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SOCIAL EDUCATION - NEW OPPORTUNITIES
Assist. Professor, Georgieva Violeta Bulgaria, Stara Zagora, Trakia university, Faculty of education
Abstract. The article refers to the main concepts of social education and social learning and the new opportunities in social pedagogy dictated by current ideas for realization of social and emotional education of today's students.
Keywords: social education, social learning, social and emotional education
Education realizes the fundamental preparation of the young generation for successful living in the community. It is different from the spontaneous socialization through its purposeful and meaningful social action, which is directed, guided, specifically oriented and designed to achieve a result - preparedness and propensity of man for self-change, self-conscious activity and self-initiative constructive behaviour. That is the reason Bizhkov, G. (Eh^kob) calls the education "training for self-education".
Education forms socially important qualities in every person. Moving the boundaries of individual variation, considering the dynamism of the social environment and reflection on its frames for successful social integration is more appropriate to think of "social" education. In 2014 Kouteva (KyreBa) gives the most accurate definition for social education - a "purposeful process of formation of socially significant personal qualities required for human's further successful development". The social education is a key concept in social pedagogy and is associated with education, realized by the society and its formed organizations. Social education's priority task is efficient, effective and successful socialization. The object of social education is constructive social development of people in organizations and its subjects are people, society and organizations. According to A. V. Mudrik (MygpuK), social education is a kind of integration between the human and the systematically created conditions - the processes of organization of social experience, of education, of personal assistance in the name of the human development and value orientation.
One of the most solid philosophical evidence for the need of social education is the interpretation of the German philosopher, anthropologist and sociologist A. Gehlen (1904-1976). The main thesis in
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his philosophical and biological anthropology is that a person is biologically imperfect. Therefore, if a person lives in nature among the most dangerous predators, he probably would have disappeared quickly from the earth because of his own biological inadequacy. The next moment, which focuses Gehlen are the instincts (unconditional innate reflexes) thanks to which the animals rapidly acquire the necessary skills for their existence in the natural environment. Of course no one teaches birds how to make their nests or the ants how to build their anthills, but they all do it the same way. Animals instinctively adapt to the natural environment, without an attempt to make it more comfortable. In humans, these instincts are much less developed, so Gehlen called them "remnants of instincts." To compensate his instinctive and biological imperfections, the man needs to create new more comfortable artificial environment in order to preserve, to survive, to live, to exist and to ensure the existence of the next generations. So the biological human imperfection is compensated by the society with social education and learning. Finally Gehlen focuses on so-called "instinct of reciprocity", which is the tendency of a person to act for the interest of the others and to respect them with his own behaviour. This is exactly social education's target - effective socialization for keeping humanity through education and organized continuity of the accumulated social experience and civilizational capital. The existence and preservation of humanity is determined by the organization of people in the society and in institutions where social experience passed from generations to generations.
Education is the key for successful socialization of the individual. His goal is shaping an adaptive autonomous creative personality with modern worldview and sustainable values. Over the last twenty years theory shows another vision - "social and emotional education." The theoretical ideas of social and emotional education in practice are realized by the initiatives of organizations such as CASEL in US, KidsMatter & MindMatters in Australia, ENSEC and SEAL in England and others.
There are many definitions of social and emotional education, such as "social and emotional learning", "social and emotional literacy", "social and emotional well-being and mental health" and others. According to Cefai (2014) social and emotional education is an educational process by which individual developing personal and interpersonal competencies and flexible skills in social, emotional and academic areas through educational programs that are embedded relational and contextual approaches. Durlak's studies in 2015 illustrative outline the results of social and emotional education with these 5 competencies: 1) Better academic performance of students; 2) Low aggression; 3) Reduction of unacceptable behaviour and lower levels of emotional stress, anxiety and restlessness; 4) More time for teaching and learning; 5) Student to student help, strong relations between students and their peers and parents.
The general goal of social and emotional education is ensuring the prosperity and success of learners. It is a kind of preparation for turning teenagers into successful and complete adult citizens.
The new opportunities of the social pedagogy we see in the realization and materialization of the theory of social and emotional education through "tradinnovatieve pedagogical practices" (Georgieva, 2016) and influence upon the today's students by successful people from the past and present which will shape the first as the future successful adults who will be an excellent example and inspiration for the society and the further generations.
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1. Бижков. Г., В. Краевски. (2005). Основи на педагогиката. УИ "Климент Охридски" София.
2. Бижков, Г., В. Кутева - Цветкова, Б. Здравкова. (2014). Социална педагогика. Теоретични основи. Велико Търново.
3. Мудрик, А. В. (2000). Социальная педагогика. Академиа. М.
4. Cefai, C., V. Cavioni. (2014).Social and Emotional Education in Primary School. Interesting Theory and Research into Practice. Springer. New York.
5. Durlak, J. (2015). Handbook of social and emotional learning: research and practice. The Guilford Press. NY.
6. Gehlen, A. (1980). Man in the age of technology. Columbia University Press. NY.
7. Georgieva, V. (2016). Tradinnovative practices in the education of future teachers. In: Science of Europe. Vol 3, No5 (5). Praha, Czech Republic.
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