Lovtsova Olga 21 RYaiL
Upbringing– the process of purposeful formation of personality. Specially organized, managed and controlled interaction between educators and students, the ultimate goal of which is the formation of a personality that is necessary and useful to society.
Contents of education– a system of knowledge, beliefs, skills, qualities and personality traits, stable habits of behavior that students should have in accordance with their goals and objectives. Mental, physical, labor, polytechnic, moral, aesthetic education, merged in a holistic pedagogical process, make it possible to achieve the main goal of education: the formation of a comprehensively and harmoniously developed personality.
The role of education in the system of factors of personality socialization
The relationship between the concepts of “socialization” and “education” is quite complex. In the broadest sense of the word, education is understood as the influence on a person of the entire system of social relations with the aim of assimilating social experience, which is socialization. Education in the narrow sense of the word - as managing the process of personal development - can be considered as one of the components of the socialization process, which can be called pedagogical. The main social function of education is to pass on knowledge, skills, ideas, social experience, and ways of behavior from generation to generation. In this general sense, education is an eternal category, for it has existed since the beginning of human history. The specific social function of education, its specific content and essence, change in the course of history and are determined by the corresponding material conditions of society, social relations, and the struggle of ideologies.
Education involves purposeful management of the process of human development through its inclusion in various types of social relationships in study, communication, play, and practical activities. Education considers its object at the same time as its subject. This means that purposeful influence on children presupposes their active position. Education acts as an ethical regulation of basic relationships in society; it should contribute to a person’s realization of himself, the achievement of an ideal that is cultivated by society.
Education process- a complex dynamic system. Each component of this system can be considered as a system, creating its own components. A systematic approach to the analysis of the educational process necessarily involves the study of the interaction of the system with the environment, since any system cannot exist outside a certain environment, it can only be understood in interaction.
It is necessary to record the participation of elements and systems in the process, in continuous change over time. Therefore, the process of education is considered as a dynamic system, where it is determined how it originated, developed and what are the ways of its further development in the future.
The process of education changes depending on the age characteristics of students; it becomes different in different conditions and specific situations. It happens that the same educational tool in some conditions has a strong impact on students, but in others it has the most insignificant effect.
The dialectics of the educational process is revealed in its contradictions, internal and external. It is contradictions that give rise to the force that supports the continuous flow of the process. One of the main internal contradictions that manifests itself at all stages of personality development is the contradiction between the new needs that arise in it and the possibilities of satisfying them.
The “mismatch” that arises in this case encourages a person to actively replenish and expand experience, acquire new knowledge and forms of behavior, and assimilate norms and rules. What direction these new qualities will take depends on many conditions: activity, activity, life position of the individual.
Purpose of education– to correctly orient the formation of personality, and this is possible only on the basis of a deep knowledge of the driving forces, motives, needs, life plans and value orientations of students.
Main components of the educational process:
Target component (goals, objectives and socialization of the individual).
Operational and activity-based (organizing children’s activities during lessons and outside of school hours).
Analytical-resultative (analysis of the results of teaching activities).
The effectiveness of education depends:
From existing educational relationships.
From meeting the goal and organizing actions that help achieve this goal.
From the correspondence of social practice and the nature (direction, content) of influence on students.
The driving force of education- this is the result of a contradiction between acquired knowledge and experience in behavior, on the one hand, and new needs, on the other, a contradiction between needs and capabilities, as well as ways to satisfy them.
Humanistic education is characterized by four main driving forces of education:
educational influence should “fall” into the zone of proximal development of the child’s personality;
there must be a positively formed learning motivation or attitude;
the child’s right to freedom of choice and the opportunity to change types of activities;
creating a special atmosphere for the upbringing and life of children: an atmosphere of joy, kindness, creativity and love.
Principles of education
The principle of humanistic orientation of education requires consideration of the child as the main value in the system of human relations, the main norm of which is humanity. The principle requires respectful treatment of every person, as well as ensuring freedom of conscience, religion and worldview, highlighting the care of the physical, social and mental health of the child as a priority.
In practical teaching activities, this principle is reflected in the following rules:
Reliance on the child’s active position, independence and initiative;
In communication with a child, a respectful attitude towards him should dominate;
The teacher must not only encourage the child to do good, but also be kind;
The teacher must protect the interests of the child and help him in solving his current problems;
While solving educational problems step by step, the teacher must constantly look for options for solving them that will benefit each child to a greater extent;
Child protection should be a priority in teaching;
In the classroom, school, group and other student associations, teachers must form humanistic relationships that do not allow the dignity of children to be humiliated.
The principle of social adequacy of education requires compliance of the content and means of education in the social situation in which the educational process is organized. The tasks of education are focused on real socio-economic conditions and involve the formation in children of predictive readiness to implement various social tasks. The implementation of the principle is possible only on the basis of taking into account the diverse influence of the social environment.
In the practical activities of a teacher, this principle is reflected in the following rules
The educational process is built taking into account the realities of social relations, taking into account the peculiarities of the economy, politics, and spirituality of society;
The school should not limit the upbringing of the child by its own means; it is necessary to widely use and take into account the real factors of society;
The teacher must correct the negative impact of the environment on the child;
All participants in the educational process must interact.
The principle of individualization of student education involves determining the individual trajectory of social development of each student, highlighting special tasks that correspond to his characteristics, including children in various types of activities, revealing individual potentials both in academic and extracurricular work, providing each student with the opportunity for self-realization and self-discovery.
In practical pedagogical activity, this principle is implemented in the following rules:
Work carried out with a group of students should be focused on the development of each of them;
The success of educational influence when working with one student should not negatively affect the education of others;
When choosing an educational tool, it is necessary to use only information about individual qualities;
Based on interaction with the student, the teacher must search for ways to correct his behavior;
Constant monitoring of the effectiveness of educational influence on each child determines the totality
educational means used by teachers.
The principle of social hardening of children involves the inclusion of pupils in situations that require volitional effort to overcome the negative impact of society, the development of certain methods of overcoming that are adequate to the individual characteristics of a person, the acquisition of social immunity, stress resistance, and a reflexive position. There are different opinions about the attitude towards students in the education process. There is no doubt that teachers should care about the well-being of the student, strive to ensure that he is satisfied with his status, his activities, and can realize himself to a greater extent in the system of social relations. At the same time, the solution to these problems is carried out in different ways, in a wide range: from pedagogical care based on an authoritarian style of influence, to complete removal from regulating the pupil’s relations with the environment.
The constant comfort of relationships leads to the fact that a person cannot adapt to relationships that are more complex and less favorable for him. At the same time, some successful referent relations are perceived by him as granted, as typical, as obligatory. The so-called social expectation of favorable relationships is formed as the norm. However, in society, in the system of social relations, unfavorable factors affecting a person exist in equal numbers or even predominate. (For example, teenagers may become influenced by the criminal world without knowing how to resist the influences that this world has on them.)
In pedagogical activities, this principle is implemented in the following rules:
Children's relationship problems should be resolved with the children, not for them;
It is not always easy for a child to achieve success in his relationships with people: a difficult path to success is the key to a successful life in the future;
Not only joy, but also suffering and experiences educate a person;
A person will not have the willpower to overcome difficulties tomorrow if they do not exist today.
It is impossible to foresee all the difficulties of life, but a person must be prepared to overcome them.
The principle of creating a nurturing environment requires the creation in an educational institution of such relationships that would shape the child’s sociality. First of all, the role of ideas about the unity of the school staff, teachers and students, and the unity of this team is important. In every class, in every association, organizational and psychological unity (intellectual, volitional and emotional) must be formed. Creating a nurturing environment presupposes mutual responsibility of participants in the pedagogical process, empathy, mutual assistance, and the ability to overcome difficulties together. This principle also means that creativity dominates in the school and social environment in the organization of educational and extracurricular activities, while creativity is considered by students and teachers as a universal criterion for assessing personality and relationships in a team.
This principle is reflected in a number of rules for organizing teaching activities:
The school should be like home for the child, and he should feel involved in the successes and failures of the team;
Teachers and students - members of the same team - help each other;
The overall goal of the school is the goal of every teacher and student;
It is necessary to really trust children, and not play with them;
Everyone in the team should be the creator of relationships and new things;
An indifferent teacher gives birth to indifferent students.
Patterns of education
First pattern. The upbringing of a child as the formation of socio-psychological new formations in the structure of his personality is accomplished only through the activity of the child himself. The measure of his efforts must correspond to the extent of his capabilities. He can only do what he can at the moment of his development, however, in the process of active activity, physical and spiritual acquisitions occur, they make it possible to increase the measure of the child’s efforts. The educational process, from this point of view, looks figuratively as a continuous upward movement, requiring more and more effort. The first pattern also puts forward the first postulate of upbringing: “To organize upbringing is to organize the active activity of a child in accordance with the culture at each given moment of life and activity.”
Second pattern. The content of children's activities in the process of their upbringing is determined by the changing needs of children and therefore varies, determined at each given moment of development by current needs. The teacher builds a system of activities in full accordance with this ensemble of current needs, giving them a cultural form and directing this development along the ladder of universal human values. Neglect of current needs quite often leads a child onto an asocial or antisocial path - then we are forced to state the so-called deviant (“deviating from the road” - lat.) behavior of the pupils.
The third pattern. The development of personality only through the activity of the personality itself confronts the teacher and the child with the problem of the child’s unpreparedness for activity: he does not naturally have the skills or the appropriate skills for independent life (like, for example, a chicken, a calf). Consequently, it is necessary to specially equip the human child with activity readiness. Jointly divided activity acts as a solution to this contradiction. Its essence is to maintain a proportional relationship between the efforts of the child and the efforts of the teacher in joint activities. Joint and shared activity helps the child feel like a subject of activity, and this is extremely important for the free creative development of the individual. Let us express the third pattern as follows: “entry into culture is achieved through the support of the teacher, who supplements the child’s weak strengths with his own efforts.”
Fourth pattern. Decisive for the favorable development of the personality during the most intense activity will be the internal state of the child, which determines his value relations to the objects of activity. Only in conditions of love and security does a child express his or her relationships freely and freely and is not afraid of emerging relationships. Therefore, upbringing includes in its content a demonstration of love towards the child, so that he is calm in the attitude of close people towards him, so that this calm is ensured by a visual image of love, when he hears a kind attitude towards himself in speech, when he sees a facial-plastic disposition towards himself when he lives with the teacher and there is mutual sympathy. Let’s try to express this pattern succinctly: the difficulties of “entering the culture” are overcome by the child in an atmosphere of love for him on the part of adults. Loving a child means recognizing the child’s right to exist as he is, with his own characterological characteristics. This is respect for the child’s life history, which has shaped him at the moment exactly as he is, taking into account his mental state, physical and mental health characteristics, specific traits, tastes, and habits.
Fifth pattern. Targeted educational influences planned in the name of socialization of the individual, his spiritual enrichment and readiness for the cultural life of modern society remain in the limited sphere of pedagogical professionalism. Children cannot and should not feel like objects of professional efforts. A.S. also warned about this. Makarenko, who headed the colony, as is known, was specially created for children deprived of education. But it is precisely here, where it would seem that educational goals can be open, that the great teacher affirms the humanistic position that the child should not be constantly aware of his susceptibility to thoughtful pedagogical influences. And before Makarenko, in the history of pedagogical thought, a warning was heard more than once: the child lives, and does not prepare for life!
Pedagogical postulate: “When working with children, it is necessary to pedagogically instrument attention and care aimed at achieving the objective goal, at the consequences of organized activities, at the course of events that affect people’s well-being, as well as at the consequences of what is planned and carried out by students, but not at professional care for achieving the goal of education."
Age periodization:
The following periods are distinguished in the human life cycle:
Newborn - 1-10 days
Infancy - 10 days - 1 year.
Early childhood - 1-3 years.
First childhood - 4-7 years.
Second childhood - 8-12 years old boys - 8-11 years old girls
Adolescence - 13-16 years old boys - 12-15 years old girls
Youth age - 17-21 years old boys - 16-20 years old girls
Mature age: I period - 22-35 years old men, 21-35 years old women; II period - 36-60 years old men, 36-55 years old women
Old age - 61-74 years old men, 56-74 years old women
Senile age - 75-90 years old men and women
Long-livers - from 90 years and more
Acceleration- acceleration of the physical development of children, including various anatomical and physiological manifestations (increase in the weight and height of newborns, reduction in the timing of puberty). It is believed that acceleration is due to the influence of both biological and social factors, in particular, more intense information exposure. Over three decades, body length in adolescents has increased by 13-15 kg, and weight by 10-12 kg. A grown organism requires the satisfaction of all “adult” needs, while spiritual and social development lags behind and comes into conflict with rapidly progressing physiology.
Specifics of gender-role socialization of boys and girls
The problem of sex-role socialization includes issues of the formation of the child’s mental gender, mental gender differences and sex-role differentiation. Without solving it, it is impossible to develop methods for a differentiated approach to raising children of different sexes, to form in them the foundations of such qualities as masculinity and femininity, which they need to successfully perform their functions in the family in the future.
The dominant views in society on the gender social roles of men and women over a long period of human history have necessitated the need for separate upbringing of children. These views were dictated by the strong polarization of the social functions of men and women and the strict hierarchy of gender roles, when it was believed that a man should occupy a socially more significant position, and a woman’s position should be dependent and subordinate.
“From here it was necessary to prepare the boy for the future role of a warrior, leader, priest, and therefore, free him from any female influences and, first of all, weaken his identification with his mother. This was achieved by physically removing the boy from his parental home: he was transferred to be raised in other the houses of relatives or tribal leaders were given to apprenticeship.
This was also achieved with the help of social organizations: the so-called “men’s houses”, in which boys of different ages had to spend the night under the roof of a special dwelling, where they performed some types of joint work, communicated, and rested.”
The sexual socialization of girls took place mainly within the walls of the parental home, near the mother, and was aimed at her acquiring certain forms of behavior and introducing her to the future role of a wife and the associated responsibilities.
In modern society, the process of sexual socialization occurs under slightly different conditions.
The main aspects of this problem:
Feminization of education (at home and in kindergarten, children are mainly raised by women).
Primary feminine identification with the mother (this aspect served as the reason for the separation of the son from the mother).
Feminine basic orientations of the child (dependence, subordination, passivity).
Based on this, a number of difficulties in understanding are identified
directions of pedagogical work with girls and boys.
The modern education system does not give any place in the socialization of boys to masculine manifestations (aggression, physical activity).
In addition, constant negative stimulation from adults aimed at encouraging “masculine expressions”, and punishments for “unmasculine” ones (for example: “Don’t cry like a girl!”) lead to panic anxiety under the fear of doing something feminine. The lack of opportunity to express one's masculinity, first in kindergarten, then at school and at work, reduces the status of men in society, which in turn makes it difficult to focus on cultivating masculine qualities in boys.
Socialization of girls is somewhat easier, because social signs of femininity are superimposed on genetic formations. However, the substantive components of femininity do not contribute to the formation of elements of self-esteem and self-values in girls. Traditionally, they are awarded nicknames: crybaby, sneak, coward, suck-up, etc. They are much more often cared for by their parents, which contributes to the development of a sense of their own insignificance; women have a significant influence on the formation of the image of a girl, historical and cultural models (subordinate position). A negative factor in the assimilation of the content side of being a woman is also the combination of a woman's function and a professional one - it is very hard to work and be a mother. Despite the fact that girls have an easier process of gender-role identification, it is more difficult for them to decide on gender-role preferences. The reasons for this are that girls see the difficult life of their mothers, girls’ responsibilities include helping their mothers with the housework, and they are also not allowed to jump, scream, etc., because this is not nice for girls to do. Therefore, most girls would like to be boys, they have more desire to play boy's games than boys to play girl's games.
All these features must be taken into account when working with children.
Uneven development of adolescents
Adolescent development occurs unevenly. Not all of them meet average standards. Some are ahead of them and are called early ripening, while others are behind and are called late ripening. Any deviation usually creates additional problems. Early maturation in boys is encouraged and is usually associated with positive self-esteem. Late development in boys is distressing, but in girls it is less noticeable. Early maturing boys look older than their years, they are taller, their muscles and coordination of movements are better developed. Fathers see them as their helpers.
Superiority in physique allows them to win in sports and become leaders among their peers. Such teenagers try to build relationships with adults on equal terms. Late maturing boys suffer from feelings of inferiority. They are usually less attractive and unpopular among their peers, more restless, like to command, rebel against their parents and constantly feel a sense of dependence, and are often shy. Many people withdraw into themselves, experiencing internal tension. Such adolescents develop excessive dependence or heightened sensitivity to insults or attacks on their freedom.
Such teenagers shy away from sports competitions, but with pleasure and very successfully participate in intellectual conversations and subject Olympiads. They show great interest in self-education, trying to achieve more in this field.
Girls of this age give preference to the humanities; they find it easier to memorize and memorize. They prefer sports where flexibility, plasticity, and beauty of movement prevail. During this period, girls are more sentimental than boys; they experience the feeling of falling in love earlier; earlier than boys, they begin to evaluate and comprehend the world “in an adult way.” Girls experience the feeling of loneliness more acutely, feel the need for consolation, sympathy, they are more sensitive to reproaches and need support. Girls, unlike boys, observe the impression they make on others, record subtle nuances and fluctuations in these impressions, the slightest change in the assessment of their personality and behavior. They do not act as straightforwardly as young men, but quietly, little by little, conquering.
At puberty (11-13 years for girls and 13-15 years for boys), the proportion of excitable people increases again, and after its end it decreases again. The physiological sources of emotional tension are more clearly visible in girls: their depression, anxiety and low self-esteem are largely associated with a certain period of the menstrual cycle, followed by an emotional upsurge. Boys do not have such a strict psychophysiological dependence, although puberty is difficult for them. Almost all psychologists in the world consider 12-14 years to be the most difficult age for emotional development. By the age of 15, as a rule, the teenage syndrome of preoccupation with one’s body and appearance begins to subside. Therefore, the emotional reactions and behavior of youth of this age period can no longer be explained only by hormonal changes. They also depend on social factors and educational conditions.
In youthful hobbies, something extremely important for the formation of one’s own sense of independence is manifested and realized: if you want to be “one of us,” you need to look like “everyone” and share common opinions and hobbies. They learn to communicate and make friends like adults. Friendship activates their communication; a lot of time passes on conversations on various topics. They discuss events in the life of their class, personal relationships, and the actions of peers and adults. There are many different secrets in the content of their conversations.
Then the need for a personal friend appears, and special moral requirements for friendly relationships arise: mutual frankness, mutual understanding, responsiveness, sensitivity, the ability to keep someone else’s secret.
The most important factor in the friendly rapprochement of young people of this age is similarity in interests and deeds. It also happens the other way around, when sympathy for a comrade, the desire to be friends with him, causes interest in the business that the comrade is doing. As a result, students may develop common interests.
Mastering moral standards is the most important personal acquisition of adolescence. Psychologists have determined that relationships with peers are associated with future psychological well-being. It is no coincidence that sociological research reveals the fact that it is in early adolescence that the largest number of people experience internal anxiety in all areas of communication - with peers of the same sex, of the opposite sex, and with adults. And among people who were at odds with their peers during their school years, there is a higher percentage of people with difficult characters and life problems.
Adolescents also develop the ability to plan and anticipate. Research shows that older subjects were able to see further into the future than younger ones, and the older subjects' stories were more specific.
Three essential characteristics of adolescent thinking are:
Ability to consider all combinations of variables when searching for a solution to a problem.
The ability to predict how one variable will affect another
Ability to combine and separate variables in a hypothetico-deductive manner.
Having examined the essence of individuality, we were able to explore in more detail the problems of individuality development and personality education. To do this, it is necessary to turn to the main categories of pedagogy that reflect the phenomena under consideration. Categories, as is known, represent the basic, fundamental concepts in a given science. In pedagogy this is upbringing, development, training, education, formation, personality. Over time, their content has been constantly refined; concepts such as “socialization”, “individuality”, etc. are included in domestic pedagogy, or rather, are returning.
The central problem at present is the disclosure of the category of socialization, consideration of the problem of the transition from biological existence to life as a socialized individual. In the first half of the 20th century, psychologists N. Miller and J. Dollard introduced the term “social learning” into scientific use. On this basis, concepts of social learning have been developed for half a century, the central problem of which has become the problem of socialization.
Socialization is a process that allows a child to take his place in society; it is the advancement of a newborn from an asocial state to life as a full-fledged member of society. Let us present the understanding of socialization introduced into science by the French sociological school: “socialization” is “humanization” under the influence of education, it is “the influence of a generation of adults on a generation of young people”
(E. Durheim). At the same time, for an individual, education acts as pressure, coercion, and the imposition of other people’s ideas. According to J. Piaget, socialization is the process of adaptation to the social environment, which consists in ensuring that a child, having reached a certain level of development, becomes capable of cooperation with other people. A similar understanding of this process has been introduced in domestic pedagogy.
Socialization- this is the development of a person throughout his life in interaction with the environment, involving the assimilation and reproduction of social norms and cultural values, as well as self-development and self-realization of the individual in the society to which he belongs. This process occurs in conditions of spontaneous interaction between a person and the environment, as well as in the course of purposeful, pedagogically organized education. The essence of socialization is that it shapes a person as a member of the society to which he belongs. 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 of a system of social connections by an individual due to his active activity, active inclusion in the social environment 1.
In science, there are two approaches to understanding the essence of socialization, differing in their ideas about a person and his role in the process of his own development. Thus, some researchers indicate that the content of the socialization process is determined interest society is that its members successfully master social roles, can participate in productive activities, create a strong family, are law-abiding citizens, etc. This characterizes a person as an object of socialization (J. Ballantyne, T. Parsons, etc.). Another approach is related to the fact that a person becomes a full member
G.M. Andreeva. Social psychology. M., 1994. P. 241.
society, acting not only as an object, but also subject of socialization. As a subject, he assimilates social norms and cultural values of society in unity with the implementation of his activity, self-development, self-realization in society, that is, he not only adapts to society, but also actively participates in the process of socialization, influences himself and his life circumstances (J. Mead, M.I. Rozhkov and
It seems to us that there is a third approach - teleological - from the side of the goals of the state, society, and man. In accordance with it, socialization can take place in several directions: firstly, it can be the development of individuality and the education of the individual in the interests of the individual; secondly, in the interests of society and the individual; thirdly, changing them in the interests of only society (or the state), but not the individual; finally, fourthly, their change in the interests of certain groups. The first two directions correspond to the ideals of humanistic pedagogy. The first direction involves achieving the goals of socialization through the development of natural inclinations in various spheres of a person (intellectual, motivational, emotional, etc.), and the second involves changing these spheres in accordance with the ideals of society. It follows that the first direction solves the problems of individuality development, the second - the education of the individual. Development involves the improvement of mental qualities, the main spheres of a person - his individuality. Recently (20th century), domestic pedagogy has made a big distortion, concentrating all efforts on the education of the individual and not paying due attention to the development of individuality, while narrowing the understanding of socialization to education.
Thus, in the process of socialization a person acts both as its object and as a subject. Moreover, the effectiveness of this process is determined by the relationship between the goals of the individual, society and the state.
In pedagogy, along with socialization, such concepts as “development”, “upbringing”, “training”, “formation” are widely used. How does the concept of “socialization” relate to these categories?
Development- this is a change that represents a transition of quality from simple to increasingly complex, from lower to higher; a process in which the gradual accumulation of quantitative changes leads to the onset of qualitative changes. Being a process of renewal, the birth of the new and the death of the old, development is the opposite of regression and degradation. The source and internal content of development is the presence of contradictions between the old and the new. The physical and mental development of a person corresponds to general laws. Since the phenomena of the physical and mental development of a schoolchild, like all natural phenomena, have their own past and future, something outgoing and something emerging, they are characterized by internal contradictions (for example, the contradiction between the requirements placed on the body, individuality or personality, and what what a person already has, and how he can respond to these demands). The growth of an organism (quantitative changes) is associated with changes in its structure and functions (qualitative changes). The accumulation of quantitative and qualitative changes in the body leads to a transition from one stage of age-related development to another, higher one. Moreover, each stage of age development is qualitatively different from all others. The teacher’s task is to promote the development of the child’s body (physical development), his individuality (mental development) and personality (personal education). The development of these qualities begins with the first step of life and with the confidence of the educator (parent, teacher), and then the child, that everything can be achieved if you show sufficient persistence and perseverance. Let us refer to the aphorism of Confucius: “If I bring a basket of earth every day and do not deviate from this, I will create a mountain.”
Thus, when they talk about development, they assume a change in the biological (organism), mental (individuality) and social (personality) in a person. In pedagogy, development refers to the development of individuality and the development of the organism. The development of social qualities (personal properties) under the influence of other people is called education.
Upbringing is a purposeful and organized process leading to the development of personal qualities and the personality as a whole. Historically, there have been different approaches to this category. In classical pedagogy, education was defined in the broad and narrow sense of the word (previously they said “close”). In the first case, upbringing implied the influence of society as a whole on a person, that is, it was identified with socialization. In a narrow sense, education was understood as the purposeful activity of teachers designed to form in a person a system of qualities or some specific quality (for example, nurturing creative activity).
The relationship between the concepts of “socialization” and “education” is quite complex. In the broad sense of the word, education is understood as the influence on a person of the entire system of social relations with the aim of assimilating social experience, which, in essence, is socialization. Education in the narrow sense of the word - as managing the process of personal development - can be considered as one of the components of the socialization process, which can be called pedagogical. The main social function of education is to pass on knowledge, skills, ideas, social experience, and ways of behavior from generation to generation. In this general sense, education is an eternal category, for it has existed since the beginning of human history. The specific social function of education, its specific content and essence, change in the course of history and are determined by the corresponding material conditions of society, social relations, and the struggle of ideologies.
Education involves purposeful management of the process of human development through its inclusion in various types of social relationships in study, communication, play, and practical activities. Education considers its object at the same time as its subject. This means that purposeful influence on children presupposes their active position. Education acts as an ethical regulation of basic relationships in society; it should contribute to a person’s realization of himself, the achievement of an ideal that is cultivated by society. If development is aimed at the qualities that are inherent in the individual and which develop, then education is based on the qualities of public morality, and the individual receives these qualities in the process of education. In their unity, development and education constitute the essence of human formation.
As for learning, its goal is to change the individual. Education is a purposeful process of interaction between teachers and students, aimed at acquiring knowledge, abilities, skills, and the formation of individual and personal properties.
In pedagogy, the term “formation” is also widely used (formation of intellectual, motivational and other spheres, formation of a team, formation of personal qualities, formation of character, etc.). Formation- giving a certain shape. This is a non-pedagogical (interscientific) concept.
What was said earlier allows us to correlate the mentioned categories as follows. Development, according to the psychology dictionary, is defined as “the process of formation... as a result of its socialization And education" 2. The concept of “formation” here has a conditional meaning, depending on the mechanism under consideration - education or socialization, which differ on the basis of the spontaneity of the impact on a person of various circumstances of life in society (socialization) or the purposefulness of the formation of knowledge (training), the formation of personality (education), the formation individuality (development). This means that training, like upbringing and formation, are factors in the development and, ultimately, the socialization of a person. Therefore, socialization is the broadest concept, including the influence of natural circumstances of life and the process of targeted pedagogical formation of an individual (training, upbringing, development).
Thus, the category “socialization” includes the student’s education, the development of his individuality and personality education, but is not limited to them (in addition to pedagogical ones, it includes a number of macro-, meso- and micro factors). Training, development and upbringing influence the same object (individual) with the same goal - its full realization in society, however, development is addressed to what is already inherent in the individual, and upbringing and training - to what he has no, but what is given in culture, in public morality, in moral standards and moral qualities of people. Personal and individual qualities complement each other, therefore, pedagogy studies the education of the individual, the development of individuality, and learning as a process of transferring culture (social experience). Education, as it were, frames development and gives a moral vector to the qualities of an individual. In their unity, training, development and upbringing constitute the essence of personality ontogenesis and the result of the individual’s purposeful socialization.
In the process of socialization, two groups of problems are solved: 1) social adaptation(integrated™ of a person with society) and 2) his social autonomy (differentiation of a person and society). The solution to these problems, which are essentially contradictory and at the same time dialectically united, significantly depends on many external and internal factors. Social adaptation presupposes the active adaptation of the individual to the conditions of the social environment, that is, here the tasks of educating the individual should be solved to a greater extent, and social autonomy - the implementation of a set of attitudes towards oneself, stability in behavior and relationships, which corresponds to the individual’s self-image, his self-esteem - here The individuality of a person should develop to a greater extent. Solving the problems of social adaptation and social autonomization is regulated by the seemingly contradictory motives of “Being with everyone” and “Being yourself.” But these motives can coexist with each other, because
Psychology: Dictionary / Ed. A.V. Petrovsky. M, 1990. P. 331.
one is aimed at developing personal qualities, and the other - individual ones. Thus, the motive “Be with everyone” reflects the connection with a person’s personal properties, and the motive
“Be yourself” - with individuals.
Successful socialization presupposes the effective social adaptation of a person, as well as his ability, to a certain extent, to resist society and life situations that interfere with his self-development, self-realization, and self-affirmation; in other words, a certain balance is necessary between identification with society and isolation from it. A person adapted to society who is unable to resist it (conformist) is a victim of socialization. A person who is not adapted to society is also its victim (offender, deviant). Harmonizing the relationship between a person and his environment, mitigating the inevitable contradictions between them is one of the important tasks of socialization (more precisely, that part of it called upbringing). Therefore, “education” begins to take on a different meaning: not imposition, not the transfer of social experience, but management of socialization, harmonization of relationships, organization of free time.
A person’s socialization is influenced by a number of factors that require certain behavior and activity from him (I.S. Kon). Their first group is macro factors(space, planet, world, country, society, state), which influence the socialization of all inhabitants of the planet, as well as large groups of people living in certain countries. The second is mesofactors, the conditions for the socialization of large groups of people, identified: a) by nationality, b) by the place and type of settlement in which they live (region, city, town, village), c) by belonging to the audience of certain networks mass communication (radio, television, cinema, etc.). These factors influence socialization both directly and indirectly through microfactors. Microfactors include: family, peer groups, microsociety, organizations in which social education is carried out - educational, professional, public, private, etc. The influence of microfactors on human development is carried out through agents of socialization (I.S. Kon, A.V. Mudrik ), that is, persons in interaction with whom his life takes place (parents, brothers and sisters, relatives, peers, neighbors, teachers).
Identification of a number of factors allows us to classify the mechanisms (methods) of socialization. These include: traditional (through family and immediate circle); institutional (through various institutions of society); stylized (through subcultures); interpersonal (through significant persons); reflective (through experience and awareness). Thus, the socialization of a person occurs in the process of his interaction with numerous factors, agents, using a number of mechanisms. However, their functions in the process of socialization can either complement each other or contradict each other. In this regard, the teacher needs to determine the direction of the socialization process, be able to identify its positive and negative possibilities and find ways to enhance positive and compensate for negative circumstances.
Understanding socialization as an integral process in the entire set of objective social conditions requires, first of all, overcoming the underestimation of the social (macro- and micro-) environment in a person’s life, which is typical for mass practice, leading in traditional pedagogy to the fetishization of the pedagogical process, pedagogical voluntarism, as if school, for example, , or any other institution is capable of solving on its own the problems of forming the desired levels of personality development and individuality. Each specific educational
the institution has certain limits to its capabilities in solving the problem of socialization. These opportunities increase if the institution carries out its activities in conjunction with other factors.
One of the most effective social forces influencing a person’s socialization and behavior in society is the family. The root cause of the modern crisis state of the individual - family - society lies in the nature of sociality, built on the primacy of state interests, the adaptation of the individual and family to the standards of behavior determined by the state. The family acted only as an auxiliary institution participating in the solution of the common task - the subordination of man to the state. The attention of pedagogy was mainly focused on schools, kindergartens, pioneer, Komsomol and other groups, and not on the individual. In the conditions of the formation of a new sociality, when the goal is to promote human development, the realization of his abilities and inclinations in a pluralistic society, it is the person and his individuality that become primary. If the primary person is an individual, then the family represents the microenvironment in which, according to F.M. Dostoevsky, a person can only “make out” as a person. And, therefore, the direction of the model of interaction between the individual, family and society should have a directly opposite vector and be built on a fundamentally different basis. The primacy of the family, the family and living environment (and not the production, educational) in the process of socialization must be recognized. This leads to a revision of the initial guidelines for practical work and a change in the very methodological foundations in the relationship between family and society - on the principles of the primacy of the individual and family in relation to any social institutions. A person undergoes primary and main socialization in a normal family. Subsequent socialization takes place within the framework of other social structures. It is not the family that should act as an assistant to society, but society that should help and support the family in every possible way. Therefore, at present, in many countries (France, Switzerland, Austria, Germany, etc.) free time organizers have been introduced into the structure of social work. These specialists are called animators (French “animer” means to inspire, encourage activity). Their task is to help the family.
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Factors of socialization.Socialization takes place in the interaction of children, adolescents, and young men with a huge number of different conditions that more or less actively influence their development. These conditions affecting a person are usually called socialization factors. Socialization factors can be roughly grouped into four groups.
First group- megafactors(mega - very large, universal) - space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth. This influence has become most obvious in our century, giving rise to the so-called global planetary processes and problems: environmental, economic, demographic, military-political.
Second group- macro factors(macro - large) - a country, ethnic group, society, state that influence the socialization of everyone living in certain countries (this influence is mediated by two other groups of factors).
Country- a geographical-cultural phenomenon. This is a territory distinguished by geographical location, natural conditions, and having certain boundaries. The natural and climatic conditions of certain countries influence economic development, birth rates and population density, living standards, health status of residents, and finally, the formation of their ethnic characteristics.
Mentality ethnicity largely determines: the attitude of its representatives to work; ideas about everyday amenities and home comfort; ideals of the beautiful and the ugly; canons of family happiness and relationships between family members; norms of gender-role behavior, in particular the concept of decency in the manifestation of feelings and emotions; understanding of kindness, politeness, restraint, etc. The mentality of an ethnic group influences the upbringing of younger generations due to the fact that it includes implicit concepts of personality and upbringing. Implicit (i.e. implied, but not formulated) personality theories inherent in each ethnic group are a set of certain ideas that carry answers to a number of questions: what is the nature and capabilities of a person? What is, can and should be?
IN society socialization occurs through the inclusion of a person in his gender-role, age, professional structure; inclusion in economic life; influence of social ideology. Society also creates special institutions for the relatively socially controlled socialization of a person. First of all, it is an educational institution. Education as a social institution is a developing phenomenon that arises at a certain stage of development of a particular society, becoming autonomous from the process of socialization. Education is differentiated into family, religious and social. The basis of religious education is the phenomenon of sacredness (i.e. sacredness), and a significant role in it is played by the emotional component, which becomes leading in family education. At the same time, the rational component predominates in social education, and the emotional one plays a significant, but only complementary, role.
State can be considered as a factor of socialization insofar as its characteristic policies create certain conditions for the life of its citizens, their development and self-realization. The state carries out relatively guided socialization of its citizens. It determines the ages: the beginning of compulsory education and its duration, coming of age, marriage, the right to drive a car, conscription into the army, the beginning of working life, retirement. The state legislatively stimulates and, at times, finances the development of ethnic and religious cultures.
The state carries out more or less effective socially controlled socialization of its citizens, creating for this purpose both organizations whose functions are the education of certain age groups, and conditions that force organizations whose direct functions do not include this to engage in education to one degree or another. It develops a certain policy in the field of education (determines the tasks of education and strategies for solving them, develops legislation and allocates resources, supports educational initiatives) and forms a state education system (a set of state educational organizations), which includes three levels - federal, regional and municipal.
Third group- mesofactors(meso - average, intermediate), conditions of socialization of large groups of people, distinguished: by area and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, etc.); according to belonging to certain subcultures.
Mass Communications(QMS) to one degree or another have a relatively directed influence on socialization. Let us note only two aspects of this influence. Firstly, QMS have a very significant influence on the assimilation by people of all ages of a wide range of social norms and on the formation of their value orientations in the field of politics, economics, ideology, law, etc. Secondly, QMS actually represent a system of non-formal education, enlightenment of various layers of the population.
Mass media (print, cinema, television, Internet) are increasingly used in the process of socially controlled socialization.
Influence subcultures most clearly visible in a number of aspects. First of all, having more or less obvious features, the value orientations of a subculture influence the relationship of its bearers to the world and with the world, their self-awareness and self-determination, the choice of spheres and preferred methods of self-realization, etc.
Subcultural influence is manifested through following fashion and the use of jargon, which has a “direct organizing influence on the speech, style, and construction of images among the bearers of the subculture” (M. Bakhtin). Subcultural influence on the socialization of adolescents also comes through the musical preferences that are characteristic of them. Music allows young people to experience, express, formalize their emotions, feelings and sensations that cannot be expressed in words, which is so necessary at this age. Passion for a particular musical style is usually associated with joining a certain group of peers and sometimes dictates the observance of certain rituals, maintaining an appropriate image in clothing and behavior and even outlook on life.
When carrying out social education, teachers must, at a minimum, have an idea of the characteristics of the subcultures that their students encounter and the characteristic features of the teenage subculture. It is necessary to know this in order to take into account the positive and negative features of subcultures when organizing the life of educational organizations.
Plays a special role in socialization type of settlement. In rural settlements, social control of human behavior is very strong. Since there are few residents, the connections between them are quite close, everyone knows everyone and about everyone, the anonymous existence of a person is almost impossible, every episode of his life can become an object for evaluation by those around him. Today, the rural atmosphere is, unfortunately, characterized by the alienation of residents from the feeling of being the owner of the land on which they live, drunkenness and alcoholism. The bizarre economic life of many villages gives rise to a combination of conscience and dishonesty, “dashing theft” and “gloomy frugality and even miserliness,” “total double-mindedness” (V.G. Vinogradsky). All this leads to the fact that even the school, due to its close integration into rural life, influences the education of the younger generations much less than the urban one.
The city is characterized by weak social control of human behavior and a significant role of self-control due to the presence of various connections and anonymity. The city, as the center of culture, as well as prosocial, asocial and antisocial phenomena, provides each of its residents with a huge range of very different alternatives.
Thus, in a city during the day, a resident encounters a huge number of people. The child, through the power of his imagination, involuntarily continues and completes many fleeting encounters, which allows him to better navigate the surrounding reality. This can cultivate interest in someone else's life as a possible option or anti-option to one's own.
The city provides a wide choice of social circles and groups. In a modern city, a child is a member of many teams and groups. In the city, children also get the opportunity to exist anonymously for certain periods of time, that is, to come into contact with strangers while remaining unknown to them. All this creates opportunities for their significant personal autonomy from groups and collectives.
The city is characterized by a diversity of lifestyles, cultural stereotypes, and value orientations. A young city dweller not only sees and knows different lifestyles, but also has the opportunity to “try on” them for himself. In fact, he can simultaneously participate in several “social worlds.” Each of them develops its own code of requirements, its own standards of life and communication. All this significantly expands the general cultural and social horizons of children, adolescents, and young men, although not necessarily in a positive direction.
In general, the role of the city in socialization is determined by the fact that it provides each citizen with potentially wide opportunities to choose social circles, value systems, lifestyles, and, consequently, opportunities for self-realization and self-affirmation.
A settlement is a type of settlement specific to Russia. A village is an absolutely or relatively territorially limited concentrated form of settlement of people: a) emancipated from a rural way of life, b) not rooted in an urban way of life.
The norms of life in the village have their own characteristics. Here, even greater than in the village, is the openness of each person’s life and at the same time the rather strict isolation of each person, who does not consider it necessary to “look around” at the opinions of others when it comes to their own well-being. At the same time, everyone’s life is so dependent on the norms of the environment that it is almost impossible to oppose oneself to it. Therefore, young people here are little reflexive, little inclined to emotionally deep friendships. The main thing for teenagers is to disappear into the “pack” and find their own “backwater”. The general level of culture also determines the content level of communication - as a rule, pragmatic, purely event-based, information-poor.
In a village, a person finds himself at a crossroads between the traditional life characteristic of the village and the urban way of life itself. As a rule, he assimilates a certain fusion of traditional and urban norms created in such villages, which is not similar to either one or the other.
Mesofactors influence socialization both directly and indirectly through fourth group– microfactors. These include factors that directly influence specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, state, religious and private organizations, microsociety.
As the primary territory of human socialization can be considered family and home (a special section will be devoted to them). Purely “geographically”, the next territory of socialization can be considered the immediate environment and peer groups. A peer group may include children united by a system of relationships, certain common values or situational interests and separating themselves from others by any signs of isolation, i.e. having a sense of “We”.
What are the functions of peer groups? Firstly, the group introduces its members to the culture of a given society, teaching behavior corresponding to the ethnic, religious, regional, and social affiliation of the group members.
Secondly, gender-role behavior is taught in a peer group. This occurs through the presentation of models of behavior expected from boys and girls, boys and girls, appropriate at a given age, as well as through negative sanctions in relation to disapproved gender-role behavior.
Third, the group helps its members achieve autonomy from others. Friendly and friendly groups, striving to meet the standards of peer society in clothing and style of behavior, at the same time can carefully protect their autonomy, limiting the opportunities for other guys to join the group and emphasizing the dissimilarity of their company from others (their secrets, conventional words, ways of spending time, walking routes, special items of clothing, your musical and other hobbies).
Fourthly, a group of peers creates conditions, stimulates or inhibits children’s solution of age-related tasks - the development of self-awareness, self-determination, self-realization and self-affirmation.
Fifthly, a group is a specific social organization that is perceived by its members as an “ecological niche.” Here you do not need to follow the rules of behavior necessary in relationships with adults; you can be yourself in them. The very presence of a group helps you feel that you are needed by someone, that you have confidence in yourself and your abilities.
Educators need to know the basic characteristics of a peer group. After all, social education is carried out in educational organizations, which precisely consist of formalized peer groups - a class at school, a squad in a camp, a group in a vocational school, a circle or section. It is possible to work effectively with these groups only by taking into account and using the characteristics inherent in the group.
In addition, informal friendship groups are formed in each team. It is important for teachers to know them, to take into account their characteristics (composition, leaders, orientation) in order to use these characteristics when organizing the life and activities of the team and educational organization, as well as to influence the position of students in the system of interpersonal relations of the team.
Effective social education is also possible only if teachers have an idea about the groups that their students belong to outside the educational organization. If we are talking about asocial and antisocial groups, then the teacher is faced with the task of helping his student get out of such a group, find a positive group of friends or buddies.
Religion as one of the social institutions has traditionally played a large role in the life of various societies. In the process of religious education, individuals and groups are purposefully instilled with a worldview, attitude, and norms of relationships and behavior.
Religious education is carried out by clergy; believing agents of socialization (parents, relatives, acquaintances, members of the religious community); teachers of religious educational institutions; various associations, including children's and youth associations, operating under religious organizations or under their influence; QMSs under the control of religious organizations, etc.
In the process of religious education, various forms are used, many of which are similar in appearance to forms of social education (lesson system, seminars, lectures, clubs for various groups of believers, festive events, amateur choirs, orchestras, excursions, etc.), but acquire sacred meaning, filled with content specific to religious education.
Educational organizations- specially created state and non-state organizations whose main task is the social education of certain age groups of the population. Educational organizations can be characterized by the following series of relatively autonomous parameters:
1) according to the principle of a person’s entry into an educational organization: compulsory (schools), voluntary (clubs, children’s associations), compulsory (special institutions for children with antisocial behavior, mental and other anomalies);
2) by legal status: state, public, commercial, religious, private;
3) by departmental affiliation: organizations of the Ministry of Education, other ministries (health, defense, labor and social protection, etc.), trade unions, sports unions;
4) by level of subordination: federal, regional, municipal;
5) according to the degree of openness-closedness: open (schools), boarding schools, closed (special institutions);
6) by leading function: educational, enlightening, developmental, socially oriented;
7) by duration of operation: permanent and temporary (for example, operating during the holidays).
8) by gender and age composition: same-sex, same-age, different-sex, different-age.
The main functions of educational organizations in the process of socialization can be considered the following: introducing a person to the culture of society; creating conditions for individual development and spiritual and value orientation; autonomy of younger generations from adults; differentiation of those brought up in accordance with their personal resources in relation to the real socio-professional structure of society.
An educational organization influences the process of self-change of its members depending on its way of life, content and forms of organization of life activity and interaction, which create more or less favorable opportunities for human development, satisfaction of their needs, abilities and interests. In relatively socially controlled socialization, educational organizations play a leading role, because it is in them that a person acquires institutionalized knowledge, norms, experience, i.e. It is in them that social education is carried out.
Microsociety has a number of characteristics: spatial (where it is located); architectural and planning (features of development of the microdistrict); functional (the presence or absence of places for children and adolescents to play, opportunities for small groups to spend time); demographic (composition of its residents: their ethnicity, socio-professional composition, characteristics of gender and age composition; family composition); cultural and recreational (availability and quality of educational institutions, cinemas, clubs, gyms, stadiums, swimming pools, museums, theaters, libraries, local media). The most important characteristic of a microsociety from the point of view 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 the previous characteristics of the microsociety.
An educational space can be created in a microsociety. However, it does not arise spontaneously, but is a consequence of special organizational work on its design and “cultivation”, which can be carried out by self-government bodies, social teachers and workers, initiative groups of residents, representatives of municipal authorities and management.
The educational space of a microsocium includes a system of interconnected educational, cultural, educational, public and other organizations, local QMS, specialists in various fields (social educators and workers, psychologists, doctors, etc.). All of these components complement each other in assisting the positive social functioning and personal development of members of the microsociety.
The creation of an educational space becomes most realistic if there is a certain body in the microsocium - a social and pedagogical service, which has its own budget, full-time employees of various profiles and creates a corps of volunteers from among local residents. The service implements a complex of functions, which makes the work on creating an educational space purposeful, systematic and systematic. They include:
· diagnosis of the situation in microsociety;
· integration of educational capabilities of microsociety;
· creation and development of cultural and leisure infrastructure;
· stimulation, support and development of initiatives to create amateur organizations;
· providing psychological, pedagogical, legal, medical and psychological assistance to those in need;
· psychological and pedagogical assistance in vocational guidance;
· work with socially disadvantaged and criminogenic families, socio-psychological and medical assistance to problematic, single-parent families;
· prevention and assistance in overcoming conflicts in microsociety;
· prevention and correction of illegal and self-destructive behavior;
· socio-psychological rehabilitation of socially disadvantaged residents, as well as those who have served their sentences.
Within the educational space, children, adolescents, and young men interact with microfactors of spontaneous socialization: family, neighbors, peer groups, microsociety. But the nature, process and results of this interaction are, to one degree or another, determined and adjusted by pedagogical influence.
The profound changes taking place in our society have affected all spheres of life, including the system of education, upbringing and socialization. Socialization is usually understood as a person’s assimilation of social experience and value and moral orientations necessary for fulfilling social roles in society. The education system streamlines the socialization process and gives it purposefulness.
A special role in modern socialization belongs to the social institution - education and acquisition of a profession.
Modern education is a complex and multifaceted social phenomenon. Education is an integral system of educational, educational forms of pedagogical activity, focused on social order, the social needs of civil society. The formation, development and functioning of civil society is impossible without the socialization of education, that is, without solving the most important problems in the sociocultural sphere of society. Their range is very wide: the assimilation and processing of information, knowledge and social experience, the observance of spiritual and moral continuity of generations, the socialization of the individual, the accumulation of intellectual, physical and professional potential, the employment of graduates of educational institutions, their social status, etc. Socialization of education makes it possible to overcome disunity and polarization of interconnected components of culture: natural science, technical and technological and social and humanistic. One of the main characteristics of the socialization of education is the optimal combination of the level of potential abilities in the implementation of socially recognized values and one’s own creative forces when solving a specific educational, production or management problem. It is also obvious that when forming a specialist of any profile, the priority is not so much a set of special knowledge (although they are extremely important), but rather deep fundamental training as a “launching pad” and a necessary condition for the self-development of a professional’s personality, his creative self-realization.
It is becoming increasingly relevant that scientific rationalism, utilitarian technicism, are not able to cope with emerging socio-economic, socio-political and environmental problems. At the epicenter of the socialization of education is anthropocentrism: the desire to help a person find a truly adequate application of mental strength, personal, emotional potential, and creativity. These parameters of socialization act as a categorical imperative for any promising models and types of education. This principle stems not from “good” or “evil” wishes, but from the most objective logic of the development of civil society. This is the fundamental methodological principle of the socialization of education, which must be taken into account when designing, programming and forecasting the development of education systems from the level of an individual educational institution to the levels of regions, federations and global society.
Socialization of education involves the implementation of the following concrete practical actions in the implementation of this principle:
The primary goal for the teaching corps is the education of a cultural personality, possessing social qualities, capable of self-education, self-education and self-development. The “bottom line” of education should include not only purely professional knowledge, skills and abilities, but also a higher level of social maturity, understanding of the motives of actions, self-knowledge and self-realization as one of the dimensions of a citizen’s personal development. The desire to see in a person not only a trained future specialist, but, first of all, the personality of a person with his individuality, socially conditioned human qualities in all the richness and diversity of connections, interactions with the outside world based on the pedagogy of cooperation and social partnership in the “teacher-student” relationship system; careful consideration and analysis of the specifics of the composition of students, the field of activity for which they are preparing as future specialists, as well as socio-psychological characteristics in the development of personal, intellectual, professional factors in the formation of a person aged 17 to 27 (30) years, stimulating his tension mental abilities, motivations and values in the emotional, rational and volitional spheres. The coupling of educational activities with developmental ones, in which the problem-situational approach to educational activities is combined with labor, with the development of needs for creativity; the formation of a holistic, and not a “partial”, “truncated” person and specialist. A holistic approach is expressed in the student’s involvement in all aspects and areas of activity that form the basis of a person’s general and professional culture. A comprehensive essence that manifests itself in a comprehensive manner is the credo of the integrity of the individual; expansion of the arsenal and potential of teaching and educational means, focused on the development of a creatively and morally full-fledged personality of a citizen. New technologies of education should receive significant development: the transition from monological (mainly lecture-type) education to dialogical (mainly problem-based and practical); widespread use of discussion forms of classes, business simulation (quasi) and educational games and situations; a shift in emphasis in the educational process in favor of independent search work, a combination of classroom and extracurricular forms of study, because the main task of the university is to teach students to learn, think correctly and act adequately. New technologies should be based on a new educational base: textbooks and teaching aids, methodological developments, a set of technical tools focused on active and activity-based forms of learning.
Consequently, all these actions aimed at the socialization of education are capable of qualitatively and socially changing the state of society. These actions develop imagination, creative imagination, and expand the boundaries in the use of intellectual and figurative means in education and upbringing. This concept of social and humanitarian training presupposes the introduction of the individual into the cultural world of civilizational humanistic values of civil society. A specialist, a professional will not risk the generally accepted values of material and spiritual culture and civilization for the sake of “momentary” production and economic benefits. A kind of categorical imperative, an internal prohibition, and the inability to transgress ethical and legal norms will contribute to the establishment of humane norms of social life, its stability and sustainability. Socialization of education ultimately means a transition from understanding education as an institution of preparation for professional activity and life to understanding it as an institution of organization, socialization of life itself and an appeal to human qualities and cultural universals. Civil society is not identical to its past, post-totalitarian society; it is characterized by the presence of dynamic trends, constant changes in areas of activity, increasing complexity of structures and corresponding forms of consciousness and moral algorithms. At the same time, it is permanent: contradictions between new trends in social development and cultural standards, patterns that record past experience, constantly destabilize society and interfere with its functioning. Hence the new demands on educational institutions: the latter can no longer focus only on the transmission of past experience and its stereotypes. The content transmitted in educational systems should be fundamentally different, that is, it should allow one to be prepared for life and activity in new situations. Educational systems must ensure, on the one hand, the connection of the individual to the total human technical and technological experience recorded in cultural and technical values, and on the other hand, preparation for future technogenic, information-serving, sociocultural activities, different from the past, the formation of the ability to foresee the future , creative reworking of traditions. In a word, the socialization of education means the ability and opportunity to produce not only useful things, but first of all, oneself, one’s essence, to be the subject of one’s own development in the context of overall social activity.
The educational environment, like the social one, is holistic. The holistic environment of an individual is the entire set of conditions that ensure life activity at all levels of development of his needs, attitudes, and dispositions; this is a set of conditions that ensure the realization of vital needs (air, food, housing, etc.), these are conditions that ensure the subject’s self-affirmation and social activity at the level of social needs. At the same time, it should be noted that the integrity of the environment at the level of the ideal needs of the individual is extremely variable (5, p. 12).
Public education, creating conditions for the development of children, adolescents, and young people, at the same time acts as an educator of both their typical properties and unique creative individuality. Thus, organizational and educational work ensures both socialization and individualization in the public education of the younger generation (5, p. 28).
Earlier it was said that education is connected with all spheres of public life. This connection is realized directly through the individual, who is included in economic, political, spiritual, and other social connections. Education is the only specialized subsystem of society, the target function of which coincides with the purpose of society. If various spheres and branches of the economy produce certain material and spiritual products, as well as services for humans, then the education system “produces” the person himself, influencing his intellectual, moral, aesthetic and physical development. This determines leading social function education - humanistic.
Humanization is an objective need for social development, the main vector of which is a focus on (man). Global technocratism as a method of thinking and the principle of activity of industrial society has dehumanized social relations, swapped goals and means. In our society, man, proclaimed as the highest goal, has in fact been transformed into the “labor resource.” This was reflected in the education system, where the school saw its main function in “preparation for life,” and under “life” labor activity was relegated to the distant future. plan. The “worker” was valued above all. And since the worker can be replaced, this gave rise to the inhumane thesis that “there are no irreplaceable people.” In essence, it turned out that the life of a child, a teenager, is not yet a full life, but only a preparation for life. , life begins with entry into work. But what about its completion? It is no coincidence that in the public consciousness there was an attitude towards the elderly and the disabled as inferior members of society. Unfortunately, at present the situation in this regard has not improved; we have to talk about the increasing dehumanization of society as a real process, where the value of labor has already been lost 7.
Considering the humanistic function, it should be said that this concept is filled with new content. Humanism in its classical, anthropocentric understanding in modern conditions is limited and insufficient, does not correspond to the concept of sustainable development, the survival of mankind. Today, man is viewed as an open system from the standpoint of the leading idea of the end of the second millennium - the idea of co-evolution. Man is not the center of the Universe, but a particle of Society, Nature, and Space. Therefore, it is legitimate to talk about neo-humanism. If we turn to the various links of the education system, then the neo-humanistic function is intended to be implemented most fully in the system of preschool education and in secondary schools, and to the greatest extent in the lower grades. It is here that the foundations of the intellectual, moral, and physical potential of the individual are laid. As recent studies by psychologists and geneticists show, a person’s intelligence is 90% formed by the age of 9. But here we are faced with the phenomenon of the “inverted pyramid”. It is precisely these links in the education system itself that are considered non-core, and vocational, secondary and higher education come to the fore (in terms of importance, financing, etc.). As a result, the social losses of society are great and irreparable. To solve the problem it is necessary to: overcome the subject-centric approach in education, especially in secondary schools; humanitarization and humanization of education, including, along with a change in the content of education, a change in relationships in the teacher-student system (from object-based to subject-objective).
As more and more attainable statuses in society are determined by education, such a function of education as activation social movements. Education throughout the world is naturally becoming the main channel of social movement, usually upward, leading individuals to more complex types of work, greater income and prestige. Thanks to them, class structure becomes more open, social life becomes more egalitarian, and unfavorable differences in the development of different social groups are actually mitigated 7.
Social selection. In education, individuals are separated into streams that determine their future status. The formal justification for this is the level of ability that tests are used to identify. But the tests contain a certain cultural context, the understanding of which depends on the relationship between the dominant culture (on which the tests are based) and the cultural characteristics of the microenvironment of the student’s primary socialization. The greater the distance between these cultural types, the less attention the student receives from the teacher and the more likely it is that he will fail the test. An individual's educational career is thus largely determined by the social status of his parents.
The school provides individuals with unequal education and unequal development of abilities and skills, which is confirmed, as a rule, by established certificates and is a condition for occupying appropriate places in the systems of division of labor (and social stratification).
Substitution parents, social support students for the period of their stay within the walls of the educational institution. For its sake, specialized organizational and role structures are created that resemble a family environment. In fulfilling this function, education and especially pre-vocational school reproduces cultural stereotypes and role differentiation inherent in the family 7.
socialization personality society development
