Epistemological Developments of Modern Social Pedagogy
This study proposes a historic foray into the field of social pedagogy. It analyses origins, phases and the conceptual development of this area, based on the cultural model of modern society. Although social pedagogy has different emphases and approaches depending on particular historical and geographical contexts, a common theme is that it deals with the connections between educational and social dynamics, or to put it differently concern the educational dimension of social issues and the social dimensions of educational issues. Historical research methodology will be based on the principle of synchronism and diachronism social and human sciences in their own context- generally, pedagogical sciences- in particular.The historical approach to social pedagogy creates epistemological preconditions for identifying the axiomatic framework of Education Sciences, developed in the perspective of the sociocentrist paradigm. Updating and valorisation of fundamental pedagogical works and models in the history of education can help us to understand the current issues of education, in terms of the challenges of the knowledge society in a didactic, theoretical and operational perspective.The first part of this study analyzes the history of the field of social pedagogy since its german origins with a focus on two great tendencies: the kantian tradition (Paul Natorp) and the historicist-hermeneutics tradition (Herman Nöhl). The second part of the paper reviews the conceptual framework at the level of some opened epistemic models in the area of social pedagogy (axioms, laws, principles ) as aspects of the process of understanding the essence of the phenomenon of education.
Cristea, S.(2015). Dicționar enciclopedic de pedagogie.Vol. I, Literele A-C (Encyclopedic Dictionary of Pedagogy). Bucharest: Didactica Publishing House.
Dilthey, W.(1999). Construcția lumii istorice în științele spiritului, traducere de Virgil Drăghici (Construction of historical world in science spirit). Cluj-Napoca: Dacia.
Flona, M.(1994). Cognitio - o introducere critică în teoria cunoaşterii (Cognitio - a critical introduction to epistemology). Bucharest: All.
Hügli, A.& Lübcke, P.(2003). Filosofia în secolul XX. Vol. I, traducere de Andrei Apostol et al. (Philosophy in the 20th Century). Bucharest: All Educational.
Natorp, P.(1922). Sozialpädagogik. Theorie der Willensbildung auf der Grundlage der Gemeinschaft(Social Pedagogy. A theory of cultivation of the will on the basis of the community). Stuttgart: Frommann (1stedition published in 1899; later editions published in 1904, 1909, 1920, 1922).
Nöhl, H. (1965) Aufgaben und Wege der Socialpädagogik (Tasks and Ways of Social Pedagogy) . Weinheim: Beitz.
Tönnies, F.(1944). Communauté et Société. Catégories fondamentales de la sociologie pure, Introduction et traduction de J. Leif. Paris: P.U.F. (1st edition Gemeinschaft und Gesellschaft published in 1887; later edition in 1935. Darmstadt: Verlag von Hans Buske).
Copyright (c) 2017 LUMEN Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Selection and peer-review under responsibility of the Organizing Committee of the conference.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited