The role of socialization in the life of society. Socialization is a rather complex process

- a complex organism in which all cells are closely interconnected and the efficiency of the life of society as a whole depends on the activities of each of them.

In the body, new cells take the place of dying cells. So in society, new people are born every second who don’t know anything yet; no rules, no norms, no laws by which their parents live. They need to be taught everything so that they become independent members of society, active participants in its life, capable of teaching the new generation.

The process of assimilation by an individual of social norms, cultural values and patterns of behavior of society to which it belongs is called socialization.

It includes the transfer and mastery of knowledge, abilities, skills, the formation of values, ideals, norms and rules of social behavior.

In sociological science it is customary to distinguish two main types of socialization:

primary - the child’s assimilation of norms and values;
secondary - the assimilation of new norms and values by an adult.

Socialization is a set of agents and institutions that shape, guide, stimulate, and limit the development of a person.

Agents of Socialization- these are specific People, responsible for teaching cultural norms and social values. Socialization institutions — institutions, influencing the process of socialization and directing it.

Depending on the type of socialization, primary and secondary agents and institutions of socialization are considered.

Agents of primary socialization- parents, brothers, sisters, grandparents, other relatives, friends, teachers, leaders of youth groups. The term “primary” refers to everything that constitutes a person’s immediate and immediate environment.

Agents of secondary socialization- representatives of the administration of a school, university, enterprise, army, police, church, media employees. The term “secondary” describes those who are in the second echelon of influence, having a less important impact on a person.

Primary institutions of socialization- this is family, school, peer group, etc. Secondary institutions- this is the state, its bodies, universities, church, media, etc.

The socialization process consists of several stages, stages

Adaptation stage (birth - adolescence). At this stage, uncritical assimilation of social experience occurs; the main mechanism of socialization is imitation.
The emergence of a desire to distinguish oneself from others is the stage of identification.
The stage of integration, introduction into the life of society, which can proceed either safely or unfavorably.
Labor stage. At this stage, social experience is reproduced and the environment is affected.
Post-labor stage (old age). This stage is characterized by the transfer of social experience to new generations.

Stages of the process of personality socialization according to Erikson (1902-1976):

Infancy stage(from 0 to 1.5 years). At this stage, the mother plays the main role in the child’s life, she feeds, cares, gives affection, care, as a result, the child develops basic trust in the world. The dynamics of trust development depend on the mother. A lack of emotional communication with the baby leads to a sharp slowdown in the child’s psychological development.

Early childhood stage(from 1.5 to 4 years). This stage is associated with the formation of autonomy and independence. The child begins to walk and learns to control himself when performing bowel movements. Society and parents teach the child to be neat and tidy, and begin to shame him for having “wet pants.”

Childhood stage(from 4 to 6 years). At this stage, the child is already convinced that he is a person, since he runs, knows how to speak, expands the area of mastery of the world, the child develops a sense of enterprise and initiative, which is embedded in the game. Play is important for a child, as it forms initiative and develops creativity. The child masters relationships between people through play, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child and do not pay attention to his games, then this negatively affects the child’s development and contributes to the consolidation of passivity, uncertainty, and feelings of guilt.

Stage associated with primary school age(from 6 to 11 years old). At this stage, the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities and conveys the technological ethos of the culture. If a child successfully masters knowledge, he believes in himself, is confident, and calm. Failures at school lead to feelings of inferiority, lack of faith in one’s strengths, despair, and loss of interest in learning.

Adolescence stage(from 11 to 20 years). At this stage, the central form of ego-identity (personal “I”) is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional calling, abilities, skills - these are the questions that arise before a teenager, and these are already society’s demands on him for self-determination.

Youth stage(from 21 to 25 years old). At this stage, it becomes important for a person to search for a life partner, cooperate with people, strengthen ties with everyone, a person is not afraid of depersonalization, he mixes his identity with other people, a feeling of closeness, unity, cooperation, intimacy with certain people appears. However, if the diffusion of identity extends to this age, the person becomes isolated, isolation and loneliness become entrenched.

Maturity stage(from 25 to 55/60 years). At this stage, identity development continues throughout your life, and you feel the influence of other people, especially children: they confirm that they need you. At this same stage, the person invests himself in good, beloved work, caring for children, and is satisfied with his life.

Old age stage(over 55/60 years old). At this stage, a completed form of self-identity is created on the basis of the entire path of personal development; a person rethinks his entire life, realizes his “I” in spiritual thoughts about the years he has lived. A person “accepts” himself and his life, realizes the need for a logical conclusion to life, shows wisdom and a detached interest in life in the face of death.

At each stage of socialization, a person is influenced by certain factors, the ratio of which is different at different stages.

In general, five factors can be identified that influence the socialization process:

biological heredity;
physical environment;
culture, social environment;
group experience;
individual experience.

Each person's biological heritage provides the “raw materials” that are then transformed into personality characteristics in a variety of ways. It is thanks to the biological factor that there is a huge diversity of individuals.

The process of socialization covers all layers of society. Within its framework adoption of new norms and values to replace old ones called resocialization, and a person’s loss of social behavior skills is desocialization. Deviation in socialization is usually called deviation.

The socialization model is determined by, what society is committed to values what type of social interactions should be reproduced. Socialization is organized in such a way as to ensure the reproduction of the properties of the social system. If the main value of society is personal freedom, it creates such conditions. When a person is provided with certain conditions, he learns independence and responsibility, respect for his own and others’ individuality. This manifests itself everywhere: in the family, school, university, work, etc. Moreover, this liberal model of socialization presupposes an organic unity of freedom and responsibility.

The process of socialization of a person continues throughout his life, but it is especially intense in his youth. It is then that the foundation for the spiritual development of the individual is created, which increases the importance of the quality of education and increases responsibility society, which sets a certain coordinate system of the educational process, which includes formation of a worldview based on universal and spiritual values; development of creative thinking; development of high social activity, determination, needs and ability to work in a team, desire for new things and the ability to find optimal solutions to life problems in non-standard situations; the need for constant self-education and the formation of professional qualities; ability to make decisions independently; respect for laws and moral values; social responsibility, civil courage, develops a sense of inner freedom and self-esteem; nurturing the national self-awareness of Russian citizens.

Socialization is a complex, vital process. It largely depends on him how an individual will be able to realize his inclinations, abilities, and become a successful person.

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Socialization is the assimilation by a person independently and through targeted influence (education) of a certain system of values, social norms and patterns of behavior necessary for the formation of an individual, acquiring a social position in a given society. In the process of socialization, an individual is taught to achieve a goal, for which he subsequently receives a reward. Socialization goes through stages that coincide with the so-called life cycles.

Each time, moving to a new step, entering a new cycle, a person has to learn or retrain a lot, adapt to new conditions. This is an essential feature of adult, or continued, socialization. But, despite these features, it does not cease to be socialization, i.e. the process of mastering dominant cultural values. Therefore, continued socialization, as well as social adaptation, should be distinguished from the processes of desocialization and resocialization. These processes, as a rule, relate to the stage of adult socialization; their subject is an already socialized individual. In relation to a child, it is more accurate to talk about successful or unsuccessful socialization.

Desocialization is the loss or conscious rejection of acquired values, norms, social roles, and habitual way of life.

Restoring lost values and roles, retraining, returning to a normal (old) way of life is called resocialization. In foreign literature, resocialization is understood as the replacement of old patterns of behavior and attitudes with new ones as one moves from one stage of the life cycle to another. Resocialization is the process of going through socialization again. An adult is forced to go through it in cases where he finds himself in an alien culture. In this case, he is forced, as an adult, to learn basic things that local residents have known since childhood.

Depending on the reasons that caused it, desocialization entails fundamentally different consequences for the individual. If desocialization is the result of a voluntary renunciation of old values (entering a monastery, revolutionary activity), then this process does not lead to moral degradation of the individual, but, on the contrary, can even enrich it spiritually.

But most often, desocialization is forced, its cause is a sharp and unfavorable change in social conditions - loss of a job, personal drama, etc. The inability of an individual to withstand the pressure of social circumstances pushes him towards an illusory escape from reality - alcoholism, drug addiction, vagrancy. Beggars, alcoholics, homeless people - all these are products of desocialization. Manifestations of desocialization are declassification and lumpenization of the population.

A striking example of desocialization is the commission of a crime. Crime is a violation of the most significant norms and an attack on the most protected values. The commission of a crime already indicates a certain degree of desocialization of the subject: by this he demonstrates his rejection of the basic values of society.

And one of the main goals of criminal punishment is the resocialization of criminals (the goal of correction). Moreover, resocialization is deliberate and planned, since, for example, the administration of a colony for juvenile delinquents intends to re-educate a young man, creating opportunities for him to receive an education that he did not have before, and pays for the work of teachers and psychologists.

The most commonly used punishment - imprisonment - in this regard is an internally contradictory phenomenon. Wanting to morally correct a person, he is placed in a pedagogically unfavorable social environment - the environment of criminals. In order to make a criminal a full-fledged member of society, he is subjected to physical and social isolation from society, which is a stimulus for desocialization.

The objective possibility of desocialization of convicts is due to a complex of interrelated factors that are fully inherent only in punishment in the form of imprisonment, namely: the forced isolation of individuals from society; the inclusion of individuals in same-sex groups on an equal basis; strict regulation of behavior in all spheres of life. The effect of these factors is constant and fundamentally irremovable, since they are necessary elements of deprivation of liberty.

Desocialization - destruction of the natural course of socialization

Physical and social isolation, deprivation of freedom to choose one’s social environment, restriction of a subject’s activity through detailed regulation of his behavior - all this disrupts the individual’s usual ways of life, deprives or sharply limits a person in satisfying a number of basic needs, reduces the possibility of obtaining new impressions, and makes life monotonous .

Thus, the social environment of places of deprivation of liberty instills in a person such qualities, forms a stereotype of behavior that correspond not to the conditions of real life, but to the conditions of a correctional institution - lack of initiative, weakening of self-control, fear of responsibility, etc. Convicts who have served long sentences forget how to use a gas stove, pay for travel, make purchases, etc.

Therefore, correctional institutions and other institutions of socialization and social control are faced with the problem of resocialization of those who have served their sentences. Resocialization is also one of the main areas of prevention of recidivism. To reduce the likelihood of committing a repeat crime, it is necessary to neutralize the negative consequences of imprisonment and facilitate the adaptation of those released to the conditions of free life.

To mitigate the sharp transition from conditions of deprivation of liberty to ordinary life, special measures are provided in the penal legislation. Previously, this was a conditional release with mandatory involvement in work (popularly called “sent to chemistry”) or transfer to a settlement colony. In the new Criminal Executive Code, this problem is solved more rationally: for the purpose of social adaptation of convicts before the end of their sentence, they are given the opportunity to live and work outside the colony, without security, but under supervision (Articles 121, 123 and 133 of the Criminal Executive Code of the Russian Federation). By providing assistance in employment and everyday life, restoration of socially useful connections, government bodies and public organizations contribute to the resocialization of those who have served their sentences. If the process of resocialization proceeds normally, the likelihood of reoffending is sharply reduced. For the purpose of legal regulation of this activity, the Penal Code of the Russian Federation provides for Chapter. 22 “Assistance to convicts released from serving their sentences and monitoring them.”

Another main area of relapse prevention is social control over those who have served their sentences. Previously, the main forms of such control were: placement of alcoholics in medical and labor dispensaries (LTP), persons without a fixed place of residence in educational and labor dispensaries (ETL), as well as the establishment of administrative supervision of internal affairs bodies. The latter consists of establishing open control over the behavior of the supervised person and his compliance with established legal restrictions (prohibition of leaving home at certain times, prohibition of staying in certain places, etc.).

But desocialization can be so deep that positive resocialization will no longer help - the very foundations of personality are damaged. This is evidenced by some patterns of recidivism.

General recidivism is characterized by a decrease in the severity of each subsequent crime compared to the previous one. As the number of convictions increases, the likelihood of such acts (previously classified as crimes) such as vagrancy and violation of administrative supervision rules increases. This is due to the general degradation of the recidivist’s personality, the weakening of his socially useful connections - loss of family, loss of contacts with relatives and friends.

Special multiple recidivism, on the contrary, is characterized by an increase in the danger of repeated crimes. This is due to the fact that in this case the process of desocialization (in relation to society) is accompanied by negative socialization (in relation to the group) - the assimilation of the norms and values of the criminal environment, the accumulation of criminal experience, and criminal professionalization.

When exposed to extreme social conditions, a person can not only become desocialized, but also morally degrade. The fact is that the upbringing and socialization that a person received in childhood could not prepare him for survival in such conditions.

If a child finds himself in an unusual situation, then a sharp change in environment and lifestyle can lead to the loss - partial or complete - of previous skills and habits, including language ones. Here's a recent example. Six years ago, two sisters, girls of primary school age, were kidnapped from Rostov and transported by criminals from Russia to Greece.

In 2002, law enforcement agencies returned them, but it turned out that the abducted Rostovites had forgotten their native language during 5 years of captivity. In Greece they tried to sell the girls, then they sent them to a Greek orphanage. Now that the girls have returned to Russia, they are being dealt with by a special service for the protection of the rights of minors. Natasha and Svetlana's mother has been partially deprived of parental rights. According to the law, the sisters cannot live with her. And when asked if they wanted to see their mother, the girls answered: we don’t know. They were placed in a Russian orphanage. The girls refused to eat what they cooked at the shelter. They have no documents. The social service cannot say anything definite about their future. For now, the girls will live in a shelter with state money. After all, they cannot earn a living, and in order to enter a university, they will have to learn Russian again.

Sometimes a person finds himself in such extreme conditions where desocialization goes so deep that it turns into the destruction of the moral foundations of the individual. She is not able to restore all the wealth of lost values, norms and roles. These are the conditions faced

those who end up in concentration camps, prisons and colonies, psychiatric hospitals, and in some cases serving in the army. Resocialization can be just as profound. For example, a Russian who emigrated to America finds himself in a completely new, but no less diverse and rich culture. Unlearning old traditions, norms, values and roles is compensated by new life experiences.

The Chinese communists, who tried to erase traces of previous socialization from American prisoners of war, to destroy their personality and cultural memory, carried out what in the language of sociology is called desocialization. In Chinese captivity, Americans, isolated from each other, were forced to listen to continuous and skillfully constructed propaganda designed specifically to teach them to think badly of their country and good about what awaited them if they renounced and accepted the beliefs of their captors. In addition, the prisoners were forced to actively participate in retraining: step by step they formed the habit of recognizing any violations of American law as insignificant. The next step was the conviction of the necessity and justification of such violations. The brainwashing technology did not bear fruit. Most prisoners either actively or passively resisted desocialization. And this is not surprising, since we are talking about adults who have undergone full socialization in their native culture, leaving numerous relatives and friends in their homeland, the memories of whom gave strength. Basically, the Americans pretended to succumb to the propaganda and went through all the rituals indifferently. However, upon returning to their homeland, they completely recovered their lost social skills.

According to a report by American social psychologist Edgar Schein, who interviewed many people who were released from Chinese captivity, the Chinese tried not only to destroy the basic socialization of American soldiers, but also to resocialize them, to make Americans like themselves, especially in political beliefs and values. However, the communists achieved only partial goals: they managed to touch only the peripheral areas of the consciousness and personality of prisoners of war.

Very similar phenomena occurred during the Afghan war. The Mujahideen sought in various ways to reforge Soviet soldiers taken prisoner into their faith, wash away the traces of past socialization and instill a new culture. In some cases this was successful, but often not.

The experience was repeated during the two Chechen wars of the late 1990s. And here radical Islamists tried to lure Russian prisoners of war into their faith. But some soldiers did not renounce Orthodoxy and died as befits Christian martyrs.

These examples, and they can be multiplied, show that:

* desocialization can be deep and superficial;

* with deep desocialization, it is possible to change the foundations of the human personality, completely rebuild its cultural code and create a personality anew;

* with superficial socialization, only the peripheral layers of the psyche undergo changes, and the foundations of personality, primarily the moral structure, remain unaffected;

* resocialization, or retraining of new cultural values, can be carried out only after a fundamental “cleansing”, i.e. deep desocialization;

* after superficial desocialization, personal structures are restored, the person seems to come to his senses, but resocialization fails.

It has been noted that social isolation - a prison cell, a monastery, loneliness or seclusion - most contributes to desocialization, since in such conditions a person is removed from the familiar environment in which socialization previously took place.

In addition to special places, successful desocialization is facilitated by the use of special techniques and practices. The prisoners are scattered one by one into different cells, in which the new composition has no previous acquaintances, and they try to prevent the making of new acquaintances. Denunciation is encouraged in every possible way, relations of inequality, envy, resentment, discontent are formed, i.e. everything that the usual peaceful life in the old social environment lacks. A person lives for a long time in constant socio-psychological tension, his nerves give out, some break down and are ready to make concessions to the prison administration. As soon as a personal change has occurred, the administration, again using special techniques, forms a new personality: it encourages and trains informers, and gives informers special status, rewards and privileges. Formation of a new personality, i.e. resocialization is not only positively reinforced, but also creates a climate of psychological balance and comfort that is natural for a person. The individual rushes to where it is easier, more convenient, more comfortable for him. The biological instinct of survival also helps to rebuild.

The destruction of old friendly ties among prisoners of war is created deliberately in order to deprive each other of the opportunity to resist in an organized manner and to support protest feelings and aspirations in each other. Protest in such conditions means disagreement with the new social environment and the imposed process of desocialization. This is a struggle to preserve the old social environment and achieved socialization, a struggle for personal dignity and cultural identification.

Desocialization is a dynamic process of gradually abandoning previous values and beliefs. It can be short and long, more intense and less intense, voluntary and forced.

Desocialization may not occur for everyone and not under all circumstances. In a scientific sense, this is the exception rather than the rule. There are cases when a child who had been socialized in a European way, upon becoming an adult and learning about his Arab origin, tried to return to his historical homeland. As a rule, nothing came of this. In the same way, a person who had undergone complete socialization in some African tribe or among the indigenous peoples of the North, being already an adult placed in Western European society, felt, as they say, out of place and was forced to return to his usual socio-cultural environment.

In one French comedy, where the great Louis de Funes plays the main role, scientists revived the protagonist’s grandfather, who was accidentally frozen back in the 19th century. Having found himself in a completely different world, where there are cars, electricity, airplanes, television, where the norms of communication and the rules of human behavior have seriously changed, he was never able to adapt to it, although the entire family of the revived ancestor made every effort and patience.

Thus, sociologists distinguish two forms of a process deviating from normal socialization. Resocialization is a type of learning that implies a radical break with past experience, values, conditions and lifestyle, the assimilation of completely new norms and values. As a rule, resocialization takes place where an individual is partially or completely isolated from his usual social environment. Resocialization is observed in prisons, the army and psychiatric hospitals. Conditions for resocialization: isolation from the surrounding society, the absolute power of the authorities to do whatever they want with a person, restriction of the individual’s rights of free movement and expression of will, lack of rights and humiliation of the position, social helplessness and vulnerability to the stronger, and some others. All these conditions exist in the army, prisons and psychiatric hospitals, where a person re-adapts to social reality, unlearning what he learned in previous years.

Resocialization is not only retraining in extreme conditions, but also in normal ones. The pace of society today has changed dramatically. New generations of technology are ahead of the changing generations of people. A person has to learn and relearn throughout his life, adapting to constantly changing conditions. Adaptation is the entire period of constant adaptation, resocialization within this process as an adaptive social practice. Such practices include:

* advanced training is a huge system around the world, having various types, forms and features;

* education for adults - especially fashionable now in the West, you can become a student at 75 years old;

* second higher education - obtaining an MBA degree in management. In American sociology, much attention is paid to the problems of resocialization.

The famous sociologist Erwin Goffman identified the following elements of resocialization, which takes place in “total institutions” such as the army, prison and mental hospitals: isolation from the outside world (thanks to bars, high walls, closed doors); spending all the time in the same place and with the same people with whom the individual works, sleeps and rests; loss of the previous identity, occurring through the ritual of changing clothes (shedding civilian clothes and putting on special uniforms), replacing the old environment with a new one, losing the habit of old habits, renaming the first and last name into a “number” and obtaining a functional status (“soldier”, “prisoner”, "sick"); a complete break with the past; loss of freedom of action.

The second process - desocialization - implies deeper changes in people's lives. If socialization is learning new things, resocialization is retraining, abandoning the old and acquiring new things, then desocialization is unlearning, loss of skills for any learning, destruction of the moral foundations of the individual. Foreign prisons and army campuses create more favorable conditions for people to be there, but Soviet prisons, camps, colonies and partly military units put people not only in more difficult conditions, but also in extreme ones. Systematic humiliation of the individual, physical violence up to a real threat to life, slave labor, and the cruelty of punishment put people on the brink of physical survival. Here resocialization already turns into desocialization - a person becomes morally degraded and alienated from the world to such an extent that his return to society is often impossible. An indicator that in this case we are dealing with desocialization, and not resocialization, is relapse (repeated crimes), a return to prison norms and habits after release, and suicide in the army.

Thus, desocialization and resocialization are the process of weaning off some social roles and cultural norms and getting used to others. Desocialization is the rejection of the old, and resocialization is the acquisition of the new. They are associated with life cycles or extreme situations (prison). Life cycles in a person’s biography are periods of life, separated from each other by important milestones, associated with a change in social roles, the acquisition of a new status, the abandonment of previous habits, environment, friendly contacts, and a change in the usual way of life. Each time, moving to a new step, entering a new cycle, a person has to relearn a lot. This process, which breaks down into two stages, received a special name. Unlearning old values, norms, roles and rules of behavior is called desocialization. The next stage of learning new values, norms, roles and rules of behavior to replace the old ones is called resocialization.

Desocialization is irreversible resocialization. The destruction of personality occurs so deep that returning to normal life is no longer possible. Former prisoners, even when free, reproduce prison habits, relationships, and lifestyles. Returning to society, they do not unlearn the old and do not learn the new. They completely unlearn and desocialize. The laws and norms of prison life are in many ways reminiscent of the laws of life of a savage in a primitive society, i.e. a creature that has not experienced what socialization, civilization, and culture are. An individual who has gone through desocialization resembles the mankurt from Chingiz Aitmatov’s Buranny Stop Station.

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Personality socialization

Socialization - the process of integration (inclusion) of a person into society, the individual’s assimilation of patterns of behavior of society and groups, their values, norms, attitudes, the process of formation of social qualities (various knowledge, skills, values). This is the assimilation by an individual of social experience, during which a specific personality is created. In the process of socialization, the most general stable personality traits are formed, manifested in socially organized activities regulated by the role structure of society.

The need for socialization is due to the fact that social qualities are not inherited. They are assimilated and developed by the individual in the process of living in society and active social activity.

Stages and phases of socialization

Several stages of socialization can be distinguished, coinciding with the stages of an individual’s age-related development.

1) Early (primary) socialization. It is associated with the acquisition of general cultural knowledge, with the development of initial ideas about the world and the nature of human relationships. A special stage of early socialization is adolescence. The particular conflict potential of this age is due to the fact that the child’s capabilities and abilities significantly exceed the rules and limits of behavior prescribed for him.

2) Secondary socialization is carried out during various periods of the individual’s social functioning:

The period of professional socialization, which is associated with the acquisition of special knowledge and skills, with familiarization with a certain subculture. At this stage, the individual’s social contacts expand and the range of social roles expands;

The period of inclusion of an individual in the system of social division of labor. This assumes adaptation to a professional subculture, as well as belonging to other subcultures. The speed of social change in modern societies leads to the need for resocialization (that is, repeated, additional, socialization), the assimilation of new knowledge, values, roles, skills instead of previous, insufficiently mastered or outdated ones. Resocialization covers many phenomena (from vocational training and retraining to changing values of behavior);

Period of retirement age or loss of ability to work. This stage of a person’s destiny is characterized by a change in lifestyle due to exclusion from the production environment and retirement.

Often in scientific and educational literature one can find other principles for dividing the stages and phases of the socialization process. Based on the principle of inclusion in the system of social production and labor activity, there are also pre-labor, labor And post-work stages. Another periodization is based on the main milestones that a person goes through throughout his life. Such milestones include separation from the parental family, creation of one’s own family, birth of children, etc. On the path of life, ups and downs (usually in youth and at the age of 30-40) and stagnations (25-30 years, 40-45 years) are inevitable. The life path of an individual is an ongoing process of socialization.

The process of personality formation goes through different phases . First, in the phase of social adaptation, the individual adapts to socio-economic conditions, role functions, social groups, organizations and institutions. At the internalization phase, the internal structures of a person’s consciousness are formed due to the assimilation of the structures of external social activity, social norms and values become an element of a person’s inner world.

Each stage of socialization is associated with the action of certain agents of socialization , i.e. people and institutions influencing the process of socialization of the individual and responsible for its results. The main agents of socialization are: family, school, peer groups, media, literature and art, social environment, etc.

Social statuses and personality roles

Let us dwell in more detail on the role theory of personality already mentioned above, which describes its social behavior with two basic concepts: “ social status " And " social role " The main provisions of this theory were formulated by American sociologists J. Mead and R. Minton, and were also actively developed by T. Parsons. Here are the main provisions of this theory.

Every person living in society is included in many different social groups (family, study group, friendly company, etc.). In each of these groups he occupies a certain position, has a certain status, and certain requirements are imposed on him. Thus, the same person should behave in one situation like a father, in another - like a friend, in a third - like a boss, i.e. act in different roles and occupy several positions. Each of these positions, which implies certain rights and responsibilities, is called status .

Each individual can have a large number of statuses, and others have the right to expect him to fulfill roles in accordance with these statuses. But more often than not, only one status determines a person’s position in society. This status is called main, or integral. It often happens that the main, or integral, status is determined by the position of the individual (for example, director, professor). Social status is reflected both in external behavior and appearance (clothing, jargon and other signs of social and professional affiliation) and in internal position (moral, political and ideological attitudes, value orientations, motivations, etc.).

Sociologists distinguish prescribed And acquired statuses . The prescribed status is determined by society, regardless of the efforts and merits of the individual. It is determined by a person’s ethnic origin, place of birth, and family’s social status. The acquired (achieved) status is determined by the efforts of the person himself. Will also stand out natural And professional and official statuses. The natural status of a person presupposes significant and relatively stable characteristics of a person (man and woman, child or youth, etc.). Professional and official status is the basic status of an individual, which for an adult is most often the basis of an integral status. It records the social, economic and industrial status (banker, engineer, lawyer).

Social status denotes the specific place that an individual occupies in a given social system. Each status usually includes a number of roles. Social role is a way of behavior of people that corresponds to accepted norms, depending on their status or position in society, in the system of interpersonal relations. A social role is the expected behavior of an individual, associated with his social status and typical for people of the corresponding status in a given society. Mastering social roles is part of the process of socialization of the individual, an indispensable condition for a person to “grow into” the society of his own kind. By mastering social roles, a person assimilates social standards of behavior, learns to evaluate himself from the outside and exercise self-control.

One person most often performs several social roles. A set of roles is called a role system, or « role-playing set» (as defined by R. Merton). The variety of human statuses, as well as the variety of actions associated with each status, leads to a variety of role sets. Sometimes this leads to role conflict . Such conflict may arise between roles as a result of their incompatibility in a given situation. Conflict may also arise due to different requirements for performing the same role.

The social role should be considered in two aspects: role expectations And role-playing . There is never a complete match between these two aspects. But each of them is of great importance in the behavior of an individual. Our roles are determined primarily by what others expect of us. These expectations are associated with the status that a given person has.

IN social role structure Typically there are four elements:

1) description of the type of behavior corresponding to this role;

2) instructions (requirements) associated with this behavior;

3) assessment of the performance of the prescribed role;

4) social sanctions - the social consequences of a particular action within the framework of the requirements of the norms of the social system.

Social roles can be fixed formally(for example, in a law or other legal act), or may be worn informal character (for example, many moral standards of behavior).

It should be noted that any role is not a pure model of behavior. The main link between role expectations and role behavior is the character of the individual, i.e. the behavior of a particular person does not fit into a pure scheme. Thus, a developed personality can use role behavior as a tool for adaptation to certain social situations, without at the same time merging or identifying with the role, without excluding a certain autonomy associated with the possibility of choice. The function of choice is the basis for the formation of personality, and it is choice that is the realization of human subjectivity.

Social behavior of the individual

With the term " behavior “Science associates activity, a system of actions, which consists of adaptation, adaptation to the existing existing environment, moreover, in animals - only to the natural one, and in humans - also to the social one. This adaptation is carried out on the basis of certain biologically or socially specified programs, the original foundations of which are not subject to revision or restructuring. A typical example of social behavior is, say, adaptation, adaptation to the surrounding social environment by following the customs, rules and norms accepted in this environment.

Adaptive behavior is a “closed” system of attitude to reality, the limits of which are limited by a given social or natural environment and a given set of possible actions in this environment, certain life stereotypes and programs. The form of attitude towards reality inherent only to man is activity, which, unlike behavior, is not limited to adaptation to existing conditions - natural or social - but rebuilds and transforms them. Accordingly, such activity presupposes the ability to constantly review and improve the underlying programs. In this case, people act not simply as executors of a given program of behavior (even if they are active, finding new original solutions within the framework of its implementation), but as creators, creators of fundamentally new programs of action. In the case of adaptive behavior, with all its possible activity and originality, the goals of action are ultimately given and defined; activity is associated with the search for possible means of achieving these goals. In other words, adaptive behavior is purposeful and expedient.

Liberty means overcoming the pressure of the conditions given to a person - be it external nature, social norms, surrounding people or internal limitations - as factors determining his behavior, presupposes the ability to build his own program of action, which would allow him to go beyond what is prescribed by the current situation, to expand the horizon of his attitude to the world, to fit into the broader context of existence.

The interaction of the individual and society from the point of view of social control reveals its internal inconsistency. So, on the one hand, a person cannot gain his individuality, acquire social qualities and properties outside or apart from society. If an individual cannot be considered a product of the social and socio-cultural environment, then he cannot be considered a human being. On the other hand, a person cannot acquire and develop his individuality if he blindly and automatically adapts to cultural patterns. If a person is considered a simple cast of the sociocultural environment, then he cannot be recognized as a person.

Socialization is aimed at developing a conformist person, i.e. one that would fulfill public standards and correspond to social norms. Deviation from them is called deviation. The positive or negative reaction of society to an individual’s behavior influences the nature of the person’s subsequent actions and actions, which are consolidated in behavior or eliminated from it depending on the reaction of the social environment (group, class, society as a whole).

In turn, the reaction of the social environment to an individual action depends on the objectively existing (in morality, law, ideology, etc.) social scale of assessments, derived from the system of values, ideals, vital interests and aspirations of the social group, class, society generally. An individual action, entering the social world, receives its definition from the outside: its essence, social meaning and significance are determined by social goals. The social assessment of individual actions is predetermined by an objectively existing set of their stereotypes included in the system of norms, values, ideals, etc. Similar, although not formalized, rating scales exist in morality, professional ethics, etc., forming the normative structure of the corresponding social groups.

Lecture 6 . Social structure of society

1) The concept of the social structure of society

2) Social stratification

3) Social mobility

Socialization-- the process of an individual’s assimilation of patterns of behavior, psychological attitudes, social norms and values, knowledge, and skills that allow him to function successfully in a given society.

Socialization occurs both spontaneously (due to the instinct of imitation, as well as due to the perception of approval/disapproval of others) and purposefully (upbringing, training, advertising, propaganda). Some call it "social programming."

One of the results of socialization is that a person begins to consider the views accepted in society as something self-evident and not subject to doubt.

Urban environment- an integral part of modern social space, its “calling card”, personifying the attributes of industrial and post-industrial civilization. Cities are a permanent place of residence, a “small homeland”, a familiar communicative and active living environment for huge masses of people. Nowadays in Europe 80%, and in Russia 75% of the population are city dwellers. A significant number of non-urban residents (especially young people) migrate to cities (mainly large, metropolitan areas). To a certain extent, this is explained by much greater, in comparison with rural-type settlements, opportunities for choosing areas of educational, professional, cultural, leisure and family-personal socialization and self-realization. Unfortunately, there is another side to the “coin” of the urban environment: in urban-type settlements, in the conditions of the endless “Brownian movement” of human masses, transport mobility, unprecedented - by the standards of previous settlements - residential areas, the predominance of anonymous and fragmented forms of human contacts, concentrated deviant and delinquent communities, for which cities are attractive as a territory for large-scale criminal activity and as a “concrete jungle” where you can “get lost in the crowd” and avoid legal sanctions from law enforcement agencies.

The city, as a set of environmental factors of socialization, is contradictory. The urban environment is full of paradoxes and incidents, multiplying along with the innovations of modern civilization. The verticals of metal-concrete structures and the horizontals of endless high-speed flows of mechanized and electronic vehicles are becoming increasingly disproportionate to the man who created them. How many words were there in the 20th century? to technical progress! Over time, anxiety and concern for the consequences of the unbridled advance of the technological world on nature, and at the same time on the physical, mental and spiritual health of humans, is rapidly increasing.

In this regard, socio-philosophical concepts of modern civilization and its future, different in their paradigms, are of interest: the works of E. Toffler, F. Fukuyama, S. Huntington, S. Lem, N. Moiseev, L. Zelenov, N. Alexandrov, etc. ; models and projects for the reconstruction of society in order to humanize the environmental factors of people’s lives and activities. In both philosophical-theoretical and practically-oriented studies of society, one of the central places is occupied by the problems of modern cities. The same is observed in modern documents developed at the international level with the aim of identifying current civilizational issues and ways to activate various social actors to participate in overcoming difficulties and in implementing projects that can contribute to improving the environment of socialization. For example, the “Charter of European Cities for Sustainable Development” (Denmark, May 27, 1994) is based on a high assessment of the importance of modern cities as such basic units of society and the state that, while maintaining their former role as centers of social development, economic activity, and guardians of cultural heritage and traditions, at the same time acquire qualitatively new features in the system of division of labor, in land use, in the field of transport and information connections, etc. As a result of urbanization, ultimately, the appearance of cities, the way of life and the socio-psychological characteristics of citizens, the processes and results of their socialization change significantly.

In urban processes and events, citizens are not a faceless mass. One city differs from another, as well as from settlements of other types, not only in objectified, objectified parameters, city-forming factors, features of local government, historical sights, improvement of everyday life, development of educational, cultural, spiritual, information and communication, recreational and leisure physical education and sports spheres. Cities are also distinguished by their “ social capital"(according to the terminology of Western scientists who study the statics and dynamics of society). At the same time, social capital is understood as a set of informal values and norms, thanks to the acceptance of which by members of the community (including the urban one), a mental opportunity for cooperation is created through the implementation of trust. Social capital allows various groups within society (including at the city level) to unite and protect citywide interests.

In this regard, attention is drawn to “Agenda 21” - a program of activities for sustainable development at the local, national and global levels (1992, Rio de Janeiro). Chapter 28 of this program emphasizes the key role of local authorities in achieving the consent of all segments of the population during the joint implementation of the Local Agenda 21. “Think globally - act locally” - this is a promising tactic of social development, which includes, along with other equally important components, an orientation towards reducing the distance between local authorities and the population, whose active participation in socially significant events is an indispensable condition for successful progress in ways of sustainable development of society, and is also a factor in the development of social actors themselves. The activity of people is the most effective and efficient means for their conscious development of society, as well as for a more adequate comprehension of themselves, their own capabilities and abilities.

The humanistic approach to the interpretation of socialization, as the most important and integral aspect of the formation and development of the individual, is associated with the study of the environment as a necessary and sufficient set of external (exogenous) factors for the self-realization and self-development of the individual on the basis of its internal potential (endogenous) capabilities. This predetermines the logical source in constructing a structural diagram of society as an invariant environment of socialization. A person in general, anyone and everyone, is socialized according to the same algorithm of social-environmental structural interactions.

Of course, this in no way means sameness and monotony. On the contrary, invariance presupposes, rather than excludes, variability. Therefore, in relation to the topic under consideration, it should rightfully be emphasized: how many people there are, so many destinies, so many processes and results of socialization. Abstracting from the consideration of all kinds of concretely real situations of the relationship between the personal and the social in socialization, we emphasize the methodological significance of the dialectical approach to the analysis of such opposing trends as individualization and personification, on the one hand, and socialization as the process and result of assimilation and reproduction at the individual level of sociocultural values and normal, on the other hand.

The contradiction of these trends within the paradigm of the humanistic approach to socialization is considered in the communicative-activity aspect as the active inclusion of a person in the social space of subject-subject relations. As for subject-object relations, they are not ignored in this approach, but are interpreted through the prism of intersubjective relations. Society as an environment within which all scenarios unfold under the general name “socialization” turns out to be both an immanent cause and an immanent consequence in relation to the diverse vectors of communicative and active activity of social subjects, depending on the “reference point” in the context of consideration.

On this basis, environmental and activity approaches to the study of society in general and its structure in particular are not presented as mutually exclusive. It is no coincidence that the very concept of “environment” captures in its content the reality that exists in interaction with the subject. And if we are talking about a person as a bearer of conscious activity and communication, then the natural and social factors of his existence will be covered by the concept of “environment”. At the same time, the natural will inevitably, to one degree or another, be “humanized”, “cultivated”, “socialized” and in this new quality integrated into society, imprinted in its structure.

Modern society in the structural and functional aspect is a multi-level and multi-sphere system of human relations, activity and communication that is special in its quality and development trends. The basic side of this system, its internal fundamental component, a certain “supporting” structure is subject-subject relations, the statics and dynamics of which produce all sorts of mentality, modality, epistemological and axeological content components of the social environment as a whole and relatively real-specific stratified individual and group carriers, consumers, creators and destroyers of these components separately.

Reliable knowledge about this “framework” of human communities provides the key to adequate design and modeling of social communications and infrastructure in all respects. Including at the meso level, in the context of a certain urban environment. Therefore, it was quite logical and natural for the emergence in the bosom of sociology, philosophy, psychology and pedagogy of concepts aimed at understanding the city, the urban environment as a factor of socialization with specific activity-communicative capabilities for the actualization and self-realization of social subjects.

This approach has well-represented traditions in world and domestic philosophy, sociology, psychology and pedagogy. In this context, the position of A.V. seems relevant. Mudrik, who develops his approach to socialization based on the ideas of world-famous scientists, such as American psychologists Charles Cooley and George Herbert Mead. According to this approach, socialization- this is “...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 guided and purposefully created living conditions at all age stages.” Society, as a space of socialization, is structured and presented as a multi-level system: micro-, meso-, macro-, megasociety. Socialization factors are grouped according to these levels. Each factor within the appropriate level is examined in terms of identifying its socializing functions. For example: “socializing functions of the family” “socializing functions of the peer group.”

Level analysis of socialization factors is one of the aspects of the problem of socialization, which allows, through the structure of society, to reach practically significant aspects of research related to the identification of positive and negative environmental conditions of socialization. In the context of a structural analysis of socio-environmental factors of socialization, components of various spheres of society are affected to one degree or another. However, there is not sufficient clarity in this regard. Moreover, incidents and misunderstandings often arise, which can be reduced to the question of why, on what basis, some components of a particular sphere are considered in relation to the analysis of socialization at a certain level, while others are not. For example, the reason for attributing the religious factor only to the micro-level of the social environment or considering the means of mass communication as a socializing factor only at the meso-level of the environment is not entirely clear.

Starting from such a structural unit as a person, around whom the entire panorama of society unfolds as a territory of socialization, we can imagine a system of levels and spheres of society.

At the epicenter of this structural-logical scheme is a person in all his multi-quality qualities as a subject of all kinds of relationships, activities (including communication) and social psyche. Based on the systemic inclusion of a person in society, it seems possible to see a model of his own integrative essence, which, like a drop of water, reflects the multidimensionality, multifactorial nature of his life environment.

Man = natural-bio-psycho-socio-cultural-spiritual being. At the same time, its personal component is inextricably linked with the socio-cultural and spiritual components of the environment. But this connection is not exclusively adaptive and unidirectional from society to person. A person is not doomed to be a 100% copy of his environment. To one degree or another, he himself is a subject, and not just an object of influence from external conditions and environmental factors. This circumstance applies to all levels and spheres of society, including urban ones.

Studying the city within the framework of a systemic-structural model of society seems optimal for overcoming a fragmented approach and for analyzing the intricate intricacies in the “web” of social relationships, which can only be understood from the perspective of a vision of an ordered whole. In this sense, the position of those authors who believe that a social phenomenon can be adequately interpreted only as a manifestation of social life as a whole seems fruitful. This approach makes it possible to overcome such extremes in covering social issues as empiricism, on the one hand, and theorizing, on the other. In particular, this helps to increase the efficiency of research on the problem of socialization. Let us illustrate this using the example of the ecological aspect of the urban environment as a factor in human socialization.

Like any other, this aspect of socialization is realized through the active inclusion of a person in relevant environmental relations, activities, and information. This is carried out in a directly practical way - in the process of life, in targeted pedagogical influence on people - in the educational sphere of socialization, as well as in various forms of ideological influence on the consciousness and behavior of people (political, legal, moral, religious, aesthetic). In this process, one way or another, all levels of society are involved. In this regard, the city is the most important mesocomponent of society, having a direct impact on the health status, nature of diseases, life expectancy, well-being and well-being of its residents. For this reason, cities are monitored from an environmental point of view both at the level of each individual country and at the global level. It is also no coincidence that the Aalborg Charter emphasizes the responsibility of the mesocomponents of society, primarily cities, for the prevention of environmental disasters and man-made disasters. Not only the state of the urban environment, but also the present and future conditions of socialization as a whole depend on the social actors of the city.

Environmental socialization, taken in its entirety of connections and dependencies with various components of society , is carried out in the following social context:

1. The state of the natural environment in its relationship with people’s needs for health, normal well-being and increasing the duration of active life and activity.

2. The influence of the environmental situation and environmental consciousness on population dynamics.

3. Economic aspects of the environmental sphere.

4. Ecological relationships between various subjects of society in connection with and regarding their impacts on the environment.

5. Environmental activities - the activity of social actors in the field of protection, protection, restoration and conservation of natural resources.

6. Environmental policy of management subjects at all levels of society.

7. Environmental law: regulatory and documentary support and legal support of relations with nature.

8. Ecology as a science, including social ecology, as well as environmental aspects of all scientific knowledge.

9. Environmental education and training.

10. Socio-psychological and ideological influence on people through environmental media topics.

11. Moral aspects of environmental relations and activities.

12. Religious consciousness and cult-ritual practice in the context of human relations with nature.

13. Nature as a natural source of aesthetic feelings, experiences and moods in people, as a motivating factor in artistic and aesthetic creativity.

14. The influence of the process of greening the consciousness and activities of people on the social structure, on the system of organizations and institutions of the corresponding focus.

15. The influence of environmental factors on the physical education and sports sphere.

16. The relationship between the leisure and gaming sphere and environmental factors.

17. Problems of greening everyday life.

18. Environmental aspects of the technosphere of society.

In a similar way, one can trace the interconnections, intersections and mutual influences of all other structural components of society. In this aspect, the unity of differentiation and integration in society is clearly visible. One of the perspectives of this unity is the dialectic of trends in individualization and integration of the individual in the process of its socialization. Each and everyone who lives in a society depends on that society. The measure of this dependence is probabilistic in nature for all social subjects at all social levels and in all spheres of society. At each individual “point” of intersection of vectors of the social continuum, on the one hand, numerous “web threads” of environmental factors that influence the process and result of socialization converge, intersect and tie into complex plexuses. On the other hand, external environmental influences are refracted each time in a specific way through the “prism” of intra-subjective properties, communicative and active qualities, formed not only on the basis of the environment, but also on the basis of inclinations and abilities, individual predispositions of each person to a certain direction of social activity, to fulfill a special personal mission in society. Personality is not a robot programmed from the outside. It's always a mystery, a miracle. It is inherent to one degree or another in unpredictability and incalculability. But this is not a man from nowhere. This is a real, earthly being with its “roots” that go into the soil of the entire world of human existence. A person absorbs into himself, into his multifaceted essence, the spatio-temporal coordinates and structural and functional parameters of society as an active subject in the manifestations of his rationality and irrationality, possessing freedom of choice and responsibility commensurate with this freedom for decisions made and implemented, for his past, present and future. .