The concept of socialization. The term “socialization”, despite its wide prevalence, does not have an unambiguous interpretation among various representatives of psychological science.

the process and result of the assimilation and active reproduction by the individual of social experience, primarily the system of social roles. It is realized in communication and activity - in the family, preschool institutions, school, in labor collectives and others. It occurs both under the conditions of the spontaneous influence of various circumstances of life in society, and in the conditions of upbringing - the purposeful formation of the personality. Education is the leading and determining beginning of socialization. The concept was introduced into social psychology in the middle of the 20th century.

In the course of socialization, the formation of such individual formations as personality and self-consciousness takes place. As part of socialization, there is an assimilation of social norms, skills, stereotypes, social attitudes, forms of behavior and communication accepted in society, and life style options.

In different schools of science, the concept of socialization has received a different interpretation:

1) in neobehaviorism - as social learning;

2) in the school of symbolic interactionism - as a result of social interaction;

3) in humanistic psychology - as a self-actualization of the self-concept.

The phenomenon of socialization is multifaceted, each of these areas focuses on one of the sides of this phenomenon.

In domestic psychology, the problem of socialization is developed within the framework of the dispositional concept of regulating social behavior, which presents a hierarchy of dispositions synthesizing a system for regulating social behavior depending on the degree of involvement in social relations.

For a long time, the attention of domestic psychologists was mainly attracted by socialization as education in institutionalized educational systems, but later the processes that take place outside official structures, in particular, in informal associations, in spontaneously emerging groups, etc., became the subject of serious study.

SOCIALIZATION

the process of becoming a person. This process involves: the assimilation by a person of socially developed experience, attitudes to the world, social norms, roles, functions; active elaboration of this social experience by the person himself from the point of view of his internal positions; the formation of a person's image of the Self and the development of one's own worldview as a person, a member of society, the realization of one's worldview in one's own experience of interaction with other people; participation and contribution of a person to the further development of spiritual values.

SOCIALIZATION

English socialization; from lat. socialis - public) - the process of assimilation by an individual of social experience, a system of social ties and relationships. In the process of S., a person acquires beliefs, socially approved forms of behavior, which he needs for a normal life in society. S. should be understood as the entire multifaceted process of assimilation of the experience of social life and social relations.

S. refers to those processes by which people learn to live together and interact effectively with each other. S. involves the active participation of the person himself in the development of the culture of human relations, in the formation of certain social norms, roles and functions, the acquisition of knowledge, skills and abilities necessary for their successful implementation. S. includes a person's knowledge of social reality, mastering the skills of practical individual and group work. The concept of S. refers to the qualities that an individual acquires in the process of S, and psychological mechanisms (it is difficult to agree with this. - Approx. ed.), through which the desired changes are achieved. Social education is of decisive importance for S.'s processes.

In psychology, S.'s processes are studied by r. child and social psychology. The sources of individual S. are: a) the transmission of culture through family and other social institutions (primarily through the system of education, training, and upbringing); b) mutual influence of people in the process of communication and joint activities; c) primary experience associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior; d) processes of self-regulation, correlated with the gradual replacement of external control of individual behavior with internal self-control. At this stage, S. the individual actively learns social norms. The system of self-regulation is formed and develops in the process of internalization of social attitudes and values.

S.'s process can be characterized as a gradual expansion, as an individual acquires social experience, of the sphere of his communication and activity, as a process of development of self-regulation and the formation of self-consciousness and an active life position. The family, preschool institutions, schools, and labor and other collectives are considered as institutions of social work. A special role in the S. of the individual is assigned to the development and multiplication of his contacts with other people and in conditions of socially significant joint activity. Through these contacts, the individual begins to correctly perceive and evaluate himself and others. In the process of S., a person is enriched by social experience and individualized, becomes a personality, acquires the opportunity and ability to be not only an object, but also a subject of social influences, in his activity carrying out significant transformations of the motivational sphere of other people. (E. 3. Basina.)

Addendum ed.: In Russian psychology, the view of S was criticized, according to which the child is regarded as an initially asocial being, and the essence of S. is presented in the elimination and overcoming of the instinctive determination of behavior, the primary desire to live in accordance with the "pleasure principle" (3. Freud). Under the influence of psychoanalysis, this view became widespread in foreign child psychology in the 1920s and 30s; this influence is clearly visible, for example, in the early works of J. Piaget, in his concept of children's egocentrism. A clear disagreement with the idea of the initial asociality of the child was stated by L. S. Vygotsky, who, in contrast, put forward the idea of the initial sociality of the infant. Explaining and developing it, D. B. Elkonin emphasized that the child throughout his development is a social being, that is, a member of society and is connected with society by the closest ties. Without these connections, it cannot exist. Only the place of the child in the system of social relations, the nature of the connection with society, changes.

Socialization

from lat. socialis - public) concept that has different content in different scientific concepts.

In psychoanalysis, S. - the transition from the principle of pleasure to the principle of reality, the formation of protective mechanisms of the personality, the formation of the ego apparatus of the personality, the formation of the instance of the super-I, following the laws that exist in society.

In the theory of J. Piaget, S. is overcoming egocentric attitudes, correlating one's point of view with the point of view of others.

In the theory of social learning, S. is a transition from a humanoid (humanoid) existence to life as a full-fledged member of society.

Socialization

the process by which we learn and assimilate culturally determined rules and patterns of behavior. This process, which takes place over a long period of time, involves learning and mastering social and cultural norms, attitudes and belief systems.

Socialization

Word formation. Comes from lat. socialis - public.

Specificity. This process is carried out in the family, preschool institutions, school, labor and other collectives. In the process of socialization, the formation of such individual formations as personality and self-consciousness takes place. As part of this process, the assimilation of social norms, skills, stereotypes, social attitudes, forms of behavior and communication accepted in society, and life style options are carried out.

SOCIALIZATION

1. In general, the process by which an individual acquires the knowledge, values, social skills and social sensibilities that enable him to integrate into society and behave adaptively there. Strictly speaking, this definition applies equally to people of all ages, and in a very real sense, socialization is a life experience. However, most often the term is used in relation to the processes by which the child is instilled with the values of society and his own social roles. 2. The process of taking control by the state of services, industry and other institutions of society for the (ostentatious) benefit of all members. 3. In industrial/organizational psychology, the process by which a new member of an organization learns to adapt to that organization's norms and roles, i.e., orients itself. 4. Relevant outcomes of any of the above processes.

Socialization

from lat. socialis - public) - a historically conditioned process carried out in activity and communication and the result of the assimilation and active reproduction of social experience by an individual.

Socialization

lat. socialis - public] - the process and result of the assimilation and active reproduction of social experience by an individual, carried out in communication and activity. S. can occur both in conditions of spontaneous influence on the personality of various circumstances of life in society, which sometimes have the character of multidirectional factors, and in conditions of upbringing, i.e. purposeful formation of personality. Education is the leading and defining beginning of S. The concept of S. was introduced into social psychology in the 1940s and 1950s. in the works of A. Bandura, J. Kolman, and others. In different scientific schools, the concept of S. received a different interpretation: in neobehaviorism, it is interpreted as social learning; in the school of symbolic interactionism - as a result of social interaction, in "humanistic psychology" - as a self-actualization of the self-concept. The phenomenon of S. is multifaceted, and each of these areas focuses on one of the sides of the phenomenon under study. In Russian psychology, the problem of social behavior is developed within the framework of the dispositional concept of the regulation of social behavior, which presents a hierarchy of dispositions synthesizing the system of regulation of social behavior, depending on the degree of involvement in social relations. For a long time, the attention of psychologists was attracted mainly by S. as upbringing in institutionalized educational systems, but at present, processes that take place outside official structures, in particular, in informal associations, in spontaneously emerging groups, etc., are also becoming the subject of serious study. A.V. Petrovsky

Socialization

following behavior that corresponds to social norms, values, but they are not accepted by the individual as beliefs. Wed the situation in V. Korolenko's story "Without a Language", when an immigrant character gets used to the American way of life, but does not accept it with his soul. Wed internalization.

Socialization

lat. socialis - public) - 1. in general - life experience (knowledge, skills, values, etc.), the acquisition of which allows the individual to integrate into society and adapt to the requirements of the social environment; 2. the process of assimilation by the child of the norms, values of society and their own social roles; 3. in psychiatry - the process of restoring the ability to social integration, lost due to a mental disorder. Synonyms: Resocialization, Social readaptation.

Socialization

The process of influence on the individual by society, which is carried out throughout life, as a result of which a person accumulates social experience of life in a particular society, social groups and organizations, becomes a personality. S. is especially active in the periods of childhood and adolescence under the influence of the family, education and upbringing systems, the media, and others.

SOCIALIZATION

from lat. socialis - public) - the process of appropriation by a person of socially developed experience, primarily the SYSTEM OF SOCIAL ROLES. This process is carried out in the family, preschool institutions, school, labor and other collectives. In the process of socialization, the formation of such individual formations as personality and self-consciousness takes place. As part of this process, the assimilation of social norms, skills, stereotypes, social attitudes, forms of behavior and communication accepted in society, and life style options are carried out.

Socialization

The process of assimilation by an individual of social experience, a system of social ties and relationships. In the process of socialization, a person acquires beliefs, socially approved forms of behavior, necessary for him to live a normal life in society. Although the term "socialization" refers to a lifelong process (people are constantly learning and improving their skills), it is more often used in relation to the periods of childhood and adolescence.

SOCIALIZATION

a continuous process and result of the assimilation and active reproduction of social experience by an individual, carried out in communication and activity. In social psychology, the concept of "S." introduced in the 40s and 50s. 20th century A. Bandura, J. Kolman. S. can occur both in conditions of spontaneous influence on the personality of various circumstances of life in society, which sometimes have the character of multidirectional factors, and in conditions of upbringing, i.e., the purposeful formation of the personality. S. does not end during childhood and adolescence, but continues throughout life. Critical situations, such as political revolutions, social catastrophes, migrations of a new culture, entail new knowledge, and in less dramatic cases, new experience, especially associated with the adoption of a particular role in a highly structured society, also entails an additional C. Feature The social disorientation of the adult population of modern Russia is its resocialization (due to a change in ideologemes, value and behavioral attitudes and norms of life, i.e., social disorientation), occurring in conditions of social isolation of the majority of the population (up to 90%), frustration and deprivation of significant layers society, which during the period of the most severe economic crisis is fraught with a social explosion (L. S. Ruban, 1997).

Socialization

from lat. socialis - public] - a) the process of assimilation and mastery of the social experience that is transmitted to the individual in the course of his interaction and communication with the social environment; b) the result of the development by the individual of the social experience that is transmitted to him in the course of joint activities and communication with the social environment and is realized by the subject of socialization. Here it is necessary to specifically discuss that the process of socialization proceeds both in the logic of spontaneous influence on the individual, and in the circumstances of a conscious, systematic, purposeful influence on the individual in order to achieve the desired influence. At the same time, the second option is traditionally considered as a process of socialization occurring in the logic of a rigidly targeted and sufficiently controlled educational impact. Moreover, in pedagogically determined models of socialization and, above all, within the framework of Soviet psychology, socialization was considered almost unequivocally as a process of personal development within official and, above all, institutionalized educational institutions. At the same time, the very concept of "socialization" was introduced into the psychological lexicon in the middle of the 20th century in connection with the works of A. Bandura and J. Kolman. That psychological reality, which is described using this term within the framework of various approaches, has a peculiar sound - it is the result of social learning, and the result of interaction and communication, and the result of self-actualization and self-realization. In addition to the view of socialization as a global process of social formation and development of the individual, its entry into a wide society due to the internalization of the experience accumulated by mankind within the framework of the social psychology of groups, there is also a specific, socio-psychological construction that explains, at the level of microsocial interaction of the individual and the group, how how the individual enters the reference environment for him and what stages the individual must go through in the process of intragroup socialization. Regardless of the age of the individual and the socio-psychological characteristics of the group of his membership, he is, in fact, faced with the fatal need to go through clearly defined phases of entry into the community, consistently solving the need that arises for him as the growth of the need to be a personality of a personal task. At the first stage of an individual's intra-group life (this stage is traditionally referred to as the phase of adaptation), his main efforts are aimed at mastering the norms and rules prevailing in this particular community, at familiarizing himself with group-specific values, at mastering those methods and means of activity that he already owns. new partners for interaction and communication. In other words, the individual has a more or less pronounced need to “be like everyone else”, the desire not to be different from others, to dissolve in a certain sense in the group, to feel like a full member of it and to feel recognition of this fact by other members of the community. At the same time, the solution of purely adaptive tasks at a certain stage comes into conflict with the desire inherent in each person to emphasize their individuality, originality, to establish themselves with those of their features that they regard as the most valuable and significant for themselves. This is all the more important in connection with the fact that the successful adaptation of an individual in a group, the achievement of the goal of “being like everyone else” often leads to a subjectively experienced by him a feeling of some kind of personal dissolution in the community, to the illusion of losing his individuality. All this at a certain stage of the intra-group life of a given individual predetermines a fundamental change in his personal task: the desire to “be like everyone else”, coloring the entire stage of adaptation, turns out to be destroyed by a powerful attitude to prove one’s uniqueness - the desire to “be different from others” comes to the fore. everything”, which ultimately is the psychological essence of the second stage of the entry of the individual into the group - the stage of individualization. It is clear that in a situation where a person is able to bring his need for personalization in line with the readiness of the group to accept only those personal manifestations of his new member that provide him with progressive development and facilitate the solution of the group-wide tasks of his life, it is quite natural to talk about the fact of integration of such an individual. in your membership group. At the same time, the individual finds himself in various communities that are significant for him at different stages of entry.

It should be noted that due to the breadth and multidimensionality of the psychological reality covered by the concept of "socialization", this issue is to some extent affected by almost any socio-psychological research. At the same time, with a certain degree of conditionality, one can single out some concepts in which much attention is paid to the process of socialization. First of all, they should include the development of the founder of the direction known as symbolic interactionism, J. Mead.

From his point of view, "I" is an exclusively social product, which is the result of interaction (interactions) with other people. Moreover, “the decisive importance in this case belongs to the mastery of the system of symbols (hence the symbolic interactionism - V.I., M.K.) and the assumption of the role of another (which is achieved by the child during the game), and in the future - “generalized other ""one. J. Mead identified three stages of this process: “The first is imitation. At this stage, children copy the behavior of adults without understanding it. A little boy can “help” his parents clean the floor by dragging his toy vacuum cleaner or even a stick around the room. This is followed by a play stage, when children understand behavior as the performance of certain roles: a doctor, a fireman, a race car driver, etc.; in the course of the game they reproduce these roles. When playing with dolls, small children usually talk to them, sometimes affectionately, sometimes angrily, like parents, and respond instead of dolls in the way a boy or girl answers their parents. The transition from one role to another develops in children the ability to give their thoughts and actions the meaning that other members of society give them - this is the next important step in the process of creating their own "I" ... The third stage according to Mead, the stage of collective games, when children learn to be aware of the expectations not only of one person, but of the whole group. For example, each player on a baseball team adheres to the rules and game ideas that are common to the entire team and all baseball players. These attitudes and expectations create the image of a certain "other" - a close person "from the outside", personifying public opinion. Children judge their own behavior against standards set by “outsiders”. Following the rules of the game of baseball prepares children to learn the rules of conduct in society, expressed in laws and regulations.

The stage of collective games in the concept of J. Mead is in many ways the key one from the point of view of socialization, since it allows the individual not only to accept the “rules of the game”, obeying external influences, but to internalize them as “his own” and thereby integrate into the social community. As noted, “the highest stage of socialization, according to Mead, is the formation of a social reflective “I”, reflecting the totality of interindividual interactions and capable of becoming an object for itself. At this stage, social control “grows” into the personality and takes the form of internal self-control”3.

Despite the fact that the concept of J. Mead offers a fairly consistent and reasonable scheme of socialization, it, giving an answer to the question of how, in principle, this process should proceed in an abstract child, a child in general, is largely limited in relation to the assessment and forecast of the socialization of a particular individual in a particular community. . This is due not only to the hyper-focus of J. Mead and his followers on the social determinants of personality development, but also to the lack of any detailed study of the conditions for the success of the socialization process, in particular, the assessment of the qualitative characteristics of socialization agents. The latter in modern social psychology are understood as "institutions, individuals and groups that contribute to socialization ..."1.

In many ways, a number of shortcomings of the concept of J. Mead allows to overcome the psychosocial approach of E. Erickson. In the logic of the epigenetic conceptual scheme, within which, we recall, onto- and sociogenetic development are considered inextricably linked and interdependent, the mechanism of personality socialization seems to be quite simple and understandable. In a more or less productively functioning society, conditions are created that contribute to a generally favorable resolution of the individual's age crises. As a result of such permission, elements of identity develop and take shape, adequate both to the internal needs of the development of the individual and to the fundamental components of social tradition. The positive resolution of each crisis of individual development means the acquisition by the individual of a specific ego-power, the energy of which he, in turn, in the process of social functioning invests in the corresponding institutions of society, thereby supporting the vitality of the latter. At the same time, certain reference figures and groups serve as a direct channel for such mutual exchange at each stage of development. Thus, at the first stage of the epigenetic cycle, it is the maternal figure; on the second - parent persons; on the third - the parental family as a whole; on the fourth - classmates and neighbors; on the fifth - peers and partners in informal groups; on the sixth - friends and sexual partners; on the seventh - members of their own family and work colleagues; on the eighth, final - humanity as a whole, philosophical and religious authorities.

Thus, within the framework of the concept of E. Erickson, in relation to each stage of development, agents of socialization of two levels are considered - basic social institutions and the reference environment of the individual. The qualitative features of each of them are essential not only in the sense of a favorable resolution of the individual crisis of development, but also from the point of view of the socialization of the individual.

At certain stages of historical development in each particular society, social institutions can support both positive and negative polarity in resolving the corresponding developmental crises. In this regard, when considering social systems, from the point of view of the psychosocial approach, it is important to understand what is the real semantic content invested by society or its authorized representatives (ideologists, prophets, legislators, etc.) into a structure formalized as one or another social institution, as well as how this content is reflected and refracted in real social practice.

Another important problem, without close consideration of which it seems impossible to understand the mechanism of development of the individual's identity and its relationship with society in the process of socialization, is related to qualitative features.

reference figures and groups through which the relationship between the individual and society is carried out. The means and forms of conveying the content and meanings of the basic social institutions of a given society, as well as their subjective refraction at the reflex and unconscious level of specific reference figures or groups, can be completely adequate, or they can differ significantly and, moreover, conflict with the actual results of sociogenetic development. . At the same time, the filtering of the content of social institutions at the level of reference figures and groups can, depending on the characteristics of the latter, occur both in the direction of compensating for the negative aspects of tradition, increasing the institutional vitality of its components, and in the opposite direction - cultivating and preserving destructive and infantile attitudes of the individual.

Apparently, it is possible to talk about the complete resolution of the conflict of development and the successful socialization of a particular individual in a particular society when the direction and severity of the real content of basic social institutions and the component of identity, which was formed at the corresponding psychosocial stage through the mediation of reference figures, generally coincide. If there is a significant divergence of the lines of onto- and sociogenetic development, this leads to an intrapersonal conflict, which entails specific social consequences. In this case, one can speak of an identity crisis and desocialization of the individual.

One of the basic indicators of successful socialization is the level of social adaptation of the individual.

With the coincidence of the polarities of resolving the development crisis at the individual level and the content of the corresponding basic institution of society, a high level of social adaptation is due to both the coincidence of personal and social values and meanings, and the preferred types of the adaptation process.

If the polarities of the resolution of onto- and sociogenetic development do not coincide, then the level of social adaptation of the individual within the framework of the corresponding social institution, as a rule, turns out to be low due to the mismatch of personal values and meanings to the content of the tradition, as well as the opposition of the type of adaptive behavior to social attitudes and related to them. social stereotypes.

It is essential that the approach developed by E. Erickson allows you to track the dynamics of individual development and adaptation processes not only in childhood and adolescence, which is typical for the vast majority of personality theories, but throughout human life, which makes it heuristic not only in relation to the problem of socialization but also resocialization. According to the definition of N. Smelser, “resocialization is the assimilation of new values, roles, skills instead of the old, insufficiently assimilated or outdated ones. Resocialization covers many activities - from classes to improve reading skills to professional retraining of workers. ... Under its influence, people try to deal with their conflicts and change their behavior based on this understanding”1. The problem of resocialization is especially highly relevant for modern Russian society due to the obvious crisis of values, the high level of social uncertainty and the actual marginalization of a number of large social and professional groups of the population.

A practical social psychologist, in the framework of solving his own professional tasks, should keep track of at least two issues that are directly related to the problems of socialization. First, he must diagnose at what stage of entry into a group or organization is one or another of its members. Secondly, he must have comprehensive information about how adequately he realizes his real position in the membership group, especially in the case when this community is also a reference for him.

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Introduction

1. The concept of socialization

2. Features of modern socialization

3. Stages of personality development in the process of socialization

4. Mechanisms of socialization

5. Institutions of socialization

Conclusion

Bibliography

Introduction

Society is a system of real relationships that people enter into in their daily activities. As a rule, they do not interact with each other in a random or arbitrary way. Their relationship is characterized by social order. Sociologists call this orderliness - the interweaving of human relationships in repetitive and stable forms - a social structure. It finds its expression in the system of social positions and the distribution of people in it.

The social structure gives the feeling that life is organized and stable, because implies the existence of constant and ordered relationships between members of a group or society.

Socialization is the process of assimilation and active reproduction of social experience by an individual, carried out in communication and activity. Socialization can take place both under the conditions of spontaneous influence on the personality of various multidirectional circumstances of life, and in the conditions of education and upbringing - a purposeful, pedagogically organized, planned process and result of human development.

The concept of social structure is closely related to social status, social role, social groups, institutions and societies.

1. The concept of socialization

The term "socialization", despite its wide prevalence, does not have an unambiguous interpretation among various representatives of psychological science. In the system of domestic psychology, two more terms are used, which are sometimes proposed to be considered as synonyms for the word "socialization": "personal development" and "education". Moreover, sometimes a rather critical attitude is expressed towards the concept of socialization, connected not only with the use of words, but also with the essence of the matter. The process of socialization is a set of all social processes, thanks to which the individual acquires a certain system of norms and values that allow him to function as a member of society.

The possibility of exact dilution of the concept of socialization with other concepts widely used in Russian psychological and pedagogical literature ("personal development" and "education") raises doubts. This objection is very important and deserves to be discussed specifically. The idea of personality development is one of the key ideas of Russian psychology. Moreover, the recognition of the individual as the subject of social activity attaches particular importance to the idea of personality development: the child, developing, becomes such a subject, i.e. the process of its development is inconceivable outside of its social development, and therefore outside of its assimilation of a system of social ties and relations, outside of inclusion in them. In terms of the scope of the concept of "personal development" and "socialization" in this case, it seems to coincide, and the emphasis on the activity of the individual seems to be much more clearly represented precisely in the idea of development, and not socialization: here it is somehow muted, since it is in the center of attention. - the social environment and emphasizes the direction of its impact on the individual.

At the same time, if we understand the process of personality development in its active interaction with the social environment, then each of the elements of this interaction has the right to be considered without fear that the primary attention to one of the sides of the interaction must necessarily turn into its absolutization, underestimation of the other component. A truly scientific consideration of the issue of socialization in no way removes the problem of personality development, but, on the contrary, suggests that a person is understood as a becoming active social subject.

You can define the essence of socialization: socialization - this is a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, the system of social ties; on the other hand(often under-emphasized in research), the process of active reproduction by an individual of a system of social ties due to his vigorous activity, active inclusion in the social environment. It is these two aspects of the process of socialization that many authors pay attention to, accepting the idea of socialization in the mainstream of social psychology, developing this problem as a full-fledged problem of socio-psychological knowledge. The question is posed in such a way that a person not only assimilates social experience, but also transforms it into his own values, attitudes, and orientations. This moment of transformation of social experience fixes not just its passive acceptance, but presupposes the activity of the individual in the application of such transformed experience, i.e. in a certain bestowal, when its result is not just an addition to the already existing social experience, but its reproduction, i.e. moving it to the next level. Understanding the interaction of a person with society at the same time includes understanding not only a person, but also society as a subject of development, and explains the existing continuity in such development. With such an interpretation of the concept of socialization, an understanding of a person is achieved both as an object and a subject of social relations.

2 . specialfeatures of modern socialization

The processes of socialization in modern society have their own specifics associated with the peculiarities of the social structure and mobility (division of labor, permeability of social boundaries).

1) In a traditional society, a person's life path is largely predetermined by the social group his parents belong to. From birth to death, a person successively passes through several age stages and at each stage undergoes “preliminary socialization”. In modern society, social mobility is of a probabilistic nature - from each starting position, a person can get to many others. Therefore, it is impossible to prepare a person in advance for activities in all significant groups; as a result, he first falls into a group, and then begins to adapt to it (socialize).

2) The second feature of socialization in modern society, in comparison with the traditional one, is the plurality and mutual independence of socialization agents. In a traditional society, the norms operating in different agents of socialization are more consistent. Modern society is characterized by role conflicts as a consequence of the "mosaic" nature of socialization.

are related to three things:

1) change (destruction) of the value system, as a result of which the older generation cannot always prepare young people for life in new conditions;

2) a radical and very rapid change in the social structure of society; the inability of many new social groups to ensure the reproduction of their ranks.

3) weakening of the system of formal and informal social control as a factor of socialization.

One of the most obvious features of modern socialization is its duration in comparison with previous periods. Youth, as a period of socialization, has increased significantly compared to previous eras. In general, his status has changed. If earlier it was considered only as a preparation for life, then in modern society it is treated as a special period of life, which has no less value than the life of an adult. This attitude presupposes greater respect and a higher status for youth than in previous times. There are special laws that protect the rights of adolescents and operate at the interstate level. Society becomes more tolerant of it as it determines the future.

For normal development and socialization, such social organizations as a school or a family not only have to, but are forced to take care of this period of a person's life.

A special role in modern socialization belongs to education and the acquisition of a profession. Education is a prerequisite for socialization in almost all fears of the world. Since the rate of change of new generations of technology is ahead of the rate of change of new generations of workers, a person has to learn almost all his life. The success of modern education is determined not only by what a person has learned and what his knowledge, skills and abilities are, but also by the ability to acquire new knowledge and use it in new conditions. It is important here how independent the subject is in the information space, what are his indicative abilities, how quickly he chooses what really suits him, and in what he can achieve the level of high professionalism. A high level of professionalism is no longer something exceptional, since the most complex production requires appropriate specialists. Professional mistakes with modern technologies cost society more and more, which happens with technical accidents and disasters.

Creativity also becomes a necessary condition for socialization and is no longer considered by modern pedagogy as something rare and unusual. Modern approaches in pedagogy and psychology of learning suggest that every person is a creative person. Didactics includes the experience of the student's creative activity in the learning process as an essential component of the content of education, along with the assimilation of knowledge, skills and abilities.

We see that education as a prerequisite and a feature of modern socialization is associated with a variety, primarily social problems. But personal problems are no less significant. The features of modern socialization of a person are also determined by the topics of new requirements for his character traits, which must be formed for optimal functioning as a full member of society. These traits by themselves are not too different from the personality traits needed earlier, but their combination suggests greater expression.

In addition, the complexity and dynamics in the process of socialization require the maximum harmonization of personality traits in the process of social development, which implies the unity of opposite principles. If such harmonization is not possible, at least compensation for weakly expressed or excessively dominant qualities is necessary. Modern man needs to know his strengths and weaknesses, since they are the most important conditions for his productive life.

3 . Stages of personality development in the process of socialization

The question of the stages of the process of socialization has its own history in the system of psychological knowledge (Kon, 1979). Since the issues of socialization were considered in the Freudian system in the most detail, the tradition in determining the stages of socialization developed precisely in this scheme. As you know, from the point of view of psychoanalysis, of particular importance for the development of personality is period of early childhood . This led to a rather rigid establishment of the stages of socialization: in the system of psychoanalysis, socialization is viewed as a process that coincides chronologically with the period of early childhood. On the other hand, quite a long time ago, in unorthodox psychoanalytic works, the time frames of the process of socialization were somewhat expanded: there appeared experimental works carried out in the same theoretical vein, investigating socialization in adolescence and even youth . Other non-Freudian schools of social psychology now place particular emphasis on the study of socialization during adolescence. Thus, the "spread" of socialization for the periods of childhood, adolescence and adolescence can be considered generally accepted.

However, there is a lively discussion about other stages. It concerns the fundamental question of whether the very assimilation of social experience, which constitutes a significant part of the content of socialization, takes place in adulthood. In recent years, this question has been increasingly answered in the affirmative. Therefore, it is natural that not only the periods of childhood and adolescence are called as stages of socialization. So, in domestic social psychology, the emphasis is placed on the fact that socialization involves the assimilation of social experience, primarily in course of work. Therefore, the basis for the classification of stages is the attitude to labor activity. If we accept this principle, then we can distinguish three main stages: pre-labor, labor and post-labor .

Pre-labor stage socialization covers the entire period of a person's life before the start of labor activity. In turn, this stage is divided into two more or less independent periods:

a) early socialization , covering the time from the birth of a child to his admission to school, i.e. the period that in developmental psychology is called the period of early childhood;

b) learning stage , which includes the entire period of adolescence in the broadest sense of the term. This stage includes, of course, all the time of schooling. Regarding the period of study at a university or technical school, there are different points of view. If the attitude to labor activity is taken as a criterion for distinguishing stages, then a university, technical school and other forms of education cannot be attributed to the next stage. On the other hand, the specificity of education in educational institutions of this kind is quite significant in comparison with secondary school, in particular in the light of the increasingly consistent implementation of the principle of combining education with labor, and therefore it is difficult to consider these periods in a person’s life in the same way as time of schooling. One way or another, but in the literature, the issue receives a double coverage, although with any solution, the problem itself is very important both in theoretical and practical terms: students are one of the important social groups in society, and the problems of socialization of this group are extremely relevant.

labor stage socialization covers the period of human maturity, although the demographic boundaries of the "mature" age are conditional; fixing such a stage is not difficult - this is the entire period of a person's labor activity. Contrary to the idea that socialization ends with the completion of education, most researchers put forward the idea of continuing socialization during the period of work. Moreover, the emphasis on the fact that a person not only assimilates social experience, but also reproduces it, gives special importance to this stage. Recognition of the labor stage of socialization follows logically from the recognition of the leading importance of labor activity for the development of the individual. It is difficult to agree that labor as a condition for the deployment of the essential forces of a person stops the process of assimilation of social experience; it is even more difficult to accept the thesis that the reproduction of social experience stops at the stage of labor activity. Of course, youth is the most important time in the formation of a personality, but work in adulthood cannot be discounted when identifying the factors of this process.

In social psychology, this problem is present as a problem post-labor stage socialization. The main positions in the discussion are polar opposites: one of them believes that the very concept of socialization is simply meaningless when applied to that period of a person's life when all his social functions are curtailed. From this point of view, the indicated period cannot be described at all in terms of “acquisition of social experience” or even in terms of its reproduction. The extreme expression of this point of view is the idea of "desocialization" following the completion of the process of socialization. The other position, on the contrary, actively insists on a completely new approach to understanding the psychological essence of old age. Quite a number of experimental studies of the continuing social activity of the elderly speak in favor of this position, in particular, old age is considered as an age that makes a significant contribution to the reproduction of social experience. The question is raised only about the change in the type of activity of the individual during this period.

An indirect recognition of the fact that socialization continues in old age is the concept of E. Erickson about the presence of eight human ages ( infancy, early childhood, play age, school age, adolescence and adolescence, youth, middle age, maturity). Only the last of the ages - "maturity" (the period after 65 years) can, according to Erickson, be designated by the motto "wisdom", which corresponds to the final formation of identity. If we accept this position, then it should be recognized that the post-labor stage of socialization does exist.

According to A.V. Petrovsky, personality development can be represented as a unity of continuity and discontinuity. "Continuity in the development of a personality expresses the relative stability in the patterns of its transition from one phase to another in a given community, which is referential for it. interaction with others, connected by systems. In this case, with the education system accepted in society.

A.V. Petrovsky, making an attempt at a socio-psychological approach to the age periodization of the social development of the individual, identified three so-called macrophases, which, according to the content and nature of personality development, are defined as:

childhood - adaptation of the individual, expressed in the mastery of norms and social adaptation in society;

adolescence - individualization, expressed in the individual's need for maximum personalization, in the need to "be a person";

youth - integration , the process when personality traits and properties are formed that meet the needs and requirements of group and own development.

As S.L. Rubinshtein, "the child develops by being brought up and trained, and does not develop and is brought up and trained. This means that upbringing and education lies in the very process of the development of the child, and does not build on it; the child's personal mental properties, his abilities, character traits, etc. not only manifest themselves, but are also formed in the course of the child's own activity. However, today's school process, educational activities are going through a rather difficult period, like our entire society.

The maturation and development of a person is due to the interaction of the processes of socialization and individualization, in the depths of which a psychological adaptation is formed in him in the unity of its social and personal aspects. The desire of the individual to determine individual ways of interacting with the surrounding reality it is precisely that that is born and develops in the space of social relations where they interact, and often come into conflict with each other, the two processes necessary for the formation of the personality: the process of socialization and individualization process . It is these processes that create in their unity the external and internal conditions for the development of the personality of the individual. They are responsible for the formation of social adaptation and personal adaptation (adaptation), respectively. Only a harmonious combination of these two processes at all previous stages of childhood generates a sufficiently high level of psychological adaptation of older adolescents, which is a favorable condition for the formation of their self-determination.

4 . Mechanisms of socialization

Separate consideration is required for socio-psychological influences that operate at the micro level, that is, at the level of the immediate immediate environment of the individual, which plays the role of socialization institutions. Let us define these unorganized socializing influences of the environment as socio-psychological mechanisms of socialization. The mechanisms of socialization should be understood as various spontaneous, specially unorganized influences of the environment, the immediate environment, due to which external regulators, group norms and prescriptions are transferred to the internal plan, become internal behavioral regulators.

Socio-psychological mechanisms of socialization play the role of a "transitional bridge" between external regulators, group norms and customs, traditions, role prescriptions, sanctions of encouragement and punishment, approval and condemnation and internal regulators, dispositions, psychological states of readiness for certain behavioral reactions.

The unconscious mechanisms that, first of all, manifest themselves in early childhood, in the preschool period, include suggestion, psychological infection, imitation, identification.

Contagion is defined in psychology as an unconscious, involuntary exposure of an individual to certain mental states. It is manifested not by the conscious acceptance of any information or patterns of behavior, but by the transmission of a certain emotional state.

Suggestion is a special kind of emotional-volitional purposeful, unreasoned influence of one person on another or a group of people.

Imitation is a way of influencing people on each other, as a result of which the individual reproduces the features and patterns of the behavior shown.

Identification is considered as the identification of an individual with another person, as a result of which the behavior, thoughts and feelings of another person are reproduced.

With the growth and formation of consciousness and self-awareness, the individual begins to develop a fairly clear evaluative, selective attitude towards the environment, its norms and values, role prescriptions.

In the conditions of group communication, this selectivity to the norms and values of one's environment is manifested in such socio-psychological phenomena that simultaneously perform the functions of socialization mechanisms, such as a reference group, prestige, authority, popularity.

A special place among these socio-psychological mechanisms is assigned to the reference group. Among the immediate environment in which the life of an individual takes place, only certain groups and individuals acquire special significance for the individual in assessing his actions, in choosing his social and moral orientations. Such groups, to which the individual is guided in his behavior, the norms and values of which he adheres, are called reference groups. As you know, reference groups are divided into conditional and real, comparative, normative, prestigious.

Prestige occupies a special place as a mechanism of socialization. It acts as a group evaluative phenomenon, a set of external assessments of approval, by which various social phenomena are evaluated from the standpoint of group norms and criteria.

A specific manifestation of prestige as a mechanism of socialization is that, along with self-esteem, it participates in shaping the level of a person's claims, those goals and objectives that a person puts forward under the influence of his environment.

Popularity also develops as a group evaluative phenomenon and is also formed as a set of external assessments of approval, but unlike prestige, it manifests itself not in the sphere of individual claims, but in the field of the formation of public tastes, values, prescriptions, that is, first of all, in the formation of group regulators. .

A special place among the mechanisms of socialization is occupied by group expectations, the so-called group expectations directed at the individual by his environment. These group expectations can act both in the form of role prescriptions and in the form of evaluative stereotypes that manifest themselves in the social perception of people.

The personality in the process of socialization, along with knowledge, norms and values, also acquires numerous interpersonal, as well as constitutional, professional, social roles. Acceptance and assimilation of roles occurs both under the influence of the sanctions of encouragement and punishment, approval and condemnation applied in society, and under the influence of expectations, role prescriptions and expectations directed at the individual by his environment. Social expectations are especially important when mastering interpersonal social roles (father, mother, husband, wife, friend, son, daughter, neighbor, etc.), where there are practically no official sanctions designed to promote the assimilation of these roles.

5 . Institutes of socialization

institutions of socialization. At all stages of socialization, the impact of society on the individual is carried out either directly or through a group, but the set of means of influence itself can be reduced, following J. Piaget, to the following: these are norms, values and signs. In other words, we can say that society and the group transmit to the emerging personality a certain system of norms and values through signs. Those specific groups in which the individual is attached to the systems of norms and values and which act as a kind of translators of social experience have received the name of socialization institutions. The identification of their role in the process of socialization is based on a general sociological analysis of the role of social institutions in society.

On the pre-labor stage socialization, such institutions are: in the period of early childhood - a family and playing an increasing role in modern societies preschool children's institutions . The family has traditionally been viewed as the most important institution of socialization in a number of concepts. It is in the family that children acquire the first interaction skills, master the first social roles (including sex roles, the formation of masculinity and femininity traits), comprehend the first norms and values. The type of parental behavior (authoritarian or liberal) has an impact on the formation of the child's "image-I". The role of the family as an institution of socialization naturally depends on the type of society, on its traditions and cultural norms. Despite the fact that the modern family cannot claim the role that it played in traditional societies (increase in the number of divorces, small children, weakening of the traditional position of the father, employment of women), its role in the process of socialization still remains very significant.

Sociologists traditionally view the family as a social group whose members are related by kinship, marriage, or adoption and live together, cooperating economically in caring for children. Some scholars believe that psychological ties play a major role in families; they see a family as a tightly knit group of people who care for and respect each other.

Families differ in composition, type of inheritance, place of residence and the principle of distribution of power. Social relationships between men and women within the family can be organized on the basis of marital or family ties.

In recent years, many sociologists have come to the conclusion that industrialization and the extended family are not incompatible. Studying the family life of textile workers in New Hampshire in the 21st century, they found that industrialization strengthened family ties.

There are three types of families according to the type of inheritance. In a patrilineal structure where ancestry is traced through the paternal line, people trace descent and pass on inheritance through the paternal line. When matrilineal, inheritance is through the maternal line. In the bilineal type, both family lines of an individual are of equal importance.

There are three types of residence. In the case of patrilocal residence, the newlyweds settle in the house of the husband's family. The reverse scheme prevails under the conditions of the patrilocal model. Non-local model - young couples separate and live separately from their parents.

According to the type of power, there is a patriarchal way of life, where the role of the head of the family is performed by the husband, and in his absence, by the older man. The matriarchal family structure prescribes the concentration of power in the hands of women. The third type of way of life - elitist - power and authority are distributed between husband and wife on an equal footing. This type of family relationship has recently been gaining weight in all countries of the world.

People entering into marriage are representatives of different tribal groups and this has a decisive influence on the structure of the family. A kinship group has an interest in retaining some degree of control over at least some of its members after they marry.

Relationships between husband and wife can be built on four different principles: monogamy - one husband and one wife; polygyny - one husband and two or more wives; polyandry - two or more husbands and one wife; group marriage - two or more husbands and two or more wives. Monogamy was considered preferred in less than 20% of 862 societies. Polygyny is widespread in 80% of the societies in the sample where husbands are allowed to have two wives. Polyandry is extremely rare. As a rule, it does not mean freedom of sexual choice for women, often it means that the husband's younger brothers get the right to live with their older brother's wife. For example, among some peoples in India, if a family cannot afford to marry all the sons, it can only find a wife for the eldest son.

Throughout the world, the family has a responsibility to protect, support, and otherwise support children, the weak, the elderly, and other dependents. The family is an important mechanism for helping the individual learn to establish close and constant contact with other people. Healthy family relationships contribute to the development of feelings such as friendship, love, security, self-worth, as well as a general sense of well-being.

As for preschool children's institutions, their analysis has not yet received citizenship rights in social psychology. The “justification” for this is the assertion that social psychology deals with groups where a developed personality functions, and therefore the whole field of groups associated specifically with the formation of personality simply falls out of analysis. The legitimacy of such a decision is the subject of discussion, but it should be noted that proposals either to include a section of developmental social psychology in social psychology, or to create such an independent field of research, can be found more and more often. One way or another, until now, preschool institutions have been the object of study only in developmental psychology, while specific socio-psychological aspects do not receive full coverage. The practical need for a socio-psychological analysis of the systems of relations that take shape in preschool institutions is absolutely obvious. Unfortunately, there are no such longitudinal studies that would show the dependence of personality formation on what type of social institutions were included in the process of socialization in early childhood.

In the second period of the early stage of socialization, the main institution is school . Along with developmental and educational psychology, social psychology naturally shows great interest in this object of study. The school provides the student with a systematic education, which is itself the most important element of socialization, but, in addition, the school is obliged to prepare a person for life in society and in a broader sense. Compared to the family, the school is more dependent on society and the state, although this dependence is different in totalitarian and democratic societies. But, one way or another, the school sets the primary ideas for a person as a citizen and, therefore, contributes (or hinders!) His entry into civilian life. The school expands the child's opportunities in terms of his communication: here, in addition to communication with adults, there is a stable specific environment for communication with peers, which in itself acts as the most important institution of socialization. The attraction of this environment is that it is independent of adult control, and sometimes contradicts it. The measure and degree of importance of peer groups in the process of socialization varies in different types of societies (Bronfenbrenner, 1976).

Schools appeared several thousand years ago to train a select few for a limited range of leadership and professional activities. However, in the XIX century. free high schools became the main means by which members of society received elementary knowledge of reading, writing and arithmetic. Schools are of essential functional importance for the survival and preservation of modern societies. Schools are absent in many primitive and agrarian societies. The socialization of youth is carried out in them in the same "natural" way in which parents teach their children to walk or talk.

Adults in modern societies cannot afford to raise children in their own image. Very often, the skills of parents become obsolete, and they are faced with the fact that the profession they studied is no longer needed. The knowledge and skills needed in modern life cannot be obtained automatically and “naturally”, this requires a special educational structure.

All societies give individuals, regardless of their qualities and abilities, certain statuses. Other statuses are achieved through choice and competition. Modern societies must select young people for positions and professions that require special talents. The institution of education, as a rule, performs this function by acting as an intermediary in the selection of individuals for certain types of professional activity. By issuing diplomas, certificates and certificates, he determines which of the young people will gain access to power, prestigious position and status. For many, schools act as "escalators" that allow talented and gifted people to climb the social ladder. But conflictologists dispute this statement and believe that schools serve to ensure that the offspring of elite parents, having the “necessary” certificates, can be guaranteed to get the best places. They see schools as mediators that reproduce and legitimize the existing social order and thus act to the benefit of some individuals and groups and to the detriment of others.

From the point of view of conflictologists, there is a hidden learning process in schools; it consists of a set of vaguely expressed values, attitudes, and behaviors that gradually raise children in accordance with the ideas of dominant institutions. Teachers shape and encourage the qualities that embody the norms of the middle class - diligence, responsibility, conscientiousness, reliability, diligence, self-control, efficiency. Children learn to be calm, punctual, patient, respectful of teachers, receptive to the demands of the group.

As for the institutions of socialization at the labor stage, the most important of them is labor collective . In social psychology, the vast majority of studies have been carried out precisely on the material of labor collectives, although it must be admitted that revealing their role precisely as institutions of socialization is still not enough. Of course, any study of the work collective can be interpreted in this way: in a certain sense, indeed, any analysis, for example, leadership style or group decision-making, characterizes some aspects of the work collective as an institution of socialization.

As controversial as the very question of existence post-labor stage of socialization , is the question of its institutions. It is possible, of course, on the basis of everyday observations, to name various public organizations as such institutions, the members of which are predominantly pensioners, but this is not an elaboration of the problem. If the recognition of the concept of socialization is natural for older ages, then the question of the institutions of this stage must also be investigated.

Naturally, each of the institutions of socialization named here has a number of other functions; its activities cannot be reduced to the function of transferring social experience. Consideration of these institutions in the context of socialization means only a kind of "extraction" from the totality of the social tasks they perform.

socialization society individual

Conclusion

Socialization is the process by which an individual becomes a member of society, assimilating its norms and values, mastering certain social roles. At the same time, the older generation passes on its knowledge to the younger ones, forms in them the skills necessary for independent living. So one generation replaces another, ensuring the continuity of culture, including language, values, norms, customs, morality.

It is through systematic interaction with other people that an individual develops his own beliefs, moral standards, habits - everything that creates the uniqueness of a person. Thus, socialization has two functions: the transmission of culture from one generation to another and the development of the self.

In order to show the importance of the continuity of the historical process, A.N. Leontiev refers to an illustration borrowed from the work of the famous French psychologist A. Pieron. “If a catastrophe befell our planet, as a result of which only small children would survive, and the entire adult population would die, then although the human race would not stop, the history of mankind would inevitably be interrupted. The treasures of culture would continue to physically exist, but there would be no one to reveal them to new generations. Machines would be idle, books would go unread, works of art would lose their aesthetic function. The history of mankind would have to begin again.

The movement of history is impossible without the active transmission of the achievements of human culture to new generations, without education” (Leontiev, 1981).

Bibliography

1. Andreenkova N. V. Problems of personality socialization // Social research. Issue. 3. M., 1970;

2. Berne E. Ya. Concept and education. Per. from English. M., 1976.

3. Bronfenbrenner W. Two worlds of childhood. Children of the USA and the USSR. Per. from English. M., 1976.

4. Gilinsky Ya. I. Stages of socialization of the individual // Man and society. Out. 9. L., 1971.

5. Kolomensky Ya.L. Psychology of interpersonal relations in a team of schoolchildren. Minsk, 1972.

6. Leontiev A. N. Activity. Consciousness. Personality. M., 1981.

7. Mudrik A. V. Introduction to social pedagogy. Penza, 1994.

8. Stolin VV Self-consciousness of personality. M., 1984.

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The term “socialization”, despite its wide prevalence, does not have an unambiguous interpretation among various representatives of psychological science (Kon, 1988, p. 133). In domestic psychology, two more terms are used, which are sometimes proposed to be considered as synonyms for the word “socialization”: “personal development” and “education”. Moreover, sometimes a rather critical attitude is expressed towards the concept of socialization, connected not only with the use of words, but also with the essence of the matter. Without giving yet an exact definition of the concept of socialization, let's say that the intuitively guessed content of this concept is that it is the process of “entry of the individual into the social environment”, “assimilation of social influences”, “attaching him to the system of social ties”, etc. . The process of socialization is a set of all social processes through which the individual learns a certain system of norms and values that allow him to function as a member of society (Bronfenbrenner, 1976).

One of the objections is usually built on the basis of such an understanding and consists in the following. If there is no personality outside the system of social ties, if it is initially socially determined, then what is the point of talking about its entry into the system of social ties. Will not one of the old mistakes in psychology be repeated when it was asserted that a newborn human being is not yet a human being and that he will have to go through the path of “hominization”? Does the concept of socialization coincide with the process of hominization? As you know, L.S. Vygotsky strongly protested against the depiction of the child as a being who still needs to be hominized. He insisted that the child, having been born, is already set as an element of a certain culture, certain social ties. If socialization is identified with hominization, then there is every reason to have an extremely negative attitude towards “socialization”.

The possibility of exact dilution of the concept of socialization with other concepts widely used in Russian psychological and pedagogical literature (“personal development” and “education”) also raises doubts. This objection is very important and deserves to be discussed specifically. The idea of personality development is one of the key national psychology. Moreover, the recognition of the individual as the subject of social activity attaches particular importance to the idea of personality development: the child, developing, becomes such a subject, i.e. the process of its development is inconceivable outside of its social development, and therefore outside of its assimilation of a system of social ties and relations, outside of inclusion in them. In terms of the scope of the concept of “personal development” and “socialization”, in this case, it seems to coincide, and the emphasis on the activity of the individual seems to be much more clearly represented precisely in the idea of development, and not socialization: here it is somehow muted, since it is in the center of attention - social environment and emphasizes the direction of its impact on the individual.

The question of the relationship between the concepts of “socialization” and “education” is somewhat more complicated. As you know, the term "education" is used in our literature in two meanings - in the narrow and broad sense of the word. In the narrow sense of the word, the term “education” means the process of purposeful influence on a person by the subject of the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms, etc. The emphasis here is on purposefulness, regularity of the process of influence. As a subject of influence, we understand a special institution, a person appointed to achieve the named goal. In the broad sense of the word, “education” refers to the impact on a person of the entire system of social relations in order to assimilate social experience, etc. The subject of the educational process in this case can be the whole society, and, as is often said in everyday speech, “the whole of life”. If we use the term "education" in the narrow sense of the word, then socialization differs in its meaning from the process described by the term "education". If this concept is used in the broad sense of the word, then the difference is eliminated.

Having made this clarification, it is possible to define the essence of socialization and resocialization in this way. Socialization- the process of including an individual in social relations, as a result of which he assimilates and actively reproduces social experience. Resocialization- the process of relearning what was firmly learned in childhood and adolescence and what constituted the foundation of a given personality.

Socialization is a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, the system of social ties; on the other hand, the process of active reproduction by the individual of the system of social ties due to his vigorous activity, active inclusion in the social environment. It is these two aspects of the process of socialization that many authors pay attention to, accepting the idea of socialization in the mainstream of social psychology, developing this problem as a full-fledged problem of socio-psychological knowledge. The question is posed in such a way that a person not only assimilates social experience, but also transforms it into his own values, attitudes, and orientations. This moment of transformation of social experience fixes not just its passive acceptance, but presupposes the activity of the individual in the application of such transformed experience, i.e. in a certain bestowal, when its result is not just an addition to the already existing social experience, but its reproduction, i.e. moving it to the next level. Understanding the interaction of a person with society at the same time includes understanding not only a person, but also society as a subject of development, and explains the existing continuity in such development. With such an interpretation of the concept of socialization, an understanding of a person is achieved both as an object and a subject of social relations.

The first side of the process of socialization - the assimilation of social experience - is a characteristic of how the environment affects a person; its second side characterizes the moment of human impact on the environment with the help of activity. The activity of the position of the individual is assumed here because any impact on the system of social ties and relations requires the adoption of a certain decision and, therefore, includes the processes of transformation, mobilization of the subject, construction of a certain strategy of activity. Thus, the process of socialization in this sense does not in any way oppose the process of personality development, but simply allows us to identify different points of view on the problem. If for developmental psychology the most interesting view of this problem is “from the side of the individual”, then for social psychology - “from the side of the interaction of the individual and the environment”.

How does a person become a subject of the social world? How do children master social roles, norms and values, acquire the skills of interacting with other people, gain knowledge about the structure of the society in which they live?

Let us recall the well-known statement of L. S. that the child, having been born, is already a social being. He was accepted by the hands of an obstetrician or midwife, but accepted in the way that the social experience accumulated by this time recommends doing; the face of a mother leans over him, speaking a certain language and caring for him in the way that is customary at the moment in this culture; he is given a name which is a kind of "social badge" to distinguish him from other babies. In other words, he is initially surrounded by an adult, diverse, complexly structured social world. The world of that society, a full member of which he has yet to become, but without which he can no longer exist and which already regards it as its potential future.

Time passes, and the relationship between the child and this society changes: he masters actions with objects in which the social way of using them is fixed; the world of his communication expands: in addition to the mother, other adults and children are included in it; he learns about an increasing number of social roles - a driver in a trolleybus, a salesman in a store, a kindergarten teacher, etc.; he begins to form the first ideas about himself as a part of this social world - a child of his parents, a boy or a girl, a member of a children's group, a resident of this or that city. Gradually, the surrounding social world opens up to the child in the system of existing role interdependencies, rules of social behavior, and cultural norms of interaction. It is on the basis of the development of this “field” of sociocultural norms and rules by the child that the further choice between them will take place - the formation of a personal value-normative system.

Thus, the social world should provide the child with a certain range of sufficiently clearly defined value-normative models and patterns of social behavior in order to be able to choose the most appropriate ones. Parents, on the other hand, can help the child, on the one hand, acting as translators of these models (after all, it is from them that he hears “possible” and “impossible” for the first time), and, on the other hand, trying to ensure the most complete satisfaction of those needs that directly determine the concept of children's socialization: needs for active contacts, love and security.

So, in the complex, multifaceted process of the child's social development, at least two facets can be distinguished.

First, the process of social development involves the gradual orientation of the child in the system of social roles that currently exists in society. This orientation becomes possible primarily due to the expansion of the child's social ties, and also due to the formation of a personal system of personal meanings, behind which, respectively, is an orientation in the system of objective activities specified by society.

The second facet of social development is the formation of certain structures of individual self-consciousness, associated with the process of social self-determination and the formation of a person's social identity, the premise of which is the active inclusion of the child in various social communities.

In other words, the process of social development of the individual, as well as the development process in general, is conceived in the active interaction of the individual with the social environment. It is to characterize this active entry of a person into the system of social ties that the concept of socialization is usually used.

In this regard, it is necessary to dwell on the question of the relationship between the concepts of socialization and social development. In addition to the difficulties associated with a certain history of the formation of the concept of socialization in line with specific theoretical orientations, it should be noted that until now the term socialization itself has not had an unambiguous interpretation. The different content of this concept will be reflected in more detail in the next paragraph, which is specially devoted to the analysis of various directions in the study of socialization, but for now we will only note that in the future we intend to rely mainly on the understanding of the process of socialization, which is most common in Russian social psychology. The concept of socialization is defined in this case as a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, into the system of social ties, and on the other hand, as the process of active reproduction of this system by the individual in his activity. Thus, with this concept of socialization, not only the process of social orientation and the assimilation of social norms is fixed, but also the moment of active transformation and application of learned social roles, norms, values, methods of social self-determination in new social situations. The latter, in our opinion, expands and concretizes the idea of personality activity embedded in the concept of social development.

We also note that the very idea of human activity as a social being contains the idea of the continuity of the social development of the individual, of its fundamental incompleteness. To emphasize this idea, sometimes, in contrast to the concept of socialization, the concept of socialization is used. The latter is defined as a person's compliance with the social requirements for a given age stage, as the presence of personal and socio-psychological prerequisites that provide purely normative behavior, or the process of social adaptation. In this case, the concept of socialization acts as a broader concept that includes, in addition to the signs of socialization, the readiness to move into new situations of social development. The last quality, if operationalized, implies:
- the ability to adequately perceive new social requirements;
- selective attitude to social impacts;
- low social rigidity;
- the formation of personal prerequisites for the fulfillment of tasks - the next stage of socialization.

Concluding this general description of the processes of the child's social development, we should probably also note the relationship between the concepts of socialization and education. In the psychological and pedagogical literature, two understandings of the upbringing process are presented. In the first case, upbringing is considered as a purposeful process on the part of the educator, and in the second case it is equated to the totality of all, including rather random and non-purposeful social influences. Obviously, the second understanding is identical to the concept of socialization. However, it seems to us useful to draw the reader's attention to the fact that in this case it is the differences in terms of "purposefulness-randomness" that are emphasized, and not "impact-interaction".

We are far from investing in the first, narrower understanding of the process of upbringing, the idea of it as an impact in its purest form, as an identity of subject-object relations. Naturally, such a rigidly manipulative process cannot be called education. Speaking about the purposefulness of the impact, we assumed that the process of upbringing itself is conceived not only as requiring its bearer to actually influence in a situation of a clearly defined role schedule, but also as a situation of real interpersonal interaction, as a partnership relationship, in which, however, due to "purposefulness" for one of the parties remains the need to set broader goals that go beyond the situation of interaction of goals and greater reflection of what is happening.

In conclusion of these attempts at brief conceptual definitions, we note that, in our opinion, the above concept of socialization (as the assimilation and reproduction of social ties) defines it as a purely normative process that practically does not emphasize the possibility of interpreting social innovations. The fact is that the two points mentioned above - assimilation and reproduction - do not cover the entire "field" of socialization, since they do not contain the phenomenon that could be called social creativity.

Based on the existing approach in cultural studies to creativity as a rejection of existing norms, as a kind of “breakthrough” into a fundamentally non-normative space, in this case it is possible to define social creativity as that aspect of socialization that reflects the process of creating new areas of social practice by a person, building not pre-existing social communities. In other words, we are talking about the production of a new social space, somewhat paradoxically not normalized at the time of its formation. It seems that one of the reasons provoking such a rethinking of the very concept of socialization, and the subsequent changes in its content, is the current situation of social development. We have in mind not only the global acceleration of the pace of social development, but, above all, the situation of radical social transformations, which is characteristic of the countries of the post-socialist space.

So, the potential objective predestination of socialization as the production of a new social space in this situation follows, it seems, primarily from the fact of the general destabilization of social life and the value-normative crisis of our society. The crisis is expressed not only and not so much in the absence of social norms and values, but in the fact that today they do not form clearly structured normative models. As a result, moving to a new stage of socialization, a person finds himself not only at the traditional “crossroads” of social choices for this stage, but also in a situation where the public “traffic lights” installed on it give conflicting information, or even do not work at all. This can be seen most clearly when analyzing the adolescent stage of socialization.

It should be noted that adolescence is a traditional object in the study of socialization problems, not only because of its greater accessibility for researchers, but also because most of the studied phenomena are presented in it most explicitly.

Referring in this regard to the well-known thought of L. S. Vygotsky about the social situation of a child’s development, due to the content of his multi-positional relations with adults [Vygotsky L. S., 1984], we emphasize that today’s features of adolescent socialization can be understood through changes in these positions themselves. and in their subjective perception. After all, for L. S. Vygotsky, the content of the child’s diverse relationship with the adult world is primarily conditioned by culture and society, and from this point of view, modern social dynamics is reflected, among other things, in the “breaking” of sociocultural stereotypes of possible positional relations between an adult and a child. The latter, on a more concrete level, can be expressed as the inconsistency of the demands made by the social world on the child: firstly, as the inconsistency of the demands of one adult and, secondly, as the inconsistency of the demands of different subjects of the adult world.

Thus, the simultaneous existence at the present time of many layers of values, none of which is a clearly structured normative model, complicates the situation of social choice and acceptance of social norms, and ultimately complicates the process of socialization as a whole.

It seems that the most difficult task for a person of the era of social change is the solution of the problem of planning their activities in the social sphere (and for a teenager - the solution of one of the most important age-related tasks of the period of adolescence: the formation of a life plan), because today it requires taking into account the direction and pace of change in social reality, and a high personal tolerance for uncertainty. At the same time, the question of possible methods, factors and agents of subjective stabilization of objective instability may become the most interesting from a research point of view. Note that the solution of this issue is part of a more general problem of determining the relative influence of macro- and micro-levels of the social environment on the course and nature of the socialization process.

In general, such a formulation of the problem is not new - for the past two decades, the term "resocialization" has been actively used in social psychology. First introduced by American social psychologists A. Kennedy and D. Kerber to refer to the process of "secondary" entry of an individual into the social environment as a result of any "defects" of socialization (resocialization of those released from places of deprivation of liberty) or as a result of a change in the sociocultural environment (resocialization of migrants) , today this term is understood quite widely and outside the specifics of the subjects of the process - as a conscious change in human behavior in a situation of obvious social failure [Volovich A. S., 1990].

It is noted that the ability to navigate in unforeseen social situations should become the central characteristic of a person's social behavior in the process of resocialization. Naturally, the ways of forming this skill are understood by researchers in different ways, depending on their own theoretical predilections.

So, for behaviorally oriented researchers of the concept of socialization, the basis of behavior in a socially uncertain situation is those behavioral models that include the main elements of institutional requirements, i.e., in their opinion, a person begins to focus on model models of a higher level of generality.

For example, a migrant teenager cannot know the norms and rules of social interaction in the American public school, but, having an idea of "schools in general", he can, relying on them, build quite adequate forms of his own behavior in the new conditions.

For researchers gravitating toward a cognitive orientation, the leading factors in the formation of the ability to act in an uncertain situation are the features of a person's cognitive style: flexibility and differentiation of the self-concept, internal locus of control, etc.

Adherents of role theories of personality note that the process of resocialization is "launched" not only by awareness of the objective situation of social failure, but also by any mismatch of role expectations and self-expectations, which is usually assessed as one of the types of role conflict.

Thus, it is obvious that the complex, multifaceted process of socialization can be approached in different ways. The history of both developmental and social psychology contains many concepts, theories, points of view, one way or another referring to the analysis of socialization processes in the study of personality. Given the complexity of the problem, we considered it necessary

It seems that at least three facets can be distinguished in the process of socialization.

First, the emphasis in the analysis of socialization can be placed on the translation of culturally assigned values, behavior patterns, methods of social categorization, etc. The social development of the individual in this case will be considered mainly as a process of inculturation.

Secondly, the process of socialization can be understood as a process of actual assimilation, internalization of various modes of social experience, and, accordingly, the emphasis in research will be placed on this assimilation and the very content of what is learned.

Thirdly, attention can be paid mainly to the analysis of the possible results of socialization, and in this case we will rather talk about socialization as an adaptation.

Note that all these three facets of socialization as a whole reflect the first (let's say, passive) side of socialization: the moment of "entry" of a person into society. The second side of socialization, which reflects the moment of active reproduction by a person of the acquired social experience, has traditionally become the subject of socio-psychological research much less often, and only today the attention of researchers is really drawn to it. Nevertheless, to complete the picture, it is necessary to single out the fourth facet of socialization - considering it as a process of construction.

Naturally, the selection of these, as a result, four, facets of socialization is very conditional and reflects not so much its real structure (it is obvious that in reality they are inextricably merged with each other and do not exist in isolation), but the possible semantic dominants in its analysis. Nevertheless, to characterize the socialization process as a whole, such a structuring of it seems justified. Let's dwell on this in more detail.

Question 12. Socialization: concept, content, mechanisms. Stages and institutions of socialization.

There is no single definition of C. In progress social development child can be divided into two aspects:

The process of social development involves gradual orientation of the child in the currently existing system of social roles in society . This orientation is possible due to the expansion of the child's social ties, as well as due to the formation of a personal system of personal meanings, behind which there is an orientation in the system of objective activities specified by society.

going on formation of structures of individual self-consciousness associated with the process of social self-determination and the formation of the social identity of the individual, the premise of which is the active inclusion of the child in various social communities.

Thus, the process of social development is conceived as an active interaction with the social environment. To characterize this entry of a person into the system of social relations, the concept is usually used. socialization.

In domestic social psychology, the most common understanding of socialization is as a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, into the system of social ties, on the other hand, as the process of active reproduction of this system by the individual in his activity. With such an understanding of socialization, not only the process of social orientation and the assimilation of social norms is fixed, but also the moment of active transformation and application of learned social roles, norms, values, methods of social self-determination in new social situations. Unlike the concept of socialization (a person's compliance with the social requirements for a given age), socialization includes a willingness to move into new situations of social development, i.e.:

ability to adequately perceive new social requirements;

selective attitude to social impacts;

low social rigidity;

the formation of personal prerequisites for fulfilling the tasks of the next stage of socialization.

2. The concept of socialization.

Socialization should be distinguished from:

Adaptation is a time-limited process of adaptation to new conditions;

Training, education - acquisition of new knowledge and skills;

Growing up is the sociopsychological development of a person in a narrow age range (approximately from 10 to 20 years).

Socialization is not limited to any of the processes listed above, and at the same time they are included in the process of socialization as elements.

In some cases, the process of resocialization is possible, which is characterized by the fact that the individual loses some values, the norms he has learned cease to be regulators of his behavior. Circumstances that cause resocialization may include the imprisonment of a person, in a psychiatric hospital, etc.

Education is a purposeful impact on the spiritual sphere and the behavior of individuals;

The concept of education has two meanings in our P:

In the narrow sense, the process of purposeful influence on a person by the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms.

In broad terms, the impact on a person of the entire system of social relations in order to assimilate social experience.

If we consider the concept of education in the narrow sense of the word, then C differs in its meaning, and if in a broad sense, then they are identical.

The ratio of socialization with social development-????

Socialization is a continuous process. There are three areas of socialization:

Activity. Three processes: orientation in the system of connections present in each type of activity and between its various types; centralization around the main, chosen one, focusing attention on it and subordinating all other activities to it; mastering by the personality in the course of the implementation of the activities of new roles and understanding their significance. it is an extension of the action directory. The goal setting process is important. The individual becomes the subject of activity.

Communication. This is an increase in the number of contacts and a transition to dialogical communication. It is important: how and under what circumstances the multiplication of communication links is carried out and what a person receives from this communication.

Self-awareness. Self-consciousness includes self-determination, self-realization and self-affirmation, self-esteem. Understanding the personality of oneself as a certain value and a question of identification. The development of self-awareness in the course of C is a controlled process determined by the constant acquisition of social experience in the context of expanding the dialogue of activity and communication.

Socialization is the possession of social norms.

3. Mechanisms and stages of socialization.

C has two functions: the transfer of social experience and individualization. Mechanisms C:

Socio-psychological (suggestion, imitation, infection)

institutional.

Turning to Freudianism, we see that process C takes place in the early childhood of the individual. Piaget also includes youth in this process. And Erickson speaks of the infinity of process C. The activity approach of domestic social psychology uses not age, but labor activity of a person as a basis for distinguishing the stages of socialization. There are three stages: pre-labor, labor and post-labor.

Pre-labor the stage is divided into two periods: a) early socialization (from the birth of a child to entering school), b) the learning stage (all the time of schooling). As for education in universities and technical schools, here the issue receives a dual solution: on the one hand, this is also a period of study and cannot be strictly attributed to the labor period, on the other hand, the educational activities of these institutions are so different from the school educational process, and sometimes it is combined with labor, therefore it cannot be attributed to the pre-labor stage.

P.S. Propose to the commission to single out this stage as a separate one, you will pass for a smart one

Labor stage includes the entire period of a person's labor activity. Socialization in adulthood has recently received extensive attention. Two areas of research can be identified: the understanding of socialization as a continuous process is characteristic of sociologists; understanding the socialization of adults as a rethinking of childhood experience is typical for psychologists.

Post-labour stage is a fairly new problem for socialization research. One approach considers this stage as the curtailment of all social functions and desocialization. The other, on the contrary, considers this time to be quite active, in particular, in terms of reproducing one's own social experience when interacting with younger generations. Moreover, at this time one has to master new social roles, such as grandmother, grandfather, pensioner, etc. This approach is supported by the concept of E. Erickson, who designated the stage after 65 years as the period of "wisdom" and the final formation of identity.

One more variant of the classification of socialization mechanisms can be given based on the ontogenetic principle of their development in a child. In the process of socialization, the following parts can be distinguished: inculturation (transmission of cultural values), internalization of experience (the assimilation of social experience and the mechanisms of this assimilation), adaptation (the results of socialization are considered). These parts reflect the process of entry into society. The side of the reproduction of social experience can be considered as a process of constructing social reality. The division into parts is rather arbitrary, they are inextricably merged.

Enculturation according to Herskovitz, there is a process in which an individual masters the worldview and behavior inherent in a culture, as a result of which his cognitive, emotional and behavioral similarity with members of this culture and difference from members of other cultures are formed. There are two stages of inculturation: childhood (learning the language, norms and values of culture) and maturity (applies only to individual "fragments" of culture - inventions, innovations).

The main mechanism of culture translation at the group level is intergenerational transmission. Three kinds:

vertical transmission- transmission from parents to children;

horizontal transmission- communicating with peers;

"indirect" (oblique) transmission- in specialized institutions of socialization (university, school) and in practice - with surrounding adults, in addition to parents (neighbors, aunts, uncles).

Internalization - a set of motivational and cognitive processes, with the help of which initially external social requirements become internal requirements of the individual. Two special cases of this process: learning patterns of behavior; assimilation of social meanings: symbols, values, attitudes.

Behavior models. Basic provisions:

the internalization of roles depends on the degree of objective and subjective significance of the model.
the success of the internalization of models depends on the degree of consistency of the requirements of the immediate social environment.
interindividual differences are rare or not considered at all.
a popular object of research: sex-role and prosocial behavior.

Assimilation of meanings. General provisions:

The internalization of social influences is a multi-level process.
this mode is irreversible.
the indicator of assimilation is voluntary socially utilitarian behavior.
the main success factor is the degree of awareness of internalized influences.

Various internalization mechanisms are considered. Learning theories - classical and operant conditioning, social learning theories - observed behavior and the conditions in which it unfolds, psychoanalysis - the mechanism of rationalization, cognitivists - the mechanism of internalization is the reduction of cognitive dissonance.

Adaptation - consideration of socialization in terms of its possible results. Research in this area is characterized by the following ideas:

Socialization is understood as a final process.

Socialization is understood as a purely quantitative process of changing a person under the influence of external circumstances.

Socialization acts as a reaction following changes in the social situation.

Construction of reality implies the presence of activity of the individual in the process of socialization. Two points are significant:

the reality of the social world and the reality of the inner world of the individual are realities that are constantly known, comprehended and interpreted, and in this sense - created;

a person’s ability to functionally-semantic interpretation of reality is associated with two features of his ideas about the world: the implicit representation of the “field of culture” in them and intentionality (we are always able to imagine the objects of the social world in a different way than they really are.

You can talk about the stages of development according to Kohlberg

Kohlberg singled out six stages of the moral development of a person, which replace one another in a strict sequence, similar to Piaget's cognitive stages. The transition from one stage to another occurs as a result of improving cognitive skills and the ability to empathize (empathy). Unlike Piaget, Kohlberg does not associate periods of the moral development of a person with a certain age. While most people reach at least the third stage, some remain morally immature for life.

The first two stages relate to children who have not yet mastered the concepts of good and bad. They seek to avoid punishment (the first stage) or to earn encouragement (the second stage). At the third stage, people are clearly aware of the opinions of others and strive to act in such a way as to win their approval. Although at this stage their own concepts of good and bad begin to form, people generally strive to adapt to others in order to earn social approval. At the fourth stage, people are aware of the interests of society and the rules of behavior in it. It is at this stage that moral consciousness is formed: the person to whom the cashier has given too much change returns it, because "it is right." According to Kohlberg, in the last two stages, people are able to perform highly moral acts regardless of generally accepted values.

At the fifth stage, people comprehend the possible contradictions between various moral beliefs. At this stage, they are able to generalize, to imagine what would happen if everyone acted a certain way. This is how the individual's own judgments about what is "good" and what is "bad" are formed. At the sixth stage, people form their own ethical sense, universal and consistent moral principles. Such people are devoid of egocentrism; they make the same demands on themselves as they would on any other person.

4. Institutions of socialization.

Those specific groups in which the individual is attached to the systems of norms and values and which act as a kind of translators of social experience have received the name of socialization institutions. At the pre-labor stage of socialization, such institutions are: in the period of early childhood, the family and pre-school children's institutions, which play an increasing role in modern societies.

A family considered traditionally as the most important institution of socialization in a number of concepts. It is in the family that children acquire the first interaction skills, master the first social roles, comprehend the first norms and values. The role of the family as an institution of socialization depends on the type of society, on its traditions and cultural norms.

Concerning preschool children's institutions, then their analysis has not yet received citizenship rights in social psychology. The “justification” for this is the assertion that social psychology deals with groups where a developed personality functions, and therefore the whole field of groups associated specifically with the formation of personality simply falls out of analysis.

In the second period of the early stage of socialization, the main institution is school. The school provides the student with a systematic education, which is itself the most important element of socialization, but in addition, the school is obliged to prepare a person for life in society and in a broader sense. Here, observance of those norms and rules that prevail in other social institutions is mandatory, here an idea is formed about the sanctions adopted in society - punishments and rewards, i.e. the whole system of social requirements is transferred to the child. Compared to the family, the school is more dependent on society and the state, although this dependence is different in totalitarian and democratic societies. But one way or another, the school sets the primary ideas for a person as a citizen and, consequently, contributes (or hinders) his entry into civilian life. The peer group at school is the first group freely chosen by the child, in contrast to the family and teacher group. Its special value for the child is that he gains independence from the control of adults, sometimes even the possibility of counteracting it. I. S. Kon names three psychological functions of the peer group: they represent a specific channel of information, which is especially important in the field of gender problems; they embody a special type of activity and interpersonal relations (in a group game, for example, such skills of social interaction are developed when the status in it must still be earned, which contributes to the development of competitive activity); finally, they offer a special kind of emotional contact - the love and respect of equals, which provides a sense of well-being. An active process of communication in a peer group contributes to the inclusion of communication in the process of social cognition.

Depending on whether the period of higher education is included in the second stage of socialization, the question of such a social institution as university. So far, there are no studies of higher educational institutions in this context, although the very problem of students occupies an increasingly significant place in the system of various social sciences.

Just as controversial as the question of the existence of a post-labor stage of socialization is the question of its institutions. It is possible, of course, on the basis of everyday observations, to name various public organizations as such institutions, the members of which are predominantly pensioners, but this is not an elaboration of the problem. If the recognition of the concept of socialization is natural for older ages, then the question of the institutions of this stage must also be investigated.

mass media can be considered as a channel for the formation mass consciousness. Along with such social functions as ensuring social control and management, integrating society, realizing the social activity of citizens, shaping public opinion and spreading culture, specific socio-psychological functions are also distinguished in the media. According to N. N. Bogomolova, the main ones are the functions of the social orientation of a person and a group, the formation of social identity, contact with another person, his self-affirmation. Orientation of a person or group in the social world is carried out by creating public opinion and constructing strategies for behavior in various situations. That is, the media allows both to form ideas about the social world and to choose strategies for behavior in it. The role of the media in the process of social cognition also lies in the fact that they often offer already ready image of a social phenomenon. It is also worth noting that the media play a big role in spreading social stereotypes.

Other institutions are the church. In the traditions of psychology, the question of the role of religion, in particular religious consciousness, in shaping a person's ideas about the world around him has been repeatedly raised. Although any religion contains a system of views on man, nature, and society, the analysis of religious consciousness is of particular interest from the point of view of how social problems are comprehended in it.

Ethnocultural variability of the process of socialization

and in the process of cultural transmission. American cultural anthropologists led by G. Barry identify several agents of socialization that differ in the nature of their influence on the child:

Guardians who care for the child, satisfying his physical and emotional needs;

Disciplinators distributing punishments;

Educators who purposefully teach the child, transferring the appropriate knowledge and skills to him;

Companions participating in joint activities with the child on more or less equal terms;

Cohabitants living in the same house with the child

It goes without saying that there has never been and cannot be a “general hierarchy of the degree of influence and social significance of socializers” independent of culture.

Depending on the culture in society, there is a different hierarchy, distribution of roles, different values, as well as different ways of education and transfer of experience. And blah blah blah. Remember even different types of swaddling children).

Comparison criteria

Rigidity, softness, kind of power, separation. Weaning

Permissibility of intimate relationships

swaddling method

How much an adult interferes in the game, the isolation of children's play culture

Acceptable form of expressiveness

Political socialization

The level of political culture is determined in the process of political formation of the individual. In almost any society, individuals and groups are attached to a certain system of values, acceptable forms of political behavior. In Western political science, based on the nature of political values and norms that prescribe certain patterns of political behavior to individuals, the following are distinguished: types of political socialization .

harmonic type political socialization, which implies the presence of a culturally homogeneous environment, mature democratic traditions and civil society, which provide a respectful dialogue between the individual and the authorities.

pluralistic type, which is characterized by the mediating nature of the interaction of the individual with the authorities (prevails in the countries of mainland Western Europe). The presence of a significant number of heterogeneous subcultures presupposes the initial political socialization of the individual within the boundaries of the ideals and values of his cultural and ethnic group.

conflict type characteristic of non-Western societies. The high level of poverty of the majority of the population, the rigid adherence of the individual to the local values of the clan, clan, tribe make it difficult to reach agreement between the bearers of different cultures and the authorities.

hegemonic type, suggesting that a person enters politics solely on the basis of the values of a class (for example, the bourgeoisie or the proletariat), a certain religion (for example, Islam) or political ideology (for example, communism, liberalism, fascism, etc.).

It must be borne in mind that political socialization performs a number of important functions:

1) determines the political goals and values that the individual aspires to and wants to achieve through political participation;

2) forms ideas about acceptable ways of political behavior, about the appropriateness of certain actions in a particular situation;

3) determines the attitude of the individual to the environment and the political system;

4) develops a certain attitude towards political symbols;

5) forms the ability to cognize the world around;

6) forms beliefs and attitudes that are the "code" of political life.

There are different types of political socialization: direct and indirect (primary and secondary). Direct socialization is the direct acquisition of political knowledge and attitudes. Indirect socialization is a kind of "projection" of character traits, early childhood experience, the immediate environment of the individual on the political attitudes that are being formed.

A little about the information environment. A modern person has been immersed in the information environment since childhood - he lives among television, radio, books, magazines, computer games, etc. He turns to information channels not only when studying and performing professional duties, but also when calling a doctor, raising children. Of great importance is the information culture of the individual when choosing a profession, work, leisure. Thus, information plays an increasingly important role in the life cycle of a person, pervades all his activities. An information lifestyle is being formed. There is an idea about the information infrastructure, the information environment.

The information environment is the world of information around a person and the world of his information activity. As close in meaning in the literature there are the concepts of "information field", "information space".

With a certain convention, we can talk about the internal and external information environment or the environment (microenvironment) inside the room in which a person is located (office, exhibition complex, library) and the information environment outside them (macroenvironment). The external information environment leaves its mark on the internal environment. (For example: the invention of the Internet led to changes in the internal information resources of the library. Today, libraries open Internet rooms that provide users with new modern information documents and databases.)

The internal information environment is information resources and everything related to the information activities of the employee and user in the information service (in our case, in the library). Its role in socialization can be thought out independently)))

Socialization in a changing world (I don't know where you can find something normal about this)

social instability - it is not just the equivalent of rapid and radical social changes, but their possible mismatch, i.e. a change in the direction and pace of changes, a discrepancy in the measure of their radicalness in various spheres of society (economy, politics, culture, forms of human relations). It is the combination of these circumstances that leads to social instability. The problem is further complicated by the fact that social instability, although it has some common features, when it occurs at certain periods of development in different countries, takes a specific form in each case: it is combined with the special conditions of the historical development of each country, its traditions, national mentality. In particular, instability is superimposed on the image of society that existed in the mass consciousness before the period of radical transformations. It depends on whether the period of crisis was preceded by a period of stable development with strict regulation of stereotypes and values, or, on the contrary, a period of fairly dynamic development. All this is directly related to how the process of social cognition will develop in the emerging situation.

Special emphasis on the importance of this in a situation of instability makes A. Tashfel: the fundamental characteristic of the human environment in modern society is social change. Therefore, it is always a problem for a person interaction of social change and behavior choice. But the choice of behavior is determined by the understanding of one's environment. Consequently, there is no other adequate choice of behavior, except for the ability to equally adequately assess the essence of the changes taking place in society.

Portal for the student. Self-training

SOCIALIZATION

SOCIALIZATION

Socialization

Socialization

Socialization

SOCIALIZATION

Socialization

Socialization

Socialization

Socialization

Socialization

SOCIALIZATION

Socialization

SOCIALIZATION

Socialization

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