PHENOMENOLOGICAL SIMILARITIES BETWEEN SOCIAL PEDAGOGY AND SOCIAL SYSTEMS

Abstract

The pedagogical process, individually considered, contains approaches of self-realization, self-formation and self-perception. Several stages of self-realization will be implied in the course of theoretical-analytical considerations. In doing so, we will not dwell on its essence in detail. We will talk much more about the preparatory stages of the pedagogical process than about the purposeful empirical events. Therefore, self-realization will be shown in certain places in a rational existential way, but ultimatelly will sink into the understanding of the preparatory procedures. Self-perception is a kind of projector that displays various (theoretical, hermeneutical and empirical) events from the point of view of the entity in whose name they occur. Hence it is clear that it will also be in some way tacitly implied, in the meaningful contents of the events. We will present self-formation most exhaustively because it directly implies theoretical-analytical states independent of their scope. All these general drivers of the process will be articulated by the universal model of social pedagogy. Most importantly, we will compare the pedagogical prerequisites for the growth of the subject with the life of the social group that strives to become a system, in order to see how the universal model of social pedagogy fits into their framework. In doing so, we will apply a purely theoretical approach.