Social norm plan. Coursework the role of social control in the process of socialization
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Family in modern society." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
1) The concept of family.
2) Family functions:
a) reproductive;
b) economic;
c) socialization, etc.
4) Types of families:
5) Family resources:
a) economic;
b) information, etc.
7) Changes in society and the modern family:
a) changing the position of women in society and the family: a family of partner type;
b) from a multigenerational family to a nuclear one.
8) State and family.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Socialization of the individual." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
Correspondence of the structure of the proposed answer to a plan of a complex type;
The correctness of the wording of the points of the plan.
1. The concept of "Socialization"
a) primary;
b) secondary.
3. Socialization functions:
b) education;
d) media, etc.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
1) The concept of a nation:
a) as an ethnic group;
2) Signs of an ethnic group:
a) clan and tribe;
b) nationality;
Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic "Family as a social institution." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following is taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
1. The concept of family.
2. Family functions:
a) reproductive;
b) economic;
c) socialization, etc.
3. Rights and obligations of family members.
4. Signs of the family as a social institution:
a) the existence of norms and sanctions governing relations within the framework of the institution of the family;
b) a specific status-role system (spouses, parents and children, etc.)
5. Family resources:
a) economic;
b) information, etc.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
The presence of any two of the 2, 4, 5 points of the plan in this or similar wording will reveal the content of this topic in essence.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure plan for this topic:
1) The concept of family.
2) Family functions:
a) reproductive;
b) economic;
c) socialization, etc.
3) Rights and obligations of family members.
4) Types of families:
a) patriarchal, democratic;
b) multigenerational, nuclear.
5) Family resources:
a) economic;
b) information, etc.
6) Signs of a family as a small group:
a) consanguinity and (or) marital relationship of family members;
b) joint housekeeping, everyday life, etc.
The presence of any two of the 2, 4, 6 points of the plan in this or similar wording will reveal the content of this topic on the merits
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Social mobility". The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure plan for this topic:
1) The concept of social mobility.
2) Factors affecting social mobility:
a) the degree of openness of social structures;
b) the level of economic and scientific development of society;
c) the degree of human freedom, etc.
3) Types of social mobility:
a) vertical, horizontal;
b) group, individual.
4) Social elevators:
a) business;
d) church, etc.
5. Indicators of social mobility.
The presence of any two of the 2, 3, 4 points of the plan in this or similar wording will reveal the content of this topic on the merits
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure of this topic.
1) The concept of a nation:
a) as an ethnic group;
b) as a general civil community.
2) Signs of an ethnic group:
a) the presence of the territory of residence;
b) common language, traditions, customs;
c) commonality of historical and sociocultural experience;
d) similar features of appearance, character and mentality.
3) Varieties of ethnic groups:
a) clan and tribe;
b) nationality;
4) The main trends in the development of interethnic relations:
a) international integration;
b) international differentiation.
5) Democratic principles of interethnic relations:
a) equality of representatives of different nations in all spheres of society;
b) free access to the study of national languages, customs and traditions;
c) the right of citizens to determine their nationality;
d) development of tolerance and multicultural dialogue in society;
e) creating in society an intolerant attitude towards xenophobia, chauvinism, propaganda of national exclusiveness.
6) Interethnic relations and national policy in modern Russia.
Perhaps a different number and (or) other correct wording of paragraphs and subparagraphs of the plan. They can be presented in nominal, interrogative or mixed forms.
The presence of any two of the 1, 2, 4 points of the plan in this or similar wording will reveal the content of this topic in essence.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Nations and interethnic relations." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure of this topic.
1) The concept of a nation:
a) as an ethnic group;
b) as a general civil community.
2) Signs of an ethnic group:
a) the presence of the territory of residence;
b) common language, traditions, customs;
c) commonality of historical and sociocultural experience;
d) similar features of appearance, character and mentality.
3) Varieties of ethnic groups:
a) clan and tribe;
b) nationality;
4) The main trends in the development of interethnic relations:
a) international integration;
b) international differentiation.
5) Democratic principles of interethnic relations:
a) equality of representatives of different nations in all spheres of society;
b) free access to the study of national languages, customs and traditions;
c) the right of citizens to determine their nationality;
d) development of tolerance and multicultural dialogue in society;
e) creating in society an intolerant attitude towards xenophobia, chauvinism, propaganda of national exclusiveness.
6) Interethnic relations and national policy in modern Russia.
Perhaps a different number and (or) other correct wording of paragraphs and subparagraphs of the plan. They can be presented in nominal, interrogative or mixed forms.
The presence of any two of the 1, 2, 4 points of the plan in this or similar wording will reveal the content of this topic in essence.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Social institutions". The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
1. The concept of a social institution.
2. Characteristics of a social institution:
a) arises on the basis of the joint activity of large masses of people;
b) the activities carried out by him are aimed at meeting the fundamental needs of society;
c) the activity carried out by him is regulated by norms, traditions, customs;
d) is a sustainable form of organization of activity;
e) develops historically.
3. Main social institutions:
a) the institution of family and marriage;
b) political institutions (state, parties, etc.);
c) economic institutions (production, exchange, etc.);
d) institutes of science, education and culture;
e) the institution of religion.
4. Functions of social institutions:
b) hidden.
5. Dysfunctions of social institutions.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Social group". The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
The presence of plan items that are mandatory for the disclosure of the proposed topic;
The correctness of the wording of the points of the plan in terms of their relevance to the given topic;
Correspondence of the structure of the proposed answer to the complex type plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure of this topic.
1. The concept of a social group.
2. Grounds for classifying social groups:
a) number (small and large);
b) by the nature of the interaction (primary and secondary);
c) upon the fact of existence (nominal and real);
d) according to the method of organizing and regulating interactions (formal and informal);
3. Signs of a small social group;
a) the presence of stable, long-term emotionally rich relationships
b) the presence of a common goal or interest;
c) the existence of common intra-group norms and rules;
d) the presence of an intra-group status-role structure;
4. Processes taking place in small social groups:
a) group integration;
b) group differentiation and leadership.
5. Numerous social groups.
Possible other number and (or) other correct wording of paragraphs and subparagraphs of the plan. They can be presented in nominal, interrogative or mixed form.
The presence of any two of the 2, 3, 4 points of the plan in this or similar wording will reveal the content of this topic on the merits.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Social control". The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this
themes without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics
topics that do not count towards the assessment
One of the options for the disclosure plan for this topic:
3. Types of social control:
a) internal (self-control)
The presence of any two of the 2, 3, 4 points of the plan in this or similar wording will reveal the content of this topic on the merits.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Nations and interethnic relations in the modern world." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure of this topic.
1) The concept of a nation:
a) as an ethnic community;
b) as a general civil community.
2) Signs of the nation:
a) common historical memory;
b) national identity;
c) national interests;
d) unity of language, etc.
3) Ethnic diversity of the modern world:
a) Russians;
b) Vietnamese;
c) the French, etc.
4) Interethnic relations in the modern world:
a) integration and rapprochement of peoples (European Union; USA; Canada, etc.);
b) interethnic conflicts and ways to overcome them;
c) tolerance, humanism, culture of interethnic relations as a means of overcoming national conflicts;
Perhaps a different number and (or) other correct wording of paragraphs and subparagraphs of the plan. They can be presented in nominal, interrogative or mixed forms.
The presence of any two of the 1, 2, 4 points of the plan in this or similar wording will reveal the content of this topic in essence.
Source: Unified State Examination in Social Studies 06/10/2013. main wave. Centre. Option 2.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure of this topic.
1. The concept of socialization.
a) the assimilation of social experience;
b) development of social roles;
c) the assimilation of norms, values and patterns of behavior.
3. Results of socialization:
a) integration of the individual into the system of social relations;
b) the formation of a worldview, etc.
4. Agents (institutions) of socialization:
a) agents of primary socialization (parents, relatives, family, friends, peers, etc.);
b) agents of secondary socialization (administration of a school, university, enterprise; army, court, church, etc.)
5. Differences in the content of the process of socialization of adults from the process of socialization of children.
Perhaps a different number and (or) other correct wording of paragraphs and subparagraphs of the plan. They can be presented in nominal, interrogative or mixed forms.
The presence of any two of the 2, 3, 4 points of the plan in this or similar wording will reveal the content of this topic on the merits.
Source: Unified State Examination in Social Studies 06/10/2013. main wave. Siberia. Option 5.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Social control". The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this
themes without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics
topics that do not count towards the assessment
One of the options for the disclosure plan for this topic:
1. The concept of "social control".
2. Functions of social control:
a) regulation and consolidation of society;
6) ensuring the stability of society;
c) elimination (minimization) of deviations, etc.
3. Types of social control:
a) internal (self-control)
b) external (formal and informal)
4. Elements of social control:
a) Social sanctions (formal and informal);
b) Social norms (law, morality, etc.)
Perhaps a different number and (or) other correct wording of paragraphs and subparagraphs of the plan. They are
can be presented in nominal, interrogative or mixed forms
The presence of any two of the 2, 3, 4 points of the plan in this or similar wording will reveal the content of this topic on the merits.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Small groups and their role in society." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
One of the options for the disclosure plan for this topic:
1. The concept of a "small group".
2. Features of small groups:
a) behavioral and psychological commonality of group members;
b) the presence of common interests and values;
c) general group norms.
3. Types of small groups:
a) formal;
b) informal.
4. Examples of small groups:
b) a group of friends
c) workforce.
5. Functions of small groups:
a) socializing;
b) supporting;
c) psychological;
d) activity.
6. Interpersonal relationships in a small group.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
The presence of any two of the 2-5 points of the plan in this wording or similar in meaning will reveal the content of this topic in essence.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Family as a small group." The plan must contain at least three points, of which two or more
detailed in subsections.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure plan for this topic:
1) The concept of family.
2) Family functions:
a) reproductive;
b) economic;
c) socialization, etc.
3) Rights and obligations of family members.
4) Types of families:
a) patriarchal, democratic;
b) multigenerational, nuclear.
5) Family resources:
a) economic;
b) information, etc.
6) Signs of a family as a small group:
a) consanguinity and (or) marital relationship of family members;
b) joint housekeeping, everyday life, etc.
Other number and (or) other correct wordings of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
The presence of any two of the 2, 4, 6 points of the plan in this or similar wording will reveal the content of this topic on the merits
Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic "Family as a social group." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure plan for this topic:
1) The concept of family.
2) Family functions:
a) reproductive;
b) economic;
c) socialization, etc.
3) Rights and obligations of family members.
4) Types of families:
a) patriarchal, democratic;
b) multigenerational, nuclear.
5) Family resources:
a) economic;
b) information, etc.
6) Signs of a family as a small group:
a) consanguinity and (or) marital relationship of family members;
b) joint housekeeping, everyday life, etc.
Other number and (or) other correct wordings of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
The presence of any two of the 2, 4, 6 points of the plan in this or similar wording will reveal the content of this topic on the merits
Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic "Social conflicts and ways to resolve them." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following is taken into account:
- compliance of the structure of the proposed answer with a plan of a complex type;
- the presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
- the correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure plan for this topic:
1. The concept of social conflict.
2. The main causes of conflicts:
a) unfavorable working conditions;
b) dissatisfaction with wages;
c) psychological incompatibility of people;
d) difference of essential interests and principles;
e) redistribution of influence in a group or between groups;
f) ideological differences (political and religious);
g) unfair distribution of values (income, knowledge,
information, benefits).
3. Types of social conflicts:
a) intrapersonal;
b) interpersonal;
c) intergroup;
d) ownership conflict;
e) conflict with the external environment.
4. Stages of development of intergroup conflict:
a) pre-conflict;
b) conflict;
c) post-conflict.
5. Ways to resolve conflicts:
a) search for a compromise, negotiations;
b) suppression of one side by the other, etc.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
The presence of any two of the 2-4 points of the plan in this or similar wording will reveal the content of this topic in essence.
1. The concept of "Socialization"
2. The main stages of socialization:
a) primary;
b) secondary.
3. Socialization functions:
a) Mastering the system of knowledge about the world, man and society;
b) the assimilation of moral values and guidelines;
c) mastering practical skills and abilities.
4. Factors (agents) of socialization:
b) education;
c) a group of friends (peers);
d) media, etc.
5. Desocialization and resocialization of the individual.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
The presence of any two of the 2-4 points of the plan in this or similar wording will reveal the content of this topic in essence.
Using social science knowledge, draw up a complex plan that allows you to reveal the essence of the topic "Socialization of the individual." The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
When analyzing the response, the following is taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
1. The concept of "Socialization"
2. The main stages of socialization:
a) primary;
b) secondary.
3. Socialization functions:
a) Mastering the system of knowledge about the world, man and society;
b) the assimilation of moral values and guidelines;
c) mastering practical skills and abilities.
4. Factors (agents) of socialization:
b) education;
c) a group of friends (peers);
d) media, etc.
5. Desocialization and resocialization of the individual.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
The presence of any two of the 2-4 points of the plan in this or similar wording will reveal the content of this topic in essence.
Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic "Features of a family as a small group." The plan must contain at least three points,
of which two or more are detailed in the subclauses.
Explanation.
When analyzing the response, the following are taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure plan for this topic:
1) The concept of family.
2) Family functions:
a) reproductive;
b) economic;
c) socialization, etc.
3) Rights and obligations of family members.
4) Types of families:
a) patriarchal, democratic;
b) multigenerational, nuclear.
5) Family resources:
Explanation.
When analyzing the response, the following is taken into account:
Correspondence of the structure of the proposed answer to a plan of a complex type;
The presence of plan items indicating that the examinee understands the main aspects of this topic, without which it cannot be disclosed on the merits;
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
1. The concept of "social status".
2. Types of statuses:
a) prescribed status;
b) achieved status.
3. Components of social status:
a) status rights and obligations;
b) status image;
c) status identification, etc.
4. The concept of social role, its relationship with social status.
5. Status set.
Other number and (or) other correct wordings of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
The correctness of the wording of the points of the plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
1. The concept of "Socialization"
2. The main stages of socialization:
a) primary;
b) secondary.
3. Socialization functions:
a) Mastering the system of knowledge about the world, man and society;
b) the assimilation of moral values and guidelines;
c) mastering practical skills and abilities.
4. Factors (agents) of socialization:
b) education;
c) a group of friends (peers);
d) media, etc.
5. Desocialization and resocialization of the individual.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal interrogative or mixed forms.
The presence of any two of the 2-4 points of the plan in this or similar wording will reveal the content of this topic in essence.
A. LAZEBNIKOVA
USE IN SOCIAL STUDIES: LEARNING TO MAKE A PLAN
Relatively recently, task C8 appeared in the examination version, which provides for the preparation of a detailed plan for the proposed topic. In this case, the topic can refer to any content line of the course. Here is the wording of the task with the evaluation criteria.
Topic 1
You are instructed to prepare a detailed answer on the topic "Science as a social institution." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.
One of the options for the disclosure plan for this topic:
1. The concept of "social institution".
2. The main functions of science in society:
1) cognitive;
2) educational and ideological;
3) production and technological; 4) social;
5) prognostic.
3. The system of scientific institutions:
1) the role of universities in the development of science;
2) academic scientific organizations
tions;
3) innovation centers.
4. State support for science:
1) the growth of government spending on time-
the development of science;
2) support for young scientists.
5. Ethics of a scientist.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
Correct Answer Content and Grading Instructions(Other formulations of the answer are allowed that do not distort its meaning.) When analyzing the answer, the following are taken into account:
the presence of plan items that are mandatory for the disclosure of the proposed topic;
the correctness of the wording of the points of the plan in terms of their relevance to a given topic;
compliance of the structure of the proposed answer with a plan of a complex type.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment. The absence of paragraphs 2 and 3 of the plan in the wording given or close in meaning will not allow revealing the content of this topic on the merits.
The wording of the points of the plan is correct and allows you to reveal the content of the topic on the merits (the provisions of at least two of the points of the plan noted above are reflected); the structure of the answer corresponds to a plan of a complex type (contains at least three items, two of which are detailed) - 3 points.
The wording of the points of the plan is correct and allows you to reveal the content of the topic on the merits (the provisions of at least two of the points of the plan noted above are reflected); the plan includes at least three points, one of which is detailed in subparagraphs, or the wording of the points of the plan is correct and allows you to reveal the content of the topic (the provisions of the two points of the plan noted above are reflected); the plan includes two points, each of which is detailed in sub-points - 2 points.
The wording of the points of the plan is correct and allows you to reveal the content of the specified topic (the provisions of at least two of the points of the plan noted above are reflected); the plan is simple in structure and contains at least three points, or the plan contains erroneous positions along with correct wording; but in general, the plan allows you to reveal the content of the topic on the merits (the provisions of at least two of the points of the plan noted above are reflected), one or two items are detailed in subparagraphs - 1 point.
The plan in terms of structure and (or) content and structure does not cover the specified topic (including a set of abstract formulations that do not reflect the specifics of the content of this topic), or the plan in terms of its structure is simple and contains one or two points - O points.
(The maximum score for the task is 3 points.)
Theme 2
Let's see how the graduates performed task C8.
We offer plans on the topic "The impact of the economy on the social structure of society." The peculiarity of this topic lies in the fact that here the focus is on a dynamic process that reflects changes in one area (in this case, social) under the influence of factors related to another area of public life (economic).
It is worth noting that similar topics involving the consideration of social phenomena in development and diversitydifferent connections, it becomes more and more. And this is quite justified, since it is precisely this - changeable, interpenetrating and interconnected - that social reality itself is. This means that the ability to see these connections, analyze phenomena in dynamics is an important element of social science training, which, by the way, is enshrined in the educational standard of high school.
Consider several options for a plan on this topic, compiled by graduates.
Plan 1
1. The concept of "social structure".
2. Differentiation of society:
a) by income;
b) in relation to the authorities;
c) by profession.
Economic cycles.
Economic cycles are fluctuations in economic activity (economic conditions), consisting in repeated contraction (economic recession, recession, depression) and expansion (economic recovery) of the economy.
3. The impact of economic cycles on society:
a) peak
b) recession;
c) bottom;
d) expansion.
4. State social programs:
a) support for the poor unemployed;
b) development of healthcare;
c) provision of social guarantees to the population;
d) youth programs.
5. The role of the economy in shaping the social structure of society.
Plan 2
1. The concept of economics.
2. The concept of social structure.
3. Types of economic systems:
Traditional;
command;
market;
mixed.
4. Functions of the economy in society.
5. Ways of influence of the economy on the social structure:
formation of supply and demand;
competition;
vacancies and job offers;
inflation;
economic crises;
tax policy;
social programs of state financing.
6. Consequences of exposure.
7. The impact of the economy on society in modern Russia.
Plan 3
1. What is the economy and its relationship with the
society:
1) the concept of economics;
2) the impact of the economy on the social structure;
3) positive results in interaction.
2. Ways and methods of the impact of the economy on the social structure.
3. The results of the impact of the economy on the social structure.
Plan 4
1. Characteristics of the social structure.
2. The impact of the economy on the quality of life:
1) employment and unemployment;
2) inflation.
3. Further polarization of society:
1) in the field of ownership;
2) access to power;
3) in social status.
3. Various approaches and assessments of this phenomenon.
Comments
We see that these plans differ from each other in the set of components (although there are similarities), completeness, and detail. But there is something in common between them:
1. Three of them meet the formal requirements: at least three points, with at least two of them detailed. The only exception is the third answer, where only one paragraph of the plan has subparagraphs.
Inflation.
With inflation, for the same amount of money, after some time, it will be possible to buy fewer goods and services than before. In this case, they say that over the past time the purchasing power of money has decreased, money has depreciated - they have lost part of their real value.
Let's figure it out. Within the framework of the proposed formulation of the topic, the social structure of society is the central object of consideration. It is in it that some changes are supposed. Consequently, it is necessary to proceed (and in essence, and not formally) from the concept of "social structure of society". From the course of social science it is known that it means the totality of existing in society, occupying a certain position in it and interacting social groups.
It would also be good to remember that the concept of "social group" is very broad. This includes groups distinguished by number (among them such large groups as classes, estates, layers), by profession according to the national principle, according to the demographic principle, etc.
What, based on this definition, can be the direction of change in the social structure? They can be expressed in the appearance of some groups and the disappearance of others; in significant quantitative changes covering individual groups; in changing the place of the group in the social structure.
Here it is useful to rely on historical knowledge and recall some real processes associated with a change in the social structure, for example: the emergence of the so-called third estate in France; liquidation of the nobility in the USSR; the relatively recent emergence in our country of such a social group as farming, etc. Reliance on specific knowledge and ideas will help in further reasoning.
Obviously, all these processes occur under the influence of many factors. We should focus on the economic. The next step in understanding the topic is related to identifying which economic processes and phenomena have a primary impact on the economic structure.
Here again, an appeal to "historical realities" can help. From the course of history it is well known that significant social changes occur with changes in property relations. Thus, the liquidation of private property in our country led to the disappearance of entire social groups: the aforementioned nobility, the bourgeoisie, individual peasants. And, on the contrary, with its revival in the 1990s. a layer of entrepreneurs began to form.
At the same time, profound changes in property relations are often the result of a change in the type of economic system as a whole. In this case, the transformations also affect the principle of distribution, which also cannot but affect the social structure of society. In particular, social differentiation can increase (or decrease) under its influence.
If we keep in mind changes within the framework of professional stratification, then they are associated with other economic factors: the social division of labor, technical progress, and so on.
In other words, the plans may be different, but they must include items on changes in the social structure in the context of changing economic systems, the establishment of new property relations, the transition to other distribution relations, and the development of technological progress.
None of this is in the plans. If any economic processes or types of economic systems are named, their influence on the social structure is not reflected in any way.
Let us analyze plan 1 in more detail. Only the last point works directly on the disclosure of the topic. However, it is not specified in any way. Point 3 is clearly redundant. By including point 2 in the plan, the graduate apparently wanted to identify an aspect related to the criteria (factors) of the social differentiation of society, but was unable to find a generalizing concept and proper formulation. The concretization of paragraph 3 does not correspond to the stated position: the impact of economic cycles on society.
Theme 3
Consider a plan on a topic from the field of sociology - "Social control as a mechanism for regulating relations between the individual and society."
1. The concept of social control and its significance for the development of society.
2. There are two forms of social control:
1) internal;
2) external.
3. There are the following methods of social control:
1) isolation;
2) isolation;
3) rehabilitation.
4. Social control is realized in the process of socialization.
5. Social control is formed by social norms and sanctions.
6. There are types of sanctions:
1) positive;
2) negative;
3) formal;
4) informal.
7. Trends in the development of social control.
Social cooperation in the conditions of the division of labor is a condition for meeting the growing needs of people, and hence for success in the struggle for survival. In human nature, prone to deviant behavior, there are forces that prevent actions that are inconsistent with the standards of behavior that lead to integration and stability. In Smelser's study, 99% of respondents admitted that they had violated the law at least once in their lives due to the contradiction between the desire for something and social norms and values.
The role of the mechanism of social control - a kind of "bypass valve" - is played by mass youth culture. Possessing the features of super-permissibility, it allows young people to “relax”, relieve emotional and deviant stress, maintain control over them from the side of elders and standards of behavior of society. The confidence of young people in their independence from adults within the framework of youth culture forms a sense and motives of responsibility for their behavior. As a young person grows older, he usually loses interest in this culture, socializes and becomes conformed to the standards of behavior. However, for some young people, the over-permissibility of youth culture forms distinct deviant behavior and motivation.
The ultimate form of social control is insulation from the social environment - to stop the deviant's contacts with other people. This mechanism blocks potential conflicts, deviant motives and actions. Isolated people leave a field for the manifestation of conformal motives, standards of behavior. Such isolation is characteristic of criminals held in prisons. Another mechanism of social control - isolation deviant from the social environment by limiting his contacts with other people, suggesting the possibility of returning to society. And finally, it is possible rehabilitation deviants, when artificial conditions are created for them to communicate with their own kind under the control of psychiatrists, guards, etc. For prisoners, such circumstances develop in terms of conditional release, deescort, etc.
Social control is also divided into (1) informal and (2) formal. Informal social control exists, according to Crosby, in the form of: (a) remuneration (approval, promotion, etc.); (b) punishment (a disgruntled look, critical remarks, the threat of physical punishment, etc.); (c) beliefs (reasoned proof of the observance of normal behavior); (d) human re-evaluation of cultural norms (as a result of all previous forms of social control plus the capacity for self-esteem).
Formal control is carried out by the state apparatus, which ensures the enforcement of standards of conduct and the motivation for such compliance with standards. IN political In countries where the basis of society is an authoritarian or totalitarian state, such control is exercised through direct violence against people in all spheres. It often remains illegitimate, giving rise to various types of deviant motivation and behavior in the form of covert sabotage or even rebellion. The idea of freedom as the most important value in the life of the people was never developed in the East (in Asia) - obedience to power was considered the main value there, and any speech against it was considered as deviant and severely punished.
IN economic and economic-political In countries where the basis of society is a market economy, formal control over compliance with legal norms and standards of behavior is supplemented by control over the powers of officials who control compliance with conforming behavior and the fight against deviant behavior. The idea of freedom has long been a value of Western societies, giving rise to an initiative that violates traditional standards of behavior and to which modern man owes the achievements of the industrial age: among them the rule of law and representative government, the independence of courts and tribunals, judicial proceedings and compensation for damages in case of illegal actions of the state , freedom of speech and press, separation of church and state.
Functions of the social control system
Social control is a system of social regulation of people's behavior in society, ensuring their orderly interaction. In relation to society, social control performs two most important functions: protective and stabilizing, and is divided into two types:
1. internal control or self-control. when an individual independently regulates his behavior, coordinating it with the norms of society, here the main criterion for moral assessment is conscience;
2. external control is a set of institutions and means that guarantee compliance with generally accepted norms.
The system of social control is carried out with the help of social norms, sanctions and institutions (agents of control).
Social norms are prescriptions, requirements, rules that define the boundaries of acceptable, socially approved behavior of people. They perform the following functions in society:
- regulate the general course of socialization;
- integrate the personality into the social environment;
- serve as models, standards of appropriate behavior;
- control deviant behavior. There are two types of social norms:
1. Formal, based on law:
- formally defined;
- enshrined in regulations;
- confirmed by the coercive power of the state.
2. Informal u based on morality:
- not formalized;
- supported by public opinion.
The essence of social norms is as follows:
- they allow the individual to enter into relationships with other people;
- compliance with the norms is strictly controlled by a complex mechanism that combines the efforts of control and self-control through a system of sanctions and rewards.
Compliance with social norms in society is ensured through social sanctions,which represent the reaction of the group to the behavior of the individual in socially significant situations. The whole variety of social norms in society, as the effect of action increases, is divided into four types:
- informal positive sanctions - public approval from the informal environment, i.e. parents, friends, colleagues, acquaintances, etc. (compliment, friendly praise, friendly disposition, etc.);
- formal positive sanctions - public approval from the authorities, official institutions and organizations (government awards, state awards, career advancement, material rewards, etc.);
- informal negative sanctions - punishments not provided for by the legal system of society, but applied by society (remark, ridicule, breaking friendships, disapproving feedback, etc.);
- formal negative sanctions - punishments provided for by legal laws, regulations, administrative instructions and orders (fine, demotion, dismissal, arrest, imprisonment, deprivation of civil rights, etc.).
There are three ways to implement social control in a group and society:
- through socialization. Its essence lies in the fact that socialization, shaping our desires, preferences, habits and customs, is one of the main factors of social control and the establishment of order in society;
- through group pressure. Each individual, being a member of many primary groups, must at the same time share a certain minimum of cultural norms accepted in these groups and behave appropriately. Otherwise, group condemnation and sanctions may follow, ranging from mere reprimands to the expulsion of a published primary group;
- through coercion. In a situation where an individual does not want to comply with laws, regulations, formalized procedures, a group or society resorts to coercion to force him to do like everyone else.
Thus, each society develops a certain system of control, which consists of formal and informal ways of regulating people's behavior and helps to maintain public order. Family, relatives, friends, colleagues act as agents of informal control, while formal control is carried out primarily by official representatives of the state endowed with control functions - courts, the army, special services, law enforcement agencies and other authorized institutions.
Federal Agency for Education
State educational institution
Higher professional education
"Tula State University"
Regional Center for Advanced Studies
Specialty "Accounting, analysis and audit"
Control-course work on the discipline "Sociology"
Topic: "The role of social control in the process of socialization"
2010
TABLE OF CONTENTS
INTRODUCTION 3
1. SOCIALIZATION. five
1.1. The concept and essence of socialization. five
2. THE CONCEPT OF SOCIAL CONTROL. 7
2.1. The concept of social control, its functions. 7
2.2. Elements of social control. nine
2.2.1. Social norms as a regulator of behavior. nine
2.2.2. Sanctions as an element of social control. eleven
2.3. The mechanism of social control. 12
2.4. Self control. 13
2.5. P. Berger's concept of social control. fourteen
3. SOCIAL INTERACTION AND SOCIAL CONTROL. 16
4. FORMS AND IMPLEMENTATION OF SOCIAL CONTROL. eighteen
CONCLUSION 22
REFERENCES 23
INTRODUCTION
Society is a self-regulating complex social system. An important role in the social regulation of public life is played by social culture, and above all social values, norms, social institutions and organizations. At the same time, a special structural formation, the institution of social control, plays an important role in the social structure of society. It acts as part of the general system of social regulation and is called upon to ensure the normal functioning and development of society by various means, as well as to prevent and correct such social deviations that can disrupt public life and social order.
Social control plays an important role in the life of society, because no society can successfully function and develop without a system of social control. So E. Fromm wrote that a society can only function effectively when its members achieve a type of behavior in which they want to act the way they should act as members of this society.
Many sociologists have studied social control. The term "social control" was introduced into the scientific vocabulary by the famous French sociologist, one of the founders of social psychology, Gabriel Tarde, who proposed considering it as one of the most important factors of socialization. Later, in the works of a number of scientists - such as, for example, E. Ross, R. Park, A. Lapierre - a theory of social control was developed.
I consider the topic of this course work relevant, since society is a dynamic system, and as this system develops, various traditions, norms, and values are formed and developed. The system of social control is also constantly evolving, becoming more flexible and efficient, so there are still a lot of materials for research and study of this topic. In addition, a person is interested in a calm and prosperous life, in social order, in the successful development and functioning of society. All this is provided by the institution of social control, and the more it develops and improves, the more organized and prosperous the society will be. Therefore, the system of social control needs to be studied more deeply, to find various ways to resolve social conflicts and improve the current social culture.
The purpose of the course work is to determine the role of social control in society, to identify the dependence of the direction and content of social control on the economic, political, ideological and other characteristics of a given social system, historically determined by the level of its development. In addition, we need to draw conclusions about the impact of social control on the development of the individual and society as a whole.
SOCIALIZATION
The well-known American psychologist and sociologist Charles Cooley set himself the task of studying the process of a person's gradual understanding of the difference between his "I" and other personalities. As a result of numerous studies, he determined that the development of the concept of one's own "I" occurs in the course of a long, contradictory and intricate process and cannot occur without the participation of other personalities, i.e. no social environment. Each person, according to Ch. Cooley, builds his "I", based on the perceived reactions of other people with whom he comes into contact. For example, a girl is told by her parents and acquaintances that she is pretty and looks great. If these statements are repeated often enough, more or less constantly, and by different people, then the girl will eventually feel pretty and act like a beautiful creature. But even a pretty girl will feel like an ugly duckling if, from an early age, her parents or acquaintances disappoint her and treat her as ugly. A.I. Kuprin in the story "Blue Star" perfectly described such a situation when a girl who was considered the ugliest in her country began to be considered the first beauty after moving to another country.
Such reasoning led C. Cooley to the idea that the personal "I"-image is not born only in connection with objective facts. The most ordinary child, whose efforts are appreciated and rewarded, will feel a sense of confidence in his own abilities and his own talent, while a truly capable and talented child, whose efforts are perceived by his immediate environment as unsuccessful, will feel a painful sense of incompetence and his abilities can be practically paralyzed. . It is through relationships with others, through their assessments, that each person determines whether he is smart or stupid, attractive or ugly, worthy or worthless.
This human "I", opening through the reactions of others, became known as the mirror "I" of Charles Cooley, who first analyzed the process of "I" - discovery. The most figurative concept of the mirror "I" can be illustrated by the words of William Thackeray from his work "Vanity Fair. A Novel Without a Hero": "The world is a mirror, and it returns to each person the reflection of his own face. Furrow your eyebrows, and it will return you an unfriendly look laugh with it, and it will be your joyful and kind companion."
1.1. The concept and essence of socialization
Man is a social being. From the first days of his existence, he is surrounded by his own kind, included in all sorts of social interactions. A person acquires the first experience of social communication even before he begins to speak. Being part of society, a person acquires a certain subjective experience, which becomes an integral part of the personality. Socialization is the process and result of the assimilation and subsequent active reproduction of social experience by the individual. The process of socialization is inextricably linked with communication and joint activities of people.
The essence of socialization consists in a combination of adaptation and isolation of a person in the conditions of a particular society. The process of socialization and adaptation are closely interrelated. Adaptation involves the coordination of requirements and the expectation 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. Thus, 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 his own attachments (emotional autonomy), the need to independently solve 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). Thus, isolation is the process and result of the formation of human individuality.
It follows from the foregoing that in the process of socialization there is an internal, not fully resolved conflict between the measure of a person's adaptation in society and the degree of his isolation in society.
The socialization of a person 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.
Stages of socialization.
In any society, the socialization of a person 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 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.
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), primary school age (6-10 years), younger adolescence (10- 12 years old), senior teenage (12-14 years old), early youthful (15-17 years old), youthful (18-23 years old) age, youth (23-30 years old), early maturity (30-40 years old), late maturity (40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).
2.
The concept of social control
.
2.1. The concept of social control, its functions.
The concept of social control was introduced by T. Tarde, the founder of social psychology, who understood it as a set of ways in which a criminal is led to normal behavior. Subsequently, the meaning of this term has expanded significantly. This happened largely due to the studies of American sociologists E. Ross and R. Park, who understood social control as a purposeful impact on an individual in order to bring human behavior in line with social norms.
According to T. Parsons, social control is a process by which, through the imposition of sanctions, there is a counteraction to the deviant, i.e. deviant behavior and maintain social stability.
So, social control is a way of self-regulation of a social system (society as a whole, a social group, etc.), which ensures through normative regulation the targeted impact of people and other structural elements of this system, their orderly interaction in the interests of strengthening order and stability.
Analyzing the content of this general definition, it is important to keep in mind a number of fundamental points:
Social control is an integral part of a more general and diverse system of social regulation of people's behavior and public life. Its specificity lies in the fact that such regulation is of an orderly, normative and rather categorical character and is ensured by social sanctions or the threat of their application;
The problem of social control is a certain cut of the main sociological question about the relationship and interaction of an individual, a social group and society as a whole. Social control is also carried out through the socialization of the individual, i.e. internal control, and through the interaction of the individual with the primary social group, its culture, i.e. group control and through the interaction of an individual, a social group with society as a whole, i.e. social control through coercion;
It is impossible to imagine social control one-sidedly - as a blind and automatic submission of the individual to the requirements of social norms, when the individual acts only as an object, and society as a subject. It must be seen that in this case it is precisely social interaction that takes place, moreover, constant and active, in which not only the individual experiences the influence of social control, but also social control undergoes the opposite effect on the part of the individual, which can even lead to a change in his character;
The nature, content, and direction of social control are determined by the character, nature, and type of the given social system. It is quite obvious that social control in a totalitarian society and in a democratic society will be fundamentally different. In the same way, social control in simple, primitive, archaic societies has a completely different (for example, informal) character in comparison with social control in complex modern industrial societies (a complex and developed system of formalized control).
The main purpose of social control is to maintain order and stability in society, as well as to ensure social reproduction (continuity) in the direction corresponding to the development strategy chosen by a particular society. Thanks to the mechanisms of socialization, prescription, encouragement, selection and control, the social system maintains a balance.
The following distinguishing features of social control can be pointed out:
1) orderliness, categoricalness and formality: social norms are often applied to an individual without taking into account his personal characteristics; in other words, a person must accept a norm only because he is a member of a given society;
2) connection with sanctions - punishments for violation of norms and rewards for their observance;
3) collective implementation of social control: social action is often a reaction to a particular human behavior, and therefore, can be both a negative and a positive incentive in choosing goals and means to achieve them.
Describing the anatomy and mechanism of the system of social control, the well-known Russian sociologist and jurist A.M. Yakovlev identifies the following components and the relationship between them:
- individual actions, manifested in the course of active interaction of the individual with the social environment;
a social rating scale derived from a system of values, ideals, vital interests and aspirations of a social group or the whole society, on which the reaction of the social environment to individual action depends;
categorization of individual action, i.e. assigning it to a certain category of socially approved or condemned actions, which is the result of the functioning of the social rating scale;
the nature of public self-consciousness, including the nature of public self-assessment and assessment by the social group of the situation in which it acts, on which the categorization of individual action depends;
the nature and content of social actions that perform the function of positive or negative sanctions and are directly dependent on the state of public self-consciousness;
an individual rating scale, derived from the system of values, ideals, vital interests and aspirations of the individual and determining the individual's reaction to social action.
Social control helps to preserve the living fabric of social relations and is a special mechanism for maintaining public order and includes two main elements - norms and sanctions.
2.2.1 Social norms as a regulator of behavior
Each person understands that no one could successfully build their relationships with other people and social organizations without mutual correlation of actions with the rules approved by society. These rules, which serve as a standard in relation to our actions, are called social norms.
Social norms are prescriptions, instructions and wishes of varying degrees of severity, forcing individuals to act as it is customary to do in a given society, in a particular situation. Social norms act as regulators of human behavior. They establish boundaries, conditions, forms of action, determine the nature of relations, stipulate acceptable goals and ways to achieve them. The assimilation of social norms of society, the development of an individual attitude towards them occur in the process of socialization.
Norms impose obligations and mutual responsibility on the participants in social interaction. They concern both individuals and society. On their basis, the whole system of social relations is formed. At the same time, norms are also expectations: society expects predictable behavior from an individual who performs a certain role. The individual also assumes that society will justify his trust and fulfill his obligations.
Social norms are a product of the spiritual activity of society. They are in constant development. So, many modern rules of behavior are fundamentally different from those that were common a hundred years ago. Social norms perform an important function - they support and preserve social values, what is recognized in society as the most important, significant, indisputable, deserving of attention: human life and dignity of the individual, attitude towards the elderly and children, collective symbols (coat of arms, anthem, flag) and the laws of the state, human qualities (loyalty, honesty, discipline, diligence), religion. Values are the basis of norms.
Social norms in a generalized form reflect the will of society. Unlike values that are recommended for choice (which predetermines differences in the value orientations of many individuals), norms are more stringent, mandatory.
There are several types of social norms:
1) customs and traditions, which are habitual patterns of behavior;
2) moral norms based on collective authority and usually having a rational justification;
3) legal norms enshrined in laws and regulations issued by the state. More clearly than all other varieties of social norms, they regulate the rights and obligations of members of society and prescribe penalties for violations. Compliance with legal norms is ensured by the power of the state;
4) political norms that relate to the relationship between the individual and power. Between social groups and between states are reflected in international legal acts, conventions, etc.;
5) religious norms, which are supported primarily by the belief of the adherents of religion as a punishment for sins. Religious norms are distinguished on the basis of the scope of their functioning; in reality, these norms combine elements characteristic of legal and moral norms, as well as traditions and customs;
6) aesthetic norms that reinforce ideas about the beautiful and the ugly.
Social norms are determined by the diversity of social life, any direction of human activity is regulated by them. Different types of social norms can be classified according to the following criteria:
· according to the scale of distribution - universal, national, social group, organizational;
By functions - orienting, regulating, controlling, encouraging, prohibiting and punishing;
By the degree of increasing severity - habits, customs, manners, traditions, laws, taboos.
Violation of customs or traditions in modern society is not considered a crime and is not strictly condemned. A person bears strict responsibility for breaking the law. Thus, social norms perform very important functions in society:
regulate the general course of socialization;
integrate individuals into groups, and groups into society;
control deviant behavior
serve as models, standards of behavior.
Deviation from the norms is punished with sanctions.
2.2.2 Sanctions as an element of social control
In order to quickly respond to the actions of people, expressing their attitude towards them, society has created a system of social sanctions.
Sanctions are the reactions of society to the actions of an individual. The emergence of a system of social sanctions, like norms, was not accidental. If norms are created to protect the values of society, then sanctions are designed to protect and strengthen the system of social norms. If a norm is not supported by a sanction, it ceases to be valid. Thus, the three elements - values, norms and sanctions - form a single chain of social control. In this chain, sanctions are assigned the role of a tool with which the individual first gets acquainted with the norm, and then realizes the values. For example, a teacher praises a student for a well-learned lesson, encouraging him for a conscientious attitude to learning. Praise acts as an incentive to consolidate in the mind of the child such behavior as normal. Over time, he realizes the value of knowledge and, acquiring it, will no longer need external control. This example shows how the consistent implementation of the entire chain of social control translates external control into self-control. Sanctions are of different types. Among them are positive And negative, formal And informal.
· positive sanctions are the approval, praise, recognition, encouragement, glory, honor that others reward those who act within the framework of the norms accepted in society. Not only outstanding actions of people are encouraged, but also a conscientious attitude to professional duties, many years of impeccable work and initiative, as a result of which the organization has made a profit, providing assistance to those who need it. Every activity has its own incentives.
· Negative sanctions - condemning or punishing the actions of society in relation to those individuals who violate the norms accepted in society. Negative sanctions include censure, dissatisfaction with others, condemnation, reprimand, criticism, a fine, as well as more severe actions - imprisonment, imprisonment or confiscation of property. The threat of negative sanctions is more effective than the expectation of encouragement. At the same time, society strives to ensure that negative sanctions do not punish as much as prevent violations of norms, be proactive, not late.
· Formal sanctions come from official organizations - the government or the administration of institutions, which in their actions are guided by officially adopted documents, instructions, laws and decrees.
· informal sanctions come from those people who surround us: acquaintances, friends, parents, work colleagues, classmates, passers-by. Formal and informal sanctions can also be:
· Material– gift or fine, bonus or confiscation of property;
· moral- awarding a diploma or an honorary title, an unfriendly review or a cruel joke, a reprimand.
For sanctions to be effective and reinforce social norms, they must meet a number of requirements:
· Sanctions must be timely. Their effectiveness is significantly reduced if a person is encouraged, much less punished after a significant amount of time. In this case, the action and the sanction to it are divorced from each other;
Sanctions must be proportionate to the action, justified. Undeserved encouragement generates dependency, and punishment destroys faith in justice and causes discontent in society;
Sanctions, like norms, must be binding on all. Exceptions to the rules give rise to the morality of the "double standard", which negatively affects the entire regulatory system.
Thus, norms and sanctions are combined into a single whole. If a norm does not have an accompanying sanction, then it ceases to operate and regulate real behavior. It can become a slogan, an appeal, an appeal, but it ceases to be an element of social control.
2.3. Mechanism of social control
The mechanism of social control plays a crucial role in strengthening the institutions of society. Figuratively speaking, this mechanism is the “central nervous system” of a social institution. Social institution and social control consist of the same elements, i.e., identical rules and norms of behavior that fix and standardize people's behavior, making it predictable. P. Berger believes that “social control is one of the most common concepts in sociology. It refers to the various means that any society uses to curb its recalcitrant members. No society can do without social control. Even a small group of people randomly gathered together will have to develop their own control mechanisms so as not to fall apart in the shortest possible time.
Social control in relation to society performs two main functions:
· protective function. This function sometimes prevents social control from acting as a supporter of progress, but the list of its functions does not include the renewal of society - this is the task of other public institutions. So, social control protects morality, law, values, requires respect for traditions, opposes the new, which has not been properly tested.
· Stabilizing function. Social control acts as the foundation of stability in society. Its absence or weakening leads to anomie, disorder, confusion and social discord.
2.4 Self control
Depending on the method of imposing sanctions - collective or individual - social control can be external and internal. Internal control is also called self-control: the individual independently regulates his behavior, coordinating it with generally accepted norms. In the process of socialization, norms are assimilated so firmly that people, violating them, experience a feeling of embarrassment or guilt. Contrary to the norms of proper behavior, a person, for example, envies a more successful rival. In such cases, one speaks of pangs of conscience. Conscience is a manifestation of internal control.
Generally accepted norms, being rational prescriptions, remain in the sphere below which the subconscious sphere, consisting of elemental impulses, is located.
Self-control means containment of the natural elements, it is based on volitional effort.
Self-consciousness is an extremely important socio-psychological characteristic of a person. The source from which a person's idea of himself is drawn is the people around him and significant to him. According to the reaction to his actions, according to their assessments, the individual also judges what he himself is like. The content of self-consciousness is influenced by a person's idea of how others consider him to be. The social behavior of a person largely consists of his reaction to the opinions of the people around him, and this opinion seriously affects the formation of individual self-consciousness.
etc.................
Task number 28 (former C8)
to plan a report on a specific topic
The task is aimed at testing the graduates' holistic ideas about social science phenomena and processes. When performing it, it is necessary to demonstrate knowledge of the information with which the phenomenon and process are associated, as well as the ability to systematize this information.
Practical tips for completing the assignment
1. The plan must conform in form to a plan of a complex type (i.e., be divided into numbered paragraphs and sub-paragraphs indicated by letters), and not be a continuous text or diagram. One of the most common mistakes in drawing up a plan is that a graduate draws up a diagram (for example, draws arrows from the concept of "Religion" and under each of them writes, say, "world" and "national").
2. The minimum for almost any plan includes 5 main structural elements:
- concept (the plan does not need to define the term);
- signs (characteristic features, distinctive features);
- structure (constituent elements);
- types (types, groups);
- functions.
For example, in the plan on the topic "Religion as an element of the spiritual life of society" at least the following points should be highlighted:
3. It is recommended to include signs of various types of this phenomenon in separate paragraphs of the plan (for example, in the plan for economic systems, make 4 separate paragraphs, each of which reveals in subparagraphs the signs of traditional, command, market and mixed economies, respectively).
4. Despite the fact that the form, in accordance with the condition of the assignment, it is enough to compose only three points,it is necessary to make more (up to 8-10 points). This is due to the fact that a graduate must hit at least 2-3 points, which are set out by experts in the keys (answers), and there are sometimes very unusual mandatory points.
For example, in the keys (answers) to the plans, it seems rather strange to highlight the items that I highlighted in bold, but they are called mandatory in the keys (that is, their absence makes the expert reduce the score for this task).
"Mass media in the political life of society" 1) The functions of the media in political life: | "The role of social control in the development of society" 2. Elements of social control: |
Therefore, it is necessary to make more than three points.
five . If the topic of the plan includes two social science phenomena / processes, then the plan should include paragraphs about one of them, then paragraphs about the other, and finally, paragraphs about the relationship between two phenomena / processes. For example, in the plan on the topic "Pricing in market conditions" should
- dedicate part of the points to the market system and the market (identify all economic systems, signs of the market, types and functions of the market);
- dedicate part of the points to the price (highlight the concept, signs, types and functions of the price);
- part of the paragraphs to devote to their relationship, that is, to the peculiarities of pricing in market conditions (for example, to highlight pricing factors in a market system).
Evaluation of the answer is carried out according to three criteria (maximum for the task you can get 4 points):
K-1: disclosure of the topic
, i.e. the presence of plan items that allow revealing the content of this topic on the merits. These are the most important points, without which, according to the indications of the keys (answers), the topic cannot be considered essentially disclosed (these points can be conditionally called "mandatory"). For example, the topic "Bank as a financial institution" without the items "functions of the central bank" and "functions of commercial banks", the topic "Morals in the system of social norms" - without the items "types of social norms", "signs of morality", "structure of morals", etc. Usually, the keys (answers) of such points of the plan indicate from two to four, and the graduate must "get" at least two of any of them, and in the exact wording that is given in the keys (answers) or in a wording that is close in meaning. Whereinone of them must bedetailed in subparagraphs; other item may not bedetailed OR can even be just a subclause. It is, of course, desirable that both "obligatory clauses" be detailed in subclauses. In these cases, 2 points out of 2 are assigned for this criterion.
If the plan drawn up by the graduate contains only one of the "obligatory items" given in the keys, but this item is detailed in sub-items, then according to this criterion it gives 1 out of 2 points. The graduate will receive the same 1 out of 2 score for this criterion if he indicates two "mandatory items" in the plan, but does not detail any of them. In all other situations, 0 points are given for this criterion. It should also be taken into account that the K-th criterion determines the fate of the entire task: if 0 points are assigned according to this criterion, then 0 points are assigned for the entire plan.
If a graduate in his plan “makes” two or three obligatory items out of one obligatory item, then according to this criterion this item is counted as one obligatory item. For example, in the plan on the topic "Political Parties", the following two points highlighted by the graduate will be read as one mandatory item:
2) parties on an ideological basis:
a) liberal;
b) conservative;
c) socialist, etc.;
3) parties on an organizational basis:
a) mass;
b) personnel
K-2: compliance of the structure of the proposed answer with a plan of a complex type
, i.e. the plan must contain at least three points, of which at least two are detailed in subparagraphs. In this case, according to this criterion, 1 point is set (out of 1 possible). E If a graduate in his plan “makes” two or three obligatory items out of one obligatory item, then according to this criterion this item is counted as one obligatory item (a corresponding example has already been given above). It should be taken into account that the wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment. At the same time, every year, when checking, several papers are sure to come across in which the plan is drawn up as follows
Of course, for such a plan, 0 points out of 4 possible are set.
If 0 points are given for this criterion, then 0 points are also given for the next criterion K-3.
TO-
3:
the correctness of the wording of the points of the plan
, i.e. the absence of errors and inaccuracies in them. Maximum - 1 point.
Examples of correct answers to tasks of this type
The following are some correct plans on a number of topics. Before you open them and look, try to make a plan for each of the topics yourself, and then review the reference answer and give yourself a score from 0 to 3 primary points.
Exercise 1. You have been instructed to prepare a detailed answer on the topic “Society as a system”. Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in subparagraphs.
The task 2. You are instructed to prepare a detailed answer on the topic "Interaction between society and nature." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in subparagraphs.