Social Pedagogy and Reflection on Education - Essay Example

As an idea social pedagogy, was first exploited around mid-nineteenth century in Germany as a means of describing substitutes to the dominant schooling models. However, late twentieth century it gradually began association with social work and concepts of social education in many European countries. Moreover, the traditions that existed revealed that there has exists a growing a concern of the well-being or happiness of the person, in addition to what ought to be termed as an all-inclusive educational approach. Accordingly, this has incorporated an attention in social groups especially on how they can be worked with. This was an issue was brought up by the rapid rural urban migration in those years. The immigration led to increased population that put a lot of pressure on the existing resource such water and sanitation, housing, and office-space among others. Hence, Industrialism, urbanization, and the simple upsurge in the figures involved convoluted all human relationships. This further led to the breakdown of the inbred structures of social control. However, progressive reform measures were quickly put in place to solve some of these problems, but the equally created new ones. As such, social organizations such as, the family, church, and other community organizations had to adjust excruciatingly, and not always effectively, to the ever-changing needs of their constituents. One of the constituent that was greatly affected was in the education sector. Some of its practitioners decipher social pedagogy as ‘community education’ and have constantly defined it around three key pillars/traditions. Accordingly, the first tradition is The Continental tradition; that reflects on the nature of man which acts on the notion that individuals can fully develop only if they are part of that society. This institution of social pedagogy emphasizes upon social integration and socialization. The second tradition is Social conditions and social problems ‘the American tradition’. Further, in this element of the tradition the focus is on working with individuals, casework in addition to providing care. Unlike in the others, this tradition has more interest in and minimizes the impact of social disparities. Lastly, the pedagogy tradition of social pedagogy has its origins in the work of educational thinkers and philosophers such as Jean-Jacques Rousseau, Johann Heinrich Pestalozzi and John Dewey. Moreover, Paulo Freire has in the recent past been outspoken and advancing theories aimed at helping people to structure their thinking. Generally, Social pedagogy can be said to be a theory, or a philosophy, extensively used in European countries. Pedagogy is said to have been devised by Karl Mager in 1844, although Friedrich Diesterweg is recognized for conveying its idea to a larger audience. Diesterweg’s focused at combining theory and practice thereby encouraging ‘learning by doing’. However, modern day pedagogues are different from teachers and they do not automatically work in schools. In most cases they work with a wide range of people such as the elderly and the disabilities, unlike in the traditional pedagogues that were limited to children and the youth. Holistic Education Holistic education is founded on the principle that a person finds character, sense, and tenacity in life. These principles must be intertwined through networks in the community, the natural world, the spiritual tenets such as empathy and harmony. The aim of holistic education is to redeem an essential veneration for life and an adoring love of learning from people. This can only be achieved through direct engagement with the environment, not through a syllabus based education that narrows the world into instructional packages. Therefore, holistic education cultivates a sense of wonder hence, the art of holistic education centers in its reaction to learning styles that are diverse. Basically, this assertiveness toward teaching and learning motivates many home-schooling families and educators in the curriculum system. However, there are very few public schools that are entirely devoted to holistic principles although many educators try hard to practice them. In fact, encouraging group work rather than competition in classrooms, the educators’ motivates young minds feel connected. Consequently, using real-life familiarities, current affairs, the theatrical arts and other lively sources of knowledge to supplement but not entirely eliminate the textbook information, teachers sparks the love of learning. In addition, encouraging reflection and quizzical approaches rather than submissive memorization teachers uphold the flame of intelligence. Lastly, accepting differences and refusing to label children (as learning disabled or hyperactive) teachers bring out the exceptional gifts within each childs spirit. The 200-year history of public schooling has continuously attracted a wide-ranged group of critics that has argued that the education of young people should incorporate more than simply molding them singularly as future workers. Moreover, the founders of “progressive education” all maintained that education perceived as the art of nurturing the ethical, emotional, physical, mental and transcendent aspects of the developing child. During the late twentieth century, an embryonic organization of science, philosophy and cultural history literature provided a predominant concept to define this way of understanding education and the perspective was baptized ‘holism’. Accordingly, the holistic way of thinking pursues to involve and bring together multiple layers of connotation and skill rather than elaborate human possibilities narrowly. Consequently, every child should be viewed as being more than a prospective employee. Indeed, personal intelligence and skills are far more complex than their scores on homogeneous tests. In order to get a clearly understanding of the already described notions and principles, it is only prudent to bring in the issue of the teacher / pedagogue as a ‘pubic intellectual’. This will be done by considering a range of influential educators who became public intellectuals as well as important practitioners. These influential educators and theorists include; Herbart, Dewey, Freire, in addition to the educative and pragmatic action in the age of narrative turns. The Herbart Educational Theory places the teacher as the process leader while the student should pay courtesy and work on the given exercise. Lastly, the student is expected to attempt the exercises as per the models given by teachers. Subsequently, Dewey changed this through the Educational Theory of Dewey which was objective and main concern is the students. Likewise, Dewey maintained on the construction of problems and hypotheses. Dewey desired the educated to act like scientists. Lastly, Freire positioned the educational progression in the hands of the teachers. Consequently, he wanted the students to be recognized as individuals with the ability to think political hitches and start political action. Teaching hugely revolutionized in the last quarter the nineteenth century up to the commencement of the twentieth century. This revolution has been attributed to John Dewey who advanced several criticisms of old pedagogy. The main critique was that the intellectual apparatus did not function alone rather, they essentially depended on motivation. In addition, lessons that are constructed in a logical and historical way desired to be transformed to incorporate psychological means. In deed this is a very logical approach that goes a step to constructing a lesson in an all-inclusive means. The students are encouraged to participate rather than to just sit and listen Consequently, this revolution was compelling and thus it swiftly put Herbart in the past. Even though, many educators continued with the Herbart philosophy, many new books on pedagogy started to advance new philosophies such as how a child thinks is not wrong, only that the child thinks in a different way. Dewey’s theory made a great contribution to teachers and the beginning of the twentieth century. In fact, it is through his theory that the child became the focal point in a school. From this argument it is apparent that education in the classroom setting recognized the input of a student only that it perceived the student as thinking different from the educator. After the world war, there cropped very strong political pulls and this is what lead to the formulation of Paulo Freire’s theory. In essence, his theory was in total agreement with the Herbart on teaching being an activity that should be conducted in a communal method. Subsequently, he also agreed with Dewey, about the roles of motivation, psychology and sociology in education. However, Freire added a new element into the games of educational theory which was the political element. Freire argued that pedagogical achievement should be a political accomplishment. However, the political accomplishment should be specific i.e. aimed to make humans free. Indeed, Dewey had this notion in his theory but the difference is on how both theorists viewed the education institutions. For instance, Dewey believed that education and social democracy as inseparable, as such the concept of education only made logic in democracy. On the contrary, Freire thought of education in a position deprived of democracy as such thought of education as being like an engine to realize social democracy. This theory is very practical in relation to the location that the education is being given. For example if the country does not respect freedom, then Freire’s theory is very practical. However, if the country is democratic then the Dewey theory will prevail. Reflection on Education Education is meant to enlighten the students on different notions. However, education can be described to be good or bad, disadvantageous or advantageous. This is to say that education should be divided and taught very cautiously. In fact, there are many aspects that should be put in place before an educator faces his/ her class. The age of the class should be a determining factor on the material and tools to use. In the resent past early childhood education has come to be recognized as a very special form since it shapes the young brain for future comprehension of knowledge. Indeed, much emphasis has been put in place on the need to cultivate and handle this category of students. For example, the importance of allowing the students ample time to socialize and play has been advanced as a very effective way of molding and boosting the learning capabilities of children. Further it has been advanced as a means of motivating the child to learn. In deed this matches the Dewey theory that recognized the importance of motivation and the impacts of socializing, it is in fact a means of forming groups. Another group of people are those in the adult education category. In most third world countries it is not unlikely to find adults who are illiterate and are willing to attend classes even at ages above fifty years. Therefore, educational institutions have formulated ways that such willing adults can be taught without hurting their ego or without making them to feel discriminated. In general the way that an illiterate adult should be taught should be very different from how a child is taught. However, the difference should be only on behavior or conduct of the teacher towards them. While for the early childhood education the teacher is expected to engage the children in much play as the motivation, in the adult education the educator is expected to encourage group work among the adult students. Under the two categories of student the Dewey theory applies in both cases. However, in the adult class, the educator may practice the Freire theory since these adult students may demand to have more freedom. They do not want to be treated in a manner that may infringe their freedom. Generally, the adult education has been crafted in such a manner that it is convenient to the students, For example it is common to find them being conducted after working Hours so that it can suit them. More so it cannot be true to conclude that this category of students does not think. As earlier said, education is aimed at instilling knowledge on the students. However, the educator should also be positioned to be taught by the student. It is important that the educator listens to different views of the student. Encouraging discussions and group works should be prioritized. Research has shown that the human brain comprehends well if it is allowed to debate on a given issue. On the contrary, a dictated class is perceived to be boring and the students will attend his/ her class just to pass exams. Read More