PRASOLOGICAL BASIS OF SOCIAL PEDAGOGY IN THE SPANISH PEDAGOGICAL DISCOURSE OF THE 1890–1920s

Abstract

The actualization of social and pedagogical ideas in the Spanish pedagogical discourse of the  1890–1920s  contributed  to  the  formation  of  social  pedagogy  as  an  independent,  powerful scientific direction. Why did Spanish intellectuals intertwine social and pedagogical and prasological ideas at the turn of the 19th and 20th centuries is a question that requires personal attention. The purpose of the work involves studying the content of the Spanish pedagogical discourse of the 1890–1920s and  substantiating  the importance of  establishing  the connection between the concepts of «social pedagogy» and «collective (popular) will» by Spanish educators at the turn of the 19th and 20th centuries.

Methodology. During the study of social and pedagogical ideas presented  in  the Spanish pedagogical  discourse  of  the  1890–1920s,  general  scientific  methodological  approaches  were used  – systemic,  structural-functional, problematic  and  specifically  scientific  – paradigmatic-pedagogical,  comparative-pedagogical,  problematic-historical  and hermeneutic approaches. The main methods of  research  are  the  pedagogical-retrospective method,  the method of  pedagogical reconstruction, the hermeneutic method, and the comparative-comparative method.

Scientific novelty. It was established  that in the Spanish pedagogical  discourse  of  the  1890–1920s prasological ideas were used to define and interpret the concept of «social pedagogy».

Conclusions. Regarding  the  interpretation  of  the  phenomenon  of  social  pedagogy  in  the Spanish  pedagogical  discourse  in  the  1890–1920s,  two  important  trends  were  observed:  the opposition   of  individual   and   social   pedagogy,  which   had  the  logical   consequence   of  the extrapolation of the meanings of the education of the human soul to the education of the collective spirit,  and the significant  politicization of  social  pedagogy  by Spanish  intellectuals, endowment with the  «supernatural» capabilities  for  national  regenerationism,  which,  in  turn,  led  to  a  real socio-pedagogical turn in  Spanish pedagogy  in  the  first third of the 20th  century. Within both  of these trends, the need to support social pedagogy on a prasological basis was revealed.