Social Pedagogy: An Approach Without Fixed Recipes

A historical and theoretical reconstruction of the specificity and peculiarity of the discipline of social pedagogy, as it has developed in Denmark. Social pedagogy takes its departure from the idea that the individual person and the community are complementary but at the same time opposed to each other, so the task of social pedagogy is rebalancing the dynamics between the two. Social pedagogy is also characterised as a discipline with three dimensions: a practical dimension, a theoretical dimension and a professional dimension. The professional’s task is neither to apply theory in practice nor to uphold the usual practice; it is to mediate between theory and practice. The specificity of the discipline gives rise to particular challenges and dilemmas that theorists make understandable and transparent and practitioners have to deal with. A big challenge for social pedagogy is the quest for evidence-based methods that overrides the specificity of the social pedagogical approach. Balancing different forms of knowledge implies that programmes and methods are used as inspiration that can be contained in a social pedagogical approach

Invariant Checking of NRA Transition Systems via Incremental Reduction to LRA with EUF

Model checking invariant properties of designs, represented as transition systems, with non-linear real arithmetic (NRA), is an important though very hard problem. On the one hand NRA is a hard-to-solve theory; on the other hand most of the powerful model checking techniques lack support for NRA. In this paper, we present a counterexample-guided abstraction refinement (CEGAR) approach that leverages linearization techniques from differential calculus to enable the use of mature and efficient model checking algorithms for transition systems on linear real arithmetic (LRA) with uninterpreted functions (EUF). The results of an empirical evaluation confirm the validity and potential of this approac