The terms "lifeworld" and "lifeworld orientation" are in constant use and seem to be omnipresent. The lifeworld seems to be taken for granted, as it is hardly ever discussed in detail or concretely distinguished from other terms such as "everyday life" or "social space".
The concept of lifeworld orientation plays a major role in social education, especially in child and family welfare. At the latest since the Eighth Youth Report, the so-called lifeworld orientation has been considered a central paradigm of youth welfare.
Above all, the educator Hans Thiersch, who was also involved in the preparation of this report, coined the term "lifeworld orientation". The discussion of lifeworld-oriented social work was triggered by changes in society. Today, coping with everyday life requires many more preconditions, such as self- and social competence, assertiveness or self-confidence, than in earlier decades, when gender and generational roles, educational, health and nutritional concepts as well as career paths were still predetermined by stable traditions and social relations.
Table of Contents
1 Introduction
2 Life world and life world orientation
3 The concept of life-world-oriented social work
3.1 THE CONCEPT AS AN INTERPLAY OF 4 DIFFERENT SCIENTIFIC CONCEPTS
3.1.1 Hermeneutic-pragmatic pedagogy
3.1.2 Phenomenological-interactionist paradigm
3.1.3 Critical everyday theory
3.1.4 Analysis of social structures
3.2 DIMENSIONS OF LIFE WORLD ANALYSIS
3.3 STRUCTURAL AND ACTION MAXIMS OF A LIFE-WORLD-ORIENTED SOCIAL WORK
3.4 CORE IDEAS OF THE CONCEPT
4 Consequences of the concept
4.1 DEMANDS ON INSTITUTIONS AND SPECIALIST STAFF
4.2 LIMITS AND OPPORTUNITIES OF LIFE-WORLD-ORIENTED SOCIAL WORK
5 Conclusion
6 Bibliography and sources
Objectives and Core Themes
This thesis examines the concept of life-world-oriented social work, analyzing its theoretical foundations and practical implications for modern social institutions and practitioners. It explores how shifting societal structures and individualization require a move away from rigid, problem-centered programs toward a dialogical, holistic approach that respects the everyday lives and resources of clients.
- Theoretical foundations of life-world orientation (hermeneutics, phenomenology, and critical theory).
- Dimensions of life-world analysis (time, space, and social relations).
- Structural and action maxims, including prevention, regionalization, and participation.
- Consequences for institutional management, professional roles, and the advocacy function of social workers.
Excerpt from the Book
3.1.1 Hermeneutic-pragmatic pedagogy
Lifeworld orientation as a concept of social work refers to the continuation of the hermeneu-tic-pragmatic Tradition line of social pedagogy, which in its questions makes the everyday life and the own worlds of the people the starting point for its pedagogical concept (cf. THIERSCH 2002, P. 130).
Hermeneutic-pragmatic pedagogy, as a concept of the theory of science, tries to elucidate the "educational reality in its everyday executions understanding and related to action" (THIERSCH/RUPRECHT/HERMANN 1978, P. 11). The subject of a pedagogy understood in this way is life in its specific form as a life of its own and everyday life. The focus is on the found and yet malleable reality of life, both with its historical, social and cultural dimensions, as well as in the interplay of norms and facts as well as of experience and expression. (cf. THIERSCH/RUPRECHT/HERMANN 1978, p. 11 f.) This means that hermeneutic-pragmatic pedagogy ties in with everyday life and at the individually interpreted world of the people and pursues the goal of better understanding this everyday life and the people in their coping actions, in order to discuss this deeper understand to be able to help the addressees more appropriately. In this context, the hermeneutic-pragmatic socialpedagogy Structural patterns of pedagogical action developed, which can be combined with approaches of social work (cf. THIERSCH 2002, P. 131).
Summary of Chapters
1 Introduction: Introduces the ubiquitous nature of "life-world" terminology and outlines the necessity for a new paradigm in social work due to changing social conditions.
2 Life world and life world orientation: Defines the concept of "life world" rooted in phenomenological sociology and its significance for understanding individual perceptions of reality.
3 The concept of life-world-oriented social work: Details the four scientific pillars of the concept and explores dimensions, structural maxims, and core ideas of this approach.
4 Consequences of the concept: Discusses the practical demands on social work institutions and the inherent limits and opportunities regarding professional interventions.
5 Conclusion: Summarizes the conceptual potential for overcoming structural deficiencies and emphasizes the necessity for reflexive professionalism in social practice.
Keywords
Life-world orientation, Social work, Hans Thiersch, Everyday life, Pedagogical action, Social structures, Participation, Prevention, Regionalization, Reflexivity, Professionalism, Social pedagogy, Client resources, Coping strategies, Modernization.
Frequently Asked Questions
What is the core focus of this thesis?
The work focuses on the concept of "life-world-oriented social work," examining its origins in youth welfare and its application as a central paradigm to better support individuals within their specific social environments.
What are the central thematic fields discussed?
The central fields include the theoretical background (phenomenological, hermeneutic, and critical theories), the analysis of living environments (time, space, social relations), and the practical maxims for organizing social services.
What is the primary goal of the study?
The primary goal is to present how the life-world orientation provides a framework for reorienting social work institutions from rigid, problem-related programs toward more dialogical, holistic, and sustainable approaches.
Which scientific methods are primarily used?
The thesis utilizes a literature-based theoretical analysis, drawing upon existing academic discourse and scientific concepts—specifically those established by Hans Thiersch—to synthesize the logic and operationalization of the concept.
What topics are covered in the main section?
The main section covers the scientific foundations of the concept, the dimensions of analyzing a client's environment, the operational structural and action maxims (e.g., prevention, participation), and the resulting professional requirements for social workers.
Which keywords best characterize this work?
Key terms include life-world orientation, social pedagogy, everyday life, structural maxims, reflexivity, and the transformation of social work institutions.
How does the concept handle the "interference" of social workers in clients' lives?
The principle of "interference" requires social workers to act as advocates, representing clients' interests at political levels while maintaining a balance between helping individuals and critically challenging the institutional systems that produce social inequalities.
What is the significance of the "dimension of experienced time"?
This dimension acknowledges that social work must address the fragility of time in a client's life course, offering both reliability and perspective to help individuals cope with the demands of their specific life phases.
Why does the author advocate for regionalization?
Regionalization is aimed at making social work more accessible and cooperative within local districts, ensuring that assistance is organized locally and rooted in the actual circumstances and initiatives of the community.
- Quote paper
- Susann Bialas (Author), 2008, Lifeworld-Orientation in Social Work, Munich, GRIN Verlag, https://www.grin.com/document/1152668
