The problem of social engagement of a child within the family and by the family in the views of selected representatives of social pedagogy
More details
Hide details
Submission date: 2021-10-26
Acceptance date: 2021-12-08
Publication date: 2021-12-22
Corresponding author
JoMS 2021;47(2):261-284
The question posed in this article is: How does the social engagement of the child take place within the family and by the family, and what is the essence and specificity of such influence by the family on the child?

Material and methods:
Following the description by Teresa Kukołowicz, who links the process of upbringing with social engagement, and points to the family as the scenario of the child’s special connection, this article takes up this specific fact, starting from the search for terminological explanations related to “social engagement”, and especially to the social engagement of the child within the family.

Socialisation, usually considered as learning values and social norms, as preparation to perform social roles, or as forming conscience, today is reduced to a mere adaptation – which also comes with manifest detriment to the process of social engagement.

The human being has both an individual and a social nature, which indicates the necessity of taking into account in the process of the social engagement of the child both care for the child's own development (personalisation) and its orientation towards social life (socialisation), and this in every educational and socially engaging activity. In social engagement there is a justifiable need for both family care and support for the development of the child by the parents and the family, as well as for social (State) care, and the cooperation of these environments should take place without violating the rights of other persons or subjects entitled to upbringing – especially the family.

Nowak, M. (2010), Doświadczenie dialogu w tworzeniu wiedzy pedagogicznej [The experience of dialogue in the development of pedagogical knowledge]. In E. Dąbrowa, D. Jankowska (ed.), Pedagogika dialogu w rzeczywistości XXI wieku [The pedagogy of dialogue in the reality of the 21st century] (pp.168-182). Warsaw: Maria Grzegorzewska University Press.
Nowak, M. (2017). Godność osoby ludzkiej i jej implikacje pedagogiczne [Dignity of the human being and its pedagogical implications]. In N. Rykowska, T. L. Kuniszewska (MSF), R. Stopikowski (ed.), Wśród swoich. Ksiądz Profesor Edward Walewander [Among one’s own. Fr. Professor Edward Walewander] (pp. 299-308). Lublin: The Learned Society of the John Paul II Catholic University of Lublin.
Pestalozzi, J.H. (1955). Jak Gertruda uczy swoje dzieci [How Gertrude teaches her children]. Wrocław: Ossolineum.
Rorty, R. (1996). Przygodność, ironia i solidarność [Contingency, Irony, and Solidarity], translated by W. J. Popowski. Warsaw: Spacja.
Rorty, R. (1997). Pragmatyzm i filozofia post-nietzscheańska [Pragmatism and post-Nietzschean philosophy]. In R. Nycz (ed.), Postmodernizm. Antologia przekładów [Postmodernism. An anthology of translations] (43-56). Kraków: Wydawnictwo Baran i Suszczyński.
Schaffer, H.R. (2005). Psychologia dziecka [Introducing child psychology]. Warsaw: PWN.
Skorupka, S., Auderska, H., Łempicka, Z. (ed.) (1969), Mały słownik języka polskiego [A small dictionary of Polish]. Warsaw: PWN, 1969.
Słownik języka polskiego PWN [A small PWN dictionary of Polish], [in] (accessed on 15 April 2021).
Szczepański, J. (1970). Elementarne pojęcia socjologii [The elementary concepts of sociology]. Warsaw: PWN.
Tartler, R. (1955). Das Anpassungsziel wird die permanente Anpassung selbst [The adaptation goal will be the permanent adaptation itself] In H. Schelsky (Hrsg.), Arbaiterjugend gestern und heute (pp. 331-342), Heidelberg: Verlag Quelle & Meyer.
Wojtyła, K. (1979). Promieniowanie ojcostwa [The Radiance of Fatherhood], [in] Idem. Poezje i dramaty [Poetry and Dramas] (pp. 228-258). Kraków: Znak 1979.
Journals System - logo
Scroll to top