Social status of a person- this is the social position that he occupies in the structure of society. Simply put, it is the place that an individual occupies among other individuals. This concept was first used by the English jurist Henry Maine in the mid-19th century.

Each person simultaneously has several social statuses in different social groups. Let's look at the main types of social status and examples:

1. Natural status. As a rule, the status received at birth is unchanged: gender, race, nationality, class or estate.
2. Acquired status. What a person achieves in the course of his life with the help of knowledge, skills and abilities: profession, position, title.
3. Prescribed status. The status that a person acquires due to factors beyond his control; for example - age (an elderly man cannot do anything about the fact that he is elderly). This status changes and changes over the course of life.

Social status gives a person certain rights and responsibilities. For example, having achieved the status of a father, a person receives the responsibility to take care of his child.

The totality of all the statuses a person currently possesses is called status set.

There are situations when a person in one social group occupies a high status, and in another - a low one. For example, on the football field you are Cristiano Ronaldo, but at the desk you are a poor student. Or there are situations when the rights and responsibilities of one status interfere with the rights and responsibilities of another. For example, the President of Ukraine, who is engaged in commercial activities, which he has no right to do under the constitution. Both of these cases are examples of status incompatibility (or status mismatch).

The concept of social role.

Social role- this is a set of actions that a person is obliged to perform according to the achieved social status. More specifically, it is a pattern of behavior that results from the status associated with that role. Social status is a static concept, but social role is dynamic; as in linguistics: status is the subject, and role is the predicate. For example, the best football player in the world in 2014 is expected to play well. Great acting is a role.

Types of social role.

generally accepted system of social roles developed by American sociologist Talcott Parsons. He divided types of roles according to four main characteristics:

By the scale of the role (that is, by the range of possible actions):

• broad (the roles of husband and wife involve a huge number of actions and varied behavior);
• narrow (roles of seller and buyer: gave money, received goods and change, said “thank you,” a couple more possible actions and, in fact, that’s all).

How to get a role:

• prescribed (roles of man and woman, young man, old man, child, etc.);
• achieved (the role of a schoolchild, student, employee, employee, husband or wife, father or mother, etc.).

By level of formalization (officiality):

• formal (based on legal or administrative norms: police officer, civil servant, official);
• informal (that arose spontaneously: the roles of a friend, “the soul of the party,” a merry fellow).

By motivation (according to the needs and interests of the individual):

• economic (the role of the entrepreneur);
• political (mayor, minister);
• personal (husband, wife, friend);
• spiritual (mentor, educator);
• religious (preacher);

In the structure of a social role, an important point is the expectation of others of a certain behavior from a person according to his status. In case of failure to fulfill one’s role, various sanctions are provided (depending on the specific social group) up to and including depriving a person of his social status.

Thus, the concepts social status and role are inextricably linked, since one follows from the other.

Thanks to socialization, an individual joins social life, receives and changes his social status and social role. Social status -it is the position of an individual in society with certain rights and responsibilities. The status of an individual can be: profession, position, gender, age, marital status, nationality, religiosity, financial situation, political influence, etc. R. Merton called the totality of all social statuses of an individual a “status set.” The status that has a dominant influence on an individual’s lifestyle, his social identity, is called main status. In small, primary social groups, it is of great importance personal status of a person, formed under the influence of his individual qualities (Appendix, diagram 6).

Social statuses are also divided into prescribed (ascriptive), i.e. received independently of the subject, most often from birth (race, gender, nationality, social origin) and achieved, i.e. acquired through the individual's own efforts.

There is a certain hierarchy of statuses, the place in which is called status rank. There are high, medium and low status ranks. Status mismatch those. contradictions in the intergroup and intragroup hierarchy arise under two circumstances:

• when an individual occupies a high status rank in one group and a low one in another;
• when the rights and duties of one status conflict or interfere with the rights and duties of another.

The concept of “social status” is closely related to the concept of “social role”, which is its function, its dynamic side. A social role is the expected behavior of an individual who has a certain status in a given society. According to R. Merton's definition, the set of roles corresponding to a given status is called a role system (“role set”). The social role is divided into role expectations - what, according to the rules of the game, is expected from a particular role, and role behavior - what a person performs within the framework of his role.

Any social role, according to T. Parsons, can be described using five main characteristics:

• level of emotionality - some roles are emotionally restrained, others are relaxed;
• method of obtaining- prescribed or achieved;
• scale of manifestation - strictly limited or vague;
• degree of formalization - strictly established or arbitrary;
• motivation - for general profit or for personal benefit.

Since each person has a wide range of statuses, it means that he also has many roles corresponding to one or another status. Therefore, in real life there are often role conflicts. In the most general form, two types of such conflicts can be distinguished: between roles or within one role, when it includes incompatible, conflicting responsibilities of the individual. Social experience shows that only a few roles are free from internal tensions and conflicts, which can lead to refusal to fulfill role obligations and psychological stress. There are several types of defense mechanisms that can be used to reduce role tension. These include:

• "Rationalization of roles" when a person unconsciously looks for the negative aspects of a desired but unattainable role in order to calm himself down;
• "role separation" - involves temporary withdrawal from life, exclusion of undesirable roles from the individual’s consciousness;
• "role regulation" - represents a conscious, deliberate release from responsibility for fulfilling a particular role.

Thus, in modern society, each individual uses mechanisms of unconscious defense and conscious involvement of social structures in order to avoid the negative consequences of role conflicts.

Social status

A person behaves (performs an action) in one way or another, being in, interacting with different social groups: family, street, educational, labor, army, etc. To characterize the degree of inclusion of an individual in various social connections and groups, as well as positions, which he occupies in them, his functional responsibilities in these groups the concept of social status is used.

- these are the responsibilities and rights of a person in the system of social connections, groups, systems. It includes responsibilities(roles-functions) that a person must perform in a given social community (educational group), connection (educational process), system (university). Rights - These are the duties that other people, a social connection, a social system must perform in relation to a person. For example, the rights of a student at a university (and at the same time the responsibilities of the university administration towards him) are: the presence of highly qualified teachers, educational literature, warm and bright classrooms, etc. And the rights of the university administration (and at the same time the responsibilities of the student) are the requirements for the student attend classes, study educational literature, take exams, etc.

In different groups, the same individual has different social status. For example, a talented chess player in a chess club has a high status, but in the army he may have a low one. This is a potential cause of frustration and interpersonal conflict. Characteristics of social status are prestige and authority, which represent recognition of the individual’s merits by others.

Prescribed(natural) are statuses and roles imposed by society on an individual, regardless of his efforts and merits. Such statuses are determined by the ethnic, family, territorial, etc. origin of the individual: gender, nationality, age, place of residence, etc. Prescribed statuses have a huge impact on the social status and lifestyle of people.

Acquired(achieved) are the status and role achieved through the efforts of the person himself. These are the statuses of professor, writer, astronaut, etc. Among the acquired statuses there are: professionally- official, which captures the professional, economic, cultural, etc. position of the individual. Most often, one leading social status determines a person’s position in society; this status is called integral. Quite often it is determined by position, wealth, education, sports success, etc.

A person is characterized by a set of statuses and roles. For example: man, married, professor, etc. statuses form status set of this individual. This set depends both on natural statuses and roles, and on acquired ones. Among the many statuses of a person at each stage of his life, one can single out the main one: for example, the status of a schoolboy, student, officer, husband, etc. In an adult, status is usually associated with profession.

In a class society, the status set is of a class nature and depends on the social class of a given person. Compare, for example, the status set of the “new” Russian bourgeoisie and workers. These statuses (and roles) for representatives of each social class form a hierarchy according to the degree of value. Inter-status and inter-role distance arises between statuses and roles. It is also characteristic of statuses and roles in terms of their social significance.

In the process of life, a person’s status set and roles change. It occurs as a result of both the development of the needs and interests of the individual and the challenges of the social environment. In the first case, the person is active, and in the second, he is reactive, showing a reflexive reaction to the influence of the environment. For example, a young man chooses which university to enter, and once in the army, he is forced to adapt to it, counting the days until demobilization. A person has the inherent ability to increase and complicate his status and role set.

Some philosophers see the meaning of individual life in the self-realization of one’s abilities and needs, the elevation of one’s status and role set. (In particular, the above system of needs according to Maslow comes from this.) What is the reason for this phenomenon? It is due to the fact that, on the one hand, self-realization is embedded in the “foundation” of a person - in his freedom, ambitions, and competitiveness. On the other hand, external circumstances often elevate or lower people in the status set. As a result, people who are able to mobilize their abilities and will advance throughout life from one status level to another, moving from one social stratum to another, higher one. For example, a schoolchild - a student - a young specialist - a businessman - the president of a company - a pensioner. The last stage of status recruitment, associated with old age, usually puts an end to the process conservation status set.

Adaptation of a person to his age and changing social status is an important and complex issue. Our society is characterized by weak socialization towards old age (and retirement). Many find themselves unprepared for old age and defeat in the fight against age and disease. As a result, retirement, leaving the workforce for a family that was considered a secondary social group, was usually accompanied by severe stress, role conflicts, illness and premature death.

Social role

The social behavior of an individual, community, institution, organization depends not only on their social status (rights and responsibilities), but also on the surrounding social environment, consisting of the same social subjects. They expect a certain social behavior in accordance with their needs and “other-oriented”. In this case, social behavior takes on the character of a social role.

A social role is behavior that (1) stems from a person’s social status and (2) is expected by others. As an expected behavior, a social role includes a set that determines the expected sequence of actions of the subject, adequate to his social status. For example, a talented chess player is expected to play professionally, a president is expected to be able to formulate the interests of the country and realize them, etc. Therefore, a social role can be defined as behavior that corresponds to the social norms accepted in a given society.

How does a subject's social environment force him to follow certain norms that lead to the behavior expected by that environment? First of all, socialization and the education of such norms are of enormous importance. Further, in society there is a mechanism sanctions - punishments for failure to fulfill a role and rewards for its fulfillment, i.e., for compliance with social norms. This mechanism operates throughout a person’s life.

Social status and role are closely interrelated; it is no coincidence that in European sociology they are often not distinguished. "Status" in this sense of the word is equivalent to roles, although it is the latter term that is more widely used,” write English sociologists. The behavioral side of social status, expressed in roles, allows them to be distinguished: social status can include several roles. For example, the status of a mother includes the roles of nurse, doctor, educator, etc. The concept of role also allows us to highlight the mechanism for coordinating the behavior of different subjects in social communities, institutions, and organizations.

Strict fulfillment of social roles makes people's behavior predictable, streamlines social life, and limits its chaos. Role learning - socialization - begins in early childhood with the influence of parents and loved ones. At first it is of an unconscious nature for the child. He is shown what and how to do, and is encouraged for performing the role correctly. For example, little girls play with dolls and help their mothers with housework; boys play with cars, help their fathers with repairs, etc. Teaching girls and boys develops different interests, abilities, and roles in them.

The expected behavior is ideal because it comes from a theoretical situation. Therefore, it is necessary to distinguish from a social role actual role behavior, t.s. performance of a role in specific conditions. For example, a talented chess player may play poorly for certain reasons, that is, fail to cope with his role. Role behavior usually differs from the social role (expected behavior) in many ways: abilities, understanding, conditions for implementing the role, etc.

Role performance is determined primarily role requirements, which are embodied in social standards, grouped around a given social status, as well as sanctions for fulfilling the role. A person’s roles are significantly influenced by the situation in which he finds himself—first of all, by other people. Subject models role expectations - orientation, primarily in relation to other people with whom he is associated in the situation. These people act as an additional member of mutual role orientations. In these role expectations, a person can focus on himself (his worldview, character, abilities, etc.). Parsons calls this role expectation-orientation attributive(ascriptive). But role expectations-orientations may relate to the results of another’s activities. Parsons calls this role expectation Achievable. Attribute-achievement orientation is an important aspect of status-role behavior.

In the process of socialization, a person learns to perform different roles: child, pupil, student, comrade, parent, engineer, military man, pensioner, etc. Role training includes: 1) knowledge of one’s responsibilities and rights in a given area of ​​social activity; 2) acquisition of psychological qualities (character, mentality, beliefs) corresponding to this role; 3) practical implementation of role-playing actions. Learning the most important roles begins in childhood with the formation of attitudes (good and bad), orienting towards a certain sequence of actions and operations. Children play different roles imitate everyday behavior of others. They are aware their rights and responsibilities: children and parents, comrades and enemies, etc. Gradually, awareness of the causes and results of one’s actions comes.

Characteristics of a social role

One of the first attempts to systematize social roles was made by T. Parsons and his colleagues (1951). They believed that any social role is described by four characteristics:

Emotionality. Some roles require emotional restraint. These are the roles of a doctor, nurse, commander, etc. Others do not require emotional restraint. These are the roles of, for example, a digger, a mason, a soldier, etc.

Purchase method. In accordance with these characteristics, roles (as well as statuses) are divided into prescribed and purchased(restrained - unrestrained). The first roles (gender, age, nationality, etc.) are formed as a result of socialization, and the second (schoolchild, student, graduate student, scientist, etc.) - as a result of one’s own activity.

Formalization. Roles are divided into informal and formal. The first ones arise spontaneously in the process of communication, based on education, upbringing, interests (for example, the role of an informal leader, the “soul of the company”, etc.); the second ones are based on administrative And legal norms (roles of a deputy, policeman, etc.).

Motivation. Different roles are determined by different needs and interests, just as the same roles are determined by the same needs. For example, the role of the president is determined by a historical mission, lust for power, and an accident of birth. At the same time, the roles of “oligarch”, professor, wife, etc. can be determined by economic motives.

Introduction

If a group is considered as a subject of activity, then its structure must be approached from the point of view of analyzing the structure of group activity, including an analysis of the functions of each group member.

The structural characteristics of a group should first of all include: differences between individuals in position, differences in functions assigned to an individual by an organization or group (roles), a system of group expectations, a system of group norms and, finally, a system of group sanctions. Often, the property status of an educated person elected to a high political post is immeasurably lower than the property status of those who quickly made a lot of money by engaging in economic scams, transactions, etc. Whose social status is higher? How to correlate the property of one, the highest education and qualifications of another, the interesting and scarce profession of a third?

Social status

Although status is a very common concept in sociology, a unified interpretation of its nature has not been achieved in this science.

The general understanding of status comes down to the following provisions: 1) status means the position of an individual in a group or society; 2) status is the social position of a person in society. Social status is a generalized characteristic that covers a person’s profession, economic status, political opportunities, and demographic properties.

The classic formulation of status belongs to the American sociologist R. Linton (1930s), who separated social status from social role, saying that a person occupies status as a certain cell, and the role must be played. N. Smelser also determines the status. Thus, “status indicates a position that is associated with a range of rights and duties, privileges and obligations, statutory opportunities or limitations, publicly recognized and supported by the authority of public opinion.”

Status privileges are what distinguish one status from another. Social prestige (respect, recognition) of statuses (more precisely, the prestige of functions assigned to a specific status), in essence, represents a hierarchy of statuses shared by society and enshrined in culture and public opinion. Statuses in society are hierarchical. The accepted hierarchy (ranking) of statuses represents the basis for the stratification of a given society. Status privileges can be both positive and negative. Highlighting the main status is important because it defines a person socially. Moreover, the status that society highlights as the main one does not always coincide with the status that a person allocates for himself. However, people perceive each other depending on their status position. Thus, in the course of one study of this problem, in several groups of students the same person was represented as: in the first - a student, in the second - a laboratory assistant, in the third - a graduate student, in the fourth - a teacher, etc. Then the students in each of these groups were asked to determine his height. As a result, the height of this person from the first to the last group increased by 5 inches, while the height of the experimenter accompanying him in the eyes of the students did not change.

Status as a cultural phenomenon is furnished with honors, symbols and privileges corresponding to its rank. The higher the rank, the more privileges. Status requires from a person socially approved behavior, the implementation of certain rights and responsibilities, adequate role behavior, and finally, identification, i.e., psychological identification of oneself with one’s status. All these are elements of status.

In general, when we talk about ranking statuses, we mean first of all prestige functions assigned to this status. The social prestige of status plays a huge role in the distribution of social desires, plans, and energy (especially among young people). In this zone, special social tension is created; the most active, prepared, and ambitious members of society are concentrated. And in this regard, the prestige of one or another status has a significant impact on self-perception and affirmation of one’s own “I”. Self-perception is a kind of mirror of how others perceive their status. This status self-esteem as an essential feature of a holistic personality has two extremes. Low status self-esteem is usually associated with weak resistance to external influence, conformity, self-doubt and pessimism. High self-esteem, on the contrary, is more often associated with activity, enterprise, self-confidence, and optimism in life.

A person who has reached the top of the hierarchy and therefore high status in one group may remain unknown in another. Mr. N. as a collector is valued very highly among stamp collectors, but his work colleagues consider him a very mediocre accountant, and in the family his wife and children even look down on him. It is clear that Mr. N. has three different statuses, having three different ranks: high, medium and low. Rarely does anyone manage to have a high status in all the groups to which he belongs.

Status discrepancy is a discrepancy in status ranks or a contradiction in rights and obligations. Therefore, discrepancy occurs under two circumstances: 1) when an individual occupies a high position in one group and a low position in another; 2) when the rights and obligations of one status contradict or interfere with the exercise of the rights and obligations of another status.

The discrepancy between statuses is manifested in the behavior of the status holder and the expectations of others. Thus, the minister does not have the right to engage in commercial activities. A policeman cannot be a mafioso. The duties of a member of an illegal group do not coincide with the duties of a defender of the law. No one expects a banker to beg or ride on a tram, or an athlete to smoke or drink. When this happens, a discrepancy between status and corresponding role behavior is revealed.

Student social status

Efremova E. A.

Vitebsk State University named after. P.M. Masherova, Belarus

(Faculty of Social Pedagogy and Psychology, 4th year)

Scientific hands: Yu.I. Wenger, k. ist. Sc., Associate Professor

When considering the status position of students, the emphasis is usually placed on the “transitivity”, “marginality” of the group engaged in activities to prepare for highly qualified mental work, distinguished by special forms of social activity, characteristic not only of students, but also of those groups of the intelligentsia that they join preparing at university.

It is not always taken into account that the student years are a completely independent stage of a person’s life, during which he has and forms his own development environment, participates in activities that today act as personality-forming factors and determines the model of social behavior of this social group. Among the indicators of student status, one can distinguish a group of descriptive (gender, place of residence before university, parental education) and acquired, achieved by a person to the present moment of his life.

The distribution of students by gender has remained almost unchanged for many years. 43% are boys and 57% girls: this is their average share in a university. Naturally, there is a predominance of boys in technical universities and girls among future humanities scholars. The process of feminization of higher education remains “spontaneously stable,” although the situation of social filling of unemployment (the majority of the unemployed are women with higher education) has long required regulation.

In technical universities, the influx of students from their hometowns has become greater than before. On the one hand, their “starting position” is in many ways more advantageous: there is a closer connection with family, there is no need to experience the difficulties of living in a hostel, and it is easier to decide on a future place of residence. From a social point of view, this part of university youth turns out to be less dynamic and independent; their status remains dependent for a long time on the position of the parental family. And in self-determination through a university, the element of personal initiative appears a little later.

Students from small and medium-sized settlements, as a rule, return to their native places, although at present this can be considered a forced action. The desire to gain a foothold in more developed types of settlements, identified in previous studies, is today not ensured by job guarantees. Hence, there is an increase in the future migration mobility of young people, not only due to the need for higher education, but also due to the need to acquire a more stable social position in the future.

More important are those status characteristics that develop during the period of study at a university. It is at this stage that differentiation of students occurs, associated with their own activity in educational, scientific research, socially useful, and economic activities. The study of this differentiation is important because its structure partly determines the future social status of specialists and is a prototype of the distribution in the social structure of the population group with higher education.

A feature of modern students is that the process of their inclusion in public life occurs not only through educational activities and professional training, but also through the formation of independent material and living conditions, new forms of manifestation of their own activity and through the choice of forms of social interaction. The process of formation by young people of a financial, property and housing status independent of their parents has two “nodal points”: 16-17 years old, when more or less mass inclusion in adult economic life begins, and 21-22 years old, when the first experience of implementing material and household needs is accumulated. student intentions.

The main source of income for students is still assistance from parents and relatives. The second most important source is a scholarship, but its size is such that only 1/3 of students can name it as the main source of livelihood (differences between universities are insignificant here).

A very significant source is wages, which 13% of students have today.

There are significant differences by gender. Every fifth person has additional income, but among boys it is 27%, and among girls it is 14%, i.e. half as much. Various earnings in addition to scholarships, benefits, and help from relatives help support, on average, a third of students, which is typical for 52% of boys and 21% of girls.

Students' expenses are naturally associated with satisfying primary needs, which include: food, recreational activities, and purchasing clothing. For every fourth student, the bulk of their funds goes to paying for housing, and for every fifth student, the bulk of their funds goes to purchasing educational supplies. At the same time, the trend of admitting local youth to universities results in the fact that 2/3 of students do not need to spend money on housing, purchasing durable goods, or financing summer vacations, because they rely on the support of their parental family.

The development of the material and everyday status of students is associated with their attitude to the objective and material world, which is always significant in the self-awareness and well-being of students.

The fact that the material and living status of a student is in the process of formation and formalization is obvious. With purely youthful egoism, the student is focused only on himself. This is evidenced by the fact that such an item of expenditure as assistance to parents is at the bottom of the scale.

Used sources

Rubin B., Kolesnikov Yu. A student through the eyes of a sociologist. – M., 1999. – 253 p.

Vishnevsky Yu.R., Shapko V.T. Sociology of youth - Ekaterinburg - 1995. - 399 p.

Project activity as a mechanism for forming a student’s ecological worldview

Zhizhina I. A.

Education Center No. 1486 NEAD Moscow, Russia

In a difficult environmental situation, there is a need to change the consumer attitude towards nature that has developed over the years. To solve this problem, levers of influence on society are needed.

Gennady Alekseevich Yagodin accurately noted that “from the moment of the emergence of man, nature seemed to be an infinitely large pantry, from which one could draw as many products as needed for the development of civilization, and nature seemed to be an infinitely large natural reactor, processing all the waste of human activity and turning them into raw products of nature. Unfortunately, both of these premises are false.”

The main way out of the environmental crisis is to rethink and rebuild the entire way of human life, changing social and economic policies. And the earlier greening of education begins at an earlier age, the easier it will be to form a biocentric worldview among students.

Therefore, the modern teacher faces very complex and important tasks:

Understanding of contemporary environmental issues,

Development of a critical attitude among students to the results of human activity,

The ability to analyze one’s own behavior in nature, the formation of personal responsibility for the state of the environment.

Due to the fact that it is not always possible to fully implement these tasks within the framework of a lesson, therefore, the resources of project activities can be used to form an ecological worldview.

To involve students in project activities, the teacher needs to think through the topics of the projects and choose topics that are most interesting to modern children.

Project activities can be individual and carried out by one student, under the guidance of a teacher, or group or mass, which should be accompanied by the selection of students with similar interests and psychologically compatible.

On the basis of the State Educational Institution Central Educational Institution No. 1486 of the city of Moscow there is an experimental platform “Content and organizational and pedagogical conditions of project activities of students in the educational process.”

Within the framework of this theme, in the 2007-2008 school year, Evgenia Borodina, a 9th grade student, developed and implemented the “My School Yard” project.

The project was carried out in several stages:

Collect information about the area in which the school is located, the history of the area and the school.

Environmental monitoring of the school area. Studies of the composition and structure of the soil, dust content of the atmospheric air were carried out, possible sources of pollution were identified, and a floristic list of species growing in the school area was compiled.

Development of measures to improve the school site. Using regulatory documents, proposals were made to improve the aesthetic and environmental condition of the school site: correcting violations of planting, equipping a recreation area, complicating the landscape design of the presentable area.

Presentation of work at the school project festival. The organization of such festivals makes it possible to convey the results of their activities to a wider range of students, to attract the attention of the administration to resolve a number of issues related to the problems of the project.

During the project, Evgeniya learned to notice the patterns in the natural environment that are formed under the conditions of anthropogenic pressure, establish cause-and-effect relationships, and draw conclusions. She showed her creative abilities when decorating a flower garden and selecting color schemes for a flower bed.

The project “Electronic atlas Red Book of Moscow” is planned for 2008-2009.

At this stage, information is collected about species listed in the Red Book of Moscow, and a selection of illustrations and photographs of animal species that are on the verge of extinction is collected. This project is being carried out by a group of 11th grade students. The first results were shown by students in the Ecology of Moscow and sustainable development lesson on the topic of city biodiversity. At this stage, students showed the ability to work with electronic and printed literature, select significant material and illustrations. The next stage will be carried out with the help of a computer science teacher. The final product of this project activity should be an electronic atlas, which will be used when studying relevant topics in ecology (grades 10-11) and zoology (grade 7).

An obligatory stage of project activity is the presentation of the results obtained. The importance of this stage lies in attracting more students to project activities. The desire to solve environmental problems will make it possible to socialize some groups of students, teach them to work in a team and express their thoughts and ideas out loud.

The implementation of environmental education and upbringing through project activities is currently the most acceptable, in light of the trend towards reducing hours for the main biology program, and the absence of hours on ecology in the basic plan.

Used sources

1. Ecology of Moscow and sustainable development. Course of lectures for teachers. / Ed. G. A. Yagodina. - M.: MIOO, 2007.-208 p.

2. Moral and environmental education of schoolchildren: main aspects, event scenarios. 5-11 grades. – M.: 5 knowledge, 2007.-208p.

Personal component of a teacher’s professional activity

Zhmaev A. F., Sokolov D. A., Gundarova O. P.

Voronezh State Medical Academy named after. N. N. Burdenko, Russia

The personal component is a system-forming link in the professional activity of a teacher, largely determining the nature of pedagogical activity, the goals and objectives of the pedagogical process, as well as the ways and means of achieving them.

The personality structure includes a motivational component, personality traits, and integral personal characteristics.

The motivation of an individual is determined by its orientation, including value orientations, semantic attitudes and ideals. The orientation of the individual determines the system of basic relationships of a person to the world and himself, the semantic unity of his behavior and activities, fundamentalizes the personality, ensuring resistance to negative influences from the outside or from within, and becomes the basis for the moral assessment of the goals and means of behavior.

Pedagogical orientation, as motivation for professional teaching activity, is based on actual orientations towards the development of the student’s personality. The formation of a stable pedagogical orientation allows you to become, be and remain a teacher, helps you overcome obstacles and difficulties in your work. The orientations of the teacher’s personality are manifested in all his professional activities, determining his perceptual and logical constants of behavior and, to a greater extent, his moral and ethical character. It should be noted that the development of pedagogical orientation is facilitated by the transfer of the teacher’s motivation from the subject side of his activities to the psychological, personality-oriented sphere of students.

A teacher's abilities are usually considered as individual personality traits that ensure the successful implementation of a particular activity. Pedagogical abilities are defined as individual stable personality traits, consisting of specific sensitivity to the object, means, conditions of teaching work and the creation of productive models for the formation of the desired qualities of a student’s personality.

Pedagogical abilities are usually divided into perceptive-reflexive, which determine the possibility of interaction between a teacher and the individual uniqueness of a student’s personality, and constructive-projective (managerial), associated with the ability to influence another person.

In our opinion, perceptive-reflexive pedagogical potentials are not limited only to the ability to study another person through social and industrial communicative relations, but also imply that the teacher has a high level of spirituality as the highest manifestation of individual personal consciousness. The basic elements of spirituality in this case are feelings of empathy, joy, mutual understanding, as well as the ability to accept the student’s point of view. This group of abilities is milk-compensated in case of its absence.

Constructive-projective (managerial) abilities include the ability to influence the individual actions of another person or his behavior as a whole, to address the student’s motives and goals and through them to manage behavior without turning management into manipulation of another person.

In addition, we consider it necessary to mention the so-called “additive” (auxiliary) abilities: well-developed memory, abstract and situational thinking, as well as industry-specific professional abilities necessary for teaching a certain section of science. All pedagogical abilities are oriented not only in relation to students, but also to the teacher himself. They contain both a gnostic element - the ability to understand the psychology of the student, and a creative element - the ability to adapt one’s activities on the basis of self-education and self-education.

Additive abilities also include: the ability to independently select educational material, determine the optimal means and effective teaching methods; development of alternative ways of accessible presentation of educational material for all categories of students; the ability to apply individually oriented forms of teaching students, ensuring their rapid and deep assimilation of knowledge, skills and abilities; the ability to achieve the assimilation of a significant amount of information in a relatively short period of time; the ability for constant self-learning, including search and creative processing of information useful for learning, as well as its direct use in teaching activities. Most of these abilities are acquired and subject to conscious formation.

A special class of special pedagogical abilities consists of the ability to educate students. These are the abilities to adequately assess the internal state of another person; be an example and role model for students in thoughts, feelings and actions; to evoke in students noble feelings, desire and desire to become better, to do good to people, to achieve high moral goals when mastering a profession.

Thus, the personality of a teacher with an individual set of psychophysiological, professional and moral qualities becomes the determining factor in his teaching activity. By regulating the communicative, cognitive and socio-psychological components of the pedagogical process, it influences the formation of students' motivation to learn, the development of a professional worldview, and the choice of an adequate civic position in society.

Ecological consciousness and the problem of information

in modern world

Zabolotnaya M.V.

Astrakhan State University, Russia

(Faculty of Geology and Geography, 3rd year)

Scientific hands: T.M. Ramazanova, Ph.D. Sc., Associate Professor

Currently, environmental issues have become a priority all over the world. From the end of the 19th century to the present day, nature has been under increased anthropogenic pressure. To reduce negative consequences, sources and types of pollution are identified, measures are developed to reduce anthropogenic impact on the environment, and the population is informed about all environmental disasters and crises. Much attention is paid to the education of environmental consciousness.

In the explanatory dictionary, consciousness is defined as one of the basic concepts of philosophy, sociology and psychology, which denotes the human ability to ideally reproduce reality in thinking; and the concept of ecology is interpreted as the science of the relationships of organisms and their communities with each other and with the environment.

Combining both concepts, we get the concept of “ecological consciousness” - this is the ability to reproduce reality in thinking based on the interaction of people and their environment. It must be taken into account that this interaction must be positive and contribute to human survival in the natural and social world. In the modern world, this is achieved through scientific knowledge. In addition, by combining the concepts of “ecology” and “consciousness,” we can come to the conclusion that environmental consciousness is the ability of a person to think correctly in harmony with himself and with the environment (nature and society). This should be an environmental priority now.

In nature, cycles of matter, energy and information constantly occur. If the cycles of matter are explained by the simple migration of atoms of chemical elements and their compounds in various environments, then the cycle of energy is considered as an obligatory part of these cycles, on the basis of which they are carried out. Energy enters the Earth in the form of solar radiation, then it is partially dissipated, reflected and absorbed by plants, then converted through chemical reactions into heat and spent on the life of organisms. After this, it is transmitted through trophic (food) levels from one organism to another. During the spread of energy on Earth, it transforms into various qualities (solar into thermal, thermal into the energy of chemical bonds, and so on). Scientists estimate that only about 10% of energy is transferred from one trophic level to another. This pattern is called the “ten percent rule.” All remaining energy is spent on maintaining the thermoregulation of organisms, reproduction, and the remainder is dissipated in the environment. If we consider that a person is almost always the last link in trophic relationships, then he should also receive the least amount of energy. But in reality, everything happens completely differently; a person is capable of absorbing and transforming energy in the same quantity as his smaller brothers.

This will seem absurd from the point of view of the laws of ecology, but a person can transform energy thanks to his consciousness. It is known that during brain activity the temperature of tissues increases; we generate it thanks to the energy obtained from food. But for this process to proceed normally, it is necessary to destroy and restore the molecular structure we need. But the human brain allows us to change the structure without destroying molecules during digestion.

Brain activity is based on two interacting systems - consciousness and subconsciousness. If consciousness is the mental activity we control, then the subconscious is a set of certain automatic qualities and memories necessary for a person to survive in nature. The subconscious is subjective, it does not think or draw conclusions, but simply obeys the commands it receives from consciousness.
A person can convince his subconscious that he does not want to eat with the correct attitude “I’m full!” The subconscious mind will agree and slow down the digestive functions of the body. In this case, a person can remain without food for a long time and carry out his activities. This system works flawlessly, it is easier to implement in those people whose subconscious is not completely suppressed by consciousness, who are still able to feel the world in harmony with nature.

There are cases when sick people who had very little time to live convinced themselves that it was better to live their last days happily. They forgot about the pills and simply enjoyed life, coordinating their subconscious with their consciousness, and were cured even from severe cancer. They replaced bad thoughts with a positive attitude and conserved their energy. We visited nature more often and received energy in the form of information about the world around us through all our senses. Autotraining works tell how to come to an agreement with your subconscious, but they often forget about the simple energy system. Energy is transformed and dissipated by our thoughts and information field, which easily catches our subconscious. This is where auto-training stumbles. Because we, while memorizing the same phrase, do not convert our energy into information. After the third time, a person’s subconscious will internalize this phrase, act in accordance with this attitude and stop developing, and this will lead to stagnation of energy. A similar effect occurs when diseases occur. It has been noted that serious illnesses arise when a person is at odds with himself: doing boring work, being in the same place, sitting in the same position.

How many times a day we complain about life and swear, we see the same landscapes. All our energy is not transformed, the structure does not change and the subconscious does not work. Everything needs development. And intuition functions flawlessly only under the condition of constant updating of knowledge about the world through the senses: touch, smell, vision, hearing, taste - receiving energy in the form of information.

Returning to the definition of environmental consciousness - a person’s ability to think correctly in harmony with nature and himself - we can conclude that it is important not only to know information about the environment, but also to perceive and accept it correctly. Ecological consciousness should be based on the fact that harmony with oneself is important for a person through the transfer of information flow from consciousness to the subconscious, from the subconscious to the entire surrounding world in the form of information energy and back to consciousness.

Many people wonder why people in the city often suffer from mental and physical illnesses. And almost everyone attributes this to poor ecology, suggesting pollutants and exposure to electromagnetic radiation from equipment, factories and hazardous industries. Not many people understand that the main thing is the limitation of “living”, natural information - the eyes stumble upon the same buildings, of the same shape, cars and much more, familiar to us, but not familiar to humans as a biological being. As a result, our consciousness becomes fixated on the same thing, the energy is not transformed, and we walk the streets in this “cloud of stagnant energy.” Imagine, one such person passed by you, a second sat down on your bench with the same energy, and a third called you and began to complain. And your positive energy evaporated, your mood worsened, your consciousness sent an instruction to the subconscious that everything is bad. The subconscious mind obeyed and your body began to waste away, and then it’s not far from oncology. Of course, you cannot make every person an optimist. But who prevents us from developing ourselves, not thinking about bad things, just living in harmony with ourselves and the environment. This is how nature lives, there are no straight streams, sad trees, because... They dissipate part of the energy consumed by living organisms in the form of “living” information about themselves.

You can say there is a lot of information, take the Internet. But it is “dead”, it has no soul, we forcibly transformed minerals into electrical energy and are glad that we have a lot of information. Only this information is about nothing, the information is “empty”. Of course, there is some “live” information in it, but while we try to find it, our consciousness will turn off and the result will be zero. In this case, it is necessary to add a fifth, information-energetic, to the already known four types of pollution - mechanical, physical, chemical, biological.

From all this we can conclude that since there is very little “live” information, humanity is facing extinction, and nothing can be changed. However, this is not at all true, and the solution to this problem is possible with little effort. Remember when you did something yourself, cooked food from the plants you grew, walked in the park, enjoyed life? You say there is no time. Time is also energy that we spend on simple dissatisfaction with ourselves and the world around us. Remember a simple general pattern - a mother can carry her child in her arms, even when he already weighs 15 kilograms, but if you need to lift a bucket of potatoes... Of course, you can say - it’s hard, only because you don’t want to do it, and the energy is different. A mother and her child are one single information-energy field, but one cannot even call a potato a field. Here is another example - a scientist is busy developing his theory, he may not eat for a long time. And the body will not even go on strike due to lack of food - the scientist himself synthesizes the energy he needs with his consciousness.

And in conclusion, I would like to say that environmental consciousness is not only information about all the anthropogenic influences of humans on nature, but also the energy that connects us with the world around us and with each other.

There are many problems in our world, but if you stop at least for a minute, look at nature, catch its energy, and think: “Is there really something in my life that my conscious and subconscious wants? What do I want for myself? If so, then you are a harmonious person who lives in harmony with yourself and the world around you. And this is ecology, in its purest ideal form.

Used sources

1. Terra - Lexicon: Illustrated Encyclopedic Dictionary - M.: TERRA, 1998, 672 p.

2. Voitkevich G.V., Vronsky V.A. Fundamentals of the doctrine of the biosphere // book for teachers - M.: Education, 1989, 160 p.

3. Tupikin E.I. General biology with the basics of ecology and environmental activities // textbook for beginners. prof. Education, 5th ed., ster. – M.: Publishing Center “Academy”, 2007 – 384 p.

Social status is a set, a set of social. functions carried out within the framework of rights and leading to a socially significant expected result.

Types of social statuses. 1) General (universal) status (for example, the status of a citizen - if we have it, then we can get other statuses) 2) Ascritic ones are achieved without your efforts (daughter...) 3) Achievable, depend on our efforts (student...) 4 ) Formalized statuses, officially certify the status (director) 5) Informal (bridesmaids...) Modern society is based on a wide division of labor and functions of people in the process of general reproduction. In accordance with this, they differ in the place they occupy in society (status - in modern society, it covers profession, economic and gender position, demographer characteristics of people). Each status is assigned certain rights and responsibilities. They can be formal (normatively established) or informal in nature. Each person is characterized by a certain set of statuses. The most characteristic status of a person, which distinguishes him from others, is the main status. The status of a person, the cat he was born into - we attribute status. A person has many statuses, but his actual behavior is characterized by a certain set of roles. As a result, a status range arises within which a person’s behavior varies. A status set is the totality of all statuses occupied by a given individual. In a status set we can distinguish:

Basic statuses are social positions that determine the social position of its bearer; . non-basic statuses - temporary social positions, the rights and responsibilities of the bearers of which are difficult to determine. The status set includes the following elements:. main status - the most characteristic status for a given individual, by which others distinguish him or with which they identify him, by which they determine his position in society; personal status is the position that a person occupies in a small (primary) group, depending on how he is assessed by his individual qualities; social status is the position of a person in society, which he occupies as a representative of a large social group (profession, class, gender, age, etc.).

Based on origin, social status is divided into:. natural status is the position that is biologically inherited by a person from birth (gender, nationality, race); ascribed status is a position that a person acquires from birth or that is certain to be recognized later by society or a group. Ascribed status is socially acquired;

achieved status is a position that a person receives through his own efforts, free choice, or due to luck or fortune (not related to the fact of birth); mixed status has features of both ascribed and achieved statuses.

23.Social role. Role set.

A social role is a set of appropriate actions and norms of behavior. There are major and minor social roles; social roles can be assessed in different ways. Parsons identifies 5 main features of any role: 1) emotionality - some roles require emotional restraint, others - looseness, 2) method of obtaining - some prescribe, others conquer, 3) scale - some roles are formulated and strictly limited, others are blurred, 4) formalization - action in strictly established rules or arbitrarily, 5) motivation - for the common good, for personal profit. A set of roles (role complex) associated with one status is called a role set. Each status usually involves the performance of a number of roles. Each role from the role set requires a special manner of behavior. Each role has its own type of implementation of social relations. A role set forms a set of social relationships. Readiness and predisposition to social relations are usually called attitudes. “Role set” - all types and diversity of behavior patterns (roles) assigned to one status. Pure role behavior is a model of behavior based only on status and role prescriptions, which is not influenced by the personal characteristics of the subject or the characteristics of the situation. The real behavior of people most often does not boil down to purely role behavior; it is much richer.