Articles de revues sur le sujet « Pedagogy of family »

The first part of the paper analyses the relation between family pedagogy and related non-pedagogical disciplines in the Croatian and foreign scientific space, as well as the position of family pedagogy within systematic pedagogy. The analysis is followed by the central part of the paper which is dedicated to a problematisation of the question based on what family pedagogy can consider itself part of pedagogy, i.e. what family pedagogy bases its pedagogical distinctiveness on. From the conclusion of the central part of the paper an overview of the possible application fields family pedagogy deals with is derived, which forms the final part of the paper.

The article, based on theoretical and analytical research, discusses family pedagogy as one of pedagogical sub-disciplines. Family, the main research subject of family pedagogy, has been presented in many aspects and contexts, particularly as an educational environment that performs educational tasks and functions. Current issues of family pedagogy considered in the article include: transformation processes of modern family, educational function of the family and its conditions as well as threats to child raising. New research areas of family pedagogy comprise such categories as parenthood and childhood. They allow us to analyse the family and its functions from different perspective – in theoretical, empirical and methodological contexts.

<p style="margin-bottom: 0cm; line-height: 100%;" align="justify"><span style="font-family: serif;"><span style="font-size: xx-small;">Los diversos acontecimientos en el mundo actual, de manera particular, aquellos que tienen que ver con el lado negativo, punzante, sombrío, desconcertante, tenebroso, de las acciones humanas, suscitan perplejidad y plantean una pregunta inquietante: ¿a qué puede deberse el “desajuste” o “quiebre” que se percibe entre el desarrollo científico-técnico y la perfección humana? La pregunta remite de inmediato a la pedagogía y, por ende, a su estatuto epistemológico. No cabe duda del papel significativo e ineludible que tiene la pedagogía en la historia humana. En el presente artículo, se ahondará en el binomio pedagogía-perfección humana, a partir de cuatro vectores: persona humana; proceso de socialización: familia y sociedad; proyecto-historia; educación.</span></span></p><p style="margin-bottom: 0cm; line-height: 100%;"> </p><p style="margin-bottom: 0cm; line-height: 100%;"> </p><p style="margin-bottom: 0cm; line-height: 100%;"> </p><p style="margin-bottom: 0cm; line-height: 100%;" align="justify"> </p>

The form and content of work with parents in the upbringing and development of a child with a speech impediment in the family, the level of their interaction with speech therapists (defectologists) and the problems observed in work with parents

Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of social pedagogy, but that in countries where social pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of social pedagogy into the UK.

Introduction. The problem discussed in the article concerns family pedagogy, which has recently been separated from the pedagogical sciences as an independent scientific field. The object of the research is family development trends and its present state, the topic is the essence of family upbringing, this process mechanisms and their influence on personal development. Family pedagogy does not attempt to create a single rule that is binding on every family and clearly regulates the upbringing of children. It studies only those situations that are controversial and cause the young its difficulty. As all scientific knowledge, its conclusions can never fully replace wisdom and life experience. Preparing youth for family relationships cannot help but affect this aspect of pedagogical activity, more precisely on the preparation of youth for family relationships.

The paper shows Pope Francis’ understanding of conjugal love, the causes of its crisis and inspirations for the pedagogy of the family. This topic has not been dealt with in Polish pedagogy, therefore, the author aims to draw attention to the innovative, pedagogical potential of Pope Francis’ teaching. The following questions are addressed here: What is Pope Francis’ outlook on conjugal love and what features does he indicate in particular? What kinds of crisis of conjugal love does he emphasize? What does it imply for the Polish pedagogy of the family?

Feminist pedagogy is one of strategies to reach gender equality in education process whether in the family, school or society. Implementing feminist pedagogy not only benefits women’s lives better but also men’s as well as childrens’ lives. For me, feminist pedagogy and the struggle of gender equality is not only just as a slogan but it must be implemented on daily basis. This paper explores my experiences in implementing feminist pedagogy in family, school, and community. I argues that every single experience is worthy and recogined as a theory. This article is based on library research and a reflection from my experiences. The author has been marriage for 19 years, become a lecturer for 20 years and been involved as a woman activist for 23 years in Muhammadiyah’s woman organization, Aisyiyah. In every implementation of feminist pedagogy, I face challenges from audiences which relates to a variety of gender thought in the society. Based on testimonies from my spouse, students also audiences, it can be cocluded that the implementation of feminist pedagogy lead to the convenience in the process of transferring knowledge. It also contributes to change their perspective into Islamic progressive thought.

This study is based on messages about the culture of Tolkappiyam chastity. The manner in which the custom of marriage is handled is examined. The initiation of a faith-based phenomenon is discussed. The way of life of the individual is explained in relation to the need for social structure. The obligations of the individual are considered. The duty of the housewife is explained very minutely. The role of friends in the life of the leader/family head is explored. The characteristics of a husband in a household are to be recorded. The deeds of those who live with them forever and realise their duties are to be told so that the life of the husband and wife will be good. Civilization, Morality, Education, Career are to be explored.

From theoretical and methodological point of view, this paper examines the possibility and justification of establishing Boarding school Pedagogy as a separate pedagogical discipline. Three essential characteristics that determine the answer to the question were analyzed: a) the definition of the terms ’boarding school’ and ’dormitory’ in the relevant literature, b) the position and function of boarding school and dormitory in the educational system and c) the position of Boarding school Pedagogy within the science of education and its relationship with other pedagogical disciplines. It has been shown that, when it comes to boarding school and dormitory, there is an agreement among authors that these are unique educational system institutions that have significant pedagogical potential and impact on students. The educational role of the institutions highly corresponds with the one of family and school, but it is specific enough to be considered as a separate pedagogi- cal discipline. Applying Bourdieu’s approach to determining social sciences, as well as a theoretical analysis of relevant scientific papers, the authors conclude that it is possible and justified to treat Boarding school pedagogy as a separate pedagogical discipline.

Abstract It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural and the cultural evolutionary processes. It can be argued that evolutionary ontology attempts to create a new image of the world and of humans – a new non-anthropocentric cosmology, i.e., a consistently philosophical culturological cosmology that takes into account reality in its real structure as a conflict between the spontaneous activity of nature and the socio-cultural activity of humans (Šmajs, 2008, p. 96). The reasons for social exclusion can be different, and its specific manifestations are various, and the same can be said about the phenomenon of social inclusion, which is the expression of the quality of other relationships and attitudes. Externally observable signs of social exclusion are more closely related to the concept of families at risk. A social risk family can be defined as a family that experiences difficult problems and has limited opportunities to provide favorable living conditions for the comprehensive development of all family members. More and more often it is associated with unsustainable cultural or non-cultural contexts, mainly related to non-ecological culture prosperity in the consumer society. It can be noted that this context in its current form (which includes manufacturing, consumption, material culture, and technology, and both the social, intellectual, and material life of humans) is quite anti-natural oriented in its principle. Unfortunately, the aggressive anti-natural sociocultural strategy permeated also the field of human upbringing and education (Šmajs, 2008, p. 194). At the beginning of the 21st century, it has emerged as the Anthropocene era in a broader sense, in which the geological characterization of the era is complemented by the characterization of the sustainability of public relations in a broader holistic perspective. The aim of the article is to consider a number of real cases in a broader perspective from the point of view of foster family pedagogy, identify the choice of foster care approaches and evaluate the results obtained. From the perspective of foster family pedagogy, foster parents and foster children are participants in the lifelong learning process, where the mutual influence and interaction of foster parents and foster children are studied. The authors evaluated real situations from the perspective of foster family pedagogy and children’s involvement in the family structure. The article also examines the influence of the foster family and its readiness to overcome the effects of Anthropocene unsustainability.

The issues of realization of the modern social pedagogy technologies to support different categories of citizens as the tools to increase social protection efficiency are discussed. The authors emphasize special importance of the pedagogical component of the technologies, implying the formation of new social experiences of the citizens, positive motivation and vitality enhancement for problem solving. Strategic directions to develop the population social protection system are linked with the rising family role in social problem solving; replacing the conservative stationary forms of helping and supporting certain categories of citizens with innovative ones; approbation and application of new social pedagogy technologies of adaptation and rehabilitation aimed at comprehensive revelation and development of personality potential and its socialization. Family oriented social work is discussed as a form to render assistance to the family, individual on the basis of activation of inner human resources to technologize social pedagogical work and increase the outer resources efficiency contributed to the state social support. Specifics, kinds and significance of extra mural care replacement “assisted living” technology are defined. Reasons, hampering its introduction, are outlined. Circus pedagogy as a new underinvestigated metod to solve the problems of socialization, education, adaptation and rehabilitation of children is considered. The cited publication review and the unique experiences of the Russian regions to introduce circus art into the social pedagogy technologies of family oriented social work, assisted living of psichophysiologically challenged people made it possible to conclude that transformations in the social protection system in the streamline of the innovative and preventive strategies are possible, proving their sustainability and socio pedagogical effect. Main provisions of increasing the modern social pedagogy technologies in the field of population social protection are formulated to intensify the process of realizing the functions of social pedagogical work.

The purpose of the study is to reveal the ethnopedagogical traditions of education in the Kosach-Dragomanov family in terms of courses of educational disciplines «History of pedagogy» and «Theory and methodology of education» in the conditions of distance learning. The article proves that the dominants of the upbringing of children in the Kosach-Dragomanov family were cultural, patriotic, spiritual, moral, mental, labor and religious education; the ethnopedagogical potential of the family accumulates spiritual, moral, cultural, national, mental, aesthetic, emotional, labor education through the cultivation of the Ukrainian mentality, in respect of the ethnopedagogical traditions of the Ukrainian people. It is proved that the successful assimilation of the achievements of the ethno-pedagogical familial experience by students, the acquisition of the highest spiritual and moral qualities of the individual is facilitated by audit and practical work: in classes on the theory and methodology of education, the history of pedagogy, the preparation of abstracts, research and search design, Internet quizzes, flash mobs. For example, now we are forced to study remotely, so within 25 days the online project of the Department of Pedagogy of Berdyansk State Pedagogical University «Paths of Pedagogical Heritage of Lesia Ukrainka» took place on the occasion of the 150th anniversary of her birth. Every day students of the Faculty of Psychological and Pedagogical Education and Arts introduced Lesia Ukrainka to poetry for the youngest in different formats: read poems, sang songs on the words of poets, painted portraits. Key words: ethnopedagogical tradition, upbringing of the children, family, experience, educational process, distance learning.

The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions:  the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc.,  the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions,  the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school,  social pathologies, the issues of violence and aggression, youth subcultures,  participation in culture, leisure time, the role of media,  the functioning of the seniors – animation of activities in this field,  various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues:  metatheory of social pedagogy and its relationship with modern trends in social sciences;  the concepts of human and the world, the concepts of the hierarchy of values;  the theory of upbringing, the theory of socialization, the theory of educational environment;  a conceptual key of the modern reality; new terms and new meanings of classical concepts;  socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships  social participation, social presence;  social communication, interaction;  reciprocity. II. The context of social activities (the organization of environment)  institutionalisation;  modernization;  urbanization. III. The context of environment  space;  place;  locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.

Starting point in the methodology of educational actions of the Bosko’s pedagogy is getting to know the pupil. For this reason the educator has to contact with the pupil every day and talk to him (about his life, interests, likings, plans, dreams, learning). In the contacts with the pupil the educator shows him cordiality and goodwill, he tries to understand his problems and helps him to solve them. The educator also shows pupil respects that is due for human being. I this way the educator comes into emotional bond and acquires pupil’s confidence. Very important factor is family atmosphere and atmosphere of joy in relations between the educator and pupil. It is necessary to do everything the pupils to be healthy, strong, righteous, joyful and happy. Keywords; getting to know, contacting, relation of cordiality and goodwill, confidence, family atmosphere, atmosphere of joy, health, righteousness, respects for human being.

The paper highlights the issue of school-family interaction in forming adolescents’ national identity in the settings of the Ukrainian school on the basis of synthesizing the findings of humanistic psychology and pedagogy, Socratic pedagogy, ethics of care and culturally relevant pedagogy. The theoretical foundations of the concept “national identity” are considered. National identity is viewed as one of the components of individual social identity which refers to the life activity of individuals in a particular culture of a state and reflects the deep spiritual ties within society. Regarding national identity as a social construction in the system of individual identity, it is stated that its understanding and significance can change under the influence of various circumstances, and change quite quickly due to psychological as well as sociocultural contexts. According to the authors of the paper, the essence of the national identity of an adolescent is manifested in the subjective experience of belonging to the Ukrainian people, Ukrainian nation, conscious acceptance of moral values, and characterized by the identification and formation of the corresponding national self-concept on the basis of national dignity, responsibility for the destiny of the native land, love for Ukraine, and the desire and readiness to protect Ukraine. The Ukrainian pedagogical experience of school-family interaction in forming adolescents' national identity through the methods of psychological and pedagogical diagnostics and counseling, interactive methods and methods of encouraging reflexivity is outlined.

A pesquisa objetiva analisar se a Pedagogia da Alternância desenvolvida na Escola Família Agrícola de Porto Nacional realiza a integração do tempo escola com o tempo comunidade, trazendo melhoria e conhecimentos técnicos para a produção no campo. Os dados foram coletados por meio de pesquisa documental e de campo, utilizou-se do método da história oral temática, com entrevistas semiestruturadas com pessoas ligadas ao objeto de estudo, sendo os pais, alunos e funcionários da Escola. Conclui-se que a Pedagogia da Alternância desenvolvida na Escola traz qualidade de ensino e de vida para o educando e a comunidade de assentados. No tempo comunidade, o estudante troca experiência com a família e os camponeses, utilizando-se dos instrumentos da Pedagogia da Alternância, melhorando sua produção e as técnicas agrícolas empregadas em seu meio rural. PALAVRAS-CHAVE: Pedagogia da Alternância. Educação do/no Campo. Teoria e Prática. História Oral Temática. ABSTRACT The research aims to analyze whether the Pedagogy of Alternation developed at the School Agricultural Family of Porto Nacional performs integration time school with time community, bringing improvement and technical expertise to the production in the field. Data were collected through documentary and field research, we used the thematic oral history method, semi-structured interviews with people linked to the object of study, and parents, students and staff of the School. It is concluded that the Pedagogy of Alternation developed at the School brings quality education and life for the student and the community of settlers. Time community, student exchange experience with family and peasants, using the tools of Pedagogy of Alternation, improving its production and farming techniques employed in their rural areas. KEYWORDS: Pedagogy of Alternation. Education / Field. Theory and practice. Oral History Theme. RESUMEN La investigación tiene como objetivo analizar si la pedagogía de la alternancia desarrollado en la Escuela de la Familia Agrícola Porto Nacional lleva a cabo la integración escolar de tiempo con la comunidad de tiempo, con lo que mejora y experiencia técnica para la producción en el campo. Los datos fueron recolectados a través de la investigación documental y de campo, se utilizó el método de la historia oral, con entrevistas semiestructuradas con personas relacionadas con el objeto de estudio, y los padres, estudiantes y personal de la Escuela. Se concluye que la pedagogía de la alternancia desarrollado en la Escuela lleva la educación y calidad de vida para el estudiante y la comunidad de colonos. Comunidad de tiempo, la experiencia de intercambio de estudiantes con la familia y los campesinos, utilizando las herramientas de la Pedagogía de la Alternancia, mejorando sus técnicas de producción agrícola y empleados en sus áreas rurales. PALABRAS CLAVE: Pedagogía de la Alternancia. Educación / campo. Teoría y Práctica. Oral Temática Historia.

Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.

The meaning of a term “family” differs from one group of people to another and changes over time. The definition has important political, economic, social and ecological consequences, often determining family members’ roles, rights and obligations. Maintaining and fostering the value of strong families ensures a sustainable development of a country. Strong family with stable values is an excellent instrument of resistance and adaptation to the external world and pressures. The study presents the survey done on bachelor program students’ view on sustainability and how they maintain family values throughout the generations. This helps to build bridges over the traditional and the modernity aspects that emerge in the society’s contemporary understanding of a family as a structural and spiritual unit. The methods of the research employed are the following: the study presents a qualitative research that comprises the content analyses of fifty six essays on a perception of a family by the bachelor programme students from one regional university of Latvia. The data is supported by the focus group interviews carried out with the full time students that are employed in the educational courses „Family pedagogy” and „Social pedagogy” (n = 111).

A retrospective analysis of the conditions that influenced the emergence of Nazism and fascism indicates that one of the factors that fostered the emergence of both systems were specific family relationships and the upbringing currently referred to as black pedagogy. Alice Miller claimed that the full subordination of children to the will of adults, resulting from the use of mechanisms of black pedagogy, led to the subsequent political subordination, which was an element of social relations in the totalitarian system of the Third Reich. Miller noticed the roots of black pedagogy in the educational tendencies present in the German cultural circle as early as the 18th century, and she noticed ethnocentric conditions based on black pedagogy, also in the post-war period. The contemporary international legal standard for the protection of the subjectivity of the child should contribute to the creation of systemic and cultural barriers against black pedagogy and its consequences.

In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.

Music, due to its peculiar character, can be a great source of various family and holiday experiences. The article presents selected reflections of students of pedagogy on the subject of family Christmas and singing Christmas carols. In the students’ opinion, returns to family Christmas traditions are very necessary, if only because of strengthening family ties, cultivating traditions, developing interest in Christmas music, which is a companion of every human being.

The article describes the formation and development of pedagogy and the position of Greek Catholic Church in the 19th century. The author of the article analizes features of religious education in the system of pedagogical views of Ivan Bartoshevsky and determines main elements of I. Bartoshevsky’s theory. I. Bartoshevsky in his works supported main principles of Christian pedagogy, described the possibilities of their realization and tasks concerning the educational process of a child. Moral and ethical system of Christian upbringing forms a theoretical basis of the university textbook by I. Bartoshevsky “Russian Pedagogy or the Science of Educationˮ (1891). The significance of Professor Ivan Bartoshevsky’s textbook “Russian Pedagogy or the Science of Educationˮ (1891) for the formation and development of university pedagogy was crucial. The article describes the influence of the principles of Christian morality on the process of education and clarifies educational functions of social institutes, in particular the educational duties of parents, family, church, state, and school. It is determined that goals and objectives of Christian education are of great importance in the formation of a person’s character and worldview and the stages of the process of education in accordance with the age periodization of personality development are characterized. The researcher defines the place and role of each childʼs educator in the formation of his/her authorities and substantiates main features of the ideal upbringing of a child. It is clarified the role of the surroundings, environment, school for personality education as well as the importance of a teacher in the process of child’s development and growth. Psychological and personal characteristics of students according to their age periodization are characterized. Keywords: Christian pedagogy, textbook, the process of education, social institutions of education, family education, school education, religious education, authority, teacher, church, pedagogical objects, pedagogical functions, effectiveness of education.

Family history research, as a multi-billion-dollar industry, is one of the most popular pastimes in the world with millions of enthusiasts worldwide. Anecdotally regarded by some in the academy as being non-traditional, family historians are changing the historiographic landscape through the proliferation and dissemination of their familial narratives across multiple media platforms. Learning to master the necessary research methodologies to undertake historical work is a pedagogic practice, but for many family historians this occurs on the fringe of formal education settings in an act of public pedagogy. As large producers of the past, there have been many important studies into the research practices of family historians, where family historians have been shown to draw upon the research methodologies of professional historians. Paradoxically, little attention has been paid to how these large producers of historical knowledge think historically. This paper reports on interview findings from a recent Australian study into the historical thinking of family historians. Drawing on Peter Seixas’ (2011) historical thinking concepts as a heuristic lens, this research finds that some family historians, despite being largely untrained in historical research methodologies (Shaw, 2018), display the theoretical nuances of the history discipline in (re)constructing and disseminating their familial pasts.

Petar Mandić is one of the most outstanding educators of the 20th century, not only in Bosnia and Herzegovina but also further. In the focus of Mandić's pedagogical work were many questions and answers related to improving school work and teaching. The theoretical study aimed to analyze and present the value of Petar Mandić's pedagogical and didactic ideas for improving educational work in school and the teaching process. Petar Mandić's scientific research covered various fields of pedagogy, psychology, and other related sciences. Mandić's pedagogical ideas shed light on family pedagogy, the history of pedagogy, methods of educational work, preschool pedagogy, home pedagogy, comparative pedagogy, pedagogical psychology, andragogy, teaching methods, pedagogical methodology, and other scientific disciplines. Contemporary didacticians find Petar Mandić's ideas theoretically and methodologically grounded, thematically and structurally articulate, and characterize them as a courageous scientific endeavor accompanied by a critical and creative attitude towards theoretical sources and technical and technological novelties in teaching. The value of Petar Mandić's didactic ideas refers to the orientation towards new, modern and productive solutions (team teaching, dual progress plan, school without classes, flexible class schedule, micro-teaching, individually planned instruction), instructions on the application of innovations (use of computers and educational television in teaching process) and knowledge about the electronic classroom and individualized instruction.

The article analyzes the directions and content of interaction in the "teacher-child-parent" triad. The main ideas underlying the partnership pedagogy have been clarified. The author concludes that the pedagogy of partnership is based on the following principles: recognition of the individuality and uniqueness of the student; harmony of personal and universal values; categorical denial of violence against the child and its nature; interpretation and perception of the pupil as an active, equal subject of the educational process, bearer of his own will; the implementation of a developmental strategy in upbringing, the essence of which consists in concrete matters, concern for the growth of the child's personality, the development of his potential opportunities, self-awareness, about the discovery of his own «I» with all its strengths and weaknesses.The article shows that the main condition of interpersonal relationships in the educational process is the creation of an optimal emotional and value atmosphere with the guidance of the subjects of interaction on mutual understanding, mutual respect, trusting relationships, positive and benevolent attitudes, understanding, cooperation and mutual assistance with an absolute rejection of authoritarianism; ensuring the right of free choice, equality, social partnership.The opinion that among the main directions of effective pedagogical partnership, the following can be considered: adequate understanding by the student and the teacher of the goals and tasks of education; the presence of clear knowledge about the student's personality, the structure of his family, their educational positions and attitude to the school as a participant in the educational process; the school’s educational influence on the student and his family, directly through pedagogical propaganda and through the education of the value orientations of the individual; involvement of the family in the educational influence on the family in school conditions, which increases the authority of parents among children; implementation of a unified educational system for the purpose of forming humanistic values of students; pedagogical culture of parents; the personal example of the parents, their authority, the nature of the relationship; cooperation between the family and teachers regarding the determination of priority directions, forms, methods and methods of education; systematicity and consistency in the selection of forms, methods and methods of working with children.

The article discusses the basics of spiritual pedagogy, which was distributed by the great humanist and teacher of mankind Pope John Paul II. Spiritual pedagogy is rooted in Scripture and the Christian religion, which tolerates and accepts everything that is true and noble in other non-Christian religions. It is indicated that John Paul II was a doctor of theology and a doctor of philosophy, an honorary doctor of ten different universities in the world. His approaches to understanding a person, his freedom and responsibility are examined. The problems of the spiritual and moral teachings of John Paul II are analyzed, concerning happiness, human dignity, and the problems of youth and elderly people. It is pointed out that the Holy Pope called for the creation of a civilization of mercy and the avoidance of the civilization of death. Attention is drawn to the scientific and pedagogical heritage of John Paul II, numbering 58 volumes. In the spiritual education of youth, the pope paid special attention to God's commandment of respect for parents. It is argued that the peculiarity of the spiritual pedagogy of John Paul II is the recognition of two priorities: uniqueness and integrity. The article analyzes the problem of family education, which occupies a special place in the spiritual pedagogy of John Paul II. It is indicated that family education contributes to the “humanization” of a person. It has been argued that the personal religious maturity of parents is a deep source of spirituality for children.

This article is devoted to one of the most pressing problems of family pedagogy - the role of parents in the formation of spiritual education in the family on the basis of creative approaches. The article clearly shows the issues of raising the level of spirituality on the basis of parental love and affection for the upbringing of children in the family, special attention and creative approaches in the educational process, considering the requirements of family upbringing and ways to organize it properly.

В данной статье раскрыто понимание феномена семейной идентичности с педагогической позиции. Семейная идентичность рассматривается как принадлежность человека к семейной группе, отражающая приверженность его семейным ценностям. Обоснована важность организации условий, способствующих развитию семейной идентичности студентов вуза. Описаны элементы опытно-экспериментальной работы по реализации модели формирования семейной идентичности будущих педагогов, в том числе охарактеризовано внедрение в образовательный процесс курсов «Семейная педагогика» и «Взаимодействие семьи и образовательной организации». This article reveals the understanding of the phenomenon of family identity from a pedagogical position. Family identity is considered as a person’s belonging to a family group, reflecting his commitment to family values. The importance of organizing conditions conducive to the development of the family identity of university students is substantiated. Pedagogical conditions for the development of family identity include: 1) the appeal in the educational process to the positive experience of family education and the preservation of family and family memory through the study of family history and traditions, popularization of the best experience in raising children in various families, including through the creation of a bank of artistic and documentary films promoting family values; 2) introduction of courses aimed at studying the essential characteristics of family education in the educational programs of the university; 3) organization of research work through the preparation of scientific reports; 4) creation of an electronic educational resource that provides information and methodological support for students in the field of family pedagogy (lectures, presentations, creative assignments, scientific articles, cognitive tests, surveys and methods, a bank of artistic and documentary materials recommended for study). The elements of experimental work on the implementation of the model for the formation of the family identity of future teachers are described, including the introduction of the courses “Family Pedagogy” and “Interaction between the family and the educational organization” into the educational process.

The author presents the common beginnings and 60 years of cooperation between the Chair of Linguistic Didactics and Polish Literature at the Higher School of Pedagogy in Katowice (and later at the University of Silesia) and the Chair of Polish Literature and Language Didactics at the Higher School of Pedagogy in Cracow (currently at the Pedagogical University in Cracow). Using the “family” metaphor (the sister departments), the author describes the relationships between the two units and the joint activities and the researchers who inspire these activities.

The feeling of anxiety, boredom, and apathy is more prevalent in school than in the family or in the company of good friends (Olah, 1999). Positive psychology says that learning could be joyful and stress-free in schools. Seligman (2009) pointed out, that “well-being should be taught in school, even in three areas: to counterpoint depression, to gain life satisfaction as a means of self-development and to facilitate effective learning and creative thinking.” How these apply to the world of school? According to Olah (2004), the message of positive psychology to pedagogy is that by applying the principle of “burdening until it can be kept in flow,” education can become such a positive experience creating action, which could help to realize the process of knowledge assimilation and personal development. In this sense, education is the process of transmission of knowledge via love. This paper aims to provide a brief review research on black pedagogy (Hunyadyne et al., 2006), and point out those practices against it which proves that positive pedagogical practice could only mean positive alternative. The positive/white education is not just a dream. There are already existing good teaching practices, positive attitudes, and methods of teaching the joy of learning. The task is to find a further example and study these practices. The positive/white pedagogy as a new discipline relies on these achievements.

Abstract: Clinical educators are continually seeking innovative methods and settings for teaching. As such, they have increasingly begun to use art museums as a new educational space in which to build clinically-relevant skills and promote learners’ professional identity formation. Art museum-based pedagogy can be understood through the framework of transformative learning theory, which provides an account of how adults learn through experience. In this article, the authors apply this theory to art museum-based teaching and offer a practical overview of art museum-based activities, highlighting three exemplars: visual thinking strategies, personal responses tour, and group poems. This toolbox of art museum-based teaching methods provides a launching pad for educators and learners to explore this innovative educational strategy.