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Social Pedagogy
Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe (and increasingly beyond), it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek ''pais'' (child) and ''agein'' (to bring up, or lead), with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. S ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Inequality
Social inequality occurs when resources in a given society are distributed unevenly, typically through norms of allocation, that engender specific patterns along lines of socially defined categories of persons. It posses and creates gender cap between individuals that limits the accessibility that women have within society. the differentiation preference of access of social goods in the society brought about by power, religion, kinship, prestige, race, ethnicity, gender, age, sexual orientation, and class. Social inequality usually implies the lack of equality of outcome, but may alternatively be conceptualized in terms of the lack of equality of access to opportunity. This accompanies the way that inequality is presented throughout social economies and the rights that are skilled within this basis. The social rights include labor market, the source of income, health care, and freedom of speech, education, political representation, and participation. Social inequality is lin ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Friedrich Diesterweg
Friedrich Adolph Wilhelm Diesterweg (29 October 1790 in Siegen7 July 1866 in Berlin) was a German educator, thinker, and progressive liberal politician, who campaigned for the secularization of schools. He is said to be precursory to the reform of pedagogy. Diesterweg is considered as "a teacher of teachers". Biography Educated at Herborn and Tübingen universities 1808–1811, Diesterweg began teaching in 1811. He taught at Mannheim and at Worms for about two years, and then moved to the model school in Frankfurt am Main. Later he became rector of the Latin school of Elberfeld. In 1820, he was appointed director of the new teacher's seminary at Mörs where he put in practice the methods of Pestalozzi. In 1832, he was summoned to Berlin to direct the new state-schools seminary in that city. Here he proved himself a strong supporter of nonsectarian religious teaching. In 1846, he established the Pestalozzi institution at Pankow, and the Pestalozzi societies for the support of t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Theatre Pedagogy
Theatre pedagogy (german: Theaterpädagogik) is an independent discipline combining both theatre and pedagogy. As a field that arose during the 20th century, theatre pedagogy has developed separately from drama education, the distinction being that the drama teacher typically teaches method, theory and/or practice of performance alone, while theatre pedagogy integrates both art and education to develop language and strengthen social awareness. Theatre pedagogy is rooted in drama and stagecraft, yet works to educate people outside the realm of theatre itself. History As a movement, theatre pedagogy has many founders. In Germany, where it is widely recognized and practiced, Hans-Wolfgang Nickel is cited as a pioneer in theatre pedagogy with the founding of the Berlin Stage Teachers in 1959. Nickel later became a professor of theatre games and educational activities at the Berlin School of Education in 1974. Another well known German theatre pedagogue is Hans Martin Ritter who, start ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Theatre Pedagogy
Theatre pedagogy (german: Theaterpädagogik) is an independent discipline combining both theatre and pedagogy. As a field that arose during the 20th century, theatre pedagogy has developed separately from drama education, the distinction being that the drama teacher typically teaches method, theory and/or practice of performance alone, while theatre pedagogy integrates both art and education to develop language and strengthen social awareness. Theatre pedagogy is rooted in drama and stagecraft, yet works to educate people outside the realm of theatre itself. History As a movement, theatre pedagogy has many founders. In Germany, where it is widely recognized and practiced, Hans-Wolfgang Nickel is cited as a pioneer in theatre pedagogy with the founding of the Berlin Stage Teachers in 1959. Nickel later became a professor of theatre games and educational activities at the Berlin School of Education in 1974. Another well known German theatre pedagogue is Hans Martin Ritter who, start ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Categorical Imperative
The categorical imperative (german: kategorischer Imperativ) is the central philosophical concept in the deontological moral philosophy of Immanuel Kant. Introduced in Kant's 1785 '' Groundwork of the Metaphysic of Morals'', it is a way of evaluating motivations for action. It is best known in its original formulation: "Act only according to that maxim whereby you can, at the same time, will that it should become a universal law."It is standard to also reference the '' Akademie Ausgabe'' of Kant's works. The ''Groundwork'' occurs in the fourth volume. Citations throughout this article follow the format 4:x. For example, the above citation is taken from 4:421. According to Kant, sentient beings occupy a special place in creation, and morality can be summed up in an imperative, or ultimate commandment of reason, from which all duties and obligations derive. He defines an ''imperative'' as any proposition declaring a certain action (or inaction) to be necessary. Hypothetical ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Immanuel Kant
Immanuel Kant (, , ; 22 April 1724 – 12 February 1804) was a German philosopher and one of the central Enlightenment thinkers. Born in Königsberg, Kant's comprehensive and systematic works in epistemology, metaphysics, ethics, and aesthetics have made him one of the most influential figures in modern Western philosophy. In his doctrine of transcendental idealism, Kant argued that space and time are mere "forms of intuition" which structure all experience, and therefore that, while " things-in-themselves" exist and contribute to experience, they are nonetheless distinct from the objects of experience. From this it follows that the objects of experience are mere "appearances", and that the nature of things as they are in themselves is unknowable to us. In an attempt to counter the skepticism he found in the writings of philosopher David Hume, he wrote the '' Critique of Pure Reason'' (1781/1787), one of his most well-known works. In it, he developed his theory of expe ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Plato
Plato ( ; grc-gre, Πλάτων ; 428/427 or 424/423 – 348/347 BC) was a Greek philosopher born in Athens during the Classical period in Ancient Greece. He founded the Platonist school of thought and the Academy, the first institution of higher learning on the European continent. Along with his teacher, Socrates, and his student, Aristotle, Plato is a central figure in the history of Ancient Greek philosophy and the Western and Middle Eastern philosophies descended from it. He has also shaped religion and spirituality. The so-called neoplatonism of his interpreter Plotinus greatly influenced both Christianity (through Church Fathers such as Augustine) and Islamic philosophy (through e.g. Al-Farabi). In modern times, Friedrich Nietzsche diagnosed Western culture as growing in the shadow of Plato (famously calling Christianity "Platonism for the masses"), while Alfred North Whitehead famously said: "the safest general characterization of the European philosophica ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paul Natorp
Paul Gerhard Natorp (24 January 1854 – 17 August 1924) was a German philosopher and educationalist, considered one of the co-founders of the Marburg school of neo-Kantianism. He was known as an authority on Plato. Biography Paul Natorp was born in Düsseldorf, the son of the Protestant minister Adelbert Natorp and his wife Emilie Keller. From 1871 he studied music, history, classical philology and philosophy in Berlin, Bonn and Strasbourg. He completed his doctoral dissertation in 1876 at the University of Strasbourg under the supervision of the philosopher Ernst Laas and in 1881 completed his ''Habilitation'' under the neo-Kantian Hermann Cohen. In 1885 he became extraordinary professor and in 1893 became ordinary professor in philosophy and pedagogy at Marburg University, a position he retained until his retirement in 1922. In the winter semester of 1923–24 Natorp conducted an intensive exchange of ideas with Martin Heidegger, who had been called to Marburg and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Karl Mager
Karl Mager (January 1, 1810 – June 10, 1858) was a German educator. Mager was born in Gräfrath. He studied philology in Bonn, Berlin, and Paris, and stayed in Paris for some years, during which time he wrote ''Versuch einer Geschichte und Charakteristik der französischen Nationallitteratur'' ("Attempt at a history and characterization of the French national literature", 1834–39, 5 vols.). Upon his return to Germany, he studied the philosophy of Hegel and Johann Friedrich Herbart, and the pedagogy of Adolph Diesterweg and Johann Heinrich Pestalozzi. He wrote articles on the teaching of foreign languages for a journal edited by Diesterweg in 1835 and 1838, which gained him a job as professor at a cantonal school in Geneva. However, he quickly moved to Bad Cannstatt due to poor health. In 1840, he published ''Die deutsche Bürgerschule'', and founded the journal ''Pädagogische Revue'', both of which would be influential on German and Swiss public education. He edited th ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Contract (Rousseau)
''The Social Contract'', originally published as ''On the Social Contract; or, Principles of Political Right'' (french: Du contrat social; ou, Principes du droit politique), is a 1762 French-language book by the Genevan philosopher Jean-Jacques Rousseau. The book theorizes about the best way to establish a political community in the face of the problems of commercial society, which Rousseau had already identified in his ''Discourse on Inequality'' (1755). ''The Social Contract'' helped inspire political reforms or revolutions in Europe, especially in France. ''The Social Contract'' argued against the idea that monarchs were divinely empowered to legislate. Rousseau asserts that only the people, who are sovereign, have that all-powerful right. Overview The epigraph of the work is "foederis aequas / dicamus leges" Let us set equal terms for the truce. (Virgil, ''Aeneid'' XI.321–22). The stated aim of ''The Social Contract'' is to determine whether there can be a legitimate p ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
John Dewey
John Dewey (; October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. He was one of the most prominent American scholars in the first half of the twentieth century. The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education, or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous." Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. He asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by communication among citizens, experts and politici ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paulo Freire
Paulo Reglus Neves Freire (19 September 1921 – 2 May 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. His influential work '' Pedagogy of the Oppressed'' is generally considered one of the foundational texts of the critical pedagogy movement, and was the third most cited book in the social sciences according to Google Scholar. Biography Freire was born on 19 September 1921 to a middle-class family in Recife, the capital of the northeastern Brazilian state of Pernambuco. He became familiar with poverty and hunger from an early age as a result of the Great Depression. In 1931 his family moved to the more affordable city of Jaboatão dos Guararapes, 18 km west of Recife. His father died on 31 October 1934. During his childhood and adolescence, Freire ended up four grades behind, and his social life revolved around playing pick-up football with other poor children, from whom he claims to have learned a great deal. The ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
