Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

Place of Social Pedagogy in the System of Science

This chapter discusses the place of social pedagogy in the system of science. It is part of the general pedagogical discipline that deals with socialization problems from a pedagogical perspective. These problems include continuous cultural and social changes within families from childhood to adulthood. These changes are influenced by people's modern and post-modern lifestyles as individuals and collectively. They are further coupled with the challenges of crises of giving meaning to lifestyles, as well as the problems of exposing and bringing up children and the youth within set ethics, morals, norms, and values. The place of social pedagogy in the system of science is discussed from an educational perspective, psychological science, and other sciences, such as anthropology, ecology, history, philosophy, and sociology. A conclusion is drawn and it is followed by research questions.

Behavioral Disorders

Behavioral disorders are on the rise at all levels of upbringing and education, among all categories of children and students, both in terms of their scope and forms of manifestation. The focus of this chapter is to elaborate on the notion of behavioral disorders to introduce a variety of definitions recognized by researchers and practitioners in different scientific disciplines studied by social pedagogy. Furthermore, the emphasis of this chapter is to investigate classifications, criteria, and categories of behavioral problems and identify risks and protective factors among children and young people. These risk factors were discovered in school settings, among peers, and in family climates instigating mild and serious behavioral challenges. The chapter provides a detailed insight into risk factors caused by genetics, family environments, school education, media influence, and free time utilization. The content of this chapter will expand the theoretical and practical knowledge of social pedagogues and other professionals who deal with diverse behavioral disorders in various societies.

Methodological Specification of Social Pedagogy as a Scientific Discipline

Social pedagogy as a discipline is known in different countries. However, interpretations of this discipline vary in different countries. As a result of different interpretation of the discipline, the discipline itself is seen from different perspectives, leading to different methodologies of investigating problems related to social pedagogy. The literature by researchers from different countries indicates how the interpretations differ, resulting in different research approaches. Implications of the different approaches on research are being investigated. This chapter makes the reader aware of these differences and how they emanate. Discussions which follow lead to justifications and guidance of research methodologies suitable for social pedagogy. Drawing on the different perspectives, this chapter explains different research methodologies and expands knowledge understanding of the field of social pedagogy as well as suitable research methods for this discipline and how they can be applied.

Concept, Subject, Goal, and Tasks of Social Pedagogy

This chapter introduces the concept of social pedagogy. It further explains different perspectives from which social pedagogy is seen. This is done by using practical, simple, everyday situations to introduce the concept and then introducing the reader to a scholarly understanding of social pedagogy by looking at different definitions of the concept. Scientists tend to position social pedagogy differently in different countries, resulting in different definitions. These differences are clarified and what they have in common explained. The goals and purpose of social pedagogy are explained and related to different human experiences. Finally, recommendations are made on how social pedagogy can be developed further.

Historical Development of Social Pedagogy

Every field of study and/or subject has its history. Not knowing the historical development deprives whoever is studying that subject from knowing its strengths and weaknesses. That includes factors that contribute to its theory, such as the ideological perspectives, frames of reference, social significance, present status, and position in the system of science. That is why it is important that every social pedagogue, educator, social worker, and other experts who engage in education and educational work know the roots, the development, and today's state of social pedagogy as a science; it is important for anyone involved in research and practical work to improve its theory and practice and to enrich and improve it. This chapter discusses the historical development of social pedagogy. In focusing on its development, Natorpo's concept of social pedagogy is discussed, and the path of developing social pedagogy after World War II in other parts of the world, such as Croatia, is highlighted. After this focus, a conclusion is reached.

Scientific Basis of Social Pedagogy

The scientific basis of social pedagogy was developed between the 19th and 20th centuries. Its development was propelled by the era's poor socio-economic conditions. The society was emancipated from traditional ways of life in rural areas to industrialization, urbanization, and modern forms of lifestyles. This chapter discusses the scientific basis of social pedagogy in countries in Europe, which include but are not limited to Germany, Sweden, Finland, and France. It covers this background, but the focus of the chapter is the position of social pedagogy in the system of science, its research areas, the education of social pedagogues, and the areas of work of social pedagogues.

ИНТЕРЕСОВАЊА СТУДЕНАТА ПЕДАГОГИЈЕ ЗА ПИСАЊЕ МАСТЕР РАДОВА ИЗ ОБЛАСТИ ИНКЛУЗИВНОГ ОБРАЗОВАЊА

Inclusive education is an important trend in education in different countries of the world, as well as in our country. At the same time, teachers, educational counselors and other employees in education have a key role in the realization of the concept of inclusive education. The paper is focused on the analysis of defended master’s theses with the aim of determining the interest of pedagogy students, as future educational counselors in various educational institutions, for studying topics from the field of inclusive education. A quantitative research was realized, which is based on the analysis of the content of master’s theses defended in the period from the beginning of the academic year 2016/17. years to date within the subject Contemporary Pedagogy and Inclusive Education at the Master Academic Studies of Pedagogy – Module Social Pedagogy. Areas of students’ interest in studying subtopics within the concept of inclusive education have been identified, the specifics of theoretical approaches to the problems in defended master’s theses in the field of inclusive education were analyzed; the specifics of students’ methodological approaches in the defended master’s theses were analyzed as well, and the key research findings and the main conclusions of the realized research were analyzed. Students are interested in studying topics in this field, which may indicate their interest in contributing to the realization of inclusion in education in future work in practice. Keywords: inclusive education, pedagogy students, master’s theses, quantitative/ qualitative research, content analysis.

Axiological Foundations of Social Pedagogy: Search Areas

The issue of values is of key importance in social sciences and thus in pedagogy. The process of education is strongly embedded and makes references to such aspects as models, templates and standards. In turn, they are interpreted axiologically and always receive the axiological interpretation. Every pedagogical sub-discipline tackles this issue in a specific and aspect-related mode. For social pedagogy, apart from the traditional cognitive and interpretative areas, such as the adopted concepts of man and social life, the area and the subject matter of principles on the basis of which the social world should be/ could be transformed is also of great importance. One of such principles is the principle of the common good. One may ask: to which traditions does social pedagogy refer in this respect, how does it interpret this principle and what are the present-day challenges related to it?