Penitentiary Pedagogy: Worldview and Philosophical Bases
DOI:
https://doi.org/10.32405/2413-4139-2024-2(33)-112-121Keywords:
education, crime, criminal, convict, punishment, penitentiary pedagogyAbstract
The manuscript reveals the ideological and philosophical bases of penitentiary pedagogy, the latest wave of which has emerged due to the trend of revisiting the penitentiary concept within domestic science. This shift aligns with the trajectory towards integration into the European space and the demand for constructing a post-totalitarian worldview paradigm to understand the phenomenon of punishment.
The relevance of this study lies in the fact that professionals working on the re-education and resocialization of individuals serving sentences in penitentiary institutions must comprehend the worldview and philosophical bases of these processes. They must know the embedded ideas to achieve a socially desirable outcome – returning the individual to society for socially acceptable coexistence.
This manuscript reviews secondary sources; therefore, the primary goal is to construct a narrative and present penitentiary pedagogy’s worldview and philosophical foundations based on the analyzed source material.
Summing up, it can be stated that the clarification of the worldview and philosophical bases of penitentiary pedagogy allowed us to trace the key “bifurcation points” regarding the realization at both the individual scholar and government levels that crime cannot be solved through cruelty towards the offender. Instead, the focus should be on their re-education and resocialization. Furthermore, this study outlines the narrative of penitentiary pedagogy’s worldview and philosophical foundations, which hold potential for further theoretical research and have praxeological value for national practitioners. Humanizing punishment, central to modern
penitentiary pedagogy, gives hope for achieving the socially desired result – the reintegration of individuals into society, making them valuable social resources and potentially reducing the number of future crimes and their victims. However, it is essential to remember that the rehabilitation period, during which the offender must readapt to normal living conditions and resocialise, plays a pivotal role in re-education.
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References
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