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Social pedagogy studies social education of a person, which is carried out in fact throughout his life.

It is possible to determine the place and role of social education in human life only by correlating it with such processes as development and socialization.

Development - this is the realization of immanent (inherent) inclinations, human properties(the process and the result of its socialization!)

Socialization - human development in interaction and under the influence of the environment , those. assimilation and reproduction of cultural values ​​and social norms, as well as self-development and self-realization in the society in which he lives.

Socialization occurs:

In the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life;

In the process of influence by the state on the life circumstances of certain categories of people;

In the process of purposefully creating conditions for human development, that is, education;

In the process of self-development, self-education of a person.

Upbringing can be seen as relatively socially controlled process of human development in the course of his socialization.

1. Upbringing is carried out in the family. In this case, we are dealing with family, or private, education, which is an object family pedagogy.

2. Education is carried out by religious organizations. In this case we are dealing with a religious, or confessional, upbringing; it is an object confessional pedagogy.

3. Education is carried out by society and the state in the organizations created for this. In this case, we are dealing with social, or public, education, which is the object of study social pedagogy.

4. Education is carried out in criminal and totalitarian political and quasi-religious communities. In this case, we are dealing with dissocial, or counter-social, education.

Since social education (as well as family and confessional education) is only an integral part of the socialization process, social pedagogy studies it in the context of socialization, i.e. she considers what social circumstances directly or indirectly affect the upbringing of a person on the scale of the planet, country and place of his residence (region, city, village, microdistrict), what role is played in his life and upbringing of mass media, family, communication with people around him and some other factors.

How did social pedagogy come about? The term "social pedagogy" was proposed by the German educator Friedrich Diesterweg in the middle of the 19th century, but began to be actively used only at the beginning of the 20th century.

Pedagogy emerged and developed as a theory and methodology for raising children in educational institutions. Since the end of the 18th century, when early adolescence began to stand out as a relatively independent stage in the development of personality, young men and women also became the object of attention of pedagogy.

In the second half of the XIX century. the order of pedagogy and the system of social education begins to expand (the upbringing of young people and older age groups is consistently "included"; adaptation and re-education of representatives of all age categories who do not fit into the social system or violate the norms established in it). This is due to the socio-cultural processes that took place in Europe and America.

Industrialization gave rise to a massive migration of the rural population to the cities, where it turned out to be unsuitable for life in the new conditions, often could not create full-fledged families and gave a surge in crime, immoral behavior, becoming the main supplier of homeless people, vagrants and beggars. In America, the situation was aggravated by massive immigration from predominantly underdeveloped regions of Europe.

Urbanization in Europe coincided with the formation of nation states, and in North America with the formation of the American nation. Both objectively required the cultivation of certain values ​​(proclaimed or implied as national) in all social strata, in all age groups of the population.

The Church as a traditional educator, although it continued to play an essential role in people's lives, lost its monopoly position in the sphere of morality and education (in addition, it did not immediately realize the emergence of new sociocultural realities).

A vacuum formed which needed to be filled.

This is what some teachers tried to do, starting to develop social pedagogy.

A quite reasonable question arises: why was it necessary to develop a new branch of pedagogical knowledge? And another: could the already established pedagogy and did it try to give an answer to the changed social order?

Pedagogy gave its answers. First, androgogy appeared - the pedagogy of adults. But from the very beginning (that is, from the middle of the 19th century) to the present day, she is mainly concerned with the problems of adult education. In recent decades, gerogy (pedagogy of old age) branched off from androgogy, which began to deal mainly with various options for the education of elderly people. Secondly, at the end of the 19th century. the pedagogy of re-education of children and adolescents, as well as correctional (penitentiary) pedagogy, which dealt with exceptionally difficult, problem children, were born and formed during our century.

Thus, the answers that traditional pedagogy gave to the changed social order turned out to be limited. There are quite reasonable grounds for this. Each branch of knowledge is quite conservative and objectively resists changing or expanding the object of its research.

The conservatism of pedagogy turned out to be so strong that even the emerging new branch - social pedagogy - a number of scientists tried to reduce to the study of the problems of traditional "clients" of pedagogy - children, adolescents, young men. This is reflected in the fact that a number of founders of social pedagogy (G. Zero, G. Boymer and others), the subject of her research was social assistance to disadvantaged children and the prevention of juvenile delinquency.

The German scientist defined the subject of social pedagogy fundamentally differently Paul Natorp. He believed that social pedagogy explores the problem of integrating the educational forces of society in order to raise the cultural level of the people. This understanding quite fully corresponded to the social order of modern times and made it possible to consider social pedagogy as a branch of knowledge about the upbringing of a person throughout his life.

In Russia, social pedagogy, which originated at the end of the 19th century, received a certain development in the 1920s. XX century in the form of developing and trying to implement the idea of ​​the connection between the school and life and the social environment. This idea received a theoretical foundation and a relatively adequate practical implementation in S.T. Shatsky, in the works and experience of a number of outstanding educators-theorists and practitioners. However, in the mass experience, it was embodied in a rather simplified form, which, in fact, only led to the compromise of the idea as such.

Interest in the problems characteristic of social pedagogy intensified both in our country and abroad in the 70s. XX century, which was associated with another crisis in the education system. We have shown this interest, in particular, in the emergence of various options for working with children at the place of residence and in the development of appropriate guidelines (V.G. Bocharova, M.M. Plotkin, etc.). A little later, already in the 80s, in the Urals M.A. Galaguzov, as well as V.D. Semyonov and his colleagues, along with studying the experience of MHK (youth housing complexes) and SEC (socio-pedagogical complexes), begin theoretical research in the field of social pedagogy proper, reviving both this concept and the direction of research in our country.

Abroad, the theoretical development of the problems of social pedagogy was resumed only in the 50-60s. in Germany. However, in fact, both in Europe, including Germany, and in the United States, already starting from the end of the 19th century, practical activities denoted by the term social work, organized by state institutions, religious and social structures. Its content was helping the family, various groups of the population, integrating the educational efforts of the school and other organizations, etc.

Why study social pedagogy.Education can be figuratively defined as the art of anticipating the inevitable and reducing the effect of what happened.

Social pedagogy is a branch of knowledge, having studied which you can learn:

First, that inevitably happens or can happen in the life of a person of a particular age in certain circumstances;

Secondly, how can you create favorable conditions for human development, to prevent "failures" in the process of his socialization;

Third, how can decrease the effect of the influence of those unfavorable circumstances in which a person falls, the effect of the undesirable that happens in the process of socialization of a person.

Social pedagogy as a branch of knowledge studies social education in the context of socialization .

The term "social pedagogy" in Russian pedagogical science has several definitions at present. This is based on the history of the formation and development of social pedagogy in Russia. Today there are several socio-pedagogical schools that consider social pedagogy from different points of view.

Social pedagogy as a branch of pedagogy is defined by scientists G.M. Kodzhaspirova (examines the impact of the social environment on education and personality formation), A.V. Mudrik (examines in the context of socialization).

Social pedagogy as a science about educational influences is treated by V.D. Semenov.

Other scientists adhere to the definition of social pedagogy as the theory and practice of a certain activity (I.A. Lipsky - harmonization of the interaction of a person and the social environment, T.A. Vasilkova - training and education of an individual or a group of people, F.A. Mustaeva - cognition, regulation and the implementation of the socialization process).

The stages of development of pedagogy as a science reveal the development of social and pedagogical ideas even in the ancient world. The most important social and pedagogical problems were expressed by ancient Greek philosophers.

In the process of development of pedagogy, world-famous teachers Ya.A. Komensky, I.G. Pestalozzi, John Locke, J.-J. Russo, S.T.Shatsky, A.S. Makarenko, Janusz Korczak turned to social and pedagogical thought. ... Social pedagogy as a science developed under the influence of their pedagogical ideas and experimental experience.

I.G. Pestalozzi is famous for his social and pedagogical experiments. The selfless work of a teacher to create shelters for poor children and orphans, the richest research on upbringing and teaching in shelters is still relevant today.

The socio-pedagogical activity of A.S. Makarenko in the upbringing of juvenile offenders is currently highly valued by teachers all over the world. In Germany, even a laboratory has been created to study the social and pedagogical experience of A.S. Makarenko.

ST Shatsky headed the First Experimental Station of the People's Commissariat for Education, which in the twenties of the last century was a unique socio-pedagogical complex, which consisted of several schools, kindergartens, a colony, libraries, clubs. The experimental work of teachers under the leadership of S.T. Shatsky left a socio-pedagogical legacy in the development of many aspects of environmental pedagogy.

The great writer and teacher Janusz Korczak, who died in the gas chamber with his pupils, created a unique educational system of the Orphans' Home in Warsaw, the research of which is still surprising with novelty and relevance.

Social pedagogy as a science has its own categorical apparatus. It includes both general categories of pedagogical science and specific ones.

Socialization - one of the main categories of social pedagogy - is defined as the process of assimilation, assimilation and appropriation by an individual and values ​​throughout his life. Foreign and domestic social pedagogy adheres to several theories of socialization.

Social pedagogy as a science is currently actively developing. However, there is still no consensus among scientists on many topical issues. Its place in and in the system of social sciences is under discussion. Some researchers consider social pedagogy to be part of social work and apply the methodology of social work to the organization of social and pedagogical activity.

But it is obvious that the achievements of domestic social pedagogy served to the fact that in 1991 the profession of a social teacher was officially recognized in Russia. Socio-pedagogical activity is aimed at solving the problems of social education and socio-pedagogical protection.

Basic concepts: the relationship and interdependence of sciences, philosophy, psychology, sociology, social policy, political science, anthropology, biology, social medicine, cultural studies, law, ethics, family social pedagogy, preschool social pedagogy, psychology of social and pedagogical activity, prenatal social pedagogy, socio-pedagogical drug addiction prevention, history of social pedagogy, sectoral social pedagogy.

The place of social pedagogy in the system of human sciences can be revealed in the process of considering its links with other sciences. Throughout the entire period of its existence, social pedagogy was closely connected with many sciences, which had an ambiguous influence on its formation and development. Developing in the depths of pedagogical science, social pedagogy has acquired many interrelations and interdependencies by inheritance. Some of these relationships arose long ago, even at the stages of separation and design of pedagogy as spiders, others are later formations, at the level of the formation of social pedagogy. Among the first, the links of social pedagogy with philosophy, sociology and psychology were formed, which today are a necessary condition for the development of socio-pedagogical and pedagogical theory and practice.

Let's imagine the relationship with each of the humanities and natural sciences (Fig. 2.2).

Interpretation of connections philosophy and social pedagogy for a long time had an oppositional character.

Today, the methodological function of materialistic philosophy in relation to pedagogy is generally recognized, which is quite legitimate and is determined by the very essence of philosophical knowledge, worldview in nature and corresponding to the tasks being solved of understanding the place of man in the world. Social philosophy has a significant impact on social pedagogy today.

From the system of philosophical views (existential, pragmatic, neo-positivistic, materialistic, etc.), which researchers of social pedagogy adhere to, the directions of socio-pedagogical search, the definition of the essential, target and technological characteristics of the educational process, its relationship with the potential of society, the laws of its implementation in conditions of education. In the formation of the content of social pedagogy, the basic laws of dialectical materialism are implemented: the law of unity and struggle of opposites, according to which, for example, a person as an object of social education is considered simultaneously both as a part of society, constituting its unity, and as an independent subject opposing society; the law of the transition of quantitative changes into qualitative ones, explaining the processes of qualitative changes in personality under the influence of numerous stimulating and restraining factors of society; the law of denial of negation, revealing the mechanisms of personality development in the process of socialization, which provide the meaning of its conceptual and categorical apparatus.

general pedagogy lies in the natural continuity of the theoretical foundations of pedagogical science and the containment of sociological trends in the development of social pedagogy itself. Integrating with sociological science, with its doctrine of socialization and society, social pedagogy remains a pedagogical science, considering society as a new pedagogical resource and an opportunity for solving socialization problems, pedagogical tasks in essence.

Society for social pedagogy is of scientific interest from the point of view of realizing the pedagogical potential for solving the problems of socialization of a person or a group, as well as its development (restoration) for the same purposes.

Any metamorphosis (interaction) with the potential of society is carried out using the principles, methods and forms of pedagogical science.

Rice. 2.2.

Links of social pedagogy with sociology are among the traditional ones, since both work on planning social education, identifying the main trends in the development of certain groups or strata of the population, the laws of socialization and education of the individual in various social institutions. Sociology provides social pedagogy with the doctrine of society and socialization, management, methods of obtaining social and pedagogical information: polling, conversation, questionnaires, interviews, analysis of performance and many others. Social pedagogy, in turn, provides sociology with data on the use and development (restoration) of the potential of society in socio-pedagogical activity.

The relationship of social pedagogy with psychology is the most traditional. Requirements for understanding the properties of human nature, its natural and social needs and capabilities, taking into account social mechanisms, laws of mental activity and personality development, building education (training and upbringing) in accordance with these laws, properties, needs, opportunities of the social environment are becoming an integral part of the new industry pedagogical science. The most tangible relationship between social pedagogy and social psychology... Both sciences are developing by analogy on the basis of sociology, integrating with a certain area of ​​sociological knowledge. The only difference is that social psychology in its development is based on the sociological doctrine of small and large social groups, and social pedagogy - on the sociological doctrine of society and socialization.

The relationship of social pedagogy with social work lies in the fact that social work is a practical field for the implementation of ideas of pedagogical assistance to various categories of children and adults who find themselves in difficult life situations. Social pedagogy interacts with social work at the level of social and pedagogical activity, which is the main means of implementing the ideas of social pedagogy in practice. At one time in the development of social pedagogy there was a period when it was considered as a branch of social work and in science was presented in the form of pedagogy of social work. During this period, pedagogical assistance to children and adults was mistakenly replaced by social assistance, which disrupted the natural process of development of social pedagogy as a branch of pedagogical science, and social work as a field of sociological knowledge. In general, the development of the theory of social and pedagogical activity, social pedagogy is largely due to social work, in the depths of which a new type of professional activity was practically tested, in content and in essence pedagogical.

The relationship of social pedagogy with political science due to the fact that educational policy has always been a reflection of the ideology of the ruling parties. Social pedagogy seeks to identify the conditions and mechanisms for the formation of a person as a subject of political consciousness, the possibility of assimilating political ideas and attitudes in a specific society. On this basis, social pedagogy actively interacts with social policy... This connection is expressed in the fact that social pedagogy, in the study of the pedagogical potential of society, actively uses the potential of political parties as social institutions that are significant for solving the problems of socialization of the individual, and therefore relies on the provisions of social policy on the leading forces of society, social activity of various social and age groups. population, as well as the forms of implementation of the pedagogical potential of public organizations and youth associations.

The relationship of social pedagogy with educational anthropology seen in the field of human development in the process of social education. Pedagogical anthropology is a study of mankind serving the education and training of people. The subject of pedagogical anthropology is the object of pedagogy - a developing person. She seeks to understand how a person is humanized and how people of different ages influence each other; how much we will bring up a child at different stages of life; what are the reasons and processes of personality formation; what is the nature of the various groups (number of members from two to the entire human race) and how the person interacts with them. The laws of individual and group development become the basis of the pedagogical council, warning of dangers. Exploring its object, pedagogy is able to develop an object aimed at the interaction of people, entailing the desired changes in the motivational, intellectual, behavioral spheres of the individual.

Social pedagogy presupposes penetration into human nature, understanding of his essence. In the qualitative transformation of man, it proceeds from the truth of human nature in its real historical being. "If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects," - this position of KD Ushinsky was and remains an invariable truth for the entire realistic domestic science of education.

Knowledge "about the whole breadth of human life" (KD Ushinsky), obtained by psychology, philosophy, history, sociology, pedagogy itself, other human sciences, religion, art, is called upon to provide the foundation for a nature-oriented upbringing.

Ethics is the doctrine of morality, the moral mastering of reality by a person. Social pedagogy uses ethical knowledge about morality and ethics for the development of moral norms and moral rules of interaction between people, between a person and society for the implementation in socio-pedagogical activities of the moral nature of those relationships between people that arise from their professional activities.

The relationship of social pedagogy with right manifests itself in a systematic reliance on the legal framework governing the implementation of socio-pedagogical ideas in the practice of specialists in various fields who help people with socialization problems. The very social and pedagogical activity as a kind of professional activity "person-person" needs constant legal support. For example, juvenile law plays a huge role in the solution of social and pedagogical assistance to children and adolescents.

The relationship of social pedagogy with cultural studies is the implementation of one of the basic principles of social pedagogy - the principle of cultural conformity, for which social pedagogy actively uses the potential of cultural studies as a humanitarian science, which consists in studying the content of various world cultures, forms and methods of realizing their potential in the daily life of children and adults.

The problem of the relationship between natural and social factors of human development is central to social pedagogy. It is also essential for biology studying the individual development of a person. Due to these coincidences, the connection between social pedagogy and biology is manifested in the use of the laws and patterns of human biological development at different age periods of his life. An important area of ​​interaction between the two sciences is a healthy lifestyle of a person and the socio-pedagogical conditions for its maintenance.

The relationship of social pedagogy with social medicine led to the emergence of correctional pedagogy as a special branch of pedagogical knowledge, the subject of which is the education of children with developmental disabilities in various conditions of society. In connection with medicine (health care institutions as social institutions of society), it develops a system of means by which a therapeutic effect is achieved and the processes of socialization of children are facilitated, compensating for their defects.

The relationship of social pedagogy with mathematics is noted in the conduct of experimental research and development, during which social pedagogy actively uses various mathematical methods: mathematical statistics, mathematical data processing, etc. In turn, social pedagogy provides mathematical science with methods for developing the mathematical potential of society and the forms of its implementation to personality socialization problems.

Analysis of the links between social pedagogy and the above-mentioned sciences makes it possible to single out the following forms of complementarity:

  • - the use of social pedagogy of the main ideas, theoretical provisions, generalizing the conclusions of other sciences;
  • - creative borrowing of research methods used in these sciences;
  • - application in social pedagogy of specific research results obtained in psychology, physiology of higher nervous activity, sociology and other sciences;
  • - participation of social pedagogy in comprehensive studies of a person and his social environment.

The development of interaction, creative ties of social pedagogy with other sciences leads to the identification of new branches of pedagogy - border scientific disciplines.

Currently, social pedagogy is a complex subsystem of pedagogical knowledge. In her structure includes:

  • family social pedagogy, exploring the basic laws of family education and upbringing as a type of social education based on the implementation of the pedagogical potential of the family as a social institution;
  • psychology of social and educational activities as an integrative area of ​​psychological and pedagogical knowledge, revealing the internal resources and capabilities of this type of professional activity but solving the problems of socialization of the individual in a specific society;
  • prenatal social pedagogy - the field of pedagogical knowledge about the forms and methods of providing social and pedagogical assistance to adults at the stage of childbirth, preserving motherhood and fatherhood in various conditions of socialization based on the implementation of the pedagogical potential of society;
  • socio-pedagogical prevention of drug addiction as a significant form of social and pedagogical activity, an integrative area of ​​scientific knowledge of social pedagogy and narcology for solving the problems of socialization of drug addicted patients by means of the pedagogical potential of society;
  • history of social pedagogy, studying the development of social pedagogical ideas and practice of social education in different historical epochs.

The process of differentiation in various areas in pedagogical science continues. In recent years, its industries such as philosophy of education, comparative pedagogy and others. Further integration of pedagogy with other humanities and natural sciences contributes to the emergence of new branches of pedagogical science and the expansion of the influence of social pedagogy on various spheres of life

a branch of pedagogy that studies the social education of all age and social categories of people, carried out as in the actual educated. institutions, and in various organizations, for which it is not the leading function

Subject C and - research will educate. forces of society and methods of actualization, ways of integrating the capabilities of societies, state. and private organizations in order to create conditions for human development. At 20, pedagogy as a whole turns into an integrative branch of knowledge (in the 60s this provision was formulated by X I Liimets), which means. development is gained by branches of knowledge about a person and society, psychology, ethnology, sociology, etc., which have significantly expanded the understanding of the objective processes and laws of human development in society. sciences in the field of human-social science

The idea of ​​pedagogy as an integrative knowledge allows us to suggest the structure of C and One of the sections of C is the sociology of education, which explores society as educated. environment, process and factors of human socialization Knowledge of sociology allows you to search for ways and means of using educate. opportunities of society, leveling negative and strengthening positive influences on human development in the process of socialization

A special section of C. p. - social and pedagogical victimology.

Determination of ways of integration educate. forces of society can be successful in the event that S. p. poses a number of fundamental questions and offers answers to them: “What is meant by education in modern. society? "," What is the relationship between education and socialization and human development throughout his life? "," What principles of education were formed in the process of ist. development of society? "," How is the goal of education understood today? " All these questions are methodological. and worldview. value, studies the philosophy of social education.

In S. p. The theory of social education is being developed, describes edges, explains. predicts its functioning as a social institution, and also explores individual, group, social subjects of social education, their interaction, etc.

As a section of S. of the item, the psychology of social education is considered, edges on the basis of data on the mechanisms of socialization of a person are determined by psychol. features and conditions for the effectiveness of interaction of subjects of social education. Social education methodology examines how the integration of education is carried out. forces of society, how the interaction of individual, group and social subjects of education is organized. Specific. aspect, from the standpoint of economics and management of social education, examines, on the one hand, the needs of the development of society in a certain quality of "human capital", and on the other - econ. resources of society, to-rye can be used for the organization of social education, as well as the management of social education at the national, regional, municipal and local levels.

The problems of social upbringing, developed in all sections of the social education system, presuppose concretization in relation to the functions and characteristics of certain types of upbringing. org-tions within the framework of preschool pedagogy, pedagogy of the school, pedagogy of prof. education, pedagogy of temporary associations, pedagogy of children. and youth organizations, club pedagogy, pedagogy of social work, etc.

As a branch of knowledge, the sphere of education has a number of functions: theoretical and cognitive, applied, and humanistic. Theo-retico-cognition. function is expressed in the fact that the S. p. accumulates knowledge, synthesizes them, seeks to compose naib. a complete picture of the processes and phenomena studied by her in modern times. society, describes. explains them. The applied function is associated with the search for ways and means, identifying the conditions for effective improvement of social ped. influence on the processes of socialization in the organizational-ped. and psychol.-ped. aspects. Humanistic the function is expressed in the development of goals and methods for improving the processes of personality development and self-realization. A. V. Mudrik.

The term "C. NS." introduced by A. Diesterweg (in the 19th century), but still has no unambiguous interpretation. According to him. scientist V. Werner, in the 1910-20s. "WITH. NS." understood in two senses: how integration will educate. forces of society in order to raise the cultural level of the people (P. Natorp). and as social assistance to disadvantaged children, prevention of juvenile delinquency (G. Nol and G. Boymer).

Attempts to Europ. educators to identify the relationship of education with society anticipated socio-ped. research. Back in the social ped. experiment I. G. Pestalozzi determined humanistic. the desire to harmonize the school. training and own. life of children, but at the same time to raise education over everyday life.

As the direction of the S. p. Was made out in the middle. 19th century in conditions of aggravated social differentiation of society, wars, revolutions, mass migrations and the phenomena of family crisis caused by these circumstances, common moral values, the spread of children. neglect, etc. A broad analysis of the connection shk. learning and social environment, the works of F. Buisson and A. J. Fullier and others (France), Natorp and G. Kerschensteiner (Germany), D. Dewey and G. S. Hall (USA) were noted. In Russia, the formation of social ped. directions in pedagogy were promoted by the works of N.I. Pirogov, K.D.Ushinsky, L.N. Tolstoy, P.P. Blonsky, V.P. Vakhterov, K.N. , S. T. Shatskiy.

In the beginning. 20th century Natorp came up with the idea of ​​uniting all educated. forces of society. All R. 20th century Dewey's views on the need to match the schools of the future socio-economics became more popular. the needs of society.

In Russia, socially-ped. problems of education were in the focus of scientific attention. and the creative intelligentsia. S. p. Received great development in the 1920's. 20th century She developed in several. directions: the formation of methodological. the basics of school interaction with the social environment; development of methods of pedagogically expedient relations with the family, the public, the state; participation of the school in watered. life; interaction of the school with the economy of the region; the rise of the spiritual cult) ry of the social environment; communication with the creative intelligentsia; the fight against homelessness and difficult to feed, etc.

Highlighting methodological. approaches to organizing the interaction of the school with its environment, Shatskiy pointed out that in science and practice there were three of his options. The first is that the school only performs enlightenment, functions, and the environment only interferes with the ped. team to work effectively. The second option is characterized by the study of the social environment from the point of view of benefits, to-ruu uch. the institution can extract for its existence (this point of view contributed to the emergence of a number of ped. theories in England, France, Switzerland, America, including the substantiation of the so-called schools of life, promoting the ideas of pragmatism). The third option, of which Shatsky himself was a supporter, is factic. the unity of the school with the environment, i.e. organization of holistic educate. process in the microenvironment. At the same time, children should understand why they are studying, and organize schools for all children. life.

In the 20s. People's Commissariat for Education of the RSFSR. granted the right to ped. collectives themselves to select the account. material depending on econ. and social needs of the region. Organizer the connections of the school with the social environment were varied: school. cooperatives, councils to promote the school, Vseros. Society "Friend of Children", decomp. forms of interaction with the state. bodies. Theoretical ideas about the all-embracing (total). determination of individual life, including upbringing, influenced the formation of owls. pedagogy of the 30s. (after the defeat of pedology and the old, pre-Rev. ped. corps of Russia). All research in the field of social education or social education, as this direction was then called, was stopped. Official Soviet pedagogy developed only a few narrow fragments of socially significant problems.

Sci. the development of questions of S. p. in Russia resumed in the late. 50-60s Methodological fundamentals of humanistic. S. p. Is a philosophy. anthropology, modern. data from human history at the level of phylogenesis and ontogenesis. Theoretical foundations are civilizational and culturological. approaches to socio-pedagogical phenomena, when a particular society is considered as a special case of history.

Using data from related sciences, social psychology adapts them to its tasks (for example, materials from social psychology, which studies the microenvironment mainly in the aspect of interpersonal relations and socio-psychological states). S. p. Explores the problems of upbringing that arise in a person in the microenvironment, in the very way of life, as well as the possibilities of upbringing in these conditions. There are new ped. specialties: "social teacher", "social worker". In ped. in-takh a new account is being introduced. subject "S. etc. ", faculties, departments, courses are opened. Social educators explore the patterns of societies, education, ways to create an optimal regime for teaching and educating. process account. institutions in a microenvironment; creation of ped. integration technologies will educate. forces in society ("pedagogy of the environment", in the words of Shatsky); study inte-grats. educate. processes and processes affecting deviant behavior, as well as educate. functions available in other professions (doctors, etc.). Lit Shchapov A II Socio-ped. “Chloviya umstva razvitiya Rus people SPB, 1870, Blonskiy P, Pedagogy Course M, 19182, Hesse I, Fundamentals of Pedagogy Introduction to Applied Philosophy, Berlin, 1923, Vinogradov GS, Nar. pedagogy, Irkutsk, 1926, Social pedagogy, theory, methodology and research experience, ed. VD Semenova, Sverdlovsk, 1989, Semenov VD, Community and club will educate. potential and its limits, Yekaterinburg, 1993, his, Social pedagogy History and modernity, Yekaterinburg, 1995

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SOCIAL PEDAGOGY AS A SCIENCE

THE CONCEPT OF SOCIAL PEDAGOGY, ITS OBJECT AND SUBJECT

In 1991, the institution of social educators was officially introduced in Russia. Social pedagogy as a science began to develop actively.

Social pedagogy as a field of science is making its first steps, but its origins can be found in the works of many teachers and psychologists.

In the history of pedagogical thought, the ideas of social pedagogy are reflected in the works and practical activities of many classics of pedagogy (IG Pestalozzi, R. Owen, G. Spencer, P. Natorp, etc.).

For the first time, the concept of "social pedagogy" was used by A. Disterweg in his work Guide for German teachers "(1850).

The German teacher and philosopher P. Natorp in 1899 published the book "Social Pedagogy", in which he tried to define the essence of social pedagogy and its main categories.

In our country, social pedagogy actively developed in the 1920s based on the development of the idea of ​​the connection between the school and life and the social environment. An example of the implementation of the idea was the theoretical and practical activities of S.T. Shatsky.

Social pedagogy has been developing especially actively in recent decades. There are three stages in this development.

The first is the 60s. This is a period of empirical search, the appearance in social and pedagogical practice of categories of workers specifically focused on organizing educational work in society (organizers of extracurricular and extracurricular work of the school, employees of out-of-school institutions, teacher-organizers and educators working in institutions of other departments). This stage can be called organizational-empirical.

The second stage - 70-80s when the social need, the achievement of advanced experience in social and pedagogical work, brought the problem to a qualitatively new level. Various complexes were actively developed: socio-pedagogical, cultural and sports, rural schools-complexes, etc. In pedagogical science, this period was characterized by increased attention of researchers to the problems of social pedagogy, an attempt to comprehend and consider the ideas of pedagogy of the environment, problems and contradictions of its development in a new socio-economic situation.

In the third stage, towards the end of the 80s, in the country all the prerequisites are ripe for the transition from individual addresses of the advanced experience of social pedagogy to the state level of solving the problem, to the creation of a system of social services with an extensive infrastructure of their staffing. In scientific terms, social pedagogy is actively developed by I.N. Andreeva, S.A. Belicheva, V.G. Bocharova, Yu.V. Vasil'eva, B.3. Wulfov, M.A. Galaguzova, S.I. Grigoriev, L.D. Demina, V.I. Zagvyazinsky, I.A. Zimnyaya, S.D. Mavrin, I.A. Mavrina, A.V. Mudrik, L.Ya. Oliferenko, V.D. Semenov, V.S. Torokhtiy, G.N. Filonov and others.

With the introduction of the institution of social teachers in the country, it became necessary to compile the qualification characteristics of a specialist, determine his rights, duties, main functions, etc., as well as to create an educational and methodological base for the training of qualified social teachers.


SOCIAL PEDAGOGY is a branch of pedagogy that studies social education as a social institution, i.e. education of all age groups and social categories of people, carried out both in organizations specially created for this, and in organizations for which education is not the main function (enterprises , military units, etc.) (A. V. Mudrik).

What does social pedagogy study?

In its most general form, the answer to this question is this: social pedagogy studies the social education of a person, which is carried out in fact throughout his entire life.

OBJECT OF SOCIAL PEDAGOGY –

THE PROCESS OF HUMAN DEVELOPMENT IN SOCIETY BASED ON THE ENTIRE TOTAL OF ITS SOCIAL INTERACTIONS.

This process includes social formation, socialization, that is, the assimilation of social norms and requirements by an individual individual, the development on this basis of such personal qualities as citizenship, social responsibility, social stability and mobility, communication, etc. Naturally, from a different standpoint, these processes other sciences are also studying: philosophy, pedagogical anthropology, theory of social work, sociology of education and upbringing, ethnography, ethnopsychology, ethnopedagogy. But only social pedagogy considers the process of personality formation in a broad social aspect, under the influence of the entire set of social factors.