Social learning (social pedagogy)

The term social learning comes from the psychology of learning and was picked up in a somewhat modified significance of the social pedagogy and educational science. The social work deals with social learning. The social learning is one of the foundations for the so-called action-oriented, problem-solving learning.

SIVUS (abbr. Swedish Social Individ Via Utveckling i Samverkan, " social individual through development of cooperation" ) was the origin of the " social learning " as it was developed in the 1970s by Swedish psychologist Sophian Walujo. It leaned heavily on the empiricism of the Scandinavian farmers and seamen, who would without a consistent cooperation probably overcome the hardships of their habitat hardly so successful. This original culture deterministic model ( SIVUS ) was last expanded in response to the latest brain and genetic research ( Neurobiology ), and the Human Ethology some interesting parts.

The social learning is the acquisition of " social skills " and is one of the basic prerequisites for the success of an "open society". Social competence is one of the key skills for the globalized world of the future, as more and more people on this planet claim justice, equity, security and prosperity. This development also leads to an ever greater restriction of freedoms ("Big Brother"; Orwell), which complicates the development towards a democratic conscious " open society " in many respects. " Social learning " enables to cope with this target and to use the mechanisms of group dynamics to the design of the individual and society.

In a more modern sense means " social learning " and the overcoming of the linear, behaviorist learning and is thus a way of representing a meaningful ( Viktor Frankl ) and reason winning ( Immanuel Kant) intervention into society.

Psychological perspective

In psychology, the term of Julian B. Rotter was coined. Significant were the researches Albert Bandura's model for learning in the context of social cognitive learning theory. Common to both theorists, that human behavior not only by external stimuli ( as it postulates the behaviorist paradigm ) nor solely by cognitive predispositions ( as it looks cognitive psychology ) is determined, but by the interaction of situation ( external stimuli ) and person. This attitude is commonly referred to as interactionism.

Socio-educational perspective

In the social pedagogy is meant by social learning the process of acquiring " social and emotional skills ." It is about the development of perception, contact, and communication skills, empathy and discretion as to cooperation and conflict resolution skills as well as moral courage. The target of social learning is considered the capacity for social anticipation.

The term here represents a modern form of education and the acquisition of social skills, which can take place in a social group exclusively or significantly. This social learning takes significantly to the mechanisms of group dynamics back and is understood as a form of overcoming hierarchical, linear behaviourist learning, and should therefore help in the individual conscious democratic development and, ultimately, in the shaping of society. This is mainly due to the expression of reason, ethics, and moral courage - that the general values ​​- value set.

Competence to act is now broken down into tangible, methodological, personal and social skills. Specifically, the development of their own individual emotional as well as practical skills and promote self-awareness, and acceptance of others with his individual competencies and limitations of social learning.

Social learning is not a method that is completed at the end of adolescence, but a lifelong learning process that is designed to be flexible to respond to new conditions. However, is social learning as a basic setting that should be encouraged as early as possible.

Social learning can not be implemented independently by individual teachers and willing to succeed, but need step by step specifically and consistently by the entire team (school, nursery, kindergarten, family ... ) are wanted and realized.

Educational science perspective

" Social learning " is often misunderstood and thereby compared with a native of the U.S. and England "service learning". With social learning, however, is less something " do good " (similar to the daily good deed of the Boy Scouts ) meant. Rather, it is the willingness to sharpen one's own perception, to question their own prejudices, stereotypes and illusions and to meet them consistently. So it comes to acquiring " social and emotional competence." This learning can neither by automatic memorization - nor ostensible project work with success ( eg games) happened. Rather, it is a lifelong process of reflection and embossing the individual. All examples from the environment shape. The more different perspectives opens up, the more it succeeds the learner to identify ambiguities and to successfully use differencing. As a " self-inflicted injury by neurosis " called the inventor of suicide research Erwin Ringel the process of non- management. This also applies to analog error at the " social learning".

In Austria, got "social learning" ( a few years later there were the first attempts with the "open learning") in the 80 years its own importance in school learning.

In Germany, the social learning in the sense of the classical skills in the context of plans is enshrined as social skills in addition to the personal, the professional and methodological competence.

Recent Developments: Implicit social learning

The neurobiology today makes learning processes in the brain visible. Learning success as failure have become so scientifically verifiable recently. Learning standards, frames of reference and learning portfolios include the result of this renewal, which had an influence on PISA and other assessment studies. A complete reorientation of language learning and learning in general, are the result. This also benefits the social learning, which is recently used " implicitly ".

There is also the interface to " learn democracy." " Civic Education" or " Education for Democratic Citizenship " is the form of learning provided by the EU within the framework of "lifelong learning " ( Lisbon target ) and European Identity Foundation (building a European sphere ) has recently called for. This " learning democracy " is increasingly becoming a must in European schools. The " implicit social learning " is probably to be the leading method.