Social pedagogy

Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the lifecourse. 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. Social pedagogues (professionals who have completed a qualification in social pedagogy) work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.

Hämäläinen points out that social pedagogy is not a method or a set of methods, but that any method is chosen based on social pedagogical considerations. In the past 3 main methods were defined:

After 1970 a lot of different methods derived from those three. In practice a mono-methodical approach can be barely found; approaches/ concepts of action predominate which include more than the three classic methods.

Social pedagogy is based on humanistic values stressing human dignity, mutual respect, trust, unconditional appreciation, and equality, to mention but a few. It is underpinned by a fundamental concept of children, young people and adults as equal human beings with rich and extraordinary potential and considers them competent, resourceful and active agents.

In their earlier work on social pedagogy, Petrie et al. identify 9 principles underpinning social pedagogy:

Eichsteller & Holthoff suggest that social pedagogy aims to achieve:

They go on to describe social pedagogical practice as a holistic process creating a balance between:

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