German social pedagogy and social work: the academic discourses mapping a changing historical relationship

Abstract

The term ‘social pedagogy’ was coined in Germany, a country which also provided fertile ground for the early development of social work. This article reconstructs the evolution of the two disciplines, which existed alongside one another for much of the twentieth century. It starts with their identities at the time of their early emergence, and then focuses on two formative periods: the early twentieth century, when both disciplines were in the nascent stages of independent development; and the late twentieth century, when they appeared to be in a state of amalgamation. In the course of this examination, Hämäläinen’s recent suggestion that social pedagogy can be regarded as a science, as a profession and in terms of its education is investigated. So too is Lorenz’s framework for considering a nation’s social professions in terms of social policy, civil society and academic discourse elements. Those academic discourses tied to the identity of the two professions offer an opportunity to pin down the slippery German concept of social pedagogy, demarcate it from social work and consider the path dependencies of each profession. This is carried out with particular reference to the early figures who shaped the disciplines, specifically Paul Natorp, Herman Nohl and Alice Salomon. The case of Germany reveals not only few uncontested definitions of the two professions, but also a clear formal separation for much of the twentieth century, which is best understood by considering historical, not contemporary arrangements.