Читать книгу Swiss Vocational and Professional Education and Training (VPET) - Philipp Gonon, Emil Wettstein - Страница 32

With some providers of VET programmes, social pedagogical measures represent an important complement, without which the objective could not be reached.

Social pedagogy and vocational pedagogy

Social pedagogy and later vocational pedagogy as areas of educational thinking and acting arose at the transition from the 19th to the 20th century. In the 19th century, the situation of the poor and later the “social question” influenced the socio-political discussion. In the writings of the pedagogue Johann Heinrich Pestalozzi, “education for poverty” was regarded as an important objective in the education of the individual, i.e. to educate hard-working, socially and – also in a religious respect – morally responsible people for the economy and society (Gonon, 2005).

In the course of industrialisation, protective measures for children and youths were discussed, ordered and implemented when compulsory school attendance had already been introduced. The particular emphasis of the socially and societally precarious situation of many young people led to the development of a particular direction in pedagogy, “social pedagogy”, which, according to Paul Natorp, had to be geared towards social reform of society as education aiming at the individual will (Gonon, 2009a). Help and support are the two main pedagogical motives and measures. Vocational pedagogy, however, which developed later, emphasised education on the civic role and responsibility as well as professional qualification.