Abstract
This contribution is dedicated to plurality in social pedagogy. The author argues that plurality has several sources. Exogenous sources of plurality include non-unified semantics or different educational paradigms, concepts, approaches, didactic principles and educational practices. Plurality is reflected in different learning environments, in teaching styles or teaching management. Taxonomies, social roles, characteristics and competences of those who are subjects or objects of social pedagogy are also plural. The lack of a universal value system and the heterogeneity of people’s thinking also contributes to the plurality in pedagogy. Endogenous sources of plurality include motives and student aspirations.
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