I can never fully leave behind my passion for Technology Stewardship that came out of co-writing Digital Habitats.
His point was that relationships had to have a purpose and just building them just for the sake of it was not sufficiently professional. While I had some sympathy for his view I was also a bit troubled by it in that it was expressed at a time when social work was beginning to move in the direction of practices that seemed to be almost entirely instrumental and could be delivered through an expanding array of programmed interventions.
The positive form of that relationship, according to MacMurray, goes by many names: The capacity to love objectively not in a soppy, sentimental way is what defines us as people; care is not possible, according to MacMurray, in terms of duty and obligation but must emerge as an ethic of love.
So relationships are central to any caring role, not only relationships, but loving relationships. So, how do we achieve this necessary balance between a sense of purpose while supporting appropriate intimacy within relationships?
We perhaps need to start with an understanding of the particular nature of adult-child relationships. These are, in our own Social work modes practice community development but also, I would argue, professionally, best thought of as upbringing relationships.
The term upbringing is one that is commonly used, both in everyday talk of parenting but also in more professional documentation but it is never, in the English language literature at any rate, teased out what this idea of upbringing might be or what relationships built around such a purpose might look like.
I had a notion that the social pedagogical literature might be better at articulating what upbringing may be; the German term for someone involved in child care is Erzieher, which translates to upbringer.
There is actually a large and growing literature around the idea of care and care ethics and Laura Steckley and myself have developed this in relation to residential child care see Steckley and Smith, — but the concept of upbringing remained largely unarticulated.
One of the members of the group pointed us in the direction of the work of the German social pedagogue, Klaus Mollenhauer A published version of the translation is now available Mollenhauer, For the purposes of this piece I focus on what some of the social pedagogy literature tells us about the nature of adult-child relationships within the context of upbringing.
Paul Natorp, one of the founding fathers of social pedagogy identifies its essence as being the upbringing of an individual and their integration into society.
Man sicaccording to Natorp, can only become man through human interaction; individuals can only develop fully as part of society. Children, thus, need to be brought up as social beings.
This can seem to run counter to current, one might argue neo-liberal, discourses around children and indeed around human beings more generally, which posit them as individuals connected to one another only through a set of contractual obligations. If upbringing is thought of as developing individuals to take their place in society, then its central role is that of passing on a valued cultural heritage to prepare children to take their place in that society.
It is a debt owed to children by the adult generation. Upbringing relationships are grounded in the difference between the generations and the personal and cultural need for upbringing Seavi, This is an important point because it recognizes differentials in power and in expertise or just knowledge of the ways of the world, which other discourses that can be applied to child care, such as rights, for instance, do not adequately address.
Generally, upbringing happens just through the very fact of adults and children sharing a common life-space, through processes of what Mollenhauer calls presentation and representation see SJRCC article, above.
The task of passing on what is considered a valued cultural heritage depends on adults believing that they have something valuable to pass on to children. Anyone who does not have a heritage of some kind to pass on will probably take little pleasure in raising or educating children.
Conservative excesses threaten to turn upbringing into a ritualized duty. In many respects the climate of fear that surrounds much of state child care can contribute to a sense of adults loosing the desire but also the confidence and authority to care for children in a way that is open to the children taking different roads; this restricts the opportunities available to them and thus forecloses possibilities of what they might become.
Adults, crucially, need to have some belief in what is good and proper and worth passing on in their own lives. Central to upbringing is the exercise of adult responsibility. Too often, as the sociologist Frank Furedi points out, adults have become estranged from the task of taking responsibility for the younger generation.
Adult confidence needs to incorporate a wider confidence in their cultural heritage and of what, within that is worth preserving and passing on. It can feel, in the current climate, like we have lost some of the moral purpose that characterised much residential child care in the past see Webb, The fact that adults should be open to children growing in unforeseen and unplanned ways is not to say that they should just take a step back and let this happen.
One might think of practices such as swearing, for example; while adults may swear in the company of adult companions, they will not do so in front of children.To complete the Bachelor of Social work students must attain 32 credit urbanagricultureinitiative.com (think of units as 'subjects') may be worth 1, 2, 3 or 4 credit points - check each unit for .
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This page, edited by Mark Smith, is introduced to reflect the growing interest in social pedagogy in the UK. A principal focus of the page is residential child care though the ideas which underpin social pedagogy have relevance to the nurture of all children.