<abstract xmlns="http://www.w3.org/1999/xhtml">It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural and the cultural evolutionary processes. It can be argued that evolutionary ontology attempts to create a new image of the world and of humans – a new non-anthropocentric cosmology, i.e., a consistently philosophical culturological cosmology that takes into account reality in its real structure as a conflict between the spontaneous activity of nature and the socio-cultural activity of humans (Šmajs, 2008, p. 96). The reasons for social exclusion can be different, and its specific manifestations are various, and the same can be said about the phenomenon of social inclusion, which is the expression of the quality of other relationships and attitudes. Externally observable signs of social exclusion are more closely related to the concept of families at risk. A social risk family can be defined as a family that experiences difficult problems and has limited opportunities to provide favorable living conditions for the comprehensive development of all family members. More and more often it is associated with unsustainable cultural or non-cultural contexts, mainly related to non-ecological culture prosperity in the consumer society. It can be noted that this context in its current form (which includes manufacturing, consumption, material culture, and technology, and both the social, intellectual, and material life of humans) is quite anti-natural oriented in its principle. Unfortunately, the aggressive anti-natural sociocultural strategy permeated also the field of human upbringing and education (Šmajs, 2008, p. 194). At the beginning of the 21st century, it has emerged as the Anthropocene era in a broader sense, in which the geological characterization of the era is complemented by the characterization of the sustainability of public relations in a broader holistic perspective.The aim of the article is to consider a number of real cases in a broader perspective from the point of view of foster family pedagogy, identify the choice of foster care approaches and evaluate the results obtained.From the perspective of foster family pedagogy, foster parents and foster children are participants in the lifelong learning process, where the mutual influence and interaction of foster parents and foster children are studied. The authors evaluated real situations from the perspective of foster family pedagogy and children’s involvement in the family structure. The article also examines the influence of the foster family and its readiness to overcome the effects of Anthropocene unsustainability.</abstract>

It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural and the cultural evolutionary processes. It can be argued that evolutionary ontology attempts to create a new image of the world and of humans – a new non-anthropocentric cosmology, i.e., a consistently philosophical culturological cosmology that takes into account reality in its real structure as a conflict between the spontaneous activity of nature and the socio-cultural activity of humans (Šmajs, 2008, p. 96). The reasons for social exclusion can be different, and its specific manifestations are various, and the same can be said about the phenomenon of social inclusion, which is the expression of the quality of other relationships and attitudes. Externally observable signs of social exclusion are more closely related to the concept of families at risk. A social risk family can be defined as a family that experiences difficult problems and has limited opportunities to provide favorable living conditions for the comprehensive development of all family members. More and more often it is associated with unsustainable cultural or non-cultural contexts, mainly related to non-ecological culture prosperity in the consumer society. It can be noted that this context in its current form (which includes manufacturing, consumption, material culture, and technology, and both the social, intellectual, and material life of humans) is quite anti-natural oriented in its principle. Unfortunately, the aggressive anti-natural sociocultural strategy permeated also the field of human upbringing and education (Šmajs, 2008, p. 194). At the beginning of the 21st century, it has emerged as the Anthropocene era in a broader sense, in which the geological characterization of the era is complemented by the characterization of the sustainability of public relations in a broader holistic perspective.The aim of the article is to consider a number of real cases in a broader perspective from the point of view of foster family pedagogy, identify the choice of foster care approaches and evaluate the results obtained.From the perspective of foster family pedagogy, foster parents and foster children are participants in the lifelong learning process, where the mutual influence and interaction of foster parents and foster children are studied. The authors evaluated real situations from the perspective of foster family pedagogy and children’s involvement in the family structure. The article also examines the influence of the foster family and its readiness to overcome the effects of Anthropocene unsustainability.

Foster Parents’ Readiness for the Implementation of Foster Family Pedagogy

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Foster Parents\u2019 Readiness for the Implementation of Foster Family Pedagogy"}

It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in...

Foster Parents’ Readiness for the Implementation of Foster Family Pedagogy

Published Online: Apr 03, 2021

Page range: 26 - 39

DOI: https://doi.org/10.2478/jtes-2020-0014

Keywords
foster family pedagogy, foster parents’ readiness to implement the foster family’s mission, foster child, life experience, families at risk

© 2020 Maritana Gorina et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Foster Parents’ Readiness for the Implementation of Foster Family Pedagogy

Published Online: Apr 03, 2021

Page range: 26 - 39

DOI: https://doi.org/10.2478/jtes-2020-0014

Keywordsfoster family pedagogy, foster parents’ readiness to implement the foster family’s mission, foster child, life experience, families at risk

© 2020 Maritana Gorina et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Keywords
foster family pedagogy, foster parents’ readiness to implement the foster family’s mission, foster child, life experience, families at risk