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Tematska številka: Identiteta stroke

prejšnja številka 9

Socialna pedagogika 1998/1

Vol. 2

Kazalo/Contents

Thematic issue: Professional identity

: naslednja številka

     
Identiteta in profesionalizacija socialne pedagogike Alenka Kobolt The identity and professionalisation of social pedagogy
Socialna pedagogika - vprašanje identitete (ali: o nujni vrnitvi na nekatera začetna izhodišča) Slobodan Uzelac Social pedagogy - a question of identity (or: the urgent need for a return to some basic principles)
Vzgoja je mit Valerija Janhar Černivec The myth of education
Socialni pedagog (v šoli) med vzgojo in terapijo? Roman Koštal Social pedagogy (in schools): between education and psychotherapy?
Razvijanje strokovne etike na socialnopedagoškem področju dela Helena Pečelin The development of professional ethics in the social pedagogic field of work
Metodično spremljanje praktikantov socialne pedagogike v vzgojnih zavodih Mitja Krajnčan Methodical supervision of social pedagogy students’ placements in residential care homes
 

 

Socialna pedagogika, 1998 vol. 2, št. 1, str. .

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Identiteta in profesionalizacija socialne pedagogike The identity and professionalisation of social pedagogy
Alenka Kobolt, dipl. psih, dr. soc.ped., Pedagoška fakulteta v Ljubljani, Kardeljeva pl. 16, 1000 Ljubljana.
Povzetek

Prispevek predstavlja bistvene elemente razvoja socialne pedagogike kot razmeroma mlade vede, ki v različnih deželah dosega raznolike razvojne stopnje ter sega v različna delovna področja. Členi nekatere vidike razvoja socialno pedagoške teoretske misli v svetu in pri nas, ter opredeljuje merila za opredelitev socialne pedagogike kot poklica. Predstavlja profesionalne in družbene elemente, ki soopredeljujejo socialno pedagogiko, danes uveljavljeno v raznolikih segmentih: vsebinsko in organizacijsko različno oblikovani izvendružinski vzgoji (stanovanjskih skupinah, zavodih, dijaških domovih), vrtcih in osnovnih ter srednjih šolah, centrih za socialno delo, na področju raznoterih preventivnih dejavnosti, številnih neinstitucionalnih oblikah dela z mladimi in odraslimi v “ogroženih” življenjskih položajih. Med različnimi elementi, ki sooblikujejo strokovno področje, obravnava tri bistvene elemente: znanstvenoraziskovalno delo, formalni izobraževalni program na visokošolski ali univerzitetni stopnji ter delovanje poklicnega združenja z oblikovanim etičnim kodeksom, ki poleg ostalih premis profesionalnega ravnanja ureja strokovno delovanje v praksi.

Ključne besede: socialna pedagogika, identiteta, profesionalizacija področja, razvoj izobraževalnih programov.

Abstract

This article presents the essential elements of the development of social pedagogy, a relatively young science which, according to the country considered, is achieving different degrees of development and touches upon different fields of work. The article connects several points of view on the development of social pedagogic thought in the outside world and in Slovenia, and sets the standards for defining the profession of social pedagogy. It defines the professional and social ingredients which constitute social pedagogy, which are currently asserted to be in distinct strands: the component and organisationally different forms of extrafamilial education (housing groups, institutions, student boarding houses), nursery, primary and secondary schools, centres for social work in the field of various preventative activities, and numerous non-institutional forms of work with young people and adults in "threatening" situations in their lives. Among the different elements which combine to make up the professional domain, three essential components are discussed: scientific research work, a formal programme of education at college or university level, and the activity of a professional association with a formal ethical code, which, in addition to oter forms of professional regulation, establishes professional working practices.

Key words: social pedagogy, identity, professionalisation of the field of work, development of educational programmes.


 

Socialna pedagogika, 1998 vol. 2, št. 1, str. .

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Socialna pedagogika - vprašanje identitete (ali: o nujni vrnitvi na nekatera začetna izhodišča) Social pedagogy - a question of identity (or: the urgent need for a return to some basic principles)
Slobodan Uzelac, dr. sci., profesor na Fakulteti za rehabilitacijske znanosti, Kušlanova 59a, 10000 Zagreb, Hrvaška.
Povzetek

V današnjem času se identiteta socialne pedagogike pretežno navezuje na pojem marginalne družbene skupine. Ključno vprašanje identitete socialne pedagogike je vprašanje merjenja odnosov bio-psiho-socialnih kompetenc v večpomenski etiologiji “marginalnosti”, sledi pa ji ocenjevanje teh sestavin v strokovnem oziroma znanstvenem pristopu, ki je usmerjen k preprečevanju in odpravljanju “marginalnosti”. Dejstvo, da se socialna “marginalnost” kaže na socialnem področju, nas ne sme zavesti k poenostavljenemu zaključku, da govorimo le o ozko socialno pogojenem in edino ozko socialno rešljivem problemu. Vendar prav dejstvo, da govorimo o socialni “marginalnosti”, napeljuje k zaključku, da v tretmanu prevladuje socialni pristop. Sodelovanje s sorodnimi strokami prinaša nevarnosti psihologiziranja in psihiatrizacije socialno pedagoškega dela.

Ključne besede: socialna pedagogika, identiteta, stroka.

Abstract

At the current time the identity of social pedagogy is largely defined by the notion of marginal social groups. Today, the key question of the identity of social pedagogy is the question of measuring the relationship of bio-psycho-social competence in every sense of the aetiology of marginalisation, followed by the grading of those components in a professional and scientific manner which is geared towards prevention of marginalisation. We must not allow the fact that social marginalisation appears in the social field to mislead us so we come to an oversimplified conclusion: one that deals just with narrow social conditions and only solves a single narrow social problem. However, the very fact that we talk about social marginalisation leads us to the conclusion that in treatment, the true social work approach is the one that is dominant. Collaboration with the similar professions can produce the psychologisation and psychiatrification of social pedagogic work.

Key words: social pedagogy, identity, profession.


 

Socialna pedagogika, 1998 vol. 2, št. 1, str. .

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Vzgoja je mit The myth of education
Valerija Janhar Černivec, prof. ped., Zavod za usposabljanje slušno in govorno motenih, Vojkova 74, 1000 Ljubljana.
Povzetek

Prispevek smo začeli s psihološko opredelitvijo vzgoje: vzgoja je oblikovanje osebnosti. ?e na samem začetku smo podvomili v omenjeno definicijo oziroma v početje, ki bi kakorkoli vplivalo na oblikovanje osebnosti. Strinjamo se z delitvijo vzgojnega procesa na dve kategoriji: vzgoja kot prenašanje vednosti (izobraževanje) in vzgoja kot medosebni proces med vzgojiteljem in vzgajanim (oblikovanje subjektivitete posameznika). V prispevku smo se skušali posvetiti le slednjemu. Psihologija se v svojih razmišljanjih o vzgoji omejuje na vzgojni kontekst, ki v prvi vrsti pripada družini, kasneje šoli in drugim institucijam, ki so kakorkoli povezane z izobraževalno institucijo. Vsebina vzgojnega procesa je pogojena z kulturnim okoljem, z javnimi mediji, s sorojenci, dednostjo in lastno dejavnostjo posameznika. Vse to še najbolj spominja na ideologijo in s tem seveda na zastarelost psihologije. S tem je seveda zelo zanemarjena subjektiviteta posameznika, ki jo psihologija s tem, ko govori o bistvu posameznika, ki je že vnaprej določeno, zanika. Strinjamo se s tem, da je vzgoja nek proces, ali kot pravi Freud, nujno zlo. Človek ne more kar nenadzorovano in tja počez zadovoljevati svojih vzgibov in potreb. Potrebno je torej vplivati na posameznika, ne nazadnje, temu lahko rečemo tudi vzgoja, torej: inhibirati, prepovedovati, zatirati, siliti... Na ta način se posamezniki, če želijo uspešno integracijo v občestvo, odpovedo svoji izvirnosti, svoji interpretaciji. V prispevku smo želeli opozoriti le na to, da je ta proces do neke meje celo možen in se v praksi neprestano v resnici tudi udejanja. Menimo, da se mu končni cilj izneveri, mogoče še bolje - izmuzne, ker je neulovljiv. Vzgoja je namenjena tudi poslednjemu bistvu posameznika: subjektiviteti. To je tista identiteta posameznika, za katere opredelitev njemu samemu vedno zmanjka besed. To je način in trenutek, ko se posameznik vpiše v simbolno polje. Tega pa ni mogoče napovedati vnaprej in ga ni mogoče nadzorovati. V končni fazi je človek to, kar je, po čistem naklučju.

Ključne besede: vzgoja, ideologija, subjektiviteta posameznika.

Abstract

The starting point of our article is the psychological definition of education: education is the shaping of character. From the very start we have questioned that definition with respect to whether the process has any influence whatsoever on the shaping of character. We are in agreement with the division of the process of education into two constituent categories: education as the transmission of knowledge (schooling) and education as an interpersonal process between the educator and the receiver of education (the shaping of the subjectivity of the individual). In the article we have attempted to shed light on the latter. In its deliberations on education psychology it confines its context to, in the initial stages, the family, then later to school and other institutions which are connected to the established educational order. The contents of the process of education are conditioned by the cultural environment, the public media, siblings, heredity and the activity of the individual. All of that is reminiscent of ideology, the ideology of obsolete psychology. The much neglected subjectivity of the individual is denied by a psychology which talks of the essence of an individual being predetermined. We agree with the idea that education is some kind of process, or as Freud said, a necessary evil. A person cannot simply unsupervised, and at will, gratify his urges and needs. It is necessary, therefore, to influence the individual, and we could say that that is also education, namely: to inhibit, to prohibit, to oppress, to compel.... Thus individuals, if they desire successful integration into the community, abandon their originality, their own point of view. In the article we wanted to draw attention to the fact that to some extent this process is possible and that in practice it is continually happening. We believe that the final goal deserts or, perhaps more accurately, slips away from the individual, because it cannot be captured. Education is also destined for the final essence of the individual: subjectivity. That is the characteristic of an individual which they themselves cannot define because the words always elude them. This is the way and the moment when the individual registers in the symbolic field. In the final analysis, a person is what they are by pure chance.

Key words: education, ideology, individual subjectivity.


 

Socialna pedagogika, 1998 vol. 2, št. 1, str. .

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Socialni pedagog (v šoli) med vzgojo in terapijo? Social pedagogy (in schools): between education and psychotherapy?
Roman Koštal, dipl. soc. ped., Pedagoška fakulteta v Ljubljani, Kardeljeva ploščad 16, 1000 Ljubljana.
Povzetek

V praksi še vedno prihaja do nejasnega razumevanja psihoterapije in socialne pedagogike ter celo do enačenja socialne pedagogike s psihoterapijo. Avtor opozarja na temeljno razliko med položajem in vlogo psihoterapevta in socialnega pedagoga. Za ilustracijo dogajanj znotraj psihoterapije prikazuje psihoanalitično paradigmo. (Neuspeli) poskusi vnašanja psihoanalize na področje vzgoje pokažejo na ključno razliko med omenjenima poklicema ter potrjujejo, da pedagogika po svoji naravi ne more biti psihoterapija. V drugem delu eseja se pisec sprašuje, ali se socialna pedagogika kljub omenjenemu lahko česa nauči od psihoterapije. Skupna točka med terapijo in pedagogiko je v zavedanju, da prihaja v obeh poklicnih odnosih do stičišč nezavednega, tako terapevtovega/pedagogovega kot tudi klientovega - na drugi strani. Zdi se, da se psihoterapevti tega zavedajo in v pretežni del psihoterapevtske edukacije vključujejo lastno analizo, kjer se učijo spoznavati lastno nezavedno. Pedagogi le-te ne morejo uporabiti, imajo pa na voljo dovolj dobre oblike dela, s poudarkom na superviziji. Zavest o pomembnosti vplivanja nezavednega v profesionalnem odnosu in udejanjanje te zavesti skozi spoznavanje samega sebe je torej, po avtorjevem mnenju, stičišče obeh poklicev in hkrati prispevek psihoterapije pedagogiki.

Ključne besede: psihoterapija, vzgoja, nezavedno, identifikacija, transfer, Ideal-jaza, Idealni jaz, osebnost pedagoga.

Abstract

This article deals with the still unclear differentiation between social pedagogy and psychotherapy. The differences between the position and the role of psychotherapist and social pedagog are presented. For the illustration of psychotherapeutic process the psychoanalytical paradigm is chosen. Through analyses of (unsuccessful) attempts of applying psychoanalytical knowledge to pedagogy the differences between them can be seen, and it turns out that pedagogy can not be psychotherapy. In the second part of the article the question is posed whether social pedagogy, in spite of all the differences, could not take and learn something from psychotherapy. The common points of interest in these two professions are seen in the importance which is given to the role of the unconscious on the side of the pedagogue/psychotherapist and on the side of the client as well. It seems that psychotherapist are aware of this and they are focusing on this issue in the process of the self analysis or didactical analysis. For pedagogues it would be unrealistic to expect that they would undergone self analysis in the same way. Nevertheless, there are other ways of working “on self”, among which supervision is accentuated. The awareness of the importance of the unconscious in the professional relationship is the point of convergence of both professions and the main contribution of psychotherapy to (social) pedagogy.

Key words: psychotherapy, education and upbringing, unconsciousness, identification, transfer, Ideal self, personality of the pedagogue.


 

Socialna pedagogika, 1998 vol. 2, št. 1, str. .

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Razvijanje strokovne etike na socialnopedagoškem področju dela The development of professional ethics in the social pedagogic field of work
Helena Pečelin, dipl. defekt. vzg. MVO, Vzgojni zavod Planina, Planina 211, 6232 Planina.
Povzetek

Socialnopedagoško področje dela si v slovenskem prostoru postopoma izoblikuje svojo identiteto. Etični kodeks je samo eden izmed zunanjih formalnih pokazateljev etične poklicne osveščenosti stroke. Osnovno vodilo kodeksa mora biti delovanje v korist uporabnikov oz. odgovornost za ustreznost in kakovost dela z uporabniki socialnopedagoških storitev. Prispevek razčlenjuje cilje, ki naj vodijo oblikovanje etičnega kodeksa ter njegove štiri temeljne funkcije.

Ključne besede: etika, etični kodeks, socialna pedagogika.

Abstract

The social pedagogic field in Slovenia is gradually creating its own identity. A code of ethics is just one of the visible formal signs that the profession is coming into the light. The guiding principle of the code must be ensuring that activity benefits the user, in other words to assume responsibility for the suitability and quality of work to the users of social-pedagogic services. The article analyses the aims which guide the development of an ethical code and divides them into their four constituent functions

Key words: ethics, code of ethics, social pedagogy.


 

Socialna pedagogika, 1998 vol. 2, št. 1, str. .

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Metodično spremljanje praktikantov socialne pedagogike v vzgojnih zavodih Methodical supervision of social pedagogy students’ placements in residential care homes
Mitja Krajnčan, dipl. defekt, vzg. MVO, Pedagoška fakulteta v Ljubljani, Kardeljeva pl. 16, 1000 Ljubljana.
Povzetek

Prispevek se ukvarja z metodičnimi možnostmi socialnopedagoške prakse, s poudarkom na praksi v vzgojnih zavodih. Metodični osnutek je mogoče uporabiti tudi v drugih socialnopedagoših ustanovah oziroma na drugih delovnih poljih. Članek prikazuje pričakovanja vseh sodelujočih subjektov, in sicer vzgojiteljev in ustanove, študentov praktikantov ter fakultete, ki namešča praktikante. Predstavljen je koncept za spremljanje praktikantov, možni načini delovanja ter metode za vodenje in načrtovanje prakse. V zaključnem delu je nekaj različnih razmišljanj o razkoraku med teorijo in prakso.

Ključne besede: praksa, vzgojni zavod, vzgojitelj, študent - praktikant, fakulteta, metode.

Abstract

This article deals with the methodical opportunities of social-pedagogic student placements, with an emphasis on practice placements in residential care homes. The methodical outline can also be used in other social-pedagogic institutions as well as in other fields of work. The article describes the expectations of all the collaborative participants in the employment of probationers, namely teachers and institutions, probationary students and faculties. An outline plan for ssupervision of probationers is presented, together with possible types of activity and methods for conducting and planning practice placements. The concluding section includes various reflections on the gap between theory and practice.

Key words: work practice, residential care homes, tutor, student probationer, faculty, methods.