Social-pedagogic Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities

1. Social-pedagogic Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities Sligo, May 24-25, 2012 Prof. Juha Hämäläinen University of Eastern Finland

2. Social Pedagogy - A Challenging Concept • Difficult to catch • Used in different ways and contexts • Multiplicity of the theoretical self-conceptions • Influenced by different philosophies and ideologies, political interests, and professional aspirations • Diverse country-specific traditions • Semantics: What makes pedagogy ‘social’?

3. What Makes Pedagogy ’Social’? • ’Pedagogy’ • Pedagogy is a branch of thought concerning the nature of human growth and education in theory and practice • ’Social’ • Referring to society: SP as philosophy of education about connections between education and society (‘sociology’) • Referring to community and human relationships: SP as philosophy of community-based education highlighting the importance of community in the processes of human growth and education (‘social psychology’) • Referring to welfare and care: SP as a pedagogic theory and practice of social help (‘social ethics’, ‘social policy’)

4. Three Basic Reference Points of the Term ’Social’ • Social pedagogy as pedagogy in which attention is paid to the societal conditions of education and human development; • Social pedagogy representing the idea of community-based education and highlighting the importance of community in education and human development; • Social pedagogy as pedagogy contributing to welfare, focusingespecially on the underprivileged, poor and oppressed aiming at preventing social exclusion and advancing social inclusion.

5. Table 1. Semantic varieties of social pedagogy

6. The Importance of Community in Education • Two kinds of approaches • Active citizenship through social participation and civic activities (’citizenship education’) • An educational method in professional use (’social care’) • Two-way traffic • To strengthen communities through education • Educative community for human development • Education – Community – Social capital

7. Social Pedagogy as Theory and Practice of Community Education • The substance • The idea of education in community, through community and for community • The idea of a active man • Collective self-development • To influence on life conditions individually and collectively

8. Two Developmental Lines of Social Pedagogy • Theory and practice of education relating to people’s growth into membership of society and community life (citizenship education, socialization) • Theory and practice of education for prevention and alleviation of social exclusion and promotion of welfare (social care through education, social education)

9. Social Pedagogy in the Process of Modernization • Origins social pedagogy in terms of history of ideas: people as active social subjects • Origins of social pedagogy in terms of social history: industrialization, urbanization, modernization of the social life • Development of social pedagogy as a modern social system (Science-Education-Practice) • Social pedagogy in the era of late-modern society: new problems  new challenges to theory building, research activities, education and practice

10. Science Academic Discipline Branch of Research Social Pedagogy Education Professional activity Practice Social Pedagogy as a Functional System of the Modern Society

11. SOCIAL PEDAGOGY AS A PART OF THE SOCIAL SCIENTIFIC BASIS OF SOCIAL PROFESSIONS Social Ethics SOCIAL PROFESSIONS Social Policy Teachers etc. Social Pedagogy Youth workers Social workers Sociology Social Psychology

12. Social Pedagogy as a Science and an Academic Discipline Social Pedagogy is a practical science (‘action science’) dealing with and focusing on - the processes of human growth applying to people’s social integration and inclusion, social subjectivity, participation, and social capability - pedagogical activities aiming at promoting these processes of human growth - particular problems which people have in integrating to social systems and communities which are necessary to belong to for their well-being and quality of life

13. ”Social-pedagogic Eyes” in Theory Building and Professional Expertise • Social criticism instead of mere social adaptation • Reflection instead of a toolbox • Philosophical anthropology instead of methods and techniques • Homo educandus + Homo socialis

14. Thank you for your attention!