Social education of mardahai. Social pedagogy and social work, their relationship

Lev Mardakhaev

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Foreword

This textbook was developed in accordance with the Federal State Educational Standard vocational education the third generation and is focused on preparing students for the psychological and pedagogical support of preschool, general, additional and professional education; children with handicapped health in special and inclusive education.

When disclosing the content of the textbook, an orientation to modern achievements in the field of social pedagogy is ensured. After studying the material, students will get a general idea of social pedagogy as a science, the features of the implementation of social and pedagogical technologies in working with certain categories of children and adolescents, youth, their parents, taking into account the specifics of the subculture and the needs of culture.

The main sections of the textbook are related to the understanding of the social in the individual, the pedagogy of the environment, the essence of social education and socio-pedagogical support.

In modern conditions, there are several approaches to understanding the essence and content of social pedagogy. In the textbook, it is presented on the basis of a deep study of the social direction in pedagogy and the identification of its specificity in the system of socio-pedagogical activity. The received materials made it possible to highlight the most important aspects that determine the content of social pedagogy and, in accordance with them, the sections of the training course.

The first section is devoted to the disclosure of the theoretical and methodological foundations of social pedagogy. It examines the origins of the formation of social pedagogy, its essence (purpose, object and subject, functions, main tasks), methodological principles social pedagogy.

The second - social pedagogy of the personality - reveals the socio-pedagogical aspects of development, habilitation and socialization of a person at various age stages, the sources and driving forces of socialization, the causes of desocialization, the problems of its prevention and overcoming. The section also includes issues related to the social education of a person.

The third section is devoted to the social pedagogy of the environment. It examines the socio-pedagogical possibilities of socio-pedagogics, as well as the factors of the immediate environment that significantly affect socialization.

The fourth section highlights the socio-pedagogical foundations of the activities of a social worker. It reveals their socio-pedagogical technologies, as well as the features of their implementation in socio-pedagogical support, support for a person and family in various life situations, in work with different categories of people.

The training course ends with a section that reveals the essence of professional longevity and the pedagogical culture of a social worker.

V. V. Sizikoea, Dr. pedagogical sciences

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

The development of the social direction in pedagogy contributed to the formation of a special branch of theory and practice - social pedagogy. Determining its essence, purpose, content, main tasks and functions will make it possible to more fully determine its place and role in social work.

After studying chapter 1, the bachelor should:

know:

- socio-pedagogical aspect of social work;

- purpose, main functions and tasks, concepts, categories of social pedagogy;

be able to:

- to use the conceptual apparatus of social pedagogy in the analysis of the phenomena of social work;

own:

– the conceptual apparatus of social pedagogy for the analysis of social work.

The topic provides for consideration of the following issues:

– social pedagogy and social work, their relationship;

– the essence and content of social pedagogy as specific knowledge, theory and practice;

- purpose, main functions and tasks of social pedagogy.

1.1. Social pedagogy and social work, their relationship

Since the beginning of the 90s of the XX century. institutions of social work and social pedagogy were formed in Russia. Both in world practice and in Russia, there has developed between them strong relationship. The socio-pedagogical aspect in social work is due to the following factors:

– professional activity a specialist in the “person-to-person” system: interaction with a client, with a group, the ability to work in a team;

– the need to turn the object of social work (client) into the subject of resolving their social problems;

– the use of socio-pedagogical technologies in the process of professional activity.

The practice of interaction between a social worker (specialist in social work) and a social educator in the system social protection population gave birth to aphoristic wisdom: "a social educator may not be a social worker, but a social worker cannot but be a social educator."

The main reasons for this paradox.

First of all, the institute of social pedagogy has not been widely developed in Europe and America. Abroad, it is considered as part of social work. At the same time, the International Association of Social Pedagogy, which is located in Copenhagen (Denmark), considers social pedagogy as a theory and practice of working with a person in a social environment (with drug addicts, alcoholics, "street children", etc.). In Russia, the theory of social work is developing on the basis of own experience, as well as processing and adaptation to Russian conditions foreign experience.

Secondly, in Russia the institutions of social work and social pedagogy were formed simultaneously. On the initial stage some theorists (Valentina Georgievna Bocharova) believed that domestic social work differs from American social work in that it places a significant emphasis on activating the person himself in solving his social problems. This is the essence of the pedagogy of social work - social pedagogy.

Thirdly, this approach to social pedagogy as the pedagogy of social work is supported by some foreign experts. They understand it, and yet they confuse the essence of social work and social pedagogy, which differ in purpose, object and subject (Table 1).

Table 1. Specificity of social work and social pedagogy

In practice, a social educator often solves the problems of social work. Otherwise, it is extremely difficult to achieve the effectiveness of socio-pedagogical activity. This is especially true when working with children, with families raising children. In solving their social problems, specialists in both social work and social pedagogy have to rely on their own professional training.

In some manifestations, social work and social pedagogy can coincide, intersect, but in some they do not, that is, they realize their goals by their own methods and means. That is why in functional responsibilities A social educator sometimes includes the functions of social work.

1.2. The essence and content of social pedagogy as specific knowledge, theory and practice

The term "pedagogy" comes from two Greek words: pais, paidos child, child, ago- Vedu, which means "leading child" or "teacher". According to legend, in ancient Greece, slave owners specially appointed a slave who took their children to school. They called him teacher (paidagog). Subsequently, teachers began to be called people who were involved in the education and upbringing of children. From this word came the name of science - pedagogy.

The word "social" (lat. socialis) means public, connected with the life and relations of people in society. In this sense we are talking not just about the social development and upbringing of a person, but about his orientation towards social values, norms and rules of society (environment of life), in which (which) he will live and realize himself as a person. Parents, persons replacing them, educators lead the child through life, helping him to assimilate social experience, culture, to form as a person, to master the ability and readiness to realize himself in life.

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L.V. Mardakhaev

SOCIAL

PEDAGOGY

Approved by the Ministry of Education

Russian Federation as

textbook for students of higher

institutions studying in the direction

training and specialty

"Social work"

GUARDS

UDC 37.013.42 (075/8)

Reviewers:

Doctor of Pedagogical Sciences, Professor G.M. Kodzhaspirova;

doctor of pedagogical sciences, professor L.Ya. Oliferenko Mardakhaev L.V.

M25 Social Pedagogy: Textbook. - M.: Gardariki, 2005. - 269 p.

ISBN 5-8297-0160-X (in translation) The theoretical foundations of social pedagogy, which constitute the general professional training of a social worker, are considered. The textbook material will help to understand the essence and content of the pedagogical aspect of social work. The textbook is addressed to students of universities studying the course of the same name, provided for by the educational standard in the specialty "Social work", as well as graduate students and teachers of universities and colleges, listeners of the system of additional social education, practical work nikam.

For students studying in the direction and specialty "Social work".

UDC 37.013.42 (075.8) LBC 74. ISBN 5-8297-0160-X © "Gardariki", © Mardakhaev L.V., Preface The textbook "Social Pedagogy" was compiled in accordance with the requirements of the State Educational Standard for Education in the Region social work. It is an essential part of the vocational training a specialist in social work, which includes several elements, one of them is socio-pedagogical.

In order to prepare qualified specialists, the textbook is divided into four sections:

Scientific and theoretical foundations of social pedagogy;

Social formation of personality;

Social deviations in the development and upbringing of children;

Environment and personality formation.

Each section includes the most important topics, the knowledge of which is necessary for a social worker to understand the pedagogical aspects of the client's social problems and implement the social and pedagogical component of his professional activity.

In modern conditions, there are several approaches to understanding the essence and content of social pedagogy. In the textbook, it is presented on the basis of a deep study of the social direction in pedagogy and the identification of its specificity in the system of social work. The proposed concept made it possible to determine the most important areas of social pedagogy and, in accordance with them, the sections of the training course.

The first section deals with the subject, tasks and content of social pedagogy, its main principles and socio-pedagogical process. Identified and substantiated specific features, the most important requirements following from them are formulated. The socio-pedagogical process is presented on the basis of the teachings of P.F. Kapterev, which was originally built on a socio-pedagogical concept and has not lost its significance in modern conditions. He considered the socio-pedagogical process to be an integral phenomenon, highlighting in it the internal and external components. The study of this process will help students to better understand the essence and content of the technology of social worker activity, its components and features of implementation.

Preface The second section of the textbook introduces the socio-pedagogical aspect of human formation. It will make it possible to better understand the features of the social formation of the individual and the causes of social deviations, the possibility of their prevention and overcoming. It reveals the psychosocial foundations social development personality, which is necessary for a specialist to understand the very mechanism of human social development, as well as the essence of habilitation, correction and rehabilitation of a person in a difficult life situation.

The study of the causes of social deviations, the possibility of their prevention and overcoming is the topic of the third section. These issues are considered through the prism of understanding the children's subculture, the child's world, which contributes to a deeper understanding of the uniqueness of the sociocultural world of children, adolescents as clients of a social worker who find themselves in a difficult life situation and need social assistance, protection of their rights as individuals.

The family is assessed as a socio-cultural environment for the upbringing and development of the individual. It is here that a person is born, the foundations of his personality are laid. As a sociocultural environment, it has a significant impact on his future sociocultural world. Along with this, socio-pedagogical phenomena occur in the family, which determine the peculiarities social formation person. Accounting for these phenomena will allow a social worker who has devoted himself to work with the family to better understand the processes taking place in it, the mistakes of upbringing and the social problems that arise between parents and children.

In socio-pedagogical terms, the street is an exceptionally important factor as a medium for education. From this point of view, the origins of the formation of the category "children of the street" are revealed.

The street is considered as a socio-pedagogical component that significantly influences the emerging personality, the features of the development of neglected and homeless children, the technological features of the work of a specialist with them are also noted. In this case, materials prepared by ST are used. Shatsky when working with children and adolescents at the place of residence, as well as data from foreign researchers on the problems of social practice in relation to “street children”, which was developed in Moscow in the second half of the 1990s.

Foreword On the social formation of personality, various categories of people have a huge socio-pedagogical impact of the media. They are often co-educators of children and adolescents, through them a significant influence on the masses is exercised. The study of the socio-pedagogical possibilities of the media occupies an important place in the formation of a person as a person in general, as a future (or already established) family man who will have to educate (i.e., educate) his children, for which he should learn pedagogically competently use the positive influence of the media and, conversely, take preventive measures against the negative.

As a socio-pedagogical factor that significantly affects the development and formation of the individual, the textbook considers activity as such. Understanding its possibilities is important for analyzing the influence of a social worker's professional activity on the deformation of his personality. The methods of professional practice of a specialist are also described, which significantly deform his personality, types of deformation, features of preventing and overcoming its consequences. In the context of this topic, even in the process of preparing a specialist, one can talk about his professional longevity.

The study of the training course ends with the topic “Pedagogical culture of a social worker”. It is part of the problem of formation professional culture specialist, emphasizes its socio-pedagogical aspect.

Section I SCIENTIFIC AND THEORETICAL FOUNDATIONS OF SOCIAL PEDAGOGY Chapter Social pedagogy, its subject and tasks The development of the social direction in pedagogy contributed to the identification of a special branch of theory and practice - social pedagogy. Determining its essence, goals, content, main tasks and functions will make it possible to more clearly present its place and role in social work.

The chapter covers the following topics:

1) the essence and content of social pedagogy as specific knowledge, theory and practice;

§ 1. The essence and content of social pedagogy as a specific knowledge, theory and practice The term "pedagogy" comes from two Greek words: pais, pai dos - child, child, ago - I lead, which means "leading child", or "teacher". According to legend, in ancient Greece, slave owners specially appointed a slave who took their children to school. They called him paidagog. Subsequently, people who were engaged in the education and upbringing of children began to be called teachers. From this word came the name of science - pedagogy.

The word "social" (from lat. socialis) means - public, associated with the life and relationships of people in society. In this sense, we are talking not just about the social development and upbringing of a person, but about his orientation towards social values, norms and rules of society (living environment), in which (which) he will live and realize himself as a person. Parents, persons replacing them, educators initially lead the child through life, helping him to assimilate the social experience of the environment of life, culture, to form as a person, to master the ability and readiness to realize himself in life.

Chapter 1. Social pedagogy, its subject and tasks and further development of him as a citizen of a particular society.

This is carried out in accordance with the established traditions, customs, culture and social experience of the life of the environment in which a person lives and where he will have to realize himself as a person as he develops socially.

There are two directions in the development of social pedagogy: social and personal.

A. Social direction. In a broad sense, it is determined by the influence of the state, society as a whole on the upbringing of the younger generation - this is sociopedagogy;

in a narrow sense - the influence of the environment of life on the process of forming a person's personality - the pedagogy of the environment.

sociopedagogy. The activities of the state and society in educating their citizens, reflected in the current legislative framework, the creation of institutions of education, education and training, in ensuring their functioning has an official socio-pedagogical character.

The so-called "unwritten laws" are formed in the state

in the form of customs, a set of norms and rules adopted in society in matters of educating the younger generation. In their essence, they also have a socio-pedagogical, but unofficial character.

Sociopedagogy studies the official and unofficial activities of the state and society in the formation of a strategy for educating the younger generation, its trends and patterns, as well as the features and possibilities of the institution for its implementation.

the family in which the child was born and raised (foster family, state institution);

mass media;

toys and child games;

the books he reads;

circle of friends;

authoritative personalities;

socio-pedagogical features of the teams into which a person falls at different stages of his life;

street and more.

Pedagogy of the environment studies the socio-pedagogical possibilities of the environment, which directly and indirectly affect the social development and upbringing of a person at different age stages K. D. Ushinsky, N. I. Pirogov, J. Dewey, G. Kershensteiner, R. Seidel, S. T. Shatsky, A. S. Makarenko, B. T. Likhachev, V. D. Semenov, and others. ).

This largely contributed to the emergence as an alternative to individual pedagogy of the social direction. It substantiated the priority of a person's social destiny, the need to prepare him for life in a particular society and included:

pedagogy of social formation of personality, pedagogy of social deviations in the formation of personality, social education.

Pedagogy of the social formation of personality. Man as a social being develops according to the laws of nature and is brought up taking into account the needs of a certain social environment, society, individual (K. Mager, X. Miskes, M.A. Galaguzova, A.V. Mudrik, B.T. Likhachev and others .). This means that a person, on the one hand, is socially formed in accordance with his individuality, those features and capabilities that are characteristic of him (internal personal conditioning);

on the other hand, it is formed in accordance with the social conditions in which it lives and realizes itself as a person (environmental conditioning);

on the third, it is oriented in social development in accordance with the requirements of a particular society, its socioculture, way of life (external social training wordiness).

It is the process of social self-improvement that largely determines which personality will be formed from this person. Knowing how the social self-development of an individual takes place allows the educator (parent, person replacing him, teacher, etc.) to predict its dynamics, to find opportunities for directed influence on the conditions of its course and through them on the process itself.

Chapter 1. Social pedagogy, its subject and tasks This is the applied part of social pedagogy. It explores the possibilities of social development and education, correction and re-education, correction of educational activities, pedagogical rehabilitation specific person, taking into account his individuality, the environment of education and a possible social perspective.

Pedagogy of social deviations in personality formation.

A subsection that studies the causes of social deviation in the development and upbringing of a person and certain groups, the possibilities of its prevention and overcoming (I.G. Pestalozzi, E. Mollenhauer, F.A. Disterweg, A.S. Makarenko, V.N. Soroka-Rossinsky, etc.). The social deviations of the personality being formed are significantly influenced by the factors of individual predisposition, the previous stage of social formation, the living environment of a growing person and upbringing.

Social formation is not a spontaneous consequence of the interaction between man and the environment. A significant place in it belongs to social education. At its core, this is a directed activity of the educator (parent, person replacing him, teacher, leader, mentor, etc.) to create special conditions for interacting with the pupil, influencing his consciousness and feelings in order to achieve certain socio-pedagogical goals (Pestalozzi, Diesterweg, Galaguzova, Likhachev, Mudrik and others).

Since ancient times, philosophers and pedagogics have considered early childhood the most favorable for directed education of a person, stimulating his social self-improvement. This is the period of greatest dynamism and flexibility in the development of the child, which is why it is important in terms of education. Any omissions, shortcomings, excesses, mistakes in the social education of a person on early stages his age is immediately reflected in his development as a person.

It is the moral principle in a person that is the most important social basis which he needs for life and self-realization in a particular society. P.A. drew attention to this. Sokolov (Russian teacher of the late XIX - early XX centuries), analyzing the origins of the socio-pedagogical direction in pedagogy. He emphasized that the well-known German philosopher I. Kant (1724-1804) considered the development of truly human nature, its preparation for moral volitional activity in society, as the ideal of the social formation of the personality.

In moral principles, norms and rules, the state and society determine the socio-pedagogical values, ideals, requirements for the upbringing of a person. Moral education includes a socio-pedagogical aspect, it affects the content of the most important area of social education - the preparation of subjects for life in society.

By itself, a person cannot become a moral person. He needs the help of those who at an early age contributed to his social development (parents, persons replacing them, educators, teachers, etc.). The moral position of these people (educators) largely determines the content of the social formation of a growing person. own ignorance in the field of education, they are often mistaken for "wisdom." They are by no means always ready and able to predict the socio-pedagogical consequences of their educational activities.

In a person, self-love (self-love) manifests itself from a very early age, when all attention is directed to him, to satisfying his needs and ensuring his well-being. This is natural, since the child is small, weak and helpless. Over time, as he grows, the direction and level of selfishness in him changes under the influence of upbringing in a positive or negative way.

It is necessary to single out in social pedagogy the role of the person himself in his social development. It varies depending on his age. At the initial stage, it is due mainly to an individual predisposition to activity, curiosity.

With age, as a result of the way of life, the formation of a worldview and the education of moral and volitional qualities, a conscious choice increases more and more, a moral orientation appears, life position person. They largely determine further social self-improvement and changes in a person at different age stages of his life.

The structure of social pedagogy is shown in Scheme 1.

Social pedagogy should be considered from the positions of: a) the state and the environment of human life;

b) social education;

c) a person as a social unit;

G) personal position and human activity in social self-improvement.

a) Social pedagogy is the scientific and practical activity of the state, state and public institutions to form an ideology and ensure the upbringing of the younger Chapter 1. Social pedagogy, its subject and tasks life activity and in work on self-improvement Self-developing personality Pedagogy of the environment Scheme 1. The structure of the social pedagogy of the generation. It is aimed at the socio-pedagogical assessment of the legislative creativity of the state, the activities of state institutions, public organizations, movements and parties, the media in terms of influencing the masses, and educating the younger generation. This section also explores the socio-pedagogical possibilities and problems of the appropriate use of various institutions (families;

educational, special educational, correctional, correctional, rehabilitation, social, leisure institutions;

public associations, movements and organizations;

mass media, etc.) in education.

b) Social pedagogy is the theory and practice of social formation and further improvement of the individual, social groups in the process of socialization.

Social pedagogy as a theory is a system of concepts, statements, laws and regularities that reveal the process of social development of the individual, social management of a group (mass), taking into account the influence of environmental factors on them, formulated in the aggregate of teachings and concepts and confirmed by public and teaching practice. It allows understanding the nature of social 14 Section I. Scientific and theoretical foundations of social pedagogy of the formation of personality, group management, problems of social deviations in them, the possibility of their prevention and overcoming.

Social pedagogy as a practice is a directed activity (experience of activity) of a subject (a social pedagogue;

person carrying out socio-pedagogical activities) for the diagnosis and forecasting of social development, correction and education, re-education of a person, group. It is also a directed activity for managing the masses, various groups, mobilizing them for certain actions, curbing activity in the interests of achieving certain political and other goals.

Social Pedagogy as academic discipline is a component of special (professional) training of a social pedagogue, social worker, special psychology, correctional and rehabilitation pedagogy. It consists of main sections, subsections, including the content of the pedagogy of the environment and the social pedagogy of the individual. Each of the subsections has its own content and is considered in conjunction with others (see Diagram 2).

Scheme 2. The structure of social pedagogy as an academic discipline Chapter 1. Social pedagogy, its subject and tasks § 2. The main categories, functions and tasks of social pedagogy Methodological foundations social pedagogy. In a broad sense, these include theoretical, conceptual provisions, knowledge that performs a methodological function in relation to social pedagogy. They are developed by such sciences as philosophy, social philosophy, pedagogy, psychology, social psychology, social work, ethnography, sociology, medicine, etc. In a narrow sense, these are goals, principles of construction, forms of organization of ways scientific knowledge socio-pedagogical reality.

These include: socio-pedagogical process, socio-pedagogical activity, social development, social education, social adaptation and maladaptation, socialization, social rehabilitation, socio-pedagogical correction, re-education, correction, etc. The essence of the categories is considered in the relevant chapters benefits.

The purpose (goal) of social pedagogy is to promote the social formation of an individual, a group, taking into account its originality and the socio-culture of the state (society) in which it is to live. Identity refers to what distinguishes one person (group) from another (another). It can manifest itself in age differences, volitional characteristics, individual abilities (for example, people with special needs, disabilities).

The subject of social pedagogy is a socio-pedagogical process that determines the principles, forms, methods for researching practical activities and the conditions for one hundred implementation. However, the above does not fully reveal the content of the subject of social pedagogy. Therefore, each section will complement it.

Cognitive - the study of the practice of pedagogical activity by its authorized representatives (social educators;

persons performing socio-pedagogical activities) or specially trained people (researchers, graduate students, doctoral students).

Scientific - the study of the laws of social development, the socialization of a person, the influence of environmental factors on him, the development of a theoretical framework that substantiates socio-pedagogical phenomena.

Diagnostic (evaluative) - diagnostics of the social in the individual, the social identity of the group, the implementation of a socio-pedagogical assessment (examination) of documents, the activities of institutions, individual specialists, as well as the factors of society, the processes occurring in it.

Prognostic - determining the prospects (immediate and long-term) for the development of socio-pedagogical processes of the environment, the manifestation of a person in it, his individuality, as well as the possibilities of expedient influence on them (environment and person).

Explanatory - a description of socio-pedagogical phenomena, the conditions for their existence and the possibilities of transformation.

Adaptive - an activity aimed at stimulating the adaptation of a person to the environment or the environment to a person, taking into account his individuality (originality).

Transformative - social pedagogy is designed to change pedagogical realities, pedagogical relations, the educational process, its content.

Correctional - directed activity of specialists in correcting the process of social development and education of children and adolescents, the process of educational activities of parents, educators.

Rehabilitation - directed activities of recovery specialists individual opportunities a person to development, education, professional activity.

Mobilization - the directed activity of specialists to enhance the efforts of a person, a group for certain actions and deeds.

Preventive (protective and prophylactic) is the directed activity of specialists in preventing and overcoming various social deviations in a personality or group being formed.

Educational - study of the content, methods and provision of training for social sphere.

Managerial - the directed activity of specialists in managing the process of social formation of the personality, social and pedagogical phenomena in a team, group.

Chapter 1. Social pedagogy, its subject and tasks Tasks of pedagogy. They are divided into general - theoretical, practical and private - according to the branches of practical activity. There are many such tasks. They should be considered according to the main blocks that make up social pedagogy as a whole, and for each of them in areas - theoretical, practical and educational.

Tasks of sociopedagogy:

Implementation of socio-pedagogical assessment (examination) of the activities of the state, public organizations, movements, parties, as well as institutions and teams;

Study of the influence of environmental factors on a growing personality, group;

The use of environmental factors in the social development and education of a person, in solving certain socio-pedagogical problems;

Study of the influence of individual factors (for example, family, mass media) on personality, etc.

Tasks of social education:

Study of the problems of content and ways to ensure the most optimal social education of various groups of the population, certain categories of people, individuals;

Study of the problems of social education of the individual in the conditions of the family, educational and special institutions;

Studying the experience of social education in various types of families, institutions;

The study of foreign experience of social education and its adaptation to domestic conditions, etc.

The tasks of studying a person as a social unit:

Study of the features of social development, socialization of a person as a person;

Study of the features of the social development of people who are distinguished by their originality;

Identification of the causes of social deviations in the process of development and education of a person, the possibilities of their prevention and overcoming, etc.

The tasks of studying the personal position and activity of a person in social self-improvement:

Identification of the role of a person in social self-improvement;

Study of the possibilities of activating the social self-improvement of a person at various age stages, etc.

2 - 18 Section I. Scientific and theoretical foundations of social pedagogy In publications there is a confusion of the concepts of "social pedagogy" and "social work". The main reasons for this approach are:

1. The institute of social pedagogy has not been widely developed in Europe and America. Abroad, it is considered as part of social work. In Russia, social work developed along the same lines.

2. In Russia, the institutions of social work and social pedagogy were formed simultaneously. Its first theoreticians (V. G. Bocharova) believed that domestic social work differs from American in that it places a significant emphasis on the activation of the person himself in solving his social problems. This is the pedagogy of social work - social pedagogy.

3. This approach to social pedagogy as the pedagogy of social work is supported by foreign experts. He understands them.

However, it should be emphasized that social work and social pedagogy have their own goals, object and subject (see Table 1).

Table Social pedagogy Social work Social protection, social support Social and pedagogical assessment Goal power, social support, social (expertise), social development, social education, their corrective maintenance, etc.

education and rehabilitation, correction and re-education A person who has a social pro-Man, in need of a social problem Object, which he can not solve but-pedagogical assistance.

independently Socio-pedagogical forecasting, evaluation (expertise) Provision of material assistance, Socio-pedagogical process Subject social protection of a person, pro-development, upbringing, correction, counseling process, co- or rehabilitation process, etc.

social services for a person Methods and methodology for carrying out social-pedagogical forecasting, assessment (expertise) with special needs In some manifestations, social work and social pedagogy can coincide, intersect, but in some they do not. They realize their goals by appropriate (their own) methods and means.

Chapter 1. Social pedagogy, its subject and tasks QUESTIONS AND TASKS 1. Name and reveal the main directions that reflect the development of social pedagogy.

2. What is sociopedagogy?

3. Give a description of the pedagogy of the environment.

4. What is the pedagogy of the social development of the individual?

5. Describe the pedagogy of social deviations.

6. What is the place and role of the person himself in social development?

7. What is social pedagogy?

8. Describe social pedagogy as a theory.

9. Describe social pedagogy as a practice.

10. Describe social pedagogy as an academic discipline.

11. Name and characterize the main categories of social pedagogy.

12. What is the purpose of social pedagogy?

13. What is the subject of social pedagogy?

14. What are the main functions of social pedagogy?

15. What are the main tasks of social pedagogy?

EXAMPLE TOPICS OF REPORTS 1. Social pedagogy as a theory.

2. Social pedagogy as a practice.

REFERENCES 1. Bocharova V.G. Pedagogy of social work. M., 1994.

2. Mardakhaev L.V. Introduction to social pedagogy. M., 1996.

3. Mardakhaev L.V., Lipsky I.A. Social Pedagogy: Ways of Development // Uchenye zapiski: Nauch.-teor. collection of MGSU. 1996. No. 2.

4. Mudrik A.V. Introduction to social pedagogy. M., 1997.

5. Social Pedagogy / Ed. V.A. Nikitin. M., 2000.

Chapter Basic principles of social pedagogy The problem of principles in social pedagogy is connected with the development of theoretical and methodological foundations. It allows you to determine the main basic provisions that affect the effectiveness of the socio-pedagogical process.

This topic covers the following issues:

1) the concept and essence of principles in social pedagogy;

2) a general description of the basic principles of social pedagogy and their requirements are:

§ 1. The concept and essence of principles in social pedagogy The word "principle" (from Latin principium) means the beginning, the basis that determines this phenomenon. Often a principle is identified with a rule. The principle is a generic concept, i.e. more general, and the rule - specific, i.e. more private. By its scope, the rule is narrower than the principle. It follows from it and reflects the particular provisions of a certain principle, the method of its application in a specific situation. According to the form of expression in pedagogy, the rules have the character of recommendations. A principle contains many rules, but their totality does not yet constitute a principle, just as the totality of phenomena does not yet determine their essence.

A principle is understood as an initial principle, more or less common to a given phenomenon. A rule is a certain norm that expresses the mandatory nature of a specialist's activity. The principle is a reflection of a certain regularity, the conditions for its manifestation, or the result of everyday observations of practical activity and the conclusions that follow from them.

They are divided into:

Principles of social pedagogy as a science. They have a general methodological character and are inherent in the scientific discipline. Such principles include: the original position of science, identical with the law;

most general position, which is based on groups of laws;

private manifestation of the law. These include scientific character, objectivity, historicism, connection with practice, etc.;

Chapter 2. Basic principles of social pedagogy principles of social pedagogy as a practice (principles that determine the organization and proper social and pedagogical activity). They reflect the initial, basic provisions, the implementation of which contributes to high organization and ensuring the effectiveness of socio-pedagogical activities. It is they who are most often identified with the principles of social pedagogy;

Principles educational activities for the training of specialists in the social sphere. These are the principles of pedagogy high school.

They have general character, reflect the laws of higher education, and their requirements must be taken into account when training highly qualified specialists.

The principles also have an objective character: their peculiarity lies in the fact that if a social pedagogue takes into account their requirements, then the probability of obtaining a sufficiently high result is very high. In practice, a specialist, from personal experience or from the experience of others, often independently masters many (and sometimes only some typical) recommendations that reflect the principles of socio-pedagogical activity, and this helps him in his work. In this case, they act in the form of norms, rules that determine the practical activities of a specialist. The study of the principles of social pedagogy allows a specialist in the process of mastering a profession to accept those recommendations that should become natural for him in practical work.

§ 2. general characteristics basic principles of social pedagogy and their requirements Principles of social pedagogy as a practice. They are subdivided into groups determined by factors that significantly affect the respective activity, its process and result. Each of them, in turn, depends on the regularities from which the corresponding principles are built. In social pedagogy, these factors include: object, subject, environmental and technological.

A. The object factor is a factor established by a person (group) in respect of which socio-pedagogical activity is carried out. It always has a targeted character and largely depends on the personality of the object, the uniqueness of the group. The most important principles are: conformity to nature, individual conditioning and humanism.

The principle of nature. Man is a natural being and develops according to the laws of natural and social nature. 22 Section I. The Scientific and Theoretical Foundations of Social Pedagogics begins that, under certain conditions, there may be an appropriate direction and dynamics of the development and upbringing of a particular person.

The essence of the principle lies in the fact that the attitude towards a person should be like a natural being, or rather, a social and natural one. He (a person) should be developed, improved only taking into account his natural opportunities and no more. Otherwise, it can only be deformed and even destroyed. The principle of conformity to nature dictates the need for careful consideration in the process of socio-pedagogical work of the general laws of the development of nature, in other words, the natural capabilities of man. Compliance with these requirements will allow the most complete use of the individual natural inclinations of each child in the process of their directed, expedient and most complete development. The main requirements are:

To know the laws and patterns of development and education of a person and be able to build all social and pedagogical work in accordance with them;

To study and know not only age and gender individual characteristics, but also the immediate and future capabilities of a person - the object of social and pedagogical work;

Correlate the chosen goals of socio-pedagogical work with the inclinations of the child, the means of achieving them - with his individual capabilities;

When working with children with special needs, to study the features of individual, individual-correctional and correctional-compensatory development, creating for each the most optimal conditions for individual self-improvement;

In the process of socio-pedagogical work, take into account not only the natural conformity of the development and upbringing of a person, but also the possibilities of nature itself in achieving goals.

The principle of individual conditioning (individual approach). The principle is based on the acceptance of a person with all his features, capabilities, advantages and disadvantages. A person is a special individual world with its own content, opportunities for development, upbringing and interaction with the environment of life. It follows from this that in working with a specific person it is necessary special approach, methods and methods of social pedagogical activity, providing the most complete realization of his individual social potential in development and education. The essence of the principle lies in the fact that socio-pedagogical activity is oriented, built and implemented.

The implementation of the requirements of the principle of a personal, individual approach is ensured by taking into account the following recommendations:

A person (group) needs to be well known before starting work with him (her). This is facilitated by the initial (primary) diagnosis, the desire of the social pedagogue to fully understand the individual characteristics of the object. Of particular importance is the personal experience of a specialist, his ability at the first meeting to maximally appreciate the originality of a person and build his activity with him on the basis of a cognizable individuality;

To provide for the features of the initial stage of work with a person, when both he and the social pedagogue adapt to the process of social and pedagogical activity and to each other;

Take into account the state of the object and the dynamics of its change in the process of working with it. Be able to be flexible in this work, taking into account the changing state of the object and the needs of implementation activities;

Strive to create the most “comfortable” conditions for a person in the process of social and pedagogical work with him.

principle of humanism. The word "humanism", "humanity" (from Latin hu manus - humane) means a system of views that recognize the value of a person as a person, his right to freedom, happiness, protection and protection of life and health. This principle in social pedagogy means priority social value of a person, creation of conditions for the protection of his rights, development and education, assistance to him in self-determination, integration into society.

Basic requirements of the principle:

Development and education is directed in the interests of a person and should contribute to his self-improvement;

Education should put a person in certain conditions that best correspond to his individual capabilities and do not allow self-destruction of the personality;

Humanism should not be replaced by overprotection, permissiveness;

In the process of interaction with the child, it is necessary to ensure the recognition of his right to be himself, to respect his personal dignity.

Special requirements are imposed when interacting with children in need of assistance. Their essence lies in the fact that, showing mercy to the child, put him in fairly tough, but vital the necessary conditions contributing to its most complete and expedient development, education and self-realization.

24 Section I. Scientific and theoretical foundations of social pedagogy B. The subject factor is a factor that determines the peculiarity of the organization and implementation of socio-pedagogical activity by the subject. It is important in determining who should be entrusted with a specific socio-pedagogical activity, depending on the current situation and the need (requirements) for (to) its effectiveness. This factor is also important in the evaluation (analysis) of the process and (or) the result of this activity. The main principles that follow from this are: personal conditioning and the relationship of professionalism and the effectiveness of socio-pedagogical activity.

The principle of personal conditioning. It is the personality of the specialist that determines the attitude towards him and his activities of those with whom he directly works. It personifies authority, trust in the social pedagogue, his word and work. Actually, social and pedagogical activity is carried out by a person in his individual style. In the process, there is an interaction of cultures, volitional efforts, emotional peculiarities of the object and the subject.

The same pedagogical activity performed by the same person, and even more so by other people, is different and perceived differently. You can copy an activity, learn from experience, but you cannot become the same as its author. The assimilated will definitely lack the performer's charm, his emotionality, volitional assertiveness, the art of behavioral and speech influence, etc.

A similar phenomenon can be observed in acting. It would seem that this is the same reproduction, the same environment - the stage, and the result is somehow different. This difference depends on the internal and emotional state of the actor, his partners, the perception of acting by the audience, the feeling of this perception, and other factors.

It is believed that a teacher, like an actor, must be able to solve professional problems in any state. However, it is not. An actor usually needs a directed reincarnation into the image of a hero before a performance. He changes clothes, puts on make-up, enters the role, relinquishing all his problems that he had up to this point.

The teacher does not have this option. He is called upon to instantly engage in a situation, make a decision and act. The direction and intensity of educational influence depends on his activity.

The creative activity of a teacher is individual. It is possible to adopt the experience of practical activity at the level of skill, but its efficiency and effectiveness will be different. They may be better or worse. Performance is largely determined not only by teachers Chapter 2. Basic principles of social pedagogical skill of the teacher, but also by his creativity, originality of personality. Experience can be mastered, but charm, attitude, individual style is impossible.

The principle of personal conditioning of the teacher implies taking into account the following recommendations:

The object of socio-pedagogical activity, the environment, the tasks to be solved require taking into account the characteristics of the personality of the teacher, who is able to ensure the effectiveness;

In working with a person (group), it is important for a teacher to be able to set himself up to work with him (her) and for a predictable result;

In a situation where a teacher does not have the ability to achieve a predictable result, it is necessary to either help him or replace him;

In pedagogical activity, it is important to evaluate the features individual style educational work, its advantages and disadvantages, which is the basis for stimulating the teacher's self-improvement;

Mastery pedagogical experience another person provides for the need to take into account and originality of his personality, to what extent it can be assimilated.

The principle of the relationship between professionalism and the effectiveness of the socio-pedagogical activity of a social teacher. The importance of this principle does not require disclosure. It is known that the higher the professionalism of a specialist, the more able he is to choose the optimal variant of social and pedagogical activity and ensure its qualified implementation. The principle dictates the need to take into account the professional preparedness and accumulated experience of the social worker's professional activities. It should be taken into account when:

Professional selection (to what extent can a specialist be formed from an applicant);

Organization of work with a young specialist;

Ensuring predictable results;

Increasing the responsibility of specialists.

Professional preparedness is determined by the relevant competence, ability and internal need of a social worker to implement it in specific conditions and to a specific object.

Basic requirements of the principle:

Depending on the predicted goal of socio-pedagogical activity, the conditions for its implementation, the uniqueness of the object, the subject is determined. In practice, this requirement is far from always 26 Section I. Scientific and theoretical foundations of social pedagogy is complete (in this case, a specialist who does not have work experience should not be allowed to work);

A differentiated approach should be taken to the definition of the subject of socio-pedagogical activity;

A specialist who does not have work experience needs correct assistance and support in the process of acquiring it and professional self-realization;

In working with specialists with experience in social and pedagogical activities, an individual approach is needed that stimulates a responsible attitude to professional activities.

C. The environmental factor is a factor that determines the influence of the environment on the object and subject of socio-pedagogical activity and its result. It either enhances the effectiveness of the social pedagogue's practice or weakens it. Social pedagogy recommends using the positive influence of environmental factors on the process of socio-pedagogical activity or neutralizing or significantly reducing their negative impact. The most important principles in this case are: cultural conformity, social conditionality, environmental conditionality.

The principle of cultural conformity. A person as a social being develops and forms for life and self-realization in specific conditions of the environment of life activity - in a specific culture.

Together with culture, a person acquires the mentality that is characteristic of the environment of his life.

Actually the principle of cultural conformity of education was formulated by Diesterweg. He drew attention to the need to take into account in education the place and time in which a person was born and in which he will live. Man is a product of his time and his culture.

Basic requirements of the principle:

Introduce the child from early childhood to the national (folk) culture;

To use in educational activities the originality of national education, the possibilities of folk wisdom (language, traditions, customs, etc.);

Start social education from the native language, actively including folk songs, legends, literature and art. To study the cultures and languages of other nations against the background of the native language and culture;

Actively use cultural heritage past, cultural achievements and opportunities of the region, spiritual values of the world culture.

Chapter 2. Basic principles of social pedagogy The principle of social conditioning. It is based on the influence state structure, policies and activities social institutions states for their implementation in the process of personality formation. This factor occurs when:

Organization of socio-pedagogical activities (any activity is carried out against a certain background);

Socio-pedagogical expertise of the work of the institution (in each state, education is determined and implemented in accordance with its socio-pedagogical policy);

Socio-pedagogical expertise of technology, its compliance with the requirements of the institution;

Socio-pedagogical assessment of the activities of a specialist, taking into account his official appointment in the relevant institution;

Examination of the socio-pedagogical activities of the party, movement.

The principle of environmental conditioning. It determines the dependence of individual social development, education of a person on the immediate environment of his life. The environment is considered as a place where a person realizes himself (this is the environment of life);

or a place where consulting work is carried out with him (for example, a specially equipped room in a specialized center, home environment, school). Environmental factors are what a person interacts with. In this case, they act as a means of its development, education. The need to manage the factors of a person's social environment in order to stimulate through them his purposeful individual development, and underlies the principle of environmental conditioning.

Each factor has its own educational impact(educational potential), their own characteristics, which should be taken into account by a specialist. The environmental factor can stimulate educational influence, fill it with certain content, neutralize and even counteract it. The main requirements of the principle:

For each educational event (influence) there is the most favorable, favorable (not favorable enough), unfavorable environment;

Taking into account the goals (design) of socio-pedagogical activity, the characteristics of the subject and object, environmental factors are also determined that could stimulate the process and ensure their most complete achievement;

A social worker needs to be able to predict the influence of the environment and strive to make the most of the positive opportunities, while simultaneously minimizing or neutralizing the influence of the negative ones;

Environmental factors affect any person, but especially a growing, impressionable one, which requires closer attention to them in the process of professional activity;

Environmental factors are often a means of raising a child, therefore, in working with children, it is necessary to be able to predict the nature of its influence and purposefully use it in the process of social and pedagogical work.

D. The technological factor is the factor that determines the regularities of social and pedagogical activity proper. It requires taking into account the possibilities of the technology of direct socio-pedagogical activity. In fact, these principles of education relate to general pedagogy. They largely reflect the laws of the very technology of education: purposefulness, systematicity, complexity, reliance on the positive in the personality, consciousness and activity, etc.

Between all the principles there is a close relationship and interdependence. None of them, nor any group, yet determines the effectiveness of socio-pedagogical activity.

They only focus on one or more aspects of the activity, highlighting the most important requirements, the fulfillment of which ensures its effectiveness. The more principles are taken into account in socio-pedagogical activity, the greater the result can be obtained.

The interrelation of principles represents a certain system.

Omissions, underestimation, neglect of one or another of them inevitably leads to a decrease or unpredictability of the results of social and pedagogical activity.

QUESTIONS AND TASKS 1. What is the natural, objective nature of the principles of social pedagogy?

2. What are the basic principles of social pedagogy, due to the social nature of the individual?

3. What are the main principles of social pedagogy, due to the social factor in the formation and development of personality?

4. What are the basic principles of social "pedagogy, due to the relationship of personality, environment and upbringing?

5. What is the relationship between the principles of social pedagogy and what is their influence on the goals, objectives, content and methods of implementation?

Chapter 2. Basic principles of social pedagogy EXAMPLE SUMMARY TOPICS 1. The principle (on the example of one of the principles of social pedagogy) and the implementation of its requirements in social work.

REFERENCES 1. Galaguzova ML. Professional training of social teachers // Social work. 1992. No. 6.

2. Vieiaid M. Basic principles and functions of social work and social pedagogy // Social work. 1992. No. 6.

3. Nikitin V.A. The concept and principles of social pedagogy. M., 1996.

4. Social Pedagogy / Ed. V.A. Nikitin. M., 2000.

Chapter Social and pedagogical process and ways to improve it The professional activity of a social worker is a system of successive stages - a certain process.

The following issues need to be considered here:

1) the concept, essence and content of the socio-pedagogical process;

2) a general description of the main components of the socio-pedagogical process.

§ 1. The concept, essence and content of the socio-pedagogical process The concept of "process" comes from lat. processus - passage, advancement. In the scientific literature, it is understood as a successive change of states, a close connection between the stages of development that naturally follow one after another, representing a continuous single movement.

In modern pedagogical literature there is the concept of "pedagogical process". However, there is no single approach to understanding its essence. The most typical are:

a) specially organized, purposeful interaction of teachers and pupils to solve developmental and educational problems (V.A. Slastenin);

b) a set of consistent actions of a teacher and a student (educator and pupil) with the aim of educating, developing and shaping the personality of the latter (T.A. Stefanovskaya).

The expression "pedagogical process" was introduced by P.F. Kapterev (1849-1922). He also revealed its essence and content in the work "Pedagogical Process" (1904).

Under the pedagogical process, he understood "the all-round improvement of the personality on the basis of its organic self-development and, to the best of its ability, in accordance with the social ideal" and singled out the internal and external socio-pedagogical process.

Chapter 3. Socio-pedagogical process and ways to improve it The internal pedagogical process, according to Kapterev, is “a process of human self-development, determined by the properties of the organism and the environment. The process will be carried out with necessity: the organism, according to its inherent laws, will revive and process impressions, and act under their influence. The whole process will be of an original creative nature, carried out according to organic necessity, and not according to instructions from outside.

The internal pedagogical process may reflect:

a) a general picture of human development. In this case, it (the process) serves as a model of how the socio-pedagogical development of a person should take place;

b) the originality of the development of a person belonging to a typical group, for example, the formation and upbringing of a person with problems of hearing, vision, mental development disorders, etc.;

c) development, training and education of a particular person, his properties, qualities, taking into account his individuality.

The external pedagogical (educational) process, according to Kapterev, is the transfer “by the older generation to the younger of what the older generation owns, what it acquired itself, re-experienced, experienced and what it received ready-made from its ancestors, from earlier generations. And since all the most valuable acquisitions of mankind, who lived before and now lives, are united in one word "culture", then educational process from the outside, it can be understood as a transmitter of culture from the older generation to the younger, from the formerly living humanity to the living one. Such an approach to understanding the external pedagogical process in a broad sense reflects the general trend in the development of any society.

In relation to a person, the external pedagogical process can be considered as:

a) the process of education (correction of education, re-education, correction) of a person in general;

solution of a particular pedagogical problem. This is the technological side of educational activity;

b) the process of solving a particular educational problem in working with a certain category of people, for example, with children who have deviations in mental development, upbringing, etc. In this case, it reflects a special technological process educational activities;

c) the process of educating a particular person, the solution of a certain educational task - the implementation of a private technology of educational work.

32 Section I. Scientific and theoretical foundations of social pedagogy Between the internal and external pedagogical processes relating to a particular person, there is a close connection and interdependence, representing the holistic nature of the pedagogical process.

The socio-pedagogical process is the interaction of a social worker and a client, aimed at solving the social problem of the latter by pedagogical means in special or natural environmental conditions. Its purpose, in relation to individual person, is a directed influence, support, motivation, help, allowing him (this person) to solve his social problem. It also manifests the internal and external components in their interconnection and interdependence.

The foregoing allows us to define the socio-pedagogical process as a consistent natural development (qualitative change) of the corresponding socio-pedagogical phenomenon (human socialization, social qualities of the individual, etc.) (internal process) and the expedient sequence of actions caused by it (socio-pedagogical activity) socially th employee, his interaction with the client, ensuring the achievement of a certain socio-pedagogical goal (external process).

Thus, it also represents the unity and interdependence of internal and external processes. At the same time, the external one is strictly consistent with the internal one (its needs, capabilities, dynamics of change) and ensures its most expedient development. He performs essential role- the most optimal and most complete realization of the potential of the internal pedagogical process.

The system-forming factor of the socio-pedagogical process is its goal (social ideal) and the corresponding socio-pedagogical activity determined by it. Its main unit is the socio-pedagogical task and ways to solve it.

§ 2. General characteristics of the main components of the socio-pedagogical process Internal socio-pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in the personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative Chapter 3. Socio-pedagogical process and ways to improve it Changes are often characterized as stages (time periods).

Stage and stage are often used interchangeably.

Stages (stages, periods) are determined depending on what is being studied in the process of upbringing, development, under what conditions, for what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are distinguished, which make it possible to distinguish one stage from another and evaluate their originality.

In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent a peculiarity age periods and the corresponding social statuses of a person - a child, a schoolchild, a student, etc. The internal socio-pedagogical process makes it possible to see the features of a person's social development and behavior at each age stage. Modern developmental psychology and pedagogy identified specific stages ( age development) and revealed the features of human development, its qualitative and quantitative characteristics in each of them. This knowledge helps the social worker to assess in great detail the course of a person's social development, to orient himself in determining the purpose and nature of social and pedagogical activity in relation to him in given conditions.

External socio-pedagogical process. The effectiveness of the realization of the possibilities of the internal is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulate the expedient or restrain negative development, thanks to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself, one's professional activity is very important for a social worker.

In essence, the external socio-pedagogical process is a purposeful sequence of actions of the social pedagogue (subject), due to the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of the professional activity of a specialist.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional.

Structural determines its component composition, which may be conditional or functional. This approach is important for studying and analyzing the nature of activities to achieve a specific goal. Functional determines the features of the profession 3 - Section I. Scientific and theoretical foundations of social pedagogy of the real activity of a particular specialist at each stage (according to detan). It is important in the process of finding the most optimal option for a social worker to work with certain personality(group), as well as to evaluate its effectiveness. According to the component composition, the functional approach differs from the structural one by the allocation of each stage (sub-stage) according to its purpose, as well as the presence of a subject and an object.

The subject of the external socio-pedagogical process is a social worker. The position of the subject in professional activity is largely determined by his training, social experience.

The subject and object determine the uniqueness of the socio-pedagogical process.

The socio-pedagogical activity of the subject is carried out in accordance with his professional purpose, which defines the main goal of the specialist's work - as its ideal result. It may or may not be real. The real goal is determined by the object of social work.

The external socio-pedagogical process also includes certain stages (sub-stages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structural approach):

1st - preparatory;

2nd - direct activity (the process of implementing the selected pedagogical technology);

3rd - productive.

In the literature, a functional approach is more common in identifying stages, for example: diagnostic and prognostic, choice of technology, direct training, implementation, evaluative and effective.

The preparatory stage includes sub-stages that determine its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the way to achieve it. In essence, we are talking about a sub-stage, which consists of:

Chapter 3. Socio-pedagogical process and ways to improve it Diagnosis and identification of the object's individuality. Socially pedagogical activity has a targeted character. It is focused on a specific person. Depending on the social problems of the object (child, adolescent, youth, mature person, etc.), as well as its individual capabilities, including compensatory ones, or limitations (physical, physiological, psychological), the peculiarities of everyday social behavior can be predicted. to accurately predict activities. Diagnostics involves identifying:

a) individual deviations of a person and the social problems that have arisen in connection with this;

b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;

c) features of a person's position, his attitude to self-realization, opportunities (personal) in achieving a certain degree, activity in working on himself, attitude towards a social worker;

d) environmental conditions in which the client lives and has the opportunity for self-realization.

When a social worker interacts with a person with special needs, diagnosis often requires the participation of several specialists: medical workers, psychologists, social educators. This approach allows you to get a more complete diagnosis of the client, on the basis of which you can:

a) create a socio-pedagogical profile of the client;

b) formulate its main socio-pedagogical problems;

Indications;

Warnings, the main purpose of which is “do no harm”;

Tips for building the most optimal interaction with the client and his environment.

The studied factors make it possible to reveal the individuality of a person ( individual characteristics, possibilities) and proceed to the next substep.

Socio-pedagogical forecasting. Taking into account the knowledge of a person, the laws of his development (patterns of development of qualities, personality traits), a social worker has the possibility of pedagogical forecasting. In essence, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

3* 36 Section I. Scientific and theoretical foundations of social pedagogy The subject of socio-pedagogical forecasting are two sets of problems related to internal and external social and pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

Orientation and possible dynamics of the client's internal position in relation to self-solving the problem;

Possibilities of a holistic (general) or partial change in the internal position of the client;

b) forecasting problems caused by the external socio-pedagogical process, namely:

The ability of a social worker to provide an optimal and directed change in the position and activity of the client in relation to an independent solution to his problem;

The ability of the social worker to ensure the achievement of the predicted goal;

Compliance with the conditions, capabilities of the social worker and the client in achieving the predicted goal.

Forecasting is based, on the one hand, on the availability of sufficient complete information about the personality of the client, necessary for a social worker, on the other hand, on the personal experience and intuition of the subject of social work.

At the beginning of his professional activity, a specialist (social worker) mainly uses textbooks, data from special studies on the possibilities of solving social problems of a client depending on his personality and, in accordance with the recommendations in a particular situation, predicts what options for working technologies may be. . Over time, accumulating experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his socio-pedagogical activity.

Based on a personal understanding of one's social purpose in working with a client, knowledge of his individual characteristics, own capabilities, working conditions, the social worker determines the goals and objectives of his activity (external socio-pedagogical process). This is the next sub-stage of the socio-pedagogical process, which can be called goal setting.

Chapter 3. Socio-pedagogical process to the way of its improvement The goal of the socio-pedagogical process is what the social worker should strive for in interaction with the client.

The goal, in fact, is the social ideal that the social worker wants to approach in working with this client.

In accordance with the goal, the tasks that need to be solved in order to achieve it are determined.

Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of purposeful activity for the implementation of a specific technology that ensures the achievement of a certain goal, taking into account the possibilities of the environment and the personal experience of a social worker. Modeling is of a general or particular nature: achievement of a common goal, decision private task. Its main purpose is to help the social worker choose the most optimal version of pedagogical technology, which can allow him to achieve the optimal result in a given situation.

The choice of technology is the next sub-stage of the socio-pedagogical process. The technology is one of the established on the basis of previous experience or identified and justified ways to achieve a specific goal.

To select (develop) a technology, a social worker needs to know:

Social problems of the client and their causes;

Individual characteristics of the client: deviations, position and opportunities;

The goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

Conditions for the implementation of technology (in a specialized center, at home);

Forms of technology implementation (in stationary conditions;

at home;

in the center of social service);

Your capabilities in the application of a particular technology;

Temporary opportunities for the implementation of technology.

For each socio-pedagogical problem, there may be several technologies. In the future in specialized centers social work, technology banks will be created for various social problems. Each technology is focused on a specific category of customers and the problem being solved. It includes: a description of the variant of socio-pedagogical activity according to its solution;

Depending on the client, his social problems, personal experience of the social worker, environmental conditions, one of the technologies is selected. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, but there are many methods of its practical implementation.

Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to design possible option implementation of the chosen technology. If the technology includes a description of the method of implementation, then the need for design is eliminated. Having chosen the most optimal method of implementation, they proceed to the next sub-stage.

Planning your activities is the next sub-stage of the preparatory stage. It provides for the development of an implementation schedule by time, place and type of occupation (nature of activity).

Planning helps to realize the plan, which ensures the complexity and intensity of activities.

As a rule, the implementation of technology provides for a certain methodological support - material preparation. We are talking about the preparation of all methodological and didactic material necessary for high-quality and pedagogically expedient activity to achieve the goal.

Approbation of technology. It is necessary due to the fact that social work is carried out with an individual or a group that require the individualization of technology. Approbation helps to identify an individual adjustment for the technology, on the basis of which it is refined and corrected. Here, the adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of the technology implementation.

The second stage - the main one - is the direct activity for the implementation of the chosen technology using a combination of methods, means, and techniques. In its process, its sub-stages and planned results take place, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-steps that all the previous activity is carried out.

At the second stage, not only the active implementation of the technology takes place, but also its further individualization.

It ends with the achievement of the set goal to one degree or another.

Chapter 3. Socio-pedagogical process and ways to improve it The third stage - effective - evaluation and analysis of the results of activities and the definition of future prospects.

It includes sub-steps:

a) a preliminary assessment of the effectiveness of the activity process. To draw a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand to what extent a person can realize himself in natural environment vital activity. To do this, it is necessary to give a person the opportunity to adapt to a new environment and realize himself;

b) adaptation in natural conditions of self-realization. The onset of this sub-stage most often depends on the results, rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. A thoughtful, well-organized adaptation helps not only to consolidate the results of the activity, but also to evaluate the effectiveness of the entire process, which allows it to be considered the final operation;

in) overall score external socio-pedagogical process and its effectiveness;

d) general (final) conclusions on the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal flow (practical implementation), the achievement of a rational result.

What are the ways to improve the efficiency of a social worker?

The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways of its improvement:

a) internal (individual) capabilities of the client for appropriate adaptation, rehabilitation;

b) the activity of the client, stimulating his activity to independently solve his problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal one and is aimed at ensuring its most complete implementation;

d) the conditions of the environment in which the client lives and fulfills himself.

They either stimulate or hinder the self-realization of the client's internal socio-pedagogical process.

Hathorp P. Social pedagogy. The theory of education of the will based on generality (Document)

Galaguzova M.A. Social pedagogy: a course of lectures (Document)

Nikitin V.A. Social Pedagogy (Document)

Coursework - Features of the socialization of preschool children with mental retardation (Coursework)

Fedorova M.Yu. Regulatory support of education (Document)

Nikitina N.N., Abramova N.N. etc. Curriculum for the course "Pedagogy" (Document)

Coursework - Social and socio-pedagogical work with parents (Coursework)

n1.doc

L.V. Mardakhaev

social pedagogy

Approved by the Ministry of Education

Russian Federation as

textbook for students of higher education

institutions studying in the direction

training and specialty

"Social work

GUARDS

UDC 37.013.42 (075.8) BBK 74.6 M25

Reviewer

doctor of pedagogical sciences, professor G.M. Kodzhaspirova; doctor of pedagogical sciences, professor of LA. Olifereiko

Mardakhaev L.V.

M25 Social Pedagogy: Textbook. - M.: Gardariki, 2005. - 269 p.

15YU 5-8297-0160-X (in lane)

The theoretical foundations of social pedagogy, which constitute the general professional training of a social worker, are considered. The textbook material will help to understand the essence and content of the pedagogical aspect of social work. The textbook is addressed to students of universities studying the course of the same name, provided for by the educational standard in the specialty "Social work", as well as graduate students and teachers of universities and colleges, students of the system of additional social education, practitioners.

For students studying in the direction and specialty "Social work".

UDC 37.013.42 (075.8) BBK 74.6

I8BN 5-8297-0160-X

Foreword
The textbook "Social Pedagogy" is compiled in accordance with the requirements of the State Educational Standard for Education in the Field of Social Work. It is an essential part of the general professional training of a social work specialist, which includes several elements, one of them is socio-pedagogical.

In order to prepare qualified specialists, the textbook is divided into four sections:

Scientific and theoretical foundations of social pedagogy;

Social formation of personality;

Social deviations in the development and upbringing of children;

Environment and personality formation.

Each section includes the most important topics, the knowledge of which is necessary for a social worker to understand the pedagogical aspects of the client's social problems and implement the socio-pedagogical component of their professional activities.

In modern conditions, there are several approaches to "understanding the essence and content of social pedagogy. In the textbook, it is presented on the basis of a deep study of the social direction in pedagogy and the identification of its specifics in the system of social work. The proposed concept made it possible to determine the most important areas of social pedagogy and in accordance with them sections of the training course.

The first section deals with the subject, tasks and content of social pedagogy, its main principles and socio-pedagogical process. Its specific features are singled out and substantiated, the most important requirements arising from them are formulated. The socio-pedagogical process is presented on the basis of the teachings of P.F. Kapterev, which was originally built on a socio-pedagogical concept and has not lost its significance in modern conditions. He considered the socio-pedagogical process to be an integral phenomenon, highlighting the internal and external components in it. The study of this process will help students to better understand the essence and content of the technology of social worker activity, its components and implementation features.

The second section of the textbook introduces the socio-pedagogical aspect of human formation. It will allow you to better understand the features of the social formation of the individual and the causes of social deviations, the possibility of their prevention and overcoming. It reveals the psychosocial foundations of the social development of the individual, which is necessary for a specialist to understand the very mechanism of human social development, as well as the essence of habilitation, correction and rehabilitation of a person in a difficult life situation.

The study of the causes of social deviations, the possibility of their prevention and overcoming is the topic of the third section. These issues are considered through the prism of understanding the children's subculture, the world of the child, which contributes to a deeper understanding of the uniqueness of the socio-cultural world of children, adolescents as clients of a social worker who find themselves in a difficult life situation and need social assistance, protection of their rights as individuals.

The fourth section of the textbook is devoted to the pedagogy of the environment of the social formation of a person. Only a few factors are given that most significantly affect the formation of a person: these are the family, the street, the media and human activity. The family is assessed as a socio-cultural environment for the upbringing and development of the individual. It is here that a person is born, the foundations of his personality are laid. As a socio-cultural environment, it has a significant impact on his future socio-cultural world. Along with this, socio-pedagogical phenomena occur in the family, which determine the features of the social formation of a person. Accounting for these phenomena will allow a social worker who has devoted himself to work with the family to better understand the processes taking place in it, the mistakes of education and the social problems that arise between parents and children.

In socio-pedagogical terms, the street is an exceptionally important factor as an environment for education. From this point of view, the origins of the formation of the category "children of the street" are revealed. The street is considered as a socio-pedagogical component that significantly influences the emerging personality, the features of the development of neglected and homeless children, the technological features of the work of a specialist with them are also noted. In this case, materials prepared by S.T. Shatsky when working with children and adolescents at the place of residence, as well as data from foreign researchers on the problems of social practice in relation to "street children", which was developed in Moscow in the second half of the 1990s.

On the social formation of personality, various categories of people have a huge socio-pedagogical impact of the media. They are often co-educators of children and adolescents, through them a significant influence on the masses is exercised. The study of the socio-pedagogical possibilities of the media occupies an important place in the formation of a person as a person in general, as a future (or already established) family man who will have to educate (i.e. educate) his children, for which he should learn to use positive influence pedagogically competently The media and, conversely, take preventive measures against the negative.

longevity.

The study of the training course ends with the topic “Pedagogical culture of a social worker”. It is part of the problem of forming a professional culture of a specialist, emphasizing its socio-pedagogical aspect.

Section I

SCIENTIFIC AND THEORETICAL FOUNDATIONS OF SOCIAL PEDAGOGY

Chapter 1 Social pedagogy, its subject and tasks

The development of the social direction in pedagogy contributed to the emergence of a special branch of theory and practice - social pedagogy. Defining its essence, goals, content, main tasks and functions will make it possible to more clearly present its place and role in social work.

The chapter covers the following topics:

the essence and content of social pedagogy as a specific
scientific knowledge, theory and practice;

§ 1. The essence and content of social pedagogy as specific knowledge, theory and practice

The term "pedagogy" comes from two Greek words: pa1z, pa1-s!oz - child, child, ago - I lead, which means "leading child", or "teacher". According to legend, in ancient Greece, slave owners specially appointed a slave who took their children to school. He was called pa! s1agog. Subsequently, teachers began to be called people who were involved in the education and upbringing of children. From this word came the name of science - pedagogy.

The word "social" (from lat. zoaanz) means - public, associated with the life and relationships of people in society. In this sense, we are talking not just about the social development and upbringing of a person, but about his orientation towards social values, norms and rules of society (environment of life), in which (which) he has to live and realize himself as a person. Parents, persons replacing them, educators initially lead the child through life, helping him to assimilate the social experience of the environment of life, culture, to form as a person, to master the ability and willingness to realize himself in life.

"Social pedagogy studies the problems associated with the directed activity of the subject of education (parent, person replacing him, educator, etc.), which contributes to the conduct of a person from the moment of birth through the stages of social development and his further formation as a citizen of a particular society. This is carried out in in accordance with the established traditions, customs, culture and social experience of the life of the environment in which a person lives and where he will have to realize himself as a person as social development progresses.

There are two directions in the development of social pedagogy: social and personal.

A. Social direction. In a broad sense, it is determined by the influence of the state, society as a whole on the upbringing of the younger generation - this is sociopedagogy; in a narrow sense - the influence of the environment of life on the process of forming a person's personality - the pedagogy of the environment.

sociopedagogy. The activities of the state and society in educating their citizens, reflected in the existing legislative framework, creating institutions of education, education and training, ensuring their functioning, has an official socio-pedagogical character.

The so-called "unwritten laws" are formed in the state in the form of customs, a set of norms and rules adopted in society in matters of educating the younger generation. In their essence, they also have a socio-pedagogical, but informal character.

Sociopedagogy studies the official and unofficial activities of the state, society in the formation of a strategy for educating the younger generation, its trends and patterns, as well as the features and possibilities of the institution for its implementation.

Pedagogy of the environment. The formation of a person is significantly influenced by the environment of his life. At the same time, each environmental factor has its own educational opportunities. These include: the family in which the child was born and raised (foster family, state institution); mass media; toys and games of the child; the books he reads; circle of friends; authoritative persons; socio-pedagogical features of the groups in which a person falls at different stages of his life; street and more.

Pedagogy of the environment studies the socio-pedagogical possibilities of the environment, directly and indirectly affecting the social development and upbringing of a person at different age stages of his

life (P. Natorp, P. Bergemann, I.G. Pestalozzi, K.D. Ushinsky, N.I. Pirogov, J. Dewey, G. Kershensteiner, R. Seidel, S.T. Shatsky, A.S. Makarenko, B.T. Likhachev, V.D. Semenov and others).

B. The personal direction determines the social pedagogy of the individual. It originates from the "individual" pedagogy of J. Locke (1632-1704), J.J. Rousseau (1712-1778) and others. There are several directions in it (conditionally humanistic and conservative). In the second half of the XIX century. In “individual” pedagogy, an extremely right-wing, nationalistic in essence concept of the German philosopher F. Nietzsche (1844-1900) arose - the concept of the formation of a superman. This direction posed to teachers the problem of educating a person for his own sake, or preparing him for life in a certain environment (state, society). This largely contributed to the emergence as an alternative to individual pedagogy of the social direction. It substantiated the priority of a person's social destiny, the need to prepare him for life in a particular society, and included: the pedagogy of the social development of the personality, the pedagogy of social deviations in the formation of the personality, and social education.

Man as a social being develops according to the laws of nature and is brought up taking into account the needs of a certain social environment, society, individual (K. Mager, X. Miskes, M.A. Galaguzova, A.V. Mudrik, B.T. Likhachev, etc.). This means that a person, on the one hand, is socially formed in accordance with "his individuality, those features and capabilities that are characteristic of him (internal personal conditioning); on the other hand, he is formed in accordance with the social conditions in which he lives and realizes himself as a person (environmental conditionality); thirdly, he is oriented in social development in accordance with the requirements of a particular society, its socioculture, lifestyle (external social conditionality).

Social self-development of a person. This complex natural process indicates that under certain conditions there is a corresponding social development of a person. The conditions, direction and intensity of social development are changing. It is the process of social self-improvement that largely determines which personality will be formed from this person. Knowing how the social self-development of an individual takes place allows the educator (parent, person replacing him, teacher, etc.) to predict its dynamics, to seek opportunities for directed influence on the conditions of its course and through them on the process itself.

This is the applied part of social pedagogy. It explores the possibilities of social development and education, correction and re-education, correction of educational activities, pedagogical rehabilitation of a particular person, taking into account his personality, the environment of education and a possible social perspective.

In the formation of personality. A subsection that studies the causes of social deviation in development and human education and certain groups, the possibility of its prevention and overcoming (I.G. Pestalozzi, E. Mollenhauer, F.A. Diesterweg, A.S. Makarenko, V.N. Soroka-Russian, etc.). The factors of individual predisposition, the previous stage of social formation, the living environment of a growing person and upbringing have a significant influence on the social deviations of the personality being formed.

Social formation is not a spontaneous consequence of the interaction between man and the environment. A significant place in it belongs to social education. At its core, this is the directed activity of the educator (parent, person replacing him, teacher, leader, mentor, etc.) to create special conditions for interacting with the pupil, influencing his consciousness and feelings in order to achieve certain socio-pedagogical goals (Pestalozzi , Disterweg, Galaguzova, Likhachev, Mudrik and others).

Since ancient times, philosophers and pedagogics have considered early childhood the most favorable for directed education of a person, stimulating his social self-improvement. This is the period of greatest dynamism and flexibility in the development of the child, which is why it is important in terms of education. Any omissions, shortcomings, excesses, mistakes in the social education of a person in the early stages of his age are immediately reflected in his formation as a person.

Since ancient times, moral education has been considered the most important. It obeys the norms and rules that have developed in this society and are recognized by it. Assimilation of them by a person from an early age determines his behavior and self-manifestation in the environment of life. It is the moral principle in a person that is the most important social basis that he needs for life and self-realization in a particular society. P.A. drew attention to this. Sokolov (Russian teacher of the late XIX - early XX centuries), analyzing the origins of the socio-pedagogical direction in pedagogy. He emphasized that the famous German philosopher I. Kant (1724-1804)

considered the development of truly human nature, its preparation for moral volitional activity in society, as the ideal of the social formation of the personality.

In moral principles, norms and rules, the state, society determine the socio-pedagogical values, ideals, requirements for the upbringing of a person. Moral education includes a socio-pedagogical aspect, it affects the content of the most important area of social education - the preparation of subjects for life in society.

By itself, a person cannot become a moral person. He needs the help of those who at an early age contributed to his social development (parents, persons replacing them, educators, teachers, etc.). The moral position of these people (educators) largely determines the content of the social formation of a growing person. They often take their own ignorance in the field of education for "wisdom". Far from always they are ready and able to predict the socio-pedagogical consequences of their educational activities.

In a person, self-love (self-love) manifests itself from a very early age, when all attention is directed to him, to satisfying his needs and ensuring his well-being. This is natural, since the child is small, weak and helpless. Over time, as he grows, the direction and level of self-love in him changes under the influence of upbringing in a positive or negative way.

It is necessary to single out in social pedagogy the role of the person himself in his social development. It varies according to his age. At the initial stage, it is due mainly to an individual predisposition to activity, curiosity. With age, as a consequence of the way of life, the formation of a worldview and the education of moral and volitional qualities, a conscious choice increases more and more, a moral orientation, a person's life position appear. They largely determine further social self-improvement and changes in a person at different age stages of his life.

The structure of social pedagogy is shown in Scheme 1.

Social pedagogy should be considered from the positions of: a) the state and the environment of human life; b) social education; c) a person as a social unit; d) personal position and activity of a person in social self-improvement.

a) Social pedagogy is the scientific and practical activity of the state, state and public institutions to form an ideology and ensure the upbringing of the younger

Chapter 1. Social pedagogy, its subject and tasks

sociopedagogy

social education

Pedagogy of the social development of personality

Pedagogy of social deviations

Individual activity in interaction with the environment of life and in work on self-improvement

Self-developing personality

Pedagogy of the environment

Scheme 1. The structure of social pedagogy

generations. It is aimed at the socio-pedagogical assessment of the legislative creativity of the state, the activities of state institutions, public organizations, movements and parties, the media in terms of influencing the masses, and educating the younger generation. This section also explores the socio-pedagogical possibilities and problems of the appropriate use of various institutions (family; educational, special educational, correctional, correctional, rehabilitation, social, leisure institutions; public associations, movements and organizations; mass media, etc.) in education.

b) Social pedagogy is the theory and practice of social formation and further improvement of the individual, social groups in the process of socialization.

Social pedagogy as a theory is a system of concepts, statements, laws and patterns that reveal the process of social formation of the individual, social management of a group (mass), taking into account the influence of environmental factors on them, formulated in the aggregate of teachings and concepts and confirmed by social and pedagogical practice. It allows us to understand the nature of social

social formation of personality, group management, problems of social deviations in them, the possibility of their prevention and overcoming.

Social pedagogy as a practice is a directed activity (experience of activity) of the subject (social teacher; person carrying out social and pedagogical activities) in diagnosing and predicting social development, correction and education, re-education of a person, group. It is also a directed activity for managing the masses, various groups, mobilizing them for certain actions, curbing activity in the interests of achieving certain political and other goals.

Social pedagogy as an academic discipline - This is a component of special (professional) training of a social teacher, social worker, specialist in special psychology, correctional and rehabilitation pedagogy. It consists of main sections, subsections, including the content of the pedagogy of the environment and the social pedagogy of the individual. Each of the subsections has its own content and is considered in conjunction with others (see Diagram 2).
social pedagogy

Social Pedagogy of Personality

Secondary Pedagogy

Pedagogy of the social development of personality

sociopedagogy

Pedagogy of social deviations

Pedagogy of the environment

social education

social self-improvement

Scheme 2. The structure of social pedagogy as an academic discipline

Methodological foundations of social pedagogy. In a broad sense, they should include theoretical, conceptual provisions, knowledge that perform a methodological function in relation to social pedagogy. They are developed by such sciences as philosophy, social philosophy, pedagogy, psychology, social psychology, social work, ethnography, sociology, medicine, etc. In a narrow sense, these are goals, principles of construction, forms of organization of methods of scientific knowledge of socio-pedagogical reality.

The main categories of social pedagogy are the most general and fundamental concepts that reflect its main components. These include: socio-pedagogical process, socio-pedagogical activity, social development, social education, social adaptation and maladjustment, socialization, social rehabilitation, social and pedagogical correction, re-education, correction, etc. The essence of the categories is considered in the relevant chapters of the manual.

The purpose (goal) of social pedagogy is to promote the social formation of an individual, a group, taking into account its originality and the socio-culture of the state (society) in which it will live. Identity refers to what distinguishes one person (group) from another (another). It can manifest itself in age differences, volitional characteristics, individual abilities (for example, people with special needs, disabilities).

The subject of social pedagogy is a socio-pedagogical process that determines the principles, forms, methods for researching practical activities and the conditions for its implementation. However, the above does not fully reveal the content of the subject of social pedagogy. Therefore, each section will complement it.

Cognitive - the study of the practice of pedagogical activity by its authorized representatives (social educators; persons performing social and pedagogical activities)

ness) or specially trained people (researchers, graduate students, doctoral students).

Scientific - the study of the patterns of social development,
socialization of a person, the influence of environmental factors on him, the development
theoretical base substantiating the socio-pedagogical
leniya.

Diagnostic (evaluative) - diagnostics of the social in
personality, social identity of the group, the implementation of social
but-pedagogical assessment (examination) of documents, activities
institutions, individual specialists, as well as social factors,
processes taking place in it.

Prognostic - determination of prospects (nearest and
long in time) development of socio-pedagogical
processes of the environment, manifestations of a person in it, his individuality, and
as well as the possibilities of expedient influence on them (environment and human
lovek).

Explanatory - description of socio-pedagogical phenomena
ny, conditions of their existence and possibilities of transformation.

Adaptive - activities aimed at stimulating
the adaptation of a person to the environment or the environment to a person, taking into account
his individuality.

Transformative - social pedagogy is designed to change
pedagogical realities, pedagogical relations, educational and educational
nutritional process, its content.

Correctional - directed activity of specialists in
correction of the process of social development and education of children and under
sprouts, the process of educational activities of parents, brought up
bodies.

Rehabilitation - directed activities of specialists
to restore the individual capabilities of a person to develop
tyu, education, professional activities.

Mobilization - directed activity of specialists
to intensify the efforts of a person, a group for certain actions
and deeds.

Preventive (protective and preventive) - directed
activities of specialists to prevent and overcome
various social deviations in the formed personality, group.

Educational - study of content, methods and equipment
training personnel for the social sphere.

Managerial - directed activity of specialists in
management of the process of social formation of personality, social
al-pedagogical phenomena in a team, group.

Tasks of pedagogy. They are divided into general - theoretical, practical and private - according to the branches of practical activity. There are many such tasks. They should be considered according to the main blocks that make up social pedagogy as a whole, and for each of them in areas - theoretical, practical and educational.

Tasks of sociopedagogy:

implementation of socio-pedagogical assessment (expertise)
activities of the state, public organizations, movements,
parties, as well as institutions and collectives;

study of the influence of environmental factors on a growing personality,
group;

use of environmental factors in social development and education
human tanii, in solving certain socio-pedagogical
some tasks;

study of the influence of individual factors (for example, family,
means of mass communications) on personality, etc.

Tasks of social education:

study of the problems of content and ways of providing
more optimal social education of various population groups
leniya, certain categories of people, individuals;

study of the problems of social education of the individual in the us
loviya family, educational and special institutions;

study of the experience of social education in various types
families, institutions;

study of foreign experience of social education and adaptation
its adaptation to domestic conditions, etc.

The tasks of studying a person as a social unit:

study of the features of social development, socialization
tions of a person as a person;

study of the features of the social development of people, different
hoping for originality;

identifying the causes of social deviations in the development process
and education of a person, the possibilities of their prevention and overcoming
nia and others.

The tasks of studying the personal position and activity of a person in social self-improvement:

revealing the role of man in social self-perfection
vaniya;

study of the possibilities of activating social self-identity
improvement of a person at various age stages, etc.

In publications, there is a confusion of the concepts of "social pedagogy" and "social work". The main reasons for this approach are:

The Institute of Social Pedagogics has not been widely developed
tiya in Europe and America. Abroad, it is considered as part of a
social work. In Russia, social work developed in the same
channel.

In Russia, the institutions of social work and social pedagogy
the booms formed at the same time. Its first theorists (V.G. Bocha
Rova) believed that domestic social work differs from
American in that it places a significant emphasis on activating
man himself in solving his social problems. In that
is the pedagogy of social work - social pedagogy.

This approach to social pedagogy as a pedagogy of social
This work is supported by foreign experts. He gives them
clear.

However, it should be emphasized that social work and social pedagogy have their own goals, object and subject (see Table 1).

Table 1

	Social work	social pedagogy
Target",	Social protection, social assistance, social support, social services, etc.	Socio-pedagogical assessment (expertise), social development, social education, their correction and rehabilitation, correction and re-education
An object	A person who has a social problem that he cannot solve on his own	A person in need of social and educational assistance. Socio-pedagogical forecasting, evaluation (expertise)
Thing	Providing material assistance, social protection of a person, the process of counseling, the process of social service for a person with special needs, etc.	Socio-pedagogical process of development, education, correction or rehabilitation, etc. Methods and methodology for conducting socio-pedagogical forecasting, assessment (expertise)

QUESTIONS AND TASKS

Name and reveal the main directions that reflect the development of social
pedagogy.

What is sociopedagogics?

Describe the pedagogy of the environment.

What is the pedagogy of the social formation of the individual?

Describe the pedagogy of social deviations.

What is the place and role of man himself in social formation?

What is social pedagogy?

Describe social pedagogy as a theory.

Describe social pedagogy as a practice.
Give a description of social pedagogy as an academic discipline.

Name and characterize the main categories of social pedagogy.

What is the purpose of social pedagogy?

What is the subject of social pedagogy?

What are the main functions of social pedagogy?

What are the main tasks of social pedagogy?

EXAMPLE ABOUT TOPICS

Social pedagogy as a theory.

Social Pedagogy as Practice.

LITERATURE

Bocharova V.G. Pedagogy of social work. M, 1994.

Mardakhaev L.V. Introduction to social pedagogy. M., 1996.

Mardakhaev L.V., Lipsky "IA. Social Pedagogy: Ways of Development // Scientists
notes: Scientific-theor. collection of MGSU. 1996. No. 2.

Mudrik A.V. Introduction to social pedagogy. M., 1997.

Social Pedagogy / Ed. V.A. Nikitin. M., 2000.

In some manifestations, social work and social pedagogy can coincide, intersect, but in some they do not. They realize their goals by appropriate (their own) methods and means.

Current page: 1 (total book has 33 pages) [available reading excerpt: 22 pages]

Lev Mardakhaev
social pedagogy

* * *

Foreword

This textbook has been developed in accordance with the Federal State Educational Standard for higher professional education of the third generation and is focused on preparing students for the psychological and pedagogical support of preschool, general, additional and professional education; children with disabilities in special and inclusive education.

The main sections of the textbook are related to the understanding of the social in the individual, the pedagogy of the environment, the essence of social education and socio-pedagogical support.

The training course ends with a section that reveals the essence of professional longevity and the pedagogical culture of a social worker.

V. V. Sizikoea, Doctor of Pedagogical Sciences

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

After studying chapter 1, the bachelor should:

know:

- socio-pedagogical aspect of social work;

- purpose, main functions and tasks, concepts, categories of social pedagogy;

be able to:

- to use the conceptual apparatus of social pedagogy in the analysis of the phenomena of social work;

own:

– the conceptual apparatus of social pedagogy for the analysis of social work.

The topic provides for consideration of the following issues:

– social pedagogy and social work, their relationship;

– the essence and content of social pedagogy as specific knowledge, theory and practice;

- purpose, main functions and tasks of social pedagogy.

1.1. Social pedagogy and social work, their relationship

Since the beginning of the 90s of the XX century. institutions of social work and social pedagogy were formed in Russia. Both in world practice and in Russia, a close relationship has developed between them. The socio-pedagogical aspect in social work is due to the following factors:

– professional activity of a specialist in the “person-to-person” system: interaction with a client, with a group, the ability to work in a team;

– the need to turn the object of social work (client) into the subject of resolving their social problems;

– the use of socio-pedagogical technologies in the process of professional activity.

The practice of interaction between a social worker (social work specialist) and a social educator in the system of social protection of the population gave rise to aphoristic wisdom: “a social educator may not be a social worker, but a social worker cannot but be a social educator.”

The main reasons for this paradox.

First of all, the institute of social pedagogy has not been widely developed in Europe and America. Abroad, it is considered as part of social work. At the same time, the International Association of Social Pedagogy, which is located in Copenhagen (Denmark), considers social pedagogy as a theory and practice of working with a person in a social environment (with drug addicts, alcoholics, "street children", etc.). In Russia, the theory of social work is developing on the basis of its own experience, as well as the processing and adaptation of foreign experience to Russian conditions.

Secondly, in Russia the institutions of social work and social pedagogy were formed simultaneously. At the initial stage, some theorists (Valentina Georgievna Bocharova) believed that domestic social work differs from the American one in that it places a significant emphasis on activating the person himself in solving his social problems. This is the essence of the pedagogy of social work - social pedagogy.

Table 1. Specificity of social work and social pedagogy

In some manifestations, social work and social pedagogy can coincide, intersect, but in some they do not, that is, they realize their goals by their own methods and means. That is why the functions of social work are sometimes included in the functional duties of a social pedagogue.

1.2. The essence and content of social pedagogy as specific knowledge, theory and practice

The word "social" (lat. socialis) means public, connected with the life and relations of people in society. In this sense, we are talking not just about the social development and upbringing of a person, but about his orientation towards social values, norms and rules of society (environment of life), in which (which) he has to live and realize himself as a person. Parents, persons replacing them, educators lead the child through life, helping him to assimilate social experience, culture, to form as a person, to master the ability and readiness to realize himself in life.

Currently, there are several approaches to defining the essence of social pedagogy. Among them:

– scientific discipline, revealing social function general pedagogy and exploring the educational process in all age groups (X. Miskes - German social pedagogue);

– help young people to quickly adapt to social system, confronting negative deviations from the norms of behavior(E. Mollenhauer - German social pedagogue);

– the science of educational influences social environment(V. D. Semenov - Russian social pedagogue);

– a branch of knowledge that studies social education in the context of socialization(A. V. Mudrik - Russian social pedagogue);

– a branch of pedagogical knowledge that studies the phenomena and patterns of expediently organized pedagogical influence (social education, social training, socio-pedagogical assistance, etc.) on social development, formation, formation of a person, regardless of whether it occurs under the conditions of the “norm” or “ deviations from the norm"(M. A. Galaguzova - Russian social teacher), etc.

Systematizing various approaches to understanding the essence of social pedagogy, as well as analyzing its essence and practical application, we can formulate the following definition. Social pedagogy is a branch of pedagogical knowledge that studies the phenomena and patterns of social formation and development of a person in a socio-cultural environment, as well as expediently organized social and pedagogical activities that contribute to this formation.

A social teacher, a social worker, an educator, a parent, a person replacing him, an organizer performing social and pedagogical functions can act as a subject of socio-pedagogical activity.

Social and pedagogical activity contributes to the management of a person from birth as a person (social education, social and pedagogical support, support) through the stages of social formation and his development as a citizen of a particular society (society). This process is carried out in accordance with the established traditions, customs, culture and social experience of the life of the environment in which a person lives and where he has to realize himself.

In the development of social pedagogy, personal and social directions can be traced.

Personal direction("individual" pedagogy) can be characterized as the social pedagogy of the individual in its formation and development. It originates from the "individual" pedagogy of D. Locke, J.-J. Rousseau. It develops conditionally humanistic and conservative approaches.

social direction(pedagogy of the environment) in a broad sense is determined by the influence of the state, society as a whole on the upbringing of the younger generation ( sociopedagogy); in a narrow sense - the direct influence of the environment of life on the process of forming a person's personality (Pedagogy of the immediate environment of life). sociopedagogy studies the activities of the state and society in educating its citizens, reflected in the current legislative framework, the creation of institutions of education, education and training, in ensuring their functioning. She wears official socio-pedagogical character. In addition, so-called "unwritten laws" are formed in society in the form of customs, a set of norms and rules adopted in relation to the upbringing of the younger generation. By their very nature they wear socio-pedagogical, but informal character.

Pedagogy of the environment studies the socio-pedagogical possibilities of the environment, directly(pedagogy of the immediate environment of life) and indirectly(sociopedagogy) affecting the social development and upbringing of a person at different stages of his age. This direction was developed in the works of P. Natorp, P. Bergemann, I. G. Pestalozzi, J. Dewey, G. Kershensteiner, R. Seidel, Stanislav Teofilovich Shatsky (1878–1934), Anton Semenovich Makarenko (1888–1939), Boris Timofeevich Likhachev (1929–1999), Vladimir Davydovich Semyonov and other researchers and educators.

Pedagogy of the immediate environment of life. The formation of a person is significantly influenced by the environment of his life. At the same time, each environmental factor has its own educational opportunities. These factors include: the family in which the child was born and raised (foster family, state institution); mass media; toys and games of the child; the books he reads; circle of friends; authoritative persons; socio-pedagogical features of the groups, which include a person at different stages of his life; street and more.

The social direction substantiates the priority of the social destiny of a person, the need to prepare him for life in a particular society and includes:

– pedagogy of the social formation of the personality;

– pedagogy of social deviations in personality formation;

– social education.

Pedagogy of the social formation of personality. Man as a social being develops according to the laws of nature and is brought up taking into account the needs of a certain social environment, society, individual (X. Miskes, M. A. Galaguzova, A. V. Mudrik, B. T. Likhachev, K. Mager and others). On the one hand, he develops socially in accordance with his individuality, those features and capabilities that are characteristic of him. (internal personal conditioning); on the other hand, it develops in accordance with the social conditions in which it lives and realizes itself as a person. (environmental conditioning): on the third, it is oriented in social development in accordance with the requirements of a particular society, its socioculture, lifestyle (external social conditioning).

Pedagogy of social deviations in personality formation – a subsection that studies the causes of social deviation in the development and education of a person and certain groups, the possibilities of preventing and overcoming it (I. G. Pestalozzi, E. Mollenhauer, Friedrich Adolf Diesterweg (1790–1866), A. S. Makarenko, Viktor Nikolaevich Soroka- Rossinsky (1882–1960) and others). The factors of individual predisposition, the previous stage of social formation, the living environment of a growing person and upbringing have a significant influence on the social deviations of the personality being formed.

An important place in social pedagogy is given to social education, overcoming difficulties in it, social and pedagogical support, support of a person in his social development, overcoming difficulties in self-realization, in self-improvement. Knowing how a person’s social self-development occurs allows the educator (parent, person replacing him, teacher) to predict its dynamics, to find opportunities for directed influence on the conditions for the flow of this process and through them on the process itself. This is the main task of the applied part of social pedagogy - socio-pedagogical support, human support.

Great in social pedagogy the role of the influence of the person himself on his social development depending on age. At the initial stage, it is due mainly to an individual predisposition to activity, curiosity. With age, as a consequence of the way of life, the formation of a worldview and the upbringing of moral and volitional qualities take place, the conscious choice, moral orientation, and life position of a person increase more and more. They largely determine further social self-improvement and changes in a person at different stages of his age. It is from social self-improvement that in many respects depends on how the personality of the individual is formed. It should also be taken into account that the social self-development of a person is a complex natural process. This process depends on the social conditions in which a person is located, as well as the direction and intensity of his self-manifestation, activity in self-improvement.

In accordance with the above, we present the structure of social pedagogy in Scheme 1.

Scheme 1. The structure of social pedagogy

So, social pedagogy should be considered from the standpoint of:

- pedagogy of the environment as the implementation of the functions of the state and the influence of the immediate environment of human life;

- pedagogy of the social formation of a person's personality as the influence of social education; the social factor of the person himself; personal position and activity of a person in social self-improvement;

– social education, social and pedagogical support, support of a person in self-realization.

Social Pedagogy from the Position of Pedagogy of the Environment - this is the scientific and practical activity of the state, state and public institutions in the formation of ideology and the provision of education. It is aimed at a socio-pedagogical assessment of the legislative creativity of the state, the activities state institutions, public organizations, movements and parties, the media on influencing the masses, educating the younger generation, on the study of socio-pedagogical opportunities and problems of the appropriate use of various institutions (family; educational, special educational, correctional, correctional, rehabilitation, social, leisure institutions ; public associations, movements and organizations; mass media) in education and other factors that directly affect the social formation of a growing person, groups.

Social pedagogy from the standpoint of pedagogy of the social formation of a person's personality - it is the theory and practice of social formation and development of the individual, social groups in the process of their socialization. This definition gives a general idea of social pedagogy.

Social education, socio-pedagogical support, support of a person in self-realization - this is the direct and indirect activity of specialists in ensuring the social formation of a person, the assimilation of the necessary culture, becoming a person, self-improvement and self-realization in various spheres of life, i.e. in those processes where a person needs social and pedagogical support, support in overcoming problems with which he is confronted. This is how the significance of society, the environment of human life, is manifested.

In general, social pedagogy should be considered as a theory, practice and educational complex.

Social pedagogy as a theory - it is a system of concepts, statements, laws and patterns that reveal the process of social formation of the individual, the management of a group (mass), taking into account the influence of environmental factors on them. The theory is made up of a set of formulated teachings and concepts, confirmed by social and pedagogical practice. It allows you to understand the nature of the social formation of personality, group management, the problems of social deviations in them, the possibility of their prevention and overcoming.

Social pedagogy as a practice - this is the directed activity (experience of activity) of the subject (social educator; person carrying out social and pedagogical activities) in diagnosing and predicting social development, correction and education, re-education of a person, group, as well as in managing the masses, mobilizing them for certain actions, restraining to achieve certain political goals.

Social pedagogy as an educational complex - it is the theory and practice of training specialists in the social sphere, including social educators themselves. It includes the theory and methodological support of social pedagogy as an academic discipline - a component of special (professional) training of a social teacher, social worker and other specialists.

As an academic discipline, social pedagogy consists of sections and subsections, each of which has its own content and acts in conjunction with others (Scheme 2).

Scheme 2. The structure of social pedagogy as an academic discipline

Theoretical foundations of social pedagogy, issues related to the understanding of the social in the individual, pedagogy of the environment and the essence of social education, social and pedagogical support of a person are considered. The textbook complies with the requirements of the state educational standard for the content of social and pedagogical education of students of humanitarian faculties of universities. Suggested self-assessment questions and literature will help to more in-depth study subject. For students of universities studying the course provided for by the educational standard of the specialty "Social Pedagogy", as well as graduate students and teachers of universities and colleges, students of the system of additional social education, practitioners studying the problems of social pedagogy.

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Social education of mardahai. Social pedagogy and social work, their relationship

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Lev Mardakhaev social pedagogy

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Foreword

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

Lev Mardakhaev
social pedagogy