Social pedagogy. What is social pedagogy as a discipline

social pedagogy science

Analysis of social pedagogy as a sphere of scientific knowledge is impossible without updating knowledge about science as a whole. As is known, the science is a form of spiritual activity of people aimed at the production of knowledge about nature, society and the process of cognition itself.

The immediate goal of science is the comprehension of truth and the discovery of objective laws on the basis of generalization of real facts in their interconnection, in order to foresee trends in the development of reality and contribute to its change. Science is a complex area of ​​human intellectual activity, which historically arose later than religion, art and education.

In the modern sense, science has two main aspects. On the one hand, it is - creative activity to obtain new knowledge; on the other hand it is and result this activities in the form of a body of knowledge brought into an integral system based on certain principles.

Each science isolates from the reality surrounding us a certain area, natural or social, the phenomena of which can be investigated by the tools of this science. These phenomena are object of science. As a rule, the object of science is specific and has many sides, properties, connections, one of which becomes subject of science... The subject of science is considered as the main system-structural characteristic of the integral picture of the investigated reality, a certain part, a kind of "cut" of the object. The purpose of science- description, explanation and forecasting of the processes and phenomena of reality that make up item its study, on the basis of the patterns discovered by it.

The professionalization of social pedagogy is a characteristic feature of modern society, an indicator of its humanistic orientation and maturity. Having emerged as a response to social processes and phenomena, social pedagogy has by now turned not only into a professional activity, but also into the sphere of social and humanitarian knowledge, requiring scientific comprehension and scientific substantiation.

Social pedagogy as a field of scientific knowledge reveals the main ways and technologies of humanization of the environment, explores the laws of improving the interaction of a person and his social environment. Like any applied field of scientific knowledge, it aims to expand the boundaries and possibilities of practice. As a science, social pedagogy explores the patterns of specific social processes and phenomena generated by social relations and directly related to the life of the personality of a child, family, adolescent and youth group, as well as children and adolescents who find themselves in a difficult life or socially dangerous situation and need a socio-pedagogical help.

An analysis of conceptual approaches to the theory of social pedagogy suggests that at the moment the nature of knowledge used in the theory and practice of social and pedagogical activity has an integrative, not only pedagogical, but generalized social and integral anthropological meaning, since it uses patterns, principles and methods of other sciences: philosophy, history, economics, sociology, psychology, anthropology, physiology, medicine, jurisprudence, demography, etc.

However, experts in the field of the theory of social pedagogy call it applied social science based on criteria such as:

• - the presence of a specific, isolated subject area;
• - the existing categorical and conceptual apparatus;
• - the establishment of the laws and principles of the theory of social pedagogy;
• - a system of ideas that make it possible to explain a lot of facts from the practical experience of social and pedagogical activity.

The object of social pedagogy, like any social science, lies in the sphere of social reality. As I.A. Lipsky, the main object of cognition in social pedagogy is “the interaction of a person and society (in its various forms and types) ...” (3, p. 129).

The subject of social pedagogy in scientific literature, as a rule, is not unambiguously defined and includes the entire body of scientific knowledge, represented by a set of invariants of social and pedagogical activity to harmonize this interaction at the level of practical work. But this problematic situation is quite understandable, since the subject of a developing science cannot be stable, since it is in constant motion, development, like the process of learning the truth itself.

This is especially true for social pedagogy, as it develops at the “junction” of scientific disciplines due to the influence of the activities of scientists from related sciences: political scientists, historians, sociologists, psychologists, psychotherapists, teachers, economists, lawyers, doctors.

The development of social pedagogy as a science is associated with the development of methods and research methods. In the field of social pedagogy, they are quite interdisciplinary and involve adaptation to the subject area of ​​social pedagogy in order to form special methods and specific research methods.

As a science, social pedagogy performs a number of important functions related to the research process: 1. informational - accumulates and contains information about real social and socio-pedagogical processes; carries in itself new knowledge, innovations that expand the understanding of that area of ​​the subject space, which in social pedagogy has not been investigated or studied insufficiently; 2. explanatory - describes and explains cause-and-effect relationships, patterns, tendencies; 3. heuristic - reveals essential necessary connections, patterns, principles and methods of transforming social reality in order to minimize violations of normal human socialization. 4. applied - serves as a theoretical basis for improving the practice of social and educational activities; forms on the basis of scientific knowledge a new style of thinking, a different philosophy and culture of behavior, social adaptation in the micro-society.

Complex test work on social pedagogy in questions and answers

for 5th year students of the specialty:

Elementary education. Social pedagogy

LIST OF QUESTIONS FOR COMPREHENSIVE CONTROL WORK ON SOCIAL PEDAGOGY

1.Objective and subjective reasons for the emergence of social pedagogy

2.Social pedagogy as a science and its relationship with other sciences. The categorical apparatus of social pedagogy

.The essence and objectives of scientific research in social pedagogy

.Stages and methods of social and pedagogical research

.Social education as the main category of social pedagogy

.Principles of social education

.Education as a social institution

.The essence, content and components of the process of socialization of the individual

.Characteristics of the socialization process: agents, means, stages, factors

.Socialization process mechanisms

.Family as a microfactor of socialization: functions, typology

.Characteristics of the social status of the family

.Subculture and its influence on the process of personality socialization

.Peer groups as a microfactor of socialization

.Socialization Mega Factors

16.Country as a natural and geographical factor of socialization. Ethnocultural conditions of socialization

17.Society as a Macro Factor of Socialization

.The state and its influence on the process of socialization of the individual

.Mass media as a mesofactor of socialization

20.Socio-pedagogical characteristics of suicidal behavior

21.Socio-pedagogical activity in groups of asocial orientation

.Special educational institutions for juvenile offenders

.Age characteristics of convicted juveniles in educational colonies

.The concept of personality socialization A.V. Petrovsky

.Religious organizations as a micro-factor of socialization

.Countercultural organizations as a micro-factor of socialization

.Features of socialization in various types of settlements

.Work of a social teacher with gifted children

.Comparative characteristics of pedagogical and socio-pedagogical activities

1. OBJECTIVE AND SUBJECTIVE CAUSES OF THE OCCURRENCE OF SOCIAL PEDAGOGY

The term "social pedagogy" was proposed by the German educator F. Disterberg in the middle of the 19th century, but began to be actively used only at the beginning of the 20th century.

Pedagogy emerged and developed as a theory and methodology for raising children in educational institutions. From the end of the 18th century, when early adolescence began to stand out as a relatively independent stage in the development of personality, young men and women also became the object of attention of pedagogy. In the second half of the 19th century. the order of pedagogy and the system of social education begins to expand. First, education of young people and older age groups is consistently included in it. Secondly, adaptation and re-education of representatives of all age categories often do not fit into the social system or violate the norms established in it. The expansion of the order was associated with the sociocultural processes that took place in Europe and America. Industrialization gave rise to a massive migration of the rural population to cities, where it turned out to be unsuitable for life in the new conditions, often could not create full-fledged families and gave a surge in crime, immoral behavior, becoming the main supplier of homeless people, vagrants and beggars. The Church, as a traditional educator, has lost its monopoly position in the sphere of morality and upbringing (in addition, it did not immediately realize the emergence of new sociocultural realities). A vacuum formed which needed to be filled. This is what some teachers tried to do, starting to develop social pedagogy. Pedagogy also tried to give an answer to the changed social order: firstly, androgogy appeared - the pedagogy of adults. But from the very beginning (that is, from the middle of the 19th century) to the present time she is engaged in the main problems of adult education. In recent decades, gerogy (pedagogy of old age) has branched off from androgogy, which has begun to deal with various forms of education for the elderly; secondly, at the end of the 19th century. originated during the 20th century. formed the pedagogy of the re-education of children and adolescents, as well as correctional (penitentiary) pedagogy, which dealt with exceptionally difficult, problem children.

Thus, the answers given by traditional pedagogy to the changed social order turned out to be limited. The conservatism of pedagogy turned out to be so strong that even the emerging new branch - social pedagogy - a number of scientists tried to reduce to the study of the problems of traditional "clients" of pedagogy - children, adolescents, youths. This is reflected in the fact that a number of the founders of social pedagogy (G. Nol, G. Boymer and others) considered social assistance to disadvantaged children and the prevention of juvenile delinquency as the subject of her research.

P. Natorp defined the subject of social pedagogy in a fundamentally different way. He believed that social pedagogy explores the problems of integrating the educational forces of society in order to raise the cultural level of the people. This understanding quite fully corresponded to the social order of modern times and made it possible to consider social pedagogy as a branch of knowledge about the upbringing of a person throughout his life.

In Russia, social pedagogy, which originated at the end of the 19th century, received a certain development in the 1920s. 20th century in the form of developing and trying to implement the idea of ​​the connection between the school and life and the social environment. Interest in the problems characteristic of social pedagogy intensified both in our country and abroad in the 70s. 20 century, which was associated with another crisis in the education system. We have shown this interest, in particular, in the emergence of various options for working with children at the place of residence and the development of appropriate guidelines (V.G. Bocharova, M.M. Plotkin, etc.). A little later, in the 80s. M.A. Galaguzov, as well as V.D. Semyonov and his colleagues, along with the study of youth housing complexes (MHK) and SEC, begin theoretical research in the field of social pedagogy itself.

Abroad, the theoretical development of the problems of social pedagogy was resumed only in the 50-60s. in Germany. However, in fact, both in Europe and in the United States, starting from the end of the 19th century, practical activities, designated by the term social work, organized by state structures, became more and more widespread. Its content was helping the family, various groups of the population, integrating the educational efforts of the school and other organizations, etc.

SOCIAL PEDAGOGY AS A SCIENCE AND ITS RELATIONSHIP WITH OTHER SCIENCES. CATEGORIAL APPARATUS OF SOCIAL PEDAGOGY

Social pedagogy is a branch of pedagogy that studies social education in the context of socialization, i.e. education of all age groups and social categories, carried out both in organizations specially created for this, and in organizations for which education is not the main function (enterprises, military units, etc.) (Mudrik A.V.).

The object of the study of social pedagogy is the child, the personality, and the regularities of the socialization of the child, the personality become the subject of its study.

A.V. Mudrik names the theoretical-cognitive, applied and humanistic functions as the main functions of social pedagogy.

The theoretical and cognitive function is expressed in the fact that social pedagogy accumulates knowledge, synthesizes it, strives to compose the most complete picture of the processes and phenomena it studies in modern society, describes and explains them, reveals their deep foundations.

The applied function is associated with the search for ways and means, the identification of conditions for the effective improvement of socio-pedagogical influence on the process of socialization in the organizational-pedagogical and psychological-pedagogical aspects.

The humanistic function is expressed in the development of goals for improving social and pedagogical processes that create favorable conditions for the development of a personality in its self-realization.

Social pedagogy is interconnected with many sciences. First of all, it is necessary to note the relationship of social pedagogy with other branches of pedagogical knowledge, such as the history of pedagogy, comparative pedagogy, family, confessional and correctional pedagogy, etc. In addition, social pedagogy is closely related to other branches of human and social science, such as philosophy, ethics, sociology, psychology, etc.

Philosophy and Social Pedagogy. Philosophy raises specific questions of human existence and, trying to give answers to them, develops a generalized system of views on the world and a person's place in it. Social pedagogy, in particular its section "Philosophy of Social Education", exploring its problems, with a greater or lesser measure of awareness, proceeds from certain views on a person and his upbringing. In these views, one can always find one or another philosophical basis.

Ethics and social pedagogy. Ethics analyzes the general laws of the development of moral ideas and relations, as well as the forms of moral consciousness of people regulated by it and their moral activity. Social pedagogy uses and takes into account the principles of morality formulated by ethics, defining goals and developing methods of education, exploring the problems of interpersonal interaction and other issues of philosophy, theory and methods of social education.

Sociology and Social Pedagogy. Sociology is the science of the laws governing the formation, functioning and development of society as a whole, social relations and social communities. Sociology of social education, studying the problem of socialization, uses data from a number of sociological knowledge: sociology of age, sociology of town and country, sociology of leisure, sociology of mass communication, sociology of youth, sociology of morality, sociology of morality, sociology of education, sociology of crime, sociology of religion, sociology of the family. Social pedagogy, developing questions of theory and methodology of social education, takes into account the data of sociology that characterize the social context in which education is carried out, analysis of the characteristics inherent in different regions and types of settlements, value orientations of certain age and socio-professional groups of the population.

Social, developmental psychology and social pedagogy. Social psychology studies the patterns of behavior and activities of people, caused by the fact of their inclusion in social groups, as well as the psychological characteristics of these groups themselves. Developmental psychology studies age characteristics and dynamics of the human psyche, as well as age factors of personality development. Social pedagogy uses data from social and developmental psychology, exploring the problems of socialization and victimology, developing psychology and methods of social education.

Social pedagogy as an independent area of ​​scientific knowledge should have its own categorical apparatus. However, social pedagogy is a young science, therefore it mainly uses concepts and categories borrowed from other sciences, such as personality, education, development, training, activities, education, society, socialization, etc.

Social learning is a purposeful process of transferring social knowledge and the formation of social skills and abilities that contribute to the socialization of the child's personality.

Social upbringing is a purposeful process of forming socially significant qualities of a child's personality, which he needs for successful socialization.

Socio-pedagogical activity is a kind of professional activity aimed at helping a child in the process of his socialization, mastering socio-cultural experience and creating conditions for his self-realization in society.

ESSENCE AND OBJECTIVES OF SCIENTIFIC RESEARCH IN SOCIAL PEDAGOGY

Scientific research is the process of developing scientific knowledge, one of the types of cognitive activity of a scientist. Any scientific research is characterized by certain qualities: objectivity, reproducibility, evidence and accuracy.

There are two types of scientific research: empirical and theoretical. They are engaged in empirical research, as a rule, practitioners - professionals in a particular field of activity (teachers, social educators, psychologists, etc.). Specially trained people are engaged in theoretical research: professors, associate professors, researchers working in scientific institutions, as well as universities.

In empirical research, as a rule, methods such as observation, description, experiment are used; in theoretical research, along with these methods, they use methods of abstraction, idealization, axiomatization, formalization, modeling, etc. In addition, at the empirical and theoretical levels, they use such logical methods as analysis, synthesis, induction, deduction, etc.

Empirical and theoretical research also differ in the results obtained. In the first case, they are fixed in the form of statements, rules, recommendations, in the second, they are theoretical knowledge: scientific concepts, laws and patterns, discoveries and inventions, etc.

Despite the difference between empirical and theoretical knowledge, they are closely related: theoretical research is based on knowledge, facts revealed in the process of studying reality. At the theoretical level, general laws are put forward that make it possible to explain the relationship of previously discovered facts and phenomena, to formulate laws on the basis of which it is possible to predict the development of future events.

Scientific research in the field of social pedagogy is usually called socio-pedagogical; it is a specially organized process of cognition, in which the development of theoretical systematized knowledge about the essence of social pedagogy, its content, methods and forms of activity of a social teacher takes place. The specificity of socio-pedagogical research, its complexity is determined by the fact that the entire system of relationships between a developing person and his environment, the whole variety of social ties, becomes the subject of research. This process is dynamic, developing: the child grows and changes every day, the environment that surrounds him changes, social ties with the environment arise, are consolidated or vice versa, and many other processes that affect the formation of the child's personality are broken.

The formation and development of social pedagogy poses a whole complex of tasks for scientists, which can be conditionally divided into three large groups.

The first group is associated with theoretical problems of social pedagogy. These include clarification of the object and subject of research of science, the development of its conceptual-categorical system based on the study of the formation of social pedagogy abroad and in the history of national culture, as well as specific modern conditions for the development of our society; identification of the principles of these areas of scientific activity and criteria for assessing social and pedagogical research, the specifics of research methods of science.

The second area of ​​scientific research is related to the development of theories that directly serve social and educational activities: research of the content, methods and means used in the activities of a social teacher, the relationship of social pedagogy with social work, special and correctional pedagogy, the history of social pedagogy; development of technologies for the activities of a social teacher with various groups of children and in various social and pedagogical institutions, etc.

The third group of problems is associated with the professional training of a social teacher: the development of concepts for such training, the specification of standards for the professional training of a social teacher, the development of a set of teaching aids, etc.

4.STAGES AND METHODS OF SOCIO-PEDAGOGICAL RESEARCH

There are three stages of designing the logic of research: staging, research itself, and design and implementation.

research stage - staged. At this stage, the choice of the field of research, definition of the problem, clarification of the research topic, definition of the object and subject of research, preliminary formulation of the hypothesis and research objectives are carried out.

the stage of work is actually research. It is primarily associated with the choice of research methods. Method is a way to achieve a goal. In the process of social and pedagogical research, general scientific methods are used. These are empirical (observation, description, diagnosis, experiment), theoretical (abstraction, modeling, etc.), as well as methods used at the theoretical and empirical levels: analysis, synthesis, deduction, comparison, generalization, etc. Along with general scientific methods of specific sciences, reflecting the specifics of the subject of each science. Social pedagogy is a relatively young science; it has yet to develop its own specific research methods. At this stage of development, this science uses both general scientific research methods and methods of sciences that are very close to it in the subject of research, primarily pedagogical, psychological and sociological.

Let's take a closer look at some of them.

Observation in socio-pedagogical research is a method of cognizing socio-pedagogical phenomena based on perception by the senses with simultaneous primary processing and analysis of the information received. Scientific observation differs from the commonplace in a number of signs: purposefulness, analytical nature, complexity, systematicity. Observation can be continuous or discrete; broad (for example, observing a group of vagrant children) or highly specialized (using children as beggars); included and not included. The advantages of the method: the ability to study a subject in natural conditions, take into account its multifaceted connections and manifestations, change a specific situation or deliberately create a new one. Disadvantages of the method: labor intensity and duration, the influence of subjective factors on the observation process.

Survey methods (conversation and interview, questioning) The purpose of survey methods is to identify the experience, assessment, point of view of a child or a group of children. When using these research methods, a clear, well-defined goal is important; a pre-thought out plan of the conversation, the definition of questions that will be asked to the subjects. Advantages: the possibility of a live contact between the researcher and the subject, the possibility of individualizing the answers, correcting them during the survey, prompt diagnosis of the reliability and completeness of the answers. Disadvantages: labor intensity, length of time, inability to cover a large number of subjects. These shortcomings are partially eliminated by using written questions and questionnaires. At the same time, more thorough preparation is carried out before the survey. In social pedagogy, research methods are widely used that are used in psychology to study the personality of a child, his character, temperament, social group, etc. It should be remembered that a scientist in his research can use the services of certain specialists.

To build an ideal picture of the object under study, a systematic approach and a modeling method are used.

In order to test the new scientific knowledge obtained, the method of experiment is used. As a rule, two types of experiment are distinguished - ascertaining and formative. The ascertaining experiment is used at the beginning of the research to identify the state of the research object. After the development of scientific provisions, a formative experiment is carried out to approbate scientific assumptions, check their effectiveness. Along with the main - formative - experiment, a duplicate experiment can be carried out, in which ideas and hypotheses are tested on a different material, in slightly different conditions. Then the results of these experiments are analyzed. And in the conclusion, the conclusions are given: how much the hypothesis put forward by the researcher was confirmed, how the research tasks were solved, what are the prospects for further work in this direction.

Stage - registration of the results of scientific research. It can be for a student - a term paper or a thesis. For a beginner scientist - defense of a dissertation. In most cases, scientific papers are drawn up as various scientific publications: monographs, textbooks, guidelines.

5.SOCIAL EDUCATION AS THE MAIN CATEGORY OF SOCIAL PEDAGOGY

The origins of education go back to the ancient Slavic pagan ethnoculture. After the adoption of Christianity, religion gradually established itself as the dominant ideology. Christian education, which was based on the assimilation of Christian morality by the younger generation, was leading up to the October Revolution of 1917. A system of Christian education was developed and effectively operated in society, which proclaimed the unity of "Orthodoxy, autocracy and nationality." A radical turn in changing the goals and content of education was made after the revolution, when there was a break with Christian education, the richest heritage of Russian pedagogical thought and practice. This phenomenon gave rise to numerous discussions among scientists-educators: what is the subject of pedagogical science, what should be the relationship between society and school, what is the role of the school in the upbringing of the younger generation, can the school affect the social environment, etc. During these years, the term social was firmly established. upbringing. In the first years of Soviet power, the problem of social education was one of the leading in pedagogy. This is due to at least two factors: the social status of children and the active development of pedology. The term "social education" was most often used in an abbreviated form - "sotsvos". In the period 1917-1930. it is used in two main meanings: 1) the designation of a state body, the function of which was the management of children's upbringing and educational institutions; 2) the transfer of social experience from one generation to another.

However, the term "social education" existed for a relatively short time. In the Soviet period, the term "communist education" replaced social education. The ideology of education was developed and implemented by the Communist Party. The term “social education” received its “rebirth” in the 90s. This is due to the collapse of the theory of communist education. The emergence of social pedagogy as a field of scientific and practical activity coincided with the period of rethinking the essence of education as a social phenomenon and determining the content of social education, which became the focus of this new branch of knowledge. Social education as one of the main categories of social pedagogy is a specific concept in relation to the category of "education", which is studied by many sciences: pedagogy, sociology, psychology, etc.

Social upbringing is understood as a purposeful process of formation of socially significant qualities of a child's personality, which are necessary for him for successful socialization.

6.In the process of social education, the following functions are realized:

Integrative - combining the efforts of state, public institutions, families in the upbringing of the individual;

diagnosing - disclosing the value characteristics of a person, family, their use in the pedagogical process;

training - ensuring the transfer of knowledge, skills, and abilities to the individual both in the process of organized forms of educational activity, and in the process of spontaneous social learning or social interaction;

developing - assistance in the moral, physical, intellectual, social, cultural, mental development of the individual;

information and communication - ensuring the transmission of social experience, continuity of traditions, value orientations that form humane relations in society, as well as the position of the individual as a subject of activity;

sociocultural - the integration of the individual into the cultural environment, historical and modern, world and national.

SOCIAL EDUCATION PRINCIPLES

The principles of education are the basic, starting points, on the basis of which the content, forms and methods of education are developed in theory and implemented in practice.

The principle of the humanistic orientation of education. The idea of ​​the need to humanize upbringing is quite clearly expressed already in the works of the Czech teacher Jan Amos Komensky, and since the Enlightenment (18th century), it has become increasingly widespread in the works of teachers from different countries. In the mainstream of social pedagogy, this principle presupposes a consistent attitude of the teacher towards the pupil as a responsible and independent subject of his own development, the strategy of his interaction with the individual and the collective in the educational process on the basis of subject-subject relations.

The principle of nature-conformity of upbringing suggests that it should be based on a scientific understanding of the relationship between natural and social processes, be consistent with the general laws of the development of nature and man, educate him in accordance with gender and age, form responsibility for the development of oneself, for the state and further development of the noosphere.

The principle of cultural conformity assumes that upbringing should be based on universal human values ​​of culture and be built in accordance with the values ​​and norms of national cultures and specific traditions of the regions that do not contradict universal human values.

The principle of variability assumes that conditions for the development and spiritual-value orientation of a person are systematically created at the state, regional, municipal and local levels: a) based on universal human values; b) taking into account ethnic characteristics, as well as regional, municipal and local conditions; c) using the existing and creating new opportunities for a differentiated and individual approach in educational organizations.

The principle of collectivity of social education assumes that social education, carried out in collectives of various types, gives the growing person the experience of life in society, the experience of interacting with others, can create conditions for positively directed self-knowledge, self-determination, self-realization and self-affirmation, and in general - for gaining experience adaptation and isolation in society.

The principle of the centralization of social education on personality development suggests that the strategy and tactics of social education should be aimed at helping children, adolescents and young men in the formation, enrichment and improvement of their human essence, in creating conditions for the development of personality, based on its priority over the group and collective ...

The principle of the dialogic nature of social education assumes that the spiritual and value orientation of children, adolescents, youths, their development is carried out in the process of such interaction between educators and the educated, the content of which is the exchange of values, as well as the joint production of values ​​in everyday life and in the life of educational organizations.

The principle of incompleteness of upbringing presupposes the recognition of each age stage of human development as independent individual and social values, and not just stages of preparation for further life. This principle assumes that there is always something incomplete and, in principle, incomplete in a child, because, being in a dialogical relationship with the world and with himself, he always retains the potential for change and self-change. Therefore, upbringing must be built in such a way that at each age stage everyone has the opportunity for development, self-affirmation, and the realization of their capabilities.

7.EDUCATION AS A SOCIAL INSTITUTION

A social institution is a historically established stable form of joint activity of members of society to use public resources to meet certain social needs (economic, political, cultural, religious, etc.). Upbringing as a social institution arose for the organization of relatively socially controlled socialization of members of society, for the transmission of culture and social norms, and in general for the creation of conditions for satisfying social needs - meaningful cultivation of members of society.

In the process of development of society in education as in activity, the following processes are noted:

upbringing is differentiated into family, religious and social, the role, meaning and ratio of which are not invariable;

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

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

correctional education appears;

dissocial education is taking shape, carried out in criminal and totalitarian, political and quasi-religious communities;

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

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

Education as a social institution includes:

a set of family, social, religious, correctional and dissocial education;

a set of social roles: educated people, professional educators and volunteers, family members, clergymen, heads of the state, regional, municipal levels, administration of educational organizations, leaders of criminal and totalitarian groups;

educational organizations of various types and types;

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

a set of positive and negative sanctions, both regulated by documents and informal;

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

Education as a social institution has certain functions in public life:

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

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

ensuring the stability of public life through the transmission of culture, promoting its continuity, renewal;

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

social and spiritual-value selection of members of society;

adaptation of members of society to a changing social situation.

The constituent parts of education as a social institution are family, religious, social, correctional and dissocial, which differ significantly from each other. In religious and family education, the emotional component plays an important role; in social and correctional education, the rational component dominates, and the emotional component plays an essential, but only complementary role. The basis of dissocial education is mental and physical abuse. Family, religious, social, correctional and dissocial education differ significantly in terms of principles, goals, content, and means. The selected types of upbringing are fundamentally different in the nature of the dominant relationship between the subjects of upbringing. In family upbringing, the interrelation of subjects has a consanguineous character. In religious education, which is carried out in religious organizations, the interrelation of subjects has a confessional-communal character, i.e. it is determined by the creed they profess and the relationships that develop in accordance with doctrinal principles. Social and correctional education is carried out in organizations created for this purpose. The interrelation of the subjects of these types of upbringing has an institutional and role character. In biosocial education, the interrelation of subjects and objects has the character of a "master - slave" relationship. Education as a social institution, possessing universal elements and characteristics, has more or less significant differences associated with the history of development, socio-economic level, type of political organization and culture of a society.

8.ESSENCE, CONTENT AND COMPONENTS OF THE PROCESS OF PERSONAL SOCIALIZATION

The author of the term "socialization" as applied to a person is the American sociologist F.G. Giddins, who in 1887 in his book "The Theory of Socialization" used it in a meaning close to the modern one - "the development of the social nature or character of the individual, the preparation of human material for social life."

An analysis of numerous concepts of socialization shows that all of them, in one way or another, gravitate towards one of 2 approaches, diverging among themselves in understanding the role of the person himself in the process of socialization.

The first approach assumes a passive position of a person in the process of socialization, and considers socialization itself as a process of his adaptation to a society that shapes each of its members in accordance with his inherent culture. This approach can be called subject-object (society is the subject of influence, and man is his object). The origins of this approach were the French scientist Emile Durkheim and the American one Talcot Parsons.

Supporters of the second approach proceed from the fact that a person actively participates in the process of socialization and not only adapts to society, but also influences his life circumstances and himself. This approach can be defined as subject-subject. The founders of this approach can be considered the Americans Charles Cooley and George Herbert Mead.

Based on the subject-subject approach, socialization can be interpreted as the development and self-change of a person in the process of assimilating and reproducing culture, which occurs in a person's interaction with spontaneous, relatively directed and purposefully created living conditions at all age stages.

The essence of socialization consists in a combination of adaptation and isolation of a person in the conditions of a particular society.

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

Isolation is the process of autonomization of a person in society. The result of this process is a person's need to have his own views and the presence of those (value autonomy), the need to have his own attachments (emotional autonomy), the need to independently solve his personally concerning issues, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation (behavioral autonomy). Thus, isolation is a process and result of the formation of a human individuality.

It follows from what has been said that in the process of socialization there is an internal conflict between the degree of adaptation of a person in society and the degree of his isolation in society. That is, effective socialization presupposes a certain balance of adaptation and isolation.

In general, the process of socialization can be conditionally represented as a set of 4 components:

spontaneous socialization of a person in interaction and under the influence of the objective circumstances of the life of society, the content, nature and result of which are determined by socio-economic and socio-cultural realities;

relatively directed socialization, when the state takes certain economic, legislative, organizational measures to solve its problems, which objectively affect the change in the possibilities and nature of development, on the life path of certain socio-professional, ethnocultural and age groups;

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

more or less conscious self-change of a person in accordance with individual resources and in accordance with or contrary to the objective conditions of life.

CHARACTERISTIC OF THE SOCIALIZATION PROCESS: AGENTS, MEANS, STAGES, FACTORS

Socialization is the process of development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in a person's interaction with spontaneous, relatively directed and purposefully created living conditions at all age stages (A.V. Mudrik).

Socialization takes place in the interaction of children, adolescents, young men with a huge number of different conditions, more or less actively influencing their development. These conditions acting on a person are usually called factors. A.V. Mudrik conventionally combined all the factors of socialization into 4 groups:

) megafactors (mega - large, universal) - space, planet, world, which in one way or another through other groups of factors affect the socialization of all inhabitants of the Earth.

) macro factors (macro - large) - a country, ethnic group, society, state, which affect the socialization of everyone living in certain countries (this influence is mediated by two other groups of factors).

) mesofactors (meso - middle, intermediate), the conditions for the socialization of large groups of people, distinguished: by locality and type of settlement in which they live (region, village, city, settlement); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to one or another subculture.

) microfactors. These include factors that directly affect specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations and associations, and a micro-society.

The most important role in how a person will grow up, how he will go through his formation is played by people, in direct interaction with whom his life proceeds. They are called socialization agents. At different age stages, the composition of the agents is specific. So, in relation to children and adolescents, these are parents, brothers, sisters, relatives, peers, neighbors, teachers. In adolescence or youth, agents also include a spouse, work colleagues, etc. According to their role in socialization, agents differ depending on how important they are for a person, how the interaction with them is built, in which direction and by what means they exert their influence.

Socialization of a person is carried out by a wide range of universal means, the content of which is specific to a particular society, this or that social stratum, or a particular age of the person being socialized. These include: ways of feeding and caring for a baby; formed household and hygienic skills; the products of material culture surrounding a person; elements of spiritual culture (from lullabies and fairy tales to sculptures); the style and content of communication, as well as methods of encouragement and punishment in the family, peer groups, in educational and other socializing organizations; consistent introduction of a person to numerous types and types of relationships in the main spheres of his life - communication, play, cognition, subject-practical and spiritual-practical activities, sports, as well as in the family, professional, social, religious spheres.

Each society, each state, each social group has developed in its history a set of positive and negative formal and informal sanctions - methods of suggestion and persuasion, prescriptions and prohibitions, ways of expressing recognition, distinction, awards. With the help of these methods and measures, the behavior of a person and entire groups is brought into conformity with the models, norms, and values ​​accepted in a given culture.

In any society, human socialization has features at various stages. In the most general form, the stages of socialization can be correlated with the age-related periodization of a person's life. There are various periodizations and the one we are considering is also not generally accepted. It is very arbitrary, but quite convenient from a social and pedagogical point of view.

Infancy (birth to 1 year), early childhood (1-3), preschool childhood (3-6), primary school age (6-10), junior adolescence ((10-12), senior adolescent (12-14) , early adolescence (15-17), youthful (18-23), youth (23-30), early maturity (30-40), late maturity (40-55), old age (55-65), old age (65 -70), longevity (over 70).

10.MECHANISMS OF THE SOCIALIZATION PROCESS

Human socialization in interaction with various factors and agents occurs through a number of mechanisms. There are various approaches to considering the mechanisms of socialization. G. Tarde considered the main mechanisms of imitation. V.S. Mukhina considers identification and isolation of the individual as mechanisms of socialization, as well. A.V. Petrovsky - a natural change in the phases of adaptation, individualization and integration in the process of personality development. Summarizing the existing points of view, we can single out several universal mechanisms of socialization that can be combined into 2 groups: 1) psychological and socio-psychological; 2) socio-pedagogical.

The first group of socialization mechanisms includes the following.

imprinting (imprinting) - fixation by a person at the receptor and subconscious levels of the peculiarities of the impact on him of vital objects. It occurs mainly at a young age;

existential pressure - language acquisition and unconscious assimilation of the norms of social behavior, which are obligatory in the process of interaction with significant persons;

imitation - following an example or pattern;

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

reflection is an internal dialogue in which a person examines, evaluates, accepts or rejects values ​​inherent in various institutions of society, family, peer society, significant persons, etc. Reflection can be an internal dialogue of several types: between different I of a person, with real or fictitious persons, etc. With the help of reflection, a person can form and change as a result of his awareness and experience of the reality in which he lives, his place in this reality and himself.

The socio-pedagogical mechanisms include the following:

the traditional mechanism of socialization is a person's assimilation of norms, standards of behavior, attitudes, stereotypes that are characteristic of his family and those closest to him. This assimilation takes place on an unconscious level with the help of imprinting, uncritical perception of the prevailing stereotypes;

the institutional mechanism functions in the process of human interaction with institutions and various organizations, both specially created for socialization and implementing their functions in parallel. In the process of human interaction with various institutions and organizations, there is: 1) the accumulation of knowledge and experience of socially approved behavior; 2) imitation of socially approved behavior; 3) conflict-free avoidance of the fulfillment of social norms;

stylized socialization mechanism operates within a specific subculture. A subculture is a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age or a certain professional or cultural stratum, which as a whole creates a certain lifestyle and thinking of a particular age, professional or social group. Subculture affects the socialization of a person to the extent that the groups of people that are its carriers are significant for him.

the interpersonal mechanism of socialization functions in the process of a person's interaction with persons subjectively significant for him. It is based on the psychological mechanism of interpersonal transfer. Significant persons can be parents, any respected adult, a peer friend of the same or opposite sex, etc.

11.FAMILY AS A MICROFACTOR OF SOCIALIZATION: FUNCTIONS, TYPOLOGY.

The family is a social institution characterized by a stable form of relationships between people, within the framework of which the main part of people's daily life is carried out: sexual relations, childbirth, primary socialization of children, a significant part of household care, educational and medical services.

M.A. Galaguzova names the following as the main functions of the family, concerning, first of all, the upbringing and development of the child:

reproductive due to the need for the continuation of the human race;

economic (associated with the accumulation of wealth for family members) and household (associated with the daily services of family members);

the function of primary socialization is due to the fact that the family is the first and main social group that actively influences the formation of the child's personality. As one of the important factors of social impact, the family has an overall impact on the physical, mental and social development of the child. The role of the family is to gradually introduce the child into society so that his development is in accordance with the nature of the child and the culture of the country where he was born.

educational. Raising a child in a family is a complex socio-pedagogical process that includes the influence of the entire atmosphere and microclimate of the family on the formation of a child. The parents' requirements are realized in their conscious educational activities with the help of persuasion, a certain way of life and activities of the child, etc. The personal example of parents is the most important means of influencing the upbringing of a child, the educational value of which is based on the propensity to imitate inherent in childhood. The child's direct experience, acquired in the family, often becomes the only criterion for the child's attitude to the world around him, to people. In a family, upbringing can be deformed, when parents lead an immoral lifestyle, do not have a pedagogical culture, etc.

recreational and psychotherapeutic function. Its meaning is that the family should be the niche where a person could feel absolutely protected, be absolutely accepted, despite his appearance, life success, financial situation, etc.

In modern sciences, there are various approaches to the typology of the family, which differ mainly in the grounds underlying the classification. Of the existing set of typologies (psychological, pedagogical, sociological), the tasks of the social teacher's activity correspond to the classification, which provides for the allocation of 4 categories of families, differing in the level of social adaptation:

prosperous families successfully cope with their functions, practically do not need the support of a social teacher, since due to their adaptive abilities they quickly adapt to the needs of their child and successfully solve the problems of his upbringing and development. In case of problems, a one-time one-time assistance within the framework of short-term work models is enough for them.

Families of the risk group are characterized by the presence of some deviation from the norms, which does not allow them to be defined as well-off (single-parent family, low-income family, etc.). They cope with the tasks of raising a child with great exertion of their strength, therefore, a social teacher needs to observe the state of the family, the maladjusting factors available in it, track how much they are compensated by other positive characteristics, and, if necessary, offer timely help.

Dysfunctional families cannot cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family upbringing of a child proceeds with great difficulties, slowly and ineffectively. This type of family requires active and long-term support from a social educator.

Asocial families are families in which parents lead an immoral, illegal lifestyle and where living conditions do not meet basic sanitary and hygienic requirements, and, as a rule, no one is involved in raising children. The work of a social educator with these families should be carried out in close contact with law enforcement agencies, guardianship and guardianship authorities.

CHARACTERISTIC OF THE SOCIAL STATUS OF THE FAMILY

Of all the problems facing the modern family, for the social educator, the most important is the problem of adapting the family to society. The main characteristic of the adaptation process is social status, i.e. the state of the family in the process of its adaptation is the social status, i.e. the state of the family in the process of its adaptation in society.

Scientists have shown that a family can have at least 4 statuses: socio-economic, socio-psychological, sociocultural, situational-role.

Socio-economic status is determined by the financial situation of the family, which is made up of several indicators: income level, living conditions, subject environment. If the level of family income, as well as living conditions, are below the established standards, as a result of which the family cannot meet the most basic needs for food, clothing, payment for housing, then such a family is considered poor, and its socio-economic status is low. If the material well-being of the family meets the minimum social standards, i.e. a family copes with the satisfaction of basic life support needs, but lacks material resources to meet leisure, educational and other social needs, then such a family is considered poor, its socio-economic status is average. The high level of income and the quality of housing conditions, which allows not only to meet the basic needs of life support, but also to use various types of services, indicates that the family is financially secure, has a high socio-economic status.

Socio-psychological status is determined by the psychological climate of the family, which is understood as a more or less stable emotional attitude, which is formed as a result of the moods of family members, their emotional experiences, relationships to each other, other people, events. High level of psychological climate: relationships are built on the principles of equality and cooperation, respect for individual rights, emotional closeness, satisfaction of each family member with the quality of these relationships. Low level: there are chronic difficulties and conflicts in the family, family members experience constant anxiety, emotional discomfort, alienation prevails in relationships. The middle level is an intermediate state of the family, when unfavorable tendencies are weakly expressed, do not have a chronic nature and are regarded as satisfactory.

Sociocultural status is determined by the level of the general culture of family members. The level of family culture is considered high if the family copes with the role of the keeper of customs and traditions, has a wide range of interests, spiritual needs. Life is organized in the family, leisure time is varied, joint forms of leisure and everyday activities prevail. The family is focused on the comprehensive upbringing of children. If the spiritual needs of the family are not developed, the range of interests is limited, the way of life is disorganized, there is no cultural, leisure and labor activity uniting the family, weak moral regulation of the behavior of family members, then its level of culture is low. In the case when a family does not have a full set of characteristics, indicating a high level of culture, but realizes the gaps in its cultural level and is active in the direction of its increase, then its level of culture is average.

The fourth indicator is situational-role adaptation, which is associated with the attitude towards the child in the family. In the case of a constructive attitude towards the child, high culture and family activity in solving the child's problems, her situational-role status is high. If in relation to the child there is an accentuation on his problems, then the situational-role status is average. In the case of ignoring the child's problems and even more negative attitudes towards him, which, as a rule, are combined with low culture and family activity, the situational-role status is low.

SUBCULTURE AND ITS INFLUENCE ON THE PROCESS OF PERSONAL SOCIALIZATION

Subculture is a set of specific socio-psychological characteristics (norms, values, stereotypes, tastes, etc.) that affect the lifestyle and thinking of certain nominal and real groups of people and allow them to realize and assert themselves as “we”, different from "They" (other representatives of society).

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

Signs of a subculture:

the value orientations of the carriers of a particular subculture are determined by the values ​​and social practice of society, age and other specific needs, aspirations and problems of its carriers.

norms of behavior, interaction and relationships inherent in subcultures differ significantly in content, spheres and the extent of their regulatory influence.

status structure. Status in this case is the position of a person in the system of interpersonal relations of a particular group, due to his achievements in life that is significant for her, reputation, authority, prestige, influence.

sources of information preferred by carriers of a subculture, designed for carriers of this subculture; predominantly certain programs or broadcasts of radio and television, specific headings of newspapers and magazines. The information obtained from these sources, selected, transformed and perceived in accordance with the value orientations characteristic of the subculture, largely determines the content of communication of its carriers.

aesthetic preferences are more or less pronounced common hobbies, tastes, and ways of free pastime, which are determined by their age and socio-cultural characteristics, their living conditions and their opportunities, as well as fashion.

Following fashion is the most important feature of adolescent subcultures. This is most clearly manifested in the costume, appearance (hairstyle, makeup, tattoo, piercing, etc.), dancing, demeanor, speech, musical and other aesthetic preferences, household products.

Fashion also determines another characteristic feature of the adolescent subculture - musical preferences.

Jargon is a kind of dialect that distinguishes its speakers.

folklore is a complex of verbal, musical, play, visual types of creativity.

The influence of the subculture is most clearly seen in a number of aspects.

) having its own characteristics, the value orientations of the subculture affect the relationship of its carriers to the world and with the world, their self-awareness and self-determination, the choice of spheres and preferred ways of self-realization, etc.

) adherence to fashion in clothes for young people is a way to feel their belonging to the society of their peers, to its subculture, to assert their “similarity to everyone”.

) the desire to stand out among their peers, to assert their “dissimilarity to all”.

14.PERSONAL GROUPS AS A MICROFACTOR OF SOCIALIZATION

Peer groups are an association of children and adolescents, albeit of different ages, united by a system of relationships, certain common values ​​or situational interests. They are formed most often on the basis of the spatial proximity of the members; coincidence of interests; the presence of a situation that threatens personal well-being; having a formal organization. Interpersonal relationships develop in peer groups. The leader stands out, other roles. Characterization of the composition of peer groups includes such characteristics as age, gender, social composition. Peer groups can be classified according to several parameters: according to their legal status and place in the social system (official, i.e. recognized by society, associated with any state or public organizations, having a certain organizational structure and membership, and unofficial, existing, as it were, according to yourself); by socio-psychological status (groups of belonging, in which a person really belongs, and reference groups, to which a person does not belong, but to which he is mentally oriented); according to the degree of stability, the duration of its existence (permanent, temporary, situational); by spatial localization (courtyards, quarters, functioning within the framework of an institution); by type of leadership or leadership (democratic or authoritarian); by value orientation (prosocial (socially positive), asocial (socially neutral) and antisocial). In recent decades, peer groups have become one of the decisive micro-factors in the socialization of the younger generations. Their role has grown due to urbanization; the transformation of a large family into a small one, an increase in the number of one-child and single-parent families; universal secondary education, a publicly available source of knowledge - QMS led to the fact that the younger generations have become more homogeneous in terms of the average level of education and cultural development in general; the consolidation of adolescents and young men in peer groups is significantly influenced by fashion, which sets the standards not only for clothing and hairstyles, but also for the entire lifestyle.

Having a certain age and socio-cultural specifics, the functions of a peer group in the process of socialization are universal:

) the group introduces its members to the culture of a given society, teaching behavior corresponding to the ethnic, religious, regional, social belonging of the group members.

) in a group of peers, teaching sex-role behavior is carried out

) the peer group plays an important role in the process of autonomization of children and especially adolescents and young men from adults in general and from parental influence in particular.

) the group helps its members achieve autonomy from the peer community and from the age subculture.

) a group of peers creates favorable or unfavorable conditions, stimulates or inhibits the solution of age-related tasks by children, adolescents, young men - the development of self-awareness, self-determination, self-realization and self-affirmation, - determines the content side of solving these problems.

) a group is a specific social organization that is perceived by its members as an "ecological niche".

social ethnocultural education personality

15.PERSONALITY AS A SUBJECT, OBJECT, VICTIM OF SOCIALIZATION

Every person, especially in childhood, adolescence and adolescence, is an object of socialization. Requirements for him in this or that aspect of socialization are presented not only by society as a whole, but also by specific groups and organizations. The content of the requirements depends on the age and social status of the person to whom they are presented.

E. Durkheim, considering the process of socialization, believed that the active principle in it belongs to society, and it is this society that is the subject of socialization. Society seeks to shape a person "according to its own model", i.e. affirming the priority of society in the process of socialization of man, E. Durkheim considered the latter as an object of the socializing influences of society. The views of E. Durkheim in many respects became the basis for the developed by T. Parsons a detailed sociological theory of the functioning of society, which describes, among other things, the processes of human integration into the social system. According to his views, a person "absorbs" common values ​​in the process of communicating with "significant others." As a result, adherence to generally accepted regulatory standards becomes part of his motivational structure, his need. A person becomes a full-fledged member of society, being not only an object, but also, more importantly, a subject of socialization, assimilating social norms and cultural values, showing activity, self-development and self-realization in society. The basis for considering a person as a subject of socialization was the concept of American scientists Ch.X. Cooley, W.I. Thomas and F. Znanetsky, J.G. Mead. C. Cooley believed that the individual self acquires a social quality in the process of interaction between individual and group subjects. W. Thomas and F. Znanetsky believed that when studying certain social situations, it is necessary to take into account not only social circumstances, but also the point of view of the individuals involved in these situations, i.e. consider them as subjects of social life. A person becomes a subject of socialization objectively, because throughout his life at each age stage he faces tasks, for the solution of which he, more or less consciously, and more often unconsciously, sets appropriate goals for himself.

To a certain extent, I tentatively singled out three groups of tasks solved by a person at each age stage or stage of socialization: natural-cultural, socio-cultural and socio-psychological.

Natural-cultural tasks - achieving a certain level of physical and sexual development.

Socio-cultural tasks - cognitive, moral and ethical, value-semantic - are specific for each age stage in a particular society in a certain period of its history.

Socio-psychological tasks are the formation of personality self-awareness, its self-determination in actual life and in the future, self-realization and self-affirmation, which at each age stage have specific content and ways of solving them.

Self-awareness of a person is the achievement of a certain measure of self-knowledge at each age, the presence of a relatively holistic self-concept and a certain level of self-esteem and a measure of self-acceptance.

Self-determination of a person involves finding a certain position in various spheres of actual life and developing plans for various segments of his future life.

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

Self-affirmation is a person's achievement of subjective satisfaction with the result and (or) the process of self-realization.

Man is not only an object and subject of socialization. He can become her victim. This is due to the fact that the process and result of socialization contain an internal contradiction.

Successful socialization presupposes, on the one hand, effective adaptation of a person in society, and on the other hand, the ability to resist society to a certain extent, or rather, part of those life collisions that interfere with the development, self-realization, and self-affirmation of a person. Effective socialization presupposes a certain balance between adaptation in society and isolation in it.

A person who is fully adapted in society and is not able to resist it to some extent, that is, a conformist, can be regarded as a victim of socialization. At the same time, a person who is not adapted in society also becomes a victim of socialization - a dissident (dissenter), a delinquent, or somehow deviates from the way of life accepted in this society.

Any modernized society to one degree or another produces both types of victims of socialization. The magnitude, severity and manifestation of the described conflict are associated both with the type of society in which a person develops and lives, and with the style of upbringing characteristic of society as a whole, for certain socio-cultural strata, specific families and educational organizations, as well as with individual characteristics. the person himself.

16.MEGAFACTORS OF SOCIALIZATION

The cosmos (or the Universe) and the problem of its influence on the life of people on planet Earth has already attracted the minds of antiquity. And although to this day most of the representatives of the natural sciences are skeptical about the idea of ​​the dependence of human life on cosmic influences, various doctrines and theories constantly arose throughout the history, the authors and followers of which saw in space a source of powerful influence on the life of human society and the individual. So, in the first third of the XX century. outstanding Russian scientists, psychiatrist V.M. Bekhterev, geophysicist P. Lazarev, biophysicist A.L. Chyzhevsks noted the dependence of relations in the social environment on the abundance of energy flowing to us and assumed that the study of social phenomena in connection with geophysical and cosmic phenomena should provide an opportunity for a scientific substantiation of the study of the laws of human society. A.L. Chizhevskiy revealed that the epochs of concentration of historical events (such as the discovery of America, revolutions in England, France and Russia, etc.) coincide with epochs of maximum solar activity. He found an equally obvious dependence in the lives of prominent historical figures. The accumulation of new knowledge will allow us to meaningfully characterize the cosmos as a mega-factor of socialization.

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

Peace is a concept in this case, sociological and political, denoting the aggregate human community that exists on our planet.

The planet and the world are organically interconnected and interdependent. The world arose and developed in natural and climatic conditions that separate the planet Earth from other planets. In the process of its development, the world influenced the state of the planet. This influence became most obvious in the 20th century, giving rise to the so-called global planetary-world processes and problems: environmental (environmental pollution, etc.), economic (widening the gap in the level of development of countries and continents), demographic (uncontrolled population growth in one country and a decrease in its number in others), military-political (an increase in the number and danger of regional conflicts, the proliferation of nuclear weapons, political instability).

All these and other problems and processes directly and indirectly affect the socialization of the younger generations.

The indirect influence of global processes and problems on the socialization of the younger generations is manifested in various aspects. Economic activities leading to environmental pollution are reflected in the living conditions (and, consequently, socialization) of the entire population of the world (naturally, in some parts of it there is more, in others - less). Global economic and political processes determine the living conditions of people in a particular country, influencing the distribution of the gross national product of a particular country between the spheres of defense, production, social investment, consumption and accumulation.

The presence and role of socialization megafactors must be borne in mind and taken into account when defining the tasks, goals and content of upbringing.

COUNTRY AS A NATURAL GEOGRAPHIC FACTOR OF SOCIALIZATION. ETHNOCULTURAL CONDITIONS OF SOCIALIZATION

A country is a territory allocated by geographic location, natural conditions, with certain boundaries. It has state sovereignty (full or limited), and may be under the rule of another country (i.e., be a colony or trust territory). Several states can exist on the territory of one country.

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

As Michel Montaigne believed, people, depending on the climate of the place where they live, are more or less militant, more or less moderate, prone to obedience or disobedience, to sciences or arts. The geographic conditions and climate of a country affect the birth rate and population density. Geoclimatic conditions affect the health of the country's inhabitants, the spread of a number of diseases, and the formation of ethnic characteristics of its inhabitants.

Thus, natural and climatic conditions initially determine the historical development of the country, together with other factors determine some specific features of the socialization process.

Ethnicity (or nation) is a historically established stable aggregate of people with a common mentality, national identity and character, stable cultural features, as well as an awareness of their unity and difference from other similar formations. Features of the psyche and behavior associated with the ethnicity of people are made up of two components: biological and socio-cultural.

The biological component in the psychology of individuals and entire nations has evolved under the influence of a number of circumstances. Over the millennia, all nations have formed on their ethnic territory, people have adapted to a specific climate, landscape, created a specific type of management for each natural zone, their own rhythm of life. In actual life, the socio-cultural component of the psyche and behavior of people plays a significantly greater role. In modern modernized countries, a person's nationality is determined, on the one hand, by the language that he considers native, by the culture behind this language, on the other, it is recognized by the person himself due to the fact that his family refers to a certain nation and, accordingly, the immediate environment considers him to belong to her.

Socialization in a particular ethnic group has features that can be combined into two groups - vital, by which in this case we mean the ways of feeding children, the peculiarities of their physical development, etc. and mental. The influence of ethnocultural conditions on human socialization is most significantly determined by mentality, which is understood as a deep spiritual make-up, a set of collective ideas at an unconscious level, inherent in an ethnos as a large group of people formed in certain climatic, historical and cultural conditions. The mentality of an ethnos determines the ways of seeing and perceiving the world around it, characteristic of its representatives, and is manifested in the ways of acting in the surrounding world characteristic of the representatives of the ethnos.

SOCIETY AS A MACRO-FACTOR OF SOCIALIZATION

Society is a political-sociological concept that characterizes the totality of social relations that have developed in the country between people, the structure of which is the family, social, age, professional and other nominal and real groups, as well as the state.

Society is a holistic organism with its own gender, age and social structures, economy, ideology and culture, which has certain methods of social regulation of the life of people.

The sex-role structure of society from the point of view of its characteristics as a factor of socialization is important not so much for its quantitative (the ratio of men and women of different ages, etc.), but rather for its qualitative indicators. The sex-role structure of society is qualitatively characterized by: the social status of the sexes; differences in educational attainment; employment outside home work of representatives of both sexes, a measure of their qualifications; participation in the management of organizations, in local government bodies, in the government of the country. Qualitative characteristics of the sex-role structure of society affect the spontaneous socialization of children and adolescents, determining their assimilation of the corresponding ideas about the status of one or the other sex, gender-role expectations and norms, the formation of a set of stereotypes of gender-role behavior. The qualitative features of the gender-role structure of society and their perception by a person can influence various aspects of its self-determination, the choice of spheres and methods of self-realization and self-affirmation, and self-change in general.

Age stratification (distribution) is inherent in any society. The most consistent significance of the age structure of society in the socialization of the younger generations is shown in the concept of Margaret Mead. She identified three types of societies, depending on the pace of their development and measures of modernization - traditionality, which determine the nature of intergenerational relations in the process of human socialization.

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

In societies of the cofigurative type (industrial), the model for people is the behavior of their contemporaries. Both children and adults learn in them mainly from their peers.

In societies of the prefigurative type, not only the younger learn from the older, not only the behavior of peers becomes a model for people, but also the older learn from the younger. This type is typical for modern developed countries.

The social structure of society is a more or less stable set and ratio of social and professional strata and groups with specific interests and motivation for economic and social behavior.

The social structure, firstly, affects the spontaneous socialization and self-change of a person insofar as each social stratum and individual socio-professional groups within them develop a specific lifestyle that affects the socialization of children, adolescents, and young men belonging to it. Second, it should be borne in mind that the more socially differentiated a society is, the more potential it has for the mobility of its members - horizontal and vertical.

Horizontal social mobility is a change in occupations, membership groups, social positions within one social stratum. Vertical social mobility is the transition of members of society from one social stratum to another (both to a higher and to a lower one). Education as a socially controlled socialization is influenced by the social structure of society due to the fact that different social strata and professional groups have different ideas about what kind of people should grow out of their children. Accordingly, they make different demands on the education system and the organization of the social experience of the younger generations and individual assistance to specific people in the upbringing process.

The level of economic development of a society affects the socialization of the younger generations as it determines the standard of living of its members. The standard of living is a concept that characterizes the degree of satisfaction of the material and cultural needs of people. Economic development affects the spontaneous socialization and self-change of a person, not only determining the standard of living of various professional and social groups and strata, as well as specific people, but also due to the fact that its vector affects their expectations, moods and behavior. This atmosphere largely determines either the current and promising aspirations of both specific members of society and entire groups of the population, stimulating an active desire to improve their position, or frustration (depression) and, as a result, antisocial behavior (aggression, vandalism, self-destruction - alcoholism, drug addiction ). The economic situation in society affects upbringing as a socially controlled socialization insofar as it determines the demand for a certain number of people in certain professions and the quality level of their training. The main thing is that the level of economic development of society determines the possibilities for creating conditions for planned development, primarily for the younger generations - in general or only in some social strata.

19.THE STATE AND ITS INFLUENCE ON THE PROCESS OF PERSONAL SOCIALIZATION

The state is a link in the political system of society, which has power functions and is a set of interconnected institutions and organizations that manage society.

The state can be considered as a factor of spontaneous socialization insofar as its characteristic politics, ideology, economic and social practice create certain conditions for the life of its citizens, their development and self-realization. Children, adolescents, youths, adults, functioning in these conditions, learn the norms and values, both declared by the state and implemented in social practice. As you know, they never completely coincide, and at certain periods of the history of the state they can be opposite. All this in a certain way can influence the self-change of a person in the process of socialization. The state carries out a relatively directed socialization of its citizens belonging to one or another age and gender, socio-professional, national-cultural groups. Relatively directed socialization of certain groups of the population is objectively carried out by the state in the process of solving the tasks necessary for the implementation of its functions.

So, the state determines the ages: the beginning of compulsory education (and its duration), majority, marriage, obtaining a license to drive cars, conscription into the army (and its duration), the beginning of labor activity, retirement. The state legislatively stimulates and sometimes finances (or, on the contrary, restrains, restricts and even prohibits) the development and functioning of ethnic and religious cultures. Thus, relatively directed socialization carried out by the state, being addressed to large groups of the population, creates certain conditions for specific people to choose their life path, for their development and self-realization. The state carries out more or less effective socially controlled socialization of its citizens, creating for this both organizations that have their functions to educate certain age groups, and creating conditions that force organizations, whose direct functions are not included, to one degree or another engage in education ... For this, it develops a certain policy in the field of education and forms the state system of education.

State policy in the field of education - defining the tasks of education and strategies for solving them, developing legislation and allocating resources, supporting educational initiatives, which together should create the necessary and sufficiently favorable conditions for the development and spiritual and value orientation of the younger generations in accordance with the positive interests of a person and by the demands of society.

The state education system is a set of state organizations whose activities are aimed at implementing the state educational policy. The state education system includes several elements:

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

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

A set of social roles necessary for the implementation of the functions of upbringing: organizers of upbringing; professional educators of various specializations; volunteer educators; educated people of different ages, gender and socio-cultural background.

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

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

Educational management bodies, thanks to which the state education system functions and develops.

20.MEANS OF MASS COMMUNICATION AS A MESOFACTOR OF SOCIALIZATION

Mass media (QMS) - technical means (print, radio, cinema, television, computer networks), with the help of which information is disseminated to quantitatively large dispersed audiences.

Considering the QMS as a factor of socialization, it should be borne in mind that the direct object of the impact of the flow of their messages is not so much an individual as the consciousness and behavior of large groups of people that make up the audience of a particular mass media. In this regard, the question of which group of socialization factors the QMS belongs to does not have an unambiguous answer. The materials of mass polls that indicate an increase in the level of selective consumption of information allow us to consider the QMS mainly as a mesofactor of socialization. The influence of the QMS on spontaneous socialization is determined by several circumstances: in many respects determine the leisure time of people, 2) the relaxation role of the SMC is closely related to the recreational one. It takes on a specific connotation when it comes to adolescents and adolescents. For most of the children, watching television, listening to music, working with a computer, and for some of them reading, become a kind of compensation for the lack of interpersonal contacts, a means of distraction in the event of complications in communicating with peers. 3) QMS play an important role in human development.

Computer networks play a special role in the spontaneous socialization of the younger generations. Working with a computer, on the one hand, leads to the expansion of contacts, opportunities for the exchange of socio-cultural values, the generation and implementation of new forms of symbolic experience, the development of imagination processes, the intensification of the study of foreign languages ​​and a number of other positive effects. But, on the other hand, it can lead to the "addiction syndrome" on a computer network, contributing to narrowing of interests, escape from reality, absorption in computer games, social isolation, weakening of emotional reactions and other negative effects. QMS to one degree or another have a relatively directed influence on socialization. Firstly, QMS has a very significant effect on the assimilation of a wide range of social norms by people of all ages and on the formation of their value orientations in the field of politics, economics, ideology, law, etc. segments of the population.

Self-change of a person in the process of socialization under the influence of QMS occurs in various aspects and has both positive and negative vectors.

In this regard, it should be especially noted that recently the tendency of transformation of the QMS into the sphere of human self-realization has been gaining momentum. Radio and television programs with direct participation of listeners and viewers have been added to the long-standing correspondence of readers with newspapers and magazines. The development of electronic systems has given rise to a new type of communication and self-realization - the interaction of a person with certain partners of interest to him for one reason or another, which allows him to find like-minded people and express himself in communication with them. This creates completely new opportunities for self-realization and self-affirmation, can lead to some kind of self-change in children, adolescents, young men. Education as a relatively socially controlled socialization for a long time used only print media. In the second half of the 20th century, they began to use the possibilities of cinema, and mainly television, in the process of education and upbringing.

In this regard, the so-called media education is becoming a special aspect of social education, which is understood as the study of the laws of mass communication by the educated. Its tasks: to prepare the younger generations for life in modern informational conditions, for the perception of information (to teach a person to understand it - to “decode” messages, to critically assess their quality), to understand the consequences of its impact on the psyche, to master methods of communication based on non-verbal forms of communication using technical means. Media education is carried out both at school and in other educational organizations, as well as in organizations specially created for this purpose.

SOCIO-PEDAGOGICAL CHARACTERISTICS OF SUICIDAL BEHAVIOR

Suicide is the intentional taking of one's own life. Suicidal behavior includes: intentions, suicidal attempts, completed suicide. Suicide cannot be attributed to self-infliction of death in a state of insanity or negligence. The reasons for suicidal behavior in adolescence can be: 1) relationships with parents, 2) difficulties associated with school; 3) problems of relationships with friends, mostly of the opposite sex. Psychotherapist Y. Polyakov identified the types of people with suicidal behavior:

Demonstrative type. This is the desire to show the reality of suicidal intentions, thereby drawing attention to themselves, arousing sympathy. As a rule, such attempts are made openly and loudly.

Affective. Suicide is built on emotions. As a rule, the outburst of emotion is short-lived.

The truly suicidal type is the deliberate desire to commit suicide.

The most typical motives for adolescent suicide can be: feelings of resentment, loneliness, inability to be understood; actual or perceived loss of parental love, jealousy; experiences associated with death, divorce, parental departure from the family; feelings of guilt, shame, remorse; fear of punishment, unwillingness to apologize; love failures, sexual excesses; pregnancy; feelings of revenge, anger, protest; the desire to draw attention to their fate, imitation of idols.

The peculiarities of suicidal behavior in children and adolescents are: insufficiently adequate assessment by adolescents of the consequences of their suicidal actions due to the lack of a clear understanding of what death is; no distinction between true suicidal intentions and demonstrative blackmailing actions; the discrepancy between the external reason and the reaction to it, i.e. frivolity from the point of view of adult motives of suicidal attempts; the presence of a relationship between suicide and some manifestations of deviant behavior.

The forms of prevention of suicidal behavior can be:

strict observance of the requirements of pedagogical ethics, pedagogical culture in the daily work of each teacher;

mastering at least a minimum of knowledge in the field of age-related pathopsychology, the appropriate techniques of the individual psychological approach of curative pedagogy;

early identification of the risk contingent on the basis of knowledge of its characteristics for the purpose of dynamic observation and timely psychological and pedagogical work;

active family patronage using family psychotherapy techniques, providing advice to parents and children;

considering the threat of suicide as a sign of suicidal risk behavior;

increased attention of parents to the order of storage of medicines, as well as to suicidogenic mental factors;

consulting a teenager with a psychologist, if necessary;

the formation of students' concepts: "value of human life", "purpose and meaning of life", etc .;

increasing stress resistance through psychological preparation of a teenager for the complex and contradictory realities of modern life, the formation of readiness to overcome difficulties, etc.

22.SOCIO-PEDAGOGICAL ACTIVITIES IN GROUPS OF ASOCIAL ORIENTATION

Socialization occurs as a result of the active involvement of the individual in the environment.

Particularly significant in this regard is the period of growing up, when a growing person experiences: self-awareness in the system of interpersonal relations, where he can declare himself, satisfy the need for public recognition, realize his rights and claims, etc. The complexity and versatility of the adolescent's inner experiences gives rise to a wide range of behavioral manifestations.

There are the following adolescent groups with deviant behavior and antisocial manifestations:

Retreat group. Retrism is a rejection and withdrawal from reality, expressed in inaction, meaninglessness of actions, aimless existence, empty pastime, low-quality entertainment, often accompanied by substance abuse.

Asocial group. The platform for such unification is the desire of adolescents to free themselves from social control, to give an outlet for energy.

Aggressive group. The characteristic features of this group are strict rules, strong group pressure and severe sanctions for violation of intra-group norms, non-observance of the established hierarchy of relationships, manifestations of cowardice, non-salidarity, deviations from generally accepted attitudes, etc. The leader of such a group is usually the strongest and most arrogant.

Criminal group. For its members, robberies, thefts, racketeering, prostitution, drug cooperation, etc. are acceptable. By the nature of their criminal activity, these groups are classified into acquisitive, criminal acts committed that are associated with profit, sectarian, the crime of which is characterized by belonging to destructive cult associations, extremist.

Considering socio-pedagogical approaches to working with groups of adolescents of an asocial orientation, first of all, it is necessary to take into account the psychological and age T features of this category and do not rely on forceful pressure, intimidation, categorical prohibitions, etc., because: 1) any behavior in the event of coercion becomes defensive and defensive; 2) there is an adaptation to intimidation and indifference to punishment, 3) the behavior learned in such conditions becomes stereotyped, forming anxiety in the personality. When working with groups of "difficult" adolescents, one should not rely on "educational technologies" either. The methodological arsenal is important, but the main thing is the potential of the personality of the social teacher, his ability to establish psychological contact with the group, develop trusting relationships, and gain recognition and respect of its members. Since asocial oriented groups define themselves to the greatest extent in an informal setting, the practice of “street” social educators has developed in many countries. The scheme of work of this institution is as follows. The district is divided into sections, and the social teacher, having studied it, knows everything that happens in his area of ​​competence. If a group of adolescents or youth appears in the field of view, which by their behavior or occupation arouses his suspicions, he comes into contact with her, finds out the most significant problem for them and tries to help in its solution and the group's entry into the normal course of youth pastime. In the future, this connection is maintained in order to prevent the next tilt towards unseemly actions.

Nevertheless, in social and pedagogical work, as in any other area, it is better to prevent problems than to look for ways to solve and correct them afterwards.

Prevention of the emergence of asocial groups includes: 1) competent socio-psychological and pedagogical support of the individual at all stages of his growing up; 2) identifying negative deviations of children at the earliest possible stage, establishing their causes and taking appropriate measures for correction, therapy, etc .; 4) providing students with opportunities to identify their inclinations, natural inclinations, creating conditions for their creative development; 5) assistance in the formation of positive tendencies in adolescents, education of the need for a healthy lifestyle; 6) taking measures to improve the environment for adolescents; 7) the availability of stable information about group associations, which include pupils; 9) at any stage of contact with the group, avoid excessive guardianship, obsession, team approach. Working with a group is impossible without establishing a relationship of trust. If a social educator is not a recognized authority for a teenager, a significant person who is able to understand, accept, help, the matter is doomed to failure. Teenagers need to be sure that a social educator is not capable of betrayal.

23.SPECIAL EDUCATIONAL INSTITUTIONS FOR MINOR OFFENSE

Special educational institutions for juvenile offenders can be divided into the following types:

special general education schools;

special vocational schools;

special (correctional) general education schools and special (correctional) vocational schools for children and adolescents with developmental disabilities (mental retardation and mild forms of mental retardation) who have committed socially dangerous acts.

As a rule, separate institutions for boys and girls are established. However, if appropriate conditions exist, it is possible to create mixed institutions with the joint maintenance and training of boys and girls.

The main function of the SUVU for juvenile offenders is to provide them with psychological, medical and social rehabilitation, including the correction of their behavior and adaptation in society, as well as creating conditions for them to receive primary general, basic general, secondary (complete) general and vocational education.

Institutions can be open and closed. An open-type institution performs a preventive function and is created for children and adolescents: 1) with persistent illegal (deviant) behavior; 2) victims of any form of psychological violence; 3) those who refuse to attend educational institutions who experience difficulties in communicating with their parents. An open institution can be state, municipal or non-state. A closed institution is created for juveniles with delinquent behavior, i.e. committed socially dangerous acts provided for by the institution of a closed type can only be state.

The main task of these institutions is to correct behavior, teach and prepare minors for socially useful activities by applying pedagogical methods to pupils with compulsory coverage of general educational and vocational training and their involvement in work. A prerequisite for sending minors to special educational institutions is registration and preventive work at their place of residence by employees of the internal affairs bodies of the corresponding level (district, city, etc.). These functions are carried out by the departments for the prevention of juvenile delinquency (ODPU), which are in the structure of the Internal Affairs Directorates at all levels. The direction of adolescents to special educational institutions is carried out through the Centers for Temporary Isolation for Juvenile Offenders (TsVINP) after receiving a voucher.

One of the most effective and proven means of preparing a pupil for life outside a special educational institution is a rehabilitation leave. If the pupil, being in a special educational institution, does not admit violations of discipline, meets the requirements of teachers, then he can be sent on a rehabilitation leave for a period of 3 to 6 months. All this time, he is under the control of an employee of the DPPU, who monitors his behavior, and at the end of the designated period prepares an objective description for this teenager, on the basis of which the administration makes the final decision on the release of the teenager from a special educational institution.

24.AGE PECULIARITIES OF MINOR CONVICTED IN THE EDUCATIONAL COLUMNS

Age is of great importance in serving a sentence: it is taken into account when organizing various areas of the educational process, implementing the main means of correction, forming collectives of convicts, etc.

Characteristics of the personality of a juvenile convict is largely due to the peculiarities of adolescence, which is distinguished by the rapid physical development of the body, energy, initiative, and activity of the individual. Susceptibility and impressionability are those internal conditions that contribute to the formation of the foundations of the worldview, character traits, properties and qualities of a person. An uncritical attitude towards oneself, an inadequate assessment of reality lead to the moral instability of juvenile convicts, which reduces the effectiveness of social regulation of behavior and makes it difficult to form socially useful attitudes, attitudes and beliefs. Self-esteem, which for the most part is either overestimated or underestimated, has an impact on behavior and activity at this age. Juvenile convicts are in the process of intensive formation of will and volitional qualities. During this period, pupils, beginning to realize themselves as a person, are capable of self-education, taking strong and strong-willed people as an example. However, the external form often overshadows the content of their actions, their moral orientation. As a result, adherents of criminal romance become such a moral model (ideal). Many juvenile convicts are characterized by a contradictory worldview, manifested in the inconsistency of their views and beliefs. Minors show a great propensity for communication and spend almost all their free time in groups. Hence, their criminality, as a rule, is of a group nature. A pattern is observed: the lower the age of juvenile offenders, the larger the composition of the group. The juvenile convicts are characterized by such crimes as rape, theft, robbery, robbery, murder, bodily harm, violation of traffic safety rules, extortion, theft of vehicles. The motives for committing mercenary crimes are: the desire to take possession of a valuable thing, the need to have their own money, the desire to keep up with fashion, the thirst for revenge, the manifestation of "masculine" qualities, "will hardening", "not to be a black sheep", etc.

An integral element of the pedagogical characteristics of convicted juveniles is their attitude to the basic means of educational work and to the regime of serving the sentence. There are three main types of behavior, each of which has its own characteristics:

The first type is characterized by indiscipline, manifestation of rudeness, oppression of the weaker, participation in groups, that is, the admission of minor violations.

The second type is characterized by fights and beating of those who disagree, craving for "thieves' traditions", and committing gross violations.

The most difficult is the type of behavior, which is characterized by the desire to create groups of negative orientation, malice, cynicism, vindictiveness, hostile attitude towards the administration, a tendency to violations of the regime and crimes, instilling ideas around them about their exclusivity, superiority over other convicts.

The conditions of isolation significantly affect the nature of communication between convicts. Communication in secure institutions is divided into two areas: official and unofficial. Official communication is governed by the regime of serving the sentence and by the rules of the internal order, unofficial - by the norms of “another life”, which differentiate convicts into categories in accordance with their place in the system of informal relations. Stratification consists in a strict division of convicted juveniles into “friends and foes”, in determining the status of a convicted person in his group. A higher status is held by convicted repeat offenders with extensive criminal connections.

Thus, juvenile convicts are persons with an incomplete process of socialization of the individual, which presupposes the assimilation of various social roles, involvement in the system of social ties and relations, etc.

25.THE CONCEPT OF PERSONAL SOCIALIZATION A.V. PETROVSKY

In the process of socialization, a person acts as a subject and object of social relations. A.V. Petrovsky identifies three stages of personality development in the process of socialization: adaptation, individualization and integration.

At the stage of adaptation, which usually coincides with the period of childhood, a person acts as an object of social relations, at which a huge amount of efforts are directed by parents, educators, teachers and other people around the child and are in varying degrees of closeness to him. At this stage, the entry into the world of people takes place: the mastery of some sign systems created by mankind, elementary norms and rules of behavior, social roles; assimilation of simple forms of activity. A person, in fact, learns to be a person.

A child who has not passed the stage of adaptation and has not mastered the basics of social life practically cannot be taught this later, unlike an adult who, even after spending a lot of time alone, remains a person as a person, easily returns to people and recreates his social habits related to the culture of the society where he grew up. The stage of adaptation in the process of socialization is very important, since the sensitive periods of childhood are irreversible.

At the stage of individualization, there is some isolation of the individual, caused by the need for personalization. Here, the person is the subject of social relations. A person who has already mastered certain cultural norms of society is able to express himself as a unique individuality, creating something new, unique, something in which, in fact, his personality is manifested. If at the first stage assimilation was the most important, then at the second - reproduction, and in individual and unique forms. Individualization is largely determined by the contradiction that exists between the achieved result of adaptation and the need for maximum realization of their individual characteristics.

Integration is the third stage of human development in the process of socialization. It presupposes the achievement of a certain balance between man and society, the integration of the subject-object relations of the individual with society. A person, finally, finds that optimal variant of life, which contributes to the process of his self-realization in society, as well as his acceptance of his changing norms. This process is very complicated, since modern society is characterized by many contradictory trends in its development. However, there are optimal ways of life that are most conducive to the adaptation of a particular person.

So Thus, in the process of socialization, the dynamics of the passive-active position of the individual is carried out. Passive - when he assimilates norms and serves as an object of social relations; active - when he reproduces social experience and acts as a subject of social relations; active-passive - when he is able to integrate subject-object relations. This triple cycle can repeat itself many times throughout a lifetime.

26.RELIGIOUS ORGANIZATIONS AS A MICROFACTOR OF SOCIALIZATION

Religion as one of the social institutions has traditionally played an important role in the life of various societies. In the process of secularization of the liberation of society from the influence of religion, the importance of religion fell both in the life of society and in socialization. Nevertheless, in the modern world its role: 1) remains important, 2) it differs depending on the country and confession, 3) in a number of countries its influence has begun to grow again.

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

The value-orientational function of religious organizations is manifested in what they offer their members and strive to form in them a certain system of beliefs, a positive attitude towards religious values ​​and norms.

Regulatory - religious organizations cultivate among their members behavior that is consistent with religious norms.

Communicative - creating conditions for communication between believers, cultivating communication norms that correspond to the doctrinal principles of a particular religion.

The merciful function is realized in various spheres and forms of charity and charity activities both within the organizations themselves and outside them, thanks to which the members of the organization acquire specific experience.

The compensatory (consolatory) function is manifested in the harmonization of the spiritual world of believers, in helping them to understand their problems and in spiritual protection from worldly upheavals and troubles.

The upbringing function is the religious upbringing of a person, in the process of which believers are purposefully and systematically instilled in individuals and groups with a worldview, norms of attitudes and behavior that correspond to the doctrinal principles of a particular denomination. Religious education is carried out by clergy; believing agents of socialization (parents, relatives, acquaintances, members of a religious community, etc.); teachers of confessional educational institutions, in a number of countries - teachers of religion in secular educational institutions; various associations operating under or under the influence of religious organizations, etc. At the heart of religious education is the phenomenon of doubling the world and its sacralization, that is, endowing the phenomena of the surrounding reality and the personal principle of a person with sacred content, giving special meaning to everyday worldly procedures through their ritual consecration.

There are two levels of religious education - rational and mystical The rational level includes three main components - informational, moral and activity, the content of which has confessional specificity. The mystical level is closely related to the rational, and it can be characterized only to the extent that it manifests itself in it. The mystical level, to a much greater extent than the rational, has specificity in various confessions. 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, etc., clubs for various groups of believers, festive events, amateur choirs, orchestras, excursions, etc.) , but acquire a sacred meaning, filled with content specific to religious education. There are various means of religious education, which are determined by confessional characteristics. In the process and as a result of religious education, believers develop a value-normative system specific for a particular confession, peculiarities of thinking and generation, lifestyle, and in general - strategies of adaptation and isolation in society.

27.CULTURAL ORGANIZATIONS AS A MICROFACTOR OF SOCIALIZATION

Countercultural organizations are associations of people who jointly realize interests, programs, goals, socio-cultural attitudes that are opposed to the fundamental principles, values ​​and rules of society. Since many adolescents and young men are part of the countercultural organizations, and a number of organizations are exclusively youth, they must be considered along with other micro-factors of socialization of the younger generations.

Countercultural organizations have characteristics common to any organization. However, the value-content characteristics of these signs, 1) differ significantly from those characteristic of pro-social organizations, 2), are specific in various types and types of countercultural organizations. Any countercultural organization is formed on the basis of a certain principle of isolation. The principle of isolation is what distinguishes an organization from other communities (criminal activity, political extremism, idol worship, etc.). A countercultural organization has a rigidly fixed membership and a rigid hierarchical leadership-subordination structure. The organization is usually led by a charismatic leader. The hierarchical groups (strata) that have formed in the organization are fixed with the help of various stratification-marking elements: special names of each stratum, privileges in something or restrictions and prohibitions on something, elements of external design, etc. The vital activity of a countercultural organization and each of its members is determined and is governed by the norms corresponding to its nature, regulating relations within the group; patterns of interaction and behavior; system of social control. Countercultural organizations have certain centers of association. Usually these are the premises in which their members gather. As a rule, such organizations have certain attributes. In the organization, a system of communications is being formed and formed, forming channels of organizational and other ties that ensure the passage of information necessary for the implementation of the goals of the organization and its life as a whole. Countercultural organizations are characterized by a high degree of integration of their members, which is expressed in a high degree of assimilation of the goals, norms and subcultures of the organization. In such organizations, it is almost impossible to isolate a person. As a result, the socialization of members of the organization is only as their adaptation to countercultural values ​​and attitudes. Within the framework of countercultural organizations, dissocial education is carried out, which is understood as the purposeful formation of antisocial consciousness and behavior among members of countercultural organizations. The task of dissocial education is to attract and train personnel necessary for the functioning of criminal and totalitarian groups and organizations. In dissocial education, a person is viewed not as a person, but as an individual, as an object of the leaders' influence. Dissocial education is carried out using a certain set of means, the most important of which are: 1) the main occupation of the organization; 2) an autocratic style of leadership, which presupposes the sole management of the organization's life by the leader; 3) the nature of the main occupation, the values ​​of the norms introduced in the organization, form a subculture specific to it, which becomes an effective means of dissocial education.

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

The first is the appearance in a person of an image of an organization that is attractive to him due to gender and age, social, cultural or individual characteristics, a desire to enter it and receive recognition in it.

The second is the inclusion of a person in the life of the organization, recognition and mastery of its norms, values, style of relationships.

The third is the satisfaction of certain human needs in antisocial forms, the transformation of a number of needs into antisocial ones.

The fourth is the consolidation of antisocial actions to the level of automatisms uncontrollable by consciousness, which indicates the emergence of fixed antisocial attitudes.

28.FEATURES OF SOCIALIZATION IN DIFFERENT TYPES OF SETTLEMENTS

The peculiarities of the rural way of life are: subordination of labor to the rhythms and cycles of the year; difficult working conditions; a limited set of activities in their free time, a stable composition of residents, its weak socio-professional and cultural differentiation, close family and neighborhood ties, "openness" of communication are typical. Villages and villages as a type of settlement affect the socialization of children and adolescents, and it is almost unrealistic to track their influence in the process of spontaneous, relatively directed and relatively socially controlled socialization. This is largely due to the fact that social control of human behavior is very strong in rural settlements; the anonymous existence of a person is almost impossible, every episode of his life can become an object for evaluation by the environment. The constantly growing influence of the city on the countryside plays a special role in the socialization of rural residents. It produces a certain reorientation of life values ​​between the real ones, available in the conditions of the village, and those that are characteristic of the city and can be for the villager only a standard, a dream.

City is a type of settlement characterized by: concentration of a large number of residents and high population density in a limited area; a high degree of diversity of human life; differentiated socio-professional and often ethnic structures of the population.

Cities differ among themselves in a number of parameters: in size; by dominant functions; by regional affiliation; by the duration of existence; by the composition of the inhabitants; on the stability of the population. A city (medium, large, giant) has a number of characteristics that create specific conditions for the socialization of its inhabitants, especially the younger generations. The modern city is the center of culture: material and spiritual. Thanks to this, the city is the center of information potentially available to its residents. At the same time, the city is the focus of criminogenic factors, criminal structures and groups, as well as all types of deviant behavior. The city also characterizes the historically formed urban lifestyle, which includes the following main features: the predominance of anonymous, business, short-term and superficial contacts in interpersonal communication; the insignificance of the territorial communities of the inhabitants; high subjective and emotional significance of the family for its members, but at the same time the prevalence of intense non-family communication; variety of life styles, cultural stereotypes; instability of the social status of a city dweller, great social mobility; weak social control of human behavior and the significant role of self-control. These characteristics make the city a powerful factor in human socialization, because they create conditions for children, adolescents, young men to make choices and manifest mobility, which in this case is understood as a person's response to the variety of incentives that the city contains, as a readiness for changes in their lives. The city creates conditions for the mobility of its residents in various aspects of their life: territorial mobility; social mobility, both horizontal (changes in occupations and membership groups within one social stratum) and vertical (transitions from one social stratum to another - up or down the social ladder).

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

A small town, significantly different from large cities, creates specific conditions for the socialization of its residents. The main features of a small town as a factor of socialization can be considered the number of inhabitants (up to 50 thousand); the presence of a historical past exceeding a hundred-year minimum; employment of the population in non-agricultural areas; specific socio-psychological climate.

Modern small towns preserve in their way of life much of the traditional neighborhood community, in which anonymity is practically impossible. Lifestyle, cultural stereotypes, value orientations bear the imprint of a rural lifestyle. In general, however, the lifestyle is urban-oriented. This is manifested: in the desire to give children a certain level of education or a prestigious profession; in efforts to bring family life closer to city standards; in the presence of a certain selectivity in communication, etc. Compared to larger cities, a small city has fewer incentives affecting the mobility of its residents, and therefore fewer options for making choices in various areas.

A settlement is an absolutely or relatively territorially limited concentrated form of settlement of people: a) emancipated from the rural way of life; b) not rooted in the urban lifestyle; c) deprived of the support for the historical traditions characteristic of the inhabitants of a small town. The norms of life in the villages have their own characteristics. Here, even more than in the countryside, the openness of the life of each person, each family, and at the same time a rather rigid isolation of each.

At the same time, everyone's life is so dependent on the norms of the environment that it is almost impossible to oppose it. Young people here are little reflective, little inclined to emotionally deep friendships.

29.WORK OF A SOCIAL TEACHER WITH GIFTED CHILDREN

Giftedness is a high level of development of any abilities. Giftedness is different:

social (leadership), it does not cause concern either at school or in the family;

artistic (musical, visual, stage);

psychomotor - exceptional athletic ability;

academic is manifested in unusual ability to learn;

intellectual - the ability to analyze, think, compare facts;

creative talent manifests itself in a non-standard vision of the world and in an unconventional way of thinking.

There is a hidden endowment that is almost not openly manifested. It:

fanatics - children who are passionate about one thing (computer fanatics);

lazy people who absorb any information, but do not want to do anything;

shy - children with low self-esteem, tend not to show themselves;

neurotics and psychopaths who constantly come into conflict in the family and with others;

weirdos (strange) are calm soft children, they do not like conflicts.

What gifted children have in common is the need for knowledge. A gifted child seeks communication with adults, as they understand him, admire him. The emotionality of such children seems to be exaggerated, they are hot-tempered and can scandal over trifles.

A gifted child in a family is her pride. But more often than not, the child's giftedness in the family goes unnoticed. This is if the child is the first in the family or all the children are talented, none of them stands out, they are perceived as ordinary. However, not all parents are proud of a gifted child. Often they do not want the child to stand out, but to be "like everyone else." Ideally, when the parents notice the giftedness in time and will help him. Sometimes a parent is "forced out" talent, which is dangerous for the physical and spiritual development of the child.

Parents note the child's giftedness most often, noting the use of complex words, early speech, early mastery of counting or reading, good memory and great curiosity, quick imagination and perception. The task of parents is to notice the early development of such children in time and create conditions for their development.

Gifted children, according to the decision of the World Health Organization, are included in the "risk group" along with mentally retarded, juvenile delinquents, children of alcoholics. They need special education, special educational programs, specially trained teachers, special schools where they know and take into account the peculiarities and problems of a gifted child, where they set super tasks.

A social educator working with gifted children should:

remember that no matter how gifted a child is, he needs to be taught, taught to perseverance, to work, to make decisions on his own;

analyze your attitude towards this child in order to choose the right path of understanding with him;

help parents develop individual inclinations, refer to specialists, organize consultations, and maintain contact between teachers and parents;

to bring up patience and unobtrusiveness in children, tk. gifted children, as a rule, are impatient in communication, demonstrate their own knowledge, correct the mistakes of others;

remember that such a child needs a huge load, from preschool age to involve in work.

30.COMPARATIVE CHARACTERISTICS OF PEDAGOGICAL AND SOCIO-PEDAGOGICAL ACTIVITIES

Socio-pedagogical activity in its essence is very close to the pedagogical activity from which it emerged, but it also has its own specifics. Pedagogical activity is a type of professional activity aimed at transferring socio-cultural experience through training and education, at creating conditions for the personal development of students.

Professional pedagogical activity is carried out by teachers - employees of preschool institutions, teachers, teachers of vocational educational institutions, etc. - in educational institutions of various types and types: preschool, educational institutions, institutions of vocational and additional education, etc. Activity in such institutions is of a normative nature, since it is regulated by educational standards, curricula, programs, involves the use of established forms and means of teaching and upbringing, methodological literature and other attributes of the educational process. Pedagogical activity has a continuous, planned character, because all children must pass certain educational levels, that is, it is equally directed to all children. In addition, adults can also be the object of pedagogical activity, as, for example, in the vocational education system.

Socio-pedagogical activity is a kind of professional activity aimed at helping a child in the process of his socialization, mastering social and cultural experience and creating conditions for his self-realization in society. It is carried out by social teachers both in various educational institutions and in other institutions, organizations, associations in which a child may be. Socio-pedagogical activity is always targeted, aimed at a specific child and the solution of his individual problems arising in the process of socialization.

The main directions of socio-pedagogical:

activities for the prevention of maladjustment phenomena;

activities for the social rehabilitation of children with certain deviations from the norm. Socio-pedagogical activity usually includes two components: direct work with the child and mediation in the child's relationship with the environment, contributing to their socio-cultural formation and development.

In terms of content, social and educational activities are extremely diverse. There are the following types of social and educational activities, which have their own specifics: social and educational activities in educational institutions; social and educational activities in children's public associations and organizations; social and pedagogical activity in institutions of creativity and leisure of children; socio-pedagogical activities in places of summer recreation for children; social and pedagogical activity in confessions.

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What social pedagogy studies. In its most general form, the answer to this question is as follows: social pedagogy studies the social education of a person, which is carried out in fact throughout his life.

It is possible to determine the place and role of social education in a person's life only by relating it to such processes as development and socialization (here we will outline it with a “dotted line”, and we will consider it in more detail in the following sections).

Development - it is the realization of immanent (inherent) inclinations, human properties.

Human development in interaction and under the influence of the environment in its most general form can be defined as a process and its resultsocialization, those.assimilation and reproduction of cultural values ​​and social norms, as well as self-development and self-realization in the society in which he lives.

Socialization occurs: a) in the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life; b) in the process of influence by the state on the life circumstances of certain categories of people; c) in the process of purposefully creating conditions for human development, that is, education; d) in the process of self-development, self-education of a person. Thus, it can be considered that development is a general process of a person's becoming; socialization - development, conditioned by specific social conditions. Upbringing can be seen as relatively socially controlled process of human development in the course of his socialization(the definition of the concept of upbringing will be given in Chapter II).

The upbringing is carried out in the family. In this case, we are dealing with family, or private, education, which is an object family pedagogy.

The upbringing is carried out by religious organizations. In this case we are dealing with a religious, or confessional, upbringing; it is an object confessional pedagogy.

Education is carried out by society and the state in the organizations created for this. In this case, we are dealing with social, or public, education, which is the object of study social pedagogy.

Education is carried out in criminal and totalitarian political and quasi-religious communities. In this case, we are dealing with dissocial, or counter-social, education.

Since social education (like family and confessional) is only an integral part of the socialization process, social pedagogy studies it in the context of socialization, that is, it considers what social circumstances directly or indirectly affect the upbringing of a person on the scale of the planet, country and place. his residence (region, city, village, microdistrict), what role do the mass media, family, communication with people around and some other factors play in his life and upbringing.

How did social pedagogy come about? The term "social pedagogy" was proposed by the German educator Friedrich Diesterweg in the middle of the 19th century, but began to be actively used only at the beginning of the 20th century.

Pedagogy emerged and developed as a theory and methodology for raising children in educational institutions. Since the end of the 18th century, when early adolescence began to stand out as a relatively independent stage in the development of personality, young men and women also became the object of attention of pedagogy.

In the second half of the XIX century. the order of pedagogy and the system of social education begins to expand. First, it consistently "includes" the education of young people and older age groups. Secondly, the adaptation and re-education of representatives of all age categories (primarily, of course, children, adolescents and young men), who often do not fit into the social system or violate the norms established in it.

The expansion of the order was associated with the sociocultural processes that took place in Europe and America. Industrialization gave rise to a massive migration of the rural population to cities, where it turned out to be unsuitable for life in the new conditions, often could not create full-fledged families and gave a surge in crime, immoral behavior, becoming the main supplier of homeless people, vagrants and beggars. In America, the situation was aggravated by massive immigration from predominantly underdeveloped regions of Europe.

Urbanization in Europe coincided with the formation of nation states, and in North America with the formation of the American nation. Both objectively required the cultivation of certain values ​​(proclaimed or implied as national) in all social strata, in all age groups of the population.

The Church as a traditional educator, although it continued to play an essential role in people's lives, lost its monopoly position in the sphere of morality and education (in addition, it did not immediately realize the emergence of new sociocultural realities).

A vacuum formed which needed to be filled. This is what some teachers tried to do, starting to develop social pedagogy.

A quite reasonable question arises: why was it necessary to develop a new branch of pedagogical knowledge? And another: could the already established pedagogy and did it try to give an answer to the changed social order?

Pedagogy gave its answers. First, androgogy appeared - the pedagogy of adults. But from the very beginning (that is, from the middle of the 19th century) to the present day, she is mainly concerned with the problems of adult education. In recent decades, gerogy (pedagogy of old age) branched off from androgogy, which began to deal mainly with various options for the education of elderly people. Secondly, at the end of the 19th century. the pedagogy of re-education of children and adolescents, as well as correctional (penitentiary) pedagogy, which dealt with exceptionally difficult, problem children, were born and formed during our century.

Thus, the answers that traditional pedagogy gave to the changed social order turned out to be limited. There are quite reasonable grounds for this. Each branch of knowledge is quite conservative and objectively resists changing or expanding the object of its research.

The conservatism of pedagogy turned out to be so strong that even the emerging new branch - social pedagogy - a number of scientists tried to reduce to the study of the problems of traditional "clients" of pedagogy - children, adolescents, young men. This is reflected in the fact that a number of founders of social pedagogy (G. Zero, G. Boymer and others), the subject of her research was social assistance to disadvantaged children and the prevention of juvenile delinquency.

The German scientist defined the subject of social pedagogy fundamentally differently Paul Natorp. He believed that social pedagogy explores the problem of integrating the educational forces of society in order to raise the cultural level of the people. This understanding quite fully corresponded to the social order of modern times and made it possible to consider social pedagogy as a branch of knowledge about the upbringing of a person throughout his life.

In Russia, social pedagogy, which originated at the end of the 19th century, received a certain development in the 1920s. XX century in the form of developing and trying to implement the idea of ​​the connection between the school and life and the social environment. This idea received a theoretical foundation and a relatively adequate practical implementation in S.T. Shatsky, in the works and experience of a number of outstanding educators-theorists and practitioners. However, in the mass experience, it was embodied in a rather simplified form, which, in fact, only led to the compromise of the idea as such.

Interest in the problems characteristic of social pedagogy intensified both in our country and abroad in the 70s. XX century, which was associated with another crisis in the education system. We have shown this interest, in particular, in the emergence of various options for working with children at the place of residence and in the development of appropriate guidelines (V.G. Bocharova, M.M. Plotkin, etc.). A little later, already in the 80s, in the Urals M.A. Galaguzov, as well as V.D. Semyonov and his colleagues, along with studying the experience of MHK (youth housing complexes) and SEC (social and pedagogical complexes), begin theoretical research in the field of social pedagogy proper, reviving both this concept and the direction of research in our country.

Abroad, the theoretical development of the problems of social pedagogy was resumed only in the 50-60s. in Germany. However, in fact, both in Europe, including Germany, and in the United States, already starting from the end of the 19th century, practical activities denoted by the term social work, organized by state institutions, religious and social structures. Its content was helping the family, various groups of the population, integrating the educational efforts of the school and other organizations, etc.

Why study social pedagogy.Education can be figuratively defined as the art of anticipating the inevitable and reducing the effect of what happened.. Social pedagogy is a branch of knowledge, having studied which you can learn, firstly, about what will inevitably happen or can happen in the life of a person of a particular age in certain circumstances. Secondly, how can you create favorable conditions for human development, to prevent "failures" in the process of his socialization. And thirdly, how can you reduce the effect of the influence of those unfavorable circumstances in which a person falls, the effect of the undesirable that happens in the process of socialization of a person.

Social pedagogy as an academic subject has its task to characterize future teachers (and all those who will work as organizers and leaders of human communities) a picture of social and pedagogical reality ... The solution to this problem involves the achievement of a number of goals by students in the process of studying social pedagogy: mastering theoretical knowledge in the amount necessary and sufficient for the implementation of professional activities; developing the ability to see and solve problems arising in the field of social education; the formation of humanistic social attitudes in relation to the subjects and the process of social education.

Social pedagogy as a branch of knowledge studies social education in the context of socialization . This determines the structure of the training course "Social Pedagogy". It begins by considering socialization as a socio-pedagogical phenomenon. Then the circumstances in which social education takes place, its content and methodology are revealed. The course ends with a brief description of the problem of human socialization and the costs of socialization.

The best thing you can do for people is to teach them how to help themselves.
I. G. Pestalozzi

The emergence of social pedagogy
The prevailing socio-political situation at the turn of the XX-XXI centuries. put forward social pedagogy into an independent branch of human studies, the value and significance of which are determined in modern conditions:

● the need to humanize the relationship of a changed personality and a dynamically changing society;

● the importance of social and pedagogical knowledge in the scientific support of the development of all spheres of social practice (activities of social institutions, the system of social services);

● increasing the role of social work.

The ideas and traditions of social pedagogy originated in the ancient world. In the V century. BC NS. Democritus spoke about the dependence of education on social conditions. Plato, Aristotle (5th – 4th centuries BC) considered upbringing a condition for human development, linked the fate of society with the development of all its citizens.

The Spartan and Athenian educational systems that existed in ancient times had a clear social orientation, which reflected the nature of the state, the features of its socio-economic and political life.

In modern times, the idea that education and upbringing is a transforming factor in the development of society is being affirmed in the public consciousness.

The phrase "social pedagogy" was proposed in the second half of the 19th century. German teacher A. Disterweg. German philosopher Paul Natorp at the beginning of the XX century. advocated the general pedagogization of society and called for the creation of educational unions that would contribute to the implementation of this idea. He also called this activity social pedagogy. Natorp believed that a person becomes a person only through human community. The proclaimed idea became the basis of his social pedagogy and was reflected in the book "Social Pedagogy", published in 1911.

P. Natorp's concept of the general pedagogization of society reflects the general democratic and humanistic views of the progressive people of that time.

SI Gessen wrote about the social formation of personality. He viewed school self-government as the basis for the socialization of the individual, opposed the class approach and the principle of partisanship in the education system.

V.V. Zenkovsky was one of the founders of social pedagogy in Russia. His social pedagogy was based on the fact that a person cannot be understood without studying his environment (the main factor in the socialization of a person).

For the development of social pedagogy, I. T. Shatskiy also did a lot, who believed that the development of a child should be considered not in his genetic inclinations, but in the social and economic environment in which his upbringing and formation takes place. The main thing in the formation of personality is "social heredity", by which he meant norms, traditions and customs, passed down from generation to generation.

After the October Revolution, Soviet pedagogy defines the social essence of upbringing and education. Scientists of this period M.V. Krupenina and V.N.Shulgin put forward the task of combining the educational function of the school and the social environment, attracting the social environment to the upbringing of children, since without contact with the environment, the school is not able to solve the problem of upbringing.

The views of these scientists were shared by P.P. Blonsky, who wrote that it is impossible to successfully teach and educate a child without knowing the norms and values ​​of his social environment. He saw the reasons for deviations in the behavior of the child in the specifics of the child's organism and in the peculiarities of his environment. P.P. Blonsky characterized the behavior of a child in the system of social relations (the behavior of a leader and a subordinate, relations between boys and girls, between difficult and prosperous children).

The name of P.F.Kapterev is associated with the formulation of the problem of combining family and social education. He advocated the organization of nurseries, kindergartens, family schools and orphanages for the children of workers and peasants.

KN Wenzel in 1905 raises the question of creating a Magna Carta for the protection of children in Russia. Advocates for the creation of a Students' International and develops a Declaration of the Rights of the Child.

S. T. Shatsky develops the idea of ​​two-way influence: on the one hand, the influence of the environment on the formation of the child's personality, and on the other hand, the influence of the child on the environment.

In modern conditions, the need for socio-pedagogical theory and practice has increased, because the role of social factors in the life of society and individuals is increasing; the number of children and adults in need of social protection and provision of social and pedagogical assistance is increasing.

Subject, object and functions of social pedagogy
Social pedagogy as a field of science and a field of pedagogical activity is aimed at transforming the environment, the formation of humane, nurturing interpersonal relationships in various types of society.

The object of social pedagogy is an integral system of social interactions, interpersonal relationships of a person in the sphere of his immediate environment.

Views on the definition of the subject of social pedagogy are different. Some consider the process of education of all age groups and social categories of people to be the subject of social pedagogy, carried out both in special educational institutions and outside them. Others define the subject of social pedagogy as the educational influence of the social environment. Bocharova V.G., the subject of social pedagogy, calls the process of pedagogical influence on social interactions of a person during all age periods of life and in various spheres of his microenvironment.

Consideration of a personality in society, in a specific social situation of its development, activity and communication, distinguishes social pedagogy as an independent branch of pedagogical knowledge, as a pedagogy of relations in society.

There are various interpretations of the category "social pedagogy".

Social pedagogy is the science of spiritual socialization of those who, for whatever reason, “dropped out” of the system of “normal” social ties and therefore formed socially unapproved personality traits in themselves (VS Selivanov).

In the Russian Pedagogical Encyclopedia, social pedagogy is defined as a branch of pedagogy that studies "social education of all ages and social categories of people, carried out both in educational institutions themselves and in various organizations for which it is not a leading function."

Thus, social pedagogy is a branch of pedagogy that studies social education, carried out in organizations specially created for this, and in organizations for which education is not the main function.

The purpose of social pedagogy as a science is to:

● to lay the foundations of pedagogical thinking in various subjects of society;

● to form the abilities and skills to make the most effective, pedagogically expedient decisions in social practice, adequate to specific personal and environmental situations and allowing to set in motion real mechanisms for the development of social initiatives;

● make full use of the capabilities of the family, other social institutions, the microenvironment of the individual and society as a whole to implement social protection and improve the quality of life.

The essence of social pedagogy lies in:

● timely diagnosis of social problems of the individual;

● identification and pedagogically expedient influence on the relationship of people in society;

● the formation of social and value orientations of the individual;

● helping the individual in socialization, etc.

Social pedagogy as a science takes into account the following laws:

● the formation of an individual occurs under the social and pedagogical influence of the social environment and the activity of the individual himself in the process of self-development;

● the formation and consumption of social services is determined by the needs of society, the characteristics of the ethnic group, the prevailing mode of production, urban or rural specifics;

● the effectiveness of the work of the social teacher is ensured by the integrity of the impact on the object, the realization of the common interests of the object and the subject.

The subjects of social pedagogy are people and organizations that conduct and manage social work.

The goals and objectives, content and means of social pedagogy differ depending on the age of the person, the scope of his activity, the circumstances of his life, physical and mental states, the position of the society in which he lives. Social pedagogy is a rather complex system that includes socio-pedagogical systems of different levels and forms.

There are levels of social pedagogy depending on the scale of activity: societal, socio-environmental and individual.

● Societal level. The object of study is society as a relatively stable community of people. The implementer of pedagogical actions is the state, various political and public organizations and movements interested in the socialization of members of society in a certain direction. The means of implementing education is ideology as a system of value orientations.

● Social and environmental level. The object is the social sphere of society, microenvironment, collectives of people, etc. Means of implementation: cultural and educational, physical culture and health, social and educational work, etc.

● Individual level. The object of social pedagogy is an individual at various stages and levels of socialization, in relation to whom a variety of social and pedagogical methods and means are applied.

The functions of social pedagogy include theoretical and cognitive; applied; humanistic.

The theoretical and cognitive function is expressed in the fact that social pedagogy accumulates knowledge, synthesizes it, makes the most complete picture of the processes and phenomena it studies in modern society, describes and explains the available data, reveals their deep foundations.

The applied function is associated with the search for ways, methods, conditions for the effective improvement of socio-pedagogical influence on the process of socialization in the organizational-pedagogical and psychological-pedagogical aspects.

The humanistic function is expressed in the development of goals for improving social and pedagogical processes that create favorable conditions for the development of the personality and its self-realization.

The methodological foundations of social pedagogy are the philosophy of education, modern data on human studies. As a branch of knowledge, social pedagogy is a combination of the following sections:

● Philosophy of social education considers fundamental methodological and ideological issues, gives an interpretation of the essence of social education and its tasks; develops general approaches to the correlation of concepts such as development, socialization and education, determines the values ​​and principles of social education, etc.

● Sociology of social education studies social education in the process of socialization, ways and means of using educational potential; leveling the negative and strengthening the positive influence on human development in the process of socialization, uses data from a number of branches of sociological knowledge.

● Socio-pedagogical victimology examines those categories of people who have become or may become victims of unfavorable conditions of socialization; it defines the directions of social and pedagogical assistance to them.

● The theory of social education describes, explains, predicts the functioning of social education, examines what the individual, group and social subjects of social education are, how they interact with each other, what constitutes the content of the life of educational organizations, what should be the content and nature of individual assistance to a person.

● Psychology of social education based on the socio-psychological characteristics of a person and groups reveals the psychological conditions for the effectiveness of the interaction of subjects of social education.

● The methodology of social education selects from practice and constructs new ways of the expedient organization of social education, etc.

The central section of social pedagogy is the analysis of the socialization process discussed earlier.

Socio-pedagogical activity is close to pedagogical activity, but it has its own specifics and its own categories. Let us consider in more detail our own categories of social pedagogy: social and pedagogical activity, social education, social education.

Categories of social pedagogy
Socio-pedagogical activity is a kind of professional activity aimed at helping the individual in the process of socialization, mastering social and cultural experience and creating conditions for self-realization in society.

Social and pedagogical activities are carried out by social teachers in educational and other institutions, organizations, associations.

Socio-pedagogical activity is targeted, aimed at a specific person and the solution of his individual problems arising in the process of socialization, integration into society.

Distinctive features of professional socio-pedagogical activity are:

● transfer of socio-cultural experience, assistance in the socialization of the individual (the purpose of the activity);

● targeted and local nature of the activity;

● impact on individuals who have problems in socialization (object of activity);

● work in educational, social and pedagogical institutions, social services, etc.

The main areas of social and pedagogical activity are:

● prevention of maladjustment (social, psychological, pedagogical);

● increasing the level of social adaptation;

● social rehabilitation of individuals with certain deviations from the norm.

Social and educational activities are carried out directly with the individual or through intermediary activities (personality - environment).

Let us give a brief description of the above areas of activity of social educators and social workers.

Family work. The family represents the system of human social functioning. It provides economic, social, physical security to its members; caring for the younger, the elderly and the sick; creates conditions for their socialization, uniting everyone with a feeling of love, community.

The current crisis of the family is manifested in a decrease in its pedagogical potential, deterioration in the quality and content of family education. The family influences the process of socialization of children not only by the fact of its existence, but also by the favorable moral and psychological climate of the family.

Currently, a family with children is provided with such types of assistance as:

● cash payments (benefits and pensions);

● labor, tax, housing, medical and other benefits;

● free distribution of baby food;

● social services (provision of specific psychological, legal, pedagogical assistance, counseling).

Social work in the field of employment. Unemployment (unemployment) is determined by various factors: job cuts caused by structural changes in the economy, the level and nature of market relations.

Under the conditions of the economic crisis and destabilization of the economy, the living standards of people are deteriorating.

There are the following forms of unemployment:

● current - unemployment due to the transfer of an employee from one enterprise to another;

● structural - the result of an imbalance between supply and demand in the labor market;

● hidden (latent) - excessive employment due to the desire to retain staff with the payment of the minimum allowance (length of service is maintained, labor activity is not carried out).

People are acutely worried about the lack of demand for their knowledge, production experience, therefore the main thing in social policy is the prevention of mass unemployment, the deployment of vocational guidance work.

The employment service has an extensive network and performs the following tasks:

● collection and dissemination of information on supply and demand in the local labor market;

● advising employees on vocational training and employment issues;

● vocational guidance for all groups of the population;

● payment of benefits for temporary unemployment;

● consulting entrepreneurs on employment issues;

● organization of retraining of the labor force released from production.

Social workers and social educators provide psychological support within the framework of an individual consultation, discussing a specific life situation, and outline a plan for further job search. In addition, they provide informational advice to the client about the availability of vacancies, about the institutions where it is possible to undergo training and retraining.

Vocational guidance is a priority direction of state policy in the institutions of the employment service, which makes it possible to reduce the level of social tension and increase the degree of social adaptation of the population to modern living conditions.

Working with children (social protection of childhood). The basis of the child protection system is the legal framework, which includes international legislation (Charter of Childhood, Declaration of the Rights of the Child), Russian state laws (Constitution of the Russian Federation, Law on the Family, Law on Education).

The child protection system begins with the protection of the family, mother and child. The social security of childhood is determined by the system of work of educational and child-rearing institutions.

Social protection of the interests of women. The socio-economic situation in the country forces women to work in different conditions, including those that are harmful and hazardous to health.

The country adopted the Decree "On the priority tasks of state policy in relation to women" (1993), which is aimed at ensuring the de facto equality of women and men in the political, social and economic life of the country, free choice in the self-realization of women in all areas of activity. In order to implement the Decree, organizations are being created (consulting and legal services, centers for socio-psychological adaptation) that allow women to combine parenting responsibilities with work and social activities.

Social care for the employment and life of people with disabilities. A disabled person is a person who has a health disorder with a persistent disorder of the body's functions caused by illness, the consequence of trauma or defects that lead to limited life activity and necessitate social protection.

People with disabilities are classified:

● by age (children, adults);

● by the origin of the disability (invalids of childhood, invalids of war, labor, general illness);

● according to the degree of working capacity (disabled - group I, temporarily disabled - group II, able-bodied in sparing conditions - group III);

● by the nature of the disease (mobile, limited mobility and immobile).

A social worker needs to know the basic principles of service for people with disabilities, which are formulated in the UN Declaration on the Rights of People with Disabilities, in the Law on Social Services:

● observance of human and civil rights;

● provision of state guarantees in the field of social services;

● equal opportunities to receive social services;

● orientation of social services to the individual needs of citizens;

● responsibility of authorities at all levels for ensuring the rights of citizens.

Social services are provided to all disabled people regardless of gender, race, nationality, place of residence, attitude to religion, beliefs.

The law provides for the following forms of social services:

● at home (social and medical care);

● in departments - semi-stationary social services (day or night stay of citizens);

● social services (boarding houses, boarding houses);

● urgent social services (catering, provision of clothing, footwear, lodging for the night);

● social consulting assistance.

The social worker promotes the organization of assistance in the medical and social rehabilitation of disabled people, in their sanatorium treatment, the purchase of the necessary exercise equipment, vehicles, corrective devices, as well as the provision of jobs for people with disabilities.

Social work with the elderly. In social work with the elderly, various forms and methods are used: social services at home, urgent and targeted social assistance and protection (provided to lonely pensioners, disabled people, elderly people over 80 years old).

The medical and social rehabilitation of the elderly is of great importance. Social services take care of the physical and mental health of older people, promote their active lifestyle, increase optimism; they are attracted to work in various societies, they organize meetings, and they are involved in joint leisure activities.

Guardianship is one of the main directions in social work with the elderly. The main form is the functioning of boarding houses (temporary or permanent residence).

The problem of homelessness in Russia. Homelessness is interpreted as a lack of shelter, living without housing rights. A significant part of the homeless are the so-called homeless people, that is, people without a fixed abode.

The inability to get housing, get a job prompts some of these people to commit crimes. The situation of homeless children is especially difficult. Many children leave conflict families, flee from beatings, threats, insults, alcoholic parents. Shelters, shelters, rehabilitation centers are being created for them.

The massive influx of refugees also exacerbates the problem of homelessness. The disenfranchised position, infringement of the freedom of the Russian-speaking population in the neighboring countries, interethnic conflicts, military actions, environmental disasters force many families to leave their homes and become refugees (migrants). A joint decision of all CIS states, the unity of their state policy is needed to provide assistance to refugees.

At present, the program "Migration" has been developed, according to which refugees are resettled in selected regions, providing them with social protection and jobs. In addition, the Compatriots Foundation has been established to help refugees, with branches in 20 Russian cities. Its goal was the comprehensive settlement of the migrants.

Social educators with experience in shelters, social rehabilitation centers, and orphanages play an important role in solving the problems of homelessness.

Social work with youth. Young people are a special socio-demographic group that is going through a period of formation of social maturity (age from 14 to 20 years).

The main directions in the work of a social educator with young people are:

● employment (well-paid and interesting job);

● improvement of interpersonal relationships;

● elimination of traumatic situations;

● development of communication skills with adults and peers;

● creation of conditions for normal life.

Deviant behavior as a social work problem. Non-standard, deviant behavior (criminality and immoral behavior) is called deviant. Deviant behavior is divided into two groups: the first includes people with overt or latent psychopathology (asthenics, schizoids, epileptics, as well as people with an accentuated character). The second group includes people whose behavior deviates from moral and ethical norms and manifests itself in social pathology (drunkenness, drug addiction, prostitution). The deviant behavior of this group is based on social inequality, stratification of society into rich and poor, lack of spirituality, alienation of the individual, moral and ethical degradation, unfavorable living conditions in the family, academic failure, etc.

With these people, work is underway on their spiritual development, moral revival on the principles of universal human morality, the search for the meaning of life.

Working with low-income citizens. The standard of living characterizes the degree of satisfaction of material and spiritual needs and includes such indicators as the level of national income, wages, the amount of goods consumed, the level of consumption of food and non-food products, housing conditions, the level of health care, education and culture.

Today, the polarization in terms of the material situation of various groups and strata of the population has reached an unprecedented scale. Regulation of the standard of living of the population is one of the main directions of the state's activity. It includes mechanisms such as indexation and compensation.

Indexation is carried out in two ways: by increasing income after a certain time and by adjusting income in connection with an increase in the price level. Wages, pensions, scholarships are indexed. Indexation payments are made at the expense of the state and local budgets.

The state uses the following measures for social protection of low-income citizens: preferential taxation, provision of free or preferential services (in health care, transport, utilities, child benefits, pensions).

Currently, social workers provide social support to low-income citizens, attracting sponsors and charitable organizations for this activity.

Social workers promote preferential consumer services in social assistance departments and at home (cleaning premises, repairing housing, renting household appliances).

Formation of a healthy lifestyle as the goal of social work. A healthy lifestyle is the development of skills and habits among the population to act with health benefits. The main task of social workers and social educators is to protect the health and life of clients. Of great importance in this activity is the upbringing of the culture of interpersonal relations, the protection of mental health, familiarization with physical culture, and the social upbringing of people.

Thus, social teachers in their practical activities, regardless of the direction of work, carry out social education.

Social upbringing is a purposeful process of forming socially significant qualities of an individual that she needs for successful socialization. Modern social pedagogy considers social education as a process of promoting productive personal growth of a person while solving vital problems of interaction with the outside world (achieving success in life, social competence, competitiveness, social self-determination, survival in society).

The goals of social education:

● targeted informational and practical support for the process of creative and creative formation of the individual's individuality in a particular society;

● assistance to the individual in self-organization of his own life at all age stages of his life path (in childhood, adolescence, adolescence, adulthood, old age) and in different living spaces of his social interaction (in the family, school, small communication group, work collective, territorial community);

● constructive assistance in key and critical situations of socialization and self-realization of a person's personality (sex-role, family and household, professional and labor, leisure, social and legal, civil, physical, mental, moral and aesthetic, emotional, etc.).

Social educators, engaged in social education, carry out a purposeful influence on the development of the individual.

Social learning is a purposeful process of transferring social knowledge and the formation of social skills and abilities that contribute to the socialization of an individual.

While studying in an educational institution, a person receives the academic knowledge necessary for assimilation and use. At the same time, she acquires social knowledge, abilities and skills that ensure the development of social norms, attitudes, values ​​and contribute to the formation of her own experience.

Social pedagogy as an independent direction has its own content, scientific apparatus, main tasks and functions, their study will allow us to more fully determine its place and role in social and pedagogical practice.

As a result of studying Chapter 2, the student should:

know

• the essence and content of social pedagogy as specific knowledge, theory and practice;
• purpose, main functions and tasks, concepts, categories of social pedagogy;

be able to

Use the conceptual apparatus of social pedagogy, determine the prospects for its development;

own

The conceptual apparatus in the field of social pedagogy.

The essence and content of social pedagogy as specific knowledge, theory and practice

The term "pedagogy" is derived from two Greek words: pais, paidos- child, child, ago- I lead, which means "leading child", or "schoolmaster". According to legend, in ancient Greece, slave owners specially appointed a slave who took their children to school. He was called paidagog. Subsequently, people who were involved in teaching and raising children began to be called teachers. From this word came the name of science - pedagogy.

The word "social" (from lat. socialis) means - public, associated with the life and relationships of people in society. In this sense, it is not just about the social development and upbringing of a person, but about his orientation towards social values, norms and rules of society (the environment of life), in which (which) he has to live and realize himself as a person. Parents, persons substituting them, educators lead the child through life, helping him to assimilate social experience, culture, to form as a person, to master the ability and readiness to realize himself in life.

Currently, there are several approaches to defining the essence of social pedagogy:

• - a scientific discipline that reveals the social function of general pedagogy and explores the educational process in all age groups (German social educator Hans Miskes(1915-2006, Mieskes));
• - helping young people to quickly adapt to the social system, resisting negative deviations from the norms of behavior (German social educator Klaus E. Mollenhauer(1928 - 1998, Mollenhauer));
• - the science of the educational influences of the social environment (Russian social educator Vladimir Davydovich Semyonov);
• - the branch of knowledge that studies social education in the context of socialization (Russian social educator Anatoly Viktorovich Mudrik);
• - a branch of pedagogical knowledge that studies the phenomena and patterns of purposefully organized pedagogical influence (social education, social training, socio-pedagogical assistance, etc.) on social development, formation, formation of a person, regardless of whether it occurs under conditions of "norm" or "deviations from the norm" (Russian social educator Minnenur Akhmetkhanovna Galaguzova).

Systematizing various approaches to understanding the essence of social pedagogy, as well as analyzing its essence and practical application, the following definition can be formulated. Social pedagogy is a branch of pedagogical knowledge that studies the phenomena and patterns of social formation and development of a person in a socio-cultural environment, as well as expediently organized social and pedagogical activities aimed at ensuring the social formation and formation of a person's personality, in accordance with the needs of his self-realization, taking into account age and individual capabilities.

The subject of social and pedagogical activity can be a social teacher, educator, parent, a person substituting for him, an organizer performing social and pedagogical functions.

Socio-pedagogical activity contributes to the management of a person from birth as a person (social education, socio-pedagogical support, support) through the stages of social formation and its development as a citizen of a particular society (society). This process is carried out in accordance with the established traditions, customs, culture and social experience of the life of the environment in which a person lives and where he has to realize himself.

There are two directions in the development of social pedagogy:

• - personal;
• - social.

Personal direction("individual" pedagogy) can be characterized as social pedagogy of the individual in its formation and development. It originates from the "individual" pedagogy of D. Locke, J.-J. Russo. In it develop conventionally humanistic and conservative approaches.

In the second half of the XIX century. within the framework of this direction of pedagogy, a radical the concept of forming a "superman" German philosopher F. Nietzsche. Its appearance posed for teachers the problem of educating a person for his own sake, or preparing him for life in a certain environment (state, society). This fact of the degree contributed to the formation, as an alternative to "individual" pedagogy, of a social direction.

Social direction. In a broad sense, it is determined by the influence of the state, society as a whole on the upbringing of the younger generation ( sociopedagogy); in the narrow sense - the influence of the environment on the process of the formation of a person's personality ( pedagogy of the environment).

Sociopedagogy studies the activities of the state and society to educate their citizens, reflected in the existing legislative framework, the creation of institutions for education, training and professional training, ensuring their functioning. She wears official socio-pedagogical character.

In addition, the so-called "unwritten laws" are formed in society in the form of customs, a set of norms and rules adopted in society in relation to the upbringing of the younger generation. By their very nature, they wear socio-pedagogical, but informal.

Pedagogy of the environment. The formation of a person is significantly influenced by the environment of his life. Moreover, each factor of the environment has its own educational capabilities. These factors include: the family in which the child was born and raised (foster family, government agency); mass media; toys and games of the child; the books he reads; circle of friends; authoritative personalities; socio-pedagogical characteristics of collectives, which include a person at different stages of his life; street and more.

Pedagogy of the environment studies the socio-pedagogical capabilities of the environment, which directly and indirectly affects the social development and upbringing of a person at different stages of his age. This direction was developed in the works of P. Natorp, P. Bergemann, I.-G. Pestalozzi, J. Dewey, G. Kershenshteiner, R. Seidel, S Tanislav Teofilovich Shatsky (1878–1934), Anton Semenovich Makarenko (1888–1939), Boris Timofeevich Likhachev(1929– 1999), V. D. Semenov and other researchers and educators.

The social direction substantiates the priority of a person's social purpose, the need to prepare him for life in a particular society and includes:

• - pedagogy of the social formation of the individual;
• - pedagogy of social deviations in personality formation;
• - social education.

Pedagogy of the social formation of the individual. A person as a social being develops according to the laws of nature and is brought up taking into account the needs of a certain social environment, society, an individual ( Karl Mager(1811–1855, Mager), H. Miskes, M. A. Galaguzova, A. V. Mudrik, B. T. Likhachev and others). On the one hand, he socially develops in accordance with his personality, those features and capabilities that are characteristic of him ( internal personality conditioning); on the other hand, it develops in accordance with the social conditions in which one lives and realizes oneself as a person ( environmental conditioning); on the third, it is oriented in social development in accordance with the requirements of a particular society, its socio-culture, lifestyle ( external social conditioning).

Pedagogy of social deviations in personality formation. A subsection that studies the causes of social deviation in the development and upbringing of a person and certain groups, the possibilities of its prevention and overcoming (I.-G. Pestalozzi, K. Mollenhauer, Friedrich Adolf Disterweg(1790-1866), A. S. Makarenko, Victor Nikolaevich Soroka-Rossinsky(1882-1960), etc.). The social deviations of the personality being formed are significantly influenced by factors of individual predisposition, the previous stage of social formation, the life environment of a growing person and upbringing.

An important place in social pedagogy is given to social education, overcoming difficulties in it, social and pedagogical support, support of a person in his social development, overcoming difficulties in self-realization, in self-improvement. Knowledge of how a person's social self-development takes place allows the educator (parent, person replacing him, teacher) to predict ero dynamics, to seek opportunities for a directed influence on the conditions of this process and, through them, on the process itself. This is the main task of the applied part of social pedagogy - social and pedagogical support, human support.

Great in social pedagogy the role of the influence of the person himself on his social formation, which is different depending on the age. At the initial stage, it is mainly due to the individual predisposition to activity, curiosity. With age, as a consequence of the way of life, the formation of a worldview and the upbringing of moral and volitional qualities, the conscious choice, moral orientation, and life position of a person grow more and more. They largely determine further social self-improvement and changes in a person at different stages of his age. It is on the process of social self-improvement that largely depends on how a personality is formed from a person.

At the same time, it should be borne in mind that the social self-development of a person is a complex natural process. Under certain social conditions, a person develops accordingly. The direction and intensity of this process are changing.

In accordance with the above, social pedagogy should be viewed from the standpoint of:

• - pedagogy of the environment as the implementation of the functions of the state and the influence of the immediate environment of human life;
• - pedagogy of the social formation of a person's personality as the influence of social education; the social factor of the person himself; personal position and human activity in social self-improvement;
• - social education, social and pedagogical support, support of a person in self-realization.

The structure of social pedagogy is shown in Fig. 2.1.

Social pedagogy from the perspective of environmental pedagogy- This is the scientific and practical activity of the state, state and public institutions in the formation of ideology and the provision of education. It is aimed at the socio-pedagogical assessment of the legislative creativity of the state, the activities of state institutions.

Rice. 2.1.

tutors, public organizations, movements and parties, the media on influencing the masses, educating the younger generation. Also, the socio-pedagogical possibilities and problems of the expedient use of various institutions (family; educational, special educational, correctional, correctional, rehabilitation, social, leisure institutions; public associations, movements and organizations; mass media) in education and other factors that directly affect on the social formation of a growing person, groups.

Social pedagogy from the standpoint of pedagogy of the social formation of a person's personality- This is the theory and practice of social formation and development of the individual, social groups in the process of their socialization. This definition gives a general idea of ​​social pedagogy.

Social education, social and pedagogical support, support of a person in self-realization- this is the direct and indirect activity of specialists to ensure the appropriate social formation of a person, assimilation of the necessary culture, becoming as a person, self-improvement and self-realization in various spheres of life, i.e. in those processes where a person needs social and pedagogical support, support in overcoming the problems he faces. This is how the importance of society, the environment of human life is manifested.

In general, social pedagogy should be viewed as theory, practice and educational complex.

Social pedagogy as a theory Is a system of concepts, statements, laws and regularities that reveal the process of social formation of an individual, management of a group (mass), taking into account the influence of environmental factors on them. The theory consists of a set of formulated doctrines and concepts, confirmed by social and pedagogical practice. It allows you to understand the nature of the social formation of the personality, group management, the problems of social deviations in them, the possibility of their prevention and overcoming.

Social pedagogy as practice- this is a directed activity (experience) of a subject (social teacher; a person carrying out socio-pedagogical activity) in diagnosing and predicting social development, correction and education, re-education of a person, a group, as well as managing the masses, mobilizing them for certain actions, restraining in the interests of achieving certain political and other goals.

Social pedagogy as an educational complex – it is the theory and practice of training specialists in the social sphere, including the social educators themselves. It includes the theory and methodological support of social pedagogy as an academic discipline - a component of the special (professional) training of a social teacher, social worker and other specialists.

As an academic discipline, social pedagogy consists of sections and subsections, each of which has its own content and acts in conjunction with others (Fig. 2.2).