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Fundamental ideas of Peter
Sabroe Seminariet
The
training course at Peter Sabroe
Seminariet aims at fulfilling
the objective of the
training of social educators in
Denmark which is based on social
responsibility engaged by our
socii-educational tradition.
Therefore, it is important
always to take an active and
dynamic part in the changes of
society and in the educational
world.
Not only
through observation, but also by
taking an active part in the
elaboration of the future, for
instance through participation
in educational research and
innovation work.
The
following key words express this
fundamental attitude:
ATTITUDE
- ACTION - COMPREHENSION
The
educator works on the basis of
practical knowledge of what
might be different, and not what
is absolute. Therefore, the
educator must work on the
basis of an attitude to other
people and to her own work. The
social educator must be able to
state the reasons for her work,
her choices and decisions based
on the fundamental values and
attitude to life and other
people. One of the basic
attitudes is respect and
equality in relation to other
people.
Educational
theory and practice is an area
in which the educator acts -
often together with another
person. The consequence of
action is often that you do
something in common - which
requires skills, imagination,
and creativity.
Action
includes a complexity of
intentions, relations, creation,
and communication of culture.
Our training tries to contain
this complexity in a wide range
of teaching methods which leave
room for quality in both action
as well as reflection. Often,
the training is related to the
surrounding society to make it
more realistic.
The social
educator works on the basis of a
comprehensive view and must see
both the educational task as
well as the users’ situation
as part of a large social and
cultural context.
Furthermore,
the social educator must relate
to herself and her work as a
part of a Danish educational
tradition which is challenged by
for instance other European
traditions, and the social
educator must relate to Danish
culture and tradition in the
light of a constantly increasing
global influence.
The
training and development into
the social educator profession
are the centre of the
comprehensive view, whereas a
number of scientific, artistic,
and craftsmanlike subjects
form part of the totality in the
training of social educators.
Learning
Processes, Teaching Methods and
Special Study Activities
Learning
takes place through many and
diverse processes. We think that
it is important to organise the
training in various forms. For
instance subject teaching
promotes an understanding of
parts of the world and
experiences in specific skills.
Through active student
participation, project work
strengthens a comprehensive
theoretical and practical
understanding and provides an
active and creative readiness
for action. By means of a
thorough theoretical,
practical, and creative
preparation of exemplary
themes, working methods are
developed to a continuos
lifelong learning and insight,
which through generalisation and
perspective go beyond the
concrete theme.
Teaching
can be organised as individual
work, group work, team teaching,
lectures, courses, seminars,
options, excursions, study
circles, written exercises etc.
The
planning takes place in a
continuous process and includes
evaluation, generalisation and
perspective.
This work
is performed jointly by students
and lecturers.
A special
annual activity is the
contribution to the Aarhus
Festival Week. This activity is
placed at the beginning of 4th
or 7th semester.
The
teaching can be prepared as part
of an educational experimental
and developmental work both in
connection with theory periods
as well as placement periods.
Studies of
other countries, their social
conditions, culture, and
educational theories form an
essential part of a modern
social educator training. This
also implies a compulsory study
tour. Furthermore, Peter Sabroe
Seminariet can decide that part
of the study takes place abroad.
We find it
important that the students
participate actively in the
daily planning of the training
as well as in the democratic
life trough participation in
committees as well as in student
policy.
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