Influence of the material and social environment. The influence of the social environment on the development of personality. Social paradigm and freedom

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Abstract: Human social environment

Introduction

Introduction

The social environment is the social, material and spiritual conditions surrounding a person for his existence, formation and activity. In a broad sense (macroenvironment) covers societies. - the economic system as a whole - produces. strength, aggregate public relations and institutions public consciousness, the culture of a given society; In a narrow sense (microenvironment), being an element of the social environment as a whole, it includes the immediate social environment of a person - the family, labor, educational and other teams and groups. The social environment has a decisive influence on the formation and development of personality. At the same time, under the influence of creative activity, human activity, it changes, transforms, and in the process of these transformations, people themselves also change.

Socio-psychological phenomena arise in the interaction of the social environment, the individual and the group. Therefore, when studying them, it is necessary, first of all, to form a fairly clear idea of the social environment, of the individual and the group as subjects of these phenomena, and of general conditions their mutual influences and interactions.

The social environment is everything that surrounds a person in his social life, serves as an object of his mental reflection - either direct or mediated by the results of the work of other people. A person experiences the impact of a vast set of social factors throughout his life. All of them, taken together, constitute the social environment of the individual. But to designate the social factors that determine social life, Marxism uses the concept of "socio-economic formation", why else is the concept of "social environment"? Consider the relationship between these concepts.

Social environment and socio-economic formation

The concept of the social environment denotes a specific originality of social relations in certain stage their development. In this it differs from the concept of socio-economic formation and complements it. The concept of the social environment characterizes not the essence of social relations, but their concrete manifestation. Capitalism as a socio-economic formation is subject to the same socio-economic laws. But, manifesting itself in specifically special forms, the operation of these laws creates a specific social environment that differs from other social environments. It is in this particular social environment that individuals and groups operate. And if historical figures and large groups (classes, nations) operate in a wide social environment, then the scope of small groups and their members is the microenvironment, the immediate social environment.

A specific social environment appears in the psychological aspect as a set of relations between the individual and groups. The relationship between the social environment and the individual has a rather significant moment of subjectivity. If a class cannot change its place in the socio-economic formation without destroying itself as a class, then a person can change his place in the social environment, can move from one social environment to another and thereby construct his own social environment to a certain extent.

Of course, the mobility of the individual in the social environment is not absolute, it is limited by the objective framework of socio-economic relations, the class structure of society. Nevertheless, the activity of the individual, especially in relation to the microenvironment she chooses, cannot be underestimated. Practical value This issue is revealed, in particular, in the analysis of the causes of crime.

The social environment in relation to the individual has a relatively random character. This randomness is especially great in psychological terms, since the character and characteristics of certain personalities leave their mark on their relationships. But even this randomness is manifested only up to certain limits. It is limited by the necessity of relations determined by a certain socio-economic system.

It should be taken into account that the socio-economic formation is the highest abstraction of the system of social relations, where only global features are fixed. In the social environment, these elements of socio-economic formations are enlivened by a variety of aspects: demographic, ethnic, psychological, individual. Therefore, the structure of the social environment seems to be more intricate and more complicated than the strictly logical structure of the socio-economic formation.

The structure of the social environment cannot be a complete analogue of the structure of the socio-economic formation, its mirror image. Factors of an ethnic order, such as belonging to a nationality, a nation, a particular ethnic group, as well as derived factors of ethnic consciousness, acting together, constitute integral elements of the social environment. At the same time, elements directly related to the socio-economic structure have a decisive influence on the social environment. The system of objective social relations constitutes, as it were, a framework on which small groups and individuals are located. The place of the group on this frame determines in the main the social environment of the individual.

Thus, the social environment in the first approximation can be determined by the type of socio-economic formation. This is how the social environment is distinguished, which is characteristic of the primitive communal, slave-owning, feudal, capitalist and socialist systems. The nature of the influence of the social environment defined in this way on the individual and the group also differs. We speak with indignation, for example, about the survivals of feudal-bayskie in socialist reality. We angrily brand modern facts slave trade and slavery, realizing that they by no means pass without a trace for the consciousness of those who live in a similar social environment in some foreign countries.

The class character of the social environment

Within the types of social environment, distinguished by the type of socio-economic formation, types should be distinguished depending on the place of the group in the structure of the formation. Here, first of all, the class social environment is distinguished by its place in the historically determined system of social production. Thus, we distinguish between a bourgeois social environment, a proletarian social environment, and so on. Since any social class is heterogeneous in composition and is subdivided into certain strata, each stratum has its own characteristic features of the social environment. This gives intra-class subdivisions of the social environment. In addition, there is a social environment of the so-called declassed elements. Each of the noted types of social environment is characterized by certain psychological traits that leave their mark on the individual and groups of people.

Finally, there is a group of features that help to identify the type of social environment according to the division of labor. There is a more or less clear distinction between the urban environment and the rural environment; social environment, which is characterized by physical and mental labor, various types of activity - industrial, political, legal, scientific, artistic, with all the features of people's being that follow from this division.

social environment division of labor

All these signs make up the specific characteristics of the social environment that affect the individual qualities of the individual, leaving their mark on their relationship.

The problem of the lifestyle of an individual, a small group, is closely related to the problem of the social environment. The social environment is a complex set of relationships. However, a person can be involved with varying degrees of activity in these relationships. The totality of practical attitudes towards the social environment constitutes the way of life of the individual. More about the lifestyle will be discussed below. Now let's sum up.

So, the socio-economic formation in its historical, demographic, geographical and ethnic specificity forms a given social environment that gives rise to a particular way of life and, following this, a way of thinking and feeling.

Consequently, the socio-economic formation - the social environment - the way of life - the personality - such is the fundamental scheme of the process of penetration of social relations into the relationship of a person to other people, the social into the individual, the path of socialization of the individual.

It is not enough to say that the social environment shapes the personality, as the French materialists of the 18th century said. It is necessary to carry this connection further - to the socio-economic formation, the mode of production, as Marxism does. "We," wrote G.V. Plekhanov, "not only say that a person with all his thoughts and feelings is a product of the social environment; we are trying to understand the genesis of this environment." Concluding that, in the final analysis, “the properties of the social environment are determined by the state of the productive forces at any given time,” Plekhanov explains: “Any given stage in the development of the productive forces necessarily leads to a certain grouping of people in the social productive process, i.e. certain relations of production ", i.e. a certain structure of the whole society. And once the structure of society is given, it is not difficult to understand that its character will be reflected in general on the whole psychology of people, on all their habits, morals, feelings, views, aspirations and ideals. "

The concept of the social environment is widely used by contemporary bourgeois sociology and social psychology. However, the social environment is predominantly understood by them as a cultural environment, without its connection with the production activities of people, with the social class structure of society, which ultimately leads to an idealistic interpretation of the role of the social environment in the formation of personality.

As a result:

The social environment is everything that surrounds a person in his social (public) life. This is, first of all, family, classmates, peers in the yard, and so on. Throughout life, a person experiences the influence of social factors. In relation to human health, individual factors may be indifferent, may have a beneficial effect, or may be harmful - up to and including death.

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Factors Influencing Personal Improvement

In sociology, factors are usually called certain circumstances that create favorable conditions for socialization. A.V. Mudrik formulated the basic principles and identified four stages of specialization:

microfactors - social conditions that affect each, without exception, personality: family, home atmosphere, a group of peers in a technical school or university, various organizations in which an individual learns and interacts with an environment similar to him;
mesofactors (or intermediate factors) - are determined by a broader social atmosphere, i.e., with the place where each individual lives at the moment: village, city, district, region, etc. In addition, differences can be by belonging to any subculture (group, sect, party, etc.) as well as to the means of obtaining information (television, Internet, etc.);
macro factors - have an impact on significant human groups that occupy a certain territory on a scale: planets, countries, states, etc. Moreover, some factors can be inherited from previous factors.
- megafactors (or the largest) - imply factors in the largest representations: the world, the planet, the universe, etc. Also, in some cases, it can be considered in relation to the population of the earth living in vast areas (countries, continents, etc.) .).

If we compare all these components, then most of all the development of personality is influenced by microfactors. With their help, the process of interaction occurs through the so-called agents of socialization. These include those persons with whom each particular person interacts. Depending on his age, agents can be completely different people. For example, for children, these are the closest relatives (parents, brothers, sisters, grandparents), neighbors, acquaintances, friends, etc. In youth and youth, the main agents of socialization are: spouses, study and work colleagues, colleagues in the army . In adulthood and old age, the addition of their own children, grandchildren, etc. occurs. At the same time, most agents can move from category to category starting from a very early age.

How is the human environment formed?

Each person tries to form around himself such an environment that would in every possible way contribute to his development and self-improvement. At the same time, he should not feel constrained and restless. After all, everyone understands that it is much easier to develop in an environment where all other people also strive to improve and improve their lives.

According to the conclusions of scientists, the influence of the environment on each individual person is almost imperceptible, but it has a very powerful effect. Therefore, it is necessary to try to form an environment around yourself exclusively of successful and interesting people.
To form a successful environment, the following principles must be followed:

Always look for opportunities to meet and chat with interesting and successful people. When talking with them, you can always learn some important and necessary information. However, it should be remembered that you yourself must be something interesting to this person.
Study the work of interesting people. It can be an autobiography, a book, video or audio materials. From them you can learn a lot of useful things for yourself.
Develop diversified. This includes various habits and hobbies: morning workouts on outdoors, yoga classes, trainings, seminars, etc. At such events, you can often meet like-minded people and form a successful environment.

Creating an environment means constantly working on improving yourself, at every moment in time and in any area.

For self-improvement, it is necessary to set more complex tasks and goals for yourself each time. Depending on age and social status, they can be completely different, but the main factor must remain unchanged, that any activity must be aimed at improving the individual as a person.

There are two main theories about how environment influences personality development. According to one of them, a person is initially born with a program embedded in him, which forms his abilities and character. On the other hand, it is the environment of a person that forms the personality of each individual person.

If a person takes a look at his surroundings, then he will be able to identify certain patterns, that is, all these people will be of approximately the same social status, education, and also have common interests. Thus, it will also match all of these parameters. And if an individual wants to change his life and improve it in some way, then the first thing to do is to change his environment. After all, it will be very difficult or almost impossible to reach your goal in an environment where they don’t believe in you.

In our history there is good example- Mikhail Lomonosov. As a young man, he had a strong thirst for knowledge. However, in the environment in which he was initially, the boy could not acquire the necessary skills and abilities. So he made a very difficult choice. The young man not only changed his environment, but also his place of residence, leaving for an unfamiliar city. Being completely alone, he did not give up, but, on the contrary, got stronger and revealed himself as a gifted and talented person.

On the other hand, at present, there are a lot of reverse examples. Many young people, having been born in large cities, received excellent education and work, become the usual "gray" mass. They have no interests, exist only for one day and are ordinary life-seekers.

From all this we can conclude that the environment always influences the formation and development of personality. Sometimes to a greater extent, sometimes to a lesser extent. Its influence on children is especially strong, so the main goal of parents is to help form a circle of friends and acquaintances in their child, as well as show some principles by their own example. An adult needs to identify for himself the priorities of his future life and, based on them, form the necessary and successful environment around him.

The influence of the social role on the development of the individual is quite large. The development of personality is facilitated by its interaction with persons playing a number of roles, as well as its participation in the largest possible role repertoire. The more social roles an individual is able to play, the more adapted to life he is. Thus, the process of personality development often acts as the dynamics of mastering social roles.

“A social role is the behavior expected of someone who has a certain social status. Social roles are a set of requirements imposed on an individual by society, as well as actions that a person who occupies a given status in the social system must perform. A person can have many roles. The status of children is usually subordinate to adults, and children are expected to be respectful towards the latter. The status of soldiers is different from that of civilians; the role of soldiers is associated with risk and fulfillment of the oath, which cannot be said about other groups of the population. The status of women is different from that of men, and therefore they are expected to behave differently from men. Each individual can have big number statuses, and others have the right to expect him to perform roles in accordance with these statuses. In this sense, status and role are two sides of the same phenomenon: if status is a set of rights, privileges and duties, then a role is an action within this set of rights and duties. "Social role" consists of: Enikeev M.I. General and social psychology: a textbook for universities / M.I. Enikeev.- M.: NORMA, 2005. - 624 p.

- from role expectation (expectation)
- performance of this role (game).

Social roles can be institutionalized and conventional.

Institutionalized: the institution of marriage, family (social roles of mother, daughter, wife).

Conventional: Accepted by agreement (a person may refuse to accept them)."

Cultural norms are acquired mainly through role training. For example, a person who masters the role of a military man joins the customs, moral norms and laws that are characteristic of the status of this role. Only a few norms are accepted by all members of society, the adoption of most norms depends on the status of a particular person. What is acceptable for one status is unacceptable for another.

Thus, socialization as a process of learning the generally accepted ways and methods of action and interaction is the most important process of learning role-playing behavior, as a result of which the individual really becomes part of society.

To a large extent, social factors determine human development. According to K. Marx, the essence of a person is an ensemble of social relations. But it should be remembered that a person is not formed passively under the influence of the environment. The social environment does not fundamentally affect the development of personality traits. It is well known that the same social conditions of life lead to different levels of moral, intellectual and spiritual development. This feature can be considered as a pattern in the development of personality.

The development of social factors leads to a variety of their impact on the development of the individual. The factors of deliberate impact on a person can be the state system and policy of the state, science, school, training and education, working and living conditions, family, culture and traditions of the state, and much more.

There is a group of social factors that do not have a total effect, but give a person the opportunity to develop. These include culture, literature, art, means mass media, technical and sports societies, various clubs, exhibitions, sections, etc. The degree of impact of these factors will be determined by the capabilities and aspirations of the individual himself in their implementation. Enikeev M.I. General and social psychology: a textbook for universities / M.I. Enikeev.- M.: NORMA, 2005. - 624 p. But the fact is that the natural beginning of a person is always individual: the features of the course of mental processes, the makings of abilities, the degree of activity, etc. People themselves are not equally related to the knowledge of art, literature, the development of knowledge, both technical and humanitarian. Someone is passionate about sports, someone is contraindicated for health reasons. Naturally, their emerging qualities will be different. Thus, even the combined effect of these factors does not always ensure the formation of the necessary personality traits.

Education is one of the most important social factors. It can be considered as a purposeful process of formation of specific qualities and properties of a person, his abilities, a process based on the laws of social development.

Everything that a person possesses, how he differs from animals, is the result of his life in a social environment. It is characteristic that a child who has not absorbed the culture of society turns out to be unsuitable for social life, cannot realize what is inherent in him by nature itself. Outside of society, a child does not become a person.

At the same time, it would be a clear simplification to think that a person is exclusively the result of socialization. In a certain sense, a person is already born a person, crystallizes in himself everything that has been accumulated by all mankind over the centuries. This crystallization is also carried out through heredity. The child does not simply absorb the information communicated to him. He inherits the genetic stock of information through the specifically human structure of the body, brain, inclinations. If from the first days of birth a chimpanzee is placed in special conditions of social life and surrounded by careful attention and care of the most talented teachers, then this animal will still remain only a well-trained monkey. She has a different heredity, a different brain that separates the monkey from the human by an impassable line. In other words, the emergence of labor, society, and the psyche peculiar only to people - consciousness - was accompanied by important changes in the structure and activity of the brain and the whole nervous system, and vice versa (see the topic "The emergence and development of education as a social phenomenon. Ethnopedagogy"). However, the features of the human brain and nervous system are only necessary condition or, more precisely, the biological prerequisite for the formation of consciousness, but not consciousness as such. Actually, human consciousness is formed only in interaction and communication with other people, i.e. in a social context.

The biological nature of man, the structure of his brain, researchers believe, have not changed much since the time of the Cro-Magnon man. But people of past eras thought, felt, and acted in completely different ways.

The social nature of consciousness, therefore, lies in the essence of those social relations that a person assimilates in the course of his activity, communication with outside world, in the process of educational influences. Different conditions of people's life and upbringing, belonging to different social groups, interaction and struggle of their interests develop and form different consciousness. In this sense, consciousness highest form mental activity of a person is not identical to thinking. Enikeev M.I. General and social psychology: a textbook for universities / M.I. Enikeev.- M.: NORMA, 2005. - 624 p. Human consciousness changes not only from epoch to epoch, from one cultural and historical civilization to another, it can change throughout the life of one and the same person, depending on the characteristics of the social relations in which he is included (he can be at one time religious, at another - an atheist, at one time an adherent of one view, at another - of others, etc.). Let us give a historical example: a child from an African tribe ends up in Paris and is brought up there, grows up an educated person, a true Parisian. Thus, the development of new subject-object relations is manifested and realized in the new social roles of the personality, which are gradually personified and turn into its personal properties: character traits, abilities, etc.

It can be noted that upbringing has an impact on the natural qualities of the individual, introducing new content into them, adapting to the specific social conditions in which it is included. Already in the works of I.P. Pavlov's idea was about the plasticity of the nervous system, its susceptibility to education in different environmental conditions, as well as about the great compensatory capabilities of the body, i.e. the ability to compensate for a number of functions by other organs due to injuries, diseases, etc.

The environment has a shaping effect on a person. Wisdom has long been known: a person is formed by his whole life. Of particular importance is social environment - spiritual and material conditions of life. They are inherent a special kind of pedagogical cause-and-effect relationships, regularities called socio-pedagogical. The operation of these causal relationships brings broad and significant personality-forming pedagogical results:

- educational: affect citizens' understanding of the world around them, the events and processes taking place in society and its spheres, understanding their place in the world and society, broaden their horizons, increase awareness in various fields of knowledge, create conditions for self-education, etc.;

- educational: form political and moral beliefs, attitudes towards the Motherland, its history, prospects, people, state bodies, politics, certain state and public institutions, events, professions, work, religions, social groups, nationalities, activate and change the motives of behavior, form moral views and habits of behavior, adherence to universal values, certain traditions, customs, ways of spending leisure time, push for decisions and actions, form cultural and aesthetic views and tastes, etc .;

- educational: enrich with knowledge on various issues of life, activity and behavior, as well as everyday and professional skills and abilities, etc .;

- developing: socialize needs, interests, inclinations, improve physical qualities, affect the level of development of intelligence, culture, morality, professional and business abilities, etc.

The upbringing of a person is especially susceptible to socio-pedagogical influences.

Feature socio-pedagogical influences on the personality - in the spontaneity prevailing in them, uncontrollability, randomness. In addition, if professional teachers, properly trained educators, deal with pedagogical problems in specially organized pedagogical institutions, then social and pedagogical influences are exerted by people who usually do not have pedagogical training (heads, officials, employees of the state apparatus, business workers, workers of means mass media, parents, members of various social groups, etc.). These influences are such that they turn everything in a person, cross out much of the positive that was formed in her at school, at the institute, through the efforts of many good teachers and educators. If judges judged people, and doctors treated them with the same degree of subjectivity and pedagogical illiteracy with which they are often treated in life, at work, in various institutions, then all the innocent would have been condemned long ago, and the sick would have died. Raising the question of overcoming spontaneity and pedagogical incompetence still sounds weak and drowns in the roar of life and the difficulties of society.

Practice real life person in a particular social environment is school of Life(“family school”, “school professional activity”, “leisure school”, etc.). Its influence on the formation of personality interacts with what the special pedagogical institutions of society and its spheres do and achieve, and often competes with them. The strength and results of the influences of the “school of life” and purposeful pedagogical influences often do not coincide. So, schoolchildren receiving general education within the walls secondary school, at the same time pass the “school of the family”, “school of the street”, “school of discos”, “school of informal peer associations”, “school of information technologies"(Internet, computer games)," the school of television and video products ", etc. Their education, upbringing, training and development are usually not arithmetic sum of all these schools, but the dominant influence of one of them.

The natural environment also has a certain pedagogical impact. In the pedagogical literature it is rightly noted that "we can conditionally speak of" pedagogy of the mountains", "pedagogy of the Volga", "pedagogy of the sea", "pedagogy of the steppes", because childhood and life spent in the peculiarities of such an environment have a kind of upbringing, teaching and developing influence on people.

Human development in interaction and under the influence of the environment in the most general form can be defined as a process and a result of its development. socialization, i.e. assimilation and reproduction of cultural values and social norms, as well as self-development and self-realization in the society in which he lives. Socialization has an interdisciplinary status and is widely used in pedagogy, but its content is not stable and unambiguous.

Socialization occurs: 1) in the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life; 2) in the process of influence by the state on certain categories of people; 3) in the process of purposefully creating conditions for human development, i.e. education; 4) in the process of self-development, self-education of a person.

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).

The first approach affirms or assumes a passive position of a person in the process of socialization, and considers socialization itself as a process of its adaptation to a society that forms each of its members in accordance with its inherent culture. This approach can be called subject-object (society is the subject of influence, and man is its object). At the origins of this approach were the French scientist Émile Durkheim and American - Talcott Parsons.

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. Americans can be considered the founders of this approach. Charles Cooley And George Herbert Mead.

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

Adaptation (social adaptation) is the process and result of counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves coordinating the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of self-assessments and claims of a person with his capabilities and with the realities of the social environment. In this way, adaptation is the process and result of the individual becoming a social being.

Isolation is the process of autonomization of a person in society. The result of this process is the need for a person to have his own views and the presence of such (value autonomy), the need to have one's own attachments (emotional autonomy), the need to independently resolve issues that concern him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation (behavioral autonomy). In this way, isolation is the process and result of the formation of human individuality.

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

Human socialization in the modern world , having more or less obvious features in a particular society, in each of them has a number of common or similar characteristics.

In any society, human socialization has features at various stages. . In the most general form, the stages of socialization can be correlated with the age periodization of a person's life. There are various periodizations, and the one given below is not generally accepted. It is very conditional (especially after the stage of adolescence), but quite convenient from a socio-pedagogical point of view.

We will proceed from the fact that a person in the process of socialization goes through the following stages: infancy (from birth to 1 year), early childhood (1-3 years), preschool childhood (3-6 years), younger school age(6-10 years old), junior teenage (10-12 years old), senior teenage (12-14 years old), early youth (15-17 years old), youthful (18-23 years old) age, youth (23-30 years old) , early maturity (30-40 years), late maturity (40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).

Socialization, as already noted, is also carried out in various situations that arise as a result of the interaction of many circumstances. It is the cumulative influence of these circumstances on a person that requires a certain behavior and activity from him. The factors of socialization are called such circumstances under which conditions are created for the course of socialization processes. As many circumstances, options for their combination, so many factors (conditions) of socialization. A.V. Mudrik singled out the main factors of socialization, combining them into four groups:

First - megafactors (mega - very large, universal) - space, planet, world, which to some extent through other groups of factors influence the socialization of all inhabitants of the Earth.

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

Third - mesofactors (meso - medium, intermediate), conditions of socialization of large groups of people, allocated: by area and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to certain subcultures.

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

Microfactors, as noted by sociologists, influence the development of a person through the so-called agents of socialization, i.e. persons in direct interaction with whom he lives. At different age stages, the composition of agents is specific. So, in relation to children and adolescents, such are parents, brothers and sisters, relatives, peers, neighbors, teachers. In youth or youth, the number of agents also includes a spouse, colleagues at work, study and military service. In adulthood, their own children are added, and in the elderly, members of their families.

Socialization is carried out using a wide range of funds, specific to a certain society, social stratum, age of a person. These include, for example, methods of feeding and caring for an infant; methods of encouragement and punishment in the family, in peer groups, in educational and professional groups; various types and types of relationships in the main areas of human life (communication, play, sports), etc.

The better organized social groups, the more opportunities to have a socializing influence on the individual. However, social groups are unequal in their ability to influence a personality at various stages of its ontogenetic development. So, in early and preschool age, the family has the greatest influence. In adolescence and youth, the influence of peer groups increases and is most effective, while in adulthood, the estate, labor or professional team, and individuals come first in importance. There are factors of socialization, the value of which is preserved throughout a person's life. This is a nation, mentality, ethnicity.

In recent years, scientists have attached increasing importance to macro factors of socialization, including natural and geographical conditions, since it has been established that they both directly and indirectly influence the formation of a person. Knowledge of the macrofactors of socialization makes it possible to understand the specifics of the manifestation of the general laws of development of an individual as a representative of Homo sapiens.

Socialization factors are a developing environment that must be designed, well organized and even built. The main requirement for the developing environment is the creation of an atmosphere in which humane relations, trust, security, and the possibility of personal growth will prevail.

The socialization of a person is carried out in the process of his interaction with diverse and numerous factors, organizations, agents, using various means and mechanisms.

How this interaction takes place in a spontaneous, relatively directed and relatively socially controlled socialization largely determines the self-change of a person throughout his life, and in general - his socialization.

In line with the subject-object approach to understanding socialization Socialization is generally understood as the formation of traits that are set by the status and required by this society. Socialization is determined as the resultant conformity of the individual to social prescriptions.

Other researchers have a different view of socialization, but also in line with the subject-object approach to socialization. The essence of their position is that, since a person cannot be prepared in advance for the various requirements that he will meet in life, socialization should be based on the assimilation of not just the sum of various role expectations, but the very essence of these requirements.

From this point of view, the formation of behavioral models in a person, including the main elements of institutional requirements and prescriptions, can be considered the key to successful socialization. The American psychologist and educator L. Kohlberg emphasized that this type of socialization prevents role conflicts in the future, while conformal adaptation to one's environment, if it changes, makes them inevitable.

In numerous studies, more and more attention is paid to identifying not those circumstances and characteristics that ensure that a person meets the requirements for a given stage of his development, but those that ensure successful socialization in the future. For example, socialization is seen as the assimilation by a person of attitudes, values, ways of thinking and other personal and social qualities that will characterize it at the next stage of development. This approach, which the American researcher A. Inkels called “looking ahead” (studying what a child should be like now so that he becomes successful as an adult), is very characteristic of the development of empirical research today.

The opinion has become quite widespread that socialization will be successful if the individual learns to navigate in unforeseen social situations. Various mechanisms of such orientation are considered. One of them is based on the concept of "situational adaptation" - "when entering a new situation, an individual connects the new expectations of others with his "I" and thus adapts to the situation." However, this approach turns a person into a kind of weather vane (which is the case, but not always).

Within subject-subjective approach is considered , that a socialized person is not only adapted to society, but is also able to be the subject of his own development and, to some extent, of society as a whole.

Thus, American scientists M. Riley and E. Thomas pay special attention to the presence of a person's own value orientations. They believe that difficulties in socialization arise when role expectations do not coincide with the self-expectations of the individual. In these cases, a person must carry out role replacements or restructuring of value orientations, strive to change self-expectation and be able to leave previous roles.

In line with the subject-subject approach, personality characteristics that ensure successful socialization are: the ability to change one's value orientations; the ability to find a balance between their values and the requirements of the role (selectively referring to their social roles); focus not on specific requirements, but on the understanding of universal moral human values.

Thus, a mature person can be considered a socialized person. The main criteria for the maturity and socialization of a person are: respect for oneself (self-esteem), respect for people, respect for nature, the ability to predict, the ability to creatively approach life (flexibility and at the same time stability in changing situations, as well as creativity).

From the point of view of social pedagogy socialization in general, it can be interpreted as follows: in the process and as a result of socialization, a person masters a set of role expectations and prescriptions in various spheres of life (family, professional, social, etc.) and develops as a person, acquiring and developing a number of social attitudes and value orientations, satisfying and developing their needs and interests. The socialization of a person is manifested in the balance between his adaptability and isolation in society.

Within the framework of the problem of socialization as a result of socialization as a whole, the question of upbringing as a result of relatively socially controlled socialization stands apart.

At the everyday level, upbringing is understood quite unambiguously and one-sidedly, as evidenced by dictionaries: “A well-bred person who grew up in the usual rules of secular decency, is educated” (V. I. Dal). “Education is the ability to behave; good breeding "(Dictionary of the Russian language. - M., 1957). "Brought up - who received a good upbringing, who knows how to behave" (ibid.).

It is very problematic to characterize upbringing at the theoretical level due to the variety of interpretations of the concept of "education". All known attempts to characterize upbringing with the help of empirical indicators give rise to one or another objection. More or less correctly, this is done in relation to certain aspects of upbringing (for example, education, professional training, attitudes and value orientations in various spheres of life, etc.). However, the revealed level of education of a person or his social attitudes, for example, in the field of interethnic interaction, etc., do not always correspond to his real social behavior.

Socialization has a "mobile character", i.e. the formed socialization can become ineffective in connection with a variety of circumstances.

Radical or very significant changes taking place in society, leading to the breakdown or transformation of social and (or) professional structures, which entails changes in the status of large groups of the population, turn their socialization into ineffective for new conditions. Moving a person from country to country, from region to region, from village to city and vice versa also makes socialization problematic.

Changing roles, expectations and self-expectations in connection with the transition of a person from one age stage to another, can also make the formed socialization in children, adolescents, and young men ineffective.

The socialization of children, adolescents, young men in any society proceeds in various conditions. The conditions of socialization are characterized by the presence of certain numerous dangers that have a negative impact on human development. Therefore, whole categories of children, adolescents, and youths appear objectively, becoming or may become victims of unfavorable conditions of socialization.

A.V. Mudrik conventionally identifies real, potential and latent types of victims of adverse conditions, which are represented by various types-categories of people.

real victims unfavorable conditions of socialization are disabled; children, adolescents, young men with psychosomatic defects and deviations; orphans and a number of categories of children in the care of the state or public organizations.

Potential but very real victims we can consider children, adolescents, young men with borderline mental states and with accentuations of character; children of migrants from country to country, from region to region, from village to city and from city to village; children born in families with low economic, moral, educational levels; mestizos and representatives of other national groups in places of compact residence of another ethnic group.

Latent victims Unfavorable conditions of socialization can be considered those who could not realize the inclinations inherent in them due to the objective circumstances of their socialization. So, a number of experts believe that high talent and even genius "fall" on the share of about one person out of a thousand born. Depending on the degree of favorable conditions of socialization, especially at early age stages, this predisposition develops to the extent that makes its carriers highly gifted people, in about one person out of a million born. And really only one out of ten million becomes a genius, that is, most of the Einsteins and Tchaikovskys are lost on life path, because the conditions of their socialization (even quite favorable ones) turn out to be insufficient for the development and realization of the high talent inherent in them. Since neither they themselves nor their relatives even suspect this, they can be attributed to the latent type of victims of unfavorable conditions of socialization.

These types of real victims are by no means always presented "in their pure form". Very often, a primary defect, a deviation from the norm, or some objective life circumstance (for example, a dysfunctional family) causes secondary changes in a person’s development, leads to a restructuring of a life position, and forms inadequate or detrimental attitudes towards the world and towards oneself. Often there is a superposition of one sign or circumstance on others (for example, a first-generation migrant becomes an alcoholic). An even more tragic example is the fate of graduates of orphanages (mostly social orphans, that is, those who have parents or close relatives). Among them, up to 30% become "homeless", up to 20% - offenders, and up to 10% commit suicide.

Some signs and circumstances that make it possible to attribute a person to the number of victims of adverse conditions of socialization are of a permanent nature (orphanhood, disability), others appear at a certain age stage (social maladaptation, alcoholism, drug addiction); some are unremovable (disability), others can be prevented or changed (various social deviations, illegal behavior, etc.).

1 The concept of raising children and students in the Republic of Belarus // Problems of Excretion. - 2000. - No. 2.

The formation of a person's personality occurs in society. These are two interrelated social phenomena. Personality does not exist separately. They serve as a subject of close interest and study of the whole complex of socio-economic disciplines: history, economics, psychology, philosophy and sociology.

How do individuals and society interact?

Who is the subject and object of this mutual influence? What are the patterns of personality integration in society? We will try to answer questions and outline modern approaches to the nature of the relationship between man and the world around him.

Man as an individual

The birth of a person is reflected through a set of metric indicators, which together provide information about the individual. Height, weight, state of health, nationality, place and date of birth are the basic characteristics with which a person comes into the world.

In the process of development, a person as an individual interacts with the outside world. And the path of his development is as individual and unique as his anthropometric portrait.

Each individual has a family or remains without it, was born in an economically prosperous metropolis or in a remote village - all these are factors of the social environment that have a direct impact on the formation of character, attitudes, culture and the way of further socialization.

In the process of becoming in society, an individual acquires a psychological characteristic, habits, attitudes, and especially behavioral patterns. He becomes an individual in society. And only the full right to which is officially regulated by adulthood, turns individuality into a person.

Stages of socialization

Socialization is the process of integrating an individual in society, as a result of which, at each stage, he acquires the qualities of a full member of it. Personality and social environment are dynamic units. At all stages of their interaction or refusal of interaction, there is a change of subject-object roles.

There are three stages of socialization of the individual:

The period of entry into society: the development of norms and requirements, the formation of communicative ways of interacting with the outside world.
The period of self-actualization in society: the definition of personal characteristics, one's position, status, social preferences.
The period of integration: the formation of personality and the active interaction of the social environment and personality.

All three periods are not strictly tied to age stages and can be carried out synchronously in each age period.

Entry into society

Conventionally, the beginning of socialization can be attributed to the age stages of infancy and childhood. This period is characterized by the acquisition of the initial experience of interaction between individuality and society. Factors of the social environment directly influence the formation of a person's attitude to the world.

If this is a socially disadvantaged environment, then it can form a negative scenario of the individual's behavior and lead to an asocial lifestyle in the future. There are other examples: if during the period of personality formation a person makes a choice not in favor of the negative environment surrounding him, he has every chance to change his environment.

In any case, the characteristics of the social environment leaves an imprint on the initial experience. An indicator of the level of personality is freedom of choice. Each person has the right to follow the norms of society to the extent that corresponds to his personal nature.

Self-actualization in society

During this period, the formation of a person's position in society takes place.

In adolescence, when there is a reassessment of the surrounding world and one's place in it, there is an active process of social self-identification, a person declares himself and his place in society.

This is a rather painful process for the individual. Sometimes for the immediate environment. The social environment and the socialization of the individual in it is a two-way process. Declaring his place, a person thereby demands to determine the attitude of other members of society towards himself, to “win back” his personal space from the world. Often this is associated with the interests of other people.

The ability to agree, to find a common interest is required for both a person and a society interested in successful adaptation and obtaining public benefit from a new member of the community.

Integration into society

The most important period for society and a person is the stage of integration, when an already established person realizes himself. Personality and social environment are interested in each other. If at the first and second stages of the process of entering society, a person as an individual more often acted as an object of relations, society taught him to be its member, then in the period of integration, a person already acts, with an active position as a subject of social interactions.

What does this mean?

Man is included in the production, distribution and consumption of the social product.
He fully realizes the rights and is responsible for the consequences of his activities to society.
Determines his civic position in the state.

Thus, a person, without ceasing to be an object of society, acts as a subject of management of the community in which he is socialized, and influences him.

Conditions of the stages of socialization

All these stages of socialization are conditional in their horizontal historical orientation. At each stage, the role and status of the individual can change, in different conditions the same person can perform different social roles and statuses.

The stage of entry into society can be repeated at any period of social maturity of the individual, with the status or social community, professional community, and in other similar cases.

Not the last role is played If a person changed his place of work or got married, then he is forced to go through the process of socialization again. Determine to what extent he is satisfied or not by the new socio-cultural environment, and make a choice as a free person.

Relations between the individual and society

An individual at birth becomes an individual in the process of interaction with other people and is formed as a socially significant person. Personality is the result of social evolution, limited by the experience of one person from an individual to a full member of society.

The quality of the social environment is an important characteristic for the formation of the individual.

On the other hand, pure copying and reproduction of society's values is not enough for the development of society. And here lies the potential of the individual.

The freedom of the individual makes it necessary to change the boundaries of the possibilities of society to ensure this right. This is the purpose of the personality - the improvement of the surrounding world through active participation both in the method of producing goods and in the architecture of knowledge.

The role and status of the individual

A person in society has a certain social status - a set of social characteristics that determine a place in the social hierarchy.

In accordance with it, a certain social image of a person and an a priori form of the attitude of other people towards him in a limited social circle are formed.

In society, each member performs social roles. This is a model of personality behavior, characteristic of the social circle of society. It happens that the individual virtues of a person become unacceptable traits for society. For example, a man of genius is a person who is extremely uncomfortable for his inner circle, his talent levels out the interests of the family, and he is often difficult to fit into the norms of his inner circle.

Social paradigm and freedom

Personality is the result of the socialization of the individual in society. Let us ask the question of whether society always corresponds to the level of individual freedom. And where are the criteria for how society meets its interests, and should it follow the standards set by this society? Personality and social environment - where is the line of freedom in this intersection?

Society is a living organism. And, just like a person, it has a different orientation - humane and inhuman in relation to its members. History provides many examples of this.

Society in relation to a particular person acts as a social paradigm, a model with values given by history and time. The characteristics of the social environment differ significantly within the social paradigm.

Behavior Model

The model of Soviet society as a social paradigm set the vector of strict compliance of each member of society with state standards. Freedom was limited by the norms of communist morality - to be like everyone else. Actually, it was a given lack of freedom, into which a person fell at birth. Personality, as in risk of losing either the head or other important organs.

The fate of lonely heroes who do not give up the right to freedom of choice, alas, is sad. But only they can rightfully be considered individuals, since main characteristic these people - freedom of choice.

About society and man

Man is a social being, he cannot fulfill his destiny outside of society.

An important motive for progress is the personality and the social environment in which it could be realized. One of the well-known forms of recognition of a person's merits by society is the awarding of the title of laureate. Nobel Prize. These are people whose personal contribution is recognized as socially significant for the progress of society. These are people who have not only achieved grandiose goals, but are spiritually rich, independent in their ability to be free, worthy members of human society.

Albert Einstein, physicist, author of the theory of relativity, said worthy words: more important than achieving success in life, understanding its meaning. Very relevant words for today, given that the Internet is littered with ways to "how to become successful", and this success is measured by the size of the wallet.

The great Irish playwright, a man with a great sense of humor, said: get what you want, or you have to love what you get. These words have deep meaning. He encourages people to develop the world, to set worthy goals and not be limited by what society is ready to give.