Polyparadigmatic Approach in Social Pedagogy in the XX - Early XXI Centuries
https://doi.org/10.31161/1995-0659-2018-12-3-45-50
Abstract
The aim of the article is to analyze the paradigms that existed in the Russian social pedagogy in the period of the XX – early XXI centuries.
Methods. Theoretical analysis and synthesis of psychological and pedagogical literature, induction, generalization, methods of historical actualization of the problem and historical periodization, paradigmatic methods.
Result. Four paradigms that existed at different stages in the development of Russian social pedagogy in the XX – early XXI centuries are identified.
Conclusion. Specificity of domestic social pedagogy is the coexistence of several paradigms at the same historical stage. At the present stage of the development of social pedagogy in Russia, there is a transition from the "citizen" paradigm to the "inclusion" paradigm.
Keywords
paradigm,
polyparadigmatic approach,
social pedagogy,
social and pedagogical activity,
socialization,
inclusion,
extrability
Supporting agencies: RHSF (project No. 17-06-00868)
About the Authors
T. S. Dorokhova
Ural State Pedagogical University
Russian Federation
Russian Federation
Tatyana S. Dorokhova, Ph. D. (Pedagogy), assistant professor, the chair of Pedagogy
Yekaterinburg
H. P. Holm
Institute of Curative Education and Social Therapy
Norway
Norway
Hans P. Holm, manager of international projects, head of the Institute of Curative Education and Social Therapy
Bergen
V. I. Simakova
Autonomous non-commercial organization "Good Cause"
Russian Federation
Russian Federation
Vera I. Simakova, general director
Verkh-Neivinsk
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Review
For citations:
Dorokhova T.S., Holm H.P., Simakova V.I. Polyparadigmatic Approach in Social Pedagogy in the XX - Early XXI Centuries. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2018;12(3):45-50. (In Russ.) https://doi.org/10.31161/1995-0659-2018-12-3-45-50
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