[citation needed] If learning is to be considered as social, then it must: It is a theoretical system that focuses on the development of the child and how practice and training affect their life skills.
[2] Jean-Jacques Rousseau brings forth the idea that all humans are born good but are ultimately corrupted by society, implying a form of social learning.
[4] The field of developmental psychology underwent significant changes during these decades as social learning theories started to gain traction through the research and experiments of Psychologists such as Julian Rotter, Albert Bandura and Robert Sears.
In 1954, Julian Rotter developed his social learning theory which linked human behavior changes with environmental interactions.
[citation needed] These contributions to the field of developmental psychology cemented a strong knowledge foundation and allowed researchers to build on and expand our understanding of human behavior.
[5] Jean-Jacques Rousseau (1712 - 1778), with his book Emile, or On Education,[6] introduced his pedagogic theory where the child should be brought up in harmony with nature.
Rousseau's conceptualization of childhood and adolescence is based on his theory that human beings are inherently good but corrupted a society that denaturalize them.
He held the belief that education should focus on the acquisition of knowledge but also of culture through society and should orient its activities to benefit the community.
Natorp believed in the model of Gemeinschaft (small community) in order to build universal happiness and achieve true humanity.
At the time, philosophers like Jean-Jacques Rousseau, John Locke, Johann Heinrich Pestalozzi and Immanuel Kant were preoccupied by the structure of society and how it may influence human interrelations.
According to Nohl, social pedagogy's aim is to foster the wellbeing of student by integrating into society youth initiatives, programs and efforts.
Nohl conceptualized a holistic educative process that takes into account the historical, cultural, personal and social contexts of any given situation.
Much of his theoretical effort was expended on understanding the way children come to internalize the values, attitudes, and behaviours of the culture in which they are raised.
Just like Albert Bandura, he focused most of his research on aggression, but also on the growth of resistance to temptation and guilt, and the acquisition of culturally-approved sex-role behaviors.
Such features include both general relationship variables such as parental warmth and permissiveness and specific behaviours such as punishment in the form of love withdrawal and power assertion.
For example, according to Bandura (1978), people learn aggressive behaviour through 3 sources: Family members, community and mass media.
[14] This principle is called reciprocal determinism, which means that the developmental process is bidirectional, and that the individual has to value his environment in order to learn for it.
Indeed, the bullied pupil can build a relationship with a particular mentor or role model, which in return can empower the student to deal with issues such as cyberbullying.
They wanted to "encourage social learning among landholders through field visits, focus groups, and deliberative processes to balance innovative 'thinking outside the box' with judicious use of public funds".
[19] They found that social learning was documented after approximately fifteen months, but was initially restricted to an increased understanding of the problem without improved knowledge to address it.
This suggests that learning initiatives could take around three years to develop sufficient new knowledge embedded in a community of practice in order to address complex problems.
For instance, “the main feature of social media is that they empower the end user to access, create, disseminate and share information easily in a user-friendly, open environment".
By allowing social media in the pedagogical program of our young students, it could help them to grow and fully participate in our digital society.