Koyarwar zamantakewa

social pedagogy
academic discipline (en)
Bayanai
Ƙaramin ɓangare na	pedagogy (en) da social work (en)
Bangare na	social work (en)
Gudanarwan	social pedagogue (en)

Ilimin zamantakewa yana bayyana hanyar aiki ta cikakke da kuma mai da hankali kan dangantaka da mutane a tsawon rayuwarsu. A ƙasashe da yawa a faɗin Turai (da kuma fiye da haka), yana da dogon al'ada a matsayin fanni na aiki da kuma ilimin ilimi wanda ya shafi magance rashin daidaiton zamantakewa da kuma sauƙaƙe canjin zamantakewa ta hanyar haɓaka koyo, jin daɗi da haɗi a matakin mutum ɗaya da al'umma. Kalmar 'ilimin zamantakewa' ta samo asali ne daga kalmar Helenanci pais (yaro) da agein (don renon, ko jagoranci), tare da jigon 'zamantakewa' yana jaddada cewa tarbiyya ba wai kawai alhakin iyaye bane amma alhakin al'umma ne. Saboda haka, ilimin zamantakewa ya bunƙasa ta hanyoyi daban-daban a ƙasashe daban-daban kuma yana nuna ƙa'idodin al'adu da zamantakewa, halaye da ra'ayoyi game da ilimi da tarbiyya, dangantakar da ke tsakanin mutum ɗaya da al'umma, da kuma tanadin jin daɗin zamantakewa ga membobinta da aka ware. Ilimin zamantakewa (ƙwararru waɗanda suka kammala digiri a fannin ilimin zamantakewa) suna aiki a cikin wurare daban-daban, tun daga ƙuruciya har zuwa girma zuwa aiki tare da ƙungiyoyin manya marasa galihu da kuma tsofaffi. Domin cimma cikakkiyar fahimta a cikin kowanne daga cikin waɗannan yanayi, ilimin zamantakewa yana haɗa ka'idoji da ra'ayoyi daga fannoni masu alaƙa kamar zamantakewa, ilimin halayyar ɗan adam, ilimi, falsafa, kimiyyar likitanci, da aikin zamantakewa .

Hanyoyi

Hämäläinen ya nuna cewa ilimin zamantakewa ba hanya ce ko tsari na hanyoyi ba, amma ana zaɓar kowace hanya ne bisa la'akari da ilimin zamantakewa. A baya an bayyana manyan hanyoyi guda 3:

1. Aikin shari'a na mutum ɗaya - don inganta/haɓaka yanayin rayuwar mutum ɗaya,
2. Aikin ƙungiyoyin zamantakewa - don haɓaka ƙwarewar zamantakewa,
3. Aikin shiga tsakani na al'umma - don haɓaka tsarin alƙaluma na zamantakewa.

Bayan shekarar 1970, hanyoyi daban-daban da aka samo daga waɗannan ukun sun yi yawa. A aikace, ba a samun hanyar da ta dace da tsari ɗaya kawai; hanyoyin/ra'ayoyin aiki sun fi rinjaye waɗanda suka haɗa da fiye da hanyoyin gargajiya guda uku.

Ka'idoji

Ilimin zamantakewa ya dogara ne akan dabi'un ɗan adam waɗanda ke jaddada mutuncin ɗan adam, girmama juna, amincewa, godiya mara sharaɗi, da daidaito, da kaɗan daga cikinsu. An ƙarfafa shi ta hanyar babban ra'ayi na yara, matasa, da manya a matsayin mutane daidai gwargwado tare da wadata da ƙarfin gaske kuma yana ɗaukar su a matsayin masu ƙwarewa, masu hazaka, da kuma masu aiki.

A cikin aikinsu na baya kan ilimin zamantakewa, Petrie et al. sun gano ƙa'idodi 9 da ke ƙarƙashin ilimin zamantakewa:

• "Mayar da hankali kan yaro a matsayin cikakken mutum da kuma tallafawa ci gaban yaron gaba ɗaya;
• Mai aikin yana ganin kansa/tana da alaƙa da yaron ko matashi;
• Ana ganin yara da ma'aikata a matsayin waɗanda ke zaune a wuri ɗaya na rayuwa, ba kamar waɗanda ke wanzuwa a fannoni daban-daban na shugabanci ba;
• A matsayinsu na ƙwararru, ana ƙarfafa masu koyarwa koyaushe su yi tunani a kan ayyukansu kuma su yi amfani da fahimtar ka'idoji da ilimin kai ga buƙatun da wani lokacin ke fuskantar ƙalubale;
• Malaman makaranta suma suna da amfani, don haka horon da suke yi yana shirya su don su shiga cikin fannoni da dama na rayuwar yara da ayyukan yau da kullun;
• Ana ganin rayuwar haɗin gwiwa tsakanin yara a matsayin muhimmiyar hanya: ma'aikata ya kamata su kula da kuma amfani da ƙungiyar;
• Ilimin tarbiyya yana ginawa ne bisa fahimtar haƙƙoƙin yara waɗanda ba a iyakance su ga al'amuran tsari ko buƙatu na doka ba;
• Akwai muhimmanci kan aikin haɗin gwiwa da kuma kimanta gudummawar wasu wajen 'tarbiyar' yara: wasu ƙwararru, 'yan asalin yankin, da kuma, musamman, iyaye.
• Muhimmancin dangantaka, kuma tare da wannan, muhimmancin sauraro da sadarwa.