The spirit of social pedagogy: the alternative theory base of German child welfare

Abstract

While the term ‘social work’ has established itself internationally, many countries have alternative social professions with rich histories and distinct theory bases. This article examines a German example by theoretically considering a discipline central to child welfare: social pedagogy. The frameworks of key theorists are presented, reconstructing an intellectual lineage in education discourses and Continental philosophy. The case of social pedagogy acts as a reminder of mainstream theory bases quite different to those historically seen in Anglo-Saxon social work. Positivist perspectives are absent; instead, hermeneutics and critical theory have been dominant theoretical sources. Kant’s concept of Mündigkeit (‘maturity’), that is, the ability of a person to be a self-determining subject, reveals itself as the theoretical anchor point, linking the earliest theory making with later emancipatory and lifeworld approaches. The concepts that are recurrent in discourses can be amalgamated to define the discipline, and a tentative composite German social pedagogy definition is cautiously suggested.