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• A kritikai pedagógia és a szociális munka kapcsolata: pedagógia a szociális munkában szakemberek nézőpontjain keresztül

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  126

  This paper is trying to enlighten the interrelations between pedagogy and social work practice through lenses of professionals and by analysing similar courses of development and professionalization of these two disciplines. My question in this small research basically was how social workers do and educators think about similarities and differences of the two disciplines in practice and in theory as well. Do social workers identify pedagogical situations, which include a process of learning in their social work praxis? If they identify situations when they are participants in a learning process with the service users do they apply educating methods and techniques? Do social workers apply pedagogical methods and skills in their praxis consciously?
  From my point of view the process of empowerment is also a learning process of ourselves and our environment therefore I think social workers would need to facilitate these learning situations to make empowerment happen thus I also think they might need to know of different theories of learning, importance of feedbacks, terms of educational psychology, different learning styles. Based on these thoughts it occurred to me to examine what professionals think about the connection between pedagogy and social work? I was also curious of if social workers can apply a perspective on their professional practise that includes learning situations and educational work as well? Or do they perceive educational work’s and social work’s theories and practises really differently?
  In my research I have done a focal group interview with social workers and educators where we used different approaches on cases from social work practise and try to identify learning situations. In this paper I am using the person-centered approaches of pedagogy and the theory of critical education because I think that is where an overlapping can be found between the objectives of reform education theories and social work.

• Trauma és társadalmi szenvedés – szociális munka a késő modernitásban

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  263

  The article aims at complementing the phenomenological analyses of trauma from a sociological point of view. Trauma is considered to be an impression, which cannot be integrated to the subject’s identity in a coherent manner. Such irreconcilable impressions could originate not only from individual life events, but also social dysfunctions. In order to map these dysfunctions classic and contemporary social theories are called upon: with their help those modern social sufferings are overviewed, which threaten with the emergence of traumatic experiences. The three thematic focus points of the article (in parallel with the dysfunctions identified by classical sociology) are anomie, reification and loss of meaning. In the fourth section of the article those forms of sociability are highlighted, which hold the potential of providing answers to the challenges of modernization: the emancipatory bourgeoisie public sphere and the intimacy as mutual disclosure. Finally, based on these conclusions a critical-network social work is highlighted.