User:MathieuMichaud/sandbox
Social learning (social pedagogy)
Article evaluation:
The sections are not organized in the proper order.
The history and "Towards a clearer understanding" sections are direct quotes from an article.
What is social learning? (Definition). Michael
History and background. Michael
Theory. Social learning theory - Albert Bandura. Lucien
Application in education. Christophe
Current development. Phil
Theories
Jean-Jacques Rousseau - Natural Man
Jean-Jacques Rousseau (1712 - 1778), with his book Emile, or On Education[1], introduced his pedagogic theory where the child should be brought up in harmony with nature. The child should be introduced to society only during the fourth stage of development, the age of moral self-worth (15 to 18 years of age). That way, the child enters society in an informed and self-reliable manner, with one's own judgment. Rousseau's conceptualization of childhood and adolescence is based on his theory that human beings are inherently good but corrupted a society that denaturalize them. Rousseau is the precursor of the child-centered approach in education.[2]
Karl Mager - Social Pedagogy
Karl Mager (1810 - 1858) is often identified as the one who coined the term "social pedagogy". He held the belief that education should focus on the acquisition of knowledge but also of culture through society and should orient its activities to benefit the community. It also implies that knowledge should not solely come from individuals but also from the larger concept of society.[3]
Paul Natorp - Social Pedagogy
Paul Natorp (1854 - 1924) was a German philosopher and educator. In 1899, he published Sozialpädagogik: Theorie der Willensbildung auf der Grundlage der Gemeinschaft (Social Pedagogy: The theory of educating the human will into a community asset). According to him, education should be social, thus an interaction between educational and social processes. Natorp believed in the model of Gemeinshaft (small community) in order to build universal happiness and achieve true humanity. At the time, philosophers like Jean-Jacques Rousseau, John Locke, Johann Heinrich Pestalozzi and Immanuel Kant were preoccupied by the structure of society and how it may influence human interrelations. Philosophers were not solely thinking of the child as an individual but rather at what he/she can bring to creating human togetherness and societal order.[4]
Natorp's perspective was influenced by Plato's ideas about the relation between the individual and the city-state (polis). The polis is a social and political structure of society that, according to Plato, allows individuals to maximize their potential. It is strictly structured with classes serving others and "philosopher kings" setting universal laws and truths for all. Furthermore, Plato argued for the need to pursue intellectual virtues rather than personal advancements such as wealth and reputation.[5] Natorp's interpretation of the concept of the polis is that an individual will want to serve his/her community and state after having been educated, as long as the education is social (Sozialpädagogik).[4]
 | This is a user sandbox of MathieuMichaud. You can use it for testing or practicing edits. This is not the place where you work on your assigned article for a dashboard.wikiedu.org course. Visit your Dashboard course page and follow the links for your assigned article in the My Articles section. |
- ^ Rousseau, Jean-Jacques (1762). Emile, or On Education.
- ^ Riley, Patrick (2011). "Rousseau's philosophy of transformative, 'denaturing' education". Oxford Review of Education. 37.
- ^ Schugurensky & Silver (2013). "Social pedagogy: Historical traditions and transnational connections". Education Policy Analysis Archive. 21.
- ^ a b Eichsteller & Holthoff. "Key Pedagogic Thinkers: Paul Natorp".
{{cite web}}: Cite has empty unknown parameter:|dead-url=(help) - ^ Klosko, George (2016). "Plato's Political Philosophy" (PDF).
{{cite web}}: Cite has empty unknown parameter:|dead-url=(help)