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Social learning (social pedagogy)

What is social learning? (Definition). Michael

History and background. Michael

Theory. Social learning theory - Albert Bandura. Lucien

Application in education. Christophe

Current development. Phil

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The founding father of social pedagogy, German philosopher and educator Paul Natorp (1854-1924) published the book Sozialpädagogik: Theorie der Willensbildung auf der Grundlage der Gemeinschaft (Social Pedagogy: The theory of educating the human will into a community asset) in 1899. Natorp argued that in all instances, pedagogy should be social. Teachers should consider the interaction between educational and societal processes.

Jean-Jacques Rousseau - Natural Man
Jean-Jacques Rousseau (1712 - 1778), with his book Emile, or On Education, introduced his pedagogic theory where the child should be brought up in harmony with nature. The child should be introduced to society only during the fourth stage of development, the age of moral self-worth (15 to 18 years of age). That way, the child enters society in an informed and self-reliable manner, with one's own judgment. Rousseau's conceptualization of childhood and adolescence is based on his theory that human beings are inherently good but corrupted a society that denaturalize them. Rousseau is the precursor of the child-centered approach in education.

Karl Mager - Social Pedagogy
Karl Mager (1810 - 1858) is often identified as the one who coined the term "social pedagogy". He held the belief that education should focus on the acquisition of knowledge but also of culture through society and should orient its activities to benefit the community. It also implies that knowledge should not solely come from individuals but also from the larger concept of society.

Paul Natorp - Social Pedagogy
Paul Natorp (1854 - 1924) was a German philosopher and educator. In 1899, he published Sozialpädagogik: Theorie der Willensbildung auf der Grundlage der Gemeinschaft (Social Pedagogy: The theory of educating the human will into a community asset). According to him, education should be social, thus an interaction between educational and social processes. Natorp believed in the model of Gemeinshaft (small community) in order to build universal happiness and achieve true humanity. At the time, philosophers like Jean-Jacques Rousseau, John Locke, Johann Heinrich Pestalozzi and Immanuel Kant were preoccupied by the structure of society and how it may influence human interrelations. Philosophers were not solely thinking of the child as an individual but rather at what he/she can bring to creating human togetherness and societal order.

Natorp's perspective was influenced by Plato's ideas about the relation between the individual and the city-state (polis). The polis is a social and political structure of society that, according to Plato, allows individuals to maximize their potential. It is strictly structured with classes serving others and "philosopher kings" setting universal laws and truths for all. Furthermore, Plato argued for the need to pursue intellectual virtues rather than personal advancements such as wealth and reputation. Natorp's interpretation of the concept of the polis is that an individual will want to serve his/her community and state after having been educated, as long as the education is social (Sozialpädagogik).

Natorp focused on education for the working class as well as social reform. His view of social pedagogy outlined that education is a social process and social life is an educational process. Social pedagogic practices are a deliberative and rational form of socialization. Individuals become social human beings by being socialized into society. Social pedagogy involves teachers and children sharing the same social spaces.

Herman Nohl - Hermeneutic Perspective
Herman Nohl (1879 - 1960) was a German pedagogue of the first half of the twentieth century. He interpreted reality from a hermeneutical perspective (methodological principles of interpretation) and tried to expose the causes of social inequalities. According to Nohl, social pedagogy's aim is to foster the wellbeing of student by integrating into society youth initiatives, programs and efforts. Teachers should be advocates for the welfare of their students and contribute to the social transformations it entails. Nohl conceptualized a holistic educative process that takes into account the historical, cultural, personal and social contexts of any given situation.

Robert Sears - Social Learning
Robert Richardson Sears (1908 - 1989) focused his research mostly on the stimulus-response theory. Much of his theoretical effort was expended on understanding the way children come to internalize the values, attitudes, and behaviours of the culture in which they are raised. Just like Albert Bandura, he focused most of his research on aggression, but also on the growth of resistance to temptation and guilt, and the acquisition of culturally-approved sex-role behaviors. Sears wanted to prove the importance of the place of parents in the child's education, concentrating on features of parental behaviour that either facilitated or hampered the process. Such features include both general relationship variables such as parental warmth and permissiveness and specific behaviours such as punishment in the form of love withdrawal and power assertion.

Towards a clearer understanding
Researchers have defined social learning in multiple and overlapping ways, and confused social learning with the conditions and methods necessary to facilitate social learning or its potential outcomes. It is important to distinguish social learning as a concept from the conditions or methods that may facilitate social learning and the potential outcomes of social learning processes such as proenvironmental behavior.

If learning is to be considered “social learning,” then it must: As such, social learning may be defined as a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice through social interactions between actors within social networks.
 * Demonstrate that a change in understanding has taken place in the individuals involved. This may be at a surface level, e.g., via recall of new information, or deeper levels, e.g., demonstrated by change in attitudes, world views or epistemological beliefs.
 * Go beyond the individual to become situated within wider social units or communities of practice within society.
 * Occur through social interactions and processes between actors within a social network, either through direct interaction, e.g., conversation, or through other media, e.g., mass media, telephone, or Web 2.0 applications.