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Table of contents

1. The history of the emergence of social pedagogy
2. Basic provisions and essence of socialization
3. Socialization of man
4. Megafactors
5. Macrofactors
6. The influence of mesofactors on socialization
7. The impact of rural areas on socialization
8. The influence of social groups on the upbringing of a person
9. Influence of organizations on socialization
10. Microsociety
11. Computer and socialization
12. Organization of social life
13. The influence of education on the spiritual and value orientation of a person
14. Socialization. upbringing
15. The costs of socialization
16. Social pedagogy as a branch of knowledge

LECTURE No. 1. The history of the emergence of social pedagogy

The term "social pedagogy" has been actively used since the beginning of the XNUMXth century, despite the fact that the name itself was proposed by a German teacher Friedrich Diesterweg in the middle of the nineteenth century.

In the XVIII century. Pedagogy began to consider early adolescence as an independent stage in the development of the individual. Girls and boys became the direct object of study. The introduction of pedagogy into public life deepened in the second half of the XNUMXth century, when youth and older age groups began to enter its field of vision. Representatives of society who do not fit into the system of rules and norms were also considered. The expansion was connected with the social and cultural processes taking place in Europe and America. Progress in industry and technology has given rise to certain problems in the field of social relations. The migration of the population from villages to cities forced people to adapt to the newly created conditions. Crime began to increase, since the created families did not have firmly established moral values, the number of homeless and poor grew exponentially. Residents of the underdeveloped countries of Europe arrived in America. The church continued to occupy a leading place in the education of people, but still lost its authority. The appearance of a certain void made it possible for social pedagogy to take a certain place in the sphere of education and the formation of a person. Pedagogy developed, and the emergence of andragogy - the pedagogy of adults - became a new step. But from the very beginning (i.e., from the middle of the XNUMXth century) to the present, it has dealt mainly with the problems of adult education. In recent decades, gerogogy has detached from andragogy, which has become involved in the development of older people. In the XNUMXth century the pedagogy of the re-education of children and adolescents who have difficulties and problems of behavior in society was born and formed during our century. The answers given by traditional pedagogy to the changed social order turned out to be limited. The conservatism of pedagogy turned out to be so strong that even a new branch that appeared - social pedagogy - a number of scientists sought to reduce to the study of the problems of traditional "clients" of pedagogy - children, adolescents, and youths. This was reflected in the fact that a number of founders of social pedagogy (G. Nol, G. Bäumer and others) considered social assistance to disadvantaged children and the prevention of juvenile delinquency as the subject of her research.

Another definition of the subject "social pedagogy" was given by a German scientist Paul Natorp. In his opinion, social pedagogy explores the problem of integrating the educational forces of society in order to increase the cultural level of the people. Such an understanding fully corresponded to the social order of modern times and made it possible to consider social pedagogy as a branch of knowledge about the upbringing of a person throughout the entire life path.

Social pedagogy appeared in Russia at the end of the XNUMXth century. in the form of developing and attempting to implement the idea of ​​connecting the school with life and the social environment. This idea received a theoretical justification and a relatively adequate practical implementation in S. T. Shatsky, as well as in the works and experience of a number of outstanding teachers.

The problems that are characteristic of social pedagogy began to manifest themselves in society in the 1970s. A new crisis in the education system has arisen. There were developments of new options for working with children at the place of residence and corresponding methodological recommendations. In its development as a scientific discipline, pedagogy inevitably went through three stages.

The first stage - stage empirical. This is the stage of collecting data from the experimental activities of a large number of practical workers in the social sphere, who introduce (consciously or unconsciously) a pedagogical component into their activities. Such activities have always existed, and there have always been people who strengthened, developed, improved this component, brought it to the leading place in their work. Along with practical socio-pedagogical activity, its scientific analysis was carried out in a certain form.

After studying the history of socio-pedagogical activity, it becomes clear that it reflects the socio-pedagogical practice of various subjects and institutions of society. They existed in a fragmented form within the framework of the professional activities of teachers, clergymen, doctors, employees of cultural institutions, sports, politicians and other specialists in various industries.

The second stage development of social pedagogy - scientific and empirical. This stage consists in building models of socio-pedagogical objects (processes, systems, activities) that are close to ideal. At this stage, practice-oriented and theoretically-oriented socio-pedagogical models are formed, which, with the help of some assumptions, reflect the cognitive and transformative aspects of socio-pedagogical reality.

The third stage formation of social pedagogy - theoretical. It is at this stage that the development of socio-pedagogical theory takes place.

Social pedagogy is a branch of knowledge that answers the questions:

1) what will happen or can happen in the lives of people of different ages in certain circumstances;

2) how it is possible to create favorable conditions for the successful socialization of a person;

3) how to reduce the effect of adverse circumstances that happen to a person in the process of socialization.

Social pedagogy as an academic subject tries to paint a picture of social and pedagogical reality for future teachers.

Social pedagogy as a branch of knowledge explains social education directly in the context of socialization.

This determines the construction of the training course "social pedagogy". It begins with the consideration of socialization as a socio-pedagogical phenomenon. Then the circumstances in which social education takes place, its content and methodology are revealed. The course ends with a brief description of the problem of human socialization and the costs of socialization.

LECTURE No. 2. The main provisions and essence of socialization

In 1887 an American sociologist F. G. Giddens used the term "socialization" in his book The Theory of Socialization. Speaking of socialization, almost always refers to the development of a person in childhood, adolescence and adolescence. Only in the last decade has the study of socialization moved from childhood to adulthood and even old age.

There are two approaches to socialization: subject-object and subject-subject.

The first approach considers a person from the position of the absence of any activity in the process of socialization. The first to explore this approach was E. D. T. Parsons.

All those who believe that a person actively participates in the process of socialization are supporters of the second approach, that is, the subject-subject approach. The Americans founded this approach Charles Cooley и George Herbert Mead. Based on the subject-subject approach, socialization can be explained as the development of a person in the process of assimilation and reproduction of culture. The essence of socialization is a combination of adaptation and isolation of a person in the conditions of a particular ethnic group.

Adaptation (social adaptation) - the process and result of the counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation implies the coordination of the requirements and expectations of society in relation to a person with his attitudes and social behavior; coordination of self-assessments, i.e. self-analysis and claims of a person, with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of the individual becoming a social being.

Separation - the process of autonomization of a person in society.

From what has been said, it follows that in the process of socialization there is an internal, completely insoluble conflict between the measure of a person's adaptation to society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance of adaptation and isolation.

The stated understanding of the essence of socialization is valid within the framework of the subject-subject approach, in which socialization is interpreted only as an adaptation of a person in society, as a process and result of an individual becoming a social being.

In modern society, socialization has features depending on the environment, culture, but there are also common characteristics. About them and will be discussed further.

In any society, the socialization of a person has features at various stages. In the most general form, the stages of socialization can be correlated with the age periodization of a person's life. There are various periodizations, and the one below is not universally accepted. It is very conditional (especially after the stage of adolescence), but quite convenient from a socio-pedagogical point of view.

We will proceed from the fact that a person in the process of socialization goes through the following stages:

1) infancy (from birth to 1 year),

2) early childhood (1-3 years),

3) preschool childhood (3-6 years),

4) primary school age (6-10 years),

5) younger adolescence (10-12 years old),

6) older adolescence (12-14 years old),

7) early adolescence (15-17 years old),

8) youthful age (18-23 years),

9) youth (23-30 years old), 10) early maturity (30-40 years old), 11) late maturity (40-55 years old), 12) old age (55-65 years old), 13) old age (65-70 years old) years), 14) longevity (over 70 years).

Further, the socialization of a person up to the stage of youth, i.e., the socialization of the younger generations, will be considered.

During the socialization of children and adolescents, there are conditions that are commonly called factors. Of the known factors, far from all have been studied, and knowledge about those that have been studied is very scarce and uneven. More or less studied conditions or factors of socialization are combined into 4 groups.

The first - megafactors (from the English "mega" - "very large, universal") - space, planet, world, which to some extent through other groups of factors influence the socialization of all inhabitants of the Earth.

The second - macro factors (from the English "macro" - "big"), influencing the socialization of the country, ethnic group, society, state.

Third - mesofactors (from the English "meso" - "middle, intermediate"), which allow you to distinguish groups of people by: area and type of village in which they live (region, village, city); belonging to the listeners of certain mass communication networks (radio, television, etc.); belonging to certain subcultures.

Socialization is influenced by mesofactors both directly and indirectly through the fourth group - microfactors.

These include factors that directly affect specific people - family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and countersocial organizations, microsociety.

The most important role in how a person grows up, how his formation will go, is played by people in direct interaction with whom his life flows. They are called agents of socialization. While the individual is in adolescence, parents, brothers and sisters, relatives, peers, neighbors, teachers act as agents.

In terms of their role in socialization, agents differ depending on how significant they are for a person, how interaction with them is built, in what direction and by what means they exert their influence. The socialization of a person is carried out by a wide range of universal means, the content of which is specific to a particular society, a particular social stratum, a particular age of the person being socialized. These include:

1) ways of feeding and caring for an infant;

2) formed household and hygiene skills;

3) the fruits of material culture surrounding a person;

4) elements of spiritual culture (from lullabies and fairy tales to sculptures); style and content of conversations;

5) methods of encouragement and punishment in the family, in peer groups, in educational and other socializing organizations;

6) the consistent introduction of a person to numerous types and types of relationships in the main areas of his life - communication, play, cognition, subject-practical and spiritual-practical activities, sports, as well as in family, professional, social, religious spheres.

Every society, every state, every social group (large and small) develop in its history a set of positive and negative formal and informal sanctions - methods of suggestion and persuasion, prescriptions and prohibitions, measures of coercion and pressure up to the use of physical violence, ways of expressing recognition, distinctions, awards. With the help of these methods and measures, the behavior of a person and entire groups of people is brought into line with the patterns, norms, and values ​​accepted in a given culture. The socialization of a person in interaction with various factors and agents occurs with the help of a number of, relatively speaking, "mechanisms". There are various approaches to considering the "mechanisms" of socialization. Thus, the French social psychologist G. Tarde considered the main imitation. American scientist W. Brackfepbreaker considers progressive mutual accommodation (adaptation) between an actively growing human being and the changing conditions in which he lives as a mechanism of socialization. V. S. Mukhina considers the identification of the isolation of the individual as mechanisms of socialization, and A. V. Petrovsky - change of phases of adaptation, individualization and integration in the process of human development. Summarizing the available data, from the point of view of pedagogy, several universal socialization mechanisms can be distinguished, which must be taken into account and partially used in the process of educating a person at various age stages.

The psychological and socio-psychological mechanisms include the following:

1) imprinting - imprinting by a person at the receptor and subconscious levels of the features of vital objects affecting him. Imprinting occurs mainly in infancy, but at later age stages there may be an imprinting of any images, sensations, etc.;

2) existential pressure - mastery of the language and unconscious acceptance of the norms of social behavior, mandatory in the process of communication with significant persons;

3) imitation - Following a pattern. In this case - one of the ways of arbitrary and most often involuntary assimilation of social experience by a person;

4) identification (identification) - the process of unconscious identification by a person of himself with another person, group, model;

5) reflection - an internal dialogue in which a person considers, evaluates, accepts or rejects certain values ​​inherent in various institutions of society, family, peer society, significant persons, etc.

Reflection can be an internal dialogue of several types: between different selves of a person, with real or fictional persons, etc. With the help of reflection, a person can be formed and changed as a result of awareness and experience of the reality in which he lives, his place in this reality and himself.

The traditional mechanism of socialization (spontaneous) contains the assimilation by a person of the stereotypes that are present in his family and immediate environment (neighborly, friendly, etc.).

This assimilation occurs, as a rule, at an unconscious level with the help of imprinting, uncritical perception of the prevailing stereotypes. In this case, the French thinker of the XNUMXth century turns out to be right. M. Montaigne, who wrote: "... We can repeat our own as much as we like, and custom and generally accepted everyday rules drag us along with them."

In addition, the effectiveness of the traditional mechanism is manifested in the fact that certain elements of social experience, learned, for example, in childhood, but subsequently unclaimed or blocked due to changed living conditions (for example, moving from a village to a big city), can emerge in behavior. a person at the next change in living conditions or at subsequent age stages.

A person, interacting with various institutions and organizations, accumulates knowledge and experience of socially accepted behavior, as well as experience in imitating socially approved behavior and conflict or non-conflict avoidance of social norms.

It should be borne in mind that the media as a social institution (press, radio, cinema, television) influence the socialization of a person not only by broadcasting certain information, but also through the presentation of certain patterns of behavior of the heroes of books, films, television programs. The effectiveness of this influence is determined by the fact that, as the XNUMXth century also subtly noted. reformer of Western European ballet French choreographer J. J. Nover, "since the passions experienced by the heroes are more powerful and definite than the passions of ordinary people, it is easier for them to imitate."

People, in accordance with age and individual characteristics, tend to identify themselves with certain heroes, while perceiving their own patterns of behavior, lifestyle, etc.

A subculture is generally understood as a set of moral and psychological traits and behavioral manifestations characteristic of people of a certain age or a certain professional or cultural stratum, professional or social group. But the subculture influences the socialization of a person insofar as and to the extent that the groups of people (peers, colleagues, etc.) who are its carriers are referential (significant) for him.

The interpersonal mechanism of socialization begins to operate in the process of interaction of a person with significant people for him. It is based on the psychological mechanism of interpersonal transfer through empathy, identification, etc. Significant persons can be parents (at any age), any respected adult, peer friend of the same or opposite sex, etc. Naturally, significant persons can be members certain organizations and groups with which a person interacts, and if they are peers, then they can also be carriers of an age subculture. But there are often cases when communication with significant persons in groups and organizations can have an impact on a person that is not identical to that which the group or organization itself has on him. Therefore, the interpersonal mechanism is singled out in socialization as specific.

In different age and gender and socio-cultural groups, in specific people, the ratio of the role of socialization mechanisms is different, and sometimes this difference is very significant. Thus, in the conditions of a village, a small town, a settlement, as well as in poorly educated families in large cities, a traditional mechanism can play a significant role. In the conditions of a large city, the institutional and stylized mechanism is especially clearly at work. For people of a clearly introverted type (i.e., turned inward, highly anxious, self-critical), the reflexive mechanism may become the most important. These or those mechanisms play different roles in various aspects of socialization. So, if we are talking about the sphere of leisure, about following fashion, then the stylized mechanism is often the leader, and the lifestyle is often formed with the help of a traditional mechanism.

Socialization can be thought of as the union of four components that form socialization as a whole:

1) chaotic socialization;

2) directed socialization, which objectively affects the change in the possibilities and nature of development, the life path of certain socio-professional, ethno-cultural and age groups (determining the mandatory minimum of education, the age of its beginning, the length of service in the army, etc.);

3) relatively socially controlled socialization (education) - the systematic creation by society and the state of legal, organizational, material and spiritual conditions for human development;

4) more or less conscious self-change of a person who has a prosopial, asocial or antisocial vector (self-improvement, self-destruction).

Education becomes relatively autonomous in the process of socialization at a certain stage in the development of each particular society, when it acquires such a degree of complexity that there is a need for special activities to prepare the younger generations for life in society. In passing, we note that in the early stages of the existence of any society, as well as in modern archaic societies, upbringing and socialization are syncretic, undifferentiated. Education differs from chaotic and relatively directed socialization in that it is based on social action.

German scientist M. Weber, who introduced this concept, defined it as an action aimed at solving problems; as an action specifically focused on the response behavior of partners; as an action that involves a subjective understanding of the possible behaviors of people with whom a person interacts.

Education - the process is discrete (discontinuous), because, being systematic, it is carried out in certain organizations, that is, it is limited by place and time.

Education is one of the main categories of pedagogy. However, there is no generally accepted definition of parenting. One explanation for this is its ambiguity. Education can be considered as a social phenomenon, as an activity, as a process, as a value, as a system, as an impact, as an interaction, etc.

Below is a definition that attempts to reflect the general features of upbringing as a process of relatively socially controlled socialization, but does not affect the specifics of family, religious, social, correctional and dissocial education, which will be discussed later.

Education is a meaningful and purposeful formation of a person, consistently contributing to the adaptation of a person in society and creating conditions for his isolation in accordance with the specific goals of the groups and organizations in which it is carried out.

In the domestic pedagogical literature, several of the most well-known attempts at general approaches to the disclosure of the concept of "education" can be singled out (without delving into the particular differences that certain authors insist on).

To define the concept of "education", many researchers distinguish:

1) education in a broad social sense, i.e., the formation of a person under the influence of society. Education is identified with socialization;

2) education in a broad sense, meaning purposeful education carried out in educational institutions;

3) education in the narrow pedagogical sense, namely educational work, the purpose of which is to form in children a system of certain qualities, attitudes, beliefs;

4) education in an even narrower sense - the solution of specific educational tasks (for example, the education of a certain moral quality, etc.).

Trying to give a general description of education, some researchers distinguish mental, labor and physical education, others - moral, labor, aesthetic, physical education, and others - legal, economic education.

From the point of view of the nature of the participants, the process of education is defined as a purposeful influence of representatives of the older generations on the younger ones, as the interaction of older and younger with the leading role of the elders, as a combination of both types of relationships.

According to the dominant principles and style of relations between educators and the educated, authoritarian, liberal, democratic education is distinguished.

In foreign pedagogical literature there is also no generally accepted approach to the definition of education. E. Durkheim gave a definition at one time, the main idea of ​​which was shared by most European and American educators until the middle of the XNUMXth century. (and by some even now): “Education is an action exerted by adult generations on generations that are not ripe for social life. Education aims to arouse and develop in the child a certain number of physical, intellectual and moral states that political society as a whole requires from him , and the social environment to which he, in particular, belongs."

In recent decades, the approach to education has been revised; accordingly, its definition as a pedagogical concept has changed significantly. This is reflected not only in various pedagogical theories, but also in vocabulary and reference literature.

So, in the American "Pedagogical Dictionary", published in New York in 1973, education was defined as:

1) any process, formal or informal, that helps develop people's capabilities, including their knowledge, abilities, behaviors and values;

2) a developmental process provided by a school or other institutions, which is organized primarily for learning and learning;

3) the development received by the individual through the teachings.

LECTURE No. 3. Human socialization

A person is a direct participant in social events. Social pedagogy studies mainly the beginning of human development, that is, childhood, adolescence, youth. After all, it is during these periods of people's lives that internal processes occur that leave an imprint on their whole life. Society is interested in a person becoming a husband or wife, creating a strong family, and being able to adequately participate in social and economic life.

Views E. Durkheim largely became the basis for the developed T. Parsons a detailed sociological theory of the functioning of society, which describes, among other things, the processes of human integration into the social system.

According to this, a person absorbs common values ​​in the process of communicating with people close to him at the moment, as a result of which he becomes dependent on generally accepted normative standards.

C. H. Cooley believed that a person acquires a social quality in interpersonal communication within the primary group (family, peer group, neighborhood group), i.e., in the communication of individual and group subjects.

W. I. Thomas и F. Znanetsky put forward the position that social phenomena and processes must be considered as the result of the conscious activity of people; that, when studying certain social situations, it is necessary to take into account not only social circumstances, but also the point of view of the individuals included in these situations, that is, to consider them as subjects of social life.

D. Herbert, developing a direction called symbolic interactionism, considered "interindividual interaction" to be the central concept of social psychology. A person becomes the subject of socialization objectively, since throughout his life at each age stage he faces new socio-psychological tasks, for the solution of which he more or less consciously, and more often unconsciously, sets himself appropriate goals, i.e. shows its subjectivity (position) and subjectivity (individual originality).

To a certain extent, three groups of tasks solved by a person at each age stage or stage of socialization were conventionally identified: natural-cultural, socio-cultural and socio-psychological.

Socio-cultural tasks in a particular ethnic group are very different. These tasks are cognitive, moral, value-semantic. They are objectively determined by society as a whole, as well as ethno-regional characteristics and immediate environment.

From a person, in accordance with his age capabilities, they are expected to join a certain level of social culture, to possess a certain amount of knowledge, skills, and a certain level of value formation.

Depending on what stage of life a person is at, new tasks appear before him: his participation in the family, in production and economic activities, etc.

The tasks of the socio-cultural series have two layers. On the one hand, these are tasks presented to a person in a verbalized form by the institutions of society and the state, on the other hand, tasks perceived by him from social practice, mores, customs, psychological stereotypes of the immediate environment. Moreover, these two layers do not coincide with each other and, to a greater or lesser extent, contradict each other. In addition, both layers may not be realized by a person or may be partially realized, and often distorted to some extent.

Socio-psychological task - this is the formation of the self-consciousness of the individual, its self-determination in actual life and in the future, self-realization and self-affirmation, which at each age stage have a specific content.

The self-consciousness of a person can be viewed as the achievement of a certain measure of self-knowledge at each age, the presence of a relatively holistic self-concept and a certain level of self-respect and a measure of self-acceptance. So, for example, a teenager faces the task of knowing those components of his "I" that are associated with the awareness of his similarities with other people and differences from them, and a young man - those on which the worldview, determining one's place in the world, etc. .

Self-determination of a person involves finding a certain position in various spheres of current life and developing plans for various segments of the future life. Thus, at primary school age, the child needs to find an individually acceptable and socially approved position in a new social situation - the situation of entering school. He must define relationships with peers and adults, rebuild in connection with this, the systems of relations that he already has. In adolescence, the search for a position among peers of the same sex is of particular importance, which is supplemented in early youth by determining one's position in relations with peers of the opposite sex.

As for the definition of plans for various segments of the future life, then, firstly, we are talking about solving the problems of the near future. For example, if it is considered prestigious among peers to have a certain interest and realize it in any activity, then the task is to find such an interest and ways to realize it as soon as possible.

Secondly, we are talking about solving problems of a more distant future: choosing a profession (it can change many times), determining the style of future life. Already teenagers often imagine where and how they will travel as adults, and young men have ideas about their future home, free time, etc.

Self-realization involves the implementation by a person of activity in areas of life and (or) relationships that are significant for him.

The goals put forward may more or less correspond to the personal resources necessary to achieve them.

For example, a teenager, solving the problem of the natural-cultural series to correspond to the image of a man, sets himself the goal of significantly increasing his muscular strength, which, in principle, is quite real. Another option: in order to solve the problem of self-affirmation, a high school student can set himself the goal of ensuring that his experiences are accepted by others according to their subjective significance for himself, and not according to the degree of significance in real life, which, in principle, is unattainable.

It is important to note that a person consciously or unconsciously determines the reality and success of achieving certain goals. This allows him, having discovered a discrepancy between his requests (goals) and the objective possibilities of their implementation (achieving the goal), to react in a certain way to this. A person himself can change goals, look for ways to achieve them that are suitable for him, that is, change himself.

If any group of tasks or essential tasks of a certain group remain unresolved at one or another age stage, then this makes socialization incomplete. It is also possible that a particular task, not solved at a certain age, does not outwardly affect the socialization of a person, but after a certain period of time (sometimes quite significant) it “emerges”, which leads to supposedly unmotivated actions and decisions, to defects. socialization.

In general, it should be noted that since a person is active in solving objective problems, in one way or another he is the creator of his life, he sets himself certain goals, insofar as he can be considered as a subject of socialization. A person can become its victim. Socialization is successful if, on the one hand, there is an effective adaptation of a person in society, and on the other hand, the ability to resist society to some extent, or rather, part of those life collisions that interfere with development, self-realization, self-affirmation of a person.

Thus, it can be stated that in the process of socialization there is an internal, completely insoluble conflict between the degree of adaptation of a person in society and the degree of his isolation in society. Effective socialization consists in maintaining a balance between adaptation in society and separation, isolation from it. If a person cannot resist the world to some extent, then he is a victim of socialization. When a person has not adapted to society, he becomes a delinquent and also a victim of socialization, like a dissident (dissenter). Any modernized society to some extent produces both types of victims of socialization. But we must keep in mind the following circumstance: a democratic society produces victims of socialization, mostly contrary to its goals. At each age stage of socialization, typical dangers can be identified, the collision of a person with which is most likely.

In the period of intrauterine development of the fetus: unhealthy parents, their drunkenness and (or) disorderly lifestyle, poor nutrition of the mother; negative emotional and psychological state of parents; medical errors; unfavorable ecological environment.

At preschool age (0-6 years): illness and physical injury; emotional dullness and (or) immorality of parents; neglect by the parents of the child and his abandonment; family poverty; inhumanity of employees of children's institutions; peer rejection; antisocial neighbors and/or their children; video views.

At primary school age (6-10 years): immorality and (or) drunkenness of parents, stepfather or stepmother, family poverty; hypo- or hyper-custody; video views; poorly developed speech; unwillingness to learn; negative attitude of the teacher and (or) peers; the negative influence of peers and (or) older children (attraction to smoking, drinking, stealing); physical injuries and defects; loss of parents rape, molestation.

In adolescence (11-14 years old): drunkenness, alcoholism, immorality of parents; family poverty; hypo- or hyper-custody; video views; computer games; mistakes of teachers and parents; smoking, substance abuse; rape, molestation; loneliness (physical injuries and defects); bullying from peers; involvement in antisocial and criminal groups; advance or lag in psychosexual development; frequent family moves; divorce of parents.

In early adolescence (15-17 years old): antisocial family, family poverty; drunkenness, drug addiction, prostitution; early pregnancy; involvement in criminal and totalitarian groups; rape; physical injuries and defects; obsessive delusions of dysmorphophobia (attributing to oneself a non-existent physical defect or defect); misunderstanding by others, loneliness; bullying from peers; failures in relationships with persons of the opposite sex; suicide; different ideals, worldviews; loss of purpose in life.

In adolescence (18-23 years): drunkenness, drug addiction, prostitution; poverty, unemployment; rape, sexual failure; stress; involvement in illegal activities, in totalitarian groups; loneliness; the gap between the level of claims and social status; Military service; inability to continue education.

The encounter with any danger depends not only on the circumstances, but also on the individual characteristics of a particular person.

Of course, there are dangers that any person can become a victim of, regardless of his individual characteristics, but in any of these hypostases, he can feel or realize the need or desire to change something in himself in order to:

1) to a greater extent meet the expectations and requirements of society, both positive and negative (in the form of an object);

2) to resist to some extent the requirements of society, to more effectively solve the problems that arise in his life, the age-related tasks that he faces (in the hypostasis of the subject);

3) to avoid or overcome certain dangers, not to become a victim of certain unfavorable conditions and circumstances of socialization;

4) to more or less bring his image of the "existing self" (how a person sees himself in a given period of time) to the image of the "desired self" (how he would like to see himself), i.e. in the process of socialization, a person one way or another changes itself.

self-change - the result of meaningful, purposeful efforts of a person aimed at becoming different.

Efforts can be aimed at changing: one's physical qualities, personality traits, appearance; intellectual, volitional, expressive, spiritual, social spheres (knowledge, skills, values, attitudes, etc.); behavioral scenarios; image and (or) lifestyle; attitudes towards oneself (self-assessments), relations with oneself (self-esteem, self-acceptance), attitudes towards the world (worldview, worldview), relations with the world (aspects and methods of self-realization and self-affirmation).

Self-change can have pro-social, anti-social and anti-social vectors. Self-change may have the character of self-improvement, development, transformation of existing inclinations, traits, knowledge, etc.; self-building, cultivation, formation of the properties desired by a person; self-destruction of physical, spiritual, personal, social properties (result - alcoholism; drug addiction; physical, spiritual, social degradation).

LECTURE № 4. Megafactors

The problems that arise in people's lives under the influence of the Cosmos attracted the attention of the thinkers of antiquity. And although until today most representatives of the natural sciences are distrustful of the idea of ​​the dependence of human life on cosmic influences, over the centuries, various teachings and theories have constantly arisen, the authors and followers of which saw in space a source of powerful influence on the life of human society and the individual. .

Outstanding Russian scientists (psychiatrist V. M. Bekhterev, geophysicist P. P. Lazarev, biophysicist A. L. Chizhevsky) of the first third of the XNUMXth century. noted that "the study of social phenomena in connection with geophysical and cosmic phenomena should ... make it possible to scientifically substantiate the study of the laws of human society." A. L. Chizhevsky determined that active processes occurring on the Sun coincide with fateful events in the life of mankind (for example: the discovery of America, revolutionary movements in England, France and Russia, etc.). This dependence is also observed in the life of major historical figures.

Planet - an astronomical concept, denoting a celestial body, close in shape to a ball, receiving light and heat from the Sun and revolving around it in an ellipse. On one of the major planets - Earth - in the process of historical development, various forms of social life of the people inhabiting it were formed.

World - the concept in this case is sociological and political science, denoting the total human community living on our planet.

The organic interconnection of the planet and the world is explained by the fact that the world arose and began to develop in natural and climatic conditions, which in many respects distinguish the Earth from other planets. The planet gradually changed as the world developed. In the XX century. the influence of the world became pronounced, global processes and problems took place: environmental (atmospheric pollution, etc.), economic (increasing gap in the level of development of countries and continents), demographic (uncontrolled population growth in some countries and a decrease in its numbers in others), military - political (growth in the number and danger of regional conflicts, the spread of nuclear weapons, political instability).

So, the awareness of mankind in the 1950s. as a global problem of the atomic threat to life on Earth - an example of the direct impact of global problems on socialization. This awareness played a big role in the fact that a significant part of adolescents and young men in developed countries began to focus not on life prospects, but on the satisfaction of momentary needs (in itself, such an orientation is natural; it should worry if it becomes the only one). Environmental problems had the same impact on the generations of the 1980s and 1990s.

The indirect influence of global processes and problems on the socialization of the younger generations is manifested in completely different areas of their lives. Economic activity that leads to environmental pollution, as a rule, affects the living conditions of the entire population of the globe (naturally, in some parts of it more, in others less). Global economic and political processes determine the living conditions of people in a particular country. They directly affect the distribution of the gross national product of a country between various areas (such as: defense, production, social investment, consumption and accumulation, etc.).

As a result of the development of mass media, the influence of the planet and the world on the process of socialization has become possible, since the mass media allow a person, "sitting at home", to see how people live anywhere in the world. Thus, the boundaries of reality have expanded. The result was a change in the perception of life. The thoughts of children, adolescents, and youth in modernized societies began to take shape not only under the influence of the norms and values ​​inherent in their closest environment, but also those examples that attract to themselves, remaining, however, inaccessible.

The presence and role of mega-factors of socialization should not be forgotten, they must be taken into account when defining the tasks, goals and content of education.

LECTURE № 5. Macrofactors

Country - a geographical and cultural phenomenon. Usually, the territory on which a country is located is distinguished by geographical location, climatic conditions and has its own clear boundaries. A country may have full or limited sovereignty, sometimes it is under the rule of another country. Several states can exist on the territory of one country (remember the divided Germany and Vietnam, and today China and Korea).

The natural and climatic conditions of certain countries are different and have a direct and indirect impact on the inhabitants and their livelihoods. Geographical and climatic conditions force the inhabitants of the country from generation to generation to overcome existing difficulties or facilitate labor, as well as the economic development of the country.

M. Montaigne believed that people, depending on the climate of the place where they live, are more or less warlike, more or less moderate, inclined to obedience or disobedience, to sciences or arts. This opinion is not unreasonable, although the influence of climate on human behavior should not be exaggerated.

The geographical conditions and climate of the country affect the birth rate and population density. So, two islands have almost the same area - Cuba and Iceland. But the geographical location and climate largely determined that the population of Cuba is 20 times larger than Iceland. And this despite the fact that the standard of living of the Icelanders is immeasurably higher compared to the standard of living of the Cubans.

Geoclimatic conditions, i.e. climate, topography, affect the health status of the inhabitants of the country, the spread of a number of diseases, and finally the formation of the ethnic characteristics of its inhabitants.

Being a kind of framework for socialization, natural and climatic conditions do not play the main role in it, but only determine the peculiar features of the socialization process, closely related to other factors. But still, as the objective conditions of the country, they influence the socialization of a person, they are used and taken into account by the ethnic groups that have developed in the country, the public and the state.

Ethnos (or nation) - a historically established stable set of people with a common mentality, national identity and character, stable cultural characteristics, as well as an awareness of their unity and difference from other similar entities (the concepts of "ethnos" and "nation" are not identical, but we will use them as synonyms ).

Features of the psyche and behavior associated with the ethnicity of people are made up of two components: biological and socio-cultural.

The biological component in the psychology of individuals and entire nations was formed under the influence of a number of circumstances. Over the course of many centuries, various nations formed and developed on their ethnic territory. The presence of such a territory is a prerequisite for the formation of an ethnos, but not a prerequisite for its preservation - now many peoples live in dispersion. Acclimatization of people occurs for a long time, the population of a particular area created a specific type of management, its own rhythm of life.

Recognition of the biological component of ethnicity, not accompanied by statements about the superiority of one race over another, one people over others (which is racism, chauvinism, fascism), only states the deep foundations of ethnic differences, but does not assert the prevalence of these differences in the psyche and behavior of a particular modern person .

In everyday life, the socio-cultural component of the psyche and behavior of people plays a more significant role. In the modern world, the national identity of a person is largely determined by the language that he considers his native, in other words, by the culture behind this language. A person begins to attribute himself to any nation under the influence of relatives and relatives who consider their belonging to a particular nationality to be very important. If we consider a Russian person, then a Russian is one who identifies himself with Russian history and culture, and thus with a country in which all forms of social life are oriented, ultimately, precisely to this culture and to the history and history common to a given nation. system of values, i.e. ethnos, nation - a historical, social and cultural phenomenon.

The role of the ethnic group as a factor in the socialization of a person throughout his life path, on the one hand, cannot be ignored, and on the other hand, it should not be absolutized either.

Socialization in a particular ethnic group has features that can be combined into two groups - vital (literally - vital, in this case, physical and biological) and mental (fundamental spiritual properties).

Under vital features of socialization this refers to the methods of feeding children, the features of their physical development, etc. The most obvious differences are observed between cultures that have developed on different continents, although there are actually interethnic, but less pronounced differences.

If we turn to Uganda, where the mother constantly carries the baby on herself and gives him a breast on demand (this is typical for many African and a number of Asian cultures and unusual, for example, for European ones), the incredibly rapid development of the child in the first months of life is striking. A baby who has barely reached the age of three months can already sit for several minutes without support, and a six-month-old gets up with support, a nine-month-old begins to walk and soon babble. However, at about 1,5 years (after being taken from the breast and from the mother), the child begins to lose its lead in development, and then lags behind European standards, which is apparently due to the peculiarities of food.

Physical development is very closely related to food, this can be seen in the example of Japan. When, as a result of rapid economic development and a certain Americanization of the way of life, the Japanese significantly changed their diet, their somatic development changed significantly: the older generations are significantly inferior to the younger ones in terms of height and weight. At the same time, the preservation of a large proportion of seafood in the diet of the Japanese can be considered one of the reasons that they have the longest life expectancy. This can be assumed from a similar situation with the consumption of seafood by Norwegians, who also hold one of the first places in the world in terms of life expectancy.

In a situation where in developed countries the need for human physical efforts has sharply decreased due to scientific and technological progress, sport plays an important role in the physical development of people. In those countries where it has become an integral part of the way of life, there is a better physical development of people. Naturally, both conditions work in these countries: better nutrition, and sports activities, as well as a third circumstance - improved medical care.

The insufficiency of these conditions in Russia has led to high infant mortality and morbidity, poor physical development of large groups of children, adolescents, young men, and a reduction in life expectancy. So, according to various sources, by the mid-1990s of the XX century. only 8,5% of all schoolchildren from I to XI grades were harmoniously developed, with the right physique, with the correspondence of height and weight. 40-45% of schoolchildren had deviations at the level of functional disorders, which, under adverse conditions, can lead to serious illnesses. 25-35% had chronic diseases. Only 12-15% of young men could be recognized as absolutely fit for military service. The influence of ethnocultural conditions on the socialization of a person is most significantly determined by what is commonly called mentality.

The mentality of an ethnos is determined by the pronounced features of its representatives, the general worldview, ways of understanding the world around them both at the cognitive, affective, and pragmatic levels. Consequently, the mentality is also manifested in the ways inherent in the representatives of this ethnic group to act in the environment.

Thus, studies have shown that the peoples of the North, formed and living in specific natural and climatic conditions, have a specific tradition of sound perception, a kind of ethnic sound ideal, which affects the characteristics of emotional manifestations among representatives of northern ethnic groups and the behavioral level. Another example. The inhabitants of Finland did not eat mushrooms until the second half of the XNUMXth century. The researchers explain this as follows. For many centuries, the Finns, living in harsh climatic conditions, believed that a person needs to get everything necessary for life by hard work in the fight against nature. Mushrooms - a creation of nature, could be collected easily and simply, and if so, the Finnish mentality did not consider them as something suitable for human life.

And one more example of the manifestation of mentality in the cultural attitudes characteristic of representatives of various nations. A study that was conducted in five European countries in the late 1980s of the XNUMXth century revealed a very curious situation. Among the British there were the largest number of people indifferent to art and most of all adherents of the "rigorous sciences" - physics and chemistry. Similar to the British in this aspect were the Germans. But among the French, Italians, Spaniards, people who highly appreciate art, there are much more of those for whom physics and chemistry are important.

Summarizing various data, we can conclude that the mentality of an ethnos, manifesting itself in the stable features of its culture, determines mainly the deep foundations of perception and attitude of its representatives to life.

French ethnologist C. Levi-Strauss wrote: "The originality of each of the cultures lies primarily in its own way of solving problems, the perspective placement of values ​​that are common to all people. Only their significance is never the same in different cultures." The influence of the mentality of the ethnos is very great in all aspects of human socialization. The following examples speak of this.

In the process of sex-role socialization, the influence of the mentality is carried out thanks to the standards of "masculinity" and "femininity" characteristic of it. They imply a certain set of character traits, behavioral patterns, emotional reactions, attitudes, etc. These standards are relative, that is, their content does not match in the cultures of different ethnic groups. The extreme variants of the divergence of the standards of "masculinity" and "femininity" were shown by an American anthropologist M. Mead on the example of the three tribes of New Guinea. In Arapesh, both sexes are cooperative and non-aggressive, i.e., feminized according to the norms of Western culture. Among the Mundugumors, both sexes are rude and non-cooperative, that is, masculinized. The Chambuls have a picture that is the opposite of Western culture: women are dominant and directive, while men are emotionally dependent.

The influence of the mentality of the ethnic group on family socialization is great. This can be illustrated with the following example. In Uzbekistan, the parental family, to a much greater extent than in Russia and the Baltic states, serves as a model for young people - especially in terms of raising children. The differences are especially great in marriage attitudes. Up to 80% of Uzbeks consider parental consent to marriage mandatory, and divorce in the presence of children is unacceptable. Approximately 80% of Estonians do not consider parental consent to be mandatory and 50% allow divorce even if there are children.

The mentality of the ethnic group is very clearly manifested in the sphere of interpersonal relations. Thus, ethnic norms to a large extent determine the style of communication between the younger and the older, the size of the age distance, the specifics of their perception of each other in general and as communication partners in particular. If we consider the communication between the older and younger generations, we can clearly see that the representatives of the older generation take on the role of a teacher, while the younger ones usually just silently listen. The mentality also plays an important role in the formation of interethnic attitudes, which, originating in childhood, being very stable, often turn into stereotypes.

The mentality of the ethnos affects the upbringing of the younger generations as a relatively socially controlled socialization due to the fact that it includes implicit concepts of personality and upbringing.

implicit (i.e. implied but not stated) personality theory can be found in any ethnic group. There are general ideas and concepts that contain answers to such questions: what are the nature and capabilities of a person, what he is, can and should be, etc. Answers to these questions form implicit concept of personality (I. S. Kon).

The mentality also affects due to the fact that the ethnos, as a natural consequence of the presence of implicit concepts of personality, has implicit concepts of education. Only they are able to determine what adults can achieve and receive from children and how they do it, that is, they include in their content the interaction of older and younger generations, its style and means. The implicit concept of education of an ethnos can be considered as a central unconscious value orientation in the social behavior of adults in relation to the younger generations.

The implicit concepts of personality and upbringing largely determine the possibility of balanced adaptation and isolation of a person in a national community, that is, to what extent he can become a victim of socialization. In accordance with the implicit concepts of personality and upbringing, the ethnic community recognizes or does not recognize certain types of people. victims of adverse conditions of socializationand also determines the attitude of others around them.

The content of these concepts largely determines the position of a person as an object of socialization, as well as the extent and nature of his subjectivity and subjectivity in the process of socialization that are expected and allowed in a particular ethnic group.

Society is an integral organism with its own gender and age and social structures, economy, ideology and culture, which has certain ways of social regulation of people's life.

It should be emphasized that it is necessary to specifically talk about society as a factor of socialization, also because in Russia, until very recently, society was both actually and ideologically identified, and at the level of everyday consciousness is still identified with the state. In recent years, there has been a rather difficult, and in practice even a painful process of their separation, the denationalization of society, the revival, and in many ways the creation of civil society structures anew. It is so difficult because it affects the fundamental foundations of life. These cardinal transformations of society could not but exacerbate the old and give rise to new problems of the socialization of the younger generations.

Children, adolescents, young men, youth form peculiar peer groups that play a rather autonomous role in the process of their socialization, on the one hand, similar in all societies, and on the other, specific (depending on the level of development and cultural and historical traditions of society).

Very clearly and consistently, the significance of the age structure of society in the socialization of the younger generations is shown in the concept M. Mead. She singled out three types of societies depending on the pace of their development and the degree of modernization - traditionalism, which, in her opinion, determine the nature of intergenerational relations in the process of human socialization.

In post-figurative societies (pre-industrial, and now archaic and ideologically closed), older people serve as a model of behavior for the young, and the traditions of ancestors are preserved and passed on from generation to generation.

In societies of the cofigurative type (industrial and modernizing), the behavior of their contemporaries turns out to be a model for people. Both children and adults in them learn mainly from their peers, that is, in the intergenerational transmission of culture, the center of gravity is transferred from the past to the present.

In societies of a prefigurative type, not only the younger ones learn from the older ones, not only the behavior of their peers becomes a model for people, but the older ones also learn from the younger ones. This type is typical for modern developed countries, because today the past experience is not only insufficient, but, at times, can be harmful, hindering the search for bold approaches to solving problems that did not arise before.

In addition, it must be borne in mind that in the same society all the distinguished M. Mead types of intergenerational relationships. But the significance of each of them in the life of society and in the process of human socialization is different depending on the level and nature of the development of society, age, group and individual characteristics of people.

Thus, in societies of a transitional type, during periods of instability, intergenerational relations are complicated by the fact that the elders often experience a crisis of social identity, and the younger ones, socializing in changing conditions, turn out to be more adapted to life than the older ones.

Social structure of society - a stable set and correlation of social and professional strata with specific interests and motivation for economic and social behavior. The social differentiation of modern Russian society is characterized by the formation of numerous and often unstable professional groups. Conventionally, they can be combined into several social strata (depending on their property status, participation in property management and in power structures at various levels):

1) upper, including political and economic elites;

2) upper middle - owners and managers of large enterprises;

3) medium - small entrepreneurs, managers, administrators of the social sphere, the middle link of the administrative apparatus, employees of law enforcement agencies and private enterprises;

4) basic - mass intelligentsia, workers of mass professions in the field of economy;

5) the lowest - unskilled workers of state enterprises, pensioners;

6) social bottom (T. I. Zaslavskaya).

In the process of social differentiation in Russia, at least four trends are observed - the impoverishment (pauperization) of specialists, the criminalization and lumpenization of many social strata, and the formation of a middle class.

The middle class is formed on the basis of various strata. It is characterized by the value of labor as a sphere of self-realization, the attitude to property as a value, the established way of life of a "positive person", the value of family and education. These values ​​are the sources of self-respect and the basis of personal self-acceptance. But the small size of the middle class does not allow it today to determine the moral climate in society. At the same time, it is he who usually represents the force that stabilizes society.

The process of lumpenization, which has captured almost all social strata, has a much greater influence on the moral climate of society. Lumpen today is not the traditional "dregs of society." The modern Russian lumpen is distinguished not by its property status, but by a certain system of values, the essence of which is that alienation from labor (labor as "extraction" of funds or duty) and property (it is perceived as a means of momentary satisfaction of needs, and not as a value for posterity) transformed from a flawed trait, from a source of an inferiority complex, into a value, a source of self-respect. Thanks to this, the lumpen does not want to part with his position, it is self-sufficient for him (M. Sivertsev). Therefore, we can say that there are lumpen entrepreneurs, lumpen politicians, lumpen intellectuals, etc.

Obviously, these tendencies play a significant role in the socialization of children, adolescents, and young men, since they actually provide them with a choice of diametrically opposed life scenarios.

The social structure, firstly, affects the spontaneous socialization and self-change of a person insofar as each social stratum and individual socio-professional groups within them develop a specific lifestyle. The lifestyle of each social stratum has a specific effect on the socialization of its children, adolescents, and youths.

In addition, the values ​​and lifestyle of certain (including criminal) strata can become for children whose parents do not belong to them, a kind of standards that can influence them even more than the values ​​of the stratum to which they belong. a family.

Secondly, it should be borne in mind that the more socially differentiated a society is, the more potential opportunities it has for the mobility of its members (horizontal and vertical).

Horizontal social mobility is a change in occupations, membership groups, social positions within one social stratum. Vertical social mobility is the transition of individual members of society from one social group to another.

Education as a socially controlled socialization is influenced by the social structure of society due to the fact that different social strata and professional groups have different ideas about what kind of people should grow out of their children. Accordingly, they make different demands on the education system and the organization of the social experience of the younger generations and individual assistance to specific people in the process of education.

The level of economic development of a society affects the socialization of the younger generations insofar as it determines the standard of living of its members.

Standard of living - a concept that characterizes the degree of satisfaction of the material and spiritual needs of people, which is usually reflected in the quantity and quality of goods and services received by a person, starting with food, housing, clothing, items of frequent use, means of transportation, up to very complex, "elevated needs" related to the satisfaction of cultural, aesthetic and other similar requests.

Economic development affects the spontaneous socialization and self-change of a person, not only by determining the standard of living of various professional and social groups and strata, as well as specific people, but also due to the fact that its vector affects their expectations, mood and behavior. This atmosphere largely determines either the current and future aspirations of both specific members of society and entire groups of the population, stimulating an active desire to improve their situation, or frustration (depression) and, as a result, antisocial behavior (aggression, vandalism, self-destruction - alcoholism, drug addiction). ).

The economic situation in society influences upbringing as a socially controlled socialization insofar as it determines the demand for a certain number of people in certain professions and the quality level of their training. The main thing is that the level of economic development of a society determines the possibilities for creating conditions for the planned development of, first of all, the younger generations - in general or only in some social strata.

The more economically developed a society is, the more favorable are the opportunities for human development in the process of socialization. The following data can serve as an illustration. The "price of a child" from birth to 25 years in 1985 prices was $500 in the United States, $700 in Sweden, and 40 rubles in the USSR. These costs determined the quality of nutrition, medical, educational, housing and cultural differences in the opportunities that each of these societies created for the development of the younger generations.

According to the level of economic development of society, the conditions for the socialization of a person in adulthood are also formed, determining the opportunities and incentives for realizing oneself in labor activity, the material basis of family well-being and recreational behavior. The economy also determines the possible standard of living of older people.

Socialization in modern Russia has changed significantly in terms of content, since in connection with the political, ideological and socio-political processes taking place in society, an unstable and very mobile pluralism (diversity) has come.

Ideological pluralism has created in many respects a new situation of spontaneous socialization and self-change of man. Pluralism presupposes a conscious and responsible choice by a person of his own moral and ideological guidelines. The difficulty of choice, dissatisfaction with social practice, historically formed among the general population, the inability to make a choice lead to unwillingness to make it, to the rejection of choice.

Freedom removes not only obstacles in the way of a person, but also some of his foundations. This gives rise to the uncertainty of the situation in a transitional society. And uncertainty can cause a living being to have one of the three basic negative emotional states - either depression, or anxiety, or aggression. This is very dangerous, since the loss of values, on the one hand, and the inability to make a choice of new ones, on the other, lead to the fact that, having lost orientation, a person loses purpose and hope and often "turns into a monster," as he wrote. F. M. Dostoevsky.

Controlled socialization is directly and significantly affected by ideological uncertainty, political volatility, and the rapid social differentiation of society. This is manifested most dramatically and vividly in the fact that the tasks of upbringing and its content in a changing society are fundamentally different from the tasks and content of upbringing in a stable society. (V. Rozin).

The harmonization of the capabilities of various groups, professional and age qualifications, determines some interest in maintaining social stability. It follows from this that in a society that has a more or less stable state, the task of developing a person in the process of his transition from one social stratum to another is clearly defined.

In an unstable, changing society, which is characterized by a transition from one type of society to another or a significant change in society within one type, the situation is fundamentally different. Such a society is not characterized by social consensus, i.e., the interests and needs of different social, professional, and age groups do not combine, they begin to contradict each other. As a rule, the greatest part of them is united only by the agreement that this society needs to be changed. But in questions about changes and directions of movement there is no agreement and unity of opinion.

A characteristic feature of the change in society is the absence in the formulation of decisive questions of the education of real concepts and understanding of the situation, since this society does not have a solid canon of man and an established scenario for further development. It knows to educate differently and to do it in other ways.

When society changes drastically, the task of upbringing actually arises, together with society, to look for an answer to the question of what to develop in a person, or rather, in what direction to develop him, and at the same time to look for an answer to the question of how to do it. This situation significantly affects the functioning of education as a social institution in the society.

In modern developed societies, a whole system of social institutions is being formed - historically established stable forms of the joint activity of members of society in the exploitation of public resources to meet certain social needs (economic, political, cultural, religious, etc.).

The emergence of a social institution, such as education, is necessary to organize a relatively socially controlled socialization of members of society, to translate culture and social norms, and in general to create conditions for satisfying social needs - meaningful cultivation of members of society.

The growing complexity of the structure and life of each particular society leads to the fact that at certain stages of its historical development:

1) education is differentiated into family, religious and social, the role, significance and correlation of which are not unchanged;

2) education is spreading from the elite strata of society to the lower ones and covers an increasing number of age groups (from children to adults);

3) in the process of social education, first training and then education are distinguished as its components;

4) correctional education appears;

5) dissocial education is being formed, carried out in criminal and totalitarian, political and quasi-religious communities;

6) tasks, content, style, forms and means of education are changing;

7) the importance of education grows, it becomes a special function of society and the state, turns into a social institution.

Education as a social institution includes:

1) the totality of family, social, religious, correctional and dissocial education;

2) a set of social roles: pupils, professional educators and volunteers, family members, clergymen, heads of state, regional, municipal levels, administration of educational organizations, leaders of criminal and totalitarian groups; educational organizations of various kinds and types;

3) education systems and their management bodies at the state, regional, municipal levels;

4) a set of positive and negative sanctions, both documented and informal;

5) resources: personal (qualitative characteristics of the subjects of education - children and adults, the level of education and professional training of educators), spiritual (values ​​and norms), information, financial, material (infrastructure, equipment, educational literature, etc.).

Education includes certain functions in social life. The most common functions of education are as follows:

1) creation of conditions for the relatively purposeful cultivation and development of members of society and the satisfaction of a number of needs by them in the process of education;

2) preparation of the "human capital" necessary for the functioning and sustainable development of society, capable and ready for horizontal and vertical social mobility;

3) providing stability to public life through the transmission of culture, promoting its continuity, renewal;

4) promoting the integration of aspirations, actions and relations of members of society and the relative harmonization of the interests of gender, age, socio-professional and ethno-confessional groups (which are prerequisites and conditions for the internal cohesion of society);

5) social and spiritual-value selection of members of society;

6) adaptation of members of society to the changing social situation.

Let us note some significant differences in family, religious, social, correctional and dissocial education - the components of education as a social institution.

Religious education is based on the phenomenon of sacredness (that is, sacredness), and an important role in it is played by the emotional component, which becomes dominant in family education. At the same time, the rational component dominates in social and correctional education, while the emotional one plays an essential, but still only a complementary role. The basis of dissocial education is mental and physical abuse.

Significantly different family, religious, social, correctional и dissocial education according to the principles, goals, content, means, both conscious and formulated, and (to an even greater extent) implicitly (unformulated) inherent in each of these types of education in a particular society.

The selected types of education are fundamentally different in the nature of the dominant relationship between the subjects of education.

В family upbringing, the relationship of subjects (spouses, children, parents, grandparents, brothers, sisters) has a consanguineous character.

В religious education, which is carried out in religious organizations, the relationship of subjects (clergymen with believers and believers among themselves) has a confessional-communal character, that is, it is determined by the creed they profess and relations that develop in accordance with doctrinal principles. Social and correctional education is carried out in organizations created for this purpose. The relationship between the subjects of these types of education (individual - educators and educated, educated among themselves; group - collectives; social - organizations, governments, etc.) has an institutional-role character.

В dissocial In upbringing, the relationship between subjects (leaders) and objects (educates) has the nature of a master-slave relationship.

Education as a social institution, having universal elements and characteristics, has more or less significant differences related to the history of development, socio-economic level, type of political organization and culture of a particular society.

The state is a political and legal concept. State - a link in the political system of a society that has power functions. It is a set of interrelated institutions and organizations (government apparatus, administrative and financial bodies, courts, etc.) that manage the society. The state can be considered as a factor of spontaneous socialization insofar as its characteristic policy, ideology (economic and social) and spontaneous practice create certain conditions for the socialization of the life of its citizens, their development and self-realization. Children, adolescents, young men, adults, more or less successfully functioning in these conditions, voluntarily or involuntarily learn the norms and values, both established by the state and (even more often) obtained in social practice. All this in a certain way can influence the self-change of a person in the process of socialization. The state carries out a relatively directed socialization of its citizens belonging to certain gender and age, socio-professional, national and cultural groups. Relatively directed socialization of certain groups of the population is objectively carried out by the state in the process of solving the tasks necessary for the implementation of its functions.

Thus, the state determines the ages: the beginning of compulsory education, the age of majority, marriage, obtaining a license to drive a car, conscription into the army (and its duration), the beginning of labor activity, retirement. The state legally stimulates and sometimes finances (or, conversely, restrains, restricts and even prohibits) the development and functioning of ethnic and religious cultures. We restrict ourselves to these examples.

Thus, relatively directed socialization, carried out by the state, addressed to large groups of the population, creates certain conditions for specific people to choose a life path, for their development and self-realization. The state contributes to the education of its citizens, for this purpose organizations are created that, in addition to their main functions, also carry out the education of various age groups. The state took over the educational organization from the middle of the XNUMXth century. It is very interested in the education of citizens, seeking with its help the formation of a person who would correspond to the social order. To achieve its goals, the state develops some policy in the field of education and forms a state system of education.

State policy in the field of education - defining the tasks of education and strategies for their solution, developing legislation and allocating resources, supporting educational initiatives, which together create the necessary and often favorable conditions for the development and spiritual and value orientation of the younger generations in accordance with the positive interests of man and the demands of society.

State education system - a set of state organizations whose activities are directly aimed at implementing the educational policy of the state. It includes three levels - federal, regional (the level of subjects of the federation) and municipal (cities, districts). The state education system includes six elements.

1. Relevant legislative and other acts that are the basis of the system and determine the composition of its constituent organizations and the procedure for its functioning.

The state education system includes a wide range of different educational organizations:

1) educational institutions of various types (kindergartens, general education and specialized schools, lyceums, gymnasiums, vocational schools, technical schools, colleges, courses, etc.);

2) institutions for children, adolescents, youths with significantly impaired health;

3) institutions for those gifted in certain areas of knowledge and activities, as well as those with stable interests, pronounced abilities;

4) organizations involved in socio-cultural and other types of improvement of the microenvironment; individual and group guardianship of children, teenagers, youths;

5) institutions for children, adolescents, youths with psychosomatic and social deviations or defects;

6) organizations involved in re-education and rehabilitation.

Over time, the diversity of educational organizations increases due to the complication of the socio-economic cultural needs of society, their role and significance in the education system change.

2. Certain funds allocated and attracted by the state for the successful functioning of the education system. These funds are divided into material (infrastructure, equipment, teaching aids, etc.) and financial (budgetary, non-budgetary, private investments, personal resources of its subjects, etc.).

3. A set of social roles necessary for the implementation of the functions of education:

1) organizers of education at the federal, regional, municipal and local (within a specific educational organization) levels;

2) professional educators of various specializations (teachers, educators, trainers, social workers, etc.);

3) volunteer educators (volunteers, social activists);

4) pupils of different ages, gender and socio-cultural affiliation.

4. A set of certain sanctions applied to organizers, educators and educators. Sanctions are divided into positive (encouraging) and negative (condemning, punishing).

5. Certain values ​​cultivated by the state system of education, which are adequate to the type of socio-political, economic and ideological systems of society.

6. Education management bodies at the federal, regional and municipal levels, thanks to which the state education system functions and develops.

The governing bodies implement a number of functions, as a result of which education becomes a systemic education. They develop an education plan within their competence (at the federal, regional or municipal levels) and create the infrastructure necessary for its implementation (a set of organizations that provide organizational, material, content and methodological support for the process of social and correctional education).

The function of the governing bodies is to provide the education system with the necessary funds and personnel (their training and retraining; recruitment, selection and work with personnel).

The third function of the governing bodies can be considered to be the determination, within their competence, of the state of the upbringing system; study of trends and identification of problems of its development.

In many ways, the effectiveness of the state system of education depends on how much the principle of cultural conformity of education is implemented in the content, forms, methods and style of education.

LECTURE No. 6. The influence of mesofactors on socialization

Region - a part of the state, which is an integral socio-economic system that has a common economic, political and spiritual life, a common historical past, cultural and social identity.

In the region, a person is introduced to society, the norms of the way of life are formed, preserved and changed, and cultural and natural wealth is developed and preserved.

Each country is divided natural-geographically. In the minds of its inhabitants, it is a collection of territories - regions. In Russia, they have fairly large territories (North-Western, Central, Central Black Earth, Volga, Ural, East Siberian and Far East). But in documents and in the common people, a region means territories - administrative units: regions, territories, republics, autonomous regions.

Regional conditions affect socialization, while having a different character, depending on the characteristic features of the region.

The natural and geographical features of the region include landscape, climate, fossils, etc. Depending on the characteristics of the region, one can largely determine the degree of its urbanization, the nature of the economy, the stability of the population, i.e., many aspects of the socialization of residents. The climate has an impact on a person, on his body, performance, psyche, life expectancy.

The socio-geographical features of the region include a number of concepts: population density, measure of urbanization, occupation of residents, location of the region and means of communication within the region and with other regions. The influence of these features is indirect, since the way of life, the activity of the population, the media depend on them - this affects the development of the younger generation.

The socio-economic features of the region are the types and nature of production on its territory, the development opportunities of the region, the professional composition of the inhabitants and their standard of living, economic ties with other regions and with other countries.

The nature of the region's economy, for example, the predominant development of natural resources in Siberia, the manufacturing industry in the North-West and the Center, the combination of industrial and agricultural production in the Central Black Earth region, affects the socio-professional composition of the population, determines the opportunities for professionalism, affects the standard of living .

The uneven economic development of the regions is reflected in the general indicators of the standard of living. After the beginning of the reforms, the capital went "into the gap". If in 1991 per capita income here exceeded the average Russian level by 1,6 times, then in 1996 this excess doubled. The ratio between the level of average per capita income in Moscow and their minimum level, for example, in the Republic of Ingushetia in 1996 was 11:1.

The socio-demographic features of the region are the national composition of the population, its gender and age structure, types of families (full-single-parent, one-child-large, etc.), migration processes. All these characteristics play a very important role in the socialization of the younger generations.

Regions differ depending on the ethnic composition of the population. In some there is a mono-ethnic composition, in others two or three ethnic groups are relatively evenly combined (Russians and Tatars in Tatarstan; Russians, Tatars, Bashkirs - in Bashkortostan). In a number of regions, a mixture of ethnic groups has formed (Dagestan, Krasnodar Territory, Moscow).

The degree of population stability is of great importance. The lack of a stable composition of the population of the northern regions of Siberia and the Far East contributes to the fact that representatives of other regions come there. But, on the other hand, this aspect forms the type of "migratory birds", that is, large groups of the population, cut off from cultural and historical traditions.

The stability of the population (the European part of Russia) does not always have a positive result, despite the fact that it helps to preserve traditions, but it can also help slow down the development process of the region, as it has a conservative character. In some regions, the percentage of residents with a criminal past or present is much higher than the national average.

The demographic characteristics of the region significantly affect the value attitudes and lifestyle of children, adolescents, young men, their behavior in the field of interpersonal relations in general, as well as inter-age, inter-gender and inter-ethnic relations, and the existing socio-psychological situation in the region. Historical and culturological differences between regions arise in the customs, lifestyle, customs and signs, traditions, folk holidays and games, folklore, architecture and interior of dwellings characteristic of the population. Often, the speech of residents has its own characteristics - from the use of specific words and expressions and small nuances in pronunciation (Okanye of the Volgars) to a dialect that differs significantly from the main language (for example, among residents of the Kuban villages).

All this affects the spontaneous socialization of the population in the region, the direction of the ongoing self-change of its inhabitants. This is evidenced by differences in value orientations in the sphere of labor activity, in mass ideological attitudes, in family relations, etc. This is also confirmed by the difference in the level of economic activity of the population, the measure of its adaptability to changing conditions. Finally, this is evidenced by the differences in the level and nature of illegal behavior and crime of the population in general and minors in particular.

The objective characteristics of the region and the conditions that have developed in it can also be analyzed as prerequisites for the directed socialization of the younger generations, which largely depend on the socio-economic policy of the regional authorities. Of course, we are talking directly about regional policy on the scale of the constituent entities of the Russian Federation (republics, territories, regions).

The influence on the relatively directed socialization on the scale of the region assumes that the legislative and executive branches of power at least purposefully solve the tasks assigned to them.

First, they produce:

1) analysis of the current state of affairs in the region, as well as the prospects for the sociocultural and economic aspects of the region, the main types of current and prospective production activities, investment projects; 2) analysis of the dynamics of the labor market and the sphere of consumption of services of a different nature. In other words, they know the conditions of socialization in the region and the prospects for their change.

Secondly, they consider the state of affairs in the branches and sectors of the region's life, one way or another affecting socialization: healthcare, law enforcement, social protection, culture, science, and others, on the basis of which they develop programs for further development in interaction with each other in the light of socialization.

Thirdly, they analyze the management system in the region and take measures to improve it in terms of the impact on the socialization of the younger generations.

The influence of the region on social education is carried out in the direction in which the authorities of the constituent entity of the Russian Federation are moving in this area.

The regional policy in the field of education is a set of adaptation in accordance with the principle of cultural conformity, state policy in this area and the conditions of the region, and it also begins to develop regulations, allocate resources, attract state and public organizations, provide some support for educational initiatives, which in total should create all conditions for the development and spiritual and value orientation of the younger generations in accordance with the needs of the individual and the demands of the regional community.

This policy becomes real and more or less effective if the governing bodies at least solve a number of problems, study the situation of socialization in the region, positive realities and trends, dangers for the development of children, adolescents, young men, and also take measures to use the positive potential of society, adjust to compensate for the negative tendencies of socialization in the region.

They develop comprehensive interdepartmental programs and departmental subprograms, defining in them regional tasks and goals, measures to create and improve the conditions for the implementation of national and regional educational tasks and goals.

Implementing the state and regional policy in the field of education, in determining its strategy and tactics, special attention is paid to the use of the principle of cultural conformity of education, elements of the historically established traditions and culture of the region are introduced into the content, forms, methods of education.

They are looking for ways to stimulate interest in working with the younger generations of various organizations and socio-professional groups of the population of the region, and contribute to the mobilization of their resources.

Establish provisions for ensuring the safety and well-being of the younger generations of the region, as well as certain categories of children, adolescents, and youths who become possible victims of socialization. Seek measures for the training and retraining of certain people for educational organizations of all kinds; involvement in work with the younger generations of volunteers; pedagogization of personnel of organizations directly or indirectly influencing socialization. They determine the cost of the developed policy in the field of education, keeping in mind the possibility of the regional budget, attracting other sources, such as federal funds, extra-budgetary and private investments.

Mass media - these are various technical means, the main function of which is the dissemination of information to numerous audiences.

Many centuries have passed since the time when mankind owned only four means of communication - speech, music, painting and writing. Later, an active process of development of means of communication began. In the XV century. The printed book was invented in the XNUMXth century. - newspapers and magazines. In the XNUMXth century a new stage in the development of mass media begins - the radio, telephone, cinema are invented. In the XX century. there is a development of television, tape recording, video, computer systems, operational printing (copier, etc.), space communications. By the end of the XX century. Electronic media are becoming more widespread than written ones.

Trends in the development of mass media can be observed in post-industrial societies, where an improved structure of mass media appears.

Considering the mass media as one of the factors of socialization, it must be taken into account that the direct object of the impact of the flow of their messages is not so much a separate individual (although he, too), but the consciousness and behavior of large groups of people who make up the audience of a particular mass media. - readers of one newspaper, listeners of a particular radio station, viewers of various TV channels, users of computer networks. It is quite difficult to determine which group of socialization factors the mass media belong to.

Mass media can also act as mesofactors of socialization. This is evidenced by the materials of mass surveys, confirming the increase in the level of selective consumption of information. And since the bulk of the population is affected by the circumstances of everyday life, this choice is made more often in favor of the regional mass media, through which the relevant information flows.

The role of mass media in the socialization of society is determined by several circumstances.

Firstly, the mass media play a recreational role, that is, they determine the activities of people in their free time. Rest with a book, at the cinema, in front of the TV, with a computer distracts people from important and significant worries, problems and responsibilities.

Secondly, the mass media, along with a recreational role, play a relaxation role. It acquires a specific character when it comes to teenagers and young men. For a huge number of children, watching TV, listening to music, working on a computer, and for some, reading, become a kind of compensation for the lack of interpersonal contacts, a means of distraction in case of complications in communicating with peers. Often, when a teenager is alone, he listens to music, watches TV or sits at a computer, he gets rid of the feeling of loneliness. However, in the same way, he can fence himself off from his parents so as not to hear their quarrels, conversations on annoying topics, etc.

Mass media play an important role in human development. Although this point of view is far from being indisputable. The emergence of each radically new type of communication raised fears whether it was for the good or for the harm of a person.

It was believed that the advent of cinema, radio, and then television contributed to the decline in interest in reading. This really happened and is taking place, but we must also pay attention to the fact that huge masses of people listen to the radio, watch movies and TV shows, who would not necessarily become readers. As a result of the research, scientists came to the conclusion that the mass media have a rather positive effect on human development. In 1961, American scientists W. P. Shram, D. Lyle и D. Parker found that watching television accelerates the development of the child by almost a year. He learns to correctly express his thoughts, his horizons expand, the child receives the necessary knowledge. Studies conducted by French scientists have confirmed that television broadens the horizons of people from low-income segments of the population.

Computer networks are beginning to play a colossal role in the spontaneous socialization of the younger generation. There are a number of positive effects in working on a computer:

1) leads to the expansion of contacts;

2) leads to the generation and realization of new forms of symbolic experience;

3) promotes the development of imagination processes;

4) promotes rapid learning of foreign languages, etc.

But along with the positive aspects, there are also negative consequences of working with a computer. It can cause a "syndrome of dependence" on the computer, contributing to the narrowing of interests, avoidance of reality, absorption in computer games, social isolation, weakening of emotional reactions, etc. (Yu. O. Babaeva, A. E. Voiskunsky).

The mass media, being one of the social institutions, fulfill the order of society and individual social groups (having political and economic power). This allows us to consider that the mass media in one way or another have a relatively directed influence on socialization.

The means of mass communication contribute to the assimilation by people of certain social norms and the formation of value orientations in the political, economic and other spheres of public life.

Self-change of a person in the process of socialization under the influence of mass media goes in different directions and has both a positive and a negative vector.

In this regard, it should be noted in particular that the trend of turning mass media into the sphere of human self-realization has recently been gaining momentum. The development of electronic systems has provided a completely new type of communication and self-realization - the interaction of a person with certain partners of interest to him for one reason or another, which allows him to find like-minded people and express himself in communication with them. In addition, a person who is in computer virtual reality has the impression that he is a direct participant in the events generated by him. Moreover, he is the main participant in the events. This creates completely new opportunities for self-realization and self-affirmation, and can lead to certain self-changes in children, adolescents, and young men. Mass media and social education as a relatively socially controlled socialization for a long period of time used only print media. In the second half of the XX century. began to use the possibilities of cinema and television in the learning process.

Until recently, the education system did not set itself the goal of preparing the younger generations to interact with all means of mass communication. In modern conditions, the ability of a person to use the cognitive and other potential that they carry is becoming increasingly important. In connection with this, a special aspect of social education becomes the so-called media education, which was characterized in domestic science by A. V. Sharikov.

Media education (from lat. media - "means") - the study by the educated of the main provisions of mass communication. Its tasks are to prepare the younger generations for life in modern information conditions, for the perception of information, to understand the consequences of its impact on the psyche, to master the methods of communication based on non-verbal forms of communication with the help of technical means.

Media education takes place both at school and in other educational organizations, as well as in organizations specially created for this purpose (for example, in France - "Media Forum", "Active Young TV Viewers").

At school, media education takes place both within the framework of traditional subjects (native language, fine arts, history, social sciences, ecology, etc.), and by introducing a special subject. In different countries it is called differently, but it still has the same content. Very often it includes sections: "The concept of communication", "The concept of sign systems and ways of presenting information", "Mass communication and its patterns", "Mass media and their features", "Advertising". In recent years, there has been a trend to include computer literacy training in media education.

Creating a system of media education is a long and very expensive process. But the opportunities available today make it possible to start solving this problem, and first of all at school.

Subculture (from Latin sub - "subculture") - a set of specific socio-psychological characteristics that affect the lifestyle and thinking of certain nominal and real groups of people and allow them to realize themselves as "we", different from "they" (other representatives of society ).

A subculture is an autonomous, relatively unified entity. It is characterized by a number of one way or another expressed signs: a specific set of value orientations, norms of behavior, interaction and relationships of its carriers, as well as a hierarchy; a set of preferred sources of information; original entertainment, tastes and ways of free time; jargon; folklore, etc.

The social basis for the formation of a particular subculture can be age, social and professional strata of the population, as well as contact groups within them, religious sects, associations of sexual minorities, mass informal movements (hippies, feminists, environmentalists), criminal groups and organizations, associations by gender classes.

The degree of subculture formation in general and the severity of its individual features are associated with the age and degree of extremeness of the living conditions of its bearers.

The value orientations of the carriers of a particular subculture are characterized by the values ​​of the social practice of society, interpreted and transformed in accordance with the characteristics of the subculture (pro-social, asocial, anti-social), age and other specific needs, aspirations and problems of its carriers.

We are talking not only about basic, but also about much more simple values. For example, there are universally recognized spiritual values, but there are also those that some consider to be values, while for others they are not. It happens like this: what is very important for children, adolescents, young men, adults are assessed as a "trinket" (for example, a passion for music, technology or sports).

Next example. The interests of modern children, as you know, are different and differentiated. Often they carefully protect them from the attention and influence of adults. These interests for them are the values ​​that they exchange. And it is these values ​​that become the basis for the emergence of numerous groups with specific subcultures - metalheads, skaters, breakists, who do not always have a positive social orientation, and sometimes are directly anti-social.

In nominal (and more often in real) groups of carriers of a subculture, a significant role is played by the totality of prejudices shared by them, which can be both rather harmless and antisocial (for example, racism among skinheads). Prejudices, on the one hand, reflect the value orientations inherent in the subculture, and on the other hand, they themselves can be considered as a kind of subcultural values. The norms of behavior, interaction and relationships inherent in subcultures very often differ in content, areas and extent of their regulatory influence.

The norms in prosocial subcultures do not generally contradict the social ones, but supplement and (or) transform them, reflecting the specific living conditions and value orientations of the subculture carriers. In antisocial subcultures, norms are directly opposed to social ones. In asocial subcultures, depending on the living conditions and value orientations of their carriers, there are one way or another transformed social and partially antisocial, as well as norms specific to a particular subculture (for example, specific norms in communicating with "us" and "them").

In antisocial (as a rule, rather closed subcultures) normative regulation is strict and covers almost the entire life of children. In many asocial subcultures and in a number of prosocial ones, regulation can only consider those areas of life that constitute a given subculture (passion for musical style, etc.), and the measure of the imperativeness of regulation depends on the degree of isolation of the groups of its bearers.

In contact subcultural groups, there is a more or less rigid status structure. Status in this case is the position of a person in the system of interpersonal relations of a particular group, which he occupies due to his achievements in vital activity, reputation, authority, prestige, influence.

The degree of rigidity of the status structure in groups is related to the nature of the subculture, the value orientations and norms inherent in its bearers. In closed subcultures, the status structure acquires an extreme degree of rigidity, determining not only the position of children in it, but also, as a rule, their life and destiny as a whole.

Informal groups are usually led by leaders of a pronounced autocratic nature, seeking to suppress all other members. The style of relationships in such groups turns their members into weak-willed people, depriving them of any choice, dissent and activities that contradict the general idea, and often the right to leave the group.

Each subculture is distinguished by preferences, hobbies, and free time common to its carriers. The determining factors in this case are the age, social and other characteristics of the carriers of the subculture, their living conditions, available opportunities, as well as fashion.

Fashion easily spreads from one social group to another, while undergoing more or less significant transformations that depend on the nature of the environment in which fashion functions (gender, age and sociocultural composition, value orientations, living conditions, etc.). In this regard, we can talk about the features of the fashion of certain subcultures.

Following fashion is the most important constitutive feature of teenage and youthful subcultures. This is especially evident in costume, appearance design (hairstyle, makeup, tattoos, piercings, etc.), dancing, demeanor, speech, musical and other aesthetic preferences, and household products.

So, for example, fashion in clothing and in the design of appearance in general terms has, relatively speaking, a universal character. But in the teenage subculture, it is customary to follow it especially scrupulously. It has almost equal importance for both sexes. At the same time, fashion can be more or less transformed depending on the age, socio-cultural affiliation of adolescents and young men, and also have some regional differences. In addition, in autonomous teenage and youth sub-cultures - punks, metalheads, hippies and others, fashion in clothes and appearance is quite significantly (among metalworkers), and sometimes radically (among hippies) differs from the generally accepted one.

Fashion also determines another characteristic feature of the teenage subculture - musical preferences. Hobbies for certain areas or groups have age, socio-cultural, group and regional characteristics. One of the conditions for prestige in the society of peers is competence in modern music (knowledge of musical groups, their soloists and leaders, their biographies and discographies), possession of modern equipment and musical recordings. Conditions have "a direct organizing influence on all speech, on style, on the construction of images" (M. Bakhtin) in the carriers of the subculture.

The subcultural influence on the socialization of adolescents and young men also goes through the musical tastes that are characteristic of them. In particular, due to its expressiveness, connection with movements and rhythm, music allows young people to experience, express, shape their emotions, confusion, which cannot be expressed in words, which is so necessary at this age, when the intimate sphere is huge and very poorly realized concretely.

A subculture influences children, adolescents, young men in so far and to such an extent, since and to what extent the peer groups that are its carriers are referential (significant) for them. The more a teenager, a young man correlate their norms with the norms of the reference group, the more effectively the age subculture influences them.

In general, the subculture, being an object of human identification, is one of the ways of its isolation in society, i.e. it becomes one of the stages of the autonomization of the individual, which determines its influence on the self-consciousness of the individual, his self-respect and self-acceptance. All this indicates the important role of the stylized mechanism of socialization of children, adolescents, and young men.

Teachers in the course of their work one way or another encounter children's or adolescent-adolescent subcultures. Although they have to keep in mind the characteristics of the subcultures that develop in the immediate social environment of educational organizations.

The children's subculture inherent in students of one school, children of a microdistrict, town, village, is usually quite homogeneous and includes, according to M. V. Osorina, a set of peculiar forms of activity of children, children's groups, which tend to be repeated from generation to generation and are closely related to age-sex characteristics of mental development and the nature of children's socialization.

The teenage subculture looks much more complicated. Here, teachers are confronted (along with a subculture common to all adolescents and young men) with a number of its varieties. It is in adolescence and early adolescence that differentiation of subcultures within the general subculture into pro-social, asocial and anti-social takes place, because at this age some of the children are included in criminal groups, are involved in totalitarian sects, in various informal movements, etc.

Teachers who implement social education should be familiar with the characteristics of the adolescent and youth subculture, its distinctive features. This is important when organizing life in educational institutions. For example, changes in fashion can be reflected in everyday life, in interior design, as well as in the content and forms of organization of various spheres of life (various types of shows, competitions, games, and other things that have become popular thanks to television).

Knowledge of the characteristics of the adolescent and youth subculture and those subcultures that pupils face creates the prerequisites for the conscious efforts of teachers to minimize and correct negative influences. For these purposes, they can use the opportunities inherent in the life of educational organizations and provide individual assistance to pupils.

Knowing and taking into account subcultural characteristics implies the need for educators to master the "Martian language of the new generation" again and again in order to be able to conduct a dialogue with their pupils.

LECTURE No. 7. The impact of rural areas on socialization

The migration of rural residents to cities has been going on for a long time, but still about a quarter of the population of our country lives in villages, villages and other rural areas.

The peculiarity of the rural way of life is directly related to the peculiarities of the work and life of the inhabitants: the subordination of labor to natural rhythms and cycles; more exhausting than usual in large cities, working conditions; the practical lack of opportunities for labor mobility of residents; a large confluence of work and life, the laboriousness of labor in the household and subsidiary farms (for example, work in the garden takes almost half the life of the villagers, on average 181 days a year); The choice of leisure activities is limited. The way of life of rural settlements is characterized by elements of a traditional neighborhood community. They have a constant composition of residents, their socio-professional and cultural differentiation is incredibly small, and very close kinship and neighborly ties are typical.

The village is characterized by "openness" and sincerity of communication. The absence of great social and cultural contrasts between the inhabitants, the small number make the communication of the villagers rather close and penetrate into all areas of life. Friendship and camaraderie are poorly differentiated, and, consequently, the emotional depth and intensity of communication with different partners practically do not differ. The smaller the village, the closer and closer the communication of its inhabitants.

Villages and villages, as a type of settlement, influence the socialization of children, adolescents, and young men almost syncretically (indivisibly). It is difficult to determine the degree of impact in the course of spontaneous, socialization directed and controlled by society.

In practice, this is due to the fact that in the villages the control of human behavior in society is very common. Since there are few residents, the ties between them are more or less close, then everyone knows everything and about everyone, the anonymous existence of a person is almost unrealistic, every moment of his life becomes an object for evaluation by the public.

The content of social control in many rural settlements is determined by the specific socio-psychological atmosphere. According to the researcher of the modern village V. G. Vinogradsky, the bizarre economic life of many villages gives rise to a combination of conscience and lack of conscience, "dashing theft" and "gloomy frugality and even stinginess", "total double-mindedness".

A rural family (in which children identify themselves with their parents to a much greater extent than in an urban family) begins to participate in the socialization of its members mainly in the same direction as the village as a microsociety, often regardless of social and professional status and educational level. adults.

An important role in the socialization of rural residents is played by the ever-growing influence of the city on the countryside. It produces a certain change in the orientation of life values ​​from real ones (available in the conditions of the village) to those that are characteristic of the city and can only be a standard, a dream for a rural resident.

City - type of settlement, which is characterized by a number of features:

1) the concentration of a large number of people and high population density in a limited area;

2) a high degree of diversity of human life (both in labor and in non-productive spheres);

3) differentiated socio-professional and often ethnic structures of the population.

Cities differ from each other in a number of ways.

By size: small (up to 50 thousand inhabitants), medium (up to 350-400 thousand), large (up to 1 million), giants (over 1 million).

By dominant functions:

1) industrial (Cherepovets, Rubtsovsk, Komsomolsk-on-Amur);

2) administrative and industrial (Kostroma, Volgograd);

3) administrative-cultural-industrial (Samara, Novosibirsk);

4) ports with developed industry and cultural and administrative spheres (Arkhangelsk, Vladivostok);

5) specialized (Vanino, Nakhodka);

6) resort (Kislovodsk, Sochi);

7) "science cities" (Obninsk, Sarov).

By regional affiliation: Arkhangelsk - in the North-West, Orel - in the Center, Kemerovo - in Siberia.

According to the duration of existence: ancient (more than 500 years) - Veliky Novgorod, Veliky Ustyug; old ones - Voronezh, Yelabuga; new (less than 100 years old) - Nizhnekamsk, Norilsk, Magnitogorsk.

According to the composition of the population (by the ratio of age, sex, socio-professional and ethnic groups of the population):

1) "young" (Urengoy), "old" (Myshkin);

2) socially differentiated to a large extent (Kursk) and poorly differentiated (Pushcheno);

3) mono-ethnic (Mtsensk), with two or three predominant ethnic groups (Kazan, Ufa);

4) polyethnic (Moscow, Rostov-on-Don).

According to the stability of the population - the ratio of indigenous townspeople and migrants from rural settlements, other cities and regions.

The city has a number of characteristics that create specific conditions for the socialization of its inhabitants, especially the younger generations.

The modern city is the focus of culture: material (architecture, industry, transport, monuments of material culture) and spiritual (education of residents, cultural institutions, educational institutions, monuments of spiritual culture, etc.). Due to this, as well as the number and diversity of strata and groups of the population, the city is the focus of information potentially available to its inhabitants.

At the same time, the city is the focus of criminogenic factors, criminal structures and groups, as well as all kinds of deviant behavior. The city has a large number of dysfunctional families with a criminogenic potential; there is a more or less large number of users of narcotic and toxic drugs (especially among young people); there are informal groups and associations with an antisocial orientation; widespread gambling; there is a more or less massive involvement of various groups of residents in petty commerce, actually or potentially criminalized; there are stable criminal gangs that involve young people and adolescents in their composition and in their sphere of influence.

The city is also characterized by the historically developed urban lifestyle, which includes the following main features (they have certain specifics depending on certain parameters of a particular city):

1) in interpersonal relationships, short-term, superficial, partial contacts mainly prevail, but at the same time, increased selectivity prevails in emotional attachments;

2) the low importance of territorial communities of residents, mostly underdeveloped, selective and, as a rule, functionally determined neighborhood ties (cooperation of families with small children or the elderly to look after them, "automobile" ties, etc.);

3) high subjective-emotional significance of the family for its members, but at the same time, the prevalence of intensive non-family communication;

4) a large number of lifestyles, cultural stereotypes, values;

5) the social status of a city dweller is characterized by instability, high social mobility;

6) weak social control of human behavior and a significant role of self-control due to the presence of various social ties and anonymity.

Mobility in this case is understood as a person's reaction to the variety of incentives that the city contains, as a readiness (but not necessarily as preparedness and aspiration) for changes in one's life.

The city creates conditions for the mobility of its residents in various aspects of their life.

The most elementary of them is territorial mobility.

Firstly, with age, a person's perceived, cognizable and mastered living space expands. This expansion goes from the yard, for preschoolers - across the street, the block - for younger schoolchildren, the microdistrict - for teenagers, to other parts of the city and even the city as a whole (if it is not a giant) - in youth. With age, this space can narrow, depending on the type of occupation and interests of a person, up to being limited again by a quarter, a yard - for example, among the elderly.

Secondly, with age, there is an orientation towards spending part of the time in public places (in the city center, in cultural institutions, leisure centers, etc.), the intensity of which, as a rule, reaches a peak in adolescence, and then it declines. .

Thirdly, in adolescence or youth, many citizens develop subjectively significant and intimately significant areas and places with which the most important areas of life are associated, and later - memories.

Fourth, citizens have the potential to change their place of residence within the city.

For the socialization of the city dweller, it is of primary importance that the city creates conditions for social mobility, both horizontal (changes in occupations and membership groups within one social stratum) and vertical (transitions from one social stratum to another - up or down the social ladder ).

Depending on the extent to which children, adolescents, and young men realize the opportunities for mobility, they are more or less prepared to use new forms and methods of activity, knowledge, accurate in communication, prepared for accidents in everyday contacts, orient themselves in the surrounding reality; prone to risk and non-standard responses to the challenges of life.

The various alternatives provided by the urban lifestyle create potential opportunities for the city dweller to make individual choices in various areas of life. Let us mention only some of them, the most significant for the socialization of the younger generations.

Firstly, the city provides a huge number of alternatives, being a kind of "node" of information and information field. And the point is not only that cultural, educational, commercial, information and other organizations are concentrated in it. Sources of information are architecture, transport, advertising, people, etc. So, in a city, during the day, a resident encounters a huge mass of people. A child, teenager, youth, by the power of his imagination, spontaneously continues and completes many fleeting meetings, consciously and unconsciously fixes such a number of small and insignificant manifestations that in the end he accumulates huge material that allows him to better navigate the surrounding reality. All this can instill in a growing person the ability to perceive, contemplate, and observe.

Secondly, in the city a person interacts and communicates with a large number of real partners, and also has the opportunity to look for interaction, buddies, friends, loved ones among an even larger number of potential partners. In a modern city, a child (and the older he gets, the more) is consistently and simultaneously a member of many collectives and groups, and often geographically unrelated to each other: places of residence, teaching, leisure activities, doing what you love can be far apart from each other.

A young city dweller can spend some time outside of any collectives and groups, among people who are completely unknown to him. Thus, in the conditions of the city, the guys get the opportunity at certain periods of time to exist anonymously, that is, to come into contact with strangers, remaining unknown to them.

Thirdly, interactions and relationships are significantly differentiated in the city. Here, the approved and unapproved behavior of adults and young people in general, boys and girls, adolescents and high school students in particular, differ significantly. Communication between adults and younger children tends to become less intense and open as children grow.

Communication with peers has clearly expressed age-related features. It usually comes in groups that appear in the classroom, in the yard. However, the older the child becomes, the more often he can look for and find partners outside the classroom, school, yard. One way or another, the norms are such that the guys prefer to communicate in certain companies (friendly or friendly), access to which can be difficult for "newcomers".

Fourthly, the socio-cultural differentiation of the urban population, on the one hand, and, on the other hand, the rather close territorial connection of representatives of various social and professional strata lead to the fact that the child, in addition to contemplation and knowledge of various lifestyles and value aspirations, has the opportunity " try them on yourself. All this greatly expands the general cultural and social horizons of children, adolescents, young men, although not necessarily in a positive direction.

In general, the role of the city in the socialization of children, adolescents, and young men is determined by the fact that it provides each citizen with potentially wide opportunities for choosing social circles, value systems, lifestyles, and, consequently, opportunities for self-realization and self-affirmation.

Another thing is that, depending on the typological characteristics of the city, the area in which a growing person lives, on his socio-cultural, gender, age and individual characteristics, the way he begins to use the opportunities provided by the city also differs significantly.

A small city, differing significantly from large cities, creates specific conditions for the socialization of its residents, which is why it is singled out for special consideration.

The main features of a small town as a factor of socialization can be considered a small population (up to 50 thousand); the presence of a historical past that exceeds a century of history; employment of the population in non-agricultural sectors; specific socio-psychological atmosphere.

Usually a small city, unlike medium, large and others, has only one or at most two predominant economic functions: industrial, transport, agro-industrial, recreational, servicing large cities and giant cities. Work on household and garden plots usually only complements the main type of occupation of residents.

In a small town, the population is professionally differentiated, which is associated with the presence of several organizations of various types in it - industrial, transport, communications, educational, cultural, recreational, medical, administrative, trade, etc.

The socio-psychological climate has a number of its own characteristics in comparison with the climate in larger cities, on the one hand, and in the countryside, on the other.

Residents of a small town usually "hold on to strong relatives and neighboring clans, in the evenings and on weekends they dig in homestead or garden plots, celebrate weddings and see off to the army in a village way" (A. I. Prigozhy).

"Information spreads instantly. Unity of opinion is almost always ensured. Both support and assistance to each other are provided, as well as tolerance for mistakes, miscalculations. And one more important feature: stability, stability, immutability are valued much higher here than success; the tendency to inertia is stronger than to development. Divorces are rare, there are many children in families, and people rarely leave the city" (A. I. Prigozhy).

However, in general, the lifestyle is focused on the city. This manifests itself:

1) in an effort to give children a high level of education or a prestigious profession;

2) in an effort to bring family life closer to urban standards;

3) in the presence of a certain selectivity in communication, its differentiation with various partners in intensity and emotional significance, as well as in content;

4) in some differentiation of the norms of expected behavior and norms of relationships in connection with the age and sex of the inhabitants;

5) in more or less widespread self-affirmation in antisocial and criminal forms.

The influence of a small city on socialization, determined by its history, functions and socio-psychological climate, also differs from the influences of the countryside and larger cities. In a small town, compared to a village, opportunities for:

1) educational and professional choice;

2) variety during free time;

3) satisfaction of their spiritual values; social creativity, self-realization, self-affirmation (M. V. Nikitsky).

Compared to larger cities, a small city has fewer incentives that directly affect the mobility of its inhabitants, and therefore fewer ways to make choices in various areas.

At the same time, research has shown V. S. Maguna, today there are no fundamental differences between the claims (in the areas of career, earnings, wealth - apartment, cottage, car) of young people living in the capital, in the regional center or even in the district center, provided that they have a complete secondary education. They are united by a common information and "commodity" space, a common or similar content of education, a common commitment to choosing a long-term educational strategy.

All this, however, does not rule out some "delay" in the changes taking place in small towns compared to larger ones.

A settlement is a special form of settlement of people in a certain territory, initially small. Distinctive features are:

1) emancipation from rural life;

2) isolation from city life;

3) lack of reliance on historical traditions typical for small towns.

This general definition covers various types of townships:

1) workers - at mining or processing enterprises, as well as large railway stations;

2) resettlement, to which villagers were "brought" from flood zones during the construction of hydroelectric power stations and reservoirs, as well as territories of closed zones being created; forced migrants and refugees from the former republics, "hot spots" and environmentally polluted territories;

3) suburban settlements, whose residents mainly work in the city; settlements within large cities where workers of one factory live or migrants of the first generations (who were called limitchiks) are concentrated.

Ignoring the typological diversity and, accordingly, differences, settlements, as a rule, have much in common in their way of life and socio-psychological atmosphere, which allows us to consider them as a specific factor in human socialization.

In the village, a person learns a certain "alloy" that combines traditional and urban norms, but at the same time differs from them. This peculiar fusion can hardly be considered a transitional process from the rural to the urban mode of survival. Rather, it can be seen as a very special way of life.

The two poles of attraction - the city and the countryside, defining the middle character of the village way of life, dictate the dominant behavior of the inhabitants. Here, the average behavior, lifestyle, human characters are most approved.

In the village, the norms of life acquire their own distinctive features: the life of an individual and the family as a whole is characterized by greater openness than in the village, but at the same time there is a pronounced isolation of everyone who does not consider it necessary to listen to the opinions of others, if their own interests. At the same time, everyone's life depends so much on the norms of the environment that it is almost impossible to oppose oneself to it. The general level of culture also determines the content level of communication, as a rule, pragmatic, purely eventful, poor in information of a general cultural nature.

In many villages there is immorality and antisocial behavior of the inhabitants. Even if they are condemned verbally, in social practice they are not subjected to informal negative sanctions, that is, they are not only not rejected, but even accepted.

The reforms of the state structure of Russia, which have been taking place in recent years, give a special place to the formation of municipal authorities. Consistent rejection of the functions of central planning in all spheres of socio-political, economic and economic life, the transfer of the burden of decision-making to the level of regions and municipalities are forcing municipal authorities to pay more and more attention to developing their own approaches to the formation of local policy, not relying on universal recipes of the federal government .

One of the main tasks of municipal authorities is the creation of a municipal education system that ensures positive socialization of the younger generations, as well as adults in specific social conditions.

The municipal system of social education is a set of opportunities naturally created in the municipality for positive development and spiritual and value orientation of residents.

The municipal system of education is based on the state and regional policy in the field of education, and it can be defined as a relatively autonomous subsystem of the state system of education.

The municipal system of education, according to A. Yu. Tupitsyna, should ideally have the following characteristics:

1) the openness of the system, which implies the possibility of a free transition of an educated person from one municipal system of education to another;

2) accessibility, which implies the availability of opportunities for the education system to work with all segments of the population, providing a minimum level of positive socialization for each person;

3) diversity, which involves giving people the opportunity to participate in different types of activities, increasing their life chances.

The municipal system of social education still somehow affects the positive socialization of children, adolescents, young men, depending on how consciously and purposefully it is created and developed by municipal authorities and to what extent the local population participates in this process.

The effective functioning and development of the municipal system of social education is largely determined by how consistently and skillfully local authorities study the positive and negative socializing potentials and educational opportunities of the city, district and, on the basis of its data, carry out adequate social and pedagogical goal setting, program and organize the achievement of the set goals. goals, analyze the results and correct the education system adequately to its data.

Consideration of the positive and negative socializing potentials and educational opportunities of the city, district determines the initial diagnosis and subsequent observation (monitoring):

1) the quantitative ratio of sex and age, ethnic, socio-professional, cultural and educational strata of the population; patterns of increase in some and decrease in other quantitative and qualitative characteristics of migration from the city and to the city, region;

2) employment of the population, employment opportunities and prospects, value orientations in the labor sphere;

3) housing and living conditions of various segments of the population, everyday employment and value orientations in the sphere of everyday life;

4) the state of health and attitudes towards it;

5) leisure pastime of various groups of the population;

6) value orientations in the field of leisure;

7) leisure opportunities of the city, district;

8) composition and typology of families;

9) rules of family relationships; 10) marriage and reproductive attitudes;

11) availability of local mass media, audiences of local, regional and national mass media, their preferences;

12) opportunities to receive education of various types and levels, the number of students in various educational institutions;

13) socio-psychological climate, cultural and household traditions; socially unprotected, disadvantaged and promising contingents (actual and potential victims of adverse conditions of socialization, gifted, socially active, antisocial, criminogenic and criminal groups, centers, tendencies);

14) contradictions between different groups of the population (territorial, socio-professional, socio-cultural, age, ethno-confessional, etc.).

The data obtained in the process of initial diagnostics and subsequent monitoring can become a real basis for adequate socio-pedagogical goal-setting in the management of the municipal education system and in its development. Taking into account the tasks of the federal and regional policy in the field of education, the municipal authorities set the tasks and formulate the goals necessary to solve these tasks:

1) on the use and intensification of educational opportunities of the city, district;

2) to compensate for missing opportunities;

3) to minimize, level and correct negative socializing features identified in the process of studying and monitoring.

Here are some examples of defining tasks and setting goals within the framework of the municipal system of social education.

1. The study of affairs in the city, district showed that the current problem is the state of health of the younger generation. Based on this, the task is to create favorable conditions for the physical development and rehabilitation of children, adolescents and young men. To solve this problem, based on the available opportunities, the following goals can be put forward:

1) improve the healthcare system of the younger generations;

2) to implement measures to prevent injuries in children, adolescents, young men;

3) expand medical and pedagogical propaganda of a healthy lifestyle and ways of healing;

4) improve nutrition in educational institutions, etc.

2. Inventory and mapping of educational organizations in the city, district showed that they do not cover all those who need their services, there are no number of necessary educational organizations. Proceeding from this, the task of optimizing the range of educational organizations and their territorial distribution is set. To solve this problem, the following goals can be put forward:

1) build or well repair a certain number of kindergartens, schools, sports and other out-of-school institutions;

2) to use for educational purposes the areas and resources of non-educational organizations (houses of culture, cinemas, stadiums, etc.);

3) create a number of necessary educational organizations (out-of-school institutions, orphanages, shelters, etc.), etc.

3. The study of the educational level of the population showed that in the city, district, the quality of educational training provided in a number of educational institutions is extremely low. As a rule, there are few opportunities for development and preparation for professional mobility, etc. The task is to improve the conditions for preparing the younger generations for horizontal and vertical social mobility.

To solve the problem, based on the available opportunities, the following goals are put forward:

1) improve the quality of education in educational institutions;

2) create conditions for self-education;

3) to provide assistance to the functionally illiterate and poorly educated;

4) improve the system of vocational training, etc.

4. The study showed that in the city, the region has an unfavorable or even dangerous situation, which creates conditions for the appearance of victims of unfavorable conditions of socialization. Proceeding from this, the task of prevention, correction and compensation of living conditions and education of potential and real victims of adverse conditions of socialization is set.

To solve the problem, having a number of possibilities available, goals can be put forward:

1) provide targeted material and medical, psychological and pedagogical assistance to low-income disadvantaged families;

2) create and improve the system of social protection of childhood and children - potential victims of unfavorable conditions of socialization;

3) to implement measures to prevent alcoholism, drug addiction, prostitution, offenses;

4) create favorable conditions for the life and development of representatives of ethnic minorities, etc.

In individual cities, districts, many other tasks may be most relevant, and, as is usually the case, the municipal system of social education faces many problems at the same time, some of which can be considered as priorities.

To solve problems, it is necessary to create organizational and pedagogical conditions that would ensure a change in the existing economic and socio-cultural potential of the city, region into the possibility of a municipal system of social education.

First, they talk about the integration of the capabilities and efforts of authorities and administration, public, private and religious organizations, institutions of education, healthcare, law enforcement, social protection and others, which will make it possible to activate and concentrate funds (material, financial, spiritual, personal resources) for development the municipal system of education, optimization and promotion of its infrastructure, human resources.

The second necessary condition is the receipt by the governing bodies of the system of social education of the city, district. One of the aspects of this can be considered the mastery of new functions: research (diagnostic), socio-projective (development of specific programs and projects, their implementation and dissemination, methodological support), consulting, educational, communication with the authorities of completely different systems (health, law enforcement and etc.) and the public.

LECTURE No. 8. The influence of social groups on the upbringing of a person

Family - this is most often a small group of people approved by marriage or consanguinity, whose members are connected by one common life, mutual morality and help to each other; it forms a set of norms, sanctions and patterns of behavior that regulate relations between spouses, parents and children, as well as children among themselves.

The quality of upbringing and further development of children is determined by the following family parameters:

1) demographic - composition of the family;

2) socio-cultural - the level of education of parents, their self-realization in the life of society;

3) socio-economic - the financial possibilities of the family and the employment of parents at work;

4) technical and hygienic - living conditions, the availability of items necessary for life, specific features of the lifestyle.

In a modern family, the relationship between children and parents becomes deep and is distinguished by special affection, but this only complicates the process of socialization of the younger generations. There are a number of reasons:

1) a lot of families live and consist of only two generations (parents and children), as a result, the variety of interpersonal relationships with other family members (uncles, aunts, distant relatives) has disappeared;

2) women occupy leading positions in the family and outside it;

3) the relationship of people in marriage is increasingly determined by the depth of their affection, which many cannot show due to the traditions of culture and their individual characteristics;

4) the relationship between children and parents contains an abundance of problems. Children rule very early in the family.

We will limit the effectiveness of the family function to several aspects:

1) the family is trying to give the physical and emotional development of a person;

2) the family practically forms the psychological gender of the child;

3) the family plays a major role in the intellectual development of the child, and also influences the attitudes of children, adolescents and young men to study and largely determines its success;

4) in the family, the basic value orientations of a person begin to form, manifested in social and interethnic relations, as well as determining his lifestyle, spheres and level of claims, life aspirations, plans and ways to achieve them.

In every family, a person becomes an object of spontaneous socialization, its results are determined by objective characteristics (composition, level of education, social status, material conditions, etc.), value attitudes (pro-social, asocial, anti-social), lifestyle and relationships of family members.

family education - conscious to some extent, the efforts to nurture the child, which are made by the older members of the family, aimed at ensuring that the younger ones correspond to the ideas of the elders, what a child, teenager, youth should be like.

The content, nature and results of family education directly depend on a number of characteristics of the family, primarily on those personal resourcesthat they contain.

One of the characteristics is the attitude of the older generation to the younger, the understanding of the need to raise children and the degree of participation in it. If the personal resources of the family do not ensure the correct upbringing of children, then during these periods, nannies, tutors and home teachers are often involved in the upbringing.

The goals of upbringing in the family can be very different in content and in some specific characteristics.

So, the range of goals of family education includes instilling in the younger ones hygienic skills, everyday skills, a culture of communication, physical, intellectual, expressive, personal development; cultivation of individual abilities; preparation for a future profession.

One of the main characteristics of family education can be considered a style that includes the most characteristic ways of relations between elders and younger ones, the methods, methods and techniques of education used. Based on how hard or soft the educational process is, two main styles can be distinguished: authoritarian and democratic.

Authoritarian (powerful) style characterized by a strong influence of the elders on the younger, which consists in the suppression of any initiative, strict obedience to the requirements, complete control of their behavior, interests and, in general, any desires. This is achieved through constant monitoring of the performance of tasks by children and punishments.

Communication between adults and children is characterized by the fact that the initiators of interaction are the elders. The younger ones tend to communicate only when necessary to receive any instructions. This style gives rise to hostility towards others, protest and aggression, often along with apathy and passivity.

Democratic style is determined by the fact that the elders try to establish warm relations with the younger ones, involve them in solving family problems, encourage good initiative and independence. The elders, setting the rules and firmly putting them into practice, do not consider themselves always right and explain the motives of their instructions, try to discuss them with the younger ones; the younger ones are taught both obedience and independence. This style brings up independence, activity, friendliness, tolerance in children.

In real life, pure authoritarian and democratic parenting styles are very rare. Often, compromise options coexist in families that are closer to one or the other style.

Material resources are not the last factor in upbringing: income for each family member, expenses for upbringing, food, wardrobe, toys, etc.

The effectiveness of the implementation of family functions in the process of spontaneous socialization of a person and in his upbringing depends largely on whether the spouses, and then they, together with their children, managed to create a home. The home of the family becomes a home only when its members have the opportunity and satisfy the needs in it for shelter, support and emotional security, for high-quality emotional relationships, for identification with family values, when the family home is for a person some kind of "ecological niche", in which he can always hide.

Naturally, the main condition for transforming a family home into a home is a friendly atmosphere in the family.

Whether a dwelling becomes a hearth depends on the organization of family life: the distribution of household duties, joint housework, preference for homemade food, conversations at the table, in the kitchen, etc. It is also important how much family members love and have the opportunity to work at home any activity - sewing, knitting, crafting, reading, listening to music, etc., how family members relate to each other's activities, whether they like to do something together. Even watching television in some families has a joint character, while in others it is actually individual.

The family is the primary territory of human socialization. The next territory of the process of socialization can be considered the neighborhood and the group of peers.

A neighborhood is a group of people living in the immediate area. This community is determined by interpersonal ties, a characteristic attitude to the place of their residence, often some common goals and joint activities.

For adults, neighborhood plays a mediocre role in their lives.

For children, neighborhood is not only an area of ​​life, but also the strongest factor in socialization.

Preschoolers, younger schoolchildren, and in most cases younger teenagers interact a lot with their peer neighbors. For them, this communication is going beyond the family, mastering other roles, acquiring important social experience, a certain stage of getting used to society.

Communicating with their peers, children learn new types of positive and negative social control measures, learning in social practice for which personal and behavioral manifestations these measures are applied by peer society. The older the child, the greater the role of peers in his socialization.

In carrying out social education, it would be good for teachers to know the nature of the neighborhood environment of their pupils, especially when it comes to preschoolers, younger schoolchildren and adolescents.

Knowledge of the peculiarities of the neighborly relations of pupils gives teachers the opportunity to take into account the positive and negative influences under which the children may find themselves.

A peer group is not necessarily an association of peers. It may include guys, although they differ in age by several years, but are united by a whole system of relationships.

Peer groups form very often based on the spatial proximity of their members; the same individual interests; the presence of a situation that begins to threaten personal well-being; having a formal organization.

In a group, interpersonal relationships are formed - subjectively experienced relationships that arise between its members. They objectively result in the nature and ways of interaction of group members, as well as in the acquisition of roles in the group.

The characteristics of the composition of peer groups include such features as age, gender, social composition.

Peer groups are often classified along several autonomous dimensions:

1) according to their legal status and place in the social system, peer groups are divided into official, that is, those that receive recognition from society, and informal, existing independently;

2) according to their socio-psychological status, they are divided into groups of belonging, in which a person is in reality, and reference groups, to which a person does not belong at all, but to which he mentally orients himself and with whose opinion he correlates his behavior and self-esteem;

3) according to the degree of stability, the duration of their development, groups are permanent, temporary, situational;

4) in terms of spatial localization, they can be yard, block, exist within the framework of any institution (school, club, bar);

5) according to the type of leadership or leadership, they are democratic or authoritarian;

6) according to their value orientation, the groups are divided into pro-social, anti-social and anti-social.

In the last decade, peer groups have been one of the decisive microfactors in the socialization of children and adolescents.

Urbanization greatly affects the size of the social circle of children, adolescents, and young men. A decrease in the number of children, an increase in the number of one-child and completely incomplete families, and the disorganization of the family have contributed to the fact that children are looking for communication outside the home as some kind of compensation for the lack of emotional contacts in the family. Universal secondary education, the general availability of information have led to the fact that the younger generations have become similar in terms of the average level of education and cultural development. The unification of young people in their groups is facilitated by fashion, which determines the standards not only of clothes and hairstyles, but also of a lifestyle in general.

Children, adolescents and young men are simultaneously in several groups - formal and informal, communication in them has great differences.

In peer groups, socialization is reproduced through the action of mechanisms such as stylized and interpersonal, but traditional and reflexive mechanisms and the mechanism of existential pressure can also play an important role.

Having some age and socio-cultural specifics, the functions of the peer group in the process of socialization are universal.

Firstly, the group attaches its members to the culture of this society, a person learns certain norms of behavior related to the ethnic, religious, regional, social affiliation of these members of the group. In the process of communicating with peers, a child, and especially a teenager and a young man, imprints certain views, they assimilate certain norms and values. This happens as a result of identification (identification) of oneself with the group and uncritical perception of the views, relations, and norms that dominate in it.

Secondly, in the peer group, gender-role behavior is taught. Communication with peers of the same sex greatly affects communication with persons of the opposite sex and affects psychosexual development in general and the emotional perception of the sphere of sexual relations in particular.

Thirdly, the peer group plays an essential role in the process of autonomization of children.

Fourth, the group helps its members achieve autonomy from peer society and age subculture.

Fifthly, the group of peers creates favorable or unfavorable conditions, contributes to the solution of age-related tasks by children, adolescents, young men - the development of self-awareness, self-determination, self-realization and self-affirmation. Younger students compare their behavior with older students, their approval or disapproval has a strong impact. High school students, on the other hand, learn about themselves, mainly based on the attitude of their friends, friends, and also by comparing themselves with leaders (even unpleasant ones) or with recognized "standards" in the group (erudite scholars, athletes, etc.). In a group, a developing person acquires a real or illusory opportunity to realize himself both essentially and externally.

Sixth, the group is a specific social organization perceived by its members as an "ecological niche". In informal groups, you don’t have to follow the rules of behavior necessary in relationships with adults at all; you can be yourself in them. In fact, this is not at all the case; often in these groups certain norms are even more stringent than in communication with adults.

All the identified socializing functions of peer groups are implemented in different ways both in terms of efficiency and content orientation.

Educators need to know the basic characteristics of peer groups for at least three reasons.

Firstly, social education is carried out in educational organizations consisting of primary teams - a class at school, a detachment in a camp, a group in vocational schools, a circle or section in a club, etc. The team is a formalized group of peers. It is possible to work fruitfully with a team only by taking into account and using the characteristics inherent in the group.

Secondly, in each team there are informal friendly and friendly groups. It is important for teachers to know them, to take into account their characteristics, both in order to use these features, organizing the life and activities of the collective and educational organization, and in order to influence certain groups in the process of social education, the position of certain pupils in system of interpersonal relations of the team.

Thirdly, social education is effective only when teachers are aware of the groups containing their pupils outside the educational organization, take into account their specifics and, if necessary, begin to influence these groups.

LECTURE No. 9. The influence of organizations on socialization

Religion is the most important social institution. In the process of secularization, the significance of religion fell in society. Nevertheless, its role is still significant today, and in some states its influence continues to grow.

All four great world religions are present in our country - Christianity, Islam, Buddhism, Judaism and many of their varieties.

The socializing influence of religious organizations is felt by both believers and members of their families. In addition, various denominations are active in attracting new believers.

Socialization in religious organizations is carried out under the influence of almost all mechanisms of socialization. Another thing is that depending on the confession to which this or that organization belongs, the role of mechanisms and their correlation are different.

In the process of socialization, most religious organizations perform a number of functions.

Value-oriented function religious organizations is visible in the fact that they preach to their members a certain system of beliefs, a positive attitude towards religious values. This is done both in the process of cult activities and in various types of religious education.

Regulatory function can be traced in the fact that religious organizations cultivate among their members the behavior that corresponds to religious norms. This happens in the process of collective cult activities and the entire life of the organization, as well as through various forms of control.

Communicative function is carried out in the creation of new conditions for the communication of believers, in certain types of its organization, as well as in the cultivation of communication norms that correspond to the teaching methods of a particular religion.

merciful function religious organizations is implemented in many areas and forms of charity and charity both within the organizations themselves and outside them, thanks to which the members of the organization gain specific experience.

Compensatory function is realized in the harmonization of the spiritual world of believers, in helping them to realize their problems and in some kind of spiritual protection from worldly upheavals and troubles.

educational function - Religious upbringing.

In the process of religious education of believers, individuals and groups are very subtly instilled with a worldview, attitude, norms of relations and behavior that correspond to the doctrinal principles of a particular confession.

There are two levels of religious education - rational and mystical.

Rational level has three main components - informational, moral and activity, the composition of which often implies confessional specifics. So, in Orthodoxy, the informational component is the amount of knowledge that educated people acquire in the history of the church, theology, dogmatics, sacred history; moral - teaching the educated to refract their own experience through the requirements of Christian morality; activity - participation in worship, church creativity, works of mercy.

Mystic Level closely related to the rational, and it can be explained only insofar as it appears in it. The mystical level in different religions has its own characteristics. For example, the mystical level of Orthodox education is determined by the following points - preparation for and participation in church sacraments, prayer at home, the cultivation of a sense of reverence and veneration of shrines.

In the process of religious education, specific forms are used, many of which are similar in appearance to the forms of social education, but acquire a sacred meaning, being filled with content specific to religious education.

The means of religious education are diverse, determined by confessional characteristics.

In the process and as a result of religious education, believers acquire a value-normative system specific to a particular denomination, their own specific features of thinking and behavior, a lifestyle, and, in general, strategies for adaptation and isolation in society.

Educational organizations are one of the varieties of social organizations in which there is a fixed membership, as well as systems of power, social roles, and formal positive and negative sanctions. Educational organizations are specially reproduced state and non-state organizations whose main task is the social education of certain age groups of the population.

Through the system of educational organizations, society and the state are trying to provide equal opportunities, on the one hand, to educate the entire rising generation directly, and on the other hand, to satisfy each of their positive needs, abilities and interests.

In the process of socialization of children, adolescents, and youths, educational organizations play a dual role.

On the one hand, only in them social education is carried out as a more or less socially controlled socialization, on the other hand, they (as different human communities) influence their members spontaneously in the process of interaction between members of the organization. And this influence, in its characteristics, little or does not coincide at all with the values ​​and norms cultivated in the process of social education.

The main functions of educational organizations in the process of socialization are considered to be the following: introducing a person to the culture of society; creation of conditions that promote individual development and spiritual and value orientation; separation of the younger generations from adults; differentiation of educated in accordance with their personal characteristics in relation to the actual socio-professional structure of society.

An educational organization affects the process of self-change of its members depending on its way of life, the content and forms of organization of life and interaction, creating more or less normal conditions for the development of a person, satisfying his positive needs, abilities and interests. At the same time, the practice of the real life of the organization affects the vector of self-change.

Educational organizations play a major role in controlled socialization. Social education takes place in special educational institutions that are being created, helping to develop a person’s capabilities, his abilities, knowledge, patterns of behavior, values, relationships that are positively valuable for the society in which he grows up.

The organization of social experience is manifested through the organization of everyday life and life of formalized groups; organization of interaction between members of the organization, as well as training in it; creating opportunities for self-activity in formalized groups and influencing informal micro-groups.

Social experience in the broadest sense is a combination of various kinds of skills and abilities, knowledge and ways of thinking, norms and stereotypes of behavior, internalized value attitudes, imprinted sensations and experiences, experience of interaction with people, experience of adaptation and isolation, as well as self-knowledge, self-determination, self-realization and self-assertion.

Education consists of: a system of education, enlightenment, i.e., the dissemination and carrying of culture; stimulation of self-education.

Individual assistance is carried out in the process of assisting a person in solving problems; creating certain special situations in the life of educational organizations for its positive self-disclosure, as well as raising the status, self-respect, etc.

Individual assistance is a conscious influence on a person in acquiring the knowledge, attitudes and skills that are needed to satisfy his positive needs and interests and to satisfy the same needs of other people; in a person's awareness of their values, attitudes and skills; in the development of self-consciousness, in self-determination, self-realization and self-affirmation; in the development of charity in relation to oneself and to others, to social problems; in the development of a spiritual sense of belonging to the family, group, society; in the development of strategies for adaptation and autonomization in society.

Naturally, the measure of systematicity, intensity, nature, content, forms and methods of organizing social experience, education and individual assistance directly depend on the age and gender of the educated, as well as to a certain extent on their ethno-confessional and socio-cultural affiliation. It is also natural that in different types of educational organizations and in specific organizations the volume and correlation of individual components (organizations of social experience, education and individual assistance) are different. The differences depend both on the type of organization and mainly on the value aspirations, attitudes and implicit concepts of education that the teachers working in them implement in their activities. The latter, in particular, determines what kind of interaction is implemented in the educational organization.

Interaction - communication or dialogue of educators and educated, as well as educated among themselves.

The social education carried out in the process of interaction creates more or less favorable conditions and opportunities for a person to master positive social, spiritual and emotional values, as well as for his self-knowledge, self-determination, self-realization, and in general for acquiring the experience of adaptation and isolation in society.

Organizational and social education is carried out in an educational organization through collectives. In general, a team can be defined as a formalized contact group of people functioning within the framework of an organization.

In an educational organization, primary collectives (classes, circles, sections, clubs, etc.) are created, the totality of which forms a secondary collective, embracing all members of the organization.

The collective functions in a certain environment in a row and in interaction with other associations, which include its members. This determines its openness in relation to the surrounding reality.

In absolutely any team, two structures of relations begin to form - formalized и unformalized.

The formalized structure of the team appears directly under the influence of its leaders in order to decently organize the team and make it capable of solving the tasks facing it. The formalized structure reflects business relations between all members of the team and management relations that are formed between managers, functionaries of self-government bodies and other members of the team.

The nature of relations in the team is determined by the field of intellectual and moral tension and in its pure form can be humanistic, pro-social, anti-social, and in practice it usually represents various combinations of them in various ratios. The relations that develop in the team significantly affect the development opportunities and the spiritual and value orientation of its members.

The social aspect includes those role expectations and prescriptions that are dictated by the content and forms of organizing the life of the team and non-observance of which leads to social consequences (negative sanctions).

The psychological aspect is the subjective propaganda by members of the team of their role, which does not necessarily coincide with social expectations and prescriptions. This discrepancy, if it is realized in life, can cause negative sanctions, and if it does not manifest itself, it can result in internal tension, frustration. Countercultural organizations are associations of people who jointly realize interests, programs, goals, socio-cultural attitudes that oppose the fundamental principles, values ​​and rules of society.

Countercultural organizations have been around for a long time. In the second half of the XX century. their variety and quantity has increased significantly. In modern Russian society, there are many quasi-cult sects and criminal associations, and in the last decade the number of political totalitarian organizations has been growing. Since many teenagers and young men are part of countercultural organizations, and a number of organizations are exclusively youth organizations, they must be considered along with other microfactors of the socialization of the younger generations.

Countercultural organizations have characteristics that are common to any organization. However, the value-content characteristics of these features, firstly, differ significantly from those characteristic of prosocial organizations, and secondly, they are specific in various types and types of countercultural organizations.

The countercultural organization has a rigidly fixed membership and a rigid hierarchical structure of leadership - subordination. Usually, an organization is headed by a charismatic leader, i.e., a person who has an attractive force for the members of the organization and, as a result, has unquestioned authority.

The hierarchical groups (strata) that have developed in the organization are fixed with the help of various stratification-marking elements: special names for each stratum, privileges in something or restrictions and prohibitions on something, elements of external design - clothes, hairstyles, makeup, tattoos, etc.

The vital activity of the countercultural organization and each of its members is determined and regulated by the norms corresponding to its nature (criminal, extremist, quasi-cult) that regulate relations within the group and the attitude towards "strangers"; patterns of interaction and behavior; a system of social control - oaths and curses, methods of stimulation-reward, coercion and punishment.

Countercultural organizations have certain centers of association. Usually these are the premises in which their members gather, both belonging to the organization and "personalized" by them (cafes, clubs, gyms, which have become places of their constant meetings). As a rule, such organizations have certain attributes: from nicknames and tattoos to uniforms and banners, and often they have some kind of property (for some, it can be quite significant).

In the organization, a system of communications is formed and formed, creating channels of organizational and other connections that ensure the passage of information necessary to achieve the goals of the organization and its life as a whole.

Countercultural organizations are characterized by a high degree of integration of their members, which is expressed in a high degree of assimilation by them of the goals, norms and subculture of the organization.

In such organizations, it is practically impossible to isolate a person, since autonomy within their framework is either impossible, or minimal, or illusory, since a person does not have a range of freedom in choosing specific forms of behavior, norms and values, or this range is minimal, and more often simply illusory.

As a result, the socialization of members of the organization proceeds only as their adaptation to countercultural values ​​and attitudes, i.e., it has a clear subject-object character, which is especially clearly seen in the dissocial education that is carried out in countercultural organizations.

Like any type of education, dissocial education has specific tasks, goals, content and means.

The task of dissocial education is to join and train personnel that are needed for the functioning of criminal and totalitarian groups and organizations.

The goals of dissocial education depend on the nature of the groups and organizations in which it is implemented. Education in such groups comes down to achieving unquestioning obedience of the members of the organization to their leader, the formation of solid concepts, relevant norms and values, and their uncritical implementation in everyday life.

In dissocial education, a person is defined not as a person, but as an individual, as an object of influence of leaders. Relations between members of the organization and leaders are purely instrumental and activity-based. For example, in the course of criminal or extremist (in political totalitarian organizations) actions.

Dissocial education is carried out with the help of a certain set of means, the most important of which are the following.

First, the main occupation of the group or organization (criminal, quasi-cult, extremist).

Secondly, the autocratic leadership style is characterized by the sole control of the leader, who requires complete subordination from the members of the group or organization, constantly monitors the life and behavior of each ordinary member, and uses the most stringent measures in case of violation of established rules.

Thirdly, depending on the main occupation of a group or organization, a specific subculture develops in it (jargon, aesthetic preferences, etc.), which is an effective means of dissocial education.

The process of dissocial education in general includes a number of stages.

1. The appearance in a person of an image of an organization that is very attractive to him due to gender, age, socio-cultural or individual characteristics, the need to enter it and gain recognition in it.

Quasi-cult organizations, as a rule, attract people who are unsettled, lonely, who have no meaning in life, etc.

2. The presence of a person in the life of the organization, the development of its norms, values, style of relationships.

3. Satisfying the needs of certain classes of people in antisocial forms, the transformation of a number of needs into antisocial ones.

LECTURE No. 10. Microsocium

It is sometimes not possible to determine the scope of the microsociety. The micro-society can be limited to a yard, quarter, microdistrict.

Conventionally, a microsociety is a specific specific rural settlement, township or small town, and in medium and larger cities - a microdistrict. A microsociety is a community functioning in a certain territory, containing a family, neighborhood, peer groups, various public, state, religious, private and educational organizations, as well as informal groups of residents.

The direct influence of the microsociety on the very process of socialization of children, adolescents, young men depends on the objective or subjective characteristics of the microsociety.

Microsociety has a number of characteristics.

Spatial characteristics a specific micro-society: in a city, a particular micro-district can be located in the center, on the outskirts, in the middle zone and be connected in different ways with other parts of the city; a village (or settlement) may be more or less isolated and distant from other settlements.

Closely related to spatial architectural planning features of the microsociety: in a village or town - compact or scattered buildings; in the city - a microsociety with historically developed or industrial buildings, the ratio of low-rise and high-rise buildings, the openness-closedness of adjacent spaces, the presence, quantity and quality of small architectural forms, etc.

All these characteristics depend functional the structure of the micro-society space: the presence of places for children and adolescents to play, opportunities for spending time in small groups, etc.

An important characteristic of the microsociety should be considered demographic, i.e., the composition of its inhabitants: their ethnicity, homogeneity or heterogeneity; socio-professional composition and the degree of its differentiation; features of the sex and age composition; family composition.

On the part of the opportunities that are available in the microsociety for the socialization of children, adolescents, young men, its dominant role is played by cultural and recreational infrastructure - availability and quality of work of educational institutions, cinemas, stadiums, swimming pools, museums, theaters, libraries; availability of local media, etc.

One of the main characteristics of the microsociety in terms of the direction of its influence on socialization is the socio-psychological climate that has developed in it, which is largely the result of the interaction of all previous characteristics of the microsociety.

The microclimate can be determined by the level of education of residents, the ratio of residents with pro-social, asocial and anti-social lifestyles, the creation of criminogenic families and groups, criminal structures, the quality of work of educational, cultural, sports and some other organizations.

The effectiveness and degree of influence of the microsociety on the socialization of a particular person depend on the degree of his involvement in the life of the microsociety. And there are significant differences here. In a village, township, small town, almost the entire population is highly involved in the life of the microsociety. In a medium and large city, the degree of inclusion has age and socio-cultural differences. If children and adolescents spend most of their lives in a micro-society, then differentiation occurs in early adolescence. The micro-society remains a significant sphere of life for the less educated part of the youth, and the more educated part of it practically does not participate in its life. Accordingly, its influence on these groups differs quite significantly.

The microsociety includes a complex of interrelated educational, cultural, educational, public and other organizations, local mass media (cable television, local radio stations and newspapers), specialists in various fields (social educators and workers, psychologists, doctors, etc.).

All these characteristics of education complement each other in the process of assisting in the positive social functioning and in the personal development of individuals, families and various real and perceived populations included in the microsociety.

In particular, it is necessary to change the educational possibilities of the environment and the school on the basis of the school itself. There may be other options. So, out-of-school and cultural and educational institutions, sports, leisure and health centers can become "centers of crystallization" of the educational space. In a number of cases, the educational space of the microsociety is created thanks to the efforts of children's and youth amateur, as well as religious organizations.

The creation of an educational space is possible when there is a socio-pedagogical service in the microsociety that has its own budget, full-time employees of various profiles (social teachers and workers, psychologists, doctors, lawyers, etc.) and creates a corps of volunteers from among local residents. The service implements a whole range of functions, which makes the work on creating an educational space purposeful, systematic and systematic. Ideally, the functions of the socio-pedagogical service of the microsociety include:

1) diagnosing the situation in the microsociety, determining, based on its results, urgent and medium-term necessary actions; integration of the educational opportunities of the microsociety (material, personnel, content);

2) development and creation of cultural and leisure infrastructure;

3) stimulation, support and development of children's, youth and adult initiatives to create various club associations and amateur organizations;

4) improvement of the ecological situation, creation and development of conditions for mass sports; targeted care for the physical development, nutrition, medical care and healthy lifestyle of children, adolescents and young men;

5) provision of psychological, pedagogical, legal, medical and psychological assistance to those in need;

6) psychological and pedagogical assistance in vocational guidance, targeted assistance in acquiring and changing a profession, in employment, in registering with the labor exchange;

7) work with dysfunctional families, assistance of psychologists, social and medical workers to such families, as well as guardianship of children from such families;

8) prevention and assistance in overcoming conflicts in the microsociety;

9) identification of elders who have a bad influence on the younger ones, targeted work with them; studying and correcting illegal and self-destructive behavior;

10) socio-psychological assistance to residents who are socially disadvantaged and former prisoners.

The effectiveness of education and the positivity of socialization as a whole partly depend on whether or not it is possible to create an educational space, and on how effectively it functions and develops. The created and effectively functioning educational space, to a greater or lesser extent, integrates the four components of socialization identified above.

Within the framework of the educational space, in the interaction of children, adolescents, young men with public, state, religious and private organizations, relatively directed socialization partially occurs. But this interaction from a purely functional-role-playing one can become more or less emotional-interpersonal, aimed at solving the problems of development of specific groups and individuals.

Within the educational space there is a self-change of its subjects. But the vector, content and effectiveness of self-change of specific people become objects of pedagogical influence.

And, finally, the educational space, by definition, is one of the areas of relatively socially controlled socialization - education. Moreover, education in this case acquires a specific character of integrating institutional and personal resources in order to effectively positively socialize children, adolescents, and young men.

The creation of the educational space of a microsociety becomes real, and its functioning and development become effective and long-term only if the majority of the inhabitants, including children, adolescents and young men, turn out to be its subjects, i.e. they have the desire and opportunity to realize it has its own subjective needs, interests, personal resources.

LECTURE No. 11. Computer and socialization

Компьютер - an electronic computer used to solve certain mathematical problems with a different amount of calculations, based on the use of electronic devices and devices for processing a variety of information.

Recently, computers are the basis of new information technologies that are used in almost all spheres of human activity and contribute to the socialization of their users. This is due to the interactive nature of these technologies. Modern personal computers and developed software provide a wide range of educational opportunities for their users.

The source of knowledge is also the Internet, which combines the system of global multimedia communication between users and the system of access to numerous information banks distributed throughout the world.

This is determined by the fact that, having the possibility of unlimited access to network information, the user may set himself the goal of mastering a particular field of knowledge or expanding his horizons. Curiosity or, conversely, heightened reflection can serve as a stimulating factor in the desire for self-education.

The Internet gives the user a choice of what information can be useful to him and what is not. The absence of external restrictions on obtaining information is probably one of the most attractive features of the Internet. At the same time, the lack of control over access to its resources carries a fairly serious potential danger to human development. The global network contains a large number of pornographic resources that demonstrate and promote various forms of violence. This has a particularly negative effect on the still fragile consciousness of adolescents.

The computer and the Internet provide a wide range of opportunities for creative self-realization of a person through creating and editing images, modeling three-dimensional objects and landscapes, creating audio and video content, computer animation, developing author's multimedia navigation, reference and training systems, web design and much more.

The ability to demonstrate the results of creativity and receive both direct and indirect evaluation (for example, product reviews, requests to share experience in its creation and give advice) are a necessary condition for self-presentation and self-affirmation of a person. Anonymity when demonstrating a creative product makes it possible to mitigate the consequences of a negative assessment, and various ways of manipulating identity (such as attributing a product of dubious quality to a fictional author) make it almost invulnerable to criticism and condemnation from Internet users.

However, it should be noted that in the absence of external control, creative activity can acquire an asocial character. An example is hacking.

The computer plays an important role in the spontaneous socialization of users, due to the fact that it is a specific means and a special area of ​​communication.

The degree of social maturity of younger users who spend a lot of time on the Internet is growing. Anonymity in interactive communication encourages them to discuss issues that they would hardly be able to talk about in real life. From a psychological point of view, this activity can be characterized, albeit with some reservations, as positive.

However, despite the sufficient potential for a positive impact on a developing person, communication through the global Internet, according to many researchers, carries a hidden negative component - the ability to cause users to become addictive, stable Internet addiction.

According to some researchers, computer games have a rather negative effect on the still fragile psyche of adolescents. Computer games can cause aggressive behavior, the desire for violence and extremism. A person seeks to get away from the real surrounding reality, creating his own virtual world, the circle of his interests narrows, which also negatively affects his further development. One of the ways to use the information capabilities of computers and Internet resources for the purposeful development of a person is the forms of distance education that are becoming more widespread today. Their organization consists in sending information materials to the customer on electronic media or in creating and placing on the Internet pages structured educational materials in a certain way that guide students in the information space of the knowledge base. Learning management is implemented through learning activity algorithms implemented in the form of instructions for working with these materials. The advantages of distance forms of education over traditional ones lie primarily in the user's ability to independently determine their own educational trajectory, in particular, by choosing the courses studied. Under these conditions, the possibilities of life (and especially professional) self-determination of the individual are significantly expanded.

Another option for mobilizing modern information technologies to solve the problems of social education is the development by the school of the information capabilities of a computer and the Internet. Local computer knowledge bases, training courses on the Internet in the future will provide each student with the opportunity of free individual access to the resources of the total spiritual and materialized information potential of society directly within the educational process. In addition, the implementation of local computer networks in classrooms significantly expands the possibilities of using various collective forms of work, involving the joint solution of certain educational tasks by students, based on the distribution of functions and roles.

Data from a number of studies suggest the possibility of using specially selected computer games to compensate for intellectual retardation and correct aggressive behavior. One of the promising directions for realizing the educational potential of computer games is the use of specialized training programs in the system of professional training.

LECTURE No. 12. Organization of social life

Individual social experience is a combination of various types of imprinted sensations and experiences; skills, abilities; various kinds of communication, ways of thinking and activity; stereotypes of behavior; value orientations and social attitudes.

In the process of socialization, a person acquires the social experience necessary for life. The success of socialization depends on life in educational organizations. Its main characteristics have an impact on the development and self-realization of a person in certain areas.

The life of an educational organization is the way of everyday life of its members. It contains the spatial, material, temporal and spiritual conditions for the social activities of its members, as well as the natural norms and values ​​of behavior and relationships.

The life of an educational organization is determined by the architectural and planning features of the premises and the organization of the subject-spatial environment, its livability and technical equipment, as well as the mode of life, etiquette and a number of traditions that have developed in the organization, and other parameters.

The object-spatial environment of the premises affects the life of the organization due to at least three circumstances.

First, the presence or absence of division into three types of territories plays a role. Primary territories are premises that have been in use by primary teams for a long time (rooms are classrooms, bedrooms, for classes, etc.). Secondary - premises that all or almost all primary teams use temporarily or periodically (assembly, sports halls, swimming pool, dining room, rest rooms, etc.). Specific territories - premises necessary for the functioning of the entire organization - administrative, economic, medical and sanitary and other purposes.

Secondly, it is important to what extent the subject-spatial environment provides for the age and other characteristics of the members of the organization. This is the color scheme of the interior, the functionality of a set of furniture, the appropriateness of a set of soft furnishings (curtains, linen, carpets, etc.).

Thirdly, it is necessary to take into account the degree of livability and technical equipment of the premises: the presence or absence of heating and air-purifying devices, medical, kitchen, dining, and hygienic equipment; equipment of workshops, clubs and classrooms and classrooms, a gym, a swimming pool and showers, bath and laundry equipment in boarding schools.

The architectural and planning solution, the object-spatial environment and the technical equipment of the premises of an educational organization play a significant role in its way of life and educational efficiency.

Research M. Heidmetsa and his collaborators showed that in the process of life of groups - primary collectives, the phenomenon of group personification of space objectively arises. Signs of the space personified by the group can be considered the desire to separate it physically (one's own class, one's own bedroom); the desire to separate it socially, that is, to consider it one's own possession; the desire for identification with a certain territory, which manifests itself in a specific emotional attitude towards it as one's own ("our class", "our hall", etc.).

The presence of a fixed personalized territory contributes to the formation of group identity (some researchers consider a fixed territory to be the basis of group identity); group cohesion; growth of interaction in primary collectives and between them; reduction of aggressive behavior within the primary teams and between them; organization of social relationships in groups and between them.

The way of life is mainly determined by the mode of functioning of the organization, taking into account its type, age and psychological and physiological characteristics of its members and their state of health.

Mode - this is a certain daily routine, a consistent alternation of classes, sleep and rest.

The regime is determined by the type of organization, the conditions of its life, the composition of members and the educational system that has developed in the organization.

Mode Accuracy - strict observance of the norms of time, punctuality in the implementation of its regulations accustoms the members of the organization to well-organized behavior, timely performance of various tasks and duties, etc.

The generality of the regime means the fulfillment of its norms and instructions by all members of the organization of a certain age.

The certainty of the regime consists in the exact distribution of time during the day, week and longer periods of time. This creates a certain constancy of the elements of life and the rhythm of the functioning of the organization as a whole and its members in particular.

In various educational organizations (depending on their type, living conditions and the existing educational system), the regime can be imperative, rigid or flexible, cover a larger or smaller part of the life of members of the organization, etc.

One of the main elements of the life of an educational organization is etiquette, which is a set of certain rules of conduct that regulate the external culture of society.

In an educational organization, etiquette includes the norms for the treatment of its members with each other, the elders with the younger ones and vice versa, the general rules of discipline - educational, household, rules for resolving conflicts, rules for using premises and equipment, observing and maintaining cleanliness and order.

Tradition - established norms of behavior, forms of life, values ​​and ideas that have been preserved for many years and passed on from generation to generation. Traditions can develop in various spheres of the life of the organization, in the style of pedagogical leadership, etc. The viability of a particular tradition depends on its maintenance and development by new generations of members of the organization. At the same time, excessive adherence to traditions gives rise to conservatism and stagnation in the life of the organization, which become a brake on its development, cultivating an obsolete way of life and one or another of its components.

Self-service - this is the systematic work of members of the organization to maintain and improve the living conditions of their lives.

The content of self-service work depends on the type of organization and the objective conditions in which it operates, as well as on the age of the pupils.

In its most general form, self-service includes: keeping the premises clean and tidy, caring for equipment and inventory; feasible repair of premises, equipment and inventory; participation in the organization of meals and cleaning dishes; preparation of visual aids, sports and other equipment, interior decoration items, props for events.

Clothing is an important element of everyday life, because it determines the mood of the members of the organization and the convenience of their participation in the life of the organization.

Clothing acquires a special role in boarding schools and closed educational institutions, where the health of the pupils and their physical and aesthetic development depend on it.

In general, the life of an educational organization significantly affects the content and forms of organization; the nature and correlation of work, recreation, relaxation, relationships between members of the organization and, finally, the effectiveness of its activities.

Life activity is a combination of various activities that contribute to meeting the needs of a person, a team, a group. This takes into account the needs of the whole society. The vital activity of an educational organization becomes a condition for the development of a person insofar as he can and strives to realize his activity in it.

The functioning of the educational organization includes:

1) communication (in which human activity is aimed at interacting with people);

2) cognition (activity is aimed at cognition of the surrounding world); subject-practical activity (in which the implementation of activity in work related to the development and transformation of the subject environment takes place);

3) spiritual and practical activity (activity is associated with the creation and use of spiritual and social values);

4) sports (where functional-organic activity is realized);

5) game (realization of activity in free improvisation in conditional situations).

Needs of various levels, having gender, age, individual and other characteristics, contribute to a person's desire for activity. A need prompts a person to act in a certain way in a certain situation in which it can be satisfied.

The development of a person at a particular age is determined by how favorable the conditions are for the successful implementation of his activity in various spheres of life, especially in the most significant for a particular age stage. Human activity is uneven in each of the above areas of his life. In addition, in each area, activity can have different directions and forms of implementation.

Of course, the proposed allocation of spheres of life is somewhat arbitrary, because in reality they are closely interconnected and intertwined. Thus, a person's realization of activity in the field of communication occurs mainly in interpersonal relations with the people around him. But the same activity is realized in other spheres of life. Activity in the field of cognition is realized in the process of learning, and in the process of communication, and in the process of playing, etc.

Management - conscious use by the leaders of power, available resources, scientific knowledge to obtain results that fully implement the tasks and goals of social education.

The leadership style determines the degree of "hardness-softness" of management, as well as the scope and content of the functions, powers, rights that the leader delegates to self-government bodies created in the educational organization and in its constituent primary teams.

Effective self-management involves the participation of a large part of the team members in the choice of life goals, in determining the ways to achieve them, in the organization and implementation of life, as well as in its analysis and evaluation, as a result of which relationships of responsible dependence are created between them.

Self-government is implemented by the general meeting and the system of bodies accountable to it, formed on an elective basis, with a periodically changing composition of members. The structure of the self-governing bodies of the educational organization and primary collectives, their relationship depends on the content of life, age and other characteristics of the members of the collective, the level of its development, and the traditions that have developed in the organization.

Changing the conditions and content of the life of the organization, the composition and age of the members of the team leads to a change in the rights delegated to the self-government and the structure of its bodies.

Self-organization - processes of regulation spontaneously occurring in human communities, which are based on customs, traditions, leadership features, norms of informal relations, subcultural characteristics and other socio-psychological phenomena.

In the sphere of self-organization, there are very effective informal sanctions against those members of the team who in any way violate accepted customs and norms (from ridicule and gossip to rupture of relations and isolation). Self-organization can play a constructive (creative) and destructive (destructive) role.

Taking into account and using the constructive potential of self-organization (assuming the manager's knowledge of the informal structure of the team and its specific values) helps to achieve a situation where the direction of self-organization processes basically coincides with efforts to achieve management goals. In this case, self-organization becomes an important factor in the development of self-government and a condition for the effective management of the life of teams and educational organizations.

The style of leadership and the ratio of management, self-government and self-organization play an important role in the actualization of educational opportunities in all spheres of life in specific teams and organizations.

The actualization of the educational possibilities of the content of life activity occurs when the leaders, on the one hand, arouse among the members of the team at least an interest in the content of the activities of the educational organization, and on the other hand, make this content so subjectively significant that it provides food for thought and stimulates the desire to comprehend oneself, others, relations to oneself, with oneself, to the world and with the world.

To do this, the content of life activity focuses on what can become subjectively significant for specific teams and microgroups due to the age characteristics of their members or their predominant interests, or the period of development they are experiencing. For an individual, the content of life can become significant if he feels the possibility of solving age-related and individual tasks and problems (self-awareness, satisfaction of interests, finding a favorable position among others, and many others) in its process, as well as meeting his needs to a certain extent.

Both for the collective and for its members individually, the attractiveness of life activity is associated with the forms of its organization (for example, with the extent to which these forms take into account age-specific lifestyle features and fashion trends).

The actualization of the content of life activity largely depends on how it has a socially orienting character. This refers to the extent to which it expands the vision of the world and the knowledge of social reality by the members of the team, helps to comprehend their own position in the world. It becomes real, firstly, if the content is subjectively significant, secondly, it is saturated with information, and thirdly, it allows the members of the team to realize and develop creativity.

An important condition for the actualization of the life of teams and organizations can be considered the need for periodic complication of its content and forms of organization.

Differentiated approach in social education - one of the ways to implement a humanistic pedagogical worldview, solve pedagogical problems, taking into account the socio-psychological characteristics of pupils.

It is carried out in cooperation with groups of students. These can be either real structural units of an organization or a team (class, club, microgroup, etc.), or nominal ones that exist only in the mind of the group leader, to which he refers people of the same age, gender, who have similar individual, personal qualities. , the level of readiness for a certain activity, etc. The assignment to one or another nominal group is often carried out on the basis of the leader's implicit ideas about the personal characteristics of pupils of a particular age and gender.

A differentiated approach based on the study, analysis and classification of the manifestations of various personality traits allows the leader to highlight the common features inherent in a certain group of team members. Then, using the results of the study, he determines the strategy of his interaction with this group, taking the necessary measures to include it in the general life activity. A necessary condition for applying a differentiated approach is the study of business and interpersonal relations in a team, since they largely determine both the nature and characteristics of the manifestation of the individual, and the composition and characteristics of groups that actually exist in the team.

How effective the results of a differentiated approach will be depends on the atmosphere in the creative team, goodwill, humanistic orientation and collective values, democratic pedagogical management.

Interaction is the organization of joint activities of individuals, groups and organizations, allowing them to implement some common work for them.

The content basis of interaction is the intellectual, expressive, instrumental, social values ​​that are recognized as such by the society and (or) the organization in which the interaction is carried out, as well as the values ​​considered as such by members of a particular team. These values ​​are specific to each sphere of life activity (knowledge, sports, communication, etc.).

Interaction is organized in contact groups - in a team, in microgroups that make up its composition; between groups - in educational organizations, as well as in various forms of mass interaction, when a large group of organization members or specially assembled children, adolescents, and young men are involved in it to organize their interaction on the basis of any organization (the so-called crowd).

Planning interaction in the process of implementing the decision adopted as a result of a group discussion involves determining what needs to be done and how to distribute responsibilities among team members, i.e., finding answers to a number of questions:

1) what elements the work on the implementation of the adopted decision consists of;

2) who is better, more expedient to implement this or that part of the work (for the whole team, its individual members or microgroups);

3) who is better to be the organizers of one or another part of the work;

4) at what time, in what sequence and by what time certain parts of the work should be done.

Implementation of the planned work is carried out in accordance with certain norms of interaction. The norms of interaction, on the one hand, are initially communicated by its organizer (educator, leader), on the other hand, they are developed by the partners themselves in the process of interaction, and in addition, they are determined by the norms of the team and the nature of the relations that have developed in it.

The values ​​and norms accepted and developed by partners determine their behavior and the nature of the interaction process (cooperative or competitive). The main difference between the cooperative and competitive nature of interaction lies in the area of ​​its goals.

Cooperation assumes that each partner (or microgroup) achieves its goal only if all the others also achieve their goal, i.e. e. cooperative interaction presupposes the coordination of the individual efforts of the participants (ordering, combining, stimulating their efforts), the differentiation of the forces of partners in accordance with the content and form of organization of interaction, the complementarity of partners, their readiness to help each other and take over, if necessary, the performance of each other's functions.

In the case of competitive interaction, the achievement of the goal by one of the partners or one of the microgroups excludes the achievement of it by all others, which usually leads to conflict. According to one of the most prominent conflict theorists M. Deutsch, conflicts can be destructive and constructive.

Destructive conflict leads to disagreements, to the deterioration of interaction, to its destruction. The substantive cause of the conflict quickly fades into the background, and the first is the transition "to the individual."

A constructive conflict often occurs when a collision occurs not because of the incompatibility of the participants in the interaction, but because of the difference in points of view on a problem, on ways to solve it. Such a conflict helps to comprehensively understand and consider the problem, opens up the possibility of finding a compromise, regulating and resolving the conflict, and allows finding the optimal solution to the problem that has arisen. After the completion of the planned work in the team, its analysis is carried out. The analysis takes place at the meeting and involves a discussion, during which the team is looking for answers at least to the questions: what was successful, what did not work out and why, what and how could be done better, what should be taken into account for the future?

The results of the analysis are usually summed up by the head of the team or another leader, focusing on the overall result of the work, on the attitude of team members to the case, on the advantages and disadvantages of the work implementation process, and on lessons for the future.

Interaction training is understood as the formation and development of a person's intellectual, mental and social readiness for effective participation in interaction and the development of ways for the practical implementation of this readiness. The optimal periods of preparation for interaction are childhood, adolescence, adolescence, when a person is most receptive to learning and has an urgent need to interact with others. Preparation for interaction can be carried out in an educational organization in several ways.

Firstly, in the process of organizing interaction in her life and life. In this case, learning takes place with the help of appropriate instruction, carried out by the leader, on how to interact expediently and effectively in a particular case, as well as in the course of planning, preparing, implementing and analyzing certain cases and situations in which members of the organization cooperate.

Secondly, in the course of specially created situations in the life of the organization and primary teams that involve interaction.

Thirdly, with the help of various kinds of trainings, games and studies, organically included in the life of the organization.

What, first of all, should be taught, and what opportunities does the life of the organization provide for this?

Children need to develop a base for verbal communication, which is characterized by the presence of a sufficient vocabulary, the correctness of speech, logic in the construction and presentation of statements, the ability to distinguish the main meaning from what they heard; the correctness of the question, etc. The absence of such a base leads to a lack of confidence necessary for free communication.

It is also necessary to form socially valuable attitudes among students. It is important that they see their interaction partners as a goal, not a way to achieve their own well-being. The children need to arouse interest in the process of interaction itself, and not only in its result. They must understand that interaction is a dialogue that requires tolerance for ideas and minor shortcomings of the partner, the ability to listen and understand the interlocutor.

Along with fluency in speech and the formation of certain attitudes in the field of interaction, it is also important to develop communication skills in children, adolescents, and young people.

The skills necessary for interaction are acquired and developed in all spheres of life and in the life of an educational organization.

An effective way to purposefully develop these skills can be a role-playing game (which, by the way, can be used both in carrying out various cases and specifically for these purposes at all ages).

The essence of a role-playing game as a way of teaching interaction is that a particular task (learning how to make contact, how to conduct a conversation correctly) is resolved in the course of an impromptu playing out of a certain situation by the participants.

The success of interaction training depends on a number of conditions, the most important of which are the following.

Leaders need to purposefully use the diversity of life and activity of educational organizations. For this, it is necessary, firstly, that they have a mindset for learning to interact in everyday life and life; secondly, so that they imagine what needs to be taught and how certain forms of interaction in everyday life and life can be used for this.

Leaders need to create such an atmosphere of their interaction with the team that would exclude the feeling of fear of an unsuccessful word or action, would encourage the team members to seek independent searches, and would encourage them to abandon trivial ways of solving problems and situations.

LECTURE No. 13. The influence of education on the spiritual and value orientation of a person

The development of the individual in the learning process is influenced by: the content of education, teaching methods, relationships in the team, etc.

The flexible application of knowledge and the ability to transfer it from one situation to another presuppose not only a clear understanding and a strong assimilation of knowledge, but also the presence of an attitude that knowledge is changeable; the ability to give practical value to this knowledge; creative knowledge.

It is very important in the learning process that students become aware of and master the methods of cognition, the ability to check the ways of thinking, the correctness of its methods. In the process and as a result of cognition in these and other ways, a person forms, as it were, two layers of knowledge - cash and the so-called cryptognose (from the Greek. kryptos - "secret", "hidden" and gnosis - "knowledge").

The organization of education in the life of the communities of educators can be successful when taking into account the level of awareness of the subjects, knowledge in various fields of knowledge; their cognitive and other interests; whether they have an attitude towards cognition and its specific orientation towards certain branches of knowledge; expectations that they have regarding knowledge in a particular educational organization.

It is necessary to choose the necessary information, stimulate interest in learning by communicating information that is extraordinary for specific people and groups that they may need or may be interested in due to their age, interests, and specific circumstances of life.

Education in an educational organization, in order to be effective, must be problematic. This is achieved by setting up problems for the students that are related to their age-related tasks, current or potential situations in their lives.

Information richness and problematic cognition create an opportunity not only to meet the existing interests of the educated, but also for the emergence of new ones, as well as for the reorientation of interests. Reorientation is necessary not only in the case of poverty of interests, but also when they are one-sided (though deep enough).

The effectiveness of education in educational organizations to a large extent depends on how widely and successfully group forms of organizing the learning process are used. This is due to the selectivity of perception and assimilation of information by a person. Selectivity is determined both by the personal properties of a person and the influence of his closest social circle.

The appearance of an attitude towards self-education depends largely on the influence of the surrounding people: the orientation of family communication, the orientation of the team and microgroups, and the targeted influence of teachers. In an educational organization, the attitude towards self-education is formed thanks to appropriate explanatory work, when its members are revealed the importance of self-education in their lives today and tomorrow, they show the possibilities for self-education and its methods.

The formation of an attitude towards self-education in the process of the life of an educational organization can be carried out if its various spheres, primarily the sphere of knowledge, are saturated with activities that require various knowledge from the educated, stimulating the emergence of interests and an independent search for knowledge to satisfy them. It is useful that such cases be painted in the tone of a competition: who knows more, who knows better, who finds out such that "everyone will gasp", etc. An example of such a case in the primary team of teenagers or high school students can be a competition for the best knowledge of scientific -popular or science fiction literature. The enthusiasm for such literature is quite massive, so many will willingly take part in the competition.

Setting on self-education requires the definition of a sphere or spheres and ways of its implementation. And for this it is necessary that the students get an idea of ​​how to organize their work on self-education, how to draw up its program, where to find sources of relevant information, how to use computer networks, catalogs and reference publications, etc.

LECTURE No. 14. Socialization. upbringing

Researcher A. V. Mudrik believes that "the socialization of a person occurs as a result of his interaction with diverse and numerous factors, groups, organizations, agents, using various means and mechanisms." Interaction with them, their influence on children, adolescents, young men not only complement each other, but in one way or another contradict each other.

How this interaction takes place in a spontaneous, relatively directed and relatively socially controlled socialization largely determines the self-change of a person throughout his life and, in general, his socialization.

There is no single point of view on what constitutes the socialization of a person. Interpretations of socialization largely depend on the approach to socialization in which they are considered.

In line with the subject-object approach to understanding socialization, socialization is generally understood as "the formation of features set by status and required by a given society." Socialization is defined as "the resultant conformity of the individual to social 'prescriptions'".

Numerous studies are devoted to identifying not those circumstances and characteristics that ensure that a person meets the requirements for the current stage of his development, but those that ensure successful socialization in the future.

The opinion has become quite widespread that socialization will be successful if the individual is able to navigate in unforeseen social situations. Various mechanisms of such orientation are considered. One of them is based on the concept of "situational adaptation" - "when entering a new situation, the individual connects the new expectations of others with his "I" and thus adapts to the situation."

Researchers who consider socialization as a subject-subject process interpret socialization in a significantly different way. They believe that a socialized person is not only adapted in society, but is also able to be the subject of his own development and, to some extent, society as a whole.

Researchers working in line with the subject-subject approach have singled out personality characteristics that ensure successful socialization: the ability to change one's value orientations; the ability to find a balance between their values ​​and the requirements of the role; orientation not on specific requirements, but on the understanding of universal moral human values.

Within the framework of the concept of socialization, socialization is the achievement by a person of a certain balance of adaptation and isolation in society.

A number of signs testify to the degree of adaptation of a person in society:

1) compliance with the role expectations and prescriptions characteristic of society in various spheres of life (family, professional, social, leisure, etc.), as well as the knowledge, skills and attitudes necessary for their implementation;

2) the presence and degree of formalization of life goals and ideas that are realistic in a given society and ideas about socially acceptable ways and means of achieving them (i.e., a measure of the consistency of a person’s self-assessments and claims with his capabilities and the realities of the social environment);

3) the level of education required at this age stage.

LECTURE No. 15. The costs of socialization

The socialization of children, adolescents, young men in any society takes place in various conditions, characterized by the presence of numerous dangers that negatively affect the development of children. Therefore, whole categories of children, adolescents, and youths objectively appear, becoming victims of unfavorable conditions of socialization. They can be conditionally divided into potential and latent, which in turn are represented by different types-categories.

The latent victims of adverse conditions of socialization include people who are unable to realize their abilities due to the objective circumstances of socialization.

So, a number of experts believe that approximately one person out of a thousand born has a high giftedness and genius. Depending on the degree of favorable conditions of socialization, especially at early age stages, this predisposition develops to the extent that makes its carriers highly gifted people, in about one person out of a million born. And really, only one out of ten million who had the appropriate inclinations becomes a genius. Most of these people do not find a place in this life, since the conditions of their socialization (even quite favorable ones) turn out to be insufficient for the development and realization of their high talent. Since neither they themselves nor their relatives even suspect this, they can be attributed to the latent type of victims of unfavorable conditions of socialization.

Disabled people act as potential victims of unfavorable conditions of socialization; children, adolescents, young men with various defects and deviations; orphans and a number of categories of children in the care of the state or public organizations.

Also here can be attributed children, adolescents, young men with borderline mental states and with accentuations of character; children of migrants from country to country, from region to region, from village to city and from city to village; mestizos, children from dysfunctional families, etc. The named types of victims are by no means always represented "in their pure form." Very often, a primary defect, a deviation from the norm, or some objective life circumstance (for example, a dysfunctional family) contributes to further changes in a person’s development, leads to a restructuring of a life position, and forms an inadequate or detrimental attitude towards the world and towards oneself. Often there is a superposition of one sign or circumstance on others (for example, a first-generation migrant becomes an alcoholic). An even more tragic example is the fate of graduates of orphanages (mostly social orphans, that is, those who have parents or close relatives). Among them, up to 30% become homeless, up to 20% - offenders, and up to 10% - commit suicide.

Some signs and circumstances that make it possible to attribute a person to the number of possible victims of adverse conditions of socialization are distinguished by constancy (orphanhood, disability), others are detected at a certain age (social maladaptation, alcoholism, drug addiction); some are irremovable (disability), others can be prevented or changed (various social deviations - illegal behavior, etc.).

Before considering the objective factors due to which a person can become a victim of adverse conditions, it is necessary to introduce the concepts of "victimogenicity", "victimization" and "victimization".

Victimogenicity denotes the presence of certain objective circumstances of socialization, characteristics, traits, dangers, the influence of which can make a person a victim of these circumstances (for example, a victimogenic group, a victimogenic microsociety, etc.).

Victimization - the process and result of the transformation of a person or group of people into one or another type of victim of adverse conditions of socialization.

Victimization characterizes the predisposition of a person to become a victim of certain circumstances.

But a caveat is needed here. Literally, victimhood means sacrifice, which is traditionally understood as a synonym for selflessness. Since in our case we are talking about people who, objectively or subjectively, can become victims of something, and not sacrifice themselves to someone or something, it is more correct to interpret victimization using the neologism "sacrificiality" (the author is a psychologist A. S. Volovich).

The objective factors that predetermine or contribute to the fact that certain groups or specific people become or may become victims of adverse conditions of socialization are numerous and multilevel.

The factor of human victimization can be the natural and climatic conditions of a particular country, region, locality, settlement. Climate affects people's health in different ways. Harsh or unstable climatic conditions can have an undesirable and even detrimental effect on the physical development, health and psyche of a person. The ecological features of the area can lead to the formation of geopathic zones in which certain groups of residents develop specific diseases and (or) which negatively affect the psyche, leading to the appearance of depressive and more severe mental conditions in a number of people.

Various adverse living conditions associated with environmental pollution also have a detrimental effect on the physical and mental development of a person. Climatic and environmental conditions not only affect human health, but can lead to higher levels of criminal, antisocial, self-destructive behavior (alcoholism, drug addiction, suicide) than in other areas. This is confirmed by the situation typical for a number of regions of the North and the Far East, the Kemerovo region, Magnitogorsk, etc.

The factors of victimization of a person can be the society and the state in which he lives. The presence of certain types of victims of adverse conditions of socialization, their diversity, quantitative, gender and age, socio-cultural characteristics of each type depend on many circumstances, some of which can be considered as directly victimogenic.

So, in any society there are disabled people and orphans, but the conditions for their socialization and life can vary greatly depending on the level of economic development and social policy of the state: investments in the field of social protection and public charity, systems of social rehabilitation, vocational training and employment, legislation, defining the rights of orphans and the disabled and the obligations towards them of public and state institutions (management bodies, public funds, industrial and commercial enterprises, etc.). Accordingly, both the status and the subjective state of orphans and the disabled depend on these circumstances.

In many countries there are large or small groups of migrants from other countries, as well as from village to city and from region to region, who, as already mentioned, can be considered as potential victims of socialization. But what part of them will become victims and what type (unemployed, alcoholics, criminals, etc.), to what extent they will feel like victims, depends on the level of socio-cultural development of society and state policy. In particular, the number of victims among migrants depends on the degree of tolerance (tolerance) of society to their cultural and socio-psychological characteristics, as well as on the system of measures for their economic support, socio-psychological and cultural adaptation to new living conditions for them.

In the history of various societies, there are catastrophes that result in the victimization of large groups of the population:

1) wars (world, Korean, Vietnamese, Afghan, Chechen);

2) natural disasters (earthquakes, floods, etc.);

3) deportation of entire peoples or social groups (the so-called kulaks in the 1930s, Crimean Tatars and other peoples in the 1940s to the USSR, Germans from East Prussia, the Sudetenland of Czechoslovakia to Germany in the 1940s, and etc.), etc.

These catastrophes victimize those who were directly affected, while at the same time affecting the victimization of several generations of their descendants and society as a whole.

In psychology, since the 1940s, the problem of diagnosing and correcting the negative psychological consequences associated with the impact on a person of various stressful factors, the source of which are traumatic events that go beyond ordinary human experience (accidents, disasters, military operations, violence ).

During the Second World War, a study of human stress responses due to his participation in hostilities was begun, which was further developed in connection with the wars in Korea and Vietnam. These, as well as studies of other extreme factors (accidents, natural disasters, etc.) showed that the state that develops in a person under their influence has specific features. This state not only does not disappear. The complex of symptoms that characterize this condition is called the syndrome of post-traumatic stress disorders, that is, as a result of certain extreme circumstances or periods of socialization, a person develops a syndrome that makes him a victim of these circumstances. In recent decades, this problem has been studied by domestic scientists in connection with the Afghan war, the Chernobyl accident, and the earthquake in Armenia.

Among other things, victimization in these cases is associated with the occurrence not only of mental trauma and borderline conditions, but also of such social and socio-psychological phenomena as the appearance of "lost generations", i.e. with the mass loss of social and personal identity, the meaning of life and perspectives, with the formation of the "Vietnamese syndrome", "Afghan syndrome", a guilt complex (for example, among the Germans after the war), a victim complex (for example, among the Armenians after the genocide at the beginning of the XNUMXth century), etc.

The possible minimization of the consequences of such catastrophes in terms of the victimization of their participants partly depends on the special efforts of society and the state. The restoration of destroyed settlements, the creation of normal living conditions are carried out by state and public structures. It is important to create a system of rehabilitation (medical, psychological, professional, social) for the victims of the catastrophe (for example, to overcome the "Afghan syndrome").

Another option is the transformation of the socio-political system and the change in the socio-psychological atmosphere in society (as was the case in Germany and Japan after the war), the restoration of justice in relation to the deportees and their descendants.

Specific victimogenic factors are formed in societies experiencing a period of instability in their development. As a result of the political and ideological reorientation in Russia, new life principles, aspirations and norms of behavior have been formed among the younger generation. As a result, the number of victims of unfavorable conditions of socialization of traditional types (offenders, drug addicts, prostitutes, etc.) has increased. Along with this, new types of victims appeared for Russia (both real and potential) as a result of mass migration from the former republics of the USSR, the emergence and growth of explicit and hidden unemployment, property stratification of society, etc.

The number and nature of victimization factors, the quantitative and qualitative level of victimization, attitudes towards victimized groups of the population, efforts to prevent and de-victimization are indicators of the humanity of society and state policy. Victimization factors of a person and entire groups of the population can be the specific features of those settlements, specific micro-societies in which they live. And the matter is not limited to the already mentioned adverse environmental conditions, which, by the way, affect not only human health, but also his psyche, in particular, the level of aggressiveness, stress tolerance and other characteristics. Of great importance are such characteristics of the settlement and microsociety as the economic conditions of life of the population, industrial and recreational infrastructure, socio-professional and demographic structures of the population, its cultural level, socio-psychological climate. These parameters determine the presence of types of victims of adverse conditions of socialization in a particular settlement and microsociety, the quantitative and demographic composition of each type, they also determine the categories of residents - potential victims.

Thus, in a small town, where the majority of the population is associated with one or two enterprises, their closure or re-profiling threatens mass unemployment. In cities with an undeveloped recreational infrastructure and a low cultural level of the population, there is a high possibility of mass alcoholism, immoral and illegal behavior. If among the inhabitants there is a high percentage of those released from places of detention (and there are areas where it exceeds 30%), the socio-psychological climate is clearly anti-social and criminal in nature, which contributes to the emergence of a large number of outcasts, delinquents, alcoholics, mentally traumatized, disabled people (because many those who have served time return with poor health), etc., as well as a large number of people who combine the signs of various of the listed types of victims.

An objective factor in victimizing a person can be a group of peers, especially in adolescence and youth, if it has an antisocial, and even more so antisocial character. But at other age stages, the possible victimizing role of the peer group should not be underestimated, because a group of pensioners, for example, can involve a person in drinking, and a group of neighbors or colleagues can contribute to the criminalization of a middle-aged person.

Finally, the family can become a factor in the victimization of a person of any age, but especially of younger age groups. The propensity for an antisocial lifestyle, illegal and self-destructive behavior can be inherited. In addition, a certain type of victim can be formed in the family in accordance with the mechanisms of socialization that are characteristic of it - identification, imprinting, etc. mental complex, which will deprive them of the opportunity to create prosperous families.

Concluding the characterization of the objective factors of victimization, it should be recalled that at each age stage there are dangers, the collision with which can lead to the fact that a person becomes a victim of unfavorable conditions of socialization.

Victimization of a personality at the individual level in various conditions apparently depends on temperament and some other characterological properties, on a genetic predisposition to self-destructive or deviant behavior.

The tendency to become a victim of adverse conditions of socialization is largely determined by the personal characteristics of the individual. Under the same conditions, they can either prevent or promote victimization. Such characteristics, in particular, include the degree of stability and the degree of flexibility of a person, the development of his reflection and self-regulation, his value orientations, etc.

Depending on how developed these characteristics are in a person, the degree of his readiness to confront various dangers, as well as the negative influence of others, is determined. So, an unstable person, with an underdeveloped reflection, can become a victim of induction - direct suggestion. An example of this is the experience of involving people in various kinds of totalitarian organizations (political, criminal, quasi-religious). The induction by the leaders of these organizations of their followers leads to the fact that the initially developing "teacher-student" relationship between them turns into a "master-slave" relationship.

Of particular note is such a personal characteristic as externality-internality, i.e., a person’s predisposition to attribute events in his life to external circumstances or to bear personal responsibility for them. It is also important how a person is predisposed to respond to the impossibility of realizing the most significant needs for her, to the collapse of ideals and values, that is, to how she, realizing a special form of activity, experiences critical life situations. Her ability to transform her inner world, to rethink her existence depends on this.

A person's subjective perception of himself as a victim is directly connected and largely determined by his personal characteristics.

Depending on these features, real victims of one type or another may or may not perceive themselves as such. So, some orphans and disabled people consider themselves victims, which determines their self-attitude and behavior, while others do not perceive, which, naturally, is reflected in their self-attitude and behavior. The same may be the case with deviant victims. Some of them do not consider themselves victims, having a completely happy self-attitude (which cannot be said about their behavior). Others consider themselves victims of life circumstances, which determines their self-attitude, as well as their attitude towards life and people around them. Still others generally consider themselves "chosen", and this becomes the basis of their increased self-respect and contempt for others. Of course, the listed variants of subjective perception are determined not only by individual characteristics, but also by the attitude of the immediate environment, primarily, reference groups, as well as age characteristics.

Thus, the study of children, adolescents and youths with physical musculoskeletal defects showed the following. From the age of four, preschoolers know that they are sick, that they have a physical defect. But they do not realize this, and therefore it does not affect their mental state and, in many respects, even their behavior. At 7-8 years old, children realize that they have a physical defect. This can be specifically manifested in their behavior and in their relationships with others. If they are offered some pleasant activity, they do not remember the defect. If their employment is unpleasant or they want something from them that does not suit them, they refer to their defect as a reason for not wanting to fulfill the order (that is, they do not worry about its presence, but they know how to speculate on it). In early youth, a physical defect becomes the basis for acute experiences, loss of life prospects (which is not observed in childhood and even in many adolescents), i.e. the young man is aware of his inferiority in comparison with others, he develops a sense of self as a victim (which is typical for half of the studied ).

Depending on the individual characteristics of the individual, the norms and attitudes of the immediate environment, it may also happen that a completely prosperous person may consider himself unhappy, a victim of life circumstances. This can lead to the fact that his behavior and relationships with others are determined by such a self-attitude, which at least complicates his life and, at the maximum, leads to negative consequences - mental and social deviation, making a person a real victim.

Correctional education is the creation of special conditions in special organizations for a certain category of people in order to adapt them to social life, to overcome various shortcomings or defects in development. This type of education is necessary and implemented in relation to a number of categories of victims of adverse conditions of socialization: certain groups of disabled people; children deprived of speech, sight, hearing or having severe deficiencies in their development, as well as those with severe forms of brain underdevelopment and significant delays or defects in mental development; certain categories of offenders.

Correctional education is carried out in special organizations (closed and open types), specializing in the education of certain categories of children, adolescents, and youths. These are closed special boarding schools, and boarding schools, and sanatorium and medical institutions, and adaptation and rehabilitation centers, etc.

A number of groups of disabled people, as well as children with developmental delays who do not have organic brain damage, must be brought up in social education organizations, creating special additional conditions for leveling their development.

The tasks and content of correctional education depend on the nature and severity of the anomaly in the development of the child. In the most severe cases, we can only talk about the elementary adaptation of the child to life in the nearest society (for example, teaching hygiene skills, the ability to eat independently, etc. children suffering from severe autism and some other anomalies).

In less severe cases, not associated with organic lesions of systems and organs, we are talking about the maximum possible development of defective functions for a specific anomaly and a specific child and parallel adaptation of the child to life within accessible limits. Of particular importance is the development and use of the child's compensatory abilities. So, deaf children are taught pronunciation, verbal speech, reading. A blind child is taught to navigate in space, to perceive the world around him with the help of touch and hearing.

From the point of view of the subject-subject approach, adaptation is the ability of a person to actively interact with the social environment and use its potential for their own development. This requires the development of socially significant abilities or, as he said A. Adler, "centering on the useful side of life", which leads to the formation of a sense of self-worth.

In this case, special work is required related to the reorientation of a person's attitude to his own life. This is possible if he forms certain social attitudes towards himself, his present and possible future, towards those around him, towards various spheres of life and relationships as an opportunity for self-realization. Goal-setting training can play a big role, revealing to a person a range of positive, real life goals specifically for him. A very important aspect of corrective education is work with the family and the immediate environment, since it depends on them whether the efforts made by educators will be reinforced, or, conversely, they will be blocked.

A special place is occupied by re-education, which ideally includes the correction of personal characteristics, attitudes, value orientations of a number of categories of offenders and their adaptation to pro-social life. Since among the offenders there are many children with various defects and developmental disabilities, re-education is realistic only with a combination of medical, psychological and pedagogical measures.

Corrective education becomes more effective if conditions are created in society for involving children, adolescents, young people (and adults) in various areas of social practice. So, in recent decades, a lot of work has been launched to involve people with disabilities in sports competitions, competitions for musicians, craftsmen, etc. (up to the international level). Similar trends can be noted in the social practice of developed countries and in relation to some other types of victims of adverse conditions of socialization.

Of particular note is the fact that recently in the most economically developed countries, assistance to certain groups of human victims in their adaptation to life in society is supplemented by legislative and economic measures to adapt the environment to the characteristics of these people. The most striking example is the laws passed in a number of US states that stimulate the creation and reservation of jobs for the disabled, requiring the construction of housing, public buildings in such a way that they are accessible to wheelchair users; the creation of specially adapted public means of transport for this category of people, etc. (by the way, similar decisions were made in 1993 in Moscow).

However, if we keep in mind the social phenomenon itself as a whole - the presence in any society of diverse types of people - victims of adverse conditions of socialization, then measures in social practice, as a rule, are not systemic. This is explained by many factors. One of them can be considered the absence of a special branch of knowledge focused on researching and solving problems that are typical both for victims of adverse conditions of socialization in general and specific for each type of victims separately.

Socio-pedagogical victimology (from Latin viclime - "victim" and Greek logos - "word, concept, "teaching") is a branch of social pedagogy that studies various categories of people who are real or potential victims of adverse conditions of socialization.

LECTURE No. 16. Social pedagogy as a branch of knowledge

There are various definitions of social pedagogy. "Social pedagogy is a scientific discipline that reveals the definition, object and subject, the social function of general pedagogy and explores the educational process in all age groups" (H. Miskes, Germany).

"The meaning of social pedagogy is to help young people quickly adapt to the social system, resist negative deviations from the norms of behavior" (E. Molleihauer, Germany).

"Social pedagogy is the science of the educational influences of the social environment" (V. D. Semenov, Russia).

Social pedagogy is a section of pedagogy that studies education in conditions of socialization, i.e. education of all age groups and social categories of people, which is carried out not only in specially created organizations, but also in organizations where education is not the main function (enterprises, military units and etc.).

Such an understanding of social pedagogy allows us to consider it the subject of study of the educational forces of society and ways to update them, ways to integrate the capabilities of public, state and private organizations in order to create conditions for development, spiritual and value orientation and positive self-realization of a person.

Social pedagogy includes a number of sections. The knowledge gained as a result of studying these sections makes it possible to characterize social education as one of the types of social practice and develop certain approaches and recommendations for its improvement.

Sections of social pedagogy

The philosophy of social education is developed at the intersection of philosophy, ethics, sociology and pedagogy. It deals with fundamental methodological and philosophical issues. In particular, the interpretation of the essence of social education and its tasks is given; on the basis of a certain understanding of the image of a person, general approaches are developed to the ratio of development, socialization and education; the values ​​and principles of social education are determined, etc.

The sociology of social education explores socialization as the context of social education and social education as an integral part of socialization. The acquired knowledge creates the possibility of finding ways and means of using their educational potential, regulate the ratio of positive and negative influences on human development in conditions of socialization. But in general, the knowledge gained by the sociology of social education can become the basis for the search for ways to integrate the educational forces of society (they are reflected in the sections on the state, regional and municipal systems of education and in some others).

Socio-pedagogical victimology examines those categories of people who have become or may become victims of adverse conditions of socialization, it determines the directions of social and pedagogical assistance to them (which was discussed in the section on the costs of socialization).

The main tasks of the theory of social education are the description, explanation and prediction of the functioning of social education. Based on the provisions of the philosophy of social education, taking into account the data of the sociology of social education and socio-pedagogical victimology, the theory of social education, for example, explores: what are individual, group and social subjects of social education and how they interact with each other; the content of the life of educational organizations; the content and nature of individual assistance to a person, etc.

The psychology of social education, based on the socio-psychological characteristics of groups and individuals, their characteristics at different age stages, reveals the psychological conditions for the effectiveness of the interaction of subjects of social education.

The methodology of social education selects from practice and constructs new ways of expedient organization of social education. The economics and management of social education explore, on the one hand, the needs of society in a certain quality of "human capital", and on the other hand, the economic resources of society that can be used to organize social education. In addition, this section deals with the management of social education. Social pedagogy, solving its specific tasks, can do this more or less effectively, on the one hand, only by integrating to one extent or another the data of other branches of human and social science, and on the other hand, interpreting from its own point of view and widely using the achievements of various branches pedagogy.

Social pedagogy has evolved as a practice of education at various stages of human development in general and in individual countries, societies (states in particular).

Very important and mutually beneficial are the close theoretical and research relationships between social pedagogy and confessional, family and correctional pedagogy.

Social pedagogy is very closely connected with those branches of pedagogical knowledge, the scope of which is educational organizations of various types. This refers to preschool pedagogy, the pedagogy of the school, the pedagogy of vocational education, the pedagogy of various types of closed institutions, the pedagogy of children's and youth organizations, club, military pedagogy, industrial pedagogy, the pedagogy of temporary associations, the pedagogy of social work, etc.

It is quite obvious that in each of the above cases, the sections of social pedagogy become only a general basis that requires specification in connection with the functions that are inherent in a particular educational organization (for example, the philosophy of school education has some differences from the philosophy of military education, and the methodology of social education in secondary school differs significantly from the methodology of professional education, etc.).

Ethics and social pedagogy

Ethics explores the general laws of development of moral norms and moral ideas, as well as the forms of people's moral consciousness regulated by them and their moral activity.

Social pedagogy uses and takes into account the principles of morality formulated by ethics, defining goals and developing methods of education, exploring the problems of interpersonal interaction and other issues of philosophy, theory and methodology of social education.

The sociology of social education, studying the problem of socialization, uses data from a number of branches of sociological knowledge: the sociology of age, city and country, leisure, mass communication, youth, morality, education, crime, religion, family.

Developing the problems of the theory and methodology of social education, social pedagogy takes into account sociological data that characterize the social context in which education is carried out, analysis of the characteristics characteristic of various regions and types of settlements, value orientations of certain age and socio-professional groups of the population.

Ethnography, ethnopsychology and social pedagogy

Ethnography deals with the study of the features of life and culture of peoples. Sociology and the psychology of social education use data on the ethnic characteristics of the age periodization of a person's life path, on the factors that determine the position of people of a particular age and gender in an ethnic group; about ethnic specifics and regularities of socialization and education; about the canon of man in various ethnic groups, etc.

In developing the theory of social education, the data of ethnography and ethnopsychology are taken into account. Ethnic characteristics must be taken into account when determining the specific tasks and content of education, when building a system, and especially in designing the forms and methods of social education. At the same time, it is advisable to accumulate the methods of education that have developed in the ethnic group and justified themselves adequate to the universal principles of education and use them in the system of social education within the framework of this ethnic group. In addition, it makes sense to look for ways, within the possible and reasonable limits, to intensify or level and compensate for some ethnic features of socialization and upbringing.

Social and developmental psychology and social pedagogy

The subject of study of social psychology is the patterns of behavior and activities of people, which are due to their association in social groups, as well as the characteristics of these groups from a psychological point of view. Social pedagogy uses the data of social and developmental psychology, exploring the problems of socialization and victimology, developing the psychology and methods of social education.

The data of social psychology and, to a certain extent, sociology find application in social pedagogy, although not to the extent necessary for its fruitful development. At the same time, ethnographic and ethnopsychological data are still practically unclaimed. This situation is explained both by the insufficient development of socio-pedagogical knowledge, and by the fact that in the sciences mentioned above, those processes and phenomena that could be used in socio-pedagogical concepts are far from being fully studied.

The functions of social pedagogy as an integrative branch of knowledge are realized to a greater extent if the principle of complementarity is applied in it.

Social policy is one of the directions of the internal policy of the state. In terms of content, it is aimed at solving such problems as:

1) managing the social development of society, ensuring the satisfaction of the material and cultural needs of its members;

2) reproduction of social resources;

3) regulation of the processes of social differentiation of society;

4) maintaining the stability of the social system.

Social policy is determined by legislative acts and implemented by numerous public services: education, healthcare, social protection, labor and employment, etc.

One of the components of social policy is the policy in the field of education.

State policy in the field of education involves:

1) defining the tasks of education and developing a strategy for their solution;

2) development of relevant legislative and by-laws;

3) allocation of necessary resources;

4) support of public initiatives in the field of education.

The policy in the field of education is designed to resolve the contradictions between the current and future interests of society, between the divergent and divergent interests of individual social strata in such matters as:

1) an idea of ​​the level and quality of the system of education necessary for society for various socio-cultural, ethno-confessional and gender and age groups of the population;

2) expectations and requirements related to the level and quality of education; readiness to participate in the process of education and the real possibilities of its manifestation, etc.

The validity, realism and effectiveness of the state policy in the field of education largely depend on how, in the course of its development and implementation, the scientific potential of various branches of knowledge - philosophy, sociology, criminology, economics, psychology - is taken into account and used. A special role here belongs to pedagogy, and when it comes to politics in the field of social education - social pedagogy.

Socio-pedagogical knowledge is necessary (but not always in demand) at all stages of the development and implementation of policies in the field of social education.

Firstly, it is relevant at the stage of collecting and scientific analysis of information about the situation in the field of social education at a particular stage of development of society in the country, individual regions and municipalities.

Secondly, based on the analysis of the real state and the identification of the needs and opportunities of society, specialists in social pedagogy should take part in identifying priority areas and formulating the tasks of the social education system.

Thirdly, the participation of social educators is necessary in the process of creating and implementing programs for the development of the social education system, which include: qualification of the situation, specific measures, resources and methods for solving the tasks (including participation in the development of the necessary package of legislative, by-laws and other acts and documents).

Fourthly, it is highly desirable to carry out a socio-pedagogical examination of those laws, regulations and other regulatory documents that can directly, and more often indirectly, affect social education (for example, in the field of health care, social protection, law, etc.).

Fifthly, social educators are called upon to explain the policy in the field of social education both to society as a whole and to individual socio-cultural, ethno-confessional and gender and age groups of the population. This can contribute to the emergence of public initiatives, attracting resources (human, financial, material) useful for its implementation.

Sociocultural processes that took place in the XIX century. in Europe and North America, contributed to the emergence of not only social pedagogy, but also a special area of ​​social activity, called "social work".

Social work - professional activity related to the provision of assistance to individuals, groups, communities in order to improve or restore their ability to social functioning; creating conditions for achieving these goals in society.

Historically, social work grew out of philanthropic (charitable) activities, which were carried out by various religious, public, and later entrepreneurial organizations (monastic brotherhoods, the Salvation Army, women's unions, etc.). The main activity of philanthropy was to provide assistance to the socially unprotected population (orphans, the poor, the disabled, etc.). In a number of countries around the 1920s. the state system of social work is being formalized, which was originally implemented in such areas as: family and children's well-being; psychiatric, medical, school social work.

Social work with families includes preparing parents for parenting, counseling about marital relationships, helping with financial issues, etc.

School social work involves adaptation in school conditions, as well as coordination of efforts of the school, family and community (public or microdistrict) aimed at overcoming social isolation, aggressive behavior, indiscipline of children, etc.

Social work in rural areas is aimed at the difficulties associated with sparsely populated areas, weakened social contacts and social infrastructure, low educational opportunities, etc.

Social work requires appropriate education, specific knowledge, skills and abilities. Professionals in the field of social work are trained in special higher educational institutions, of which there are more than four hundred in Europe alone, as well as in departments of universities and other higher educational institutions.

Social work and social pedagogy are closely related. Each teacher can be considered a social worker, but not all social workers are teachers. For example, patronage nurses caring for the elderly can hardly be classified as teachers. But all categories of social workers should ideally have a certain level of socio-pedagogical training.

The activation of social work in our country served as a strong stimulus for the development of social pedagogy. The Russian cultural and pedagogical tradition has always been characterized by the desire to solve practical issues of life, including education, on the basis of certain worldviews, theoretical developments and in-depth understanding of processes and phenomena. Unfortunately, this desire was by no means always realized, and when realized, it remained a “thing in itself”, in no way or almost in no way influencing social pedagogy.

In turn, the development of the problems of social pedagogy contributes to the development of social work, which is a highly professional social and pedagogical activity that can contribute to the integration of the educational forces of society in order to raise the cultural level.

Over the past two decades, many works on social pedagogy have appeared in Russia. There are about 20 textbooks and teaching aids alone. An analysis of the proposed approaches to understanding social pedagogy allows us to draw the following conclusions.

Some researchers understand social pedagogy both as a branch of knowledge and as a pedagogical activity (V. G. Bocharova, V. D. Ivanov и B. Z. Vulfov, A. K. Lukina, V. A. Nikitin and etc.). This approach is questionable, since pedagogy as a branch of knowledge cannot be simultaneously interpreted as a practical activity. Traditionally, it is considered that it explores the relevant area of ​​social practice (in this case, education) and suggests ways to improve it.

There is no consensus on the age groups that social pedagogy deals with. Some researchers believe that social pedagogy is the science of the socialization and upbringing of children (we also mean teenagers and young men), others argue that a person of any age is the subject of attention.

The content of social pedagogy as a branch of knowledge is interpreted in accordance with the approaches laid down by its founders. After G. Beumer и G. Nolem social pedagogy is considered as the content and methodology of educational activities with individuals and groups of individuals whose socialization is violated or contrary to the principles of humanism and justice (V. A. Nikitin). The object of social pedagogy is a specific person (or group) who has social problems that require a pedagogical solution (N. M. Platonova), as well as social problems of childhood (S. N. Calculina). A number of similar definitions can also be given. Note that over time, the points of view of individual authors change, and this is quite understandable, because social pedagogy is developing quite rapidly.

Fundamentally different (in line with the approach P. Natorpa) represent social pedagogy as a science by other researchers. Some of them believe that social pedagogy studies "patterns of socialization of the child" (M. A. Galaguzova etc.) or that it is aimed at educating the individual.

The most appropriate approach P. Natorpa definition of social pedagogy as a science about the laws of social education of a person, about ways to create an optimal mode of the educational process, its integrity in a microenvironment, about ways and conditions for increasing the efficiency of integration and coordination of all the educational forces of society in the interests of successfully solving socio-pedagogical problems.

The subject of social pedagogy is the harmonization of relations between the individual and the social environment through the social education of the individual in all spheres of a person's living space - family, primary team, school, university, army, production, etc.

The object of social pedagogy is the laws of social education of a person at all stages of his formation and development, in all forms of being and life, taking into account his individual psychological and age characteristics (V. G. Bocharova and etc.).

It should be noted another trend in the definition of what social pedagogy does - a significant expansion of its problems, which goes far beyond the boundaries of approaches. G. Beumer и G. Zeroand P. Natorpa and most modern Russian theorists. Social pedagogy is considered as one of the branches of general pedagogical science. Its object as a scientific discipline is a person in his interaction with other people, and the subject is the process of pedagogical influence on the social development and social behavior of the individual (Yu. A. Streltsov).

Author: Alzhev D.V.

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