Literature
Connection of social pedagogy with sciences. Social pedagogy as a branch of pedagogical knowledge. Subject and tasks of social pedagogy. Socialization as a socio-pedagogical phenomenon, types of socialization. The connection between social pedagogy and other sciences

Connection of social pedagogy with sciences. Social pedagogy as a branch of pedagogical knowledge. Subject and tasks of social pedagogy. Socialization as a socio-pedagogical phenomenon, types of socialization. The connection between social pedagogy and other sciences

Let's consider how pedagogy is related to other sciences and in what direction it is developing. The development of connections between pedagogy and other sciences leads to the identification of new branches of pedagogy - borderline scientific disciplines.

The forms and types of connections between pedagogy and other sciences are varied:

Creative development of scientific ideas of a synergetic approach to education, cybernetic ideas of managing dynamic systems, activity-based attitude to personality development;

Application of methods of other sciences - mathematical modeling and design, questionnaires and sociological surveys;

Using research results obtained from various sciences: physiological data on performance in different age periods human life, its main psychological new formations in the process of development;

Joining the efforts of teachers with representatives of the natural sciences and humanities to solve common problems - the transition to systematic education of children from 6 years old, organizing education in parallel with the treatment or prevention of the disease;

Development of concepts from various fields of knowledge to enrich and deepen ideas about the essence of pedagogical phenomena: diversification of education, pedagogical qualimetry and modeling.

Modern pedagogy is characterized by interrelation with various natural and human sciences. However, the influence of philosophy, psychology and anthropology remains dominant. It is the latter that determine the main ways of development of pedagogical science.

Currently, pedagogy is the science of the essence, patterns, principles, methods and forms of teaching and upbringing of a person.

Pedagogy is organically connected with psychology. There are several most important communication nodes between them. The main one is the subject of research of these sciences. Psychology studies the laws of development of the human psyche, pedagogy develops laws for managing the development of personality. The next important point is the commonality of research methods in pedagogy and psychology. Many scientific tools of psychological search successfully serve to solve pedagogical problems themselves (psychometry, paired comparison, psychological tests, questionnaires, etc.).

The existence of a relationship between pedagogy and psychology is also evidenced by the basic concepts of psychology, which, when used in pedagogical vocabulary, contribute to a more accurate definition of phenomena, facts of upbringing, education, training, and help to clarify and determine the essence of the problems under study.

As a scientific discipline, pedagogy uses psychological knowledge to identify, describe, explain, pedagogical facts. Yes, the results pedagogical activity are studied using psychological diagnostics (tests, questionnaires, etc.).

A kind of bridge between the two sciences is pedagogical and developmental psychology, the psychology of professional pedagogical activity, the psychology of managing pedagogical systems and many psychological studies of other areas of education.

Pedagogy is closely related to physiology. Being the science of the life activity of the whole organism and its individual parts, functional systems, physiology reveals a picture of the material and energetic development of a child. Particularly important for understanding the mechanisms of controlling the physical and mental development of a schoolchild are the patterns of functioning of higher nervous activity. Teacher's knowledge of physiological processes of development junior school student leads both a teenager, a high school student and himself to a deep penetration into the secrets of the educational influence of the environment and methods, warns against risky, erroneous decisions in the organization pedagogical work, determining workloads, presenting feasible requirements for students and oneself.

Psychology and physiology were the basis of M. Montessori’s pedagogical system. A physiologist by education and a doctor by profession, M. Montessori came to her system of education after many years of studying the child’s body and long-term pedagogical work with mentally handicapped and developmentally delayed children. M. Montessori called her method the method of “scientific pedagogy” precisely because it is based on physiology and psychology. M. Montessori was even ready to call her “experimental pedagogy” medical pedagogy, so inextricably linked in her system are medicine and physiology (as a set of life sciences human body) with pedagogy.

The relationships between pedagogy and sociology are diverse. Sociological data contribute to a deeper understanding of the problem of personal socialization. results sociological research are the basis for solving pedagogical problems related to the organization of student leisure, professional guidance, and many others. Being a science about society as an integral system, its individual components, about the processes of functioning and development of society, sociology includes the problems of education and upbringing in the field of its theoretical and practical research.

Within the structure of sociological science, such areas as sociology of education, sociology of upbringing, sociology of students, etc. are fruitfully developing.

Being a part of pedagogical science, social pedagogy is closely related to all its sections. At the same time, social pedagogy, to a greater extent than other sections of general pedagogical science, is interdisciplinary scientific discipline, which is due to the open nature of social pedagogy, reflecting the same open social and pedagogical practice.

Identifying the place of social pedagogy in common system sciences about man and society and its connections with them made it possible to identify its methodological foundations, which are: general methodological (dialectical, critical, historical, political, cultural) approaches; general scientific (systemic, complex, optimization, information, cybernetic, mathematical-statistical, acmeological and synergetic) and special scientific (sociological, pedagogical, psychological, etc.) approaches.

Philosophical knowledge has initial significance for pedagogical science. It is the basis for understanding the goals of upbringing and education in modern period development of pedagogical knowledge. The theory of knowledge makes it possible indirectly, thanks to the generality of laws, to determine the patterns of educational and cognitive activity and the mechanisms for controlling it. Philosophical categories of necessity and chance, general, individual and special; laws of interrelation and interdependence, development and its driving forces and others contribute to the development of research pedagogical thinking. In connection with an in-depth understanding of the phenomenon of education at the present stage of pedagogical knowledge, one of the philosophical directions is receiving intensive development - the philosophy of education.

Natorp P. in his book “Philosophy as the Basis of Pedagogy” back in 1910 tried to analyze the most well-known pedagogical concepts from the point of view of the presence of a philosophical basis in them. As a result, he came to the conclusion that the errors in Comenius’ pedagogical views were rooted in the lack of sufficient philosophical foundations, although the great teacher clearly understood their necessity.

Interpretations of the connections between philosophy and pedagogy were of a rather rigid oppositional nature. On the one hand, pedagogy was considered a “testing ground” for the application and testing of philosophical ideas. In this case, it was considered as a practical philosophy. On the other hand, attempts have been made repeatedly to abandon philosophy in pedagogy.

Today, the methodological function of philosophy in relation to pedagogy is generally recognized, which is completely legitimate and is determined by the very essence of philosophical knowledge, ideological in nature, and the tasks being solved in understanding man’s place in the world and identifying his relationships with the world. The direction of pedagogical search and the determination of the essential, target and technological characteristics of the educational process depend on the system of philosophical views (existential, pragmatic, neo-positivist, materialistic, etc.) that pedagogy researchers adhere to.

In addition, the methodological function of philosophy in relation to any science, including pedagogy, is manifested in the fact that it develops a system general principles and ways scientific knowledge. The process of obtaining pedagogical knowledge is subject to the general laws of scientific knowledge studied by philosophy. Philosophy is also a theoretical platform for understanding pedagogical experience and creating pedagogical concepts. Pedagogy cannot acquire the status of a science through experimentation and generalization of experience without their philosophical justification.

And since pedagogical science develops in conjunction with other human sciences, turning to their philosophies contributes to its success.

New, additional features Cybernetics opens up pedagogy for the study of upbringing and learning processes. Using its data, pedagogical science develops patterns, methods and mechanisms for managing the educational process.

Significant opportunities for the development of pedagogical science lie in the prospects for its integration with industries medical sciences. And not only those who study “childhood diseases”. Nervous disorders infectious diseases, diseases of functional disorganization of the body of schoolchildren, substance abuse, drug addiction - ailments affecting children school age, set before pedagogical science a global and very knowledge-intensive task - to develop a special system for teaching and educating unwell, sick schoolchildren. It is not without reason that they say that there are two types of pedagogical thinking: flat and three-dimensional. It turns out to be flat for those who operate only with pedagogical concepts. Volumetric - for those who reflect pedagogical phenomena from the points of view of different sciences. The laziness of a schoolchild, according to the teacher, is a consequence of his lack of discipline, lack of composure, weakness of will, and neglect. From a medical point of view, laziness can act as a protective reaction of the body in situations of danger to the health and mental development of a schoolchild.

The connection between pedagogy and medicine led to the emergence of correctional pedagogy as special industry pedagogical knowledge, the subject of which is the education of children with acquired or congenital developmental disorders. It develops, in conjunction with medicine, a system of means by which a therapeutic effect is achieved and positions, roles, and values are acquired that facilitate socialization processes that compensate for existing defects or reduce their severity.

Pedagogical ethics is an independent section of ethical science and studies the features of pedagogical morality, clarifies the specifics of the implementation of general principles of morality in the sphere of pedagogical work, reveals its functions, the specifics of the content of principles and ethical categories. Pedagogical ethics also studies the nature of a teacher’s moral activity and moral relations in a professional environment, and develops the foundations of pedagogical etiquette, which is a set of specific rules of communication, manners of behavior, etc. developed in the teaching environment. people professionally involved in training and education.

Pedagogical ethics faces a number of pressing challenges. They can be divided into theoretical and applied, including the study of problems of a methodological nature, clarification of the structure and study of the process of formation of the moral needs of a teacher, development of the specifics of the moral aspects of pedagogical work, identification of the requirements for the moral character of a teacher, etc.

Practical activities teachers do not always comply with the standards of professional ethics, which is caused by complexity and contradictions teaching practice Therefore, one of the important tasks of pedagogical ethics is to study the state of the moral consciousness of the teacher. For this purpose, it is necessary to have sufficiently correct and scientifically based methods. The universal and most common methods of researching public opinion in the field of pedagogical ethics are aimed at clarifying value orientations, the motivational sphere of the individual, value judgments respondents. Ethical and sociological methods make it possible to study the teacher’s ethical erudition, value orientations, moral education and the nature of collective relationships. Among the methods for studying pedagogical ethics we can name: the method of “frequency dictionaries”, the method of ethical workshops, content analysis, the method of public certification, etc.

Among the tasks of pedagogical ethics is to raise the level of moral and pedagogical training of the teacher, and to equip him with knowledge, using which, contradictions in the educational process can be resolved more effectively. The study of pedagogical ethics provides the material necessary for analysis pedagogical process as a process of moral relations between its participants.

Pedagogical ethics examines the essence of the main categories of pedagogical morality and moral values. Moral values can be called a system of ideas about good and evil, justice and honor, which act as a kind of assessment of the nature of life phenomena, moral virtues and actions of people, etc. All basic moral concepts are applicable to pedagogical activity, however, individual concepts reflect such features of pedagogical views, activities and relationships that distinguish pedagogical ethics into a relatively independent section of ethics. Among these categories are professional pedagogical duty, pedagogical justice, pedagogical honor and pedagogical authority.

Pavlovsky A.I. believes that ethics is the science of morality and ethics. Morality is the external, and morality is the internal regulation of human behavior in relation to the individual.

Pedagogy, considering man as a natural and social being, could not help but use the potential that accumulated in anthropology as a science that integrates knowledge about the phenomenon of man into a single theoretical construct that considers the nature of a conventional man in his multidimensionality and diversity.

The relationship between pedagogy and economic sciences is complex and ambiguous. Economic policy has always been a necessary condition development of educated society. Economic incentives remain an important factor in the development of pedagogy. scientific research in this area of knowledge. The connection of these sciences served to isolate such a branch of knowledge as the economics of education, the subject of which is the specifics of the operation of economic laws in the field of education.

The connection between pedagogy and political science is due to the fact that educational policy has always been a reflection of the ideology of the ruling parties and classes, reproducing it in conceptual schemes and theories. Pedagogy seeks to identify the conditions and mechanisms of a person’s formation as a subject of political consciousness, the possibility of assimilating political ideas, attitudes, and a political worldview.

Pedagogical computer science is a relatively new and, moreover, rapidly developing branch of knowledge. The number of researchers and educational practitioners associated with this area is quite large. As always happens in such cases, the terminology of educational informatics has not been completely established. In this regard, ambiguity, vagueness, and sometimes simply the absence of necessary terms and their definitions cause serious practical difficulties.

Now there is no longer any doubt that the need to form a strict terminological base of pedagogical informatics is a priority task. Its solution can be carried out by collective work and active discussion of proposals by a large group of authors associated, first of all, with the Academy of Informatization of Education, as an organization that determines the main vector of research in this area.

This work should be based on the formulation of the main terminological problems that currently exist in pedagogical computer science.

An attempt to formulate some of these problems is the present publication, which by its design is debatable.

Concluding the review of interscientific connections of pedagogy, I note that in pedagogical research data from many other sciences are actively used: law, statistics, ecology, ethnography, ethnology, history, technical sciences.

Social pedagogy represents that area of pedagogical knowledge that directly concerns the study complex problems person in the environment. Therefore, social pedagogy widely uses the achievements of other human sciences: philosophy, social work, sociology, psychology, ethics, ethnography, cultural studies, medicine, law, defectology. Based on the knowledge of these sciences, social pedagogy organizes and integrates their potential in the personal-environmental context, in relation to its subject of research. The choice of knowledge is determined by the extent to which it reflects the main social and pedagogical tasks implemented in practice: making a social diagnosis, forming humane relations in society, choosing forms and methods of socialization of the individual, competent social assistance, and human support.

The connection between social pedagogy and social work is especially important. As a science, social work is a field human activity, the function of which is to develop and theoretically systematize objective knowledge about a certain reality - social sphere and specific social activities.

Like any science, social work has its own subject, object, categorical apparatus. The object of social work research is the process of connections, interactions, methods and means of regulating behavior social groups and individuals in society. The subject of social work as an independent science is the patterns that determine the nature and direction of the development of social processes in society. As for the categorical apparatus, many categories of social work and social pedagogy are common.

Modern psychology as one of the sciences of social knowledge is a complex structural formation. It consists of many branches, or branches, that were formed on the border of psychology and other sciences: pedagogical, medical, social, biological, engineering, environmental, economic, legal, etc. In this regard, it is important for social pedagogy to take into account not only common features the human psyche, but also its specificity and dependence on the specific conditions of the social situation of development, life and activity, profession, age, status in the system of interpersonal relations in a particular group, positions and dispositions, typological features, socio-psychological adaptation, etc.

Social pedagogy makes extensive use of achievements in solving its problems social psychology, which allows us to determine the structure of social groups, their dynamics, differences (urban and rural residents, people of physical and mental labor, families, youth, production teams), the development and state of relationships between the peoples of our country, etc. This helps to identify problems that require decisions in specific conditions of life, activity, free time, education in the socio-cultural environment of the region. At the same time, the main function of social pedagogy is to study the problems of human relations, human life in specific conditions, in the relationship of the individual himself with the environment, taking into account the value orientations that form the family, school, work environment, etc., as well as on the basis of studying the position the personality itself as a subject of self-improvement and change in society.

Developmental psychology studies the age-related dynamics of the human psyche. The sections of developmental psychology are: child psychology, psychology of primary schoolchildren, adolescent psychology, psychology of early adolescence, adult psychology, psychology of old age (gerontopsychology). Developmental psychology studies age characteristics mental processes, age factors of personality development. For the successful development of social pedagogy, knowledge in the field of developmental psychology is required.

The psychology of communication is a branch of psychological knowledge that is mandatory for any person who has a direct or indirect relationship to social and pedagogical work. A social educator has to deal with the most diverse people in terms of communication: quiet, shy - and aggressive, violently expressing their feelings; closed, distrustful - and talkative; seeking truth, justice - and indifferent to it, etc. It is important to find an approach to each of them, to win them over, to give them the opportunity to open their souls, to let a stranger into their innermost inner world.

Social pedagogy is also connected with such fields psychological science like psychology deviant behavior, family psychology, special psychology, etc.

IN last years Of particular relevance is the connection between social pedagogy and sociology - the science of the patterns of formation, functioning and development of society as a whole, social relations and social communities. Sociology of education, studying the problem of socialization, uses data from branches of sociological knowledge: sociology of age, sociology of city and countryside, sociology of leisure, sociology of mass communication, sociology of youth, sociology of morality, sociology of education, sociology of crime, sociology of religion, sociology of family.

The integration of social pedagogy and sociology is caused, on the one hand, by the complication of all aspects of life, and on the other hand, by the deepening of our knowledge about man and society. With the complication of society and social relations, the process of socialization of the developing personality inevitably becomes more complicated, and integrating pedagogy and sociology, in turn, unite with all other sciences that study man and society; the emerging social pedagogy should not only integrate with the sociocultural environment, but also actively invade it, changing it according to needs social development, the main directions of social progress.

Ethics analyzes the general laws of development of moral ideas and relationships, as well as the forms of moral consciousness of people and their moral activity regulated by them. Social pedagogy uses and takes into account the principles of morality formulated by ethics, defining the goals and values of education, developing methods of education, and exploring problems of interpersonal interaction.

Ethnography studies the everyday and cultural characteristics of peoples. Ethnopsychology is a branch of knowledge that studies the ethnic characteristics of the people’s psyche, national character, patterns of formation and function of national self-awareness, ethnic stereotypes, etc. Social pedagogy, studying human socialization, is based on data on the ethnic characteristics of age periodization life path person; about the factors that determine the position of people of a particular age and gender in an ethnic group; about ethnic specificity and patterns of socialization and education; about the canon of man in various ethnic groups, etc.

When developing the theory of social education, it is necessary to take into account the data of ethnography and ethnopsychology, determining the specific goals, values and content of education, to take into account ethnic characteristics when building the system and especially in designing the forms and methods of social education. At the same time, it is advisable to accumulate the methods of education that have developed in the ethnic group and have proven themselves to be adequate to universal human principles and use them in the system of social education within the framework of this ethnic group.

For the development of social pedagogy in recent years, demography data, which studies population problems: fertility, mortality, migration, is especially important. For modern Russia Characteristic is the emergence of such categories of the population (which are the object of special attention of social educators) as social orphans, homeless people, migrants, forced migrants, etc. Without taking into account and forecasting the birth rate, age structure and processes of population movement, it is impossible to effectively solve the problems of social pedagogy.

Social pedagogy is closely related to defectology. This is the science of the psychophysiological characteristics of abnormal children, the patterns of their training and upbringing. Defectology includes a number of sections of special pedagogy: deaf pedagogy (training and education of the deaf and hard of hearing), typhlopedagogy (training and education of the blind and visually impaired), oligophrenopedagogy (training and education of persons with mental disabilities) and speech therapy (training and education of persons with speech impairments). . Defectology also studies the problems of teaching and raising children with disorders of the musculoskeletal system, with mental retardation, as well as with complex defects (for example, deaf-blindness, a combination of blindness and mental retardation and so on.).

In reality, the connection between social pedagogy and other sciences is very different. Data from social psychology and, to a certain extent, sociology are used in it, although not to the extent necessary for its fruitful development. At the same time, ethnographic and ethnopsychological data practically still remain unclaimed. From the point of view of A.V. Mudrik, this situation is explained both by the insufficient development of socio-pedagogical knowledge and by the fact that in the above-mentioned sciences those processes and phenomena whose data could be used in socio-pedagogical concepts are far from being fully studied.

Questions and tasks for independent work

1. Compare various definitions of social pedagogy. Highlight what they have in common.

3. Compare the purpose, content of work and areas of activity of a social teacher and a social work specialist (social worker).

4. Show how religion, charity, pedagogy itself and pedology influenced the emergence of social pedagogy and its formation into an independent pedagogical branch.

5. Name the founders of social pedagogy as a science and modern scientists developing it.

6. Reveal the methods of social pedagogy and show when, under what conditions social teacher uses research methods, educational methods and methods of socio-psychological assistance.

7. Substantiate the connection between social pedagogy and other sciences. Name those of them, the knowledge of which is especially necessary for the development and improvement of the theory and practice of social pedagogy.

METHODS OF SOCIAL PEDAGOGY

(D/z: F. A. Mustaeva Social pedagogy -M, -Ekaterinburg, 2003, pp. 65 -81)

Methods of social pedagogy can be classified into three groups:

1. Research methods (observation, experiment, conversation, interview, questionnaire, modeling, method of studying and summarizing best pedagogical experience, mathematical methods research)

2. Methods of education (example, conversation, debate, story, lecture, public opinion, exercise, method of organizing socially useful activities, method of using creative play, encouragement, punishment, “explosion” method by A.S. Makarenko)

3. Methods of socio-psychological assistance ( psychological counseling, auto-training, socio-psychological training, business game)

(D/z: F. A. Mustaeva Social pedagogy -M, -Ekaterinburg, 2003 pp. 81 -86)

Philosophy, social work, psychology, ethics, ethnopsychology, defectology.

Sociology explores society and social relations in it

Genesis of ideas of social pedagogy.

With the adoption of Christianity in Rus', new forms of compassionate attitudes appeared: mercy and charity.

Mercy- this is a willingness to help someone out of philanthropy and compassion.

Charity- provision by individuals or organizations of free, usually regular, assistance to people in need. (Charity activities today are called sponsorship).

In V. Dahl’s dictionary this concept is not considered, but in it you can find the word “look after”, meaning: “to accept, shelter, give shelter and food, take under one’s protection, attend to the needs of one’s neighbor.”

During the period of civil strife and wars, the church maintained spirituality, faith in goodness, and did not allow people to become embittered and lose moral guidelines and values. Hospitals, almshouses, and orphanages were created at the church.

At Petre 1 childhood and orphanhood become the object of state care. Catherine the Great continued the plan of Peter 1.

The first "Minister of Charity" was Maria Feodorovna, wife of Paul I. Under her tutelage, educational homes and shelters, classes for training mentors and music teachers were opened. Charity extended to widows, the deaf, the blind .

The Bolsheviks condemned charity as a bourgeois relic. As a result, orphanhood, homelessness, crime, and prostitution of minors increased sharply.

Many pedagogical thinkers turned to social pedagogy ( Ya.A. Comenius, J.-J. Rousseau, I.G. Pestalozzi, I. Herbart, K. D. Ushinsky). Under the influence of their pedagogical views, the idea of sociality is born as fundamental and is associated with charity.

In Germany in the second half of the 18th century. a current arose philanthropism(philanthropy, charity), founder – K. Basedov, organized the Philanthropin boarding school, where they freed children from the traditional system of education and upbringing, urging them to follow the nature of the child and humanism in pedagogy.

I. Pestalozzi and Paul Natorp They attached importance to family education.

At the end of the 19th, beginning of the 20th century in Russia The science of pedology developed. Famous pedologists were A.P. Nechaev, G.I. Rossolimo, A.F. Lazursky, V.P. Kashchenko. They were engaged in pedology of “exceptional” childhood (gifted, “difficult” children, children with mental and mental disabilities physical development). They argued that it is not the child who must adapt to the system of education, but the system must correspond to the nature of the child.

Pedologists overestimated the role of biological and social factors in personality development. In 1936, pedology was declared a “pseudoscience” and banned.

The first social educators are considered A.S. Makarenko, S.T. Shatsky, V.N. Soroka-Rosinsky, their work was aimed at helping “children who have been knocked out of the social rut”

Interest in the problems of social pedagogy arose in the 70-80s.

In 1990, the UN Convention on the Rights of the Child was ratified.

The Constitution of the Russian Federation states: “state support is provided to the family, motherhood, paternity and childhood, a system of social services is being developed, state pensions and other guarantees are being established.” social protection". The Law on Education and the Presidential Decree on social support were adopted large families, Government decree on urgent measures for social protection of orphans and children left without parental care.

In 1991, the Institute of Social Pedagogy officially functioned in Russia.

The Law of the Russian Federation "On Education" provides for primary, secondary and professional education. In modern Russia, the education system includes state and non-state (private, public and religious) educational establishments:

1. Comprehensive school

2. Vocational educational institutions (lyceums, technical schools, colleges, universities)

3. Boarding schools, forest schools, sanatorium schools

4. Educational institutions that provide additional education(creativity centers, sports, music, art schools, centers for gifted children)

5. Private educational institutions of general and correctional type, where they work according to proprietary programs.

6. Religious educational institutions: Sunday schools, theological academies.

The modern school is associated with various organizations:

ü social protection authorities for families and children

ü legal authorities

ü boards of trustees

ü sponsoring organizations

ü training and production bases and plants

ü out-of-school children's leisure and creativity centers

ü cultural institutions: theaters, museums, clubs, libraries

ü territorial children's institutions

ü medical children's institutions

ü preschool institutions

ü informal funds (Children's Fund, Peace Fund)

ü special schools and studios

Social pedagogy represents that area of pedagogical knowledge that directly concerns the study of complex problems of man in the environment. Therefore, social pedagogy widely uses the achievements of other human sciences: philosophy, social work, sociology, psychology, ethics, ethnography, cultural studies, medicine, law, defectology.

Philosophy is the methodological basis of all social sciences. The connection between social pedagogy and philosophy lies in the fact that philosophy poses the fundamental questions of human existence and, trying to give answers to them, develops a generalized system of views on the world and the place of man in it, and social pedagogy, when exploring its problems, proceeds from a certain view of man and his upbringing. One can find certain philosophical foundations at the basis of this view. The connection between social pedagogy and social work. As a science, social work is a sphere of human activity, the function of which is to develop and theoretically systematize objective knowledge about a certain reality - the social sphere and specific social activities.

Modern psychology as one of the sciences of social knowledge is a complex structural formation. It is important for social pedagogy to take into account not only the general features of the human psyche, but also its specificity and dependence on the specific conditions of the social situation of development, life and activity, profession, age, status in the system of interpersonal relations in a particular group, positions and dispositions, typological features, socio-psychological adaptation, etc. Social pedagogy makes extensive use of achievements in solving its problems social psychology, which allows us to determine the structure of social groups, their dynamics, differences (urban and rural residents, people of physical and mental labor, families, youth, production teams), the development and state of relationships between the peoples of our country, etc. This helps to identify problems that require decisions in specific conditions of life, activity, free time, education in the socio-cultural environment of the region. Age-related psychology studies the age-related dynamics of the human psyche. The sections of developmental psychology are: child psychology, psychology of primary schoolchildren, adolescent psychology, psychology of early adolescence, adult psychology, psychology of old age (gerontopsychology). For the successful development of social pedagogy, knowledge in the field of developmental psychology is required. Psychology of communication. A social educator has to deal with the most diverse people in terms of communication. It is important to find an approach to each of them, to win them over, to give them the opportunity to open their souls, to let a stranger into their innermost inner world.

Social pedagogy is also associated with such branches of psychological science as the psychology of deviant behavior, family psychology, special psychology, etc.

In recent years, the connection between social pedagogy and sociology- science about the laws of formation, functioning and development of society as a whole, social relations and social communities. With the complication of society and social relations, the process of socialization of the developing personality inevitably becomes more complicated, and integrating pedagogy and sociology, in turn, unite with all other sciences that study man and society.

When developing a theory of social education, it is necessary to take into account the data ethnography And ethnopsychology, take into account ethnic characteristics when building a system and especially in designing forms and methods of social education. At the same time, it is advisable to accumulate the methods of education that have developed in the ethnic group and have proven themselves to be adequate to universal human principles and use them in the system of social education within the framework of this ethnic group.

For the development of social pedagogy in recent years, data is especially important demographics, which explores population problems: fertility, mortality, migration. Without taking into account and forecasting the birth rate, age structure and processes of population movement, it is impossible to effectively solve the problems of social pedagogy.

Social pedagogy is closely related to defectology. This is the science of the psychophysiological characteristics of abnormal children, the patterns of their training and upbringing.

Based on the knowledge of these sciences, social pedagogy organizes and integrates their potential in the personal-environmental context, in relation to its subject of research. The choice of knowledge is determined by the extent to which it reflects the main socio-pedagogical tasks implemented in practice: making a social diagnosis, forming humane relations in society, choosing forms and methods of socialization of the individual, competent social assistance, and human support.

Philosophy is the methodological basis of all social sciences. The connection between social pedagogy and philosophy lies in the fact that philosophy poses fundamental questions of human existence and, trying to give answers to them, develops a generalized system of views on the world and the place of man in it, and social pedagogy, exploring its problems, comes from a certain view of a person and his upbringing. One can find certain philosophical foundations at the basis of this view.

The connection between social pedagogy and social work is especially important. As a science, social work is a sphere of human activity, the function of which is to develop and theoretically systematize objective knowledge about a certain reality - the social sphere and specific social activities.

Like any science, social work has its own subject, object, categorical apparatus. The object of social work research is the process of connections, interactions, ways and means of regulating the behavior of social groups and individuals in society. The subject of social work as an independent science is the patterns that determine the nature and direction of the development of social processes in society. As for the categorical apparatus, many categories of social work and social pedagogy are common.

Modern psychology, as one of the sciences of social knowledge, is a complex structural formation. It consists of many branches, or branches, that were formed on the border of psychology and other sciences: pedagogical, medical, social, biological, engineering, environmental, economic, legal, etc. In this regard, it is important for social pedagogy to take into account not only the general features of the human psyche, but also its specificity and dependence on the specific conditions of the social situation of development, life and activity, profession, age, status in the system of interpersonal relations in a particular group, positions and dispositions, typological features, social-psychic -chological adaptation, etc.

In solving its problems, social pedagogy widely uses the achievements of social psychology, which allows us to determine the structure of social groups, their dynamics, differences (urban and rural residents, people of physical and mental labor, families, youth, production teams), the development and state of relationships peoples of our country, etc. This helps to identify problems that require solutions in the specific conditions of life, activity, free time, education in the socio-cultural environment of the region.

At the same time, the main function of social pedagogy is to study the problems of human relations, human life activity in specific conditions, in the relationship of the individual himself with the environment, taking into account the value orientations that are formed by family, school, work environment, etc. and also on the basis of studying the position of the individual himself as a subject of self-improvement and change in society.

Developmental psychology studies the age-related dynamics of the human psyche. The sections of developmental psychology are: child psychology, psychology of a junior schoolchild, psychology of a teenager, psychology of early youth, psychology of an adult, psychology of old age (gerontopsychology). Developmental psychology studies age-related characteristics of mental processes, age-related factors in personality development. For the successful development of social pedagogy, knowledge in the field of developmental psychology is required.

The psychology of communication is that branch of psychological knowledge that is mandatory for any person who has a direct or indirect relationship to social and pedagogical work. A social educator has to deal with the most diverse people in terms of communication: quiet, shy - and aggressive, vigorously expressing their feelings; closed, distrustful - and talkative; seeking truth, justice - and indifferent to it, etc. It is important to find an approach to each of them, to win them over, to give them the opportunity to open their souls, to let a stranger into their innermost inner world.

Social pedagogy is also associated with such branches of psychological science as psychology of deviant behavior, family psychology, special psychology, etc.

In recent years, the connection between social pedagogy and sociology—the science of the patterns of formation, functioning and development of society as a whole, social relations and social communities—has become particularly relevant. Sociology of education, studying the problem of socialization, uses data from branches of sociological knowledge: sociology of age, sociology of city and countryside, sociology of leisure, sociology of mass communication, sociology of youth, sociology of morality, sociology of education, sociology of crime, sociology of religion, sociology of family.

The integration of social pedagogy and sociology is caused, on the one hand, by the complication of all aspects of life, and on the other hand, by the deepening of our knowledge about man and society. With the increasing complexity of society and social relations, the process of socialization of the developing personality inevitably becomes more complicated, and integrating pedagogy and sociology, in turn, are united with all other sciences that study man and society; the emerging social pedagogy must not only go towards integration with the sociocultural environment, but also actively invade it, changing it in accordance with the needs of social development, the main directions of social progress.

Ethnography studies the everyday and cultural characteristics of peoples. Ethnopsychology is a branch of knowledge that studies the ethnic characteristics of the people’s psyche, national character, patterns of formation and function of national self-awareness, ethnic stereotypes, etc. Social pedagogy, studying human socialization, is based on data on the ethnic characteristics of age periodization of a person’s life path; about the factors that determine the position of people of a particular age and gender in an ethnic group; about ethnic specificity and patterns of socialization and education; about the canon of man in various ethnic groups, etc.

When developing the theory of social education, it is necessary to take into account the data of ethnography and ethnopsychology, defining specific goals, values and content of education, and take into account ethnic characteristics when building the system and especially in designing the forms and methods of social education. At the same time, it is advisable to accumulate the methods of education that have developed in the ethnos and have proven themselves to be adequate to universal human principles and use them in the system of social education within the framework of this ethnos.

For the development of social pedagogy in recent years, demography data, which studies population problems: fertility, mortality, migration, is especially important. Modern Russia is characterized by the emergence of such categories of the population (which are the object of special attention of social educators) as social orphans, homeless people, migrants, forced migrants, etc. Without taking into account and forecasting the birth rate, age structure and processes population movements, it is impossible to effectively solve the problems of social pedagogy.

Social pedagogy is closely related to defectology. This is the science of the psychophysiological characteristics of abnormal children, the patterns of their training and upbringing. Defectology includes a number of sections of special pedagogy: deaf pedagogy (training and education of the deaf and hard of hearing), typhlopedagogy (training and education of the blind and visually impaired), oligophrenopedagogy (training and education of persons with mental disabilities) and speech therapy (training and education of persons with speech impairments). Defectology also studies the problems of teaching and raising children with disorders of the musculoskeletal system, with mental retardation, as well as with complex defects (for example, deaf-blindness, a combination of blindness and mental retardation, etc.).

In reality, the connection between social pedagogy and other sciences is very different. Data from social psychology and, to a certain extent, sociology are used in it, although not to the extent necessary for its fruitful development. At the same time, ethnographic and ethnopsychological data practically still remain unclaimed. From the point of view of A.V. Mudrik, this situation is explained both by the insufficient development of socio-pedagogical knowledge, and by the fact that in the above-mentioned sciences those processes and phenomena are far from being fully studied, the data on which could be used in socio-pedagogical concepts.

Questions and tasks for independent work

1. Compare different definitions of social pedagogy. Highlight what they have in common.

3. Compare the purpose, content of work and areas of activity of a social teacher and a social work specialist (social worker).

4. Show how religion, charity, pedagogy itself and pedology influenced the emergence of social pedagogy and its formation into an independent pedagogical branch.

5. Name the founders of social pedagogy as a science and modern scientists developing it.

6. Reveal the methods of social pedagogy and show when and under what conditions a social teacher uses research methods, educational methods and methods of socio-psychological assistance.