The concept of socialization and in Petrovsky. Socio-psychological concept of personality development by A. Petrovsky - Fundamental problems of general psychology - N.I. Chuprikova, I.V. Ravich-Scherbo. The main directions of socialization

29.08.2020

In the broadest sense, the concept of socialization is interpreted as the process and result of human social development. The essence of the process of socialization lies in the fact that a person gradually acquires social experience and uses it to adapt to society. Such assimilation occurs spontaneously and purposefully. Purposefulness is determined by the efforts of the family, school, and various public organizations. Spontaneity - the diverse aspects of life that a person is a witness to.

In the process of assimilation and reproduction of social experience, a person acts in two positions: as an object and as a subject of socialization. Each historical period determines the features of socialization depending on its factors at this stage of implementation. Modern socialization has its own specifics, due to the rapid pace of development of science and new technologies that affect all spheres of human life.

One of the most obvious features of modern socialization is its duration in comparison with previous periods. Childhood as the primary period of socialization has increased significantly in comparison with previous eras. If earlier socialization covered only the period of childhood, then a modern person needs to socialize all his life. The society is deprived of stability (at least in Russia), and the acquired social experience becomes obsolete very quickly. A special role in modern socialization belongs to education and the acquisition of a profession. Creativity also becomes a necessary condition for human socialization.

In the process of socialization, a person acts as a subject and an object of social relations. A.V. Petrovsky distinguishes three stages of personality development in the process of socialization: adaptation, individualization and integration. At the stage of adaptation, which usually coincides with the period of childhood, a person acts as an object of social relations, to which a huge amount of effort is directed by parents, educators, teachers and other people who surround the child and are in varying degrees close to him. At this stage, entry into the world of people takes place: mastery of some sign systems created by mankind, elementary norms and rules of behavior, social roles; assimilation of simple forms of activity. At the stage of individualization, there is a certain isolation of the individual, caused by the need for personalization. Here the individual is the subject of social relations. A person who has already mastered certain cultural norms of society is able to manifest himself as a unique individuality, creating something new, unique, something in which, in fact, his personality is manifested. If at the first stage the most important was assimilation, then at the second - reproduction, and in individual and unique forms. The stage of individualization contributes to the manifestation of exactly how one person differs from another. At the same time, the individual is approaching the problem of resolving the contradiction between man and society, but so far this contradiction has not been fully resolved, since an appropriate balance has not been achieved, and the individual is not sufficiently integrated into the surrounding social world. Integration is the third stage of human development in the process of its socialization. It involves the achievement of a certain balance between the individual and society, the integration of subject-object relations of the individual with society. A person, finally, finds that optimal variant of life activity, which contributes to the process of his self-realization in society, as well as his acceptance of its changing norms.

The social formation of a person occurs throughout life and in different social groups. Family, kindergarten, school class, student group, labor collective, group of peers - all these are social groups that make up the immediate environment of the individual and act as carriers of various norms and values. Such groups that define the system of external regulation of the individual's behavior are called institutions of socialization. The most influential institutions of socialization are singled out - the family, the school (or school class), and the production group.

The family is a unique institution of socialization, since it cannot be replaced by any other social group. It is in the family that the first adaptation period of a person's social life takes place. Up to 6-7 years for a child, this is the main social environment that forms his habits, the foundations of social relations, a system of significances, etc. During this period, the system of the child's relations to himself, others (relation to relatives and people in general), various types of actions is determined. As a social institution, the family has the following functions: reproductive, pedagogical, economic, therapeutic, and leisure activities (B.Yu. Shapiro). The destabilization of the family institution, manifested in numerous conflicts and divorces, can have very serious socio-psychological consequences, which affect, first of all, the quality of the younger generation's socialization. Models of education in the family are determined by the social control of a given society and affect the success of a person's socialization.

The school also has its own special functions. Socializing functions are associated not so much with education and upbringing as with the objective process of social differentiation of children in the light of their achievements. The function of the emancipation of the child from the emotional primary attachment of the parents is determined by the fact that the child enters the system of formal interpersonal relations, where the emotional manifestations of adults in relation to him are determined not so much by his personal qualities as by educational activities. The function of assimilation of social values and norms at the level of social standards of a formal group is the leading one. Compared to the family, the school still has more stringent social norms, the violation of which is accompanied by mandatory formal sanctions. The function of selection and distribution of individuals in relation to the role structure of an adult

The school is no less unique institution of socialization than the family. Firstly, it determines the social formation of individuals at a certain stage of their life path in almost all countries of the world. Secondly, the school influences the social formation of every young person systematically and over a long period of time (10-12 years).

The significance in the socialization of a professional group or work collective is determined by the possibilities of self-realization and self-actualization of a person in an activity of interest to him. This institution of socialization becomes important at the integrative stage of social development. For an adult, family and work are the main social spheres of life.

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Introduction

1. Periodization of mental development according to A.V. Petrovsky

2. The concept of personality development according to A.V. Petrovsky

Conclusion

Introduction

The idea of personality development has been exciting and invigorating Russian education, its theorists and practitioners for more than two centuries, continuing to undergo multiple transformations. It was Russia, more than any other country, that was obsessed with the idea of a holistic personality, which became pervasive only in the late nineteenth and early twentieth centuries. She migrated from literature and art to science, in particular to philosophy, sociology, psychology, and pedagogy. This led to the formulation of tasks for a comprehensive, multilateral study of personality. Personality - holistic, harmonious, comprehensively developed - was the ideal of our compatriots. She seemed to them a force capable of leading the country out of the impasse in which it had been for too long. The knowledge gained about personality was mostly the product of speculative reasoning, but it paved the way for more precise, concrete, and experimental research. The idea of personality was not a disease of Russian philosophy and psychology. She is not an orphan without family and tribe. Her hypothetical constructions were very Russian, close to her national spirit, her mentality, theoretical and ideological searches.

The problem of child development has been a priority for Soviet psychology since the 1930s. However, the general theoretical aspects of developmental psychology are still debatable. As we have already emphasized, the traditional approach to the problem of child development did not distinguish between the development of the personality and the development of the psyche. Meanwhile, just as the personality and the psyche are not identical, although they are in unity, so the development of the personality (as a systemic social quality of an individual, the subject of social relations) and the development of the psyche form a unity, but not an identity (it is no coincidence that the word usage is possible: “psyche, consciousness, self-consciousness of the personality”, but, of course, not “the personality of the psyche, consciousness, self-consciousness”.

1. Periodization of mental development according to A.V.Petrovsky

Modern domestic psychological science solves the problem of the development of the psyche, considering a person to be a biosocial being, considering the actions of two factors in unity, based on a materialistic understanding of the psyche as a property of the brain, which consists in a subjective reflection of the objective external world. Such an approach to solving the problem requires taking into account the dependence of mental development on the natural data of a person, his biological, anatomical and physiological characteristics, since the basis of mental activity is the higher nervous activity of the brain, and on external influences surrounding the child, life circumstances, specific socio-historical eras that determine the content of the mental life of the emerging human personality. mental petrovsky child personality

Domestic psychologists, recognizing the importance of heredity and asserting the determining role of the social environment in the mental development of the child, emphasize that neither the environment nor heredity can influence a person outside of her own activity. When realizing his activity, he will experience the influence of the environment, and only under this condition will the features of his heredity appear. In essence, the activity of the child reveals both the biological and the social in their unity.

At each age stage of development of children, there are peculiar forms of manifestation of contradictions. Let us consider this provision on the example of the manifestation and development of the need for communication. The baby communicates with people close to him, primarily with his mother, with the help of facial expressions, gestures, individual words, the meaning of which is not always clear to him, but the intonational shades of which he perceives very subtly. With age, by the end of the infantile period, the means of emotional communication with others are insufficient to satisfy his age-related need for a broader and deeper communication with people and knowledge of the outside world. Potential opportunities also allow him to move on to more meaningful and broader communication. The emerging contradiction between the need for new forms of communication and the old ways of satisfying them is the driving force behind development: overcoming, removing this contradiction gives rise to a qualitatively new, active form of communication - speech. Thus, the dialectical-materialist theory, in solving the question of the driving forces of mental development, proceeds from the position of the objective nature of the emergence of contradictions, the resolution of which, overcoming in the process of training and education, ensures the transition from lower to higher forms in development.

The formation of personality is determined by the characteristics of the child's relationship with members of the reference group. Each group has its own activity and its own style of communication. Moreover, in different age periods, the child enters simultaneously into different groups. Becoming is accompanied by adaptation, individualization, integration.

Adaptation is the process of entering a new group, adapting to it. The child needs to be like everyone else, i.e. this phase presupposes the loss of the ind. traits (conformity, timidity, self-doubt).

Individualization - appears as a contradiction between the result of adaptation and unsatisfied need (negativism, aggressiveness, inadequate self-esteem).

Integration - the child retains those individual traits that meet the needs of the group (isolation or displacement) A.V. Petrovsky identifies the following age periods:

1. The era of childhood 3-7 years old - adaptation prevails, the child is mainly

adapts to the social environment.

2. The era of adolescence 11-15 - individualization dominates, a person shows his individuality.

3. The era of youth (senior school age) - integration into society must occur.

A.V. Petrovsky considers the process of development from the standpoint of human integration into various social groups. At each stage of development, the child enters a certain social group, adapting and assimilating its norms. There are three stages of personality development: adaptation, individualization and integration. At the first stage, a person is maximally oriented towards the assimilation of the norms and characteristics inherent in the group (to become like others, to be in the general mass), at the second stage, the need for the manifestation of one’s individuality (to be oneself) is activated, at the third stage, contradictions arise between the aspirations to be like others. everything, and to preserve individuality - and the integration of the individual into the community takes place. At this stage, certain neoplasms are formed that allow the individual to take place in a group without losing his individuality.

The source of personality development, according to A.V. Petrovsky, there is a contradiction between the individual's need for personalization (to be a person) and the objective interest of the referential community for him to accept only those manifestations of his individuality that correspond to the tasks, norms and conditions of functioning and development in this community. For successful adaptation to a new community at each age stage, successful integration at the previous stage is important.

In the era of childhood, adaptation processes predominate, in adolescence - individualization, in senior school age - integration.

2 . Conceptpersonality development according to A.V.Petrovsky

Starting to develop this concept, A.V. Petrovsky proceeds from the fact that the lack of a generally accepted concept of personality also affected the development of the theory of its development - the wealth of empirical research in developmental psychology could not in itself ensure the integration of ideas about personality as a kind of unified whole.

Based on the fact that there is an obvious discrepancy between the concepts of "individual" and "personality" (with all their unity), the researcher comes to the conclusion that it is necessary to distinguish between the concepts of "mental development" and "personal development" and highlight a special process of personality formation.

Fundamental for the concept of A.V. Petrovsky is the thesis about the process of personality development as a subordinate regularity of the unity of continuity and discontinuity. At the same time, continuity expresses the relative stability of the transitions of personality development from one phase to another in a given community that is referential to it; discontinuity characterizes the qualitative changes generated by the features of the inclusion of the individual in new concrete historical conditions. The unity of discontinuity and continuity ensures the integrity of the process of personality development. In this regard, A.V. Petrovsky distinguishes two types of regularities in the age development of the personality.

In the first type of psychological patterns of personality development, the source of development is the internal contradiction between the personality's need for personalization (the need to be a personality) and the objective interest of the communities that refer to it to accept only those manifestations of individuality that correspond to group tasks, norms, values. This contradiction determines the formation of a personality both as a result of a person entering new groups for him, acting as institutions of his socialization (for example, a family, a kindergarten, a school, a military unit), and as a result of a change in his social position within a relatively stable group. The transitions of the personality to new stages of development under these conditions should be described by those psychological patterns that would express the moments of self-movement of the developing personality.

In the second type of psychological patterns of personality development, this development is determined from the outside by the inclusion of an individual in one or another institution of socialization or is conditioned by changes within the institution. (Thus, school age as a stage of personality development is distinguished due to the fact that society constructs an appropriate education system, where the school is one of the “steps” of the educational ladder.) Recognition of the fact that there are two types of patterns that determine personality development emphasizes A .AT. Petrovsky, destroys traditional ideas about one, allegedly the only, basis for determining the transition of a child to a new stage of development. In his opinion, the assertion that the transition from preschool childhood to school age is spontaneous is debatable and more than doubtful.

According to this concept, the personality acts as a prerequisite and result of changes that the subject produces by his activity in the motivational and semantic formations of the people interacting with him and in himself as in the “other”. For example, such a weighty characteristic of a person as his "authority" is formed in the system of interindividual relations and, depending on the level of development of the group, manifests itself in some societies as rigid authoritarianism, the realization of the rights of the strong, as "authority of power", and in other, highly developed groups, - as a democratic "power of authority", where the personal acts as a group, and the group - as a personal (inter-individual attribution of personality). In the framework of the meta-individual characteristics of a personality, authority is the recognition of the right of an individual to make decisions that are significant for others in significant circumstances; the result of the contribution he made to their personal meanings. In low-developed groups, this is a consequence of the conformity of its members; in a group like a collective - this is the result of self-determination of the individual; in the collective is the ideal representation of the subject primarily in others, and only in connection with this in oneself as a subject.

In the "inner space" of the subject's personality, there are significant differences in the symptom complex of mental qualities: in one case - self-will, cruelty, high self-esteem, intolerance to criticism; in the other - adherence to principles, high intelligence, goodwill, reasonable exactingness, etc.

In this regard, A.V. Petrovsky concludes that the process of personality development cannot be reduced to the summation of the development of cognitive, emotional and volitional components that characterize the individuality of a person, although it is inseparable from them. There are even fewer reasons, A.V. Petrovsky, to put forward one of these components, namely the cognitive sphere, as a set of empirical referents of personality development, although the cognitive orientation in understanding the essence and development of personality clearly prevails.

Exploring this problem, A.V. Petrovsky analyzes the concept of mental development by D.B. Elkonin as the most fundamental, detailed and focused on the formation of cognitive and motivational constituents of the psyche. D.B. Elkonin divides mental development into epochs, each of which consists of two naturally interconnected periods. The first period is characterized by the assimilation of tasks and the development of the motivational-need side of activity, the second - by the assimilation of methods of activity. At the same time, each period corresponds to a certain leading activity: direct-emotional communication (from birth to 1 year), object-manipulative activity (from 1 year to 3 years), role-playing game (from 3 to 7 years), educational activity (from 7 to 12 years old), intimate and personal communication (from 12 to 15 years old), educational and professional activities (from 15 to 17 years old).

Paying tribute to the importance of the concept of D.B. Elkonina, A.V. Petrovsky considers a number of its provisions debatable. In particular, there is no particular doubt that the role-playing game is of great importance for preschoolers and that it models relationships between people, develops skills, develops and sharpens attention, memory, and imagination. In a word, the importance of the game of a preschooler for the development of his psyche, emphasized by L.S. Vygotsky does not require new evidence. However, it is difficult to assume that at preschool age a unique and unlikely situation arises (never taking place and never again in the biography of a person) when a person's depiction in the game of other people's actions is perceived as a manifestation of his personality.

For the formation of personality, writes A.V. Petrovsky, it is necessary to master patterns of behavior (actions, values, norms, etc.), the carrier and transmitter of which, especially in the early stages of ontogenesis, can only be an adult. And with him, the child most often enters not into play, but into very real life connections and relationships. Based on the assumption that mainly play at preschool age has a personality-forming potential, it is difficult to understand the educational role of the family, social groups, relations that develop between adults and children and in most cases are also quite real, mediated content of the activity around which they are being formed. The author emphasizes that the most reference persons for the child (parents, kindergarten teachers), the child's personality is revealed precisely through his actions, and not through the performance of roles in the game. Playing doctor, the child models the behavior of a doctor (feels his pulse, asks to show his tongue, etc.), whose most important personal qualities are associated with humanity, and through effective identification with the doctor forms this quality as his own and manifests it in a real life situation when he , for example, caring for her sick grandmother.

A.V. Petrovsky, referring to the fundamental thesis of L.S. Vygotsky that learning “runs ahead of development, outstrips and leads it”, emphasizes that in this regard, learning, taken in the broadest sense of the word, always remains “leading”: whether a person’s development is carried out in the game, study or work, whether we are dealing with a preschooler, a schoolchild or an adult. And it is impossible to imagine that at some age stage this pattern is valid, and at some it loses its strength. Of course, educational activity is dominant for a younger student - it is she who determines the development of thinking, memory, attention, etc. However, being conditioned by the requirements of society, she (along with many others) remains leading at least until graduation. In this regard, A.V. Petrovsky considers doubtful the thesis that (according to the scheme of D.B. Elkonin) by the age of 12, educational activity loses its leading role and gives way to intimate-personal communication.

As a result of the analysis, A.V. Petrovsky comes to the conclusion that the previously accepted periodization of mental development is trying to illegally assign to each age period one and once for all given leading activity, although while recognizing the presence of other activities.

Noting further the validity of L.S. Vygotsky about the leading importance of education for the mental development of schoolchildren, A.V. Petrovsky emphasizes that in this case we are talking mainly about the development of cognitive processes. However, he argues, it does not follow from this that it is educational activity that serves as the determinant (the only or, in any case, the leading one) for the development of the personality in primary school age, and it does not follow from this that it ceases to be such on the verge of adolescence: at this stages, as well as in senior school age, an emerging worldview begins to play an increasingly important role. A.V. Petrovsky believes that in the concept of age periodization, which has become a textbook, proposed by D.B. Elkonin and to some extent reproduced by V.V. Davydov, D.I. Feldstein and others, objectively there is a mixture of the stages of development of the psyche and the stages of personality development. So, writes A.V. Petrovsky, it is difficult to imagine that the development in children of the “motivation-need sphere” in activities related to the “child-adult” system is of secondary importance, not of primary importance in all years of schooling, whether it is a question of the child’s mental development or more about his development as a person.

A.V. Petrovsky distinguishes two approaches to the problem of personality development: the psychological approach proper and the periodization of age stages built on its basis; proper pedagogical approach to the consistent identification of socially determined tasks of personality formation at the stages of ontogenesis.

The first approach is focused on what psychological research really reveals at the stages of age development in the corresponding specific historical conditions, what is (here and now) and what can be in a developing personality under the conditions of purposeful educational influences.

The second approach is focused on what and how should be formed in the personality so that it meets the requirements placed on it by society at a given age level.

At the same time, A.V. Petrovsky, there is a danger of mixing both approaches, which can lead to the substitution of the desired for the real. In this regard, he formulates an important thesis that in the formative psychological and pedagogical experiment, the positions of the psychologist and the teacher are shifting; this, however, should not lead to erasing the difference between what and how should be formed (personality design) by a psychologist as a teacher (the goals of education are set not by psychology, but by society) and what a teacher as a psychologist should investigate, finding out what was and what has become in the structure of a developing personality as a result of pedagogical influence.

Thus, fundamental in this concept is the position that it is necessary to distinguish between forming a unity, but not coinciding processes of development of the psyche and personality in ontogenesis. Further A.V. Petrovsky comes to the conclusion that the actual, real, and not the desired and not experimentally directed and formed development of the personality is determined not by one leading activity, but at least by a complex of actual forms of activity and communication, integrated by the type of active relationship between the developing personality and its social environment.

In this regard, A.V. Petrovsky formulates the thesis that in the aspect of personality formation for each age period, the leading one is not the monopoly of a specific (leading) activity, subject-manipulative, or play, or educational, but the activity-mediated type of relationship that develops in a child with the most referential for him during this period by a group (or person). These relationships are mediated by the content and nature of the activities that this reference group sets, and the communication that develops in it. Thus, the author makes an attempt to implement a socio-psychological approach to understanding the personality and building an appropriate age periodization.

Based on the above provisions, A.V. Petrovsky built a generalized model of development and periodization of the formation of a socially mature personality. According to this model, the preschool and school age periods are included in one "era of ascent to social maturity", during which three phases of the formation of the personality, its entry into the social whole are distinguished: adaptation, individualization and integration. The era is divided into three eras: childhood (primarily adaptation), adolescence (primarily individualization), youth (primarily integration). Epochs are subdivided into periods of personality development in a particular social environment. The era of childhood - the most significant macrophase of personality development - covers three age periods: pre-preschool, preschool, junior school; the era of adolescence coincides with adolescence; the era of youth only partially coincides with the period of senior school age (early youth), going beyond it.

The most significant in this model is the fact that in order to build the age periodization of personality development, the author turned to social psychology, which turned out to be heuristic for solving the problems of general and developmental psychology. Based on this concept, a long-term program of concrete psychological research was outlined. The results of this work are presented in the generalizing collective monograph "Psychology of the Developing Personality".

A.V. Petrovsky made a significant contribution to the development of the concept of the general psychological theory of personality. Noting that many concepts cover only individual aspects of the personality and, being not correlated with each other, they can least of all claim the position of a unified theory of personality, he outlines ways to create such a theory, which should give a holistic view of the patterns and essential relationships in a certain subject matter. area - the personality of a person - and offer a holistic (with its internal differentiation) system of knowledge about it. Such a theoretical model should be presented as a systemic quality of their subject, an individual, determined by active involvement in social relations, which has a three-tiered structure (its intra-, inter- and meta-individual representation), which develops in communication and joint activity and is mediated by it.

A.V. Petrovsky formulates the methodological principles for creating such a theory. We note among them the principle of consistency, which allows us to present a person as an integrity, in which different-quality and different-level connections are revealed as a synthesis of structural-functional and phylo-ontogenetic representations, the principle of unity (but not identity) of such basic categories of a given field of knowledge as an individual and a personality. , personality and individuality, activity and activity, group and collective. A.V. Petrovsky singles out three aspects of considering the specific phenomenology of personality, three "ontological modalities": personality genesis, content dynamics and structure.

A significant contribution to the study of personality psychology was made by V.A. Petrovsky. He proposed the concept of personalization, according to which personality is a trinity of spheres of existence of an individual: introsubjective, intersubjective and metasubjective. The “personality” of an individual is his otherness in the minds of other people, ideal representation and continuation in the effects of transforming the life activity of other individuals (in subjective “contributions” to others). V.A. Petrovsky singled out the following forms of being of an individual as a personality: “significant other”, “introject”, “transformed subject”. Developing the idea of personality as a reflected subjectivity of an individual, V.A. Petrovsky together with A.V. Petrovsky developed the concept of the individual's need for personalization (the ability to posit oneself in others and in oneself as in another).

V.A. Petrovsky introduced the concept of "personality-forming types of activity" and proposed a three-stage model for the entry of an individual into a stable social community. These stages are "primary socialization", "individualization" and "integration". He also proposed a special method that allows you to explore the personality of an individual without coming into direct contact with him, but tracing the effects of his ideal representation and duration in surrounding people - the method of reflected subjectivity.

Conclusion

It is quite obvious that serious methodological and theoretical work is needed by specialists in the field of developmental, pedagogical and social psychology, aimed at a meaningful revision of many rooted, but insufficiently, and sometimes not at all, substantiated provisions on which psychological concepts of development have been based for a long time. personality. It goes without saying that, in this case, excessive categorical judgments should be avoided, however, no less than it should have been done when these provisions were introduced into scientific circulation. At the same time, the development and implementation of new concepts of personality development and, in their composition, the concepts of the development of the psyche, remains a special and at the same time the most important task.

The situation of the development of the human individual reveals its features already at the very first stages. The main one is the mediated nature of the child's connections with the outside world. Initially, direct biological connections between the child and the mother are very soon mediated by objects: the mother feeds the child from a cup, puts clothes on him and, while occupying him, manipulates the toy.

At the same time, the child's connections with things are mediated by the surrounding people: the mother brings the child closer to the thing that attracts him, brings it to him, or, perhaps, takes it away from him. In a word, the child's activity more and more appears as realizing his connections with a person through things, and his connections with things - through a person.

This situation of development leads to the fact that things are revealed to the child not only in their physical properties, but also in the special quality that they acquire in human activity - in their functional meaning (a cup - what they drink from, a chair - what they sit on, a watch - what is worn on the hand, etc.), and people - as the "masters" of these things, on which his connections with them depend. The subject activity of the child acquires a tool structure, and communication becomes a speech, mediated language.

This initial situation of the development of the child contains the seed of those relations, the further development of which constitutes a chain of events leading to the formation of him as a person. Initially, the relationship to the world of things and to the surrounding people are merged for the child with each other, but then they split into two, and they form different, albeit interconnected, lines of development that pass into each other.

The formation of personality involves the development of the process of goal formation and, accordingly, the development of the actions of the subject. Actions, becoming more and more enriched, seem to outgrow the range of activities that they implement, and come into conflict with the motives that gave rise to them. The phenomena of such outgrowth are well known and are constantly described in the literature on developmental psychology, albeit in different terms; it is they who form the so-called developmental crises - the crisis of three years, seven years, adolescence, as well as the much less studied crises of maturity. As a result, there is a shift of motives to goals, a change in their hierarchy and the birth of new motives - new types of activity; former goals are psychologically discredited, and the actions that respond to them either cease to exist altogether or turn into impersonal operations.

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HIGHER PROFESSIONAL EDUCATION
A.V.MUDRIK

Educational and methodological association

in the specialties of pedagogical education

as a teaching aid

For university students,

students in the specialty

050711 (031300) - social pedagogy
Moscow

Asaoyem "a

UDC 37.035(075.8)

BBC 74.bya73

Reviewers:

Doctor of Philosophy, full member of the Russian Academy of Education, chief scientific

Member of the Institute of Philosophy of the Russian Academy of Sciences, Professor L. P. Bueva;

Doctor of Psychology, full member of the Russian Academy of Education, head. laboratory

Moscow City Psychological and Pedagogical University, Professor

I. V. Dubrovina
The work was carried out with the financial support of the author by the Russian

Humanitarian Science Foundation - project No. 01-06-85-004a/U

I No. 02-06-00080a

Mudrik A.V.

M893 Human socialization: Proc. allowance for students. higher textbook establishments. - M.: Publishing Center "Academy", 2004. - 304 p.

IZVI 5-7695-1680-1
The manual analyzes the history of the formation of socialization as an area of interdisciplinary research; the leading concepts of socialization developed by domestic and foreign scientists are characterized. In line with the subject-subject approach to the socialization of a person in society, the essence and universal characteristics of the socialization process are revealed; the influence of various factors on the socialization of the individual is shown; considered a person as an object, subject and victim of socialization.

The manual can be recommended for studying a course of choice for students of higher educational institutions specializing in the field of psychology, sociology, pedagogy, social work and other social and humanitarian specialties and areas.

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HUMAN SOCIALIZATION AS A PROBLEM

How the world is changing, and how I myself am changing ... ”- any modern person can say these words of the poet about himself. Indeed, changes in the world around us are really happening before our eyes. We are participants in History (namely, with a capital letter).

During the life of almost one generation, scientific and technical, technological, "green" and even sexual revolutions took place in the world.

In Russia, there have been such rapid changes in socio-cultural and socio-economic realities that even the scale of a generation's life turned out to be too large to determine their place on the scale of historical time.

The world is changing, and man?

Man is not only a witness, not only a participant in History. He is, to a greater or lesser extent, its creator. But he does not keep up with modern history. He cannot change as quickly, because he carries the burden of past history, which, like weights on his legs, restrains him, turning him into a resident of different eras at the same time - today and days of the past.

The situation is much different when it comes to children. They, figuratively speaking, stand on the shoulders of previous generations.

Adults, even realizing that in the new conditions it is necessary to change _e: and ideas, lifestyle, profession, style of activity -.-; : and thinking, not always able to do it.

The younger generations perceive the realities of life as a given, they do not know others. They are organically inscribed in them, live in them. Nothing else is given to them.

Such differences between adults and young people are due to the fact that their formation proceeded differently. For both, it was determined largely by innate inclinations. But the conditions under which these inclinations could develop or die out differed significantly in connection with the changes that have taken place and are taking place in the objective and social reality surrounding a person.

In other words, human development depends on the changing conditions of its interaction with the outside world.

The process of human development in interaction with the world around him is called "socialization".

In the human sciences, the term "socialization" came from political economy, where its original meaning was the "socialization" of land, means of production, etc.

The author of the term "socialization" in relation to a person is the American sociologist Franklin G. Giddings, who in 1887 in the book "Theory of Socialization" used it in a meaning close to the modern one - "development of the social nature or character of an individual", "preparation of human material to social life."

However, the appeal to the problem of socialization began long before the widespread use of the corresponding term. In the words of one of the American specialists in the theory of socialization, the question of how a person becomes a competent member of society is "as old as the Bible." He has always been in the center of attention of philosophers, writers and authors of memoirs, and in the last third of the 19th century. began to be intensively studied by sociologists (E. Durkheim) and social psychologists (G. Tarde).

Prior to the formation of the theory of socialization as an independent scientific field, research was carried out within the framework of other traditional problems of human knowledge (about the tasks of education, formation and development of the individual and society, intergenerational transmission of culture, etc.). With the advent of the concept of "socialization" in scientific use, these works were reoriented in a new direction, and by the middle of the 20th century. socialization has become an independent interdisciplinary field of research. Today, the problem of socialization or its individual aspects are studied by philosophers, ethnographers, sociologists, psychologists, criminologists, and representatives of other sciences.

It should be noted that until the 1960s In the 20th century, speaking of socialization, all scientists had in mind the development of a person in childhood, adolescence and youth. Only in recent decades has childhood ceased to be the only focus of interest for researchers, and the study of socialization has spread to adulthood and even old age. Naturally, such a recent appeal to the study of socialization at these age stages did not allow us to accumulate extensive empirical material and make appropriate adjustments to many concepts built in relation to the socialization of a person in childhood, adolescence, and adolescence.

Socialization is studied by a number of branches of human and social science.

Sociology considers the processes of socialization in the macrosystem of society; their relationship with its social structure, the method of production of material goods, the system of social relations, the political structure; public and state institutions of socialization.

Social Psychology reveals the socializing functions of the immediate environment of a person: features of various communities and their subcultures; interpersonal relations of peers of the same sex and different sexes, representatives of different generations and ethnic groups; intragroup and intergroup interactions and relationships.

Psychology development provides a lot of material for the study of socialization, exploring cognitive processes, perception, emotional reactions, communication qualities, defense mechanisms, psychosexual development, etc. at various stages of the human life cycle.

Ethnology engages in monographic and comparative study of the processes of growing up and socialization in various societies and cultures, revealing ethnic variations in the development of individual and personal characteristics of a person, their dependence on sociocultural factors, the history of society, the evolution of social institutions, style and means of socialization.

Pedagogy occupies the socialization of a person at all age stages in two aspects. First, it explores the essence of its relatively socially controlled part - education, its trends and prospects, determines its principles, content, forms and methods. Secondly, the sociology of education studies society as a socializing environment, reveals its educational opportunities for finding ways and means of using and strengthening positive influences on a person and leveling, correcting, and compensating for negative influences.

The interdisciplinary nature of the problem of human socialization suggests that its study is useful and even necessary for all specialists who are somehow engaged in the knowledge of social processes and the development of a person throughout his life, as well as those who are going to devote themselves to working with people. Therefore, the proposed manual is addressed primarily to students preparing to work in the fields of psychology and psychological counseling, sociology and social work, pedagogy and criminology, as well as those undergoing training in other social and humanitarian specialties.

It is useful for all of them to keep in mind the thought of the greatest scientist of the 20th century, Vladimir Ivanovich Vernadsky: “We are increasingly specializing not in sciences, but in problems. This allows, on the one hand, to go deep into the phenomenon under study, on the other hand, to expand its coverage from all points of view.

CHAPTER 1

SOCIALIZATION AS A FIELD OF INTERDISCIPLINARY RESEARCH

§ 1. Socialization as an object of study in the sciences of man and society
An analysis of numerous concepts of socialization shows that all of them in one way or another gravitate toward one of two approaches that differ in understanding the role of the person himself in the process of socialization (although, of course, such a division, firstly, is very arbitrary, and secondly , rather coarse).

First approach affirms or implies a passive position of a person in the process of socialization, and considers socialization itself as a process of adaptation of a person to a society that forms each of its members in accordance with its own culture. This approach can be defined as subject-object(society is the subject of influence, and man is its object).

Supporters of the second approach proceed from the fact that a person actively participates in the process of socialization and not only adapts to society, but also influences his life circumstances and himself. This approach can be defined as subject-subjective.

Subject-object approach in the study of socialization

The subject-object approach has a long tradition and is represented by a number of scientific schools and concepts. One of its founders was a French sociologist E. Durkheim. Exploring the relationship between man and society, he repeatedly addressed the issues of socialization and education of the younger generations. Without diluting these concepts, E. Durkheim understood by upbringing "every minute the child experiences ... the pressure of the social environment, which seeks to shape it in its own way and has parents and teachers as its representatives and intermediaries" 2 . Each society, he believed, has a certain ideal of a person who is not only morally and intellectually, but even physically, to a certain extent, universal, the same for all its members. At the same time, he noted that within the framework of each society, the ideal of a person has its own characteristics, depending on the conditions characteristic of this society. But these features, according to E. Durkheim, cannot be essential. “Society,” he noted, “can only survive when there is a significant degree of homogeneity among its members. Education establishes and reinforces this homogeneity, fixing in the child from the very beginning the essential, typical characteristics required by collective life. But, on the other hand, education guarantees the constancy ... of diversity, being in itself diverse and specialized. The essence of Durkheim's position, therefore, is in the recognition of an active principle for society and its priority over a person in the process of socialization.

The results of the theoretical constructions of E. Durkheim largely became the basis for a detailed sociological theory of the functioning of society, which describes, among other things, the processes of human integration into the social system developed by the American T. Parsons.

T. Parsons defined socialization as "the internalization of the culture of the society in which the child was born", as "the development of props (set. - A.M.) orientation for satisfactory functioning in the role.

The basis of the process of socialization, according to T. Parsons, is "the genetically given plasticity of the human body and its ability to learn." The universal task of socialization is to form among the "newcomers" entering society at least a sense of loyalty and, at a maximum, a sense of devotion to the system. According to his views, a person “absorbs” common values in the process of communicating with “significant others”. As a result, adherence to generally accepted normative standards becomes part of his motivational structure, his need.

Primary socialization, which lays the foundation for all subsequent human functioning, according to T. Parsons, takes place in the family. In the family, he noted, the fundamental motivational attitudes of a person are formed. Socialization in the family occurs due to the action of a psychological mechanism that works on the basis of the principle of “pleasure-suffering” formulated by Z. Freud and is activated with the help of rewards and punishments. This mechanism includes the processes of inhibition (analogous to Freud's repression) and substitution (transfer or displacement), as well as the processes of imitation and identification.

As a result of a special study, T. Parsons formulated the functions of the school class in the process of socialization: emancipation of the child from the primary emotional attachment to the family; internalization of social values and norms at a higher level than in the family; differentiation of children in the light of their achievements and their evaluation; selection and distribution of human resources in relation to the role structure of adult society.

According to T. Parsons, socialization in any role (men, women, worker, etc.) entails the appearance of a sense of inferiority in the socialized person. This is due to the fact that the performance of his role, including age and gender, is inevitably subject to ambiguous assessments of others, and ultimately his own self-esteem, which may turn out to be very low. This feeling is especially common among people belonging to cultures that are characterized by a pronounced and highly valued achievement complex (for example, in Anglo-Saxon cultures).

The feeling of inferiority finds expression in various forms: in individually deviant behavior; in the creation of compensatory subcultures (teenage, criminal); in the emergence of subcultures that reject the need for success (hippies, Hare Krishnas, etc.) or reorient it into areas unusual for society (the so-called counter culture).

The theory of T. Parsons influenced many researchers of socialization. We will name only the most famous: J.H. They and many others, exploring socialization, some more clearly, others less clearly, consider it as a subject-object process. This approach also determined the key concepts in their analysis of socialization: internalization, acceptance, development, adaptation. The interpretation of the very concept of "socialization" by representatives of this approach is also basically adequate to the views of T. Parsons, as evidenced by the analysis of vocabulary and reference literature. As a typical example, we can cite the definition given in the International Dictionary of Educational Terms by G. Terry Page, J. B. Thomas, Alan R. Marshall: “Socialization is the process of mastering roles and expected behavior in relationships with family and society and developing satisfactory relationships with other people".

It should be noted that the subject-object approach to socialization, most consistently developed in the structural-functional theory of T. Parsons, is widely represented both in foreign and domestic science. (The latter is evidenced by dictionary and reference definitions of the concept of "socialization", almost all of which have a subject-object character.) This is apparently due to the fact that this approach emphasizes the goals of social adaptation, the adaptation of a person to the social environment through the assimilation of given norms, rules , values, which in the conditions of Russia largely corresponds to both the social order and the mass deep everyday ideas about the relationship between man and society, man and the state.

However, the subject-object approach to socialization at least underestimates, and as a maximum, ignores the fact that a person not only adapts conformally in society, but also shows his activity and independence, learning not only to fulfill, but also to change the norms of the environment and his own with it. relationships. This circumstance has found its recognition in the studies of socialization from the standpoint of the subject-subject approach.

Subject-subject approach in the study of socialization

The subject-subject approach to the phenomenon of socialization assumes that not only society and its constituent large and small social groups play an active role in it, but also the person himself, who is an active participant in his socialization. The founders of this approach can be considered American scientists who worked mainly in the first third of the 20th century, W. I. Thomas and F. Znanetsky, Ch.Kh. Cooley and J. G. Mead.

W.I.Thomas and F. Znanetsky put forward the position that social phenomena and processes must be considered as the result of the conscious activity of people, that when studying certain social situations, it is necessary to take into account not only social circumstances, but also the point of view of individuals included in these situations.

Ch.Kh. Cooley, author mirror self theory and the theory of small groups, believed that individual ^ acquires a social quality in communications, in interpersonal communication within the primary group (family, peer group, neighborhood group), i.e. in the process of interaction of individual and group subjects.

The essence of the theory of "mirror I" is that the formation I of a person is explained by Ch.Kh. Cooley as a process of summation of "mirror I". That is, for each person, other people are mirrors in which he looks in the process of interpersonal communication. He builds his I, based on the perception of opinions, assessments of others. It is in communication with others, perceiving their assessments, that a person decides whether he is attractive or ugly, smart or stupid, worthy or worthless.

As a person grows older, his interaction with various small groups expands, each of which is a “social mirror”. The intersection of reflections and the need to determine in relation to each of them, to their coincidences and contradictions, lead to the fact that the image will stop more and more differentiated, fixed and stable. Under the influence of the requirements of society and the immediate environment, a person develops self-control, the basis of which is the norms and values of society that he assimilates.

The “social mirror” is constantly in front of a person, but with a change in his life, it also changes. If in childhood anyone with whom a person is in constant contact becomes such a mirror, then for an adult, the role of a mirror, as a rule, is played by significant others and specialists competent in specific issues.

J.G. mid, developing a direction called symbolic interactionism, considered interindividual interaction to be the central concept of social psychology. The totality of interaction processes, according to J. G. Mead, constitutes society and the social individual. The richness and originality of an individual I reactions and modes of action depend on the variety and breadth of the interaction systems in which it participates. At the same time, the social individual is the source of the movement and development of society.

J. Mead developed a theory explaining the process of human perception by a person. This theory proposes concept of "generalized other", which to some extent echoes the theory of "mirror self" Ch. Cooley and complements it. The "generalized other" represents certain values and norms of behavior of a particular group, under the influence of which the members of this group form an image I. According to J. G. Mead, a person, interacting in a group with other people, seems to take their place, sees himself through their eyes and evaluates himself as a whole and his individual properties and acts in accordance with the presented assessments of the “generalized other”.

In passing, we note that in addition to the theory of J. Mead, another American scientist A. Haller developed the concept of a “significant other”. According to A. Haller, a “significant other” is the person whose opinion and assessments are most important, and therefore they have the most significant impact on the formation of the image I. At different age stages, the composition of “significant others” changes. They can be parents, neighbors, teachers, coaches, peers and others.

The influence of the “generalized other” occurs due to the desire of a person to “accept a role” and to “perform a role”. "Playing a role" is actual role-playing behavior, and "role-taking" largely happens in the process of playing.

J. G. Mead believed that a natural type of behavior, as a result of which a person masters the system of meanings of a given society and is aware of himself, is a role-playing game. J. G. Mead distinguished two stages of such a game - "play" and "gate", corresponding to the two main stages of the child's socialization and the development of his self-awareness.

At the first stage when the scope of the child's life is limited and he interacts with a narrow circle of people in the immediate environment, the child repeats, mimics the actions of others(p1ay). In the words of J. G. Mead, he "takes the role" of other people. Alternately assuming the roles of others, he acts in accordance with the requirements of the assumed roles, thereby mastering social relations in a certain situation. At this stage I the child consists of the sum of the images of other people whom he imitates. Moreover, the sum of the roles of others does not constitute a system. Accordingly and I the child as an established structure, as an identity, does not yet exist at this stage. The transition from one role to another may or may not be motivated. There is no rigid connection between the roles that would unite them into a whole. Such a connection appears at the second stage child development. This is the period games by the rules(yoate).

As the sphere of activity and communication expands, the relationships that the child enters into with others become more complicated, come into a system. Now the child no longer randomly assumes the roles of others and moves from one role to another, but does this according to a system, according to the rules of the game. Accuracy, efficiency of action in one role presupposes knowledge of the other role and knowledge of the relationships between all the roles of the participants in the game, i.e., the rules of the game. The organization, the "orderliness" of the rules of the game is reflected in the system of the child's ideas about himself, the child now learns not just the relations of a private situation, but the organized relations of group activity.

The game, in the understanding of J. Mead, is not only a mechanism for mastering the relations of a game situation, but also a model of social interaction between individuals in a group. Playing by the rules in a concentrated form reproduces the process of mastering the relations of the social situation in general, not necessarily a game, thanks to this, the foundation is laid for a mature social I, an identity is formed, the integrity of ideas about oneself, which reflects the integrity and systemic nature of social relations in society.

"The sustainability of the individual I implies an alignment not just with individual "significant others" (parents, friends, etc.), whose requirements and attitudes may differ significantly, but with a "generalized other." Such can be not only a specific collective, whose members directly communicate with each other, but also more general and abstract impersonal social formations, for example, social institutions and values embodied in their activities. Individual I, concludes J. G. Mead, is in its very essence a social structure arising from social experience.

The ideas of C.H. Cooley, W.I. The increasing activity of supporters of this approach is noted by the authors of the ten-volume International Encyclopedia on Education: "recent studies characterize socialization as a system of communication interaction between society and the individual."

One of the typical representatives of this approach, W. M. Wentworth, notes that the process of socialization, being part of the real culture of society, is by its nature intersubjective. The child from birth becomes its full participant. Wentworth directly proposes to consider socialization as an interaction, which is a dialogue of "activities". In his opinion, socialization is the activity of "new members, aimed at their entry into the existing world or its sector" 3 determined by the existing structures of life.

The concept of W. M. Wentworth is based on two provisions: a) society is not the dominant determinant in the process of human socialization; b) man and society "interpenetrate". From this he draws the following conclusions. Socialization through the process of interaction introduces the "world of adults" to the "newcomer" (child). Socialization "constructs" a minimum of the world, which is always incomplete, and therefore problematic both from the point of view of adults and from the point of view of children. Trying to minimize the problematic nature of the world presented in the process of socialization, "adults" and "beginners" establish a certain order between themselves, a "contractual reality". Thus, socialization not only represents the "world of adults", but also constructs a new world, established by the contract in the process of interaction. Consequently, both the "novice" and the agents of socialization become subjects of social control and social power. W. M. Wentworth is not alone in this view of the process of socialization.

As already mentioned, there are now quite a large number of concepts of the socialization of the younger generations, developed in the framework of ethnography, sociology, social psychology, and pedagogy. Let us briefly consider only some concepts of domestic and foreign scientists.

The concept of socialization by J. K. Coleman

This concept appeared as a result of an attempt to understand the contradictions in the assessments of the process of growing up adolescents between "classical" concepts and empirical studies. Representatives of the "classical" direction (S. Hall, A. Freud, E. Erickson and many others) considered adolescence as a period of "normative crisis". However, empirical studies (A. Bandura, D. Offer, F. Elkin and others) did not confirm this point of view, showing that most adolescents pass this age without any pathogenic or criminogenic manifestations and consequences. J.K. Coleman developed "focal theory" of growing up, in which he tried to show why in reality, despite deep psychophysiological changes, adolescents retain relative stability and minimal internal tension.

According to J.K. Coleman, most adolescents, on the whole, safely pass the period of growing up, because in each specific period of time, a particular adolescent deals with one of the most significant for him, "came into focus" of his attention (hence the name of the theory), the problem and resolving it collides with the next.

So, for example, according to J.K. Coleman, the problem of conflict relations with parents becomes relevant for more than 60% of English teenagers only by the age of 17. At the same time, the problem of relationships with peers, the fear of being rejected by a group of peers "comes into focus" in almost 60% by the age of 15. And anxiety about heterosexual relationships, being the focus of 40 % adolescents at the age of 11, steadily decreases with age and by the age of 17 remains significant only for approximately 10 %. From this it follows that various deviations may occur in those adolescents who, for one reason or another, are dealing simultaneously with not one, but several “bursts” of problems. II, according to Coleman, there is a minority among English teenagers (only about 20% are truly "difficult", but the same number of difficult ones, he believes, among adult English people).

J. K. Coleman considers it necessary to abandon the stereotypical attitude to adolescence as an initially pathogenic and criminogenic period in a person's life. Certain negative aspects of the behavior of adolescents, as well as that insignificant part of them, for which this behavior is characteristic, in his opinion, cause inadequate attention from the media, which most often publicize materials of this kind. Due to this, in the eyes of adults, the behavior of the minority becomes a common characteristic of all adolescents, i.e. voluntarily or involuntarily, a certain “socio-normative canon” of behavior is formed, which has an anti-social orientation.

Thus, the concept of J. K. Coleman emphasizes the connection between the process of socialization of a teenager and the dynamics of his internal mental state at certain stages of growing up.

I. Tallman's concept of socialization

The subject of interest of the American I. Tallman is the mechanism of family socialization in an unstable socio-cultural environment. Believing that the content, quality and result of the adolescent's socialization are largely determined by the conditions of the community in which his family lives, he based his theory on the following statement: the better a person learns to solve problems in his own environment, as a teenager, the better he is able to survive the rapid changes, the unpredictability of the world when it becomes an adult.

In general terms, the theory can be presented as follows: the conditions of the community indirectly, through the family, influence the process of socialization, which occurs when parents and children are involved in solving problems. The result of this influence is the ability of adolescents to resolve problems in their own social environment.

The study showed that adolescents in those families who are satisfied with the life of their community are more actively involved in solving problems, and the changes taking place in this life are going in the direction they want.

To a certain extent, I. Tallman and his colleagues managed to establish the existence of a relationship (sometimes directly proportional) between the variety of role choices and the amount of information available to the family in the community, on the one hand, and, on the other hand, the degree of family tolerance for opposing points of view and for the uncertainty of the situation.

Of particular interest is the following phenomenon identified in this study: among adolescents "included" in a modernizing society, the orientation towards achieving personal success to the detriment of interpersonal relationships prevails. The studied Mexican teenagers from peasant families turned out to be quite free from the influence of traditions, from family attachments. For these guys, who, as a rule, pursued material goals, the typical strategy was the open and obvious use of all opportunities to improve their own situation, to move up the social ladder. At the same time, unlike their American peers, for the sake of a long-term perspective, they were ready to sacrifice the satisfaction of part of their urgent needs.

An analysis of I. Tallman's concept makes it possible to understand that the process of socialization in primary social associations (family, etc.) is not only influenced by various changes in society, but is itself capable of stimulating them to some extent.

The concept of socialization by W. Bronfenbrenner

In contrast to the "focal theory" of J.K. Coleman, which considers socialization through the prism of individual and personal changes, and the theory of I. Tallman, which tends to analyze social processes, the American teacher W. Bronfenbrenner focuses his attention in the concept of socialization he proposed on, relatively speaking , Communication between I and We and ways to improve it. He called his concept ecology of human development. The ecology of human development means the scientific study of the progressive mutual accommodation between the active, growing human being and the changing properties of the immediate conditions in which the developing person lives. Moreover, this process depends on the relationship between all these conditions and on the more general social contexts in which these conditions are enclosed.

The development of the child is carried out not through the unilateral influence of objective conditions on him or vice versa, but as a result of their constant interaction. Accordingly, the concept of the ecological environment is expanding, which appears as a system of concentric structures of micro-, meso-, exo- and macrosystems. What is meant by each of them?

microsystem- this is the structure of activities, roles and interpersonal relationships experienced by a developing person in this particular environment, with its characteristic physical and material properties. Mesosystem- this is the structure of the relationship of two or more environments in which the developing person actively participates (for example, for a child, this is the relationship between his home, school and a neighboring group of peers, and for an adult - between family, work and social activities). Exosystem refers to one or more environments that do not involve the developing person as an active participant, but where events occur that affect what happens in the environment, or are affected by what happens in the environment that includes the developing person (for a child, this may be the place of work of his parents or the circle of their family friends). macrosystem denotes the constancy of the form and/or content of lower-order systems (micro-, meso-, exo-) that exist or can exist at the level of the culture as a whole, together with the belief systems or ideologies underlying such constancy.

The concept of socialization by I. S. Kona

One of the very first, but at the same time the most consistent and profound theorists of socialization in Russian science is I. S. Kon. In his works “Sociology of personality” (1967), “Psychology of a high school student” (1980), “Scientific and technological revolution and problems of youth socialization” (1987), “Child and society” (1988), as well as in articles on socialization, in the “Big Soviet Encyclopedia" (1976) and in the "Philosophical Encyclopedic Dictionary" (1989) he sets out his own vision of the problem.

I. S. Kon's view of socialization is distinguished, firstly, by the separation of spontaneous and organized (education) components in its process; and, secondly, the constant emphasis on the active position of a person in the course of socialization.

Considering childhood both as a special subculture of society and as an element of human culture as a whole, I.S. Kontrakt interprets the socialization of children as “a way of existence and transmission of culture”. In this complex process, he highlights:

1) several relatively independent aspects, namely:

Subjective (from whom and to whom the transmission of culture is carried out);

Objective (what exactly - knowledge, skills, values, attitudes - is transferred);

Procedural (ways, methods of transmission); -institutional (through which specialized

social institutions carried out transmission);

2) several historical stages, namely:

The stage of cultural development, in which the socialization of children is carried out by the joint efforts of the entire community, and "preparation for life" is not separated from practical participation in it;

The stage of cultural development, at which the large family becomes the most important institution of socialization;

The stage of urbanization and industrialization, at which the importance of social and state institutions of socialization is steadily increasing.

A comparative historical study of the evolution of the content and methods of socialization of children among different peoples of the world, carried out by I. S. Kon on the basis of extensive ethnographic material, allowed him to identify a number of general patterns in this process:

1) as the culture enriches, the volume of knowledge, skills and abilities transferred from generation to generation increases, and the forms of their transfer become more and more differentiated and specialized;

2) the complication of the system of socialization, the deepening of its variability make it less and less manageable, more and more problematic, which is accompanied by an ever greater mismatch of the goals, means and results of organized socialization (education) and gives rise to growing dissatisfaction of the older generations with the "bad manners" of the younger ones;

3) the acceleration of the pace of cultural renewal in the era of the scientific and technological revolution and political convergence actualized the problem of innovation in culture and turned the process of transferring cultural values into a selective, selective, increasingly dependent on the individual choice of its participants. Hence, socialization is the more successful, the more active the individual's participation in creative and transformative social activities.

The position on the historical evolution of the socialization process towards its increasingly pronounced subject-subjectivity, justified in the conceptual constructions of I. S. Kon, naturally echoes the thesis justified in his works about the development of subjectivity in the course of socialization in ontogenesis. The idea that individuality is not a prerequisite for socialization, but its result crowns his concept, distinguishing it favorably from various theories of socialization as a progressive conformity.

The concept of socialization by G. M. Andreeva

G.M.Andreeva defines socialization as a two-way process: with

On the one hand, this is 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 of the system of social ties by the individual due to his vigorous activity, active inclusion in the social environment. The content of the process of socialization is the process of becoming a person, starting from the first minutes of a person's life, which takes place in three areas: activity, communication, self-awareness. The process of socialization can only be understood as a unity of changes in these three spheres.

At each stage of socialization, a "fusion" of assimilation of social experience and its reproduction arises. G.M. Andreeva distinguishes three main stages of socialization: pre-labor, labor and post-labor. At all stages, the impact of society on the individual is carried out either directly or through a group. Society and the group transmit to the emerging personality a certain system of norms and values through a certain system of signs.

Those specific groups in which a person joins the systems of norms and values and which act as a kind of translators of social experience, G.M. institutions of socialization. At the pre-labor stage, these are the family, preschool children's institutions, the school, and for some people, the university. She considers the labor collective to be the most important institution of socialization at the labor stage. As for the question of the institutions of socialization at the post-labor stage, according to G.M. Andreeva, it remains open and requires special study. She emphasizes that the institutions of socialization, in exercising their influence on the individual, collide, as it were, with the system of influence that is set by a large social group, in particular through traditions, customs, habits, and way of life. The specific result of socialization depends on what the resultant will be, which will be formed from systems of such influences.
The concept of socialization by A. V. Petrovsky

In this regard, G. M. Andreeva notes that the problem of socialization in the further development of research should appear as a kind of link in the study of the correlative role of small and large groups in the development of personality.

AV Petrovsky considers the process of human social development as a dialectical unity of discontinuity and continuity. The first trend reflects the qualitative changes generated by the features of the inclusion of the individual in new socio-historical conditions, and the second reflects the patterns of development within the framework of this reference community. Accordingly, the concept he proposes combines two models, the first of which describes the phases of personality development when entering a new reference group, and the second describes the periods of age-related development of the personality.

A. V. Petrovsky emphasizes that in most cases the transition to a new stage of personality development is not determined by internal psychological patterns (they only ensure readiness for this transition), but is determined from the outside by social causes - even in cases where entry into a new stage of development is not means entering a new group, but represents the further development of the personality in a developing group.

Personal development can be understood in both cases as a regular change in the phases of adaptation, individualization and integration. The passage of macrophases describes the life path of a person: childhood (adaptation), adolescence (individualization) and youth (integration). The change of microphases characterizes the development within each of the age periods.

Any period starts adaptation phase, which is the assimilation of the norms operating in the community and the mastery of the corresponding forms and means of activity. Individualization phase is caused by a contradiction between the achieved result of adaptation and the need for maximum realization of one's individual characteristics. Integration phase is caused by the contradiction between this need of the individual and the desire of the group to accept only part of its individual characteristics. This contradiction in the case of successful socialization is resolved as the integration of the individual and the group. This phase ends the age period and at the same time prepares the transition to the next one.

A.V. Petrovsky believes that if the transition to a new period is not prepared within the previous one by the successful course of the integration phase, then at the turn between any age periods conditions for a personality development crisis develop, adaptation in a new group becomes difficult. According to this concept, the identified patterns characterize both the development of the individual as a result of entering a new group (at any age), and the actual age-related features of the social development of the individual.

The concept of socialization by V. S. Mukhina

In the works of V. S. Mukhina, the problem of socialization is considered within the framework of the concept of the phenomenology of the development and being of a person, according to which the individual being of a person is defined both as a social unit and as a unique personality. Personal development is considered in the process of socialization through the dialectical unity of external conditions, prerequisites and the internal position of a person that arises in ontogenesis.

The external conditions of mental development are understood as historically conditioned realities of human existence, which are divided into: 1) the reality of the objective world; 2) the reality of figurative-sign systems; 3) the reality of social space and 4) natural reality.

Under the preconditions for the development of the psyche are considered biological prerequisites, the interaction of biological and social factors, social inheritance, social conditions and age.

The formation of an internal position occurs through the formation of personal meanings, on the basis of which a person builds his worldview and the formation of the individual being of a person takes place.

Personality, in its phenomenology, implies development that proceeds through relationships with other people, through the appropriation of the material and spiritual culture of mankind. The personality develops simultaneously both as a generic individual and as an individuality, improving and improving its spirit. Thus, personality is understood both as social in us (being of social relations) and as individual in us (individual being of social relations).

Features of the development of the internal position in the process of socialization of the individual, depending on the characteristics of socio-cultural, historical, ethnic and other conditions of life, are considered through the content of the structural links of self-consciousness. The structure of a person's self-consciousness, according to the concept of V. S. Mukhina, is a set of stable connections in the sphere of a person's value orientations and worldview, which ensure his unique integrity and identity to himself. At the same time, the structure of a person's self-consciousness is built within the human community that generates it, to which this person belongs. Self-consciousness of the individual is represented through five links: \) I - proper name and body; 2) a claim for recognition; 3) gender identification; 4) psychological time of the individual; 5) the social space of the individual.

Identification and isolation are defined as a single mechanism of socialization, i.e., a mechanism for the development of an individual and his social being. V. S. Mukhina is critical of one-sided approaches in which the socialization of the individual is considered either only from the perspective of identification (psychoanalytic approach), or exclusively through alienation (existential approach).

In the works of V. S. Mukhina, identification is defined as a mechanism for the appropriation by an individual of a comprehensive human essence, and isolation - as a mechanism for upholding by an individual of his natural and human essence. Both of these mechanisms in their interaction contribute to the implementation of both the process of socialization and the process of individualization of the individual.

Thus, according to the theory of V. S. Mukhina, the development of the personality, its qualities and manifestations in the form of actions, actions, states, etc., occurring on the basis of the mechanism of identification and isolation, is due to innate prerequisites, social conditions and the internal position of the individual himself .

In conclusion, we note that the array of data on the process of socialization accumulated in world and domestic science, the numerous concepts of socialization developed by scientists, on the one hand, provide great food for thought and conclusions, and on the other hand, indicate the need for their meaningful comparative analysis in order to synthesize certain available data in the process of solving specific problems. But the main thing is that the more we know about socialization, the less we understand about it. As Johann Wolfgang Goethe wrote, “They know for sure only when they know little; along with knowledge, doubt grows.”

The concept of socialization and in Petrovsky. Socio-psychological concept of personality development by A. Petrovsky - Fundamental problems of general psychology - N.I. Chuprikova, I.V. Ravich-Scherbo. The main directions of socialization

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