This monograph presents a consideration on social pedagogy understood as a reflexion on a reflexion and on how it is currently perceived in reference to its tradition and first definitions and to the modern discourse in humanities and social sciences. It presents a consistent and original approach to perceiving a socio-pedagogical point of view to the field of practice, where activity of a social pedagogist is present (and desired). It is penetrated with a transversal concept of comprehending social pedagogy. Fundamental properties of this concept are analysed one after another, ones which define it from the ontological, methodological, and epistemological perspective and which form the basis for formulating the transversal paradigm of social pedagogy.

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