https://doi.org/10.31261/CHOWANNA.2003.21.02
The article addresses the issue of contemporary society at the beginning of the 21st century from the perspective of pedagogical sciences. At the end of the 20th century, many synthetic and analytical works appeared concerning the state and life prospects of humanity in the 21st century. Some of them had an onomastic and aesthetic character, such as the concept of postmodernity; others took on a catastrophic tone, for example, Francis Fukuyama's concept of the "end of history" or Federico Mayor’s warning that "a specter is haunting the world: the specter of a fragmented society." The longest-lasting concept is that of Ulrich Beck’s "risk society." Therefore, it is still worthwhile today to reflect on its relevance and its relation to pedagogical sciences, particularly social pedagogy. From the very beginning, representatives of social pedagogy in Poland adopted a leading methodological paradigm in their theoretical considerations and organizational practice, which can be called environmental integrism. In a universal sense, it implies taking into account the influence of all elements and factors of the natural, cultural, and social environment on individuals, human groups, and communities — regardless of their value. However, considering the specific cultural context of human behavior within a particular environmental setting, it is also of interest to pedagogical analysis to distinguish and recognize the elements that are especially significant for the favorable (desirable, successful) development of individuals or groups. These elements may be real or potential in nature, or, in the words of Helena Radlińska, form an "invisible environment" from which a person may yet draw benefit. These include components of everyday life such as devices of technical, information, or economic civilization, as well as cultural-social and educational structures (e.g., models and patterns of direct cultural participation, types of specialized institutions in both close and broader surroundings, customs, ideas, beliefs, and activation programs).
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Vol. 2 No. 21 (2003)
Published: 2025-08-18
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