The influence of social culture. Personality and social environment. Characteristics of the social environment
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Hosted at http://www.allbest.ru/
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. forces, the totality of social 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 the general conditions for their mutual influence and interaction.
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 at a certain stage of 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. Moreover, if historical personalities and large groups (classes, nations) operate in a broad social environment, then the sphere of action of small groups and their constituent individuals 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. The practical significance of 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 formation 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 differs, 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 stigmatize the modern facts of the slave trade and slavery, realizing that they by no means pass without a trace on the minds 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.
Hosted on Allbest.ru
Similar Documents
Theoretical bases of diagnostics of the social environment. The concept of the social environment and the system of social protection of children in Russia. Methods for diagnosing the social environment. Study of the social environment of the Orthodox orphanage "Rozhdestvensky" in the Kaluga region.
thesis, added 02/14/2010
The hierarchical structure of the personality according to the model of the mental apparatus in Z. Freud's work "I and It". Social environment as a source of all specific human properties of personality. The role of the state in the formation and development of the individual.
report, added 05/25/2014
The problem of personality in sociology and philosophy. The social and activity essence of man. Physical, social and spiritual personality. Interaction of the individual and society. The influence of social role on personality development. institutionalized social roles.
test, added 01/27/2012
Personality. The development of the child's personality under the influence of environmental factors. Many physical, biological and social factors are involved in the complex process of personality formation.
abstract, added 06/11/2006
Karen Horney's study of the impact of the social environment on the formation of personality. The feeling of anxiety and the desire for security as the basis of human motivation. The structure of the neurotic personality. Activities of a social worker.
essay, added 05/05/2014
Social work as a phenomenon of social life. Historical roots of structural social work. Regulation of legal and economic relations of a person with society. The relationship of social work with other sciences. The essence of social work paradigms.
abstract, added 10/13/2008
Features, functions, tasks and principles of social policy. Administrative reform in the Russian Federation and its impact on the formation and implementation of the social policy of the state. Social cohesion of society and human rights, forecast of the social situation in Russia.
term paper, added 03/29/2015
Personality as a social unit that exists in a particular society; social environment. The process of personality socialization: essence, dynamics, stages, methods and means. The role of the individual in the development of society, its formation and purposeful education.
test, added 11/23/2010
The concept of personality in sociology. The ratio of biological and social in the formation of personality. The process of a person entering society, his socialization and social adaptation, the adaptation of the individual to the social environment. The social status of the individual.
test, added 04/25/2009
The theme of man and personality as one of the key topics in sociology. Systemic properties of a person. Social role and status of the individual. Socialization as a process of mastering by a person the rules that prevail in a given society. Social typology of personality.
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.
A characteristic feature of socio-pedagogical influences on a person is the spontaneity, uncontrollability, and chance that prevail in them. 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 overturn 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.
The practice of the real life of a person in a certain social environment is school of Life(“school of the family”, “school of professional activity”, “school of leisure”, 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 of a general education school simultaneously go through the "school of the family", "school of the street", "school of discos", "school of informal peer associations", "school of information technologies" (Internet, computer games), "school television and video products, etc. Their education, upbringing, training and development is usually not the 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. 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 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). Thus, 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), primary school age (6-10 years) , younger teenage (10-12 years old), older 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), 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 to create 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, becoming an adult, he would be successful), 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).
As part of 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); orientation 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 takes place 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 one 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. But really, only one out of ten million becomes a genius, i.e., most of the Einsteins and Tchaikovskys are lost on the path of life, because the conditions for 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 most important factor and condition for the development of the child is the social environment. The social environment is everything that surrounds us in social life and, above all, the people with whom each individual is in a specific relationship. The social environment has a complex structure, which is a multi-level formation, which includes numerous social groups that have a joint impact on the mental development and behavior of the individual. These include:
1. Microenvironment.
2. Indirect social formations that affect the individual.
3. Macrosocial structures - macroenvironment.
The microenvironment is the immediate environment, everything that directly affects a person. In it, he is formed and realizes himself as a person. This is a family, a kindergarten group, a school class, a production team, various informal communication groups and many other associations that a person constantly encounters in everyday life.
Indirect social formations affecting the individual. These are formations that are not directly related to the individual. For example, the production team where his parents work is directly connected with them, but only indirectly - through the parents - with the child.
The macroenvironment is a system of social relations in society. Its structure and content include a combination of many factors, including economic, legal, political, ideological and other relations in the first place. These components of the macro environment affect individuals both directly - through laws, social policy, values, norms, traditions, mass media, and indirectly, through influence on small groups in which the individual is included.
Relationships between people have a wide range. Both on the scale of the macroenvironment and in the conditions of the microenvironment, they are repeatedly mediated. Not always, for example, a grandfather or grandmother can be next to the child. But the father's story about his grandfather, his qualities as a person can have no less impact on the child than direct contact with him.
Social environment- these are, first of all, people united in various groups, with which each individual is in specific relations, in a complex and diverse system of communication.
The social environment surrounding a person is active, affects a person, exerts pressure, regulates, subordinates to social control, captivates, “infects with the corresponding “models” of behavior, encourages, and often forces, to a certain direction of social behavior.
The complex of scientific knowledge, rich life experience, the motives of their actions, a person draws from a direct source, which is the social environment. Those objectively existing opportunities in society that allow the individual to manifest himself as a personality are put forward to the fore. The content of this impact lies in the fact that the realization of the rights, freedoms and duties of the individual should take place on the basis of a combination of the interests of the whole society as a whole and each individual individually. This is possible only in a society where the free development of each is a condition for the free development of all. In addition to the state-public environment, social in the broad sense of the word, it is necessary to single out the microenvironment, which includes relations that arise in a small social group, in a work collective, of which a person is a member, a set of interpersonal relations. Each personality has its own specific features that distinguish it.
Social orientations and attitudes
social behavior is oriented towards public values, and its results are of public importance. The motives for this kind of behavior should be sought in social reality, although phenomenologically they are given in the aspirations and goals of the individual.
Social behavior, like any other activity, begins with readiness, an attitude that, along with all others, reflects social aspirations, goals, requirements and expectations. When analyzing a person's social activity, this circumstance manifests itself in the presence of social tendencies in a person. To understand the nature of a person, it is absolutely not enough to know what information an individual has about culture, traditions, ideology and social relations. It is also necessary to take into account what orientations, attitudes he has in relation to these phenomena.
The orientations and knowledge presented in the mind of the individual are closely related to each other. If knowledge reflects the objects and phenomena of reality, then the attitudes of a person to it are expressed in orientations. They set the trend of human actions relative to these phenomena.
Personal orientations are created in a person under the influence of individual needs and needs, while social orientations are determined by the requirements of other people.
Social Attitudes defined as a mental experience of meaning, meaning, value of a social object.
The installation consists of three components:
Descriptive knowledge
attitude;
· plans, programs of behavior.
Installation functions: adaptive, protective, expressive (expresses the individual significance of cultural values), cognitive and the function of coordinating the entire cognitive system of mental processes.
A change in attitude is usually intended to add knowledge, change attitudes, show the consequences of changing attitudes, opinions, etc.
Stereotypes are one of the types of social attitudes. Knowledge about people, accumulated both in personal experience of communication and from other sources, is generalized and fixed in the minds of people in the form of stable ideas - stereotypes. They are very widely used by a person when evaluating people, because they simplify, facilitate the process of cognition.
Stereotypes are regulators of behavior. The most studied national stereotypes. They fix relations between ethnic groups, are part of national identity, have a pronounced connection with the national character. Stereotypes are spiritual formations that have developed in the minds of people, emotionally colored images that convey meanings, in which there are elements of description, evaluation and prescription.
Thus, it is in the process of interaction between a person and the social environment that an impact occurs on each other, thereby each of them becomes the bearer and exponent of any social qualities. Thus, social connections, social interaction, social relations and the way they are organized are the objects of modern research.
The book is presented with some abbreviations.
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 the general conditions for their mutual influence and interaction.
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, we can be told that in Marxism the concept of “socio-economic formation” is used, 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 at a certain stage of 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. Moreover, if historical personalities and large groups (classes, nations) operate in a broad social environment, then the sphere of action of small groups and their constituent individuals 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. The practical significance of 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 formation 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 differs, 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 stigmatize the modern facts of the slave trade and slavery, realizing that they by no means pass without a trace on the minds 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 its 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.
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 since 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.