What is Social Neuroscience?

Social Neuroscience is an interdisciplinary academic field focused on studying and understanding the ways in which biological systems express behaviours, emotions, relationships, interactions, and develop social processes and structures, as well as the ways in which these behaviours, emotions, relationships, interactions, social processes and structures have effects on the brain, the nervous system and generally on biological mechanisms, changing their structure and function throughout human life (neuroplasticity).

Social Neuroscience differs from Cognitive and other Neurosciences, in that it focuses on the "social brain" and the emotions, interactions, relationships, and behaviours that it creates, issues that Social Pedagogy also focuses on.

The utilization of research results of Social Neuroscience from the field of Pedagogy and Education presents a rapid development in the last decades.

What is Social Pedagogy?

Social Pedagogy as a science was created to deal mainly with social and educational problems and dead ends and during its -almost two centuries- course, it contributed to the reform of social and educational systems, in Europe and in the rest of the world.

Social Pedagogy has its roots in the ancient Greek philosophy of Plato and Aristotle and develops a strong interdisciplinary character that utilizes many scientific fields, to connect educational theory and research and effective practice in different educational environments and throughout people's lives.

Social Pedagogy is the strong basis for all other pedagogical approaches and its role is particularly important for the adaptation, survival, evolution, development, progress and prosperity of all individuals (Pedagogy, Andragogy, Gerantagogy, basic branches of Social Pedagogy).

Social Pedagogy has a wide range of applications in different fields, such as various forms of education, lifelong learning, social justice, social welfare, psychosocial health and education, social and emotional education and development, democratic education, vulnerable social groups, human rights education, vocational training and inclusion, socio-educational crisis management and in all cases in which society undertakes to solve a problem by studying perceptions, feelings, attitudes and perspectives and by exploiting the dynamic interaction of the social dimension of education and the pedagogical dimension of social life.

Social pedagogy seeks to improve, change and dynamically deal with complex and problematic situations, by utilizing the systemic approach, the synergy of theory and practice, its interdisciplinary nature, the assumption of personal and group responsibility and the development of organized collective and collaborative actions and programs of prevention and intervention.

In this context, a fundamental priority of Social Pedagogy is the development of scientific theories, methodology, strategies and models and the implementation of programs, techniques and actions aimed at ensuring the quality of life and well-being of those involved and the empowerment and development of positive relations, through a holistic - systemic approach.

In order for Social Pedagogy to face the modern social and educational reality with its high complexity, it redefines the space-time of education and specifically of school (formal) education, meaning the education that concerns the school (space) and students and young people ( time), by adopting a different approach that also focuses on lifelong learning.

The effectiveness of Social Pedagogy is largely determined by the formation of the different "balance" between formal, informal and non-formal education, especially with the dominance of Information and Communication Technologies (ICT).

In general, Social Pedagogy has a vision to train individuals, without discrimination and exclusion, to strive, in order to pursue throughout their lives their multifaceted personal development, to be able to live an independent life, with a strong system of values, with a sense of duty, merit, with positive relationships with others, with supportive attitudes, solidarity, offer and completeness. To seek at the same time cooperation, social participation, social justice, social progress and prosperity, seeking - in a methodologically organized way - to change and improve the existing conditions, by undertaking effective socio-pedagogical action.

Every socio-pedagogical action is based on the study of emotions, interactions, relationships, perceptions, attitudes of behaviours, in order to face or prevent a problem aiming to improve, to change, through the intervention and prevention of complex and problematic situations.

Basic socio-pedagogical issues:
Indicative axes:

Decreased emotional and social skills, lack of motivation and goals, dealing with the different, highlighting the value of respecting the individuality and uniqueness of each individual, school intimidation, any form of antisocial behaviour, school dropout, lack of democratic education, lack of teamwork, collegiality and cooperation, ineffective communication between school, family and community, interest in vulnerable social groups and persons experiencing all kinds of disabilities, treatment of refugees and migrants, intercultural communication, protecting people from any kind of exploitation, prejudices, stereotypes, education in penitentiaries, in psychiatric and nursing clinics, social handicaps and marginalization, social exclusion, human rights abuses, etc.

In addition, socio-pedagogical action and intervention is interested in contributing to the effective treatment of relatively emerging issues, which the ICT brings about, such as the "digitally weak" or "digitally disadvantaged" people, the lack of "digital opportunities" and "digital capabilities", the "social digital illiteracy", the "digital exclusion", the "digital divide" and the internet addiction , cyber bullying, "augmented reality" etc. and more generally, issues of human adaptation and survival in a peculiar "digital communitarianism", which is the evolution of the cyber space and is likely to have a significant impact on the future.

How are Social Neuroscience and Social Pedagogy connected?

Social Neuroscience and Social Pedagogy have a strong interdisciplinary interconnection.

The importance and priority that Social Pedagogy gives to the study of interactions, relationships, perceptions, attitudes of behaviours are identified with the fundamental issues that Social Neuroscience examines, which are the emotions, the interactions, the relationships that the "social brain" creates and develops. That is, the basic priorities of Social Pedagogy are the fundamental dimensions of Social Neuroscience.

In other words, the fundamental dimensions of Social Neuroscience are already integrated into Social Pedagogy and are key elements of its identity, which makes Social Pedagogy a "familiar" and "ready" science to develop interdisciplinary synergies with Social Neuroscience and experienced "in utilizing these synergies in the effective treatment of socio-pedagogical issues and in the improvement and change of educational and social conditions.

The global scientific community argues that interdisciplinary approaches, today more than ever, are needed to address the high degree of complexity of the emerging contemporary issues. A significant number of studies have shown that Social Neuroscience develops strong interdisciplinary synergies with the field of education and with the Education Sciences in general.

In an interdisciplinary context, in the international arena, during the recent decades there has been a continuous and explosive increase in interest in utilizing the results of Social Neuroscience research in pedagogical thought and educational practice, providing the knowledge for an effective strategic planning of socio-pedagogical school, as well as Andragogy / adult education and Gerantagogy / senior education programs.

According to J. Ward in his book (2016) The Student's Guide to Social Neuroscience, "Social Neuroscience aims to build bridges between different levels of the explanation of social behaviour." In this context, indicative chapters of this book are: Chapter 4: Emotion and motivation, Chapter 5: Reading faces and bodies, Chapter 6: Understanding others, Chapter 7: Interacting with others, Chapter 8 : Relationships, Chapter 9: Groups and identity, Chapter 10: Ethical and antisocial behaviour (Ward, 2016, pp. Vii-viii).

Accordingly, The Oxford Handbook of Social Neuroscience (Decety & Cacioppo, 2011) highlights the connection between Social Neuroscience research results and the key priorities of Social Pedagogy, such as social behaviour and the social brain. Indicative chapters are: the evolutionary basis of the social brain (ch. 3), the neurobiology of the social bond (ch. 9), the Social Neuroscience of motivation (ch. 10), emotion, consciousness and social behaviour (ch. 12), attitudes (ch. 13), the recognition of emotions (ch. 16), separation of identities and expressions as a structural element of social perception (ch. 26), the perception of the individual (ch. 27), the shaping of impression as a focus on the intentions of others (ch. 28), the Neuroscience of ethics and emotion (ch. 32), mirror neurons and social consciousness (ch. 35), the Social Neuroscience of empathy (ch. 37), altruism (ch. 38), the pain of rejection and what the Social Neuroscience has shown about the brain's response to social rejection (ch. 39), the social adaptation of emotion (ch. 41), group processes and social superiority ( ch. 47), the mechanisms for regulating reactions within a group (ch. 48), the visible social isolation as a social threat and the effects on health (ch. 50), the social neuroscientific paths of connecting social support with health (ch. 53), the cognitive neuroscience of strategic thinking (ch. 62), the social brain in adolescence and the potential impact of social neuroscience on education (ch. 65), the influence of electronic games on social, cognitive and emotional information processes (ch. 66) and ethical, legal and social issues of social neuroscience (67).

Cozolino in his book The Social Neuroscience of Education (2013), in chapter 7 on bullying, by using research results and documentation from Social Neuroscience highlights the need to improve and change school culture, society and family , to reduce bullying, by implementing social-pedagogical programs at school that extend to society (Cozolino, 2013, pp. 110-123).

As it turns out, Social Neuroscience is intertwined with education and social pedagogical programs in various fields of education, health, work, etc., across the entire human age range.

Therefore, the interdisciplinary synergy of Social Neuroscience and Social Pedagogy and Education is necessary - but also pioneering according to the international data at the present time - and extremely efficient for the provision of a high level of education in a Postgraduate Program, which seeks to respond to the multidimensional requirements and the changing educational, pedagogical, social, multicultural needs of the modern world.

Will the graduates of the MSc have Qualified Teacher Status (QTS)?

The Interdepartmental Postgraduate Programme MSc “Social Neuroscience, Social Pedagogy and Education" grants the Qualified Teacher Status (QTS).

Has the operation of the IPP started?

The operation of the IPP started in the spring semester of 2020. The first courses of the first semester of studies took place at the Maraslio building, with physical presence and continue, due to the special conditions (COVID-19), via internet, with contemporary education and with all the relevant support needed in each lesson (operation of collaborative groups of students outside the lesson, tele-collaborations, communication with the Professors, etc.).

Do I have to have a degree from a specific school to be admitted to the IPP?

The Interdepartmental Postgraduate Program "Social Neuroscience, Social Pedagogy and Education" welcomes graduates of Higher Education Departments of all Faculties of HEIs and HTEI (domestic or recognized abroad), who are interested in the use of the interdisciplinary synergy of Neuroscience, Social Pedagogy and Education, such as e.g. teachers of all specialties, doctors, biologists, Education professionals, Health professionals, Social Welfare professionals, Lifelong Learning professionals, Adult Education professionals, public and private sector executives, organizations and institutions, governmental and non-governmental, and program implementing bodies ( educational policy, socio-pedagogy, etc.) interventions and actions and generally those scientists - researchers wishing to acquire scientific expertise in issues of Social Pedagogy and Social Neuroscience, as well as the status of social educator, in accordance with international standards.

When is the application process considered to be completed?

The application is submitted in two stages:

a) by depositing in printed form, during the registration period, the documents -as mentioned in the announcement- at the Administration of I.P.P., 13A Navarinou street, ground floor (phone: 210 3688013), by post (with registered delivery and with date of postmark). These documents are not returned after their submission.

b) by sending to the email: msc-snspe@primedu.uoa.gr, three documents same to those submitted to the Administration, specifically: i) Application form (complete electronically), ii) Curriculum Vitae (complete electronically) and iii) short Personal statement.

The second stage is a necessary additional procedure and does not replace the submission of the entire candidate file, in printed form, to the Administration of I.P.P.

What should the short Self-Presentation Statement contain?

In the Short self-presentation (personal statement) the candidate mentions certain elements, in order to present themselves in their personal way, in relation to the IPP, highlighting factors that mainly show a) their scientific background and b) their motivations, goals and expectations.

Indicative (and not mandatory) axes could be:

• scientific and professional background (if any),
• reasons for choosing the specific IPP (also, why they choose to submit candidacy for this specific IPP during this specific period of their lives),
• scientific - research and general interests,
• degree of familiarity, to date, with one or some of the items of the IPP.
• expectations from the IPP,
• business plans and goals,
• important elements of the candidate's life that they wish to report and consider that they have influenced their course so far and their way of thinking and acting.

When will the IPP courses take place?

Courses, seminars, etc. are held two or three days a week, after noon and hours 15.00-21.00 [can be: 15.00-18.00 and / or 18.00-21.00] or in some cases Saturday morning (10.00-13.00) and attendance is mandatory. For example, during the current semester, the students of the first semester have classes every Monday and Friday afternoon and Saturday morning.