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Jalilov Azer Muzadil
Doctor of Pedagogical Sciences, Associate Professor
Ganja State University
Ganja, Azerbaijan
azercelilov80@gmail.com
ORCID: 0000-0003-3501-777X
https://doi.org/10.5281/zenodo.16628024
Keywords: pedagogy, social work, social pedagogy, pedagogical paradigm, sociological paradigm, socio-pedagogical paradigm
Abstract. Pedagogy in social work acts as the core of the activity component of social work, because information tasks, questions of forming knowledge about society, relationships in a group, socialization, development of the individual’s readiness for self-help are solved mainly by pedagogical methods and means. In this regard, the pedagogical foundations of social work should include elements of pedagogical theory about the principles, content, methods, ways and means of social work. Pedagogy plays a leading role in determining the methods, ways and means of developing the personality, subjects and objects of social work. Trust in people in unity with verification and control, carried out with pedagogical tact, are an expression of the principle of humanism of social work. Specialists always strive to rely on the positive, to follow the optimistic hypothesis in the education of personnel. No matter how difficult the circumstances of educational work may be, there will always be people, factors, individual human qualities that help to successfully solve the problems of socialization, self-education, re-education and the formation of self-defense mechanisms.
Introduction
In the context of global transformations and increasing digitalization, the need for continuous innovation in education systems has become more pressing than ever. An important pedagogical element of social work is the formation of humanistic values that determine the worldview of a person who is ready to cooperate, able to accept and give help. Pedagogy provides direction for social activity. At the same time, social work is oriented towards people’s consciousness. Deep, sufficiently flexible social knowledge allows one to navigate reality, to correlate one’s own needs and abilities with it.
Social work should ultimately lead the individual to self-education, give him the opportunity to find a purpose and meaning in life, the means by which one can achieve productive social behavior, and join the system of continuous education. The skill of a social worker depends on his culture, on the general and professional education he has received. Theoretical and practical psychological and pedagogical training is of particular importance.
For a person who is not knowledgeable in the issues of social work pedagogy, the work of a social worker seems very simple and practically accessible to everyone: distribution of state benefits, food, things, satisfying the hunger of the needy. The reasoning about a social educator is even simpler. A student interferes with a teacher in class, does not fulfill his duties — this is the field of activity of a social educator: let him call the parents, scold them, take countermeasures. Hence the distortion of the concepts of «social work», «social pedagogy»: what is one social educator per school or one social worker per microdistrict? This is discrediting the profession, distorting the ideas of modern social policy. Without orientation towards the inner world of a person and its improvement, social work is devalued and loses its humanistic meaning.
Main part. Modern society is characterized by the actualization of the problem of value-normative uncertainty of free time of social justice. The risk of threats to human life and health has increased. The problem of uncertainty of the identity of the younger generation. In general, the dehumanization of society is noted. Researchers call modern society a risk society. [Kurtseva N.V., 2009]
Social pedagogy and social work appeared at the turn of the 19th and 20th centuries. Their appearance was preceded by global changes in the world community associated with changes in the social structure, urbanization, and the development of the Earth’s population. Back in the early 20th century, scientists and practitioners came to the conclusion that it is impossible to achieve harmony in social relations only through education. However, education is a factor in the harmonization of social relations. In order to reduce the existing risks of successful human adaptation in society, it is important to create conditions for the spiritual growth and development of a person and to pedagogize the environment as much as possible.
The founders of the development of social and pedagogical ideas are Paul Natorp Heinrich Kerschensteiner (Germany), John Dewey (USA), S.T. Shatsky A.S. Makarenko and others. (Russia). The dominant role of pedagogy has always been characteristic of the domestic practice of social work, which to a certain extent has made it possible to reduce the lag in these issues from other countries and also to include a pedagogical component in the system of social services, the absence or insufficient development of which is a concern for the world practice of social work today.
Social work is considered today as a type of professional activity aimed at solving social problems of socially vulnerable citizens and groups, satisfying their needs, creating conditions conducive to the restoration or enhancement of their ability to function socially.
Social work is an activity aimed at providing assistance to individuals, families, groups in the realization of their social rights and in compensating for physical, mental, intellectual, social and other deficiencies that impede the functioning of [Mudrik A.V., 2011].
The content of social work can be defined as the provision of state and non-state assistance to a person with the aim of ensuring the cultural, social and material standard of living of his/her life, providing individual assistance to a person, family or group of persons.
Social pedagogy is the science of educational influences of the social environment (V.D. Semenov Russia).
The meaning of social pedagogy is to help young people quickly adapt to the social system and resist negative deviations from norms of behavior (E. Mollenhauer Germany).
Social pedagogy studies problems related to the targeted activity of the subject of education, the parent, the person of his substitute educator, etc., which contributes to the conduct of a person from the moment of birth through the stages of social development and his further formation as a citizen of a particular society. This is carried out in accordance with the established traditions, customs, culture and social experience of life in the environment in which a person lives and where he will have to realize himself as a person as social development progresses. [L.V. Mardakhaev, 2009]
A social educator is a professionally trained specialist in the field of pedagogy of relations in society. A social educator influences the formation of educational, humanistic, moral and psychologically comfortable relations in society.
Social work pedagogy is a scientific field that studies and reveals the pedagogical aspects of the practical activities of a social worker.
Conventionally, it is possible to distinguish paradigms of development of social-pedagogical research and social-pedagogical practice: pedagogical, sociological and social-pedagogical. The basis for this was the methodological relationship of social work with other sciences.
The pedagogical paradigm presents a methodological connection between social work and general pedagogical science. It focuses on the connections and relationships common to pedagogy and social pedagogy of social work. Researchers often assume that there are no problems with society, but only problems with individual socialization and social adaptation of the personality of a child or adult that must be overcome.
The basis for the identification of the sociological paradigm was the establishment of the priority of methodological links between social work and sociology. Despite some common features for the pedagogical paradigm, it is oriented to a significant extent towards the educational forces of the society of institutions of various types of departmental orientation, etc.
I.A. Lipsky asserts the importance of developing a socio-pedagogical paradigm that includes the methodological foundations of all related scientific disciplines. But according to this paradigm, knowledge from other sciences is not mechanically transferred to social work (social pedagogy), but is comprehensively included in it. From here, a new substantive field of socio-pedagogical activity is formed, which includes the recognition of the trinity of social processes, the process of personality development, the activation of the personality and its inclusion in society and the transformation of society itself, personal, social and activity-based methodological meanings.
Conclusion
The fields of activity of social work and social pedagogy are close and sometimes even overlap, but it should be noted that these are separate, non-coinciding fields of activity, spheres of knowledge and professional training. Nevertheless, a social worker must have serious knowledge of the basics of social pedagogy and be able to implement social and pedagogical influence.
It should also be noted that most pedagogical technologies of educational influence embody certain aspects of general technologies of social work, such as adaptation, rehabilitation, social supervision and control, etc.
Social and pedagogical technologies are understood as ways of creating conditions for positive self-development, social adaptation and social protection of the client through educational influence on his personality and behavior. Social and pedagogical technologies are implemented through the interaction of the social worker with the client during active life in society and the use of the entire arsenal of his means and capabilities.
References
- Kurtseva N.V. Fundamentals of social pedagogy teaching aid N.V. Kurtseva Krasnodar Kuban State University, 2009, 214 p.
- Mardakhaev L.V. Social Pedagogy Textbook M:, Gardariki, 2009, 269 p.
- Mudrik A.V. Socialization of a person textbook A.V. Mudrik Russian Academy of Education Moscow Psychological and Social Institute Moscow Publishing House MPSI Voronezh MODEK, 2011, s621p.
- Pedagogical support of the child in education teaching aid N.N. Mikhailova S.M. Yusfin et al. Edited by V.A. Slastenin I.A. Kolesnikova M. Academy, 2006, 288 p.
- Theory of social work Textbook Edited by E.I. Kholostova M:, Yurist 2010, 334 p.