Развој Социјалне Педагогије Као Педагошког Правца И Њен Утицаj На Даљи Ток Развоја Педагошке Науке

Social pedagogy as a pedagogical direction appeared at the end of the 19th and the beginning of the 20th century as a tool of the social system of that time for solving social problems through upbringing and education. The aim of this work is to study the historical development of social pedagogy as a pedagogical direction and its influence on the subsequent development of social pedagogy as an independent scientific discipline and on the development of pedagogical science as a whole. In order to respond to the set goal, the following phenomena and processes were analyzed in the paper: socio-historical conditions in which social pedagogy as a pedagogical direction appears; theoretical foundations of this pedagogical direction; the course of its development; the influence of social pedagogy on the further development of pedagogical science. The paper used the historical method and technique of content analysis of available historical and pedagogical scientific sources. Paul Natorp’s social pedagogy represents the integration of three areas of human activity: personal development through education, social work and community development. Paul Bergman subordinates the process of upbringing and education to the social community and its well-being. Herman Knoll strives to develop social competence and socially responsible behavior of children and young people through the process of upbringing and education. Finally, we witness the influence of social pedagogy on contemporary pedagogy in two ways. One is reflected through the development of social pedagogy as a special discipline with a clearly separated field of action within pedagogical science, and the other through the acceptance of certain postulates in modern pedagogy in terms of understanding the goals of education and school and the role of society in education.