Social Pedagogy and Community Networks

Abstract

During the 1990s, the report for UNESCO by the International Commission on Education for the Twenty-First Century, led by Jacques Delors (1996), identified some of the principal tensions between the global and the local, the universal and the particular. In its proposals, "learning to live together" was one of the four basic pillars of contemporary education along with "learning to be", "learning to do", and "learning to learn".Returning to the community entails activating lessons and learning that continue throughout life, from early childhood to old age. And with them, possibilities for educating and being educated that transcend the curriculum and academic programmes, referring to social pedagogy and its identities from the end of the last century to the present day The return to community solidarities acquires news meanings for knowledge and social action-intervention.

Five essays on doing research on adult learning in times of pandemic and war: thinking aloud

“…In most cases, arguments for change were there, being ignored or drowned out, and the pandemic paradoxically or not generated space for alternative thinking (see for example Caride, Gradaílle & Varela Crespo, 2022). And that goes on, too.…”