Social Pedagogy – Underpinning Principles Contributions from the Social Pedagogy Development Network – Stone, 18/06/10 Haltung: The German term roughly translates as attitude, mindset, ethos. Haltung is based on our values, our philosophy, notions about morality and our concept of mankind. All of these affect how we conceptualise the people we interact with, which in turn has an impact on how we behave towards them and then colours their behaviour towards us. In connection with social pedagogy, Haltung expresses an emotional connectedness to other people and a profound respect for their human dignity. In the words of the SPDN, Haltung is a core principle encompassing: It’s a ‘stick of rock’ Acceptance Playfulness Love Being allowed to love the child Empathy Stepping into others’ shoes to gain a greater understanding of each other Curiosity All human beings having equal value Equality – all on same level Humanistic democratic values Child as expert of their life The ‘rich child’ (risk) Respecting and working with a person’s history Person- / child-centeredness – literal translation / use of words Holistic view on human beings ‘Underpins our own culture’ – fits in with us Happiness and well-being: Social pedagogy is concerned with enhancing happiness and well-being, so it also addresses the emotional and spiritual world of people in a holistic way. Primarily concerned with happiness and wellbeing ‘Organic’, family roots (pedagogy tree) Balance of support and safety + adult and child ‘Head, heart, hands’ – nurturing, safe, place Reflective practice: Bringing theory into practice is fundamental for social pedagogues as ways to make sense of their experiences and interactions, learning from the past to inform the future. Lifelong reflective / open / curious Theory informing practice Reflective practice, theory, coherent overarching theoretical framework Continue learning & development Valuing ongoing reflection Reflection (of self + colleagues). 3P’s Reflection and learn from experts Relationships: Authentic, strong and respectful relationships are central to social pedagogy. As the development of trust can only be nurtured gradually and carefully, building strong relationships takes time and is a joint process, requiring from both parties to trust the other person and to be trusted by them. Relationships! (quality of and learning within) Authentic relationships Mutual respect relationships Positive role models for young people Working in and through relationships Meaningful relationships Building relationships Common Third. Child centred. Holistic approach. Strong individual relationships of trust Building positive relationships The 3 P’s - Personal Private Professional Sharing life-space: The notion of life-space outlines a social pedagogic understanding of developing culture together as equal human beings, a shared culture in which everyone has ownership. Building and shaping meaningful relationships towards a shared culture Using and understanding the Common Third Everyone is sharing the same life-space Creating an awareness of community and social responsibility Seeing people as equal (non-hierarchy) Shared living space + commitment by staff ‘Social’ pedagogy – groups, networks of relationships, community, not just individuals, society Social justice: Social pedagogy aims to support social inclusion and tackle inequalities through educational means, thus enabling people to empower themselves. The concept of life world orientation is central in ensuring that social pedagogues take into consideration the many different realities for people affected by social inequality. Social inclusion Function of society Inclusion society Empowerment + mediation enabling learning Empowerment Life world orientation Participation, empowerment, democracy, active citizenship, involvement and emancipation of the most socially excluded The social ‘justice’ perspective, political Responsibility through all levels, institutions and society / (incl. media) Anti-oppressive practice, social justice, children/human rights Participation through dialogue (communication) Backed up by the society, share Cultural change Head, heart, hands – holistic approach: Social pedagogy follows the principle that ‘it is not possible to teach. But it is possible to create situations wherein it is impossible not to learn’. Initiating holistic learning situations that take into consideration the person within their context is therefore a central element of social pedagogy. (Socio-)education in the broadest sense Learning and immersing Guts to get in there Holistic – child/young person and context around them – community, society Social education Every situation is an opportunity Meaningful Learning by doing (sharing) Positive experiences – strength-based: Learning is an enjoyable experience that helps us become more expert and confident. As a result social pedagogues aim to build on positives and use their own and other people’s creativity to engage in mutual learning activities. Learn through shared experiences – together! Building on existing strengths Palette of opportunities Joyful / fun Focusing upon positives Distinguish person and behaviour (action) Being creative to engage + provide opportunity to do so Activities, creative Seeing risks as positive experiences Solution focused Creativity Common third Working together: Social pedagogues share the responsibility for their practice with many other professionals and people that play a part in the child’s or adult’s life. They recognise that the most positive impact can only be achieved in true partnership with all involved. Collaboration – team, family, professionals, young people ‘Together’ To sum it all up, social pedagogy is about: Principles not procedures, risk competence and experiential learning not risk assessment and aversion.