Abstract:

Contemporary education views the child as an actor who develops his potentials in relation to his narrower and wider social environment. The more supportive, warm and focused on the child the environment is, the stronger is its influence on his development. The paradox of contemporary education positions all stakeholders at the boundary of power and helplessness in such a way that a question often arises whether clear boundaries should be set (or not), whether opinions, doubts and fears should be expressed openly and clearly (or not), whether to give in or stay quiet and how to act? We are witnessing a phenomenon called the crisis of society, education and values, and how these phenomena affect the child and the family, what is the role of educational institutions and their stakeholders in the development of a (un)happy child will be sought to elaborate through this topic. The first part of the paper presents the pedagogical image of a child and his position in society and the role of family and institutionalized education. The second part of the paper addresses the crisis of education and values of contemporary society and emphasizes the role of the socio-pedagogical context in its development.

Keywords:

Child, contemporary education, socio-pedagogical context, crisis of education.