Development Of Social Education Research Articles

KONSEP SOSIOLOGIS DALAM PENDIDIKAN PERSPEKTIF IBN KHALDUN

Education and social development are things that are mutually integrated and provide mutually beneficial effects. Ibn Khaldun is one of the figures who dared to create an excellent design for social science in the Middle Ages. This discussion aims to discover Ibn Khaldun's concept of education in social development. This study uses a qualitative approach with a type of literature study. Data was collected by exploring historical texts and research results related to social and educational concepts from the Khalduniyan perspective. The results of the study found that social relations that begin with the term "Ashabiyah" have had a positive effect on the success of education in society, as the view is that the goal of society is to pass on culture to the next generation, so it needs to be equipped with the concept of "ashabiyah" which can help create it. a social group that is strong and able to preserve and pass on cultural values ​​to future generations, based on these ashabiyah relationships, education will be better formulated because these bonds of solidarity help give birth to peace and create cohesion between fellow tribes and communities and ashabiyah relationships which can have a negative impact on the quality of education in society.

Źródło polskiej pracy socjalnej w teorii pracy społeczno-oświatowej Heleny Radlińskiej

The article presents the views of Helena Orsza Radlińska (1879–1954) in the context of the development of Polish social pedagogy. Radlińska is widely recognized as the most important figure in the development of social pedagogy in Poland, and the thesis regarding the topicality of her social thought is shared by many researchers. The article indicates the origin of the basic concepts that are the starting point for contemporary research in the field of social pedagogy: care, assistance, rescue and local environment. The aim of the considerations is an attempt to show the concept of “help” developed by Radlińska in its broad and narrow meaning, and to indicate the area of activity of a social worker, i.e. the local environment along with the entire context of its functioning (the role of leaders, social organizations and associates). The heritage of the Polish creator of the school of social pedagogy is an extraordinary source of inspiration for examining the correct functioning of an individual in his environment – both in the historical and contemporary context. The article is a contribution to in-depth research in this area and due to the volume, many issues have been treated only in passing.

Dance and Social Interaction: Exploring the Role of Dance Art in Social Transformation

This article explores the significant role of dance art in social transformation, with a particular focus on its function in social interaction and communication. Initially, the article examines the historical perspective of how dance reflects and impacts social dynamics, analyzing the evolution of various dance styles and their societal influence. It then delves into dance as a medium of communication, highlighting its role in community building, cultural exchange, and cross-cultural understanding. The article pays special attention to the use of dance in social advocacy, exploring how dance raises public awareness about critical social issues. Furthermore, it investigates the psychological and sociological impacts of dance, including its role in emotional expression, identity formation, and group cohesion. The role of dance education in social development is also explored, emphasizing its value in fostering social skills and holistic development. Finally, the article discusses the challenges and opportunities faced by contemporary dance, as well as its potential in social innovation and technological integration. The article aims to underscore the enduring power of dance as a social art form and its unique position in driving social interaction and change.

Factors Affecting the Quality of Education Given the New Innovation Spheres of Economy

The relevance of the chosen research stems from various changes in modern society, in particular, an increasing role of education in social development (including in human life), contributing to higher standards of educational quality. Therefore, interest in the issues of educational quality assurance continues to grow each year steadily. In part, this may be attributed to the substantial role of educational institutions in professional staff training and education of the next generation, which is having a major impact on the development of the country as a whole. It is certainly important to investigate factors affecting the quality of education in view of the fact that a person can get an education both independently and within a specially organized process at the educational institution. This paper describes a methodology that identifies factors affecting the quality of education subject to modern economic and educational trends. The author has attempted to make a typology of any identified factors, developed a model of factors affecting the quality of education, as well as identified issues relating to the identification of factors associated with the quality of education.

ANALYSIS OF PARADIGM OF EDUCATION IN THE MODERN EDUCATION SYSTEM

Shaping a person as personalities requires from the society of constant and conciously organizined improvements of public education system. Such practice of transformation of the established forms of unbringing impossible without full tilts on scientifically - theoretical psy chological knowledge of regularities of development of child. Essence really humanistic rela tions to unbringing a child denominated in the thesis of its activity as enjoying full rights, rather then object of process of education. Consequently, it is important so build a pedagogi cal process to managed child activity, organizining its active by completion of independent and responsible actions The Teacher can and obliged to help a grow person to pass this - always unique and independent- a way morally and social development Education presents itself not adjustment a children, teenagers, to available forms sociality, not tailoring under the certain standard.

ROLE OF EDUCATION IN ENSURING SOCIAL PROGRESS: PUBLIC-MANAGEMENT ASPECT

The article is devoted to defining the role of education in ensuring social progress, identifying the features of regionalization of education in Ukraine and the impact of this process on changing the role of education in the context of decentralization reform. The change of functions of education in social development is also covered. The role of education in social progress has been found to be complex and multifunctional. Education influences civilizational changes, which in turn affect changes in education: indicate its importance and priority in social development; make adjustments to the content of education to prepare people for a competitive environment; there are changes in the educational space itself. Public needs in education are specified in the main functions it performs: social (transfer of cultural values, human capital formation, socialization, support for social stratification and social mobility, social control and prevention of social conflict); economic (formation and improvement of productive forces, ensuring the continuity of the process of economic growth and human adaptation to economic and technological changes).

The Role of Non-formal Education in Social Development

The Role of Non-formal Education in Social Development

Social pedagogy and social work from the perspective of the research areas and practical activities – selected contexts

The theoretical and practical development of social pedagogy was influenced by many social, economic and cultural factors (e.g. industrial and cultural revolutions), which took place in Europe and America in the 19th century. In turn, in 1908 Helena Radlińska created the scientific bases of social pedagogy in Poland and initiated its disciplinary development. In her activities, the researcher emphasized the role of a human in the transformation of reality in which they live. Her concept had a lot in common with the theses of the then German and French philosophical and pedagogical thought, among others Paul Bergman, Jean-Marie Guyau, Paul Natorp, Gabriel Séailles (Theiss, 2018, p. 13). The key moment in the initial phase of the development of so-called Helena Radlińska’s school of social pedagogy was the creation of The Social-Educational Work Study of Free Polish University in 1925. It was the first university in Poland to educate, at the academic level, future social and educational workers and educators in the area of adult education, mother and child care , and organization of social life. Social pedagogy as a science of human education, upbringing, and social functioning is a discipline of humanistic and social science. It has an interdisciplinary character shaped on the basis of the knowledge of various sciences, that includes: philosophy of human life, psychology (experimental, social, clinical), general pedagogy, sociology of education, ethics, social policy, family and guardianship law, theory of environmental education (Kamiński, 1974).

The Process Of Development Of Pedagogy As A Social Science

This article discusses the development of pedagogy as a social science. The history of the development of social pedagogy as a science has a gradual character. From this point of view it is possible to distinguish three stages of development of a science of social pedagogy.

ЗАПОЧАТКУВАННЯ ТА РОЗВИТОК СОЦІАЛЬНОЇ РОБОТИ В НІМЕЧЧИНІ

The article examines the features of the historical development of social work in Germany. In the XIX century where the health of German citizens was seen more than a social value. By the middle of the XX century. Anglo-American methods of social work, which are still considered classical, became widespread in Germany. Most schools of social work were founded by the church and gave women a clearly defined mission within ideological and social goals, as women were seen as a natural and traditional embodiment of charity. In the 1970s, there was a rethinking of social work in Germany due to the fact that scientists and practitioners concluded that the use of classical methods of social work was insufficient, as well as the use of therapeutic tools in cases of coverage and solution in were generally seen as insufficient. In the scientific world of Germany there were discussions about the benefits of systemic approaches in social work. Today, the mission of social work is to enable people to maximize their potential, enrich their lives and prevent dysfunction. Professional social work is aimed at protecting people, solving their problems and social transformations in society. The development of social pedagogy as a science and an independent branch of knowledge and practical activity of social work in Germany is studied. Thus, for the successful development of the system of professional training of social workers in social protection of rights in Ukraine, young professionals need to research and use international experience. The introduction of the German experience in the system of professional training of social pedagogues of Ukraine will help meet the needs of the state in highly qualified motivated specialists.

Innovative directions for improving social education of specialists in the social sphere

The article is devoted to the consideration of innovative directions for improving the social education of specialists in the social sphere in the context of the implementation of national projects. The education requirements in a networked civilization are analyzed, new cognitive capabilities of the individual are taken into account in the context of network environment in the development of the potential of social education, both in content and in aspects of new organizational forms and technologies. The development of social education is viewed in the historical and cultural context from the early 1990s to the present day, against the background of the improving system of secondary and higher vocational education. The role of social functions of education in the context of international and federal requirements for the integration of people with limited mobility into modern society is revealed. The content of each of the functions of social education is analyzed, taking into account the new innovative directions of reality in institutional forms, the updating regulatory framework, and the experience of innovative activities with people with limited mobility. In a single conceptual plan, the analysis of programs for individual recipients of social services, the professional training of specialists in social work and the assessment of students' activities of the relevance and significance of the main activities within the framework of social education programs are considered. Special attention is paid to inclusive complementary education programs for persons with disabilities. Integration processes in the education of elderly citizens and persons with disabilities, the implementation of andragogical programs for them, their acquisition of higher status, and improvement of their quality of life are considered. Conclusions are drawn about an innovative approach to improving the social education of specialists in the social sphere in a networked society.

Social pedagogy vs social work in Poland

This article is a descriptive review of the historical and theoretical conditions of social pedagogy and social work in Poland. It pertains to the definition, tradition and development of social pedagogy and social work in Poland. Using the insiders’ expert overview of the latter, it identifies the disciplinary boundaries, commonalities and differences that shape both social work and social pedagogy today. The authors present the academic roots, methodology, research scopes, theoretical framework for practitioners and finally, the practical application for both disciplines. The discussion is based on literary sources and extensive experience in the field presented by an associate professor of social pedagogy and a qualified social worker, both employed at a social pedagogy department. This combination ensures scientific honesty and a double-screening procedure of the content from the perspective of practitioners representing both disciplines. This approach provides a balanced view, since the interdependency and separation of the two fields may be seen as an area of potential negotiation.

On the Basics of Scenarios for the Development of Social Education

The article describes the experience of developing scenarios for the development of Russian social education. The concept of a forecast scenario is formulated; the difference between this forecasting method and the foresight method is shown; the technology of developing a predictive scenario for social phenomena is characterized, the foundations for scenarios of the development of social education are presented (background data, description of the object and subject of the stage, scenario parameters); examples of developed scenarios are presented; their assessments by experts; correction of scenarios taking into account the new social and educational situation in 2020. On the basis of the formulated scenario provisions, new research topics are proposed for the problems of social education, the relation of predictive scenarios to the really unfolding processes in the sphere of social education is indicated.

Развитие социального образования в России в конце XIX – начале ХХ века: духовно-нравственные аспекты

the subject of this research is formation and development of social education in Russia in the late XIX – early XX century in its moral and spiritual aspects. Social and pedagogical experiments in that period were merged with the process of origin and formation of social education. Search of the cultural axis of the professions aimed at the social help and support of the population became the feature of this process in Russia. The answer was found in an appeal to the theological aspects of social education. The methodological basis of the study is the concept of cultural and moral continuity and continuity of social education, as well as recognition of not only the social but also the spiritual value of social assistance. Research methods are complex: this is a comparative historical study, text analysis, stratification analysis and study of subcultures, a modeling method. The main research problem is the analysis of the correlation of standardization and formalization of social education and its spiritual and moral essence, the problem of motivating the activities of specialists in the social sphere and the threat of its emasculation. The findings of this study are important for meaningful formation of the modern social formation and determination of its spiritual and moral foundations.

Issues and Concerns in Progression of Quality Education for Social Development in Rural Areas with special reference to North-East India

Issues and Concerns in Progression of Quality Education for Social Development in Rural Areas with special reference to North-East India

Professionalism and professional education in the context of sustainable development

The sustainable development serves as the resulting index of new economic, social and political development in society with multiple uncertain parameters due to the increased process dynamics. It foresees the creation of personnel training system, the personnel able to develop proactively and fit the times. Consequently, it sets other tasks to the professional education system. The analysis conducted by the authors is directed to studying the term “professionalism” on the example of the social sphere, the dynamics of key professional functions and possibilities of social sphere specialists’ professional conversion. Respectively, primary trends in the social education development and the compliance with the labour market needs in social sphere, the impact of professional activity of social sphere specialists towards sustainable development in our country were analysed. The evaluation of study results was carried out during the development of professional and education standards, their professional and public hearings, and the development of recommendation on application of network and distance technologies in the social education.

Dialog and confrontation Conference on social pedagogy and social policy in 1967

The subject of the article is the relation between social pedagogy – the so-called real socialism, seen in the perspective of the nationwide conference on social pedagogy and social policy held in Warsaw in 1967. This forgotten today, but important event was another attempt at the process of positioning social pedagogy in the political, social and scientific realities of the time. It was aimed at showing the place and role of this discipline of education in building the so-called socialist system. During the conference there was a dialog and confrontation between two fundamental ways of understanding social pedagogy: the “traditional” one, in accordance with the concept of Helena Radlińska, and the “socialist” one, corresponding to the principles of the political system of the country building a “developed socialist society”. A visible result of this discourse was the concept of a “third space”: social pedagogy, which, while maintaining the traditional ideological and scientific objectives, was engaged in solving current civil, educational, cultural and social problems. In this perspective, the primary influence of historical and social factors on the development of social pedagogy, its ideological foundations, theory and practice is sometimes revealed.

Continuing education as a global trend and modern Ukrainian reality

The article reveals the role of modern education as one of the most important socio-economic development components, and a means for solving a set of global problems, in particular ensuring further mankind’s existence. In this context, the authors emphasize that under the conditions of world systems’ globalization and internationalization, continuing or lifelong education is currently becoming one of the most actively discussed topics in society. The paper aims at the determination of the role of education in social development, as well as to find a correlation between continuing education effectiveness and personal development. It is proved that as a leading factor of sustainable social development, life-long education is a universal civilization resource raising the possibility of each individual’s potential development creating a synergistic effect of a positive influence on social changes. It contributes to raising the level of social understanding, interaction and cooperation, as well as a social tension reduction. Besides, continuing education facilitates innovation development, positively affects labour efficiency increasing its productivity, and encourages the use of new equipment together with innovative technology development. The results of the international expert surveys on the positive impact of various forms of adult education and training on labour productivity and the employment of different population segments are presented. The participation of Ukraine’s population in formal and non-formal education, as well as other indicators illustrating the level of life-long education development in our country are also covered. The conclusion is made on the necessity of introducing some measures in Ukraine aimed at the effective functioning of the continuing education system.

СОЦІАЛЬНО-ПЕДАГОГІЧНАРОБОТАВУКРАЇНІ: СТАНОВЛЕННЯ, РЕАЛІЇ, ПЕРСПЕКТИВИ

The article deals with the issues of the formation and development of social pedagogy in the field of social work and the perspectives for its further development, because in the today's conditions, in accordance with the priority vectors of the state social policy, social-pedagogical work with various social groups is significantly intensified. The purpose of the article is to analyze the development of socio-pedagogical work in Ukraine and offer vectors of its perspectives. An analysis of theoretical and methodological approaches to the characteristics of such paradigms of social and pedagogical activity as cognitive-informational, competence, personal, and culturological ones is proposed. The legal and regulatory framework of social-pedagogical work in Ukraine is analyzed. The most effective mechanisms of social and pedagogical work at different stages of its development are singled out. Considerable attention is paid to the practical activities of a social educator in the educational environment. An attention is also paid to inclusive education in accordance with the provisions of the Law of Ukraine ‘On Education'. The description of the content, forms and methods of social pedagogical practice according to the challenges of the time is given. The prospective directions of modernization of social and pedagogical work are proposed to introduce the educational institutions of higher education of innovative specialization in the specialty ‘Social pedagogy', namely, socio-pedagogical patronage in inclusive education, the coordinator of social and pedagogical work, the assistant of a social pedagogue, teacher-organizer, social management pedagogical work, social- pedagogical counseling, social-pedagogical counseling of volunteers in the social sphere, etc. Of course, these proposals are controversial.

¿Son los futuros educadores sociales residentes digitales?

La competencia digital debe constituir una capacidad importante en el desarrollo profesional de la Educación Social. Este artículo presenta una investigación cuya finalidad es conocer la autoevaluación que los estudiantes de la Titulación de Grado en Educación Social de la Facultad de Educación de la Universidad de Salamanca (España) realizan sobre su competencia digital. La metodología seguida fue cuantitativa, no experimental y descriptiva, y se ha utilizado la encuesta electrónica como medio de recolección de datos. Entre los resultados cabe destacar que los alumnos autoevalúan su actitud hacia las Tecnologías de la Información y la Comunicación (TIC) de manera muy positiva, su manejo de una forma más moderada y su conocimiento como escaso. Queda demostrado que no tienen un nivel de competencia digital adecuado a su condición de “residentes digitales” (generaciones posteriores a los años 80) y que no tienen las suficientes capacidades como para utilizar las TIC en su vida académica y futuro profesional.