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

IF 1.4 Q2 SOCIAL WORK
M. Frampton
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引用次数: 0

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.
社会教育学精神:德国儿童福利的另类理论基础
虽然“社会工作”一词已经在国际上确立了自己的地位,但许多国家都有其他具有丰富历史和独特理论基础的社会职业。本文考察了德国的一个例子,从理论上考虑了儿童福利的核心学科:社会教育学。提出了关键理论家的框架,重建了教育话语和欧陆哲学的知识谱系。社会教育学的案例提醒我们,主流理论基础与盎格鲁-撒克逊社会工作中历史上看到的完全不同。实证主义观点缺失;相反,解释学和批判理论一直是主要的理论来源。康德的m ndigkeit(“成熟”)概念,即一个人成为自我决定主体的能力,揭示了自己作为理论的锚点,将最早的理论制作与后来的解放和生活世界方法联系起来。在论述中反复出现的概念可以合并来定义学科,并谨慎地提出了一个试探性的综合德国社会教育学定义。
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来源期刊
CiteScore
1.80
自引率
25.00%
发文量
52
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