Read the book “Social Pedagogy. Textbook "online in full - Lev Mardakhaev - MyBook. Galina Nikolaevna Shtinova. Social Pedagogy: A Textbook for Universities Universal Characteristics of the Socialization Process

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Social Pedagogy. Mudrik A.V.

6th ed., revised. and additional - M.: 2007. - 224 p.

The textbook examines upbringing in the context of socialization: it shows the influence of various factors on the development of children, adolescents, and youth; the state, regional, municipal and local systems of education are characterized; reveals the features and content of family, religious and correctional types of education; the methodology of social education in educational institutions is presented.

For students of higher pedagogical educational institutions. Can be used by students of pedagogical colleges.

Format: pdf(2007 , 6th ed., revised. and add., 224s.)

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Format: pdf(2005 , 5th ed., additional, 200s.)

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TABLE OF CONTENTS:
Chapter I. Social pedagogy as a subject 3
Chapter II. Socialization as a socio-pedagogical phenomenon 8
Chapter III. Man in the process of socialization 22
Chapter IV. Mega factors of socialization 34
Chapter V. The main sources of influence of macro factors on socialization 39
§ 1. Country v 39
§ 2. Ethnos 41
§ 3. Society 46
§ 4. State 56
Chapter VI. The main components of the influence of mesofactors on human socialization 62
§ 1. Regions 62
§ 2. Mass media 66
§ 3. Subcultures 71
§ 4. Type of settlement 78
4.1. Rural settlements 78
4.2. City 80
4.3. Small town 85
4.4. Village 87
4.5. Municipal system of social education 89
Chapter VII. Education in the context of microfactors of socialization 95
§ 1. Family 95
§ 2. Neighborhood SW
§ 3. Peer groups 105
§ 4. Computer 111
§ 5. Organizations 118
5.1. Definition and characteristics of an organization 118
5.2. Educational organizations 119
5.3. Public and private organizations 126
5.4. Religious organizations 128
5.5. Voluntary organizations 132
5.6. Countercultural organizations as a factor of desocialization... 136
§ 6. Microsociety 140
Chapter VIII. Creation of conditions for the spiritual and value orientation of a person in educational organizations 148
§ 1. Personal approach in social education 148
§ 2. Organization of social experience 149
2.1. Life of an educational organization 149
2.2. Vital activity of educational organization 155
2.3. Organization and training of interaction in an educational organization 163
§ 3. Education 172
§ 4. Individual assistance 177
§ 5. Local educational system 185
Chapter IX. Socialization. Good manners 192
Chapter X. Costs of socialization 199
Chapter XI. Social pedagogy as a branch of knowledge 210

Author Lev Vladimirovich Mardakhaev

Lev Mardakhaev

social pedagogy

* * *

Foreword

This textbook has been developed in accordance with the Federal State Educational Standards for higher professional education of the third generation and is focused on preparing students for the psychological and pedagogical support of preschool, general, additional and professional education; children with disabilities in special and inclusive education.

When disclosing the content of the textbook, an orientation to modern achievements in the field of social pedagogy is ensured. After studying the material, students will get a general idea of social pedagogy as a science, the features of the implementation of social and pedagogical technologies in working with certain categories of children and adolescents, youth, their parents, taking into account the specifics of the subculture and the needs of culture.

The main sections of the textbook are related to the understanding of the social in the individual, the pedagogy of the environment, the essence of social education and socio-pedagogical support.

In modern conditions, there are several approaches to understanding the essence and content of social pedagogy. In the textbook, it is presented on the basis of a deep study of the social direction in pedagogy and the identification of its specificity in the system of socio-pedagogical activity. The received materials made it possible to highlight the most important aspects that determine the content of social pedagogy and, in accordance with them, the sections of the training course.

The first section is devoted to the disclosure of the theoretical and methodological foundations of social pedagogy. It examines the origins of the formation of social pedagogy, its essence (purpose, object and subject, functions, main tasks), methodological principles of social pedagogy.

The second - social pedagogy of the personality - reveals the socio-pedagogical aspects of development, habilitation and socialization of a person at various age stages, the sources and driving forces of socialization, the causes of desocialization, the problems of its prevention and overcoming. The section also includes issues related to the social education of a person.

The third section is devoted to the social pedagogy of the environment. It examines the socio-pedagogical possibilities of socio-pedagogics, as well as the factors of the immediate environment that significantly affect socialization.

The fourth section highlights the socio-pedagogical foundations of the activities of a social worker. It reveals their socio-pedagogical technologies, as well as the features of their implementation in social and pedagogical support, support for a person and family in various life situations, in working with various categories of people.

The training course ends with a section that reveals the essence of professional longevity and the pedagogical culture of a social worker.

V. V. Sizikoea, Doctor of Pedagogical Sciences

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

The development of the social direction in pedagogy contributed to the formation of a special branch of theory and practice - social pedagogy. Determining its essence, purpose, content, main tasks and functions will make it possible to more fully determine its place and role in social work.

After studying chapter 1, the bachelor should:

know:

- socio-pedagogical aspect of social work;

- purpose, main functions and tasks, concepts, categories of social pedagogy;

be able to:

- to use the conceptual apparatus of social pedagogy in the analysis of the phenomena of social work;

own:

– the conceptual apparatus of social pedagogy for the analysis of social work.

The topic provides for consideration of the following issues:

– social pedagogy and social work, their relationship;

– the essence and content of social pedagogy as specific knowledge, theory and practice;

- purpose, main functions and tasks of social pedagogy.

1.1. Social pedagogy and social work, their relationship

Since the beginning of the 90s of the XX century. institutions of social work and social pedagogy were formed in Russia. Both in world practice and in Russia, a close relationship has developed between them. The socio-pedagogical aspect in social work is due to the following factors:

– professional activity a specialist in the “person-to-person” system: interaction with a client, with a group, the ability to work in a team;

- the need to turn the object of social work (client) into the subject of resolving their social problems;

- the use of socio-pedagogical technologies in the process of professional activity.

The practice of interaction between a social worker (specialist in social work) and social educator in system social protection population gave birth to aphoristic wisdom: "a social educator may not be a social worker, but a social worker cannot but be a social educator."

The main reasons for this paradox.

Firstly, the institute of social pedagogy has not been widely developed in Europe and America. Abroad, it is considered as part of social work. At the same time, the International Association of Social Pedagogy, which is located in Copenhagen (Denmark), considers social pedagogy as a theory and practice of working with a person in a social environment (with drug addicts, alcoholics, "street children", etc.). In Russia, the theory of social work is developing on the basis of its own experience, as well as processing and adaptation to Russian conditions foreign experience.

Secondly, in Russia the institutions of social work and social pedagogy were formed simultaneously. At the initial stage, some theorists (Valentina Georgievna Bocharova) believed that domestic social work differs from the American one in that it places a significant emphasis on activating the person himself in solving his social problems. This is the essence of the pedagogy of social work - social pedagogy.

Thirdly, this approach to social pedagogy as the pedagogy of social work is supported by some foreign experts. They understand it, and yet they confuse the essence of social work and social pedagogy, which differ in purpose, object and subject (Table 1).

Table 1. Specificity of social work and social pedagogy

In practice, a social educator often solves the problems of social work. Otherwise, it is extremely difficult to achieve the effectiveness of socio-pedagogical activity. This is especially true when working with children, with families raising children. In solving their social problems, specialists in both social work and social pedagogy have to rely on their own professional training.

In some manifestations, social work and social pedagogy can coincide, intersect, but in some they do not, that is, they realize their goals by their own methods and means. That is why the functions of social work are sometimes included in the functional duties of a social pedagogue.

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

The term "pedagogy" comes from two Greek words: pais, paidos - child, child, ago - I lead, which means "leading child", or "tutor". According to legend, in Ancient Greece slave owners appointed a slave to take their children to school. He was called a teacher (paidagog). Subsequently, teachers began to be called people who were involved in the education and upbringing of children. From this word came the name of science - pedagogy.

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

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

- a scientific discipline that reveals the social function of general pedagogy and explores educational process in all age groups(X. Miskes - German social pedagogue);

– helping young people to quickly adapt to social system, opposition to negative deviations from the norms of behavior (E. Mollenhauer - German social pedagogue);

- the science of the educational influences of the social environment (V. D. Semenov - Russian social teacher);

- a branch of knowledge that studies social education in the context of socialization (A. V. Mudrik - Russian social teacher);

- a branch of pedagogical knowledge that studies the phenomena and patterns of expediently organized pedagogical influence (social education, social training, socio-pedagogical assistance, etc.) on social development, formation, formation of a person, regardless of whether it occurs under the conditions of the "norm" or "deviations from the norm" (M. A. Galaguzova - Russian social teacher), etc.

Systematizing various approaches to understanding the essence of social pedagogy, as well as analyzing its essence and practical application, we can formulate the following definition. Social pedagogy is a branch of pedagogical knowledge that studies the phenomena and patterns of social formation and development of a person in a socio-cultural environment, as well as expediently organized social and pedagogical activities that contribute to this formation.

A social teacher, a social worker, an educator, a parent, a person replacing him, an organizer performing social and pedagogical functions can act as a subject of socio-pedagogical activity.

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

In the development of social pedagogy, personal and social directions can be traced.

The personal direction (“individual” pedagogy) can be characterized as the social pedagogy of the individual in its formation and development. It originates from the "individual" pedagogy of D. Locke, J.-J. Rousseau. It develops conditionally humanistic and conservative approaches.

The social direction (pedagogy of the environment) in a broad sense is determined by the influence of the state, society as a whole on the upbringing of the younger generation (sociopedagogy); in a narrow sense - the direct influence of the environment of life activity on the process of formation of a person's personality (pedagogy of the immediate environment of life activity). Sociopedagogy studies the activities of the state and society in educating their citizens, which is reflected in the current legislative framework, the creation of institutions of education, education and training, and in ensuring their functioning. It has an official socio-pedagogical character. In addition, so-called "unwritten laws" are formed in society in the form of customs, a set of norms and rules adopted in relation to the upbringing of the younger generation. In their essence, they are of a socio-pedagogical, but informal nature.

Environmental pedagogy studies the socio-pedagogical possibilities of the environment, directly (pedagogy of the immediate environment of life) and indirectly (sociopedagogy) influencing the social development and upbringing of a person at different stages of his age. This direction was developed in the works of P. Natorp, P. Bergemann, I. G. Pestalozzi, J. Dewey, G. Kershensteiner, R. Seidel, Stanislav Teofilovich Shatsky (1878–1934), Anton Semenovich Makarenko (1888–1939), Boris Timofeevich Likhachev (1929–1999), Vladimir Davydovich Semyonov and other researchers and educators.

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

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

- pedagogy of the social development of the individual;

- pedagogy of social deviations in the formation of personality;

- social education.

Pedagogy of the social formation of personality. A person as a social being develops according to the laws of nature and is brought up taking into account the needs of a certain social environment, society, individual (X. Miskes, M. A. Galaguzova, A. V. Mudrik, B. T. Likhachev, K. Mager and others). He, on the one hand, develops socially in accordance with his individuality, those features and capabilities that are characteristic of him (internal personal conditioning); on the other hand, it develops into ...

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Education

"Moscow Pedagogical State University"

The work was carried out with the financial support of the Russian Humanitarian Foundation - project No. 16-06-00908

Reviewers:

Levanova E. A.– Doctor of Pedagogical Sciences, Professor; Head of the Department of Social Pedagogy and Psychology, Moscow State Pedagogical University;

Serykh A. B.– Doctor of Pedagogical Sciences, Doctor of Psychological Sciences, Professor; Professor FGAOU VO "Baltic Federal University. I. Kant»

I. Socialization as a socio-psychological phenomenon

Definition and essence of socialization

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

Essence of socialization It consists in a combination of adaptation and isolation of a person in the conditions of a particular society.

fixture - the process and result of counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves the coordination of the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior, etc. It involves the coordination of self-assessments and claims of a person with his capabilities and with the realities of the social environment.

Thus, adaptation is the process and result of the formation of the individual. social being.

Isolation - the process of autonomization of a person in society. The result of this process is the need for a person to have his own views and the existence of such (value autonomy), the need to have his own attachments, chosen independently of others (emotional autonomy), the need to independently resolve issues that concern him personally, the ability to resist those life situations that interfere with his self-determination, self-change, self-realization, self-affirmation (behavioral autonomy).

Thus, isolation is the process and result of the formation human individuality.

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

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

The socialization of a person modern world, having more or less obvious features in a particular society, in each of them has a number of common or similar characteristics. About them and will be discussed further.

Components of the socialization process

In general, the process of human socialization can be conditionally represented as a combination of three components:

- spontaneous socialization in the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, usually multidirectional, circumstances of life;

- regarding directed socialization in the process and as a result of the influence on the part of the state on the circumstances of life of certain categories of citizens (this will be discussed in the sections on the state and regions);

- regarding socially controlled socialization in the process of systematic creation by society and the state of conditions for educating a person.

Spontaneous socialization

Spontaneous socialization occurs throughout a person's life in the process of his spontaneous interaction with society.

A particular person interacts not with society as a whole, but with its various segments. Such segments can be represented by very different numerous and not at all adjacent phenomena: family, relatives, neighborhood, peer groups, settlement communities (fellow villagers, residents of the same microdistrict in the city), fellow countrymen in a situation of separation from their permanent habitat (in the army, in places of deprivation of liberty, etc.), fellow practitioners, professional groups, associations of interests and political views, groups of temporary stay (in a hospital, places of recreation, etc.), situational communities (on a train, in a theater, at a stadium, in a swimming pool etc.).

Depending on the age, gender, individual characteristics, place of residence, ethno-confessional and socio-cultural affiliation of a person, the set of segments of society with which he interacts differs significantly in number and specific features.

But in any case, the interaction has an unorganized, often spontaneous, character. It is governed by a set of values, norms, customs, mores, informal sanctions, and similar means. Moreover, even when it comes to interaction within the framework of any organizations, spontaneous socialization in them still occurs along with relatively socially controlled.

Spontaneous socialization takes place both in the selective interaction of a person with certain segments of society, and in the case of mandatory interaction with any segments (for example, at school, in the army, in a company, etc.), as well as in a situation of forced interaction with some segments (for example, in prison).

Relatively directed socialization

Relatively directed socialization of a person occurs in the process and as a result of his interaction with the state and state bodies and organizations that collectively manage society.

The concept of "relatively directed socialization" was introduced by me and is defined as the activity of the state, aimed at the implementation of its various functions, which objectively has or can have an impact on the life path of citizens belonging to one or another sex and age, sociocultural, ethno-confessional and other segments of the population.

Relatively directed socialization occurs within the state and within its constituent administrative units - republics, territories, regions, as well as municipalities (cities, urban and rural administrative regions).

At each of these levels (federal, regional and municipal), the legislative and executive authorities, within the framework of their competence, solve various kinds of tasks, which in one way or another affects or may affect the socialization of the inhabitants of the country, region, city, district, village, etc.

For example, at the state (federal) level, a decision is made to increase import duties on cars, which leads to a significant increase in prices for both imported and domestic cars. This decision, at first glance, has nothing to do with the process of socialization of citizens. However, high prices effectively deprive entire groups of the population of the opportunity to own cars. This limits not only the freedom of movement, but also the freedom to choose types of activities, scenarios of recreational behavior, and in general can deprive them of some opportunities for development, self-determination, self-realization, self-improvement.

Another example of how state policy influences the socialization of its citizens is the legislative intervention of the Chinese authorities in their reproductive behavior. From the beginning of the 70s of the XX century. In China, the policy of "one family - one child" was consistently pursued. The appearance of a second, third, etc. children was pursued by economic measures, led to a deterioration in family life in all areas (only recently only certain categories of spouses were allowed to have a second child). As a result, in 2000, according to official statistics, 117 boys were born per 100 girls, and in countryside the ratio was 130 boys to 100 girls. How did this affect the life path and socialization of the corresponding gender and age groups of Chinese people? Obvious influence: a sharp increase in the level of prostitution, buying and selling and kidnapping of women, difficulties with gender-based socialization, creating a family, and other “related” problems. Implicit influence: since the beginning of the 70s, several tens of millions of second and third children were born, who, as it were, were not born. They are not registered anywhere, they did not receive any medical or social assistance, they did not study anywhere, and often they were either hidden or they ended up on the street without any documents and rights. That is, as a result of the policy pursued by the state, these people became outcasts, deviants, delinquents, criminals, suicides, etc. This is a very impressive case regarding the directed socialization of a huge array of residents of the state, both citizens (the first children in the family), and in fact non-citizens (second children, people without documents and rights).

Relatively directed socialization differs from spontaneous and relatively socially controlled socialization in at least two ways.

Firstly, spontaneous socialization occurs in the interaction of a person with society as a whole and with its individual segments (as discussed above), including with the state and state organizations. as segments of society.

Relatively directed socialization of a person occurs in the process of interaction with the state and state organizations as structures that manage society and its citizens.

Secondly, spontaneous socialization has an unintentional character, and relatively directed socialization is determined by state policy and legislation, as well as their implementation in the social practice of the state, its administrative entities and municipalities.

Relatively socially controlled socialization

Relatively socially controlled socialization is education, which can be defined as a relatively meaningful and purposeful cultivation of a person in accordance with the specific goals of organizations and groups in which it is carried out.

The upbringing of a person is carried out in the process of his interaction in several segments of society.

Firstly, education is carried out in the family, that is, family education takes place.

Secondly, education is carried out by religious organizations, that is, religious education takes place.

Thirdly, education is carried out by the state and society in numerous various organizations specially created for this purpose (from nurseries and schools to universities and professional retraining courses), social education is implemented in them.

Fourthly, education takes place in criminal and totalitarian political and quasi-religious communities. In this case, we are dealing with dissocial or countersocial education.

Fifth, there are various types of correctional education (from the adaptation of autistic children to living conditions to the re-education of offenders).

Differences between spontaneous and relatively socially controlled socialization – education

In the early stages of the existence of any society, as well as in the surviving archaic societies, upbringing and spontaneous socialization are syncretic - merged, not divided.

Education becomes relatively autonomous in the process of socialization at a certain stage in the development of each particular society, when it acquires such a degree of complexity that there is a need for special activities to prepare the younger generations for life in society.

Education as a relatively socially controlled socialization differs from spontaneous socialization in at least three ways.

First, spontaneous socialization is a process of unintended interactions and mutual influences. Education is based on social action. The German scientist Max Weber, who introduced this concept, defined it: as an action aimed at solving problems; as an action specifically focused on the response behavior of partners; as an action that involves a subjective understanding of the possible behaviors of people with whom a person interacts.

Secondly, spontaneous socialization is a continual (continuous) process, since a person constantly interacts with society. Education is a discrete (discontinuous) process, because, being systematic, it is carried out in certain groups and organizations, that is, it is limited by place and time.

Thirdly, spontaneous socialization has a holistic character, because a person, as its object, experiences the influence of society in all aspects of his development (positive or negative), and as a subject, to one degree or another, he adapts and separates himself in interaction with the whole complex of circumstances of his life.

Education is a partial (partial) process. This is determined by the fact that a person is brought up by the family, religious and educational organizations, and certain groups of people are brought up by countercultural organizations; they all have different tasks, goals, means and results of education. A person in the course of his life passes through a number of communities of various types that educate him and at some periods of his life simultaneously enters several of them. Between these communities there is not and cannot be a rigid connection and continuity, and often there is none at all (which is both good and evil in this or that case).

Human self-change

A person does not remain passive in the process of socialization (both spontaneous, and relatively directed, and relatively socially controlled). He shows a certain activity, feeling or realizing the need or desire to change something in himself in order to:

- better meet the expectations and requirements of society, both positive and negative;

- resist to some extent the requirements of society, more effectively solve the problems that arise in his life;

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

- to more or less bring your image of the "existing I" (how a person sees himself in a given period of time) to the image of the "desired I" (how he would like to see himself).

That is, in the process of socialization, a person changes in one way or another.

self-change is the process and result of more or less conscious, purposeful and successful efforts of a person aimed at becoming different (less often - completely, as a rule - partially).

Efforts can be directed to change:

- their appearance and physical qualities;

– personal properties;

- intellectual, volitional, need, expressive, spiritual, social spheres (knowledge, skills, values, attitudes, etc.);

– behavioral scenarios;

- image and / or lifestyle;

- attitudes towards oneself (self-assessments), relations with oneself (self-esteem, self-acceptance), attitudes towards the world (world perception, worldviews - pictures of the world), relations with the world (aspects and methods of self-realization and self-affirmation).

Self-change can have a pro-social, anti-social and anti-social vector.

Self-change can take the form of:

- self-improvement, development, transformation of existing inclinations, traits, knowledge, etc.;

– self-construction, cultivation, formation of properties desired by a person;

- self-destruction of physical, spiritual, personal, social properties (the result is alcoholism, drug addiction; physical, spiritual, social degradation).

The ratio of self-improvement, self-building and education of a person in the Western and Russian cultural and religious traditions looks quite interesting.

In Hellenic culture, education and self-improvement are syncretic.

In Christian culture, they are separated both in social practice and in religious and philosophical and pedagogical thought. “It must be remembered that Christianity was in its essence a purely “pedagogical” movement, a kind of moral and religious school of mankind; its once grandiose social utopia is incomprehensible without faith in the unlimited “re-education” of people, in the possibility of radically re-creating them from within” (S.S. Averintsev). Therefore, it is natural that in Christian culture, both Catholic and Orthodox, education becomes one of the main archetypes, largely determining the ideology and social practice of Catholic and Orthodox societies.

The archetype, a concept introduced by the German philosopher and psychologist Carl Jung, is interpreted as an internal image of an objective life process that has become a structural element of the collective unconscious, as a collective sediment of the historical past, stored in the collective memory of members of a particular society.

In the cultures of Protestant societies in Europe and North America that emerged as a result of the Reformation, figuratively speaking, self-improvement of a person comes to the fore, which becomes one of the main archetypes of Protestant culture.

Education can be considered as one of the archetypes of Russian culture, which, firstly, is evidenced by both religious and philosophical and pedagogical texts, as well as folklore, proverbs, sayings. Secondly, it is found in everyday consciousness and in everyday practice. Thirdly, this is also evidenced by the fact that until the second half of the 17th century in Russia there was a “non-school” system of education. This was due to the fact that the level of development of state institutions for a long time did not require a large number educated people; in the conditions of the dominance of the paradigm of pagan non-literate culture and the absence of a successive connection with ancient culture, it was difficult to borrow the Byzantine school tradition; the economic factor of the country's development for a long time did not have a noticeable impact on the education sector; socialization was carried out within the class framework traditional ways; the philosophical paradigm of Orthodoxy did not imply the presence of a theological education (L.V. Mashkova).

Education, understood in Russia as a “spiritual structure”, was designed to help a person master the Christian virtues, become moral in his actions, which was a sign of true wisdom coming from the heart, in contrast to purely cognitive wisdom. Pedagogy of the “spiritual structure” was aimed at helping a person to embark on the “true path”, and did not concern professional training (S.A. Knyazkova, N.I. Serbov).

Orthodox pedagogy oriented a person to self-education, self-improvement. But at the same time, it was not about self-realization, but about overcoming sinfulness through humility, about saving the soul on the basis of Faith, Hope and Love for God (O.E. Kosheleva).

This does not mean that in Russian culture and in other cultures there is either an archetype of education or an archetype of self-improvement. Historical-ethnographic and ethical-pedagogical studies show that both archetypes are present both in the cultures of European societies and in Russian culture, but they correlate with each other in different ways. In Anglo-Saxon (mainly Protestant) societies, self-improvement prevails over education, while in Romanesque (Catholic) and Russian (Orthodox) societies, education prevails over self-improvement (V.I. Bakshtanovsky and others)

Universal characteristics of the socialization process

Stages of socialization

There are various approaches to the periodization of the stages or stages of socialization. Since until the 60s of the 20th century it was believed that the process of socialization ends in adolescence, one of the typical periods was periodization, in which three stages were distinguished:

- primary - socialization of the child;

- marginal - socialization in adolescence;

- sustainable or conceptual (holistic) - socialization in the period from 17–18 years to 23–25 years.

One of the first to doubt that socialization ends in youth was the American scientist Orville G. Brim, Jr., who in 1966 not only made the statement that socialization occurs throughout life, but also named the following differences between the socialization of children and adults.

Firstly, the socialization of adults is expressed mainly in a change in their external behavior, while children's socialization corrects (or rather, forms. - A.M.) basic value orientations.

Second, adults can evaluate the norms of society and their environment; children are only able to assimilate them (which is quite debatable. - A.M.).

Third, adult socialization often involves understanding that there are many shades between black and white. gray color; children do not distinguish between these shades (which is also ambiguous. - A.M.). Fourthly, socialization in childhood is based on complete obedience to adults and the implementation of certain rules. Adults have to adjust to the demands of different roles at work, at home, and so on (children are similar, but the roles are different. – A.M.).

Fifthly, adult socialization is aimed at helping a person acquire certain skills; the socialization of children mainly forms the motivation for their behavior (which is also not entirely true. - A.M.).

Description of the differences between the socialization of children and adults, made by O.G. Brim, Jr., is valuable, first of all, because for the first time it fixes attention on the continuity of the process of socialization throughout a person's life. However, the specific content of these differences clearly indicates that O.G. Brim Jr. views socialization as a subject-object process. Therefore, all the differences he named have a bias towards the objective characteristics of both children and adults in the process of socialization.

The view of socialization as a continuous process gave rise to new periodizations of its stages. So, a number of researchers began to distinguish between the stages of primary (before adolescence) and secondary (during the period adult life) socialization. In domestic science, the point of view of G.M. Andreeva, who distinguishes three stages of socialization - pre-labor, labor and post-labor.

The stages of socialization can be correlated with the age periodization of human life. There are various periodizations, and the one below (it is proposed by me) is generally accepted. It is very conditional (especially after the stage of youth), but quite convenient.

In accordance with this periodization, a person goes through a number of stages of socialization, each of which includes several stages.

The childhood stage includes the following stages: infancy (from birth to 1 year), early childhood (1–3 years), preschool childhood (3–6 years), primary school age (6–10 years).

Adolescence stage - junior adolescence(10–12 years old), older adolescence (12–14 years old).

The stage of youth includes stages: early youth (15–17 years old) and youthful (18–23 years old), youth (23–30 years old).

The maturity stage includes early maturity (30–40 years), late maturity (40–55 years) and elderly age(55–65 years).

The stage of old age is divided into stages: old age (65–70 years), longevity (over 70 years).

Each stage and each stage has its own specifics of the content and course of socialization, which is due to the peculiarities of the culture of a particular society. At each stage, and sometimes at each age stage, the interaction of a person with certain factors and agents of socialization is somewhat different, the means and mechanisms of socialization differ.

Factors of socialization

In dictionaries, a factor is defined as one of the necessary operating conditions for a process. Speaking about the process of human socialization, it is necessary to consider the conditions under which it occurs. There is different approaches to the allocation of conditions of socialization and their classification.

Conditions or factors of socialization in a generalized form can be combined into four groups.

First - megafactors(mega - very large, universal) - space, planet, world, which, to one degree or another, directly, but mainly through other groups of factors, influence the socialization of all inhabitants of the Earth.

Second - macro factors(macro - large) - a country, ethnic group, society, state that affect the socialization of all living in certain countries (this influence is both direct and mediated by two other groups of factors).

Third - mesofactors(meso - medium, intermediate) - the conditions for the socialization of large groups of people, distinguished: by the area and type of settlement in which they live (region, village, city, township); by belonging to certain subcultures.

Mesofactors affect socialization both directly and indirectly through the fourth group - microfactors. These include factors that directly affect specific people who interact with them - family and family education, neighborhood, peer groups, educational organizations and social education, religious organizations and religious education, various public, public, private, countercultural organizations, microsociety.

It is necessary to emphasize the multifactorial nature of the process of socialization due to the fact that there were and are theories that absolutize one of the factors, ignoring or denying the role of many factors. Thus, the theologians of the old model recognized religious communities as the only socializing factor. Marxism affirms as such a class. Orthodox Freudians consider a person's belonging to one sex or another as a determining factor in his socialization, and chauvinists of all stripes consider a nation.

In reality, human socialization proceeds in interaction with a huge number of various conditions that more or less actively influence its development. In fact, not all of these conditions have been identified, and of the known ones, far from all have been studied. The factors of socialization identified above have also been studied to varying degrees. But the available data on each of them allow us to characterize them in the next section of the textbook.

Socialization agents

Microfactors influence the development of a person through the so-called agents of socialization, that is, persons in direct interaction with whom his life flows. At different age stages, the composition of agents is specific. Thus, in relation to children and adolescents, the American researcher G. Barry and his colleagues identified several types of socialization agents. Functionally, according to the nature of their influence, they are guardians, that is, persons caring for the child, authorities, discipliners and teachers-mentors. These functions can be combined in one person, or they can diverge. By family affiliation, these can be parents, other family members (grandparents, aunts and uncles, brothers and sisters, other relatives and household members), as well as non-relatives (neighbors, playmates, teachers). According to their age, socialization agents can be adults, peers, older or younger partners (siblings, comrades, etc.).

In youth or youth, the number of agents also includes a spouse, work colleagues, etc. In adulthood, their own children are added, and in old age, members of their families.

In terms of their role in socialization, agents differ depending on how significant they are for a person, how interaction with them is built, in what direction and by what means they exert their influence. Numerous studies have not revealed any hierarchy of the degree of influence and significance of socialization agents that does not depend on the social system, kinship system and family structure (I.S. Kon).

Means of socialization

The socialization of a person is carried out by a wide universal set of means that are meaningfully specific for this or that society, this or that social stratum, this or that age of the person being socialized. These include:

- how to feed the baby and care for him;

– language and speech of agents of socialization;

- formed everyday and hygienic skills and ideas;

- the products of material culture surrounding a person;

- elements of spiritual culture (lullabies, fairy tales, signs, prejudices, customs, works of literature and art, etc.);

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

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

Every society, every state, every social group (large or small) develops in its history a set of positive and negative, formal and informal sanctions - methods of suggestion and persuasion, prescriptions and prohibitions, measures of coercion and pressure up to the use of physical violence, systems of ways of expressing recognition, honors, awards.

Thus, formal negative sanctions are a whole arsenal of punishments provided for by the prescriptions of the law, namely, all kinds of warnings, remarks, fines, arrest, imprisonment, deprivation of civil rights, confiscation of property, the death penalty, excommunication, the imposition of repentance, etc. Informal negative sanctions are an expression of surprise, ridicule, refusal to give a hand, meaning moral censure, refusal to maintain companionship, unfriendly gossip, etc. (Y. Shchepansky).

With the help of these methods and measures, the behavior of a person and entire groups of people is brought into line with the patterns, norms, and values accepted in a given culture.

Mechanisms of socialization

The socialization of a person in interaction with various factors and agents occurs with the help of a number of, relatively speaking, "mechanisms". There are various approaches to considering the "mechanisms" of socialization.

Thus, the French social psychologist Gabriel Tarde considered imitation to be the main mechanism of socialization. American scientist Uri Bronfenbrener - progressive mutual accommodation (adaptability) between an actively growing human being and the changing conditions in which he lives. Neil Smelser (USA) considers the most important four psychological mechanisms - imitation, identification, shame and guilt. He defines the first two as positive, and the other two as negative. V.S. Mukhina considers the identification and isolation of the individual as mechanisms of socialization, and A.V. Petrovsky - a natural change in the phases of adaptation, individualization and integration in the process of personality development.

Summarizing the available data, we can identify several universal psychological and socio-pedagogical mechanisms of socialization.

* * *

Foreword

The main sections of the textbook are related to the understanding of the social in the individual, the pedagogy of the environment, the essence of social education and socio-pedagogical support.

The training course ends with a section that reveals the essence of professional longevity and the pedagogical culture of a social worker.

V. V. Sizikoea, Doctor of Pedagogical Sciences

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

After studying chapter 1, the bachelor should:

know:

- socio-pedagogical aspect of social work;

- purpose, main functions and tasks, concepts, categories of social pedagogy;

be able to:

- to use the conceptual apparatus of social pedagogy in the analysis of the phenomena of social work;

own:

– the conceptual apparatus of social pedagogy for the analysis of social work.

The topic provides for consideration of the following issues:

– social pedagogy and social work, their relationship;

– the essence and content of social pedagogy as specific knowledge, theory and practice;

- purpose, main functions and tasks of social pedagogy.

1.1. Social pedagogy and social work, their relationship

– professional activity of a specialist in the “person-to-person” system: interaction with a client, with a group, the ability to work in a team;

– the need to turn the object of social work (client) into the subject of resolving their social problems;

– the use of socio-pedagogical technologies in the process of professional activity.

The practice of interaction between a social worker (social work specialist) and a social educator in the system of social protection of the population gave rise to aphoristic wisdom: “a social educator may not be a social worker, but a social worker cannot but be a social educator.”

The main reasons for this paradox.

Firstly, the institute of social pedagogy has not been widely developed in Europe and America. Abroad, it is considered as part of social work. At the same time, the International Association of Social Pedagogy, which is located in Copenhagen (Denmark), considers social pedagogy as a theory and practice of working with a person in a social environment (with drug addicts, alcoholics, "street children", etc.). In Russia, the theory of social work is developing on the basis of its own experience, as well as the processing and adaptation of foreign experience to Russian conditions.

Table 1. Specificity of social work and social pedagogy

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A.K. Lukin
social pedagogy

Foreword

At present, there are many different teaching aids on the course "Social Pedagogy". At the same time, the author of this manual has his own, somewhat different from others, view of the subject, object and essence of such an interesting phenomenon as social pedagogy in modern Russia.

The peculiarity of this view lies in the fact that as the basis and subject of socio-pedagogical activity, the author considers a holistic process of human development that occurs as a result of the influence of spontaneously developing conditions, conscious influences of various social institutions, congenital, hereditary and acquired features; own activity, activity in interaction with the social environment.

Various aspects of this approach are reflected by different authors and even within different academic disciplines. Thus, the problems of socialization and the peculiarities of the environmental approach in social pedagogy are presented in sufficient detail in the works of A. V. Mudrik, V. A. Yasvin; Problems age development personality - in various courses of developmental psychology (developmental psychology), the activity approach - in the works of D. I. Feldstein and O. V. Lishin, etc.

However, being spread across different sources and even academic disciplines, these ideas do not add up to a holistic picture of the development and socialization of the individual, which does not contribute to the formation of the image of the object of labor in the future social teacher, and makes it difficult for the formation of his professional consciousness.

It is to build a holistic picture of socio-pedagogical reality that this textbook is aimed at.

It consists of three parts.

The first part, which includes topics 1, 2 and 3, is introductory and is devoted to a general overview of the history, concepts and subject matter of social pedagogy. The process of socialization in all its variety of manifestations and factors is considered as a subject.

The second part, including topics 4, 5, 6 and 7, is devoted to the description of the main factors of the socialization of the individual - biological, social, pedagogical and the individual's own activities.

The third part, including topics 8 and 9, is devoted to an overview of the main objects and areas of socio-pedagogical activity.

The manual will be of interest not only to students of the Siberian Federal University, but also to students of other universities, our colleagues, practitioners, researchers of this relatively new, most interesting problem of modern Russia.

Topic 1. Methodological foundations of social pedagogy

Plan

1. Historical prerequisites for the emergence of social pedagogy.

2. The main paradigms of modern social pedagogy. 3. Social pedagogy as a subject.

4. Social pedagogy as a field of practice.

1. Historical prerequisites for the emergence of social pedagogy. Man, his life, development, upbringing are the object of study of various sciences. An attempt to classify them has been made by many researchers. So, B. A. Ananiev in the work “Man as an object of knowledge”, written in the 60s of the XX century, gives various schemes for classifying the problems of sciences about Homo sapiens (as an object of study, subject of activity, personality and life path etc.). However, these classifications lack such a science (and a branch of practice as social pedagogy.

Where did she come from and what is she studying?

Social pedagogy was born at the intersection of such sciences as sociology, social psychology, political science, pedagogy, behavior theory, etc. Its emergence and formation as an independent discipline is connected, firstly, with the complication of social life, which requires a fundamentally different than before, the mechanism of socialization, entry into society of the younger generation; secondly, with the industrialization of production and the urbanization of life, which lead to a break in kinship and family ties, weakening and reducing the efficiency family education; thirdly, with the development of electronic communications, the entertainment industry, often entailing the destruction of the moral foundations of life.

Pedagogy in general arose as a theory and practice of raising children in educational institutions. From the end of the 18th century, when the early adolescence, boys and girls have become the object of attention of pedagogy.

IX-X centuries in Europe and America were a period of rapid industrialization and urbanization, which gave rise to the transition of the rural population to the cities and interethnic migration. Settlers often turned out to be unsuitable for life in new conditions, could not create full-fledged families and provide for the upbringing of children, and became the main suppliers of the homeless, vagrants and beggars. The Church as a traditional educator, although it continued to play a significant role in people's lives, lost its monopoly positions in the sphere of morality and education. Therefore, a vacuum was formed in the social and educational sphere, which had to be filled. Traditional pedagogy did not meet the needs of the time. There was a need to ensure the education and full entry into society of representatives of various strata.

In Russia, these processes began a little later - after the abolition of serfdom in the 60s of the XIX century, but by the beginning of the XX century. pointed out with all their severity.

The term "social pedagogy" was introduced into the science of education in 1844 by the German scientist K. Mager and further spread by A. Disterverg, who studied the role of the cultural environment and amateur performance in the process of education. Based on this, he concluded that it is necessary to separate the functions of education and upbringing in the development of the child. From the moment this concept appeared to the present, two interpretations of it can be traced in the pedagogical literature:

The social side of education;

Pedagogical assistance in certain conditions.

The most prominent representative of the first approach in social pedagogy is the German philosopher and educator Paul Natorp, who first formalized the concept of social pedagogy as an independent science. He considered the main tasks of this science and the sphere of practical activity to be the integration of the educational forces of society in order to increase the cultural level of the whole people, the education of the principles of solidarity and the public in young people, that is, in fact, social education. In developing these ideas, H. Miskes argued that social pedagogy is a scientific discipline that studies the educational process in all age groups of the population.

Developing the ideas of P. Natorp, his followers considered social pedagogy as an integral science. In this regard, the position of E. Bornemann is interesting, who considers social pedagogy as a science that combines medical, economic and other branches of pedagogy. Its tasks are to promote individual independence in social groups and social community, to take care of the culture and humanistic development of society. Due to its integrative nature, social pedagogy penetrates into all spheres of education, i.e., it acts as one of principles pedagogy. Unfortunately, this approach remains little used at the present time.

The second approach is compensatory - understanding of social pedagogy as social assistance to disadvantaged children, their guardianship and protection, prevention of juvenile delinquency and other types of assistance to socially disadvantaged children and adolescents - replenishment, compensation for the shortcomings of education in traditional institutions - family and school.

On the development of social pedagogy in the second half of the XX century. the aggravation of global social problems that all of humanity has faced has significantly affected: the danger of self-destruction as a result of the use of weapons of mass destruction; moral degradation, sociocultural degeneration; the disintegration of the family as a traditional social institution that forms the basis for the reproduction of a person's social and individual life; choice of life orientations during the period of sharp historical turns.

The root cause of the crisis state of relationships in the system "personality - family - society", according to B. G. Bocharova, lies in the system itself, built on the priority of state interests, the adaptation of a person and family to the standards of behavior that are determined by the state. The attention of pedagogy was mainly focused on the school, kindergartens, pioneer and Komsomol organizations, and not on a person who was seen as a “cog” in a single state machine.

For these organizations, a person acted as an object of influence, a “material” from which it was necessary to obtain a “product” with predetermined properties. With this approach, the influence of the family, the immediate social environment was seen as hostile, interfering with the preparation of "functioning cogs".

This could not but have a negative impact on the state of the microenvironment in the family and its immediate environment. The family has actually become a "no man's land" in pedagogy (and in many other areas of social policy). The measures taken basically did not reveal the causes of contradictions and difficulties, but struggled with the consequences and only drove the disease deeper. It became clear that the main reasons for the “pedagogical marriage”, the immoral acts of some schoolchildren lie, first of all, outside the school, in those conditions of social life and relationships in which not only a growing person, but also an adult is immersed.

A. I. Arnoldov speaks about the complexities of the development of social pedagogy: “Society often reveals “intellectual conservatism” and is wary of everything new in the sciences that destroys the usual “division of labor”, which makes it difficult to truly understand and evaluate “heuristic” ideas in the dramatically complex development of knowledge . This is especially noticeable when considering social pedagogy. 1
Arnoldov A. I. Living world of social pedagogy (In support of actual science). M., 1999.136 p.

Interest in the problems characteristic of social pedagogy escalated both here and abroad in the 70s of the XX century, which was associated with another crisis in the system of education and "educational" pedagogy. In our country, this interest manifested itself, in particular, in the appearance various options work with children at the place of residence and the development of appropriate methodological recommendations (V. G. Bocharova, M. M. Plotkin, R. Sokolov, etc.). At the same time, communal pedagogy began to develop rapidly, nurtured primarily in the All-Russian pioneer camp "Eaglet" under the guidance of O. S. Gazman and his followers. Somewhat later, already in the 80s. 20th century in the Urals, V. D. Semenov and his colleagues, along with studying the experience of youth housing and socio-pedagogical complexes, are reviving in Russia both the concept of “social pedagogy” and the scope of the corresponding activity.

One of the manifestations of the objective change in the paradigm of the development of pedagogical knowledge is the dynamism of increment and the demand for socio-pedagogical knowledge. Currently, about a dozen different scientific and practice-oriented journals on social pedagogy are published in Russia, the Institute of Social Pedagogy operates in the structure of the Russian Academy of Education, and scientific conferences are held.

Social pedagogy currently exists as a science, subject and field of practice. Social pedagogy as a science includes the following sections: the history of social pedagogy, the pedagogy of social work, social and pedagogical activities in various spheres of society, the pedagogy of the social environment, the training of personnel in the social sphere, foreign social pedagogy. Social pedagogy as a subject is studied in the preparation of teachers in various fields, social workers. Currently, the socio-pedagogical training of psychologists, employees of the penitentiary system, social medicine, etc. is being updated.

Social pedagogy as a field of practical activity also has several directions: socio-pedagogical design of social conditions that create opportunities for the full development of the entire population and especially its maturing part; special assistance and assistance to representatives of the socially weak strata of the population; as a correction of the unsuccessful development of individual individuals or groups.

2. The main paradigms of modern social pedagogy. Social pedagogy is an integrative science that combines pedagogy with sociology, social psychology, biological, legal and anthropological sciences. Understanding the formation of personality as a holistic process that occurs under the influence of the conscious influences of the subjects of education and uncontrolled environmental influences, as well as the individual's own activity, requires pedagogy to be more open to the social environment, develop technologies for indirect influence on personality development, create certain environmental factors, and organize social activities. the rising generation.

Social pedagogy is currently in a situation of rapid development. According to I. A. Lipsky, by now there are several paradigms of social pedagogy that define the subject, object and content of socio-pedagogical activity in different ways. 2
Lipsky IA Conceptual apparatus and paradigms of development of social pedagogy. Pedagogy, 2002, No. 10.

The first paradigm of the development of social pedagogy can be conditionally called pedagogical. The basis for its selection was the recognition of the direct methodological connection of social pedagogy with general pedagogical science, the definition of the place of social pedagogy as one of its branches. The mechanism for the formation of this paradigm knowledge is analogy, i.e., the transfer of the properties and connections of general pedagogy (the whole) to the section of pedagogical science (part), which in this case is social pedagogy.

In its most general form, pedagogy is understood as the science of teaching and educating people. Following the logic of transferring the properties of the general to the particular, various authors working in the field of social pedagogy within the framework of the pedagogical paradigm formulate this scientific discipline as a branch of knowledge that studies social education in the context of socialization. 3
Mudrik A. V. Social pedagogy: textbook for students. ped. universities. M.: Publishing house. Center "Academy", 1999. S. 7.

; indicate that "social pedagogy considers upbringing and education in state, municipal, public and private educational institutions" 4
Vasilkova Yu. V., Vasilkova T. A. Social pedagogy: a course of lectures. M.: Publishing house. center "Academy", 1999. S. 18.

The strategy for implementing this paradigm is quite understandable and natural - social education, the use of the educational potential of social institutions, that is, the organization of the impact on the individual in order to adapt, include him in society, socialization.

At the same time, in the fair opinion of I. A. Lipsky, questions about the quality of this society, its educational potential and its orientation, the degree of effectiveness of such social and educational impact, and a number of others remain aside. A priori, it is assumed that there are no problems with society, but only problems with socialization, social adaptation of the personality of a child or an adult, which must be overcome. This strategy for the implementation of the pedagogical paradigm of the development of social pedagogy gave rise to a personality-oriented approach, the pedagogy of social education of the individual.

Despite the fact that today almost all pedagogical researchers single out androgogy (adult pedagogy) and gerogogy (pedagogy of old age), focusing on expanding the object of pedagogy 5
Mudrik A. V. Social pedagogy: textbook for students. ped. universities. M.: Publishing house. Center "Academy", 1999. S. 5.

Social pedagogy within the pedagogical paradigm is often still focused on children in educational institutions.

I. A. Lipsky calls the second paradigm of the development of social pedagogy sociological. The basis for its selection was the establishment of the priority of methodological links between social pedagogy and sociological science. The mechanism for the formation of this paradigmatic knowledge is the same - analogy, i.e., the transfer of general sociological properties and connections to a particular section of pedagogical science, which in this case is social pedagogy. Within the framework of the sociological paradigm, it is closely associated with sociology through social work. 6
Social Pedagogy: a course of lectures / ed. M.A. Galaguzova. M.: VLADOS, 2000.S. 57, 68.

And it comes down to the pedagogy of social work. Some of its representatives argue that social work and social pedagogy are the essence of a single profession with some modifications, others, for example, identify social pedagogy with the pedagogy of the social environment. 7
Semenov VD Interaction of school and social environment. M., 1986. S. 16.

Still others describe it as social work pedagogy. 8
Kraevsky VV How many teachers do we have? // Pedagogy, 1997, No. 4, S. 113.

This paradigm is focused largely on the use of the educational forces of society, social institutions of various types and types. The strategy for implementing this paradigm is also understandable and natural - using all the educational opportunities of various institutions of society, as well as influencing a person by helping to meet his social needs (social work). The sociological paradigm of development gave rise to an environmental approach in the development of social pedagogy - the pedagogy of the social environment.

A significant modification of this paradigm can be considered the socio-cultural approach of R. V. Sokolov, who considers social pedagogy as a manifestation of “social participation”, the social and pedagogical movement in its various forms, the participation of the entire population in out-of-school and out-of-family education of children at the place of residence. In this approach, the entire population of the microdistrict (settlement) acts as the subject of socio-pedagogical activity. The initiators of this approach to education are concerned about creating conditions not only for the socialization and self-realization of children and adolescents, but also for the formation of a new style and way of life (and even the inclusion of the pupils themselves in “social creativity” to improve the style and way of life).

Of course, in their pure form, these paradigms appear quite rarely; most often - in the form of their mixture or summation. An analysis of the literature has shown that even authors who work predominantly within the framework of one or another paradigm nevertheless feel its insufficiency. It is no coincidence that almost all of them point to the integrative, interdisciplinary, interdepartmental nature of social pedagogy.

Mixed and very productive, according to I. A. Lipsky, was also the strategy for implementing the sociological and pedagogical paradigm - the combination of educational influences on a person in a social environment. Its strength is in overcoming the isolation and limitations of traditional knowledge while maintaining its scientific potential, in going beyond the worldview inherent in monoparadigmatic thinking, in mobilizing knowledge for the priority and accelerated development of a new field of scientific knowledge in the status of a scientific discipline - social pedagogy. This strategy brought to life personal-environmental approach to the development of social pedagogy, drew attention to the socio-pedagogical institutions of society and the mechanisms of human interaction with them.

Overcoming the limitations of these paradigms began in everyday practical activities, where social educators and workers, without sharing functions and responsibilities, daily interact with specific person within its society, providing interdepartmental coordination of all institutions of the social environment. Generalization of their experience at the methodological level allows I. A. Lipsky to assert about the origin and formation of a new paradigm - socio-pedagogical(See Table 1.1.).

The essence of this paradigm is the recognition of the trinity of social processes occurring in a variety of socio-pedagogical institutions of society under the influence of specially organized activities. These are processes social development personality, its inclusion in the social environment and the transformation of society itself. The totality of these processes in conjunction with the relevant socio-pedagogical systems and activities gives rise to three main theoretical sections of social pedagogy: social development of the individual; social work; social environment. This paradigm already forms a fundamentally different object and subject of social pedagogy, the spatial field of its implementation, and also generates a relatively new methodological approach - the personal-social-activity approach.

Table 1.1

Basic paradigms of social pedagogy

At present, a prominent place is occupied by the psychological-pedagogical, or socio-psychological, paradigm of social pedagogy, the most striking spokesman of which is S. A. Belicheva. The main object of the activity of a social pedagogue is the personality of a pupil who is in a certain educational institution. This, in our opinion, is a significant departure from the national tradition and significantly reduces the possibilities of social pedagogy for solving the problems of normalizing the development of the individual.

Table 1.1 gives a brief description of the main paradigms of modern social pedagogy.

3. Social pedagogy as a subject. The study of social pedagogy occupies a high place in the training of all teachers, social workers, as it allows us to understand the patterns of socialization and human development, as well as possible causes and ways to prevent violations of these processes. This implies:

Formation of humanistic social attitudes;

Mastering theoretical knowledge;

Developing the ability to see and solve problems.

The basic concepts that form the field of social pedagogy as an academic subject are:

Social environment;

Man developing;

Interaction between the environment and man.

The discipline "Social Pedagogy" begins with the consideration of socialization as a socio-pedagogical phenomenon. Then the circumstances and factors of socialization, the possibility of purposeful influence on them are revealed. After that, the main objects of socio-pedagogical activity and the basic technologies of socio-pedagogical work are considered. Then a brief description of the personality and activities of a social pedagogue as a professional, and the features of his training in modern Russia, is given.

object, i.e. the area of reality that this discipline studies is the process of human development in society based on the totality of social interactions (socialization, social formation, upbringing, development) or the interaction of a person and the environment of his existence.

The subject of science expresses those essential specific connections, relationships that are studied by this science and help to explain, foresee and change them to one degree or another. Hence, thing social pedagogy - the patterns of interaction between a person and the environment, as well as the process of pedagogical influence on these interactions during all age periods of an individual's life and in various areas of his microenvironment, multifaceted social life.

Due to the relative youth of social pedagogy as a science and a sphere of practical activity, a researcher and practitioner constantly faces methodological problems, the solution of which largely depends on the personal position of a person:

Man for society or society for man.

Social pedagogy - work with the norm or deviation.

Who (or what) gives the right to one person to influence the upbringing and development of another.

Man and social environment: adaptation, socialization, integration or transformation.

When answering these questions from a socio-pedagogical position, one should proceed from the following theoretical premises:

1. Human development is a complex, multidimensional process that occurs under the influence of various factors, the most important of which are:

Heredity and natural biological and physiological mechanisms;

Interaction with the physical and social environment, understood as a developmental environment;

Education as a targeted impact of specially created public and state institutions;

Human activity in various spheres of life.

2. Human development is the realization of his immanent (intrinsic) inclinations, human properties. It is the process and result of mastering and "appropriating" various activities, social spaces and relationships, as well as self-development and self-realization in the society in which he lives.

3. The human development environment is a hierarchically constructed, multi-level, multi-dimensional, polyfunctional formation, including natural-geographical space, a system of interdependencies and relationships; culture, knowledge, forms and methods of activity. It is always determined by socio-cultural conditions, therefore, it always exists as social environment. The form of human existence in the social environment is interaction person and environment.

Most often, the term “socialization” is used to describe the process of human social development, which is understood as a process of active-selective development, use and creation by individuals of social experience, integration into public life, structured in space and time, during which they become subjects of social activity, personalities. capable of performing and performing certain social roles.

Socialization occurs in the process:

1) spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life;

2) influence on the part of the state on certain categories of people and aspects of personality development;

3) purposeful creation of conditions and influences on human development, i.e. education;

4) self-development, self-education of a person.

We can assume that development is the general process of becoming a person, and socialization is development due to specific social conditions. Education can be defined as a relatively socially controlled process of human development in the course of his socialization. Education is carried out in the family, public and state organizations and institutions, religious communities.

When studying social pedagogy, it is important to take into account that the attitude of society towards a growing person (child) is historically changeable and has gone through the following stages in its development:

1. Infaticidal - the killing of children is not considered a crime (typical of antiquity, the example of Medea). At the same time, a similar attitude existed towards the "inferior" members of society - the elderly, the disabled. For example, in Sparta, disabled people were simply thrown off a cliff into the sea.

2. Throwing (IV - XIII centuries). During this period, it is recognized that the child has a soul. There is a decrease in infaticide, but the child remains powerless. In noble families, he is given to be raised by a nurse, to a monastery, or abandoned in a family. Many children were born in poor families, so their upbringing was entrusted to older children.

3. Ambivalent (XIV-XVII century). The child is allowed to enter the world of adults, he is surrounded by attention, but he is denied independence. spiritual development. Adults believe that they can mold the character of the child as they wish. Spanking is considered the main means of education, even in noble families.

4. Intrusive - (XVIII - XIX centuries). Parents become closer to the child, but the desire of adults to control not only the child's behavior, but also his inner world, thoughts, feelings and will remains, which ultimately increases the confrontation between fathers and children. Since the end of the 18th century, when early adolescence began to be singled out as a relatively independent stage in the development of the personality, young men and women also became the object of attention of pedagogy.

5. Socializing - characteristic of the second half of the 19th - early 20th centuries. issues of education are being reoriented. Not submission, but the training of the will and the preparation of the child for an independent life become the main task of the adult world in relation to children. The child becomes an object rather than a subject of socialization.

6. Helping - the second half of the XX century. A public perception is being formed that a child understands his needs better than adults, therefore the task of adults is to help the individual development of the child, to strive for emotional contact based on understanding and empathy.

It was only in the 20th century that humanity reached the simple truth that children have the right to special attention from adults and family support. And the family should be supported by the state and public organizations. The Convention on the Rights of the Child, which was ratified in Russia on June 13, 1990, is dedicated to solving these problems. The Convention fixes the main goals and objectives of the international community in the interests of children:

Improve the health and nutrition of children;

Provide support to children with disabilities;

Provide basic education to all children;

Give all children the opportunity to define themselves as individuals.

At the end of the 20th century, society's awareness of the existence of social problems in the development of childhood brought to life certain types and technologies of helping and supporting children. Specific clients have appeared in society, requiring special care, support and assistance. Since that time, a special branch of practical activity appeared in Russia - social pedagogy, and the training of professionals - social pedagogues - began.

4. Social pedagogy as a field of practice. Social pedagogy as a branch of pedagogical practice sets itself the task of providing a multi-level socialization of the generation and (or) restoring for some reason the lost interaction between the individual and society in order to improve the quality of life for everyone. It provides not only the adaptation of the individual to the conditions of the social environment. Its main function is participation in the transformation of this environment, taking into account the solution of pedagogical problems.

Depending on the position occupied by a specialist, various strategies of socio-pedagogical work are used:

Promoting human development (human impact);

Pedagogization of the environment - changing the conditions of human life;

The inclusion of a person in society.

Accordingly, both the object and the subject of socio-pedagogical work change. This can be a person's personality, and the characteristics of her behavior in various life situations, and the activities of various social institutions, and the environmental conditions of human life in the narrow and broad sense.

Therefore, we can speak of at least two types of social educators:

Solving the tasks of socialization and resocialization of the individual through its upbringing, education, training, behavior correction, etc.;

Solving the same tasks through optimizing the influence of the social environment, participating in the development and adoption of appropriate management decisions.

If we take into account that the socialization of the individual is a multidimensional, multilevel, multifactorial and multilateral process, then it becomes obvious that social pedagogy, in order to be successful, must be built on system principle.

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Read the book “Social Pedagogy. Textbook "online in full - Lev Mardakhaev - MyBook. Galina Nikolaevna Shtinova. Social Pedagogy: A Textbook for Universities Universal Characteristics of the Socialization Process

Social Pedagogy. Mudrik A.V.

Author Lev Vladimirovich Mardakhaev

I. Socialization as a socio-psychological phenomenon

Definition and essence of socialization

Components of the socialization process

Spontaneous socialization

Relatively directed socialization

Relatively socially controlled socialization

Differences between spontaneous and relatively socially controlled socialization – education

Human self-change

Universal characteristics of the socialization process

Stages of socialization

Factors of socialization

Socialization agents

Means of socialization

Mechanisms of socialization

* * *

Foreword

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

1.1. Social pedagogy and social work, their relationship

A.K. Lukin
social pedagogy

Foreword

Topic 1. Methodological foundations of social pedagogy

Plan

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How to care for extended nails at home correctly?

Social Pedagogy. Mudrik A.V.

Author Lev Vladimirovich Mardakhaev

I. Socialization as a socio-psychological phenomenon

Definition and essence of socialization

Components of the socialization process

Spontaneous socialization

Relatively directed socialization

Relatively socially controlled socialization

Differences between spontaneous and relatively socially controlled socialization – education

Human self-change

Universal characteristics of the socialization process

Stages of socialization

Factors of socialization

Socialization agents

Means of socialization

Mechanisms of socialization

* * *

Foreword

Section I. Theoretical foundations of social pedagogy

Chapter 1. Socio-pedagogical aspect of social work

1.1. Social pedagogy and social work, their relationship

A.K. Lukin social pedagogy

Foreword

Topic 1. Methodological foundations of social pedagogy

Plan

Homemade lip care Nourishing lip masks: recipes

How to care for extended nails at home correctly?

A.K. Lukin
social pedagogy