic phenomenon, which on one hand preserves the memory of past, but on the other, cascades the negative experiences onto children and grandchildren. If this is true for WWII survivors, then it should be considered in other cases of long-term conflict and dislocation, particularly in recent conflicts such as Syria, Iraq, and Afghanistan. Understanding the connection between intergenerational transgression of war trauma may aid the process of healing.

  • The socio-pedagogical thinking of J.A. Comenius as inspiration for social pedagogy

    Author: Jolana Hroncová
    Year of publication: 2015
    Source: Show
    Pages: 39-50
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.03
    PDF: tner/201501/tner20150103.pdf

    John Amos Comenius (1592-1670) belongs to the most important persons in the European culture, philosophy, theology and in particular pedagogy, which is also reflected in the fact that the 400-th anniversary of the birth of the “Teacher of Nations“ in 1992 was celebrated across the world under the auspices of UNESCO. Comenius was the founder of the education system, it is to his credit that pedagogy became independent and singled out from the framework of philosophy. With his works, he laid foundations of several pedagogical sciences, in particular didactics, theory of education, pre-school education, education organisation and management, etc. He became famous especially for his didactic works (in particular – Janua linguarum reserata, Janua linguarum vestibulom, Didactica magna, Orbis sensualium pictus, Schola ludus) which brought him fame all over the world and were also used in many countries worldwide already during his life. However, his work has also a strong socio-pedagogical aspect, so far insufficiently studied from the position of social pedagogy and particularly pedagogy of social care as its part.

  • Sense of Coherence among University Students: Research Report

    Author: Marta Mirosława Perkowska
    Institution: University of Białystok
    ORCID: https://orcid.org/0000-0002-2856-9800
    Year of publication: 2021
    Source: Show
    Pages: 157-171
    DOI Address: https://doi.org/10.15804/kie.2021.02.11
    PDF: kie/132/kie13211.pdf

    This article presents selected factors conditioning the sense of coherence among university students. Results were obtained after analysis of statistical data collected in a group of 467 students. Antonovsky’s Sense of Coherence Questionnaire (SOC-29) was used in the research. The results obtained showed a predominance of a moderate level of the sense of coherence in the group of studied students. The study confirmed the existence of a dependency between the sense of coherence and the sex, year of study, and civil status of the studied persons. The other two variables, i.e., course of studies and declared level of religiosity, only showed certain tendencies. The results presented in this paper confirmed the need to shape coherence through education and socialization as a socially significant personal predisposition. The sense of coherence facilitates both self-reflection and self-development in the individual. Conclusions formulated on the basis of the obtained results point to the necessity of taking up a contemporary pedagogical challenge, which is health education. An additional recommendation is to enrich educational programs with activities the goal of which is to create a high sense of coherence in their recipients, which, by definition, should have pro-health consequences for a wide group of beneficiaries.

  • The Influence of Social Pedagogy Towards Educational Well-Being in Sri Lanka

    Author: Jalal Deen Careemdeen
    Institution: The National University of Malaysia
    Author: Mohd Mahzan Awang
    Author: Abdul Razaq Ahmad
    Institution: The National University of Malaysia
    Year of publication: 2021
    Source: Show
    Pages: 76-86
    DOI Address: https://doi.org/10.15804/tner.21.65.3.06
    PDF: tner/202103/tner6506.pdf

    This research was aimed at determining students’ educational well-being, mainly taking into account social pedagogy among secondary schoolchildren in Sri Lanka. The study used a survey research design and a questionnaire instrument for data collection. A stratified random sampling technique was used to select 1350 secondary school students. To analyse the data, the research used descriptive analyses such as mean, standard deviation and multiple regression analysis. The results demonstrate that the social pedagogy and the students’ educational well-being were at moderate levels. Multiple regression analysis, using the stepwise method, showed that the social pedagogy correlated significantly with the students’ educational well-being. However, the study found no significant relationship between the teachers’ academic support and the students’ well-being. The implications of the study indicate that teachers need to have a good relationship with students and implement student-centred teaching methods. Various activities and mechanisms need to be organized to enhance student’s educational well-being related to social pedagogy, incorporating teachers, parents and community members.

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