The best minds of mankind from Plato to Vernadsky associated the well-being of society with the idea of constantly updating knowledge for each of its members. I. Goethe, for example, believed that a person should "relearn every five years."
The old idea of continuous education was "rediscovered", reinterpreted and enriched in a new way in the era of unusually rapid scientific, technical, sociocultural and economic changes that began in the world after the end of the Second World War.
Initially, education was essentially considered as a means of eliminating shortcomings in the training of adults caused by dropouts from mass schools, unequal educational opportunities for various social groups and classes, uneven distribution of cultural values in society, etc. Hence the predominantly professional orientation of education (with the recognition of a certain role and general educational knowledge), its "shkolyarization", that is, the limitation of its scope by formal educational institutions.
Since the mid-1960s, the interpretation of the compensatory orientation of adult education has been qualitatively transformed by including its adaptive capabilities. This expansion of social functions is due to a number of reasons.
The growing gap between the qualifications of people and the needs of the market has been clearly identified, leading to the rapid aging of knowledge.
Training and retraining, updating knowledge and skills is becoming a key issue for the competitiveness of an individual, organization, nation. It is no coincidence that researchers started talking about the fact that in modern society, the division of people into educated and uneducated comes to the fore. Thus, Lester K. Turov, professor of economics at the Massachusetts Institute of Technology, author of the book "The Future of Capitalism", said that "a true master of his craft can now earn big money without problems anytime and anywhere on the planet ... If we fail to make an educational breakthrough, we will witness a monstrous unemployment. Uneducated, untrained, unskilled, and therefore not capable of creative work, people will be pushed aside by cheaper and more accurate machines. "
However, the social changes that have taken place in society since the 1970s have "brought" the adaptive-compensatory role of education beyond the professional sphere.
Researchers in the field of adult education began to pay special attention to its developmental function. In other words, the "center of gravity" in the socializing possibilities of education began to shift from helping in the "running" behind the ongoing changes to helping in the self-organization of the individual. The materials of the Council of Europe on cultural cooperation stated: “Adult education should not only enable the individual to adapt to changing circumstances, it should take a proactive position in order to equip each individual with the ability to overcome these gaps that affect all aspects of his activity and his existence as a whole. , and enable him to deal with the many uncertain situations that follow."
Today, several characteristic features can be identified that make it possible to form a fairly holistic view of lifelong education as a factor in the socialization of adults.
1. Continuous adult education acts as a staged, integral lifelong process. This characterization traditionally emphasizes that education cannot be limited to one
age group, some one, even the most extensive amount of knowledge once and for all. In childhood and adolescence, learning acts as a leading activity, and at subsequent stages as an organic component of life. The Indian sociologist P. Shukla expressed this peculiarity of education in the following way. "Education can no longer be seen as a preparation for life. It is itself a part of life." The importance of adult involvement in educational activities is emphasized by all researchers studying this phenomenon. Their position was most clearly formulated by the English researcher F. Jessup. “If a temporary break in education is natural, then its final cessation is tantamount to amputation of thinking. According to many researchers, genuine education should only begin after receiving a diploma.
But the lifelong nature of educational activity does not in itself make it a purposeful factor in the development of the individual. The stages of educational activity become developing to the extent that, on the one hand, they expand the scope of possible choice, and, on the other hand, "preserve" some uncertainty of the situation that awaits a person. If complete uncertainty atrophies vital activity, then a meeting with an unclear situation stimulates it, a contradictory combination of readiness for activity and uncertainty, variability of conditions, circumstances, the very nature of activity create a problematic situation, which becomes the subject of analysis aimed at finding means, ways to achieve the goal. Thus, the continuity of education as a factor in the development of the individual is not reduced to a mechanical combination of stages (preschool, school, university, postgraduate, etc.), it does not regulate its activity from the outside, but is formed by a problem situation. It is based on the "collision" of the possibilities of choice, expanding under the influence of education, with the non-standard living conditions of people at different stages of their activity, in different socio-professional groups.
2. Spatial characteristics of continuous adult education. If the temporal parameter includes education in a combined way of human life at its different stages, then the spatial parameter is understood as the interaction of a person with various sources of information at each stage of life, which is based on the interests and goals of people. It is the goals and needs of people that turn the usual consumption of information into an educational situation, and its content elements are those components that develop a personality or create conditions for its self-development. But the information involved in this process is quite heterogeneous: these are lectures, manuals, reference books, workbooks, etc., that is, didactically transformed information, taking into account the needs of students; this is special literature on certain branches of knowledge; this is information supplied by means of mass communications.
A complex, sometimes quite contradictory world of knowledge and half-knowledge, full and half-true information requires selectivity from a person. Only in a situation of choice and readiness for it, various sources of information become means of educational activity, and the process of introducing a person to various sources of knowledge becomes self-education. From this point of view, communication and professional activity are no less significant than traditional education.
travel and media and other vital "universities". Thus, a person (primarily an adult) becomes the creator of his educational situation. Therefore, adult education at every stage of life is "inherently eclectical... Adult education projects are diverse and not reducible to strictly defined disciplines""
The educational situation created by adults is expressed in a more or less holistic (“not rigid”) program associated with a general strategy for using time at different stages of life, in different socio-professional groups, etc. The degree of activity and selectivity of adults in relation to knowledge, obtained from various sources, the ways of contact with them testify to the direction of their cognitive activity, their value attitude to culture as a whole, and largely determine the "spatial continuity" of education. In this process, a person's understanding of what he needs plays a special role. Otherwise, there is a danger of replacing continuous education with the influence of permanent stress.
3. Personal parameter of continuous education. As has already been shown, an adult is somehow included in the information process with the help of the media, direct communication, etc. But he becomes the subject of educational activity when aware the need to replenish knowledge, to familiarize with the culture. This awareness is primarily due to his needs, which are based on several groups of contradictions.
First group- awareness of the disproportion between the real level of knowledge and the necessary for successful professional activity.
Accordingly, the first group of motives fixes significant goals related to "pulling up" one's educational level to the required one in professional activity or due to the search in the professional field (second specialty, another job, etc.). In this case, education acts as a means of maintaining a person's socio-professional status.
Second group due to the awareness of the contradictions between the real level of knowledge and the social conditions of activity necessary for the development of an adult, helping to understand the economic, political, ethnic, and other realities of his life.
Third group caused by the desire of people to more deeply comprehend the problems that go beyond their personal existence and are of a global nature. No matter how a person is immersed in his everyday existence, he somehow “breaks out of the walls of his isolated self” (E. Fromm), thinking about a wide range of global problems related to the fate of a person in a changing world.
Fourth group- contradictions of a self-reflexive nature, caused, on the one hand, by the desire to understand oneself better and deeper, and on the other hand, by an insufficiently developed mechanism of reflexive control, inability to cope with life crises.
Fifth group- contradictions between the level of knowledge and the formed skills of a person, on the one hand, and new cognitive tasks, new educational (in particular, information) technologies, on the other. This contradiction reflects the development of people's need for an independent search for information, for setting creative, research tasks for themselves.
The noted groups of problems that determine the motivation for educational activity are closely intertwined in real life. At the same time, a certain "problem complex" in a given situation can move to the fore. For a job seeker, motives related to professional activity (the opportunity to find a job, mastering a new specialty, etc.) will be dominant in the field of education. For an elderly person, the significance of education will be determined by the opportunity to join cultural values with its help, expand contacts, deepen one's ideas about a healthy lifestyle, etc. But if the value of education is limited to purely momentary, situational interests, if it does not expand the way a person perceives world and oneself in it, then its continuity is limited at best to purely adaptive functions. The developing, personal effect of education is directly related to its "over-situation".
The richer the motivation of education, the deeper the awareness of its value and the more intensively the whole system of goals and means of human activity is rebuilt. This is expressed in the formation of a holistic nature of life activity, in which the combination of work and study is a condition for the qualitative transformation and improvement of the personality, its transition to a higher and larger level of worldview positions, independent search for ways of self-improvement, constant deepening and expansion of ties with the world.
4. Structural (content) characteristics of adult education. As already noted, in the early stages of its formation, lifelong education of adults performed primarily a professional-compensatory function. Such an orientation led to the fact that general educational knowledge was considered only as a basis for professional training. Introduction to them was limited to the framework of the secondary school. Meanwhile, the modern dynamically changing world poses a number of global problems (environmental, ethnic, anthropological, socio-political, economic, etc.) for humanity and every person, the solution of which cannot be carried out with the help of purely professional thinking. Furthermore. A professional view of the environment, the achievements of modern science and technology make a person dangerous to himself. Therefore, vocational education, for all its value, does not save society from the danger of deculturation. At the same time, the current orientation of general education is also far from the implementation of the proclaimed humanistic principles, and the general education courses introduced into the system of higher education are often purely informational.
The need to strengthen the value orientation of education at all stages of human life, in all educational systems can be realized:
* by overcoming the isolation of subjects and sciences, ensuring their systemic integrity, uniting around Human problems;
* through the selection of information aimed at personal development;
* through the formation of independence and critical thinking, necessary for the creative perception of the world around.
In this case, the traditional opposition of "exact" and humanitarian knowledge, "physicists" and "lyricists" is eliminated, and continuous education, acquiring a humanistic orientation, becomes a powerful impetus for the development of the individual.
5. Institutional characteristics of education concerns the analysis of its relatively stable forms and types, through which the socialization of adults is carried out at different stages of life.
Educational institutions for adults began to emerge only in the 30s and 40s of the 19th century. An important milestone on this path was the higher folk schools that arose in Denmark on the initiative of the educator and public figure N.F. Grundtvig. These types of educational institutions laid the foundation for the formation of the adult education system. Its components were formal, non-formal and informal education. Let's consider them in more detail.
Formal Education is predominantly based on age. It is hierarchically structured, covering all levels: from secondary education (for adults) to postgraduate education institutions designed to improve the skills of specialists or assist in their retraining. In the system of formal education, a special role belongs to basic education in secondary and higher education. The low level of training in it cannot be compensated for by subsequent types of educational activities. It is no coincidence that government and business circles in developed countries see an increase in the quality of training of pupils and students as a means of maintaining the competitiveness of their countries in the world market. informal education takes place outside the framework of the conventional education system, but at the same time it is purposeful and systematic. The most common types of non-formal education institutions are lecture halls, folk universities, folk schools for people of the third age, etc.
One of the most productive educational institutions of this type is the English "Open University". It integrates the possibilities of radio, television, the press with self-education and more traditional forms of education (group classes, consultations, etc.) The main prerequisites for the success of the "open university" are:
- availability of a widely branched communication infrastructure in the country;
- a clear idea of social, professional, national, etc. composition of potential students;
-diagnostics and consideration of individual needs;
- selection of the optimal mode;
- finding real incentives to support and develop interest in learning activities.
The experience of the English Open University has recently become more and more widespread. In each case, the content and organization of the activities of such institutions is formed taking into account socio-cultural factors and the demands of practice. One example
- Association "Open University of Western Siberia", uniting 12 classical universities of Siberia and the Far East. The result of this form of cooperation is not just the addition of the educational potential of universities, but a new quality in education inherent in an open system - to give everyone the opportunity to fully realize their educational needs, to expand the sector of educational services for the population. At the same time, the widespread introduction of computer technologies in the educational process allows any remote region to join the global information space.
Informal education is one of the effective channels for connecting the unlimited educational potential of society to the system of continuous education through the daily life of a person (communication, reading, visiting cultural institutions, travel, the media, etc.). Informal education serves as a kind of bridge between traditional forms of education and cultural activities. In essence, an adult creates this sphere of education for himself, that is, he turns the educational potentials of society into effective factors of his development. Education received outside of formal institutions is as close as possible to the needs of adults and society. Accompanying a person throughout life, it forms a system of values, a circle of relationships. In this case, the family, the street, the immediate environment, and the media act as sources of knowledge and experience. According to UNESCO, 85% of the working population acquired the knowledge and skills necessary for work outside of formal education.
The considered institutions complement each other and expand the opportunities to meet the needs of adults in the field of education. At the same time, formal, basic education plays a decisive role. Its effectiveness is measured by the extent to which it ensures the readiness of the individual for post-secondary (postgraduate) education. This creates the prerequisites for the formation of an integral system designed to ensure and develop the lifelong learning activity of adults as a factor and component of the personal effect of socialization. But in this system, the connection between formal and non-formal education should be strengthened both by creating conditions for the development of non-formal and informal education, and by updating traditional forms of education.
At each stage of life, the relationship between the forms of organization of education changes. As we move from one stage of adulthood to another, the role of non-formal and informal types of educational activities increases. At the post-retirement stage of life, they become dominant.
The formation of adult education as a social institution brought to life a new problem - the training of teachers for their education (andragogues).
One of the first countries to organize special training for such teachers was Israel. The outstanding thinker of the 20th century, M. Buber, organized a school in Jerusalem in 1949, which was supposed to train personnel capable of facilitating the process of cultural integration of immigrants. The purpose of the training is to prepare professionals capable of multicultural dialogue, since some of their future students were brought up on Western values, and the other - on the traditional culture of the Middle East.
6. Organizational forms of education. At first glance, it may seem that the form of organization of education is the subject of purely pedagogical (or andragogical) research, and therefore it is not directly related to the problems of socialization. In fact, this is far from being the case. All forms of organization of adult education have socializing possibilities. But their developing potential is different and is determined by the extent to which they introduce adults to knowledge on a voluntary basis, quickly respond to wishes and changing needs, allow them to show freedom and independence, and ensure the spiritual community of people. To the greatest extent, these qualities correspond to recurrent education, that is, the return of adults to systematic educational activities after a more or less long break.
Practice has accumulated quite a lot of different models of "renewable" education. One of the most common and traditional is the systematically conducted advanced training of specialists, when study becomes the leading activity for a while. A peculiar version of this model was, for example, the school of young teachers in the Leningrad region. The sessions organized during the holidays on the basis of the boarding school, on the one hand, retained all the signs of learning (systematic, consistent, scientific, etc.), but on the other, they destroyed the traditional idea of it. The content was built on the basis of taking into account the needs and interests of young professionals, who themselves for some time became speakers, lecturers, organizers of discussions, etc. Sports, games, dances, concerts, developing the aesthetic needs of young people and them to various forms of leisure activities. A distinctive feature of the considered model is that education "merged" with life. The socializing meaning of life activity organized in this way lies in the formation of a socio-professional community of young people, compensation for the lack of spiritual communication. This, perhaps, is the main difference between this type of recurrent education and the traditional system of advanced training for specialists.
The purpose of such schools is to familiarize students with the basics of democracy and culture through the study and discussion of topical social problems, to stimulate the further development of the individual. According to Danish researchers, folk school "is a personal form of education that helps to restore a sense of security and adjusts its curriculum in accordance with the needs of students."
For all the differences in the models of recurrent education, they are united by a quick response to the wishes of adults and changes in their needs, a wide range of content. This orientation of recurrent education makes it an important factor in the social development of the individual.
The considered features of adult education allow us to conclude that its socializing role is:
* ensuring social and professional competence of adults;
* Promoting their awareness of the processes taking place in society;
* strengthening people's faith in their abilities;
* stimulating the formation of their social and professional community at different stages of life.
It can be assumed that one of the leading signs of successful socialization of adults is their attitude towards education. On this basis, two social types of personality are distinguished. Representatives of the first type are characterized by an indifferent attitude towards educational institutions. They see themselves as "complete" specialists and do not feel a particular need for specially organized acquisition of knowledge in other areas of life. Educational and professional experience, the beliefs formed at the previous stages of life, brought education to the sidelines of their vital interests. Most often, they do not directly declare the uselessness of education. But behind the judgments justifying the refusal to continue it, there is a certain life position. Its main feature is in search of justifying reasons, in "writing off" on others its own insolvency, life's failures. Under the pressure of social and economic changes that directly affect the "negativists", this position often changes. First of all, of course, in the professional sphere. But even in this case, the value of education is limited only by its adaptive capabilities.
Representatives of the second type study all their lives. They are accustomed to a "combined" lifestyle. They are distinguished by a critical attitude to their preparation, a sense of its incompleteness. They take responsibility for the level of their qualifications and education. Hence the high intellectual activity, readiness to perceive new information, to form the necessary qualities. Representatives of this type are often called "long-term clients of the education system." In turn, this system (its organization, content of education, etc.) determines the range of values with which adults associate their educational activities.
Government of the Russian Federation
State educational budgetary institution
higher professional education
National Research University
High School of Economics
Faculty of Sociology
Essay
by discipline
"Sociological Theory"
on the topic
"Education at the university as a process of socialization"
Completed by a 1st year student of 132 groups
Mikhailova Inna
Moscow
2012
Annotation:
The essay considers the problem of socialization of a student of a higher educational institution, as one of the most important stages in a person's life. I have given the basic theoretical information on this topic, considered in detail the main factors influencing the process of socialization of students, noted the trend of liberalization of education and its influence on the attitude of students to responsibility. The value of the period of study at the university is also determined, the final assessment of the entire process as a whole is given.
Studying at a university is undoubtedly one of the most important stages in a person's life. Higher education opens up many opportunities for young people, because thanks to the knowledge and skills acquired at the university, they become specialists in their field. The prestige of a diploma of higher education is difficult to overestimate, which is why modern youth are so eager to enter the university, unfortunately, not always thinking about whether they really need it. Hence the growth in the number of inefficient universities and unskilled personnel. Is it just the prospect of getting a diploma that attracts young people? The so-called "student time", about which parents and teachers speak with nostalgia, is one of the key factors in making a decision to enter a university. This concept is surrounded by a certain halo of romance and mystery. New acquaintances, friends, teachers, sometimes life in a hostel, in another city - an opportunity to test your independence and adaptability to adult life.
Most first-year students are not completely sure about the choice of university and direction, they do not know in which area they would like to build a career, their value system is not completely formed. The goal of the university is to produce self-confident young professionals with all the skills necessary to build a successful career in a particular professional field. Thus, we can say that the period of study at a university should become a transitional stage between adolescence and adulthood.
This is exactly the situation with admission to applicants and their parents. From the point of view of sociology, studying at a university is one of the stages in the process of socialization. In order to understand what exactly happens at this stage and determine the degree of significance of this stage of a person’s life, one should first understand what the process of socialization is in general, what happened at the previous stages.
So, what is the decisive factor in human development? Of course, connections with other people, and starting from a very young age. Without long-term contacts, the child will not be able to acquire the skills necessary for functioning in society, that is, it will remain an exclusively biological being. However, it is not enough just to adopt those same skills, you need to be able to reproduce them, only then can we say that this individual is a full-fledged member of society. That is, we are talking not only about the impact of the social environment on a person, but also about his interaction with it. A definition that takes into account both of these aspects is given by G. M. Andreeva: “Socialization is a two-way process, which includes, on the one hand, the assimilation of social experience by an individual by entering the social environment, a system of social ties, and on the other hand, the process of active reproduction by the individual of the system of social relations due to his vigorous activity, active inclusion in the social environment. one
The basis for the whole process is primary socialization, in which the family plays the main role. Parents convey to their child the values, norms of behavior in society, their positions and view of the world. Not being able to form their own attitude to the environment, the child absorbs those that his parents instill in him. These attitudes later play a huge role in the system of his views.
So, the socialization of the child is ensured by long-term contacts and connections with other people. The development of a child is a process of formation of various beliefs and attitudes, one of which is the perception of oneself as a person, the emergence of self-consciousness. In various theories of child development, this aspect is considered in different ways. Psychologist and founder of psychoanalysis Sigmund Freud identifies developmental stages depending on how children control their drives. The theory of symbolic interactionism by George Herbert Mead, an American philosopher and sociologist, is related to how a child learns to use the concepts of "I" and "Me", that is, the emergence of a sense of one's own "I" plays the main role. Swiss scientist Jean Piaget puts the question of how children learn to think about themselves and those around them at the center. All these theories consider only the period of infancy and childhood. Also, none of the authors takes into account in their approach the social context in which socialization takes place. Here it is necessary to introduce the concept of agents of socialization, which plays one of the key roles in understanding the process.
Socialization agents are groups and social contexts, environments within which the process of socialization takes place. Depending on the type of socialization, they are divided into two groups - primary and secondary agents. It is obvious that the primary agent will be the family, as the most important institution influencing the child. Since the university belongs to the agents of secondary socialization, we will consider this concept in more detail.
Secondary socialization takes place outside the family, within the framework of formal institutions - at school, at the university, at work. In each case, a person finds himself in a new environment, alien to him, with other norms to which he must adapt. As a result of this adaptation, the views and positions obtained as a result of primary socialization change, are corrected, and supplemented. Also from theory, the child actually moves to practice. Parents can only give a general idea of many rules and norms. Studying at school and university or working, we are faced with the real embodiment of these norms. For example, every child knows that being late is not good. However, he encounters the practical application of this attitude for the first time precisely at school, and an understanding of its essence comes. Everything is learned by experience - this path is secondary socialization
During this period, other agents come into play - peer groups, educational institutions, the media, work ... Moreover, peer groups will operate within the framework of educational institutions, since both at school and at the university, classes and groups are formed on the basis of age gradation. Relationships with peers are extremely important for a modern child, given that he spends most of his time with them, since both parents are busy at work. If in a family a child is forced to obey his parents, then in the company of peers, he decides for himself which position to take, but this position does not always coincide with the one attributed to him by other children. Peer relationships play a huge role throughout life, even at work, where there is no division like school or university, nevertheless, informal groups of people of the same age are formed. This is primarily due to the fact that people of the same age, as a rule, have similar views and values, they have common interests and habits.
Having introduced the basic concepts, we can take a closer look at a specific stage of socialization - studying at a university. What does the socialization of students include, what are the factors influencing it?
In addition to the obvious - gaining knowledge, socialization while studying at a university includes mastering the role of a student, acquiring life skills in an adult society. The social role of the student, in turn, implies certain norms, functions, experiences that are characteristic only of her, distinguishing the student from the entire mass of young people.
The desire of universities to shield themselves from "undesirable" students makes higher education relatively unaffordable. The system of mandatory final exams, entrance examinations and interviews, deductions directly while studying at higher educational institutions select the most capable young people.
The last selection factor, namely deductions, play an important role in the process of student socialization. The possibility of being expelled due to underachievement makes the student more disciplined and responsible in relation to learning. Well-established deadlines and deadlines teach him to correctly calculate his time. That is, summarizing, we can say that the university prepares the student for the requirements that he will have to face in his future job. Expulsion due to inappropriate behavior is also possible, respectively, the requirements of higher education relate not only to the intellectual abilities of the student. And this is understandable, because each university seeks to maintain its reputation, and what if not the behavior of students outside the university is an indicator of the prestige of education provided by any institution? Each freshman must understand that from now on, his every action will be considered as an act committed by a student of a particular university, this means accepting the student's social role.
There are many factors influencing the process of student socialization, each of them is determined by the corresponding sphere of public life. Let's consider each of these factors separately.
The financial situation of all students is different. Studying at a Russian university is possible both on a budgetary and paid basis. The influence of the economic factor is thus relevant for every university where students from different classes of society study. This situation can be looked at from two sides: the advantage is that each applicant has the opportunity to study at a university, regardless of his financial situation, that is, there is no elitism in higher education. On the other hand, the obvious difference in the financial situation of students brings some discomfort in their interactions within the group. Not everyone can count on an increased scholarship or a scholarship in general, hence the desire of some students to combine study with work, which can affect academic performance and attendance, and also affects their socialization, because work is a completely different institution with its own characteristics and requirements.
Students are active participants in political processes, this is primarily due to the fact that most of the students in universities come of age in their first year, which means they are aware of their involvement in what is happening in the country. Especially clearly they feel the policy pursued by the state regarding the system of higher education, which is obvious. The amount of student scholarships, the benefits provided to them, the format of various examinations, educational programs and their criteria - all this is under the jurisdiction of the government. That is, the political factor is one of the key in the life of a student and contributes to the student's awareness of his own belonging to his country and identification of himself with a full-fledged citizen, whom he wants and can change the political situation.
The relations that have developed between students, their disposition to each other, to mutual assistance, support, strongly influence the student's desire to study at a particular university. This is the action of the social factor. For example, relations of competition between students in the conditions of a rating system, when a scholarship is paid to a certain number of students who are in the “top”, negatively affect relations between classmates, because everyone sees in another student a potential rival for a place in the ranking. But a lot brings students together, they often form a fairly close-knit team, friendly companies are created that do not break up for many years.
From the school class, the freshman enters a completely new peer group. A freshman learns to form relationships from scratch not only with peers, but also with teachers, which is a completely new experience for him. If at school teachers are mentors and educators, then at the university the situation is changing dramatically. Students and teachers are in a relationship of cooperation, from now on no one will be reminded several times about the deadlines for submitting work, asking to start studying, and so on. The student himself sets priorities, decides what is more important - term paper or a night in a club. This is a completely new level of responsibility, which is difficult, but necessary to get used to.
The process of socialization of students is strongly influenced by individual and personal factors. The upbringing and character of the student will determine the degree of difficulty of his socialization: will he accept the new conditions, will he adapt to them? For some, the requirement for discipline may turn out to be a problem, for someone, on the contrary, liberality. One way or another, each student will face a discrepancy between their own principles and the norms established at the university. Solving problems like this is another brand new skill.
It is also worth noting the impact of liberalization on student responsibility in Russia. What our students understand by freedom is called in the West rather permissiveness. For example, free attendance of lectures is a common practice in Western universities, and now in ours, but if students of foreign universities realize that there is a certain academic program and academic performance criteria that it is at least unreasonable to go beyond, then this occurs to our students not always. The fact is that in Western countries there is a different liberal system: “freedom-responsibility”. Namely, respect for another person and his freedom through the restriction of his own personality.
All of the above makes it possible to understand how great is the responsibility of the leadership of higher educational institutions. According to P.S. Fedorova, the mission of a modern university is to implement consistent and effective innovations in the world around us through fundamental educational training and successful socialization of young people. The period of study cannot but leave a trace in the development of the student's personality. It is assumed that upon graduation, the student turns into a qualified workforce, ready to work, focused on results, clearly aware of himself as a professional who knows how to properly build relationships, both in his personal life and in a professional environment. In a few student years, a boy or girl should really turn into adults, ready for the difficulties that they will have to face in later life and able to solve these difficulties.
Keywords:
Socialization, primary and secondary socialization, agents and institutions of socialization, peer groups, students, university, student's social role, factors of socialization.
List of used resources:
- Giddens E. Sociology. M., 1999.
Andreeva G.M. Social Psychology. M., 2003.
Fedorova P.S. Socio-psychological characteristics of the educational environment of a higher institution of vocational education // Yaroslavl Pedagogical Bulletin. - 2009. - No. 2. - pp. 162-165
Socialization at the university and ethnicity [electronic resource] - Access Mode. – URL: http://www.almavest.ru/ru/favorite/2011/10/12/250/
TEST
in the discipline "Sociology"
on the topic "Socialization as a factor in the development of personality"
option number 22
Student ___________________________
(Full Name)
faculty ________________________________
speciality _________________
well 3 Group
credit book number ___________________
Teacher _________________________________
(title, degree, surname, name, patronymic)
Chelyabinsk - 2009
Introduction. ……………………………………………………….....3
1. Socialization as a factor in personality development
1.1. Personality and social environment. Social dynamics of the individual: the essence and content of the processes of socialization of the individual……………...4
1.2. Stages, methods and means of socialization of the individual………………..8
1.3. Creative exploration: why can't socialization be just about educating and raising a child? Is it possible to lengthen or shorten the process of socialization? Why? ................................................eleven
Conclusion……………………………………………………………………...14
Literature………………………………………………………………………… 15
Introduction
Personal development of a person occurs throughout life. Therefore, the consideration of this topic is relevant.
All definitions of personality, one way or another, are determined by two opposing views on its development. From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, while the social environment plays a very insignificant role. Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that the individual is a product that is completely formed in the course of social experience.
Despite numerous conceptual and other differences, almost all psychological theories existing between them are united in one thing: a person is not born as a person, but becomes in the process of his life. This actually means the recognition that the personal qualities and properties of a person are not acquired genetically, but are formed and developed throughout life.
The process of becoming a person is called socialization. This is an extremely important process, since socialization is the assimilation by an individual of knowledge, norms, beliefs, ideals and values, that is, the culture of the society to which he belongs.
The purpose of the work is to consider socialization as a factor in the development of the individual, to reveal how the social environment affects the formation and development of the individual, what stages, methods and means of socialization of the individual exist.
1.1. Personality and social environment. Social dynamics of the individual: the essence and content of the processes of socialization of the individual
Socio-psychological phenomena arise in the interaction of the social environment, the individual and the group.
The social environment is everything that surrounds a person in his social life, it is a concrete manifestation, the originality of social relations at a certain stage of their development. The social environment depends on the type of social economic formations, on class and national affiliation, on intra-class differences of certain strata, on everyday and professional differences.
For a socio-psychological analysis of a personality, it is necessary to clearly distinguish between the concepts of "personality", "individual", "individuality", "person".
The most general is the concept of "man" - a biosocial being with articulate speech, consciousness, higher mental functions (abstract-logical thinking, logical memory, etc.), capable of creating tools, using them in the process of social labor. These specific human properties (speech, consciousness, labor activity, etc.) are not transmitted to people in the order of biological heredity, but are formed in them during their lifetime, in the process of assimilating the culture created by previous generations. There are reliable facts that indicate that if children from a very early age develop outside of society, then they remain at the level of animal development, they do not form speech, consciousness, thinking, they do not have an upright gait. An example confirming this is the famous work of R. Kipling "Mowgli". No personal experience of a person can lead to the fact that he independently develops a system of concepts. By participating in labor and various forms of social activity, people develop in themselves those specific human abilities that have already been formed in mankind. Necessary conditions for the child to assimilate socio-historical experience: 1) the child's communication with adults, during which the child learns adequate activity, assimilates human culture; 2) in order to master those objects that are products of historical development, it is necessary to carry out in relation to them not any, but such an adequate activity that will reproduce in itself the essential socially developed methods of human and human activity. The assimilation of socio-historical experience acts as a process of reproduction in the properties of the child of the historically established properties and abilities of the human race. Thus, the development of mankind is impossible without the active transmission of human culture to new generations. Without society, without assimilation of the socio-historical experience of mankind, it is impossible to become a man, to acquire specific human qualities, even if a human being has a biological full value. But, on the other hand, without biological usefulness (oligophrenia), morphological properties inherent in man as a biological species, it is impossible even under the influence of society, upbringing, education to achieve higher human qualities.
Human life and activity are determined by the unity and interaction of biological and social factors with the leading role of the social factor.
Since consciousness, speech, etc. are not transmitted to people in the order of biological heredity, but are formed in them during their lifetime, they use the concept of "individual" as a biological organism, the carrier of common genotypic hereditary properties of a biological species (we are born as an individual) and the concept of "personality" as a social - the psychological essence of a person, which is formed as a result of the assimilation of social forms of consciousness by a person and bringing the socio-historical experience of mankind (we become a person under the influence of life in society, education, training, communication, interaction).
Personal growth is due to many external and internal factors. External factors include: an individual's belonging to a particular culture, socioeconomic class, and unique family environment for each. On the other hand, internal determinants include genetic, biological and physical factors.
A person is not only an object of social relations, not only experiences social influences, but refracts and transforms them, since gradually a person begins to act as a set of internal conditions through which the external influences of society are refracted. Thus, a person is not only an object and product of social relations, but also an active subject of activity, communication, consciousness, self-awareness, self-realization.
An analysis of various concepts of socialization shows that it has two components and reflects two parallel processes:
1) the process of adaptation (adaptation) of a person as a biological being to life in society (assimilation of social norms and cultural values of the society to which he belongs, inclusion in social practice); this occurs mainly in the early period of a person's life - in childhood, adolescence, youth;
2) the process of personality formation - the development and self-change of a person in the process of mastering and reproducing culture, which occurs at all age stages.
Socialization is the process of accumulation by people of experience and social attitudes corresponding to certain social roles, and the formation of social qualities (knowledge, skills, values). This is the assimilation of social experience by an individual, during which a specific personality is formed.
1.2. Stages, methods and means of socialization of the individual
There are the following stages of socialization:
1. Primary socialization, or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).
2. Individualization stage(there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, as it is still unstable in the outlook and character of a teenager.
Adolescence (18-25 years) is characterized as a stable conceptual socialization, when stable personality traits are developed.
3. Integration stage(there is a desire to find one's place in society, to "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible:
¨ maintaining one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society;
¨ change yourself, "become like everyone else";
¨ conformism, external conciliation, adaptation.
4. labor stage socialization covers the entire period of a person's maturity, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it through the active influence of a person on the environment through his activity.
5. post-labor stage socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to new generations.
The transfer to individuals of the heritage of culture, the patterns of behavior and methods of activity established in a given society, is mainly the main function of social institutions. Social institutions are historically established stable forms of joint activity of people. Social institutions are the main structural elements of society. They include in their composition a system of values, norms, ideals, as well as patterns of human behavior.
The agents of socialization are institutions, groups and individuals that have a significant impact on socialization. At each stage of the life path, its agents of socialization stand out.
During the infancy period, the main agents of socialization are parents or people who constantly care for and communicate with the child. In the period from three to eight years, the number of socialization agents is growing rapidly. In addition to parents, they are friends, educators, other people surrounding the child. In addition, the mass media are actively involved in the process of socialization in modern society. Exceptionally important in the process of socialization is the period from 13 to 18 years. During this period, the attitude towards the opposite sex begins to form, aggressiveness, the desire for risk, independence and independence increase. In adulthood, the estate, labor or professional team, and individuals come to the fore in importance.
Education plays a significant role in socialization. Educational institutions are agents of socialization. Education promotes social change by preparing people to embrace new technologies and reassess existing knowledge.
One of the mechanisms of socialization is identification. The action of identification as a mechanism of socialization is connected with the fact that the individual learns and implements norms, values, qualities, etc. those groups to which he is aware of belonging. In other words, people's actions are largely determined by their self-esteem and group membership.
1.3. Creative exploration: why can't socialization be just about educating and raising a child?
Is it possible to lengthen or shorten the process of socialization? Why?
Socialization is the process of becoming a personality, the assimilation by an individual of knowledge, norms, beliefs, ideals and values, that is, the culture of the society to which he belongs, as well as the assimilation of social experience by an individual.
Socialization cannot be reduced only to the education and upbringing of the child. Education involves the transfer of a certain amount of knowledge. Education is understood as a system of purposeful, consciously planned actions, the purpose of which is the formation of certain personal qualities and behavioral skills in a child. Socialization includes both education and upbringing, and, in addition, the whole set of spontaneous, unplanned influences that influence the formation of the individual.
The process of socialization occurs throughout a person's life, passing through a number of stages (primary socialization, the stage of individualization, the stage of integration, the labor stage, the post-labor stage).
The education and upbringing of a child is the primary stage of socialization. Here, the main agents of socialization are parents or people who constantly care for and communicate with the child. It is during this period that a person develops relationships to society, to the world around him and to life in general. Parents pass on the knowledge, values, norms necessary for the performance of various social roles to their children. It is worth noting that outside of training there can be no full-fledged development of the individual. Learning stimulates, leads development, and at the same time relies on it. Education acts as a kind of mechanism for managing the processes of socialization. Both socialization and upbringing include the development of moral norms. But socialization is aimed primarily at the development of the spiritual health of society, and education - at the development of spirituality in the individual. The processes of education and socialization are inextricably linked in the same way as the processes of education and socialization. Education and training is a specially organized activity with the aim of transferring social experience to an individual and forming in him certain, socially desirable stereotypes of behavior, qualities and personality traits. Random social influences take place in any social situation, that is, when two or more individuals interact.
The child is socialized, not passively accepting various influences, but gradually moving from the position of an object of social influence to the position of an active subject. The child is active because he has needs, and if education takes these needs into account, this will contribute to the development of the child's activity. If educators try to eliminate the activity of the child, forcing him to “sit quietly” while they carry out their “educational activity”, then by this they will be able to achieve the formation of not an ideal and harmonious, but a flawed, deformed, passive personality.
Therefore, both processes - training and education - are an integral basis in the development of the child. But this foundation, given to the child by his parents, is not enough for him to become a person. The process of obtaining knowledge, values, certain rules of behavior lasts throughout a person's life and does not stop only at the primary stage of socialization. The child grows up, his environment changes and expands, new friends appear, he performs certain social roles, occupies certain social statuses in a particular social group, where he initially needs to adapt to the social environment, because each social group has its own "rules". And now the child is an adult. He receives an education, with the help of which he assimilates new knowledge, values, norms and other elements of social experience. And so on until old age, in which there is a great contribution to the reproduction of social experience. Throughout life, there is an assimilation, “absorption” by a person of the norms, values, attitudes, ideas, stereotypes, patterns of behavior, forms and methods of communication developed by society and various groups.
Socialization is based on the transfer of social (cultural) experience from one generation to another and its assimilation. Despite the fact that people are constantly born and die, socialization enables society to reproduce itself, is a condition for the preservation and development of social culture.
Socialization is a process of assimilation of cultural norms and development of social roles, which began in infancy and continues throughout life. Therefore, it is impossible to lengthen or shorten the process of socialization. It continues throughout life. Scientists, investigating the problem of generational change, noticed that the continuity of generations, the transfer of social experience occurs throughout the entire historical time. But there is a peculiarity in that it is selective. Some knowledge, norms, values are assimilated and passed on to the next generations, while others are rejected or changed in the process of historical development.
Conclusion
The problem of personality formation is an immense, significant and complex problem, covering a huge field of research.
The process of formation and formation of personality is called socialization. This is an important process, since socialization is a process of accumulation by people of experience and social attitudes corresponding to certain social roles, and the formation of social qualities (knowledge, skills, values). This is the assimilation of social experience by an individual, during which a specific personality is formed. The social environment has a rather large influence on the formation and development of the personality, namely, everything that surrounds a person in his social life is a specific manifestation, the originality of social relations at a certain stage of their development.
The work revealed two sides of the process of personality formation: internal and external, the fact that a person is not only an object and product of social relations, but also an active subject of activity, communication, consciousness, self-consciousness, self-realization was considered. And also the stages of socialization were identified (primary socialization, the stage of individualization, the stage of integration, the labor stage, the post-labor stage), definitions of the concepts of "social institutions", "agents of socialization" were given and their influence on the development of the individual was considered. As a result of my own research, I came to the conclusion that socialization is a continuous process that cannot be reduced only to the education and upbringing of a child, and which cannot be lengthened or shortened, since it continues throughout life.
Literature
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4. Sociology: Textbook for universities / V.N. Lavrinenko, N.A. Nartov, O.A. Shabanova, G.S. Lukashova; Ed. prof. V.N. Lavrinenko. - M.: Culture and sport, UNITI, 1998. - 349 p.
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Question number 44. The role of education in the socialization of the individual
Education as a pedagogical process and a social phenomenon. Personal development as a pedagogical problem. The essence of socialization as a combination of adaptation, integration, self-development and self-realization. Stages of socialization: pre-labor, labor, after labor. Education and personality formation. The role of learning in personality development. Self-education in the structure of the process of personality formation.
One of the main points in the formation of a personality, its socialization, the formation of a full-fledged member of society, is the process of education. In the most general terms, education is defined as the process and result of the assimilation of systematic knowledge, skills and abilities. The main way to gain knowledge is to study in various educational institutions. In modern conditions, when the amount of knowledge is growing exponentially, a person, in essence, has to learn all his life, i.e. from the moment of birth to old age, a person must receive and update his knowledge, skills and abilities. A stop in this process means a stop in creative growth and career.
The process of education involves the transfer of knowledge from one generation to another: the elders teach the younger ones, the more educated teach the less educated, the specialists teach non-specialists. This takes into account both the external impact on students and their individual qualities: natural inclinations, talents, will, purposefulness, etc., which ensures one or another effectiveness of education.
Personal development as a pedagogical problem
One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has different aspects, therefore it is considered by different sciences: age-related physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for the harmonious development of the individual in the process of training and education.
In foreign pedagogy and psychology, there are three main areas on the problem of personality and its development - biological, sociological and biosocial.
Representatives of the biological direction, considering the personality as a purely natural being, explain all human behavior by the action of the needs, drives and instincts inherent in him from birth (S. Freud and others). A person is forced to obey the requirements of society and at the same time constantly suppress natural needs. In order to hide this constant struggle with himself, he "puts on a mask" or dissatisfaction of natural needs is replaced by employment in some kind of activity.
All the phenomena of public life (strike, strikes, revolutions), according to representatives of this trend, are natural for ordinary people who have a desire for attack, cruelty, and rebellion from birth. However, real life shows that people often act even against their vital needs, fulfilling the duty of a patriot, fighter and just a citizen.
Representatives of the sociological trend believe that although a person is born as a biological being, however, in the course of his life he gradually socializes due to the influence on him of those social groups with which he communicates. The lower the level of development of a personality, the brighter and sharper its biological features are, first of all, the instincts of possession, destruction, sexuality, etc.
Representatives of the biosocial direction believe that mental processes (sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, abilities of the individual are formed as social phenomena. Such a division of personality can in no way explain either its behavior or its development.
Domestic pedagogical science considers the personality as a whole, in which the biological is inseparable from the social. Changes in the biology of the individual affect not only the characteristics of its activities, but also the way of life. However, the decisive role is played by those motives, interests, goals, i.e. the results of social life, which, determining the whole appearance of the individual, give her strength to overcome her physical shortcomings and character traits (irascibility, shyness, etc.).
The individual, being a product of social life, is at the same time a living organism. The relationship of the social and biological in the formation and behavior of the individual is extremely complex and has a different impact on it at different stages of human development, in different situations and types of communication with other people. So, courage can reach recklessness when prompted by the desire to attract attention (a natural need for achievement, recognition). Courage induces another person to go towards life's difficulties, although no one except him knows about it. It is important to see the degree of expression of quality. Excessive politeness, for example, can border on sycophancy, obedience can be an indicator of passive fulfillment of requirements, indifference, and restlessness can indicate a liveliness of interest, quick attention switching, etc.
Personality, by definition L.S. Vygotsky, is an integral mental system that performs certain functions and arises in a person in order to serve these functions. The main functions of the individual are the creative development of social experience and the inclusion of a person in the system of social relations. All aspects of personality are found only in activities and in relationships with other people. Personality exists, manifests itself and is formed in activity and communication. Hence the most important characteristic of the personality - the social appearance of a person, with all its manifestations connected with the life of the people around him.
There are also differences in understanding the essence of personality development in domestic and foreign pedagogy. Metaphysicians consider development as a process of quantitative accumulation, as a simple repetition, increase or decrease of the phenomenon under study. Domestic pedagogy, when considering this issue, proceeds from the provisions of dialectical materialism, which considers development as an integral property of nature, society and thinking, as a movement from the lower to the higher, as the birth of the new and the withering away or transformation of the old.
With this approach, personality development is a single biosocial process in which not only quantitative changes occur, but also qualitative transformations. This complexity is due to the inconsistency of the development process. Moreover, it is precisely the contradictions between the new and the old, which arise and are overcome in the process of training and education, that act as the driving forces for the development of the individual. These contradictions include:
· the contradiction between the new needs generated by the activity, and the possibilities of their satisfaction;
The contradiction between the increased physical and spiritual capabilities of the child and the old, previously established forms of relationships and activities;
· the contradiction between the growing demands on the part of society, a group of adults and the current level of development of the individual (V.A. Krutetsky).
These contradictions are characteristic of all ages, but they acquire specificity depending on the age at which they appear. The resolution of contradictions occurs through the formation of higher levels of activity. As a result, the child moves to a higher stage of his development. The need is satisfied - the contradiction is removed. But a satisfied need gives rise to a new need, of a higher order. One contradiction is replaced by another - development continues.
In the process of training and education, general contradictions are concretized, acquiring more vivid forms. These are contradictions between the requirements for pupils and their preparedness for the perception and implementation of these requirements; between educational influences and "resistance of the material" (A.S. Makarenko). In the pedagogical process, there are also contradictions associated with the conditions for the development of society, and contradictions that arise as a result of shortcomings in educational work.
The essence of socialization and its stages
The interaction of a person with society is denoted by the concept of "socialization", which has an interdisciplinary status and is widely used in pedagogy. However, its content is not stable and unambiguous.
The concept of socialization as a process of complete integration of the individual into the social system, during which its adaptation takes place, has developed in the structural and functional direction of American sociology (T. Parsons, R. Merton). In the traditions of this school, socialization is revealed through the concept of "adaptation".
The concept of adaptation, being one of the central concepts of biology, means the adaptation of a living organism to environmental conditions. This concept was extrapolated into social science and began to denote the process of a person's adaptation to the conditions of the social environment. This is how the concepts of social and mental adaptation arose, the result of which is the adaptation of the individual to various social situations, micro and macro groups. With the help of the concept of adaptation, socialization is seen as the process of a person entering the social environment and its adaptation to cultural, psychological and sociological factors.
The essence of socialization in humanistic psychology, whose representatives are A. Allport, A. Maslow, K. Rogers and others, is comprehended differently. environmental influences that hinder its self-development and self-affirmation. Here the subject is considered as a self-sustaining and self-developing system, as a product of self-education.
These two approaches are to a certain extent shared by domestic sociologists, psychologists and educators. Although the priority is more often given to the first (I.S. Kon, B.D. Parygin, A.V. Mudrik, etc.).
Observations show that these approaches also take place in pedagogical practice, when the role of one of the factors is absolutized: either the social environment or self-education. Such absolutization is explained by the fact that many researchers and practitioners do not realize the two-sided nature of socialization (G.M. Andreeva, B.F. Lomov).
Society, in order to reproduce the social system and preserve its social structures, seeks to form social stereotypes and standards (group, class, ethnic, professional, etc.), patterns of role behavior. In order not to be in opposition to society, a person assimilates this social experience by entering the social environment, the system of existing social ties. The trend of social typification of the personality allows us to consider socialization as a process of adaptation and integration of a person in society through the assimilation of social experience, values, norms, attitudes inherent in both society as a whole and individual groups.
However, due to its natural activity, a person retains and develops a tendency towards autonomy, independence, freedom, the formation of one's own position, and unique individuality. The consequence of this trend is the development and transformation of not only the individual, but also society. The trend of autonomization of the individual characterizes socialization as a process of self-development and self-realization of the individual, during which not only the assimilated system of social connections and experience is updated, but also the creation of new, including personal, individual experience.
The concept of personal self-development is associated with a process that is aimed at overcoming contradictions in an effort to achieve spiritual, physical and social harmony. Self-realization acts as a manifestation of inner freedom, due to the awareness of one's spiritual and physical capabilities, and as adequate self-management in changing social conditions.
Both of these tendencies of social typification and autonomization of the individual, which explain socialization, retain their stability, ensuring, on the one hand, the self-renewal of social life, i.e. society, and on the other hand, the realization of personal potentialities, inclinations, abilities, the reproduction of spirituality and subjectivity.
So, the essential meaning of socialization is revealed at the intersection of such processes as adaptation, integration, self-development and self-realization. Their dialectical unity ensures the optimal development of the individual throughout a person's life in interaction with the environment.
Socialization is not a one-act or one-time process. A person lives in a constantly changing social environment, experiences its various influences, is included in new activities and relationships, is forced to perform various social roles. This leads to the fact that during his life he learns new social experience, and also simultaneously reproduces certain social relations, influencing his environment in a certain way.
Socialization is a continuous process that lasts throughout life. It is divided into stages, each of which "specializes" in solving certain problems, without which the next stage may not come, may be distorted or slowed down.
In domestic science, when determining the stages (stages) of socialization, they proceed from the fact that it occurs more productively in labor activity. Depending on the attitude to labor activity, the following stages are distinguished:
· pre-labour, which includes the entire period of a person's life before the start of labor activity. This stage, in turn, is divided into two more or less independent periods: early socialization, covering the time from the birth of a child to entering school; youthful socialization, including education at school, college, university, etc.;
labor- covers the period of a person's maturity. However, it is difficult to determine the demographic boundaries of this stage, since it includes the entire period of a person's labor activity;
post-work, coming in old age due to the termination of labor activity (G.M. Andreeva).
Noting that socialization is a continuous process, lasting throughout life, one cannot but recognize the special importance for the formation of the personality of the labor stage, when the basic basic values are laid, self-consciousness, value orientations and social attitudes of the individual are formed.
In the process of socialization, a person tries on and performs various roles, which are called social. Through roles, a person has the opportunity to express himself, reveal, represent. By the dynamics of the roles performed, one can get an idea of those entries into the social world that a person has gone through. A sufficiently good level of socialization is evidenced by the ability of a person to enter various social groups organically, without demonstrativeness and without self-abasement.
Education and personality formation
The processes and results of socialization are internally contradictory, since ideally a socialized person must meet social requirements and at the same time resist negative trends in the development of society, life circumstances that hinder the development of his individuality. So, quite often there are people who are so socialized, actually dissolved in society, that they are not ready and incapable of personal participation in the affirmation of life principles. To a large extent it depends on the type of upbringing.
Education, in contrast to socialization, which occurs in the conditions of spontaneous interaction of a person with the environment, is considered as a process of purposeful and consciously controlled socialization (family, religious, school education). Both that and other socialization have a number of distinctions in the different periods of development of the person. One of the most significant differences that take place in all periods of the age development of the individual is that education acts as a kind of mechanism for managing the processes of socialization.
Because of this, education has two main functions: streamlining the entire spectrum of influences (physical, social, psychological, etc.) on the personality and creating conditions for accelerating the processes of socialization in order to develop the personality. In accordance with these functions, education makes it possible to overcome or weaken the negative consequences of socialization, to give it a humanistic orientation, to claim the scientific potential for predicting and constructing pedagogical strategy and tactics.
Types (models) of upbringing are determined by the level of development of societies, their social stratification (correlation of social groups and strata) and socio-political orientations. Therefore, education is carried out differently in totalitarian and democratic societies. Each of them reproduces its own type of personality, its own system of dependencies and interactions, the degree of freedom and responsibility of the individual.
In all approaches to education, the teacher acts as an active principle along with an active child. In this regard, the question arises about the tasks that purposeful socialization, the organizer of which is a teacher, is designed to solve.
A.V. Mudrik conventionally singled out three groups of tasks to be solved at each stage of socialization: natural-cultural, socio-cultural, and socio-psychological.
Natural and cultural tasks are associated with the achievement at each age stage of a certain level of physical and sexual development, which is characterized by some normative differences in certain regional and cultural conditions (different rates of puberty, standards of masculinity and femininity in different ethnic groups and regions, etc. .).
Socio-cultural tasks are cognitive, moral, value-semantic tasks that are specific for each age stage in a particular historical society. They are determined by society as a whole, the regional and immediate environment of a person.
Socio-psychological tasks are associated with the formation of a person's self-consciousness, its self-determination, self-actualization and self-affirmation, which at each age stage have a specific content and ways to achieve them.
The solution of these tasks in the process of education is caused by the need for personality development. If any group of tasks or the most significant of them remain unresolved at one or another stage of socialization, then this either delays the development of the individual or makes him inferior. Such a case is also possible, notes A.V. Mudrik, when this or that task, not solved at a certain age, does not outwardly affect the development of the personality, but after a certain period of time it “emerges”, which leads to unmotivated plans and actions.
In the process of education as a purposeful socialization, the listed tasks appear as a response to crises that arise in the life and activities of children and adults (L.I. Antsyferova). Crises manifest themselves as an exacerbation of a number of contradictions in the development of the individual.
Personality formation is a process and results of socialization, upbringing and self-development. Formation means becoming, acquiring a set of stable properties and qualities. To form means to give form to something, stability, completeness, a certain type. In the formation of a person as a person, when social factors are of paramount importance, the biological mechanisms of a person as a natural being constantly and powerfully work, manifesting themselves in the form of inclinations, on the basis of which his needs, interests, inclinations, abilities develop and his character develops. At the same time, the natural parameters of a person, his physical health, working capacity, and longevity also depend on the latter.
Detailing the essence of the development and formation of personality, L.I. Bozhovich wrote that this is, firstly, the development of the cognitive sphere; secondly, the formation of a new level of the child's affective-need sphere, which allows him to act not directly, but guided by consciously set goals, moral requirements and feelings; thirdly, the emergence of relatively stable forms of behavior and activity that form the basis for the formation of his character; and finally, the development of a social orientation, i.e. appeal to the group of peers, the assimilation of the moral requirements that they offer him.
The role of learning in personality development
The problem of the relationship between training and development is not only methodologically, but also practically significant. The definition of the content of education, the choice of forms and methods of teaching depends on its solution.
Recall that learning should be understood not as the process of "transferring" ready-made knowledge from a teacher to a student, but as a broad interaction between the teacher and the student, a way of implementing the pedagogical process in order to develop the personality by organizing the assimilation of scientific knowledge and methods of activity by students. This is the process of stimulating and managing the external and internal activity of the student, as a result of which the assimilation of human experience takes place. Development in relation to learning is understood as two different, albeit closely interconnected, categories of phenomena: the actual biological, organic maturation of the brain, its anatomical and biological structures, and mental (in particular, mental) development as a certain dynamics of its levels, as a kind of mental development. maturation.
Of course, mental development depends on the biological maturation of brain structures, and this fact must be taken into account in the course of the pedagogical process. At the same time, the organic maturation of brain structures depends on the environment, training and education. That is why, when we talk about mental development, we mean that mental development occurs in unity with the biological maturation of the brain.
In psychological and pedagogical science, there are at least three points of view on the relationship between learning and development. The first, and most common, is that learning and development are seen as two independent processes. But learning, as it were, builds on the maturation of the brain. Thus, learning is understood as a purely external use of the opportunities that arise in the process of development. V. Stern wrote that learning follows development and adapts to it. And since this is so, one should not interfere with the process of mental maturation, one should not interfere with it, but patiently and passively wait until the opportunities for learning ripen. J. Piaget noted that mental development follows its own internal laws, so training can only slightly slow down or speed up this process. However, for example, until a child has matured logical operator thinking, it is pointless to teach him to reason logically.
Scientists who adhere to the second point of view merge learning and development, identify both processes (James, Thorndike).
The third group of theories (Koffka and others) combines the first two points of view and supplements them with a new position: learning can go not only after development, not only in step with it, but also ahead of development, advancing it further and causing new formations in it. .
This essentially new idea was put forward by L.S. Vygotsky. He substantiated the thesis about the leading role of education in personality development: education should go ahead of personality development and lead it. In this regard, L.S. Vygotsky singled out two levels of a child's mental development. The first level of actual development is the actual level of preparedness of the student, which is characterized by what tasks he can perform quite independently. The second, higher level, which he called the zone of proximal development, refers to what the child cannot do on his own, but which he can do with a little help. What a child does today with the help of an adult was noted by L.S. Vygotsky, tomorrow he will do it himself; what was included in the zone of proximal development, in the process of learning passes to the level of actual development. This is how personality develops in all directions.
Modern domestic pedagogy stands on the point of view of the dialectical relationship between learning and personality development, relegating, according to the position of L.S. Vygotsky, the leading role of learning. Learning and development are closely related to each other: development and learning are not two parallel processes, they are in unity. Outside of education, there can be no full-fledged development of the individual. Education stimulates, leads development, at the same time relies on it, but is not built on purely mechanically.
Development, in particular mental development, in the learning process is determined by the nature of the knowledge gained and the very organization of the learning process. Knowledge must be systematic and consistent as hierarchical concepts, as well as sufficiently generalized. Education should be built mainly problem-based on a dialogic basis, where the student is provided with a subjective position. Ultimately, the development of the individual in the learning process is ensured by three factors: the generalization by students of their experience; awareness (reflection) of the process of communication, since reflection is the most important mechanism of development; observance of the stages of the process of personality development itself.
Self-education in the structure of the process of personality formation
With the development of management theory, pedagogical theory included its basic concepts - the subject and object of management. In authoritarian pedagogical systems, the teacher was unambiguously endowed with the property of subjectivity, and the pupil was assigned the role (position) of the object, i.e. experiencing pedagogical influences and passively restructuring its activities in accordance with external requirements. However, the property of subjectivity is inherent in all people. A.V. Brushlinsky believes that subjectivity develops already at the age of three months, but it is clearly manifested only in object-manipulative activity, when, for example, a child puts one cube on another, i.e. solves the problem and understands whether he solved it or not. The ability to establish feedback is a universal mechanism of self-regulation (Anokhin, Bernstein, Winner) and an indicator of the property of subjectivity. In the traditions of humanistic pedagogy, as already noted, equally interested subjects function in the pedagogical process - teachers and pupils.
The subject is a person whose activity is characterized by four qualitative characteristics: independent, objective, joint and creative. A.N. Leontiev noted that the formation of personality is a process consisting of continuously changing stages, the qualitative features of which depend on specific conditions and circumstances. If at first the formation of a personality is determined by its connections with the surrounding reality, the breadth of its practical activities, its knowledge and learned norms of behavior, then the further development of the personality is determined by the fact that it becomes not only an object, but also a subject of education.
Solving this or that pedagogical problem, the educator induces pupils to certain activities or prevents undesirable actions. In order for pupils to begin to show appropriate activity, this influence (external stimulus) must be recognized by them, turn into an internal stimulus, into a motive for activity (belief, desire, awareness of the need, interest, etc.). In the process of education, a large place is occupied by the internal processing of external influences by the personality. The mediation of external influences through internal conditions (S.L. Rubinshtein) occurs in the process of direct or indirect relationships with various people in the system of social relations. This dialectical conditioning in relation to children was shown by A.S. Makarenko. He noted that with the whole world that has developed, the surrounding reality, the child enters into an infinite number of relationships, each of which invariably develops, intertwines with other relationships, "is complicated by the physical and moral growth of the child himself."
From the moment of birth, a person becomes a social being. The formation of his character, behavior, personality as a whole is determined by the totality of social factors (the attitude of the surrounding people, their example, their ideology, experience of their own activities) and the laws of physical development. That is why it is important to know the cumulative effect of all factors that determine the development of personality at different age stages. It is equally important to penetrate into the underlying mechanisms of this process and understand how the production, moral and scientific experience accumulated in society becomes the property of an individual and determines his development as a person. Here we should talk about a specially organized counter activity of the individual, called self-education.
When raising an infant and a preschooler, the question of self-education hardly arises, although the preschooler himself conceives his own game and plays it himself, reflecting in it his understanding of the reality he perceives.
At primary school age, there are significant shifts in the child's activity in the direction of internal motivation, which contributes to the restructuring of activity on the basis of setting the tasks for them to overcome their weaknesses and develop the best human qualities.
Work on oneself - self-education - begins with the awareness and acceptance of an objective goal as a subjective, desirable motive for one's activity. The subjective setting by the child of a specific goal of behavior or of his activity gives rise to a conscious effort of will, the definition of an activity plan for tomorrow. The implementation of this goal is inevitably accompanied by emerging obstacles, both objective and subjective.
Thus, at a certain stage in the development of the personality, its intellectual abilities and social self-awareness, the child begins to understand not only the goals external to him, but also the goals of his own upbringing. He begins to treat himself as a subject of education. With the emergence of this new, very peculiar factor in the formation of personality, a person himself becomes an educator.
So, self-education is a systematic and conscious human activity aimed at self-development and the formation of one's basic culture. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary habits of behavior, strong-willed qualities. Self-education is an integral part and result of upbringing and the entire process of personality development. It depends on the specific conditions in which a person lives.
Forms and methods of self-education: self-criticism, self-hypnosis, self-commitment, self-switching, emotional-mental transfer to the position of another person, etc. And the art of education in connection with the problem of self-education consists in awakening the child’s desire for self-improvement as early as possible and helping him with advice in achieving the set goals. The support of adults in this matter is the child himself, who always and everywhere wants to be strong and good, to be better.
Essay on the topic "Socialization of students during their studies at the university"
Before starting a conversation about the socialization of students during their studies at a university, one should find out what socialization is, determine its stages and factors influencing it.
Socialization- a complex and multifaceted process of becoming a person as a member of his contemporary society, which is characterized by the adoption and inheritance of his values, norms, culture, language skills and the necessary social skills, the exercise of rights and obligations in a variety of social interactions.
The meaning of socialization is revealed in such processes as adaptation, integration, self-development and self-realization.
A person lives in a constantly changing social environment, experiences its various influences, is included in new activities and relationships, is forced to perform various social roles.
Socialization is a continuous process that lasts throughout life. It is divided into stages, each of which "specializes" in solving certain problems, without which the next stage may not come, may be distorted or slowed down.
After analyzing the approaches of various psychologists and sociologists to the definition of the stages of socialization, I find the following to be the most concise and correct:
pre-labor, including the entire period of a person's life before the start of labor activity. This stage, in turn, is divided into two more or less independent periods: early socialization, covering the time from the birth of a child to entering school; youthful socialization, including education at school, college, university, etc.;
labor - covers the period of maturity of a person. However, it is difficult to determine the demographic boundaries of this stage, since it includes the entire period of a person's labor activity;
post-work, occurring in old age due to the termination of employment
Each student, having just entered a university, faces a number of problems in a new environment while assigning a new social role and adapting to new conditions of activity.
The socialization of student youth in the learning process includes not only the assimilation of knowledge and skills, but the acquisition of life skills in an adult society, the acquisition of a socio-psychological and professionally significant orientation that ensures successful activity as a result of self-realization. There are a huge number of factors influencing the socialization of students during their studies at a university: economic (difficult material and financial situation of a student and his family, obvious differences in the property and financial situation of different students, uncertainty in employment), political (the model of state policy implementation affects everyone its citizens), social (for example, changes during the transition to a market economy, a number of problems arise, such as indifference to socially inferior people), as well as moral and cultural. But in addition to external factors, individual-personal factors (character, upbringing) have an impact on the process of students' adaptation to adulthood.
Therefore, the university takes no small responsibility in such a complex and very important process. After all, society needs people who realize their talents, who not only do their job well, but also contribute to the general development and well-being.
In my opinion, a special role here belongs to creative activity, organized in the process of educational and extracurricular activities, which acts as the basis for achieving the required level of activity in cognitive activity, as well as creating interpersonal relationships that allow to remove the problems of social students in a group.
The development of the student's creative potential is associated not only with solving the problem of adaptation to university education, but also in connection with the formation of a young specialist as a person.
On the example of BSEU, I will illustrate the pedagogical activity that contributes to the socialization of students during the period of study. Each academic group has a curator who not only regulates the educational process, but also helps students cope with the difficulties that arise in the learning process, organizes cultural and educational events where each student can prove himself.
Inside BSEU valid student club where everyone can choose a hobby to their liking, as well as develop their creative potential. Student government bodies such as student council, play an important role in the process of attracting students to the organization of the educational process.
I also consider it important to mention MO BRSM, despite the fact that many consider the activities of this organization to be formal, it takes an active part in helping student self-realization. The trade union at the university level also defends the position of students in front of the state, and gives social support. Our university also has a psychological service that helps to solve many problems, but the main one is socialization.
In conclusion, I would like to add that socialization during the period of study at a university plays a crucial role in the development of each individual. It can be both natural and easy, and difficult and problematic. After all, studying at a university is a transitional moment between youth and adulthood. Therefore, it is very important to pay due attention to this process, not only from the elements of the university I have listed above, but also from the teachers themselves, who, in turn, should be both scientists and teachers.