Years' works. Voloshin Maximilian. THE VALOR OF THE POET. 1. Edit the poem like the text of an overseas dispatch: Dryness, clarity, pressure - every word is on the alert.
Letter after letter to cut on a hard and cramped stone: The more stingy the words, the more intense their strength. The volitional charge of thought is equal to silenced stanzas.
Erase the words "Beauty", "Inspiration" from the dictionary - Mean jargon of rhymers To the poet - understanding: Truth, construction, plan, equivalence, conciseness and accuracy. In a sober, tight craft - the inspiration and honor of the poet: In a deaf-mute substance, sharpen transcendental vigilance. Voloshin M.A. Library: Oryol Regional Scientific Universal Public Library. I.A. Bunin. - M.,; Selected works: In 2 volumes.
M., ; Red Smoke: Tales. - M.,; Gladyshev from reconnaissance: Tales. - M.,; Echelon; Inevitability: Novels. He did a lot of translations of Mari and Udmurt poets. From time to time he also tried his hand at prose. Op. Maximilian Aleksandrovich Voloshin () is one of the greatest poets of the first third of the 20th century. This is a talented artist, a multifaceted lyricist, who has gone from symbolist, esoteric poems to civil-journalistic and scientific-philosophical poetry, through anthroposophical predilections - to the “ideal of the City of God”.
The proposed edition allows the reader to get acquainted not only with the best poetic works of Voloshin, but also with his most interesting works on aesthetics, memoir prose, journalism and letters related to dramatic events in the life of countries. Author. Voloshin Maximilian. All poems by the author. Work. The prowess of a poet. 2. Stars. Create selected collections of authors and poems!
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You must log in within 24 hours. Otherwise, the account will be deleted! Registered users get a lot of benefits: Publish poetry - realize your talent! Create selected collections of authors and poems! Chat with like-minded people! Write reviews, participate in poetic duels and contests!. Maximilian Voloshin. Description. Maximilian Aleksandrovich Voloshin is one of the greatest poets of the first third of the 20th century.
This is a talented artist, a multifaceted lyricist, who has gone from symbolist, esoteric poems to civil-journalistic and scientific-philosophical poetry, through anthroposophical predilections - to the "ideal of the City of God." The proposed edition allows the reader to get acquainted not only with the best poetic works of Voloshin, but also with his most interesting works on aesthetics, memoir prose, journalism and letters related to drama.
Selected works and letters. M. A. Voloshin. Price. rub. Maximilian Aleksandrovich Voloshin is one of the greatest poets of the first third of the 20th century. This is a talented artist, a multifaceted lyricist, who has gone from symbolist, esoteric poems to civil-journalistic and scientific-philosophical poetry, through anthroposophical predilections - to the "ideal of the City of God."
Voloshin M.A., Valor of the poet: Selected works and letters. series: New Library of Russian Classics: obligatory copy Parade, g., p., Description of the book. Maximilian Aleksandrovich Voloshin () is one of the greatest poets of the first third of the 20th century. This is a talented artist, a multifaceted lyricist, who has gone from symbolist, esoteric poems to civil-journalistic and scientific-philosophical poetry, through anthroposophical predilections - to the “ideal of the City of God”.
categories Post navigationPersonality is a social being. However, no person is born a ready-made member of society. The integration of an individual into society is a long and complex process. It includes learning social norms and values, as well as the process of learning roles. The process of integrating a person into society is called socialization. Socialization is the process of assimilation by a person of the norms of culture and the development of social roles.
The structure of socialization includes a socializer and a socializer, socializing influence, primary and secondary socialization. A socializer is an individual undergoing socialization. A socializer is an environment that has a socializing influence on a person. Usually these are agents and agents of socialization. The agents of socialization are institutions that have a socializing influence on the individual: the family, educational and cultural institutions, the media, public organizations, etc. The agents of socialization are the persons directly surrounding the individual: relatives, friends, teachers, etc. So, for a student, an educational institution is an agent of socialization, and the dean of a faculty is an agent. The actions of socializers directed at socializers, regardless of whether they are purposeful or not, are called socializing influence.
Socialization is a process that continues throughout life. However, at different stages, its content and focus may change. In this regard, primary and secondary socialization are distinguished. Primary socialization is understood as the process of formation of a mature personality. Under the secondary - the development of specific roles associated with the division of labor. The first begins in infancy and continues until the formation of a socially mature personality, the second - during the period of social maturity and continues throughout life. As a rule, the processes of desocialization and resocialization are associated with secondary socialization. Desocialization means the rejection of the individual from previously learned norms, values, accepted roles. Resocialization is reduced to the assimilation of new rules and norms to replace the lost old ones.
The most important institution of primary socialization is the family. By adopting their parents' ways of behaving at a very early age, children master their first social roles and acquire their first experience of social interactions. Studies of the processes of primary socialization have shown that the type of personality is influenced by the composition of the family (full or with one parent), the nature of relationships within it, the value orientations of family members and expectations towards the child.
As they grow older, the importance of peer groups and friends increases, their role in the socialization of a person is determined primarily by the fact that, unlike parents, they take an equal attitude towards him. It is in the circle of peers that a person gains experience of interacting with his peers. In adolescence, when a person does not have an independent social status, voluntary entry into various youth associations helps to gain identity.
Higher and secondary specialized educational institutions prepare the individual for performance professional roles. Therefore, they can play a role both in the process of primary socialization and resocialization. The more difficult the role to be mastered, the longer the learning process takes. First of all, in such educational institutions, a specific language is mastered, which is necessary for fulfilling the role for which the student is preparing. Along with the special knowledge that students receive in them, they must learn a whole code of professional ethics.
The most important institution of both primary and secondary socialization is the mass media. Electronic media, newspapers, magazines, books have a significant impact on the formation of people's views and attitudes.
Other institutions of socialization are labor collectives, interest associations, clubs, churches, etc. A feature of the socializing impact of these organizations is selectivity, since membership in them is voluntary.
The purpose of secondary socialization is the development of specific professional roles and new norms. The socializer here is no longer "significant", but "generalized others" or institutional functionaries: a teacher at school, a lecturer at a university, and so on. Interaction with formal agents of socialization is reduced to the transfer and assimilation of certain social knowledge. Therefore, in the process of secondary socialization, emotional contacts and connections play a much smaller role compared to primary ones.
A person becomes a social being, mastering and internalizing social roles. As they are assimilated, the social world becomes the inner reality of the individual. According to role theory, any behavior can be seen as the result of playing, building, and accepting roles. The concept of "playing a role" involves following certain standards of behavior, established social norms. Individuals differ from each other in role-playing skills. Some people are able to perceive a variety of expectations and act in accordance with them better, others worse. In the same way, behavior differs according to the degree of competence and the style of performing roles. Role building is understood as modeling and modification of expectations in the process of interaction. As the American sociologist R. Turner notes, the construction of a role is "an experimental process during which roles are identified and filled with content in a coordinate system that changes as interaction progresses." In this way, stable patterns of behavior are formed that persist during social changes. Figuratively speaking, the construction of a role is identical to its institutionalization. Assuming a role means the process of modeling roles that correspond to other statuses that differ from those occupied.
The elements of the psychological structure of personality are its psychological properties and features commonly referred to as personality traits. But psychologists are trying to conditionally fit all this difficult-to-observe number of personality traits into a number of substructures. The lowest level of personality is a biologically conditioned substructure, which includes age-related sexual properties of the psyche, innate properties of the type nervous system and temperament.
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30 STRUCTURE OF THE PERSON. SOCIALIZATION OF THE PERSON
The elements of the psychological structure of a personality are its psychological properties and characteristics, usually called "personality traits". There are a lot of them. But psychologists are trying to conditionally fit all this elusive number of personality traits into a number of substructures. The lowest level of personality is a biologically conditioned substructure, which includes age, sexual properties of the psyche, innate properties such as the nervous system and temperament. The following substructure includes individual features mental processes a person, that is, individual manifestations of memory, perception, sensations, thinking, abilities, depending both on innate factors and on training, development, and improvement of these qualities. Further, the level of personality is also its individual social experience, which includes the knowledge, skills, abilities and habits acquired by a person. This substructure is formed mainly in the learning process and has a social character. The highest level of personality is its orientation, including inclinations, desires, interests, inclinations, ideals, views, beliefs of a person, his worldview, character traits, self-esteem. The substructure of the orientation of the personality is most socially conditioned, formed under the influence of upbringing in society, and most fully reflects the ideology of the community in which the person is included.
The difference between people is multifaceted: on each of the substructures there are differences in beliefs and interests, experience and knowledge, abilities and skills, temperament and character. That is why it is not easy to understand another person, it is not easy to avoid inconsistencies, contradictions, even conflicts with other people. In order to understand oneself and others more deeply, certain psychological knowledge is needed, combined with observation.
In psychology, there are two main directions in the study of personality: the first is based on the identification of certain traits in the personality, and the second is the definition of personality types. Personality traits combine groups of closely related psychological traits.
Hierarchical structure of personality (according to K. K. Platonov)
|
Short name of the substructure |
This substructure includes |
The ratio of biological and social |
|
Directional substructure |
Beliefs, worldview, personal meanings, interests |
Social level (almost no biological) |
|
Experience substructure |
Skills, knowledge, skills, habits |
Social -biological level (much more social than biological) |
|
Reflection shapes substructure |
Peculiarities cognitive processes(thinking, memory, perception, sensation, attention); features of emotional processes (emotions, feelings) |
Biosocial level (more biological than social) |
|
Substructure of biological, constitutional properties |
The speed of the course of nervous processes, the balance of the processes of excitation and inhibition, etc.; gender, age |
Biological level (social is practically absent) |
Personal socialization is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group. The norms of behavior, norms of morality, beliefs of a person are determined by those norms that are accepted in a given society.
The term "socialization" corresponds to the concept according to which a person (child) is initially asocial or his sociality is reduced to the need for communication. In this case, sociality is the process of transforming an initially asocial subject into a social personality, owning socially accepted patterns of behavior, who have adopted social norms and roles. It is believed that such a view of the development of sociality is primarily characteristic of psychoanalysis.
There are the following stages of socialization:
1. Primary socialization, or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).
2. The stage of individualization (there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). IN adolescence the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, as it is still unstable in the outlook and character of a teenager.Adolescence (18-25 years) is characterized as a stable conceptual socialization, when stable personality traits are developed.
3. The stage of integration (there is a desire to find one's place in society, to "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible:
Preservation of one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society;
Change yourself, "become like everyone else";
Conformity, external conciliation, adaptation.
4. The labor stage of socialization covers the entire period of a person's maturity, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it through the active influence of a person on the environment through his activity.
5. The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of transferring it to new generations.
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ANO VPO "ACADEMY OF SECURITY AND LAW"
Jurisprudence
abstract
Subject: "Psychology and pedagogy"
on the topic: "Human activity as a means of socialization of the individual"
Performed: Ermakovich M.V.
4th year student
correspondence department
Moscow region, Shchelkovo 2007
Introduction ……………………………………………………………………………… 3
The concept of "Socialization" …………………………………………………………… 3
The process of socialization ………………………………………………………….… 4
The structure of the socialization of the individual ………………………………………….…... 4
Institute of socialization …………………………………………………….…..... 5
The structure of the socialization of the individual …………………………………………..…….. 8
Stages of personality socialization ……………………………………………………… 9
Mechanism of socialization……………………………………………………….…. eleven
Conclusion……………………………………………………………….………… 13
References………………………………………………………….…….. 15
Introduction
The term "socialization" is widely used in sociology to reveal the problems associated with the formation, development of the individual, although for the first time it appeared in economic sciences and meant "socialization of land, means of production, etc."
One of the first attempts to give a detailed description of socialization in its modern sense was carried out in his works by the French sociologist Gabriel Tarde. In 1892, a book was published in St. Petersburg, in which he considers two interrelated social processes - denationalization and socialization. Socialization Tarde meant the inclusion of an individual in a nation, people, the achievement of similarities in language, education, upbringing with other individuals that make up society.
E. Durkheim and G. Simmel used this term in their studies. The problem of socialization was discussed by A. Vallon and J. Piaget. deployed sociological theory, describing the processes of integration of an individual into a social system, is contained in the works of T. Parsons. The problem of socialization was widely represented in the works of M. Weber, E. Giddens, C. Cooley, L. Kohlberg, O. Linton, R. Merton, J. Mead, Smelser, Z. Freud, E. Fromm, T. Shibutani.
The term "socialization" does not have an unambiguous interpretation. Previously, two approaches to understanding it were common - psychoanalytic and interactionist. In the psychological tradition, socialization is understood as the entry of an initially asocial or antisocial individual into the social environment and adaptation to its conditions. In line with interactionism, it is interpreted as a process and a consequence of interpersonal interaction between people.
The concept of "Socialization"
Recently, socialization is increasingly defined as a two-way process. On the one hand, the individual assimilates social experience by entering the social environment, into the system of social ties, and on the other hand, in the process of socialization, he actively reproduces the system of social ties through active entry into the environment. Thus, this approach focuses on the fact that a person in the process of socialization not only enriches himself with experience, but also realizes himself as a person, influencing life circumstances, the people around him.
The process and result of socialization contain an internal, to the end, insoluble conflict between the identification of the individual with society and its isolation. That is, successful socialization involves the effective adaptation of a person to society, on the one hand, and his self-development, active interaction with society, on the other. This conflict is revealed in the phase theory of socialization, which implies a phase of social adaptation, including the adaptation of an individual to socio-economic conditions, role functions, social norms that develop at various levels of society, to social groups, organizations, institutions, and the phase of internalization - the process of including social norms and values in the inner world of man.
These contradictions are described in most detail by A.V. Petrovsky, considering the phases of a person's life path: childhood as adaptation, adolescence as individualization and youth as integration, noting that the second phase is caused by a contradiction between the achieved result of adaptation and the need for maximum realization of one's individual abilities ("the need for personalization"), and the third phase - the contradiction between this need of the individual and the desire of the group to accept only part of its individual characteristics.
In general, the concept of "socialization" is revealed both in domestic and foreign sociological literature as a process of assimilation by an individual during his life of social norms and cultural values of the society to which he belongs.
The process of socialization
In the 20s of this century, Western sociology established an understanding of socialization as an integral part of the process of personality formation, during which its most common, stable features are formed, manifested in socially organized activity, regulated by the role structure of society.
The textbook of political science for American colleges defines socialization as a process of education and improvement, through which an individual learns the political culture of a society, its basic political concepts, his rights and obligations in relation to the government and acquires ideas about the structure and mechanisms of the functioning of the political system.
This characteristic does not contradict the definition of the process of socialization, which is given by I.S. Kohn: "This is the assimilation by an individual of social experience, a certain system of social roles and culture, during which a specific personality is created." That is, the ambiguous term "socialization" denotes the totality of all social processes, thanks to which an individual masters and reproduces a certain system of knowledge, norms and values that allow him to function as a full member of society. Moreover, socialization includes not only conscious, controlled, purposeful influences (in particular, education in the broad sense of the word), but also spontaneous, spontaneous processes that in one way or another affect the formation of personality.
The process of socialization expresses the interaction of the individual and society, the result of which is the coordination of mutual requirements and expectations. The personality adapts to the existing objective conditions of its existence. But the process of socialization is at the same time the identification of an individualized form of social essence, that is, the process of self-development of a person with a certain self-sufficiency.
It seems legitimate to consider socialization as the process of becoming a person as a social being, including social cognition, that is, the individual's awareness of his own "I" and relationships with other people, the acquisition of knowledge about social structures, including individual social institutions and their functions, the assimilation of values and norms. significant in society, and the formation on their basis of a system value orientations and social attitudes, the development of practical skills and their implementation in specific activities.
The structure of the socialization of the individual. The most promising approach to determining the structure of the socialization of the individual is to analyze it in 2 aspects: static and dynamic. Accordingly, it is possible to conditionally single out the static and dynamic structure of socialization. The elements of the structure are stable, relatively constant formations. This does not take into account the varying degrees of their own internal variability. These include, first of all, the individual and society, as well as those social formations that contribute to the process of their interaction.
The concept of "personality" captures the socially significant in a person who, on the one hand, is a part of nature, and on the other, - social individual a member of a particular society. This is its social essence, which develops only together with society or only on its basis.
Institute of Socialization
Institutions of socialization are considered as social formations that contribute to the process of interaction between the individual and society. The concept of "institution of socialization" fixes, first of all, the organizational structure of human reproduction activity and the corresponding relations. Under the institutions of socialization is understood a system of specially created or naturally formed institutions and bodies, the functioning of which is aimed at the social development of a person, the formation of his essence. Although these processes are interrelated, they are not identical and can be implemented with the help of different social institutions.
The most important institution of early childhood is the family. It lays the foundations of a person's character, his attitude to work, moral, ideological, political and cultural values. In the family, the formation of the main features of the future social behavior of the individual takes place: the elders convey to him certain views, patterns of behavior; from his parents he receives an example of participation or avoidance of participation in public life, the first rational and emotional assessments. This is direct socialization in the family, and the indirect one is that the authority of the parents forms the attitude towards other (great) authorities. The atmosphere in the family forms the main personality traits: the ability to coordinate actions; the ability to discuss issues that do not coincide with one's own position; manifestation or absence of aggressive tendencies.
However, the modern family clearly does not have the self-sufficient role that it claimed in the previous era. Both the development of public education (kindergartens, schools) and the change in the family itself (a decrease in its stability, having few children, a weakening of the traditional role of the father, excessive employment of women, etc.) have an effect.
The author of the generation conflict concept, J. Coleman, believes that if in the past the family prepared a young person to enter society, then in modern conditions it can no longer perform this function. Parents are unable to understand the tremendous changes that have taken place in society since their own youth and therefore cannot put themselves in the place of their own children, and since young people tend to have more high education they actually have little in common with their parents.
With the concept of J. Coleman about the relationship of generations, the concept of M. Mead, which is revealed in the book "Culture and the World of Childhood", is similar. In particular, M. Mead characterizes the relationship between representatives of the older and younger generations as follows: "More recently, the elders could say:" Listen, I was young, and you were never old. "But today young people can answer them:" You never I was young in a world where I am young, and you will never be ". Thus, the chain of relationships between generations breaks up. To change the power of parents over children (as the basis of influence), which was characteristic of previous societies (post-figurative and cofigurative, in the terminology M. Mead), the influence of authority must come.
According to the Polish political scientist E. Vyatra, the peer group is: the first forum in which the child compares the views learned in the family with the views of other individuals, that is, their own views are being formed outside the control of the elders; a form of play interaction that has certain social features: the group has its own hierarchy of power, creates its own norms of solidarity and patterns of behavior, which are partly drawn from the life of adults, partly from autonomous patterns of behavior that are valuable in the group.
J. Coleman, denying the defining role of the family, also attaches great importance in the socialization of youth, a group of young people to which the subject of socialization belongs. Coleman designates this group with the words "peer group". "Peer group" means more than "peer group" or "homogeneous age group". "Peer" - from the Latin "par" - equal, therefore, the equality denoted by it refers not only to age, but also to social status. Coleman identifies three reasons for the emergence of the "peer group": the increasing bureaucratization of society, socio-economic differentiation, and the rapidly growing "teenager industry". He points out that in the "peer group" a subculture is formed, which differs markedly from the culture of adults. It is characterized by internal uniformity and external protest against the established system of power. Due to the presence of their own culture, "peer groups" are marginal in relation to society, i.e. not formally integrated.
D. Ausubel, an American psychologist and doctor who studied youth subculture, notes that it performs a number of positive functions:
Adaptation to society;
Assignment of primary status to a young person;
Facilitate emancipation from parental care;
Transfer of value ideas and orientations specific to this layer;
Satisfaction of needs in heterosexual contacts;
Acting as the most important social preparatory institute("transitional field") for adolescence.
A similar position is taken by the German sociologist S. Eisenstadt, according to which small groups form, as it were, an intermediate link in the transition of a young person from the intimate world of the family to the formally bureaucratic structures of society. Therefore, they are the most important instances of socialization, they serve as an ideal field for training in the performance of future social roles, relieving stress after work and study, a place for developing self-awareness, solidarity, etc. They have their own youth subculture, which opposes the traditional culture of adults and is characterized by increased uniformity in behavior style, language, etc.
Considering the original developments in the issues of socialization by J. Coleman, M. Mead, representatives of the German school, it must be taken into account that these concepts of intergenerational relationships were formed on the specific factual material of the countries of Western Europe and the USA, and therefore they should not be absolutized, since an attempt to extrapolate them to our country would lead to a certain unilateralism. When analyzing the relationship between generations, it is necessary to take into account the features inherent in our country: the influence of the political situation, traditions in the education system; material dependence of children on parents (up to a fairly mature age); regional and national features; contradictions and difficulties of the period of formation of market relations, etc.
An important institution of socialization is the school (both secondary and higher), although its role in the formation of personality is changing significantly. Before, when the teacher was the most educated, and sometimes the only literate person in the village, it was much easier for him. If then he "assigned" some of the parental functions to himself, then today some of his own functions have become problematic. The problem of individualization of upbringing and teaching at school is also very complex. If the level of education is low, no other public institution can fill this gap. Character schooling, relationships with teachers and peers also forms the general style of mental activity, the system of value orientations of the individual, attitude to work, punishments and rewards, group behavior skills, etc.
An extremely important institution of socialization is the mass media (television, radio, print). Their importance is constantly and rapidly growing, but they are also not omnipotent. First, there is a mechanism for individual and group selection, evaluation and interpretation of the reported information. No matter how much time people spend watching TV screens, they do not watch everything in a row, and their reaction to what they see and hear strongly depends on the attitudes that prevail in their primary groups (family, peer group, educational, labor or military collective, etc. .). This significantly complicates the tasks of social control. Secondly, the very mass nature of the press and television makes them somewhat limited, causing rapid standardization and, as a result, emotional inflation of the forms in which the information reported is clothed. Thirdly, there is a threat of excessive, omnivorous consumption of television and other mass culture, which negatively affects the development of creative potential, individuality and social activity of the individual.
In addition to those mentioned, the institutions of socialization include: preschool children's institutions, labor, production, military teams, various public associations, interest groups, etc.
The list of institutions of socialization could be continued, but it is of interest, first of all, the fact of their plurality and autonomy. In order to coordinate them, you need to know in what way they are fundamentally interchangeable, where a defect in one link can be made up for by another, and in what ways they are unique. However, no institution taken separately can be considered fully responsible for the final result of the process of socialization, that is, for the social type of personality that is formed under their (but not only under their) influence.
In addition, the ratio of socialization institutions is historically changeable. Being habitually proud of the fact that our country is the most reading in the world, we did not always take into account that this fact is due to the underdevelopment of other forms of leisure and cultural consumption. After all, now the undeniable fact is that people began to read less. And this is due to the improvement of the work of television, the deployment of the "video revolution", as well as the rise in prices in the conditions of market relations of printed products.
Considerable attention is paid to the role of various institutions in the process of socialization by representatives of the American structural-functional school of sociology. T. Parsons in "General Theoretical Problems of Sociology" pointed out that "the process of socialization goes through a number of stages, defined as preparation for participation in various levels of organization of society. There are three main stages in the process of socialization. The first of them takes place in the family, the second is concentrated in the initial and high school and the third - in colleges, in higher and professional schools.
The basic character of the structure of an individual develops in the process of socialization on the basis of the structural systems of social objects with which she had a connection during her life, including cultural values and norms institutionalized in these systems.
In the structural-functional theory of T. Parsons, a young man is presented as a "marginal man" (a marginal person), that is, an outsider of society. The concept of "marginal" comes from the Latin "margo" - edge. This concept in Western sociology is used to identify and analyze specific, socially normal relations "social subject - social community" opposed to socially normal ones. T. Parsons and R. Merton, emphasizing the marginal status of young people, pointed out that in small groups, the presence of a youth subculture and youth-specific forms of behavior, which are characterized as marginal, is inevitable.
In general, the theories of T. Parsons and other American sociologists of the 40-60s, who considered socialization primarily as a process of social adaptation, adaptation of the individual to the environment by assimilating the norms, rules, etc. set by society, are essentially theories of conformity who underestimate their own activity and the variability of personality behavior at all stages of its development. But in the real process of socialization, individuals not only adapt to the environment and assimilate the social roles and rules offered to them, but also comprehend the science of creating something new, transforming themselves and the world around them. Here another, "activity" model of personality is manifested.
But still, the main, determining factor in the process of socialization is the microenvironment - that objective reality, which is a combination of economic, political, ideological and socio-political factors that directly interact with the individual in the process of life.
The structure of the socialization of the individual
Thus, the static structure of socialization reflects certain social relations that form a person as a person. The static structure of the socialization of the individual allows a concrete historical approach to the analysis of the relatively stable elements of this process at a certain stage in the development of society. However, as already noted, all of the above elements of the static structure are not given once and for all, unchanged, devoid of certain changes and development. Therefore, the analysis of the main elements of the static structure of the socialization of the individual in their movement, change and interaction allows us to proceed to the study of the dynamic structure of this process.
The dynamic structure of the socialization of the individual is based on the recognition of the variability of those elements that form the static structure of this process, the main emphasis is on the connections and correlations of certain elements with each other. In the domestic socio-philosophical literature, a number of authors try to present the dynamics of the process of socialization of the individual through the sequence and stages of its course. Accordingly, there are different approaches to determining the stages of socialization of the individual. Process sequence problem social development of a person is considered in 2 aspects: how long the process of socialization of the individual lasts and into what periods it is divided.
According to some authors, the process of personality socialization is limited by the time necessary for the primary stable internalization of a set of norms, roles and the development of a stable system of social orientations, attitudes, etc., that is, the time necessary for the formation of an individual as a personality. Thus, this process begins from the moment the child is born and ends somewhere around the age of 23-25.
This point of view was subjected to fair criticism, both in socio-psychological and philosophical literature, and a more correct solution to this aspect of the problem was comprehensively substantiated: the socialization of the individual is a process that lasts throughout a person’s life. It should be noted that at present the view of the socialization of the individual as a process covering only a separate period in a person's life has been overcome.
Stages of personality socialization
As for the second aspect of the problem - into what periods the process of social development of a person is divided, there is no unambiguous solution in the socio-philosophical literature. So, representatives of one point of view distinguish 3 main stages of the socialization of the individual:
1) primary socialization or socialization of the child;
2) marginal (intermediate) or pseudo-stable socialization - the socialization of a teenager;
3) stable, i.e. conceptual, holistic socialization that marks the transition from adolescence to adulthood.
Proponents of a different point of view suggest adding the following to the above stages of personality socialization: the socialization of a mature individual as an active able-bodied member of society and the socialization of an elderly person (his transition to the position of the third generation in the family, in society, retirement). Thus, the number of stages of socialization is brought to 5.
Proponents of a less differentiated classification of the stages of personality socialization distinguish the stages of early socialization, learning, social maturity, and completion of the life cycle. All of these stages are associated with certain time periods of human life. So, the stage of early socialization covers the period from birth to entering school, the stage of education - from the moment of entering school until graduation. full-time forms general and vocational training, social maturity covers the period of labor activity, the completion of the life cycle - from the moment of termination of labor activity within the framework of an official organization.
This approach is very close to the point of view of E.A. Dombrovsky, who highlights the preparatory stage of human life. At this stage, he distinguishes the stage of early socialization and the stage of learning. The first stage takes place in the preschool years, including the following social institutions: family, nursery, Kindergarten. The second begins with the arrival of the child in school. This stage covers various age periods: childhood, adolescence, youth, but socially it is characterized by the unity of the main activity - study. Then comes the next stage of socialization associated with a shift in activities. Labor becomes the main thing. Accordingly, the stage of social maturity and the stage of completion of the life cycle are distinguished.
It should be noted that all the above approaches to determining the stages and stages of personality socialization are associated with the ontogenetic development of a person, with certain age periods of his life (childhood, adolescence, youth, maturity, etc.), as a result of which the social parameters are replaced in the definition stages and stages of the social development of a person by organic signs or signs of his biological maturation.
Understanding the insufficient validity, "weakness" of the periodization of the process of social development of a person on the basis of age-related changes in the individual, a number of authors are trying to find and justify other criteria. So, for example, L.A. Antipov proposes to carry out the periodization of this process depending on which of the social institutions is dominant at a particular moment in the formation of a personality - the socialization of a schoolchild, a student, etc.
An interesting approach to substantiating the sequence and periodization of the process of human socialization was proposed by the Czech researcher A.Yu. Yurovsky. He distinguishes three main stages in the process of human socialization, each of which is studied by a certain humanitarian discipline: sociology, social psychology, general psychology. The first stage is associated with the process of mastering social relations and norms by a person. It is realized as a person enters the primary social groups: the family; the group in which the games take place; school, etc. The second stage is characterized by interpersonal connections (position in the group, group roles, etc.). The third stage is associated with the process of spiritual enrichment of the individual, the development of his characteristics and individual experience, based on social experience and the entire system of social conditions and relationships.
Analyzing this point of view, B.D. Parygin quite rightly notes that an attempt to divide in time the process of a person entering into social structure, the system of interpersonal relations, on the one hand, and the process of internal enrichment of the development and self-affirmation of the individual, on the other, does not seem to be sufficiently substantiated. In reality, all these processes occur more or less simultaneously, for they are not separate phenomena that exist from each other, but only different aspects of the same process of human socialization.
It seems that the grounds for distinguishing the stages of personality socialization should lie not only in a separate individual, in his age-related changes, and not even outside, not in society, but in activity, since a person becomes a personality, acquires social qualities only in the process of subject- practical activities. This approach is most clearly expressed in the position of A.Ya. Kuznetsova, who believes that each stage of personality socialization is characterized by a certain type of activity, which is the main forming factor of all personal characteristics.
The content of the stages of socialization is historically specific, their significance and proportion vary depending on the level of socio-economic development of society. For example: childhood as one of the stages of ontogenetic development is the result of historical development. D.G. Elkonin argues that childhood is associated with the level of development of the productive forces. In primitive society, children did not constitute a relatively separate group, since the simplicity of social production allowed them to be directly included in this process as its full participants. In a society that is at a low stage of development, children quickly become independent (numerous examples can be found in fiction and journalistic literature). Thus, the leading activity determines the stage of ontogenetic development of the individual.
All of the above attempts to reflect the dynamics of the process of socialization of the individual through the sequence and periodicity of the stages of its course are interesting, deserve close attention, since they have remarkable practical outcomes, but are limited only by the ontogenetic development of an individual.
It must be taken into account that the dynamic structure of the socialization of the individual is intended to reflect not so much the various stages of development and formation of a person, but the connections between various social phenomena interacting in the process of his social formation, and above all - the activity of both society and the individual himself in the implementation of this process. . In the process of socialization, these connections seem to "double". Firstly, a person who is included in the system of social relations appropriates social experience, and secondly, a social group, class, society act as a "carrier" and "transmitter" of this social experience. Both society and the individual are active participants in the process of socialization. It should be noted that the leading factor of socialization is society.
Society participates in the accumulation and preservation of social experience and, at the same time, in its transfer to individuals, directs and controls this process. It seeks to convey those components of social experience that are most significant for its functioning and further development.
The dialectical-materialistic concept, which is still relevant, proceeds from the recognition of the activity of the personality itself. Personality is not only a product of society, the object of its influence, but also the subject - the protagonist of history. as a subject social development the personality itself actively influences the historical process, fulfilling its role in the system of socio-historical practice. "Just as society itself produces a person, as a person, so he produces society," K. Marx noted.
In addition, it should be noted that the personality, being the active side of the process under study, i.e. its subject, at the same time it is an object for itself, i.e. changes itself. The connection between the object and the subject of socialization is multifaceted. As rightly noted by K.N. Lyubutin, the individual as an object of social influence of a different nature and various subjects - the family, other communities - as it forms in the personal plan, becomes the subject of practical appropriation, an instrument of material activity and social relations. The object of influence and the subject of appropriation - the human individual - becomes a personality, a carrier of specific types of activity, an active subject. In accordance with the foregoing, it is necessary to distinguish two main aspects of the dynamic structure of socialization - "internal", associated directly with the activity of the individual himself, and "external" - due to the activity of society in the "production of man", and the main elements of the dynamic structure of the socialization of the individual are the subject and object of this process, as well as the forms of their interaction: adaptation, upbringing, training, education, etc., that is, processes that carry out communication, correlation of elements of a static structure.
The mechanism of socialization
To characterize the internal and external aspects of the process of socialization, the concept of the mechanism of socialization is used. In the most general form, the mechanism of socialization can be represented as a system of elements with a certain principle of their interaction. The elements of this system are, on the one hand, the human individual (the inner side of the system), and on the other hand, the factors that socialize him - the social environment, culture, social institutions, etc. Through the mechanism of socialization, the requirements of the external side of the system - society - are translated into elements of the internal side of the system - into the individual, that is, the process of internalization of these requirements in the form of norms, roles, values, needs, etc. exteriorization - the transformation of a person's experience into actions, into behavior. Thus, through the mechanism of socialization, there is a constant interaction of elements of the "man - society (social environment)" system, which at each new stage of socialization generates a new quality, a new result, which in turn determines the ratio of internal and external elements of the system.
Allocation in the mechanism of socialization of internal and external parties has conditional character. However, as a first approximation to the problem, this makes sense. Since the main condition for the process of socialization is the transfer of the social experience of an individual from the surrounding social environment, then the following four points must be highlighted:
1. What and in what form is transmitted (norms, roles, ideals, views, culture, lifestyle, social relations, etc.)?
2. Who communicates this information (individual, institution, etc.)?
3. In what form does the transmission take place (imitation, suggestion, instruction, coercion, etc.)?
4. How does an individual perceive this information, what changes in his body and personality accompany this process?
The first three of these elements characterize mainly the external side of the mechanism of socialization, and the last - the internal one. The external side of the mechanism of socialization for the individual determines the content of the personality as a result of this process.
The combination of external and internal elements of the mechanism of socialization is specific at each age stage. L.S. Vygotsky called this combination of internal development processes and external conditions the "social situation of development." The impact of the same social factors has a completely different effect depending on the level of development of the individual, his current and potential needs. This is one aspect of the problem. Another aspect is that in the process of socialization, as the personality matures, a "rearrangement" of its elements occurs. Those elements that were not previously contained in the structure of the personality, but were part of the external control, go directly into the personality, are interpreted by it. In order to imagine the process of interaction between internal and external elements of the mechanism of socialization, their transitions and interpenetration, it is advisable to represent this mechanism as a continuum, on one pole of which external elements are concentrated, and on the other - internal ones. Consideration of these two sides in unity makes it possible to represent any impact on a person and his reaction to this impact as points on a continuum where the transition from one state to another is not interrupted. Thus, it is difficult to determine the moment when the action of the social environment ends and the reciprocal activity of the individual, his creativity, begins. It can be difficult, and sometimes impossible, to figure out what a person is oriented towards: mature established beliefs or external control and fear of punishment. The unity of the external and internal aspects of the mechanism of socialization is also manifested in the fact that it does not operate in a society without a person and in a person "taken out" from society. (This is evidenced by the fate of children raised by animals.) True, far from any socializing influence of the external side of the mechanism of socialization - society - reaches its addressee. The result of such a misfire is antisocial behavior, the roots of which are seen in the incomplete or distorted socialization of the individual. And vice versa, a "well socialized" person does not commit crimes not at all out of fear of threatening punishment, but as a result of successful socialization. Under the influence of the mechanism of socialization "social", i.e. social requirements for the emerging personality, undergoes development, becomes more complex, at the same time the personality itself becomes more complicated - it becomes more and more mature.
The mechanism of socialization regulates the relationship between the individual and the social environment, between a person and society, between a person and a person, regulates both behavior in general and individual behavioral acts. Based on the specifics of the regulation of human behavior, the presence of certain patterns inherent in this process, two structural and functional levels of personality socialization can be distinguished. The significance of these levels at different stages of socialization is different.
The first level is adaptation in the sphere of relations "organism - natural environment". Although the process of adaptation at this level is characterized by biological patterns, it still takes place under the influence of social circumstances. Social influence manifests itself at this level in a specific form. It does not create regulation between natural environment and the human body, but, as it were, modifies the essential patterns of this impact.
The second, highest level is actually socialization, adaptation in the sphere of relations "personality - social environment". At this level, there is an interaction of two mutually adapting systems: the personality and its social environment.
Personality is inherent in a qualitatively special type of adaptive activity, arising from the specifics of social activity as the highest form of manifestation of the activity of the material world. Activity at the level of the social form of the movement of matter is expressed in human, transforming objective activity: a person transforms the external environment, adapting it to his biosocial and specific social needs.
Based on this, the socialization of the individual in society should be considered as a two-pronged process in which a person is not only exposed to the environment, adapting to it, but also influences it himself, adapting to himself. In other words, a person simultaneously acts as an object and subject of socialization, that is, socialization is carried out in a complex objective-subjective form - in the form of adaptation and adaptation. The rationale for distinguishing these two forms is whether the individual is primarily the object or subject of socialization. Adaptation is associated with a predominantly passive position of a person who is the object of the influence of the social environment, that is, he adapts to a different situation.
Conclusion
The term "socialization" is ambiguous and denotes the totality of all social processes through which an individual acquires and reproduces a certain system of knowledge, norms and values that allow him to function as a full-fledged member of society. Socialization includes not only conscious, controlled, purposeful actions, but also spontaneous, spontaneous processes that in one way or another affect the formation of personality.
Socialization is carried out under the influence of many factors, which can be divided into three groups:
1. macro factors that are the conditions for the socialization of all or very many people: space, planet, the world as a whole, country, society, state;
2. mesofactors - ethnic group, type of population, city or village in which a person lives;
3. microfactors - institutions of socialization with which a person directly interacts: family, school, peer society, labor or military collective.
The leading and determining beginning of socialization is education, the core of which is the process of transferring the knowledge and cultural values accumulated by past generations, that is, education. Education, in turn, includes, firstly, relatively specialized and more or less formalized in its methods of education and, secondly, education, propaganda and dissemination of culture, which are broader in their goals, suggesting to one degree or another independent and free choice by the individual of the reported information.
The process of socialization is also influenced by the individual as the subject of socialization. Socialization is the result of his activity in a new microenvironment, conscious and creative assimilation of the requirements. Assimilation of the elements of the new microenvironment is directly dependent on the level of the individual's own activity. Through his activity, a person can influence the microenvironment, contributing to the creation of conditions in it for the realization of its social needs in it. Therefore, socialization is carried out as a process of mutual influence of the microenvironment and the individual, mutual coordination of their positions in relation to each other with the determining role of the microenvironment. On this basis, an optimal connection between them is achieved, which helps to reduce the conditions for the occurrence of conflicts between the team, group and individual, the predominance of positive forms of conflict resolution.
Describing the socio-psychological nature of the process of socialization of the individual, it should be noted that any "entry", then "growing" into the new environment of the immediate environment is a continuous communicative process in which people jointly overcome difficulties and, adapting to each other, develop new ways of interacting with various structural elements of the social environment. Consequently, any type of socialization (professional, domestic, political, etc.) includes not only a certain involvement in certain types of activity, but also adaptation to the socio-psychological atmosphere of a new collective, group, that is, each type of socialization has two interrelated aspects: and socio-psychological.
Thus, the socialization of an individual is a process of becoming a person as a social being, characterized by a complex dialectical interaction between the individual and the social environment, which has a static and dynamic structure. It includes both the mastery of skills, abilities, knowledge related to natural objects, and the formation of values, ideals, norms and principles of social behavior.
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