The study offers a systematic review of the unresolved relationship between social pedagogy and social work. It aims to clarify this problem and to present the contextual range of its solutions from both historical and synchronous perspectives. The methods used consist of the analysis and interpretation of scientific literature and other relevant sources. The first part of the article traces the development of social pedagogy in Germany, from Natorp's philosophical justification of the need for

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... education by and for society, to socio-educational practice based on Nohl's concept of help to selfhelp (Hilfe zur Selbsthilfe) and Thiersch's pedagogy of life situations. The second part shows how certain approaches to social work are considered to be the sources of social pedagogy in many countries. The third part explains the convergence of social pedagogy and social work in Germany within the framework of vocational training, influenced by the professionalization of social work as seen in the US and the UK. The fourth part inventorizes the established theorems of the relationship between social pedagogy and social work, which can only be understood in the context of historical development. Finally, the study justifies the theoretical position that social pedagogy is a science enabling the reflection of social work. The conclusion synthesizes current knowledge of the compatibility and incompatibility of the two disciplines. A comparative approach demonstrates that social pedagogy can be understood as one of the social sciences, while its insights can be integrated into a number of social professions. At the same time, "help to self-help" can be promoted as a standalone profession that stems from specific concepts in the development of social pedagogy. Key words Social pedagogy, social work, help to self-help, socio-pedagogical approach, interdisciplinary relationship Anotácia Studie nabízí systematický vhled do řešení nevyjasněného vztahu sociální pedagogiky a sociální práce. Klade si za cíl objasnit souvislosti vzniku tohoto problému a nastínit paletu jeho současných řešení v historické i synchronní perspektivě. Metodami zpracování jsou analýza a interpretace odborné literatury a dalších tematicky relevantních zdrojů. V první části je nastíněn vývoj konceptu sociální pedagogiky v Německu od Natorpova filosofického zdůvodnění potřeby výchovy jedince ve společnosti a pro společnost po