According to the most general definition, socialization is “the process during which a human being with certain biological inclinations acquires the qualities necessary for him to function in society”31. In modern scientific literature, both Western and domestic, this term has become widespread, although a unified approach to its interpretation has not emerged. The previously discussed theories that study personality problems, based on their extreme priorities - preference for environmental factors over personal factors and vice versa, could not provide a complete scientific explanation of the complex process of personality socialization. Scientists paid close attention to the process of socialization of the individual as a fundamental problem in the context of the new realities of social development in the late 40s - early 50s. last century. Particularly fruitful work was carried out in the field of studying the socio-psychological aspect of socialization by A. Park, D. Dollard, J. Coleman, A. Bandura, W. Walters and others. In the late 60s - early 70s. Other Western scientists, representatives of almost all schools and movements of modern sociology and social psychology, also showed keen interest in this problem. Close attention was paid to the problem of socialization of specific groups of people. So, in the 1960-1980s. The theoretical program of “humanitarian education” had a noticeable influence in the West, the main requirement of which was the organization of school socialization in line with the immediate interests and needs of the younger generation. At the same time, interest in the problems of education and upbringing, in determining the place and role in the process of socialization, increased, and as a result, American researchers often began to identify the process of socialization with the learning process. Interest in the problems of the relationship between upbringing, education and socialization has continued to this day. Major monographic studies on this issue include the works of A. Bandura and V. Walters “Social learning and personality development” (1969), O. Brim, I. Wheeler “Socialization after childhood” (1966), J. Eronfried “Behavior and consciousness . Socialization of internalized control of behavior" (1968), M. and R. Smart "Development and mutual relations of adolescents" (1973), collective work edited by D. Gosming "Book of Theory and Research of Socialization" (1968) and others. Of particular interest is the concept of N. Smelser32, in which the process of personal socialization is presented as the ways in which people gain experience and master attitudes corresponding to their social roles. The purpose of socialization is to promote the interaction of people on the basis of social roles and ensure the preservation of society through the assimilation by its new members of the patterns of behavior that have developed in it. This process, according to Smelser, goes through three stages: 1) the stage of imitation and copying of adult behavior by children; 2) the play stage, when children recognize behavior as playing a role; 3) the stage of group games, in which children learn to understand what a whole group of people expects from them. For successful socialization, the action of three factors is necessary - expectations, changes in behavior and the desire to meet these expectations (that is, the desire for conformity). The concept of “socialization” entered Russian socio-philosophical literature in the 1960s, which caused fierce debate about the legality and necessity of its use. In the early 1970s. the works of B. G. Ananyev “On the psychological aspects of socialization” (1971), V. S. Merlin “The formation of individuality and the socialization of the individual” (1970) appeared. This problem is discussed in the monographs by I. S. Kon “Sociology of Personality” (1967), Ya. I. Gilinsky “Stages of Socialization of the Individual” (1971), A. N. Leontiev “Activity. Consciousness. Personality" (1975), V.V. Smolina "Self-awareness of the individual (1984), V.A. Yadova "On the dispositional regulation of social behavior of the individual" (1975). In sociology and social psychology of this period, two main “plans” of socialization are distinguished - phylogenetic and ontogenetic33. The efforts of scientists in studying the phylogenetic aspect of socialization were aimed at understanding the ways and mechanisms of the formation of human generic properties. The aspect of ontogenetic socialization was studied as the process of formation of specific socio-psychological personality types in the process of their ontogenetic development. Moreover, almost all Soviet psychologists believed that “socialization is not just a manifestation of the biopsychic capabilities immanent to the individual under the influence of social factors, but mainly the process of forming the true qualities of a person and his individuality.” However, the ideologization and one-sided understanding of the socialization process, based on one Marxist theory, did not allow Soviet sociologists to systematically study the social phenomenon - the socialization of the individual. As a positive point, it should be noted that in the first editions of the concept of “socialization” by P. N. Lebedev, S. Popov, I. T. Frolov, E. A. Dombrovsky, they emphasized, first of all, the fact that this is a process of assimilation of social norms, values and knowledge of both past and current generations, the process of a person’s entry into the social environment. I. S. Kon defines socialization as “the assimilation by an individual of social experience, during which a specific personality is created”34. A definition of socialization close to this is given by B. D. Parygin: “The process of socialization is entering into a social environment, adapting to it, mastering certain roles and functions, which, following its predecessors, is repeated by each individual throughout the entire history of its formation and development”35 . Later, a number of scientists began to view socialization as a two-way process. Thus, G. M. Andreeva defines socialization as “a two-way process, including, on the one hand, the assimilation by an individual of social experience by entering the social environment, a system of social connections, on the other hand, the process of active reproduction of systems of social connections by the individual due to his vigorous activity, active inclusion in the social environment”36. The problem of including the individual’s individuality in the social environment is considered by B. F. Lomov. He defines the essence of socialization as follows: “On the one hand, the individual is increasingly included in the system of social relations, his connections with people and with different spheres of social life expand and deepen, and only thanks to this he masters social experience, appropriates it, makes it his property, this side of personality is often defined as its socialization. On the other hand, by joining various spheres of society’s life, the individual at the same time acquires increasing independence, relative autonomy, that is, development in society includes the process of individualization”37. P. Shchepansky, L. M. Snezhko consider the problem of socialization primarily from the point of view of the individual’s involvement in public life, within the boundaries of which, as K. E. Sigalov believes, the individual acquires certain social qualities and properties. The presented variety of approaches to the study of this social phenomenon indicates the complexity and inconsistency of the socialization process and poses the problem of classifying existing points of view, although there are already fruitful attempts to systematize various approaches to the interpretation of socialization. Thus, A.K. Uledov considers the subject of this process as the basis for classification and identifies two approaches when studying socialization - socio-psychological (traditional) and sociological (non-traditional). The essence of the first approach is that a person, on the one hand, being an active subject of socialization, acquires and assimilates qualities that allow him to join the existing forms of social life. On the other hand, society is considered as an active subject of socialization. In this case, socialization means the inclusion of a person in the system of social relations, the involvement of a person in existing forms of activity. Another, in our opinion, interesting and noteworthy concept of systematization of the socialization process is presented by S. S. Batenin, who also identified two groups of approaches. Thus, in some definitions of socialization, in his opinion, the moment of subjectivization of social experience is highlighted, and this whole process comes down to the development of normative behavioral attitudes in the individual by mastering social norms, values, elements of culture, etc. In other definitions, on the contrary , the moment of objectification is highlighted as the most important feature of the process of personality formation. This definition, according to S.S. Batenin, characterizes socialization as an ontogenetic pattern. Therefore, the sociological approach to the study of socialization is based on the recognition of a person not only as an object, but also as a subject of socialization. Consequently, with any understanding of this process, it must be noted that we are talking about bilateral connections between the individual and society and that the object of studying the process of socialization should be the relationship “society - individual”, where society endows the individual with a certain set of social properties, and the individual, receiving these properties and thus becoming involved in public life, he not only assimilates social norms, transforms the acquired social experience into his own attitudes, value orientations, habits, beliefs1, but also contributes to the reproduction of social relations. Analysis of various approaches to understanding human socialization, outlined earlier, allows us to identify five main directions for studying this process as a complex multifactorial phenomenon. The first is biological. The main emphasis in this direction is on emphasizing the priority of the biological essence of man (3. Freud, A. Gesell, K. Conrad). The second is social. This direction identifies social factors as dominant in human development (T. Parsons, R. Merton, K. Levin). Third - convergence. This concept is based on a combination of biological and social factors, but the biological one is recognized as dominant (V. Stern, N.F. Lazursky). The fourth is multifactorial. Researchers in this area take into account not only biological factors and the social environment, but also the self-development of the individual (L. S. Vygotsky, J. Piaget). Fifth - universal. A feature of this direction is the consideration of biological, social and spiritual factors in their unity (S. L. Rubinstein, A. V. Petrovsky). Having examined the basic concepts of personality, let us formulate in general terms the concept of socialization as the process of integrating elements of the social environment with the individual principles of the individual in order to form in her social and spiritual qualities that contribute to her adaptation in society, on the one hand, and the reproduction of the social environment by the individual, on the other. And one more important point that needs to be emphasized is the distinction between the concepts of socialization and development. Development is a process of continuous heterochronic change in the human psyche and body, occurring under the influence of training, education, and the environment in accordance with the psychobiological laws of maturation of the individual. This is a general thing that is characteristic not only of development, but also of socialization. However, unlike socialization, development, firstly, along with social and spiritual personal changes, also includes psychophysiological changes that occur with the individual in the process of his ontogenesis. In this sense, the concept of “development” is broader than the concept of “socialization”, since we mean a person as an integral biosocial system, subject not only to the laws of social determination, but also to the biological laws of maturation, functioning, and aging of a living organism. Secondly, the development of personality in accordance with the laws of dialectics presupposes the presence of internal driving forces, which at the junction of the internal and external worlds in the process of exteriorization and interiorization are mismatch, discrepancy between the needs, capabilities of the individual, on the one hand, and external conditions , requirements - on the other. Internal forces of self-movement and self-development come to the fore in development, conditioned both by dialectical patterns characteristic of development in general, and by psychophysiological changes that characterize the individual at different stages of his ontogenesis. Thus, although the concepts of “development” and “socialization” intersect, they are not identical. Socialization is the condition and basis for the development of the individual, that is, socialization is the social development of the individual. To study the process of socialization, we will highlight methodological principles for analyzing the essence, structure, mechanism and forms of this social phenomenon. The prerequisites that make up the essence of an individual’s entry into society are the social conditions of his life, social relations, human activity, through which he changes the social environment and his own essence, his ideals, views, and actions. Methodologically significant is the position that the social certainty of a person’s socialization is the result not of a person’s passive perception of the influence of the environment, but of counteracting it and interacting with it38. Structurally, the social environment can be represented by a set of roles and statuses that society offers to a person, a set of social institutions within which he forms social qualities, realizes social roles and acquires the desired social statuses. The elements of the social environment in the process of socialization are values, social norms, knowledge, skills, and abilities. The social environment covers social technologies for the production, reproduction and transmission of cultural patterns, values, norms, as well as specific events that can affect the process of socialization of the individual. In the process of socialization, a person’s psychophysiological inclinations, on the one hand, are realized, and on the other hand, they are transformed into socially significant personality traits. This is a very important methodological point, since in the process of socialization a person’s personality is formed as a bearer of social relations. A person acts not only as an object, but also as a subject of socialization, acting independently of the expectations of others, realizing his needs and abilities, himself as an individual. The socialization model is determined by the nature and type of social institution within which a person is socialized (totalitarian, authoritarian, liberal, democratic). A person’s abilities can be assessed by society only when they are manifested in his activities. At the heart of all types and forms of activity that characterize a person as a system is social activity39, which acts as a force that reproduces and changes the social environment, real social relations, the content of communication, the content of social roles. Therefore, the study of the social environment, real social relations and the activities of the individual makes it possible to analyze the process of socialization in dynamics. The decisive role of an individual’s social activity is the most important methodological principle in the study of personality40. In the works of leading domestic scientists - B. G. Ananyev, L. S. Vygotsky, G. M. Andreeva, E. S. Kuzmin, I. S. Kon, B. F. Lomov, A. N. Leontiev, B. D. Parygin, A.V. Petrovsky, V.A. Yadov and others - formulated the general methodological principles underlying the interdisciplinary study of the socialization process: the principle of social determination, the principle of self-determination, the principle of activity mediation, the principle of systemic consideration41. The principle of social determination explains the fact that, although socialization occurs directly under the influence of the individual’s immediate environment, this process is primarily determined by the social conditions of the existence of society, which determine both the immediate conditions of the individual’s life and a variety of cultural, ideological, political targeted educational influences, provided by society to the formation of its members. The principle of self-determination lies in the fact that in the process of socialization the individual is not considered as a kind of passive link that allows the environment to “sculpt” the personality according to given standards and stamps, but on the contrary, socialization presupposes the active, purposeful activity of a person to transform the material and social conditions of his own development, to shape your personality in accordance with your ideals and beliefs. The principle of activity mediation indicates that the main way an individual assimilates social experience is his active interaction with his immediate environment, into which he enters in the process of activity, communication, and, thanks to interiorization, transfers general cultural values to the internal plane of consciousness, to the interpsychic level. The principle of systematic consideration of natural and social factors that determine the social development of an individual is based on a monistic understanding of human nature, overcoming a dualistic alternative approach to the relationship between the biological and the social in the individual. Consideration of socialization from the perspective of a two-way, interdependent process of the individual’s entry into the system of social relations and the simultaneous reproduction of these relations in the system of family, companionship, production and other ties into which the subject is included as his social development and maturation, a clear identification and understanding of general methodological principles, on on the basis of which the process of socialization of the individual is considered, will allow us to move on to a deeper disclosure of the content, stages, models and mechanisms of this phenomenon. In the process of socialization, two aspects are distinguished: sociological - understood as the acquisition, change, loss of social properties of the individual. In theory, this phenomenon is considered as prescribed and formed personality statuses, not related to the components of a person’s spiritual world; socio-psychological - understood as the process of formation of components of the spiritual world of the individual42. Direct socialization of the individual in society occurs in its specific spheres - economic, political, social and spiritual - through certain channels. Such channels can be activities, symbols and signs, as well as nature and self-awareness of the individual. To consider the process of personal socialization, we will isolate two separate, relatively independent aspects of this process: content and functional. The substantive side consists in determining what social and spiritual qualities are formed in the process of socialization, and the functional side is under the influence of what mechanisms this formation occurs. A more detailed analysis of the content and functional aspects of personality socialization will be carried out in the next chapter of the study. As for identifying stages in the process of socialization, this problem was initially considered in psychoanalytic theories. In the psychoanalytic system, socialization is considered as a process that coincides chronologically with the period of early childhood. Thus, 3. Freud identifies four stages of socialization, each of which is associated with certain erogenous zones: oral, anal, phallic and the phase of puberty. E. Erikson, continuing to develop the ideas of Freudianism, identifies eight stages of personality development (infancy, early childhood, play age, school age, adolescence and adolescence, youth, middle age, maturity), where special differentiation concerns the early period of socialization. In domestic social psychology, emphasis is placed on the fact that socialization involves the assimilation of social experience, primarily in the course of work. Therefore, the basis for the classification of stages here is the attitude to labor activity, with the help of which three main stages are distinguished: pre-labor, labor and post-labor43. However, in our opinion, taking into account the significant differences and features of pre-labor socialization, this stage must be divided into two stages: the stage of early socialization - from birth to entry into school - and the stage of education - from the moment of entry into school until graduation from a full-time educational institution. Of course, this division is relative and the boundaries of the stages of socialization are flexible and individual for each person. In our study, we will take as a basis the following division of the socialization process into stages: the stage of early socialization; learning stage; stage of social maturity; end of life cycle stage44. Let us pay closer attention to the learning stage, which includes the entire period of adolescence in the broad sense of the term. This period includes the entire time of schooling, as well as full-time study at a university or technical school, although there are different points of view regarding the second part of the thesis. However, taking as a basis the criterion for identifying the stages of preparation for work activity the time spent at a university or technical school, we can fully attribute it to the stage of training. Since the specificity of training in educational institutions is quite significant compared to secondary school, especially in light of the implementation of the principle of combining training with labor in the process of studying at a university, in our opinion, the period of training can be divided into two stages: the stage of general school training and the stage of vocational training. Only such a division will allow the study of socialization during the period of vocational training to take into account all its features and differences. This problem is very important both theoretically and practically: students are one of the important social groups of society, and the problems of socialization of this group are extremely relevant.
Socialization covers all processes of cultural inclusion, training and education, through which a person acquires a social nature and the ability to participate in social life.
There are two most expressed views on the essence of socialization. According to one of them, it means the process of development of the born human organism into a full-fledged human personality in the course of the individual’s interaction with the social environment. In this process, on the one hand, the natural psychobiological inclinations inherent in a person are realized, on the other hand, they are transformed into socially significant personality traits in the course of education and upbringing and with the active participation of the person himself. According to another position, socialization acts, first of all, as the self-development of an individual in the course of his interaction with various social groups, institutions, and organizations. As can be seen, in this interpretation the natural-biological side of socialization is not specifically emphasized or highlighted.
Leaning more towards the latter point of view, in the most general form, socialization can be understood as the process of assimilation by an individual of patterns of behavior, values and norms accepted in society, in specific social communities. Socialization can be presented as a process of mastering social norms that become an integral part of an individual’s life not as a result of external regulation, but as a result of the internal need to follow them. This is one aspect of socialization.
The second aspect concerns its characterization as an essential element of social interaction, suggesting; that people want to change their own image, improve their image in the eyes of others, carrying out their activities in accordance with their expectations. Consequently, socialization is associated with the fulfillment of social roles of an individual.
This interpretation of socialization is widespread in Western sociology. It was most fully outlined by T. Parsons and R. Bales in a book devoted to the problems of family, socialization and interaction processes. It pays special attention to the consideration of such an organ of primary socialization as the family, which “includes” the individual in social structures.
Thus, we can conclude that socialization is a two-way process, which includes, on the one hand, the individual’s assimilation of social experience by entering the social environment, a system of social connections; on the other hand, the process of active reproduction by an individual of a system of social connections due to his active activity, active inclusion in the social environment.
It should also be said that one of the most important in the theory of personality socialization is the question of its stages and phases. Upon closer attention, it turns out that these are not the same thing. The number of stages is called differently, but the phases, as a rule, are considered the same. Moreover, each stage of personality socialization may include the same phases that are inherent in other stages.
The significance of the sociological ideas of O. Comte
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Socialization concept
Term "socialization", despite its widespread use, does not have an unambiguous interpretation among various representatives of psychological science. In the system of domestic psychology, two more terms are used, which are sometimes proposed to be considered as synonyms for the word “socialization”: “personal development” and “upbringing”.
1. Sociological approach. Socialization is the process of “an individual’s entry into the social environment,” “his assimilation of social influences,” “his introduction to the system of social connections,” etc. The process of socialization is the totality of all social processes through which an individual acquires a certain system of norms and values that allow him to function as a member of society. The social environment influences a person, but there is no reverse influence.
2. Psychological approach. The essence of socialization: socialization is a two-way process, which includes, on the one hand, the individual’s assimilation of social experience by entering the social environment, a system of social connections; on the other hand (often insufficiently emphasized in research), the process of active reproduction by an individual of a system of social connections due to his active activity, active inclusion in the social environment. A person not only assimilates social experience, but also transforms it into his own values, attitudes, and orientations. This moment of transformation of social experience does not simply record its passive acceptance, but presupposes the activity of the individual in the application of such transformed experience, i.e. in a certain return, when its result is not just an addition to already existing social experience, but its reproduction, i.e. promoting it to a new level. Understanding the interaction of a person with society includes understanding as a subject of development not only a person, but also society, and explains the existing continuity in such development. With this interpretation of the concept of socialization, an understanding of a person is achieved at the same time as an object and a subject of social relations.
The first side of the socialization process - the assimilation of social experience - is a characteristic of how the environment affects a person; its second side characterizes the moment of human influence on the environment through activity. The activity of the individual’s position is assumed here because any impact on the system of social connections and relationships requires making a certain decision and, therefore, includes processes of transformation, mobilization of the subject, and construction of a certain strategy of activity. Thus, the process of socialization in this understanding in no way opposes the process of personality development, but simply allows us to identify different points of view on the problem. If for developmental psychology the most interesting view of this problem is “from the perspective of the individual,” then for social psychology it is “from the perspective of the interaction of the individual and the environment.”
There are three areas in which this formation of personality is primarily carried out: activity, communication, self-awareness. Each of these areas must be considered separately. A common characteristic of all these three spheres is the process of expansion and multiplication of the individual’s social connections with the outside world.
1. Activity. As for activity, throughout the entire process of socialization the individual deals with the expansion of the “catalog” of activities, i.e. mastering more and more new types of activities. In this case, three more extremely important processes occur: 1) firstly, it is orientation in the system of connections present in each type of activity and between its various types. It is carried out through personal meanings, i.e. means identifying particularly significant aspects of activity for each individual, and not just understanding them, but also mastering them. One could call the product of such an orientation a personal choice of activity; 2) as a consequence of this, the second process arises - centering around the main, chosen one, focusing attention on it and subordinating all other activities to it; 3) finally, the third process is the individual’s mastery of new roles in the course of implementing activities and comprehension of their significance. If we briefly express the essence of these transformations in the system of activity of a developing individual, then we can say that we are faced with a process of expanding the capabilities of the individual precisely as a subject of activity. This general theoretical framework allows us to approach the experimental study of the problem. Experimental studies, as a rule, are of a borderline nature between social and developmental psychology; in them, for different age groups, the question of what is the mechanism of orientation of the individual in the system of activities is studied, what motivates the choice that serves as the basis for centering the activity. Particularly important in such studies is the consideration of goal formation processes. Unfortunately, this problem, traditionally assigned to general psychology, has not yet found any special development in its socio-psychological aspects, although the orientation of the individual not only in the system of connections given to him directly, but also in the system of personal meanings, apparently, cannot be described outside the context of those social “units” in which human activity is organized, i.e. social groups. This is discussed here so far only in the order of posing the problem, including it in the general logic of the socio-psychological approach to socialization.
2. Communication. The second area - communication - is considered in the context of socialization also from the perspective of its expansion and deepening, which goes without saying, since communication is inextricably linked with activity. The expansion of communication can be understood as the multiplication of a person’s contacts with other people, the specificity of these contacts at each age level. As for deepening communication, this is, first of all, a transition from monologue to dialogical communication, decentration, i.e. the ability to focus on a partner, more accurately perceive him. The task of experimental research is to show, firstly, how and under what circumstances the multiplication of communication connections is carried out and, secondly, what a person receives from this process. Research of this type bears the features of interdisciplinary research, since it is equally significant for both developmental and social psychology. From this point of view, some stages of ontogenesis have been studied in particular detail: preschool and adolescence. As for some other stages of human life, the small amount of research in this area is explained by the controversial nature of another problem of socialization - the problem of its stages.
3. Self-awareness. Finally, the third area of socialization is the development of individual self-awareness. In the most general terms, we can say that the process of socialization means the formation of an image of the Self in a person. Numerous experimental studies, including longitudinal ones, have established that the image of the Self does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences . From the point of view of social psychology, it is especially interesting to find out how a person’s inclusion in various social groups determines this process. Does the fact that the number of groups can vary greatly, and therefore the number of communication connections, also vary? Or does such a variable as the number of groups not matter at all, and the main factor is the quality of the groups (in terms of the content of their activities, the level of their development)? How does the level of development of his self-awareness affect a person’s behavior and his activities (including in groups) - these are the questions that should be answered when studying the process of socialization.
Unfortunately, it is in this area of analysis that there are especially many contradictory positions. This is due to the presence of those numerous and varied understandings of personality that have already been discussed. First of all, the very definition of “I-image” depends on the concept of personality that is accepted by the author. The whole question, in the words of A.N. Leontyev, rests on what will be called the components of the “I-image”.
There are several different approaches to the structure of the self. The most common scheme includes three components in the “I”: cognitive (knowledge of oneself), emotional (evaluation of oneself), behavioral (attitude towards oneself). There are other approaches to what the structure of human self-awareness is. The most important fact that is emphasized when studying self-awareness is that it cannot be presented as a simple list of characteristics, but as a person’s understanding of himself as a certain integrity, in determining his own identity. Only within this integrity can we talk about the presence of some of its structural elements. Another property of self-awareness is that its development during socialization is a controlled process, determined by the constant acquisition of social experience in conditions of expanding the range of activity and communication. Although self-awareness is one of the deepest, most intimate characteristics of the human personality, its development is unthinkable outside of activity: only in it is a certain “correction” of the idea of oneself constantly carried out in comparison with the idea that develops in the eyes of others. “Self-consciousness that is not based on real activity, excluding it as “external,” inevitably reaches a dead end and becomes an “empty” concept.”
Socialization(Latin solialis - social) is a special process of inclusion of an individual in society, the result of his assimilation and active reproduction of social experience, carried out in communication and activity.
The concept of “socialization” was introduced in the 40s of the 20th century. A. Dollard and J. Miller. In different scientific schools it has received different interpretations: as social learning (neobehaviorism), as a result of social interaction (symbolic interactionism), as a result of self-actualization (humanistic psychology).
In domestic social psychology there is a narrow and broad interpretation of socialization. This approach to its understanding was proposed by B.D. Parygin. Socialization in the narrow sense is the process of entering the social environment and adapting to it; in the broad sense, it is a historical process, phylogenesis.
Through socialization, a person learns to live together with other people and adapt to a particular society. This process involves the active participation of the person himself in mastering the culture of human relations, in the formation of certain social norms, roles and functions, and in acquiring the skills and abilities necessary for the successful implementation of activities. The concept of socialization concerns the qualities that a person acquires and the psychological mechanisms through which their desired changes are achieved. The process of socialization can occur both spontaneously and purposefully (as a result of education and self-education).
According to established tradition, socialization has the following structure:
2) latitude, i.e. the number of spheres to which a person was able to adapt.
When considering the content of socialization, it is important to determine what is offered to the individual as a social and cultural “menu”, what pictures of the world, attitudes, stereotypes, and values are formed in the individual in the process of socialization.
It must be borne in mind that socialization is not a passive process, but an active one, where attitudes that determine the selectivity of the individual as an object of socialization play an important role.
Social setting– a person’s stable internal attitude towards someone or something, including thoughts, emotions, actions taken by him in relation to a given object; conscious, preferred type of behavior.
The formation and change of social attitudes can occur as a result of purposeful influence on human behavior in a given situation.
Contents of socialization depends on such an important parameter as social institutions, economic, public, including the family, preschool institutions, schools, informal groups, official organizations, etc. The effectiveness of socialization is determined by their moral, cultural and economic state. In a dispute about the significance of these institutions for the socialization of an individual (the strength of influence of social institutions on an individual depends on their authority - referentiality), preference is usually given to the family. Indeed, it occupies a special place in the socialization of the individual; it cannot be replaced by anything. As a rule, children raised outside the family suffer due to lack of adaptation, impaired emotional contacts, and group identity.
A person cannot immediately assimilate all social experience from the moment of birth. Socialization is a long process, extended in time and space, even permanent. Moreover, it has an individual aspect and is associated with certain cycles in the field of physical, anatomical-physiological, sensory, emotional, cognitive and social development of the individual. The staged nature of socialization is explained by the relationship between a person’s development and the specifics of the social situation in which he finds himself at different periods of life.
Socialization can be viewed as a typical and singular process. Typicality is determined by social conditions and depends on class, racial, ethnic and cultural differences. Socialization as a typical process means the similarity of its course for representatives of typical social or age groups that have the same religion, culture, and social status. The socialization of, for example, the unemployed is typical for them and differs from the socialization of successful businessmen. The same can be said about tramps, chronically ill people, and disabled people. The socialization of emigrants takes place in a completely special way, but still typically. It is associated with the forced need to adapt to a foreign language environment and culture.
Socialization as a single process arises due to the characteristics characteristic of a given person (abilities, external data, degree of conformity, sociability, individual level of identity), i.e. the desire to develop one’s abilities, to understand one’s life path as unique, etc.
Ministry of Health of the Udmurt Republic
Izhevsk Medical College
Abstract on the topic:
« Socio-psychological and sociological aspects of personality socialization »
Completed by: Bronnikov P.V. gr. 301
Toward the definition of socialization
Socialization as a concept has long been used by various sciences - from political economy to jurisprudence, and usually it has completely different meanings. Psychology included this concept in its thesaurus later than others and, naturally, sought to fill it with its own content. However, there was no unity of opinion in these attempts, since the concept of socialization turns out to be inextricably linked with ideas about the individual and the nature of his connections with society. Hence the different interpretations of socialization processes. For some, this is teaching social behavior (here is a clear imprint of the well-known behaviorist methodology); for others - personality modeling in accordance with the requirements of culture (here the ideas of the “culture and personality” movement of the 30s are reflected, this also includes the theory of the formation of the “Soviet man”, as well as the concept of “programmed culture” by B.F. Skinner ); for others, socialization is preparation for “social participation” in groups (a reflection of one of the narrow approaches to the subject of social psychology, which limits it only to the “group-person” problem, with an emphasis on small groups).
Despite all the difficulties and limitations that domestic social psychology has encountered in its history, it has nevertheless accumulated a valuable arsenal of methodological, theoretical and empirical knowledge. From the standpoint of this knowledge, socialization is quite rightly understood as the assimilation by an individual of social experience through inclusion in the social environment and the reproduction of a system of social connections and relationships. If we focus on the theory of social attitudes, which explains the processes of regulation of human social behavior, then we can say that socialization is the formation, formation and development of a system of social attitudes of an individual.
The fundamental question that the theory of socialization constantly faces is the question of the activity - passivity of the individual in this process. In most cases, the interpretation of socialization processes in Western psychology places emphasis on “coercion,” “forced imposition” of views, “indoctrination,” etc. In other words, the individual in these processes acts only as a passive element of the social world, which this world forms according to specified norms and standards. However, life itself shows that the process of socialization is more complex, since not everyone becomes “voluntarily conformist”, and even opposes what is “indoctrinated” to them. This means that in the process of his own socialization a person sooner or later begins to play an active role, i.e. becomes a subject.
The clause “sooner or later” means that in a person’s life cycle there is a period when he is helpless and a lot can really be “molded” from him - this is the period of infancy. However, with the development of cognitive abilities, the formation of personality begins and its own activity develops, the role of which in the processes of socialization in each individual case depends on the specific conditions of the individual’s environment. This environment can contribute either to the suppression of a person’s activity and the formation of a truly conforming personality, or to the development of such qualities that will allow the individual to overcome “forced conformity.”
Based on the above, we can propose the following understanding of socialization: this is the process of an individual’s active assimilation of the values and norms of society and their formation into a system of social attitudes that determines the position and behavior of the individual as an individual in the system of society.
The structure of the socialization process and its age stages
Continuing the theme of activity-passivity of a person as a subject and object of the socialization process, it is advisable to highlight two sides of this process: psychological and socio-psychological. The first reflects the contribution that the individual himself makes to the process of socialization due to his own psychological abilities and characteristics. From this side, he acts as an active subject of the process. The results of socialization will be influenced, first of all, by the level of development of the cognitive sphere of the individual, which depends on the ability to adequately and critically perceive and comprehend both the phenomena of reality and the influence of the social environment to which the person was exposed.
The socio-psychological side of the socialization process allows us to identify those institutions of society that carry out the process itself, and for which a person is primarily the object of influence. According to their social status, these institutions can be formal or informal. The first are official institutions of society (state), which, according to their functional purpose, are called upon to educate and educate each new generation (preschool institutions, schools, universities, cultural institutions, etc.). The second - informal institutions - have a socio-psychological basis. These are different social groups, from small to large, in which the individual is included (family, class, professional work group, peer group, ethnic community, reference group, etc.).
The goals and methods of influence of formal and informal institutions of socialization often do not coincide, as a result of which a struggle arises between them. The results of this struggle are of a very different nature: here are “street children” as evidence of the defeat of the family and school in the fight against the “reference” groups of the street; here are offenders and rebels (real by conviction or imaginary), here is an explanation of the “double morality” of citizens, reflecting the different value systems that exist in society.
It has already been mentioned that at different stages of his life cycle a person reacts differently to social influences. To this we can add the changing role of various institutions of socialization during the life of an individual. In this regard, it is advisable to divide the process of socialization into age periods in which the psychological and socio-psychological aspects of the process differ in some specifics. The early period can be limited to the first 12 years of a person's life, the second will be the period between 12 and 18 years, and the third will take the rest of life. It should be emphasized that the process of socialization continues throughout a person’s life, even if in old age it sometimes acquires a regressive character. Age milestones of periods are quite relative and for each person are determined by the specific conditions of his development and environment.
Features of age periods. From a psychological point of view, the early period of socialization is characterized by insufficient development of the cognitive sphere of the individual, as a result of which socializing influences are perceived by the individual unconsciously or not consciously enough. First of all, an evaluative attitude towards certain social objects is acquired without proper ideas about their essence and meaning. Psychological mechanisms for assimilating the corresponding influences are fear of punishment, desire to earn approval, imitation, identification with parents, etc.
The peculiarity of the socio-psychological side of the socialization process in the early period is that under normal conditions, parents are first the only and then the dominant institution of socialization. From the age of 3-4, television begins to influence the child, and in the second half of the period, school and “peer groups” and friends are included in the process.
The second period of socialization is characterized by the completion of the formation of mental abilities and the rapid development of the cognitive sphere of the individual (psychological side), as well as the expansion of the circle of social connections and relationships and the change in the role and authority of various institutions of socialization (socio-psychological side). How authority will be redistributed between institutions of socialization and what direction the whole process will take depends on the specific living conditions and upbringing of the individual.
By the third period, the basic system of social attitudes of the individual turns out to be already formed and quite stable. The individual acquires greater independence and criticality in the perception of various social influences; the main institution of socialization becomes his own life experience, including the experience of social relations. This experience is refracted through the existing system of social attitudes, which, like a filter, distributes new knowledge about social reality in accordance with existing ideas and value judgments.
Critical events in the life of society or an individual can play an extremely important role. We call critical events those that unexpectedly and sharply disrupt the usual process of life, are associated with strong and deep emotional experiences and often force a person to reconsider the entire existing system of values. The condition in which a person finds himself is called post-traumatic syndrome. Examples of events that have become critical for many thousands of people include the Vietnam War for American veterans and the wars in Afghanistan and Chechnya for their Russian participants.
The named aspects and age periods of personality socialization constitute a single complex process in life, in which various elements are systemically connected, interdependent and mutually influencing.
Social behavior of the individual and its regulation
Domestic psychological trends - reflexology, reactology, behavioral psychology, foreign concepts of behaviorism and neobehaviorism did not solve the problems of adequate knowledge of the individual in the system of his social connections and relationships.
Criticism of these directions excluded the very concept of “behavior” from scientific circulation for a long time. Only in the 80s of the XX century. In Russian science, the category of command has been rehabilitated, and an attempt has been made to use it for a holistic understanding of personality. The increased interest in the category of behavior has not led, however, to an unambiguous generally accepted definition. In its numerous definitions, various signs of behavior are noted. First of all, behavior is a form of communication, interaction of the organism with environmental conditions. The source of behavior is needs. Behavior in this case acts in its classical form as the executive link of this interaction, the externally observable motor activity of living beings. This is a general form of connection with the environment of animals and humans. The specificity of human behavior is determined by the fact that the very environment of his life is unique. This is a social environment, and a person in this interaction acts as an individual, representing a social phenomenon. The specifically human characteristics of behavior are its social conditioning, conscious, active, creative, goal-setting, voluntary nature. Often the concept of behavior is considered in relation to the concepts of “activity” and “activity”. To a large extent, these are overlapping concepts, especially if the characteristic “social” (social activity, social activity) is added to their definition.
The common basis of activity and behavior is activity. This is their generic concept. The specificity of the species lies in the fact that activity (objective, practical) fixes the subject-object relationship of a person with the environment, behavior - the subject-subject relationship of the individual with the social environment. Behavior acts as a mode, a form of existence of a personality. The uniqueness of individual behavior lies in the fact that it is social behavior. Social behavior is an integral and dominant form of behavior and personality manifestation. All other types of activity in a certain way and to a certain extent depend on it, are conditioned by it. A generalized characteristic of social behavior is that it is a system of socially determined actions by language and other sign-semantic formations, through which an individual or a social group participates in social relations and interacts with the social environment. Social behavior includes a person’s actions in relation to society, other people and the objective world. These actions are regulated by public norms of morality and law. The subject of social behavior is the individual and the social group.
Structure of social behavior
Behavior has its own structure. It includes: behavioral act, action, deed, deed. These elements together are included in holistic, purposeful social behavior. Each of the elements of the structure has its own semantic load, its own specific psychological content. A behavioral act is a single manifestation of any activity, its element.
Social actions occupy a special place in social behavior. The specificity of behavioral social actions is that they have social significance. The subjects of these actions are individuals and social groups. These actions are performed in a certain situation and imply socially determined motivation, intentions, and relationships. Social actions vary depending on the social problems being resolved (economic, social, development of spiritual life). In this sense, they act as a form and way of resolving social problems and contradictions, which are based on the clash of interests and needs of the main social forces of a given society. For the psychological characteristics of social actions, their motivation, the relationship to the “I” as the source and subject of actions, the relationship between the meaning and meaning of actions, rational and irrational, conscious and unconscious in their motivation are essential. The subjective meaning of the actions performed by a person is important. The socio-psychological specificity of social action is determined by a number of phenomena: the perception of the social action of the immediate environment; the role of this perception in motivating social action; awareness by the individual of belonging to a certain group as a motivating factor; the role of the reference group; mechanisms of social control of the social action of the individual.
An act is an action of a person whose social meaning is clear to him. The most complete and adequate definition of an act is the following: An act is a socially assessed act of behavior, prompted by conscious motives. Unlike impulsive actions, an act is performed in accordance with the accepted intention. An act as an element of behavior is subordinated to the motives and goals of a person. It reveals a person’s personality - his leading needs, attitude to the surrounding reality, character, temperament.
The totality of actions constitutes an act. In an act as an element of a person’s social behavior, activity is realized that has high social significance. The subject himself bears responsibility for this activity, even if it goes beyond his intentions. The responsibility of the individual is expressed in his ability to foresee the social and psychological consequences of his own activity.
The goal of an individual’s social behavior is ultimately to transform the surrounding reality (the world), implement social changes in society, socio-psychological phenomena in the group, and personal transformations of the person himself.
The result of social behavior is, in the broad sense of the word, the formation and development of interactions and relationships of the individual with other people, with communities of different scales. Communication plays an exceptional role in achieving these results. It is not without reason that some authors call communication an attribute of behavior.
Types of social behavior of an individual
Personality is a social phenomenon. Its sociality is multifaceted. The variety of forms of social connections and relationships of an individual determines the types of his social behavior. The classification of these types is carried out on different grounds. The broadest basis for classifying types of social behavior is the definition of the spheres of existence in which it manifests itself. Among them are nature, society, people. These spheres of existence exist in different forms, the main of which are: material production (labor), spiritual production (philosophy, science, culture, law, morality, religion), everyday life, leisure, family. In these spheres of life, corresponding types of behavior arise, form, and develop: production, labor, socio-political, religious, cultural, everyday, leisure, family.
Based on the Marxist understanding of the essence of man as the totality of all social relations, a system of social relations can be chosen as a classification criterion. On this basis, the following are distinguished: production behavior (labor, professional), economic behavior (consumer behavior, distribution behavior, behavior in the sphere of exchange, entrepreneurial, investment, etc.); socio-political behavior (political activity, behavior towards authorities, bureaucratic behavior, electoral behavior, etc.); legal behavior (law-abiding, illegal, deviant, deviant, criminal); moral command (ethical, moral, immoral, immoral behavior, etc.); religious behavior.
In accordance with the social structure of society, there are the following types of social behavior: class, behavior of social layers and strata; ethnic behavior, socio-professional, gender role, gender, family, reproductive, etc.
According to the subject of social behavior, they differ: public behavior, mass, class, group, collective, cooperative, corporate, professional, ethnic, family, individual and personal behavior.
Different characteristics can be chosen as the basis for dividing types of behavior. Without pretending to be strictly scientific, to accurately and completely identify these characteristics, we will name only some of the differentiating characteristics and, as examples, we will indicate only some types of behavior in which these characteristics are most manifested.
Thus, according to the activity-passivity parameter of the individual, there are the following types of social behavior: passive, adaptive, conformal, adaptive, stereotypical, standard, active, aggressive, consumer, production, creative, innovative, prosocial, procreative, behavior in helping other people, behavior by assigning responsibility (attribution behavior).
According to the method of expression, the following types are distinguished: verbal, non-verbal, demonstration, role-playing, communicative, real, expected behavior, indicative, instinctive, reasonable, tactful, contact.
According to the time of implementation, the types of behavior are: impulsive, variable, long-term.
In the conditions of modern drastic socio-economic transformations, new types of social behavior are emerging that cannot be unambiguously attributed to any of the above types of behavior. Among them are: behavior associated with urbanization processes, environmental and migration behavior
In all forms of social behavior, socio-psychological and personal aspects are prevalent. Therefore, there is reason to consider the individual as the main subject of social behavior. Therefore, we are talking about the social behavior of the individual. With all the diversity of forms and types of social behavior of an individual, their common feature stands out, in a certain sense, a system-forming quality. This quality is normativity. Ultimately, all types of social behavior are varieties of normative behavior.
Social regulation of individual behavior
Social behavior of an individual is a complex social and socio-psychological phenomenon. Its emergence and development is determined by certain factors and is carried out according to certain patterns. In relation to social behavior, the concept of conditionality and determination is replaced, as a rule, by the concept of regulation. In its ordinary meaning, the concept of “regulation” means ordering, arranging something in accordance with certain rules, developing something in order to bring it into a system, balance it, establish order. Personal behavior is included in a broad system of social regulation. The functions of social regulation are: formation, assessment, maintenance, protection and reproduction of the norms, rules, mechanisms, and means necessary for the subjects of regulation that ensure the existence and reproduction of the type of interaction, relationships, communication, activity, consciousness and behavior of the individual. as a member of society. The subjects of regulation of the social behavior of an individual in the broad sense of the word are society, small groups and the individual himself.
In the broadest sense of the word, the regulators of individual behavior are the “world of things,” “the world of people,” and the “world of ideas.” By belonging to the subjects of regulation, one can distinguish social (in a broad sense), socio-psychological and personal factors of regulation. In addition, the division can also be based on the objective (external) - subjective (internal) parameter.
External factors of behavior regulation.
The individual is included in a complex system of social relations. All types of relations: industrial, moral, legal, political, religious, ideological determine the real, objective, proper and dependent relations of people and groups in society. To implement these relations, there are various types of regulators.
A wide class of external regulators is occupied by all social phenomena with the definition “social”, “public”. These include: social production, social relations (the broad social context of an individual’s life), social movements, public opinion, social needs, public interests, public sentiment, public consciousness, social tension, socio-economic situation. Common factors of universal human determination include lifestyle, lifestyle, level of well-being, and social context.
In the sphere of spiritual life of society, the regulators of individual behavior are morality, ethics, mentality, culture, subculture, archetype, ideal, values, education, ideology, media, worldview, religion. In the sphere of politics - power, bureaucracy, social movements. In the sphere of legal relations - law, law.
Universal human regulators are: sign, language, symbol, traditions, rituals, customs, habits, prejudices, stereotypes, media, standards, labor, sports, social values, environmental situation, ethnicity, social attitudes, everyday life, family.
A narrower scope of external regulators consists of socio-psychological phenomena. First of all, such regulators are: large social groups (ethnicity, classes, strata, professions, cohorts); small social groups (community, group, community, team, organization, opponent circle); group phenomena - socio-psychological climate, collective ideas, group opinion, conflict, mood, tension, intergroup and intragroup relations, traditions, group behavior, group cohesion, group self-referentiality, level of development of the team
General socio-psychological phenomena that regulate social behavior include: symbols, traditions, prejudices, fashion, tastes, communication, rumors, advertising, stereotypes.
The personal components of socio-psychological regulators include: social prestige, position, status, authority, belief, attitude, social desirability.
The universal form of expression of social factors that regulate behavior is social norms. Their detailed analysis is contained in the works of M. I. Bobneva (Social norms and regulation of command. - M.: Nauka, 1978). Social norms represent a guiding principle, a rule, a model, standards of behavior accepted in a given community that regulate the relations of people. Social norms differ in their content, in their spheres of action, in their form of sanction, in their mechanisms of dissemination, and in their socio-psychological mechanisms of action. For example, legal norms are developed, formulated, approved by special government agencies, established by special legislative means, and supported by the state. They are always verbalized, reflected in verbal constructions, objectified in sets of laws, codes, charters, and reflected in regulations. In addition to written and unwritten universal human norms that allow one to evaluate behavior and regulate it, there are norms accepted in a particular community. This community can be both formal and informal, sometimes quite narrow in composition. Often these norms regulate negative, from the point of view of the majority and the state, asocial forms of behavior. These are group norms that regulate the behavior of individual groups and individuals. Based on this, for example, illegal, criminal behavior belongs to the category of normative behavior, i.e. regulated by certain standards.
Ethical norms - norms of morality and morality - develop historically, regulate people's behavior, correlating it with absolute principles (good and evil), standards, ideals (justice). The main criterion for the morality of certain norms is the manifestation in them of a person’s relationship to another person and to himself as a truly human being - a person. Moral norms are, as a rule, unwritten norms of behavior. Moral norms regulate social behavior, group and personal.
Religious norms are close in their psychological content, method of origin and mechanism of influence to ethical norms. They are distinguished from universal moral norms by their confessional affiliation, a narrower community that defines norms and accepts them as regulations and rules of behavior (commandments of different religions). These norms differ in the degree of their normativity (rigidity); the actions of religious norms are fixed in church canons, sacred scriptures and commandments, in unwritten rules of relation to divine, spiritual values. Sometimes religious norms have a narrow local area of distribution (norms of behavior of individual religious sects and their representatives). Sometimes the norm is valid within one locality (“each parish has its own charter”).
Rituals belong to the category of non-absolutely directive norms of social behavior of an individual. Rituals are conventional norms of behavior. This is “first of all, the visible action of a person or persons calling on everyone who is present to pay attention to some phenomena or facts, and not only to pay attention, but also to express a certain emotional attitude, to contribute to the public mood. In this case, certain principles are required: firstly, the generally accepted convention of action; secondly, the social significance of the phenomenon or fact on which the ritual is concentrated; thirdly, its special purpose. The ritual is intended to create a unified psychological mood in a group of people, to call them to a single active empathy or recognition of the importance of a fact or phenomenon” (Korolev, 1979, p. 36).
Along with the social norms of macrogroups, political, legal, ethnic, cultural, ethical, moral norms, there are norms of numerous groups - both organized, real, formalized in a particular structure of society or community, and nominal, unorganized groups. These norms are not universal; they are derived from social norms; they are private, special, secondary formations. These are group, socio-psychological norms. They reflect both the nature, content and form of more general forms, and the specific nature of the community, group, character, form, content of relationships, interactions, dependencies between its members, its particular features, specific conditions and goals.
Group norms of an individual’s social behavior can be formalized or informal. The formalized (formalized, manifested, fixed, externally presented) nature of the normative regulation of behavior is presented in the organization as the main form of social association of people. There is a certain system of dependent and due relationships in it. All organizations use a variety of norms: standards, models, templates, samples, rules, imperatives of behavior, actions, relationships. These norms regulate, authorize, evaluate, coerce, and encourage people to carry out certain actions in the system of interactions and relationships between people, in the activities of the organization as an integral social entity.
Internal regulators of behavior
In the system of influences of external, objectively existing factors of determination of social behavior, the individual acts as an object of social regulation. But the main thing when studying social behavior is to understand that a person is not only a subject of social behavior, but also a subject of regulation of this behavior. All mental phenomena act in a dual capacity; they are 1) the result of the determination of external influences and 2) determine human behavior and activity. These two planes are combined in the main functions of the psyche: reflection, relationship and regulation.
The regulatory function of the mental in behavior and activity manifests itself with varying degrees of severity and intensity in different blocks of mental phenomena. The largest blocks: mental processes, mental states and psychological qualities.
As part of mental processes, cognitive processes act as internal regulators, through which a person receives, stores, transforms, and reproduces information necessary for organizing behavior. A powerful regulator of the interaction and mutual influence of people (in joint activities and communication as forms of social behavior) is oral and written speech (language acts as an external regulator of behavior). Inner speech is one of the psychological (intimate) regulators of personal behavior. As part of mental processes, specific regulatory loads are carried by such phenomena as insight, intuition, judgments, inferences, and problem solving. The generalizing cognitive block of regulators is the subjective semantic space.
Mental states constitute an important arsenal of internal regulators of behavior. These include affective states, depression, expectations, relationships, moods, mood, obsessive states, anxiety, frustration, alienation, relaxation.
Psychological qualities of a person provide internal subjective regulation of social behavior. These qualities exist in two forms - personal properties and socio-psychological qualities of the individual. The first include - internal locus of control - internal causality, meaning of life, activity, relationships, identity, personality orientation, self-determination, self-awareness, needs, reflection, life strategies, life plans. Socio-psychological personal phenomena as internal regulators of behavior include: dispositions, achievement motivation, social need, affiliation. attraction, goals, assessments, life position, love, hatred, doubts, sympathy, satisfaction, responsibility, attitude, status, fear, shame, expectations, anxiety, attribution.
The actual regulatory block of mental phenomena includes the motivational-need and volitional spheres of the personality. Research (V.G. Aseev) has shown that various features of the motivational system, such as its hierarchical, multi-level nature, bimodal (positive - negative) structure, the unity of actual and potential, procedural and discrete aspects, have a specific regulatory influence on the social behavior of the individual . Motivation, motive, motivation provide the trigger mechanism for regulating behavior. The main source of motivation is human needs. In the emotional sphere of the individual (feelings, emotions, moods) a personal attitude to what is happening, to social behavior itself, an assessment of events, facts, interactions and relationships of people are carried out.
Volitional processes (desire, aspiration, struggle of motives, decision-making, implementation of volitional action, commission of an act) serve as the final stage of social regulation of behavior.
Dialectics of external and internal regulation of behavior
It would be wrong to imagine that external and internal regulators exist side by side, relatively independently of each other. Here they are considered separately not for reasons of principle, but rather for didactic purposes. In reality, there is a constant interdependence between objective (external) and subjective (internal) regulators. It is important to note two circumstances. Firstly, the creator of the predominant number of external regulators, including the transformed surrounding reality, is a person with his subjective, inner world. This means that the “human factor” is initially included in the system of determinants of an individual’s social behavior. Secondly, in understanding the dialectic of external and internal regulators, the dialectical-materialistic principle of determinism, formulated by S. L. Rubinstein, is clearly realized. According to this principle, external causes act by refracting through internal conditions. External regulators act as external causes of an individual’s social behavior, and internal regulators serve as the prism through which the action of these external determinants is refracted. A person’s assimilation of norms developed by society is most effective when these norms are included in the complex inner world of the individual as its organic component. However, a person not only assimilates externally given ones, but also develops personal norms. With their help, he prescribes, normatively sets himself his personal position in the world of social relations and interactions, develops forms of social behavior in which the process of formation and the dynamics of his personality are realized. Personal norms correspond to a person’s ideas about himself. Violation of these norms causes feelings of discomfort, guilt, self-condemnation, and loss of self-respect. Developing and following these norms in behavior is associated with a feeling of pride, high self-esteem, self-esteem, and confidence in the correctness of one’s actions. The content of the inner world of a person includes feelings associated with the implementation of external determinants, adherence to norms, as well as the attitude towards external regulators assigned to a person, their assessment. As a result of the dialectical interaction of external and internal regulators, a complex psychological process is carried out in the development of consciousness, moral beliefs, value orientations of the individual, the development of social behavior skills, the restructuring of the motivational system, the system of personal meanings and meanings, attitudes and relationships, the formation of the necessary socio-psychological properties and a special structure personality.
In the dialectic of external and internal determinants, the personality acts in its unity as an object and subject of social regulation of behavior.
Mechanisms of social regulation of individual behavior
The individual is sovereign. The question of intervention in her life, the ethical side of social regulation of behavior, the forms of such regulation, the boundaries and admissibility of its goals, means and techniques is of enormous social importance. This meaning lies in the fact that the regulation of behavior acts as a mechanism for organizing the interaction and relationships of people in all spheres of life. Essentially, we are talking about the essence of the social process, about the management and ordering of all the psychological components of this process.
The social significance of command regulation lies in the fact that the result of regulation can be either positive, socially significant, or negative, contrary to the attitudes, traditions, and norms of society. For example, influencing an individual through a group is recognized as the most effective way of social restructuring of an individual. At the same time, small groups can act not only as conductors and mediators of macrosocial influences, but also as barriers and sources of interference for such influences. In unfavorable social conditions, groups can be formed that are asocial in their aspirations, contributing to the development of “group egoism”, opposing the interests of the group and its members to the interests of the community and society as a whole.
The mechanisms of social regulation of individual behavior are diverse. They are divided into institutional and non-institutional.
The channels for regulating the social behavior of an individual are: small groups, joint activities of people, communication, social practice, and the media.
Social and psychological mechanisms of regulation include all means of influence - suggestion, imitation, reinforcement, example, infection; advertising and propaganda technologies; methods and means of social technology and social engineering; social planning and social forecasting; mechanisms of management psychology.
The process of regulating behavior is carried out in the course of active and passive assimilation of norms and rules, exercise, repetition, socialization and education of the individual.
As a result of the regulation of behavior, people interact, their joint activities take place, relationships are formed, and the process of communication takes place. The overall result of the action of social regulation mechanisms can be manipulation of the individual, modification of the individual’s behavior, and social control.
The elements of the social control system are: 1. Technological, including the technical link - technical equipment, measuring instruments, etc., in general, items intended for control purposes; technological link in the narrow sense - a set of instructions, methods of organizing control. 2. Institutional - separate specialized institutions engaged in a certain type of social control (commissions, control committees, administrative apparatus). 3. Moral – public opinion and individual mechanisms in which the norms of behavior of a group or individual are recognized and experienced as the individual’s own requirements. This also determines a person’s personal participation in the implementation of a certain type of social control through technological, organizational mechanisms and public opinion. The personality itself acts as an object and subject of social control.
To understand the mechanism of the regulatory action of social control, the features of informal, non-institutionalized control are important. This is the greatest psychological meaning of control. The main features of this type of control are that its implementation does not require official approval of authority. It is based not on a person's proper position, but on his moral consciousness. Every person who has a moral consciousness can be a subject of social control, that is, capable of evaluating the actions of others and his own actions. Every act committed in a group (theft, deception, betrayal, etc.) is the object of informal control - criticism, condemnation, contempt. Depending on the extent to which it affects the interests of the collective, institutionalized mechanisms and administrative sanctions (dismissal from work, trial, etc.) can be applied to a person. The scope of informal control is much wider. Not only completed actions and deeds fall under its influence, but also intentions to commit immoral actions and deeds. The most important psychological mechanisms of informal psychological control are a sense of shame, conscience, and public opinion. They determine the effectiveness of any external influence of cash. In them and through them, the interaction of external and internal regulators, the interaction of morality and social psychology of the individual is most clearly expressed.
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