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.

O wzrastającym znaczeniu edukacji międzykulturowej w edukacji, pedagogice społecznej i pracy socjalnej

Author: Anna Odrowąż-Coates
Institution: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej
ORCID: https://orcid.org/0000-0002-2112-8711
Year of publication: 2023
Source: Show
Pages: 204-220
DOI Address: https://doi.org/10.15804/em.2023.02.14
PDF: em/21/em2114.pdf

On the growing importance of intercultural education in schooling, social pedagogy, and social work

The article contains reflections on the growing importance of intercultural education in the context of Polish pedagogical literature. Statistics related to the internationalization of the Polish social context are explored. The following scientific journals in Poland and Europe were selected, considered important in the discursive space of social pedagogy and social work: European Journal of Social Work, International Journal of Social Pedagogy, Pedagogika Społeczna quarterly, Pedagogika Społeczna NOVA (Social Education NOVA), Praca Socjalna (Social Work) and the journal Edukacja Międzykulturowa (Intercultural Education). Their content was analyzed in terms of topics in the field of intercultural education with the use of quantitative systematic semantic analysis to establish how many articles (directly related to intercultural education and intercultural context) and in what periods were published in the selected journals. This part of the article is its empirical section, based on desk research of the existing documents. The thesis on the growing importance of intercultural education in the fields of social pedagogy and social work was presented and arguments in support of this thesis were formed.

The relation of social pedagogy and social work

Author: Jolana Hroncova
Institution: Matej Bel University Banska Bystrica, Slovak Republic
Year of publication: 2003
Source: Show
Pages: 51-60
DOI Address: https://doi.org/10.15804/tner.03.1.1.04
PDF: tner/200301/tner104.pdf

The contribution analyzes the relation of social pedagogy and social work in Slovakia and abroad in an historical survey as well as at present. A special attention is paid to contemporary understanding of the relation between these disciplines in Slovakia due to the fact that while attempting to define it, there appear various approaches and obscurities creating the need for a larger discussion on an international level.

Social Pedagogy and Selected Aspects of the Primary Prevention of Drug Addictions under the Slovak Republic Elementary School Conditions

Author: Ingrid Emmerova
Institution: Matej Bel University Banska Bystrica, Slovak Republic
Year of publication: 2004
Source: Show
Pages: 75-85
DOI Address: https://doi.org/10.15804/tner.04.3.2.05
PDF: tner/200402/tner305.pdf

The study deals with the task of a social pedagogue in the prevention of drug addiction in elementary schools as wen as with selected aspects of the primary prevention in the Slovak Republic. The author also points to the tasks of the coordinator of drug addiction as wen as other pathological phenomena, and she also pays attention to the aspects of free time in the drug addiction prevention in elementary schools.

Health within the Area of Interest of Social Pedagogy

Author: Ewa Syrek
Institution: University of Silesia
Year of publication: 2004
Source: Show
Pages: 141-149
DOI Address: https://doi.org/10.15804/tner.04.4.3.11
PDF: tner/200403/tner411.pdf

The article, referring to the tradition of social pedagogy, discusses the issue of health from the perspective of its relations to the community. Health can be regarded as a value, which has an individual, group or social dimension, and it is related to the process of socializing which is marked by communal diversity.

A History and Present Situation of Social Pedagogy

Author: Jolana Hroncová
Institution: Matej Bel University
Year of publication: 2005
Source: Show
Pages: 27-34
DOI Address: https://doi.org/10.15804/tner.05.5.1.02
PDF: tner/200501/tner502.pdf

The attention of this contribution is paid to the prehistory, history and the present time situation of social pedagogy in our country and abroad. Social pedagogy must now solve numerous problems that have remained unsolved over its more than 150-year-long history. It is about the subject’s elaboration, terminology, clarification of its relation to different sciences, specification of contemporary problems that have priority, and the professiogram of social pedagogues.

The Risks of the Present Youth Subcultures in the View of Social Pedagogy and Social Work

Author: Peter Jusko
Institution: Matej Bel University
Year of publication: 2005
Source: Show
Pages: 35-43
DOI Address: https://doi.org/10.15804/tner.05.5.1.03
PDF: tner/200501/tner503.pdf

The contribution analyzes the most important risks of the present youth subcultures and the opportunities for social work and social pedagogy with regard to the problems of youth subcultures. The basic characteristics of youth subcultures is described as well as their social development, types and forms. The central meaning is inscribed to the possibilities of interdisciplinary coaction of social pedagogy and social work when solving specific problems of youth subcultures in the process of socialization during free time or at the penetration of social deviations. A specific attention is paid to the definition of the professional roles of social workers and social pedagogues in relation to the risky youth subcultures.

Pojęcie interdyscyplinarności w pracy socjalnej. Integrująca rola pedagogiki w budowaniu teorii pracy socjalnej

Author: Leszek Waga
Institution: Uniwersytet Opolski
ORCID: https://orcid.org/0000-0002-2159-5950
Year of publication: 2023
Source: Show
Pages: 43-50
DOI Address: https://doi.org/10.15804/ve.2023.04.05
PDF: ve/8/ve805.pdf

The Concept of Interdisciplinarity in Social Work. The Integrative Role of Pedagogy in Building of the Theory of Social Work

The aim of the article is to show the presence of the concepts of interdisciplinarity, multidisciplinarity and heterogeneity in scientific texts in the field of social work, to compare the methodological status of social pedagogy and social work as areas of scientific knowledge also created thanks to interdisciplinary research, and to propose the postulate of the superiority of the pedagogical epistemological and methodological perspective in building theoretical foundations. social work. It was pointed out that social pedagogy, both in the historical, institutional and subject and content aspects, is closely related to the basics of social work. Taking into account the scope of issues analyzed by social work and its methodological and historical conditions, a structured way of understanding the concept of interdisciplinarity of social work and locating it in the area of social pedagogy was proposed, calling the process of this location subdisciplinarization of social work. The problems discussed in the article are of a meta-theoretical and meta-methodological nature, and the main source of the research are texts on the basics of pedagogy and social work.

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