Educational, social and cultural activities supporting the development of a modern man

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educational, social and cultural activities supporting the development of a modern man

Marek Paluch

University of Rzeszow

Educational, social and cultural activities play an important part in supporting the development of a modern man. Modern times require extensive knowledge and skills as well as adaptability to new conditions. Contemporary changes provoke a man to develop new system of values and improve the existing ones. Education, social work, participation in cultural events can help in the development of every man. The essence of education and so called lifelong learning is intentional, planned and rational impact on human development at every stage of his life. The most important aim of the educational changes is to eliminate defects of a functioning system maintaining its advantages. One of the most important activities of a modern man are to aid institutions, which are aimed at assisting particular individuals, social groups and local communities. Social work is a form of a state's social help and its purpose is to help and support individuals and families or recover the ability to function in the society. Social assistance is one of the most important points of view of social pedagogy on upbringing.

Key words: education, upbringing, social work, culture, dissemination of culture, human development, support, assistance.

Марек Палюх

ОБРАЗОВАНИЕ, СОЦИАЛЬНАЯ И КУЛЬТУРНАЯ ДЕЯТЕЛЬНОСТЬ ПОДДЕРЖКИ РАЗВИТИЯ СОВРЕМЕННОГО ЧЕЛОВЕКА

Образовательная, социальная и культурная деятельность играют важную роль в поддержке личностного развития человека. Настоящее время требует глубоких знаний и навыков, а также умение адаптироваться к новым условиям. Современные изменения заставляют человека развивать новую систему ценностей и улучшать уже существующую. Поэтому образование, социальная работа, а также участие в культуре способствуют развитию каждого индивида. Сущность образования или так называемого пожизненного познания заключается в преднамеренном, планируемом и рациональном воздействии на развитие человека на каждой стадии его жизни. Основная цель образовательных изменений - исключить или значительно сократить дефекты действующей системы, сохраняя ее преимущества. Одна из самых главных деятельностей современного человека способствовать развитию учреждений, которые направлены на предоставление помощи отдельным индивидам, социальным группам и локальным обществам. Общественная работа как форма государственной социальной помощи направлена на поддержку индивидуумов и семей или на возвращение способности функционировать в обществе. Социальная помощь является также одной из самых главных точек зрения социальной педагогики на воспитание.

Ключевые слова: образование, воспитание, социальная работа, культура, распространение культуры, развитие человека, поддержка, помощь.

Марек Палюх

Жешувський університет

ОСВІТА, СОЦІАЛЬНА ТА КУЛЬТУРНА ДІЯЛЬНІСТЬ ПІДТРИМКИ РОЗВИТКУ СУЧАСНОЇ ЛЮДИНИ

Освітня, соціальна і культурна діяльність відіграють важливу роль в особистісному розвитку людини. Теперішній час вимагає глибоких знань і навичок, а також уміння адаптуватися до нових умов. Сучасні зміни примушують людину формувати нову систему цінностей і покращувати вже існуючу. Тому освіта, соціальна робота, а також участь в культурі сприяють розвитку кожного індивіда. Сутність освіти полягає в умисному, планованому і раціональному впливі на розвиток людини на кожній стадії її життя. Основна мета освітніх змін - вилучити або значно скоротити дефекти діючої системи, зберігаючи її переваги. Одна з найголовніших діяльностей сучасної людини полягає у сприянні розвитку інституцій, які спрямовані на надання допомоги окремим індивідам, соціальним групам та локальним спільнотам. Соціальна робота як форма державної соціальної допомоги спрямована на підтримку індивідуумів та сімей або на повернення здатності функціонувати в суспільстві. Соціальна допомога є також однією із головних точок зору соціальної педагогіки на виховання.

Ключові слова: освіта, виховання, соціальна робота, культура, поширення культури, розвиток людини, підтримка, допомога.

Introduction

social work public individual

Changes that occur in modern societies force a man to build a new system of values and improve the existing ones. Contemporary technology development timeline dates the next social and information revolution of and becomes a global phenomenon. The technique is always at every stage of its development, from the Neolithic to modern times, the main force behind the transformation in every sphere of human life. Modern times require extensive knowledge and skills as well as adaptability to new conditions. Education, social work, participation in cultural events can help in the development of every man.

1. Education as an interaction whose goal is to change people and society

A critical and creative doctrine has become the basis of a new philosophy of education, according to which the task of education is to prepare the younger generation to contribute to civilization, stimulate innovation, creativity, change the world around [1: p.118].

This doctrine draws particular attention to the subjectivity of people undertaking educational activities. The concepts of upbringing focus on creating the conditions of unrestrained development of the psyche, taking into account the individual needs of a man, offering values generally accepted by the society [2]. Upbringing is understood as a process, a kind of educational influence of the older generation to the younger. Particular attention should be paid to the quality of interaction and education, the proper selection of the content of programs tailored to the requirements of the modern economy and society. We know that education (upbringing) is a consciously organized social activity, based on educational relationship between a pupil and the educator, the ultimate goal of this complex process is to call the change in the personality of a pupil which will be for seen in advance by the teacher. Okon W. writes that changes include cognitive- instrumental side related to cognition of reality and the ability to act upon it, as well as emotional-motivational side, which involves the formation of a man's relation to the world, people's beliefs and attitudes, the value and the purpose in life [3: p.445]. The author emphasizes that the quality and depth of a change is influenced by the quality of standards, clarity of communication, the degree of accuracy of perception, compliance or noncompliance with previous beliefs, the strength and durability of the personal experiences of these standards and their application in life [3]. Every person, regardless of their level of maturity and adulthood-is evolving throughout his life. We always need someone who could share their thoughts, insights, feelings, impressions, and who would actually be willing to help in difficult situations. Such an approach is educational to some extent. It is a manifestation of a more or less deliberate influence of one another. The need for such activities is especially present in our times starting from early childhood to the old age [4: p.17].

The essence of education and so called lifelong learning is intentional, planned and rational impact on human development at every stage of his life. This is such a development direction to optimally enable the teacher to position himself in a constantly changing reality. It means the extension of education at the time, for all periods of life. T. Alexander says it is a process that never ends, because it can not end. At the end of one phase it is extended to the next one of a higher level of content. Education is a lifelong act, a continuous and integrated process, not able to reduce to only one period of human life [5: p.304]. Serious threats to the implementation of the education system in many countries are political, social and economic crises. They make the national attention focused on the political, social, health situation of the population and not on education [5: p.317].

The most important aim of the educational changes is to eliminate (or significantly reduce) defects of a functioning system maintaining its advantages. The changes are intended to:

- Equalization of educational opportunities,

- Raising the level of education of the society by spreading education and higher education,

- Meeting the educational aspirations of society,

- Encouraging the improvement of the quality of education understood as an integral process of education and training,

- Rational use of resources allocated to education,

- Linking vocational education system to the labor market.

Nowadays the task of school is to prepare an active, mobile and effectively acting man in the new conditions of administrative changes of the market economy. The hierarchy of educational objectives becomes reverse- not knowledge but a pupil (student) becomes an essential point of reference for all school activities. «Each graduate of the contemporary school should be characterized by openness, imagination, the ability to continuously self-learning, ability to assess themselves and their capabilities» [6: p. 23].

The current education on a global scale is becoming one of the important areas of global development, is used as a tool of economics. Education and its reform will meet your expectation when connects the labor market to the educational market, when it effectively solves growing contemporary problems, touches essential phenomena keeping up with modern times and allowing every man's life at a certain level [7].

Education changes a man and the society if it is properly understood and properly implemented. However, despite the changes that are necessary, there are many educational and socialization problems. Kunikowski J writes «upbringing problems continuously occur in family life and school practice. They are the result of obstacles and failures occurring in the family life and in the education a process implemented in schools» [8: p.17]. The actual educational problems are presented in the following groups:

- Difficulties arising from the upbringing negligence and negative effects of family environment.

- The difficulties associated with school problems of children and young people.

- Difficulties caused by errors in upbringing, mainly in the family environment.

- Difficulties arising from the psychophysical development of the child.

- Difficulties that arise in the context of divergence aspirations, expectations and ambitions of parents and interests of children [9: p.858-859].

Society and educational institutions must oppose social pathologies that have objective reasons. These include an increase in some drastic deviant behaviour, such as aggressiveness of the youth, alcoholism, drug addiction and crime. Such a phenomenon as unemployment, homelessness, organized crime or terrorism has not been noticed until nowadays. Social, political and cultural changes are closely related to changes in education, have an impact on the functioning and development of the school. The school, as an institution of social education and upbringing has to ensure appropriate conditions for the development of every individual, being a place of learning and understanding of the world, the provider of experiences and values, as well as a place of meeting needs [10: p.93].

Twenty-first century education should receive the support of all social institutions and the state, which should care for a man to grow and be happy in the living environment.

2. Social work focused on help and support of a man

One of the most important activities of a modern man are to aid institutions, which are aimed at assisting particular individuals, social groups and local communities. Social work is a form of a state's social help and its purpose is to help, strengthen, support individuals and families or recover the ability to function in the society. Social work can have different forms - from emergency aid to long-term measures to support the development of individuals and groups. The decision about using the appropriate form should be the result of needs and capabilities - Rescue (emergency assistance), care, assistance, compensation, or the intervention of social welfare [11].

Social work has many different definitions (meanings), which combine some common elements. Luczynska M. lists the following:

• recipient of social work is an individual, an endangered or remaining in a difficult life situation family as well as local community;

• the purpose of social work is to improve the functioning of individuals, families and groups, the end result is to bring them to life and self-development;

• the area of activity and intervention of proper social work is the relationship between an individual and the environment [12: p.92-93].

Social work and social workers are particularly interested in social exclusion, poverty, social disability and social pathologies. For the purposes of this work I am going to signal the importance of the education and upbringing in social work. Educational activities should be focused on:

• passing knowledge and skills, socialization that is shaping such behaviours and values that are accepted in the community or, more broadly - in the society;

• passing knowledge and encouraging learning behaviours associated with social roles;

• developing the hidden abilities of children and young people by encouraging a variety of activities (cultural, sports and recreation);

• reintegration into the social environment of young people and adults who have violated social norms and law [13].

The social worker plays an important role in prevention. All his activities reinforce and shape proper human development. One of the educational problems in the world today is shaping the attitudes of openness and tolerance towards otherness. Wesolowska H. writes that tolerance is an important concept in all societies. Consequently, we must pay special attention on this issue in the process of education and upbringing [14: p.8]. An important role in shaping the human personality in addition to education (upbringing), social work (help and support) will also have cultural education (culture and its dissemination in society). Cultural Education is supporting the cultural development of an individual, involves a lifetime. It runs parallel to school education, participation in the symbolic culture, and then in the current individual educational activities undertaken by the entity in pursuit of their educational competence [15].

Horbowski A. emphasizes that the purpose of cultural education is «to adopt units to different areas of life activity, not only to work but also to the cognitive activities being the base of learning competencies. The man ultimately chooses the roads leading to the implementation of specific life competences, adopts attitudes towards the values creating the own world of values» [15: p.10-11]. The idea of preparing children and adolescents to participate in culture arises from the need to prepare a person to live in a culture which he creates and uses. Culture creates certain universal educational ethical, social, philosophical and axiological goals. Szmyd K. formulates demands, among others:

• limiting xenophobia, stereotypes and all forms of fundamentalism, ideological, ethical, and religious;

• developing cognitive, psychological and emotional inclinations to accept pluralistic cultural values, understanding the conditions shaping the image of a universal human culture, etc. [16].

It is also worth noting that cultural and educational activities in social environment are dynamic. They promote an atmosphere of friendship, tolerance, strengthen human personality. In conclusion, the three elements presented in this paper, namely education (upbringing), support (social work), cultural education favour the development of a modern man. These goals are worth implementing in everyday social life.

References

1. Bogaj A., Kwiatkowski S. M., Szymanski M., System edukacji w Polsce [Educational system in Poland], Warsaw 1995, 1997.

2. Lewowicki T., Przemiany oswiaty [Transformations of educational system], Warsaw 1997.

3. Okon W., Nowy Slownik pedagogiczny [Dictionary of education], Warsaw, 2001.

4. Eobocki M., Wychowania [in:] Pedagogika. Podr^cznik dla szkol medycznych [Education. A textbook for medical schools] (edited) Ciechaniewicz W. Warsaw 2000.

5. Aleksander T., Ksztalcenie ustawiczne [in:] Pedagogika spoleczna [Social pedagogy] (edited) Pilch T., Lepalczyk I., Warsaw 1995.

6. Szkolnictwo zawodowe [Vocational education], Biblioteka Reformy 1999, no 3.

7. Krauz A., Krauz Ag., Paluch M., Edukacja w okresie wspolczes- nych przemian-wybrane zagadnienia [Education in the period of contemporary changes- selected issues], Rzeszow 2011.

8. Kunikowski J., Trudnosci wychowawcze we wspolczesnej rze- czywistosci spolecznej [Upbringing difficulties in contemporary social reality] [in:] Zagrozenia w wychowaniu i socjalizacji mlodziezy oraz mozliwosci ich przezwyci^zenia [Hazards in the education and socialization of young people and the ability to overcome them] (edited) Soltysiak T., Bydgoszcz 2005.

9. Izdebska H., Trudnosci wychowawcze [Upbringing difficulties] [in:] Encyklopedia pedagogiczna [Encyclopedia of education] (edited) Pomykalo, Warsaw 1993.

10. Szempruch J., Dylematy przemian polskiej szkoly i edukacji w kontekscie tendencji europejskich [Dilemmas of transformation of the Polish school and education in the context of European trends] [in:] Edukacja jutra [Education of tomorrow] (edited) Denek K., Koszyc T., Lewandowski M., Wroclaw 2004.

11. Szatur-Jaworska B., Teoretyczne podstawy pracy socjalnej [Theoretical foundations of social work] [in:] Pedagogika spoleczna [Social Education] (edited) Pilch T., Lepalczyk I. Warsaw 1995.

12. Luczynska M., Instytucja pomocy spolecznej [Iinstitution of social assistance] [in:] Wprowadzenie do pomocy spolecz- nej [Introduction to Social Welfare] (edited) Kazimierczak T., Luczynska M., Katowice 1998.

13. De Robertis C., Metodyka dzialania w pracy socjalnej [Code of conduct methodology in social work], Katowice 1998.

14. Wesolowska H., Zaufal K. (edited) Tolerancja. Materialy dla na- uczycieli [Tolerance. Materials for teachers], Krakow 2002.

15. Horbowski A., Edukacja kulturalna jako system dzialan spo- leczno-wychowawczych [Cultural Education as a system of socio-educational activities], Rzeszow 2000.

16. Szmyd K., Edukacja w perspektywie wielokulturowej. Tradycje, rzeczywistosc, postulaty wychowania [Education in a multicultural perspective. Traditions, reality demands of education] [in:] Paluch M., Horbowski A., Szmyd K., Kultura elementem nowej strategii edukacyjnej [Culture as an element of the new education strategy], Krakow 1999.

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