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Social Pedagogy
Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe (and increasingly beyond), it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek ''pais'' (child) and ''agein'' (to bring up, or lead), with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Inequality
Social inequality occurs when resources within a society are distributed unevenly, often as a result of inequitable allocation practices that create distinct unequal patterns based on socially defined categories of people. Differences in accessing social goods within society are influenced by factors like power, religion, kinship, prestige, race, ethnicity, gender, age, sexual orientation, intelligence and class. Social inequality usually implies the lack of equality of outcome, but may alternatively be conceptualized as a lack of equality in access to opportunity. Social inequality is linked to economic inequality, usually described as the basis of the unequal distribution of income or wealth. Although the disciplines of economics and sociology generally use different theoretical approaches to examine and explain economic inequality, both fields are actively involved in researching this inequality. However, social and natural resources other than purely economic resource ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paulo Freire
Paulo Reglus Neves Freire (19 September 1921 – 2 May 1997) was a Brazilian educator and philosopher whose work revolutionized global thought on education. He is best known for ''Pedagogy of the Oppressed'', in which he reimagines teaching as a collaborative act of liberation rather than transmission. A founder of critical pedagogy, Freire’s influence spans literacy movements, liberation theology, postcolonial education, and contemporary theories of social justice and learning. He is widely regarded as one of the most important educational theorists of the twentieth century, alongside figures such as John Dewey and Maria Montessori, and considered "the Grandfather of Critical Theory." Biography Freire was born on 19 September 1921 to a middle-class family in Recife, the State Capital of Pernambuco in the Brazilian Northeast. He became familiar with poverty and hunger from an early age partly due to the effects of the Great Depression. In 1931, Freire moved with his f ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
National Taiwan Normal University
National Taiwan Normal University (NTNU) is a National university, national comprehensive university in Taipei and New Taipei City, Taiwan. The university enrolls approximately 17,000 students each year. Approximately 1,600 students are International student, international and 1,000 students are overseas Chinese in preparatory programs. NTNU is affiliated with National Taiwan University and National Taiwan University of Science and Technology as part of the National Taiwan University System. NTNU is a member of University Academic Alliance in Taiwan, International Consortium for Universities of Education in East Asia, University Alliance in Talent Education Development, and AAPBS. The Research Center for Psychological and Educational Testing (RCPET) at NTNU is responsible for organizing Taiwan's annual Comprehensive Assessment Program for Junior High School Students, Comprehensive Assessment Program for Junior High School Students (CAP). NTNU is also the convening institution f ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Theatre Pedagogy
Theatre pedagogy () is an independent discipline combining both theatre and pedagogy. As a field that arose during the 20th century, theatre pedagogy has developed separately from drama education, the distinction being that the drama teacher typically teaches method, theory and/or practice of performance alone, while theatre pedagogy integrates both art and education to develop language and strengthen social awareness. Theatre pedagogy is rooted in drama and stagecraft, yet works to educate people outside the realm of theatre itself. History As a movement, theatre pedagogy has many founders. In Germany, where it is widely recognized and practiced, Hans-Wolfgang Nickel is cited as a pioneer in theatre pedagogy with the founding of the Berlin Stage Teachers in 1959. Nickel later became a professor of theatre games and educational activities at the Berlin School of Education in 1974. Another well known German theatre pedagogue is Hans Martin Ritter who, starting in 1973, ran a se ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Herman Nohl
Herman Nohl (October 7, 1879, in Berlin – September 27, 1960, in Göttingen) was a German philosopher and pedagogue. World War I was a major turning point in Herman Nohl's life. The consequences of the war and his involvement with the youth movement and the folk high school prompted him to devote himself to pedagogy. He subsequently became one of the best-known representatives of reform pedagogy and humanities pedagogy. Nohl worked on establishing pedagogy as an independent science and the foundation of social pedagogy. He was dismissed from his post in 1937, but resumed his work in 1945. Nohl was Professor of Education at the University of Göttingen, co-editor of the journal ''Die Erziehung'' and founder and editor of the journal ''Die Sammlung''. He wrote several works on aesthetics, educational anthropology and pedagogy, with ''Die Pädagogische Bewegung in Deutschland und ihre Theorie'' being considered his main pedagogical work. Life and works Herman Nohl came from a midd ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Categorical Imperative
The categorical imperative () is the central philosophical concept in the deontological Kantian ethics, moral philosophy of Immanuel Kant. Introduced in Kant's 1785 ''Groundwork of the Metaphysics of Morals'', it is a way of evaluating motivations for action. It is best known in its original formulation: "Act only according to that maxim (philosophy), maxim whereby you can at the same time will that it should become a universal law."It is standard to also reference the ''Akademie Ausgabe'' of Kant's works. The ''Groundwork'' occurs in the fourth volume. Citations throughout this article follow the format 4:x. For example, the above citation is taken from 4:421. According to Kant, rational being (Kantian ethics), rational beings occupy a special place in creation, and morality can be summed up in an imperative, or ultimate commandment of reason, from which all duties and obligations derive. He defines an ''imperative'' as any proposition declaring a certain action (or inaction) t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Immanuel Kant
Immanuel Kant (born Emanuel Kant; 22 April 1724 – 12 February 1804) was a German Philosophy, philosopher and one of the central Age of Enlightenment, Enlightenment thinkers. Born in Königsberg, Kant's comprehensive and systematic works in epistemology, metaphysics, ethics, and aesthetics have made him one of the most influential and highly discussed figures in modern Western philosophy. In his doctrine of transcendental idealism, Kant argued that space and time are mere "forms of intuition" that structure all experience and that the objects of experience are mere "appearances". The nature of things as they are in themselves is unknowable to us. Nonetheless, in an attempt to counter the philosophical doctrine of Philosophical skepticism, skepticism, he wrote the ''Critique of Pure Reason'' (1781/1787), his best-known work. Kant drew a parallel to the Copernican Revolution#Immanuel Kant, Copernican Revolution in his proposal to think of the objects of experience as confo ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Plato
Plato ( ; Greek language, Greek: , ; born BC, died 348/347 BC) was an ancient Greek philosopher of the Classical Greece, Classical period who is considered a foundational thinker in Western philosophy and an innovator of the written dialogue and dialectic forms. He influenced all the major areas of theoretical philosophy and practical philosophy, and was the founder of the Platonic Academy, a philosophical school in History of Athens, Athens where Plato taught the doctrines that would later become known as Platonism. Plato's most famous contribution is the theory of forms, theory of forms (or ideas), which aims to solve what is now known as the problem of universals. He was influenced by the pre-Socratic thinkers Pythagoras, Heraclitus, and Parmenides, although much of what is known about them is derived from Plato himself. Along with his teacher Socrates, and his student Aristotle, Plato is a central figure in the history of Western philosophy. Plato's complete ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paul Natorp
Paul Gerhard Natorp (; ; 24 January 1854 – 17 August 1924) was a German philosopher and educationalist, considered one of the co-founders of the Marburg school of neo-Kantianism. He was known as an authority on Plato. Biography Paul Natorp was born in Düsseldorf, the son of the Protestant minister Adelbert Natorp and his wife Emilie Keller. From 1871 he studied music, history, classical philology and philosophy in Berlin, Bonn and Strasbourg. He completed his doctoral dissertation in 1876 at the University of Strasbourg under the supervision of the philosopher Ernst Laas and in 1881 completed his ''Habilitation'' under the neo-Kantian Hermann Cohen. In 1885 he became an extraordinary professor and in 1893 became an ordinary professor in philosophy and pedagogy at Marburg University, a position he retained until his retirement in 1922. In the winter semester of 1923–24 Natorp conducted an intensive exchange of ideas with Martin Heidegger, who had been called to Marburg a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Karl Mager
Karl Mager (January 1, 1810 – June 10, 1858) was a German educator. Mager was born in Gräfrath. He studied philology in Bonn, Berlin, and Paris, and stayed in Paris for some years, during which time he wrote ''Versuch einer Geschichte und Charakteristik der französischen Nationallitteratur'' ("Attempt at a history and characterization of the French national literature", 1834–39, 5 vols.). Upon his return to Germany, he studied the philosophy of Hegel and Johann Friedrich Herbart, and the pedagogy of Adolph Diesterweg and Johann Heinrich Pestalozzi. He wrote articles on the teaching of foreign languages for a journal edited by Diesterweg in 1835 and 1838, which gained him a job as professor at a cantonal school in Geneva. However, he quickly moved to Bad Cannstatt due to poor health. In 1840, he published ''Die deutsche Bürgerschule'', and founded the journal ''Pädagogische Revue'', both of which would be influential on German and Swiss public education. He edited the ''Päd ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
