Family, Social, Religious and Correctional Adaptation Education

Introduction

Education is one of the main categories of pedagogy. Nevertheless, there is no generally accepted definition of education. One explanation for this is his meaningfulness. Education can be considered as a social phenomenon, such as activity, process, value, as a system, impact, interaction, etc. Each of these values \u200b\u200bis true, but none of them allows you to characterize the upbringing as a whole.

The definition is proposed below, in which an attempt is made to reflect that in common, which is typical of education as a process relative to socially controlled socialization, but does not affect the specifics of family, religious, social and correctional adaptation education, which will be discussed in the future.

Education is a relatively meaningful and targeted cultivation of a person, more or less consistently contributing to the adaptation of a person in society and creating conditions for its separation in accordance with the specifics of the objectives of the groups and organizations in which it is carried out. This definition is not generally accepted. It is only one in a number of many.

In domestic pedagogical literature, several most well-known attempts with general approaches to the disclosure of the concept of "upbringing" can be distinguished (not deepening in the private differences that certain authors insist. Determining the scope of the concept of "upbringing", many researchers identify:

· Education in a wide social sense, including the impact on the human system as a whole, i.e., actually identify education with socialization;

· Education in a broad sense, referring to targeted education carried out by the system of educational institutions;

· Education in a narrow pedagogical sense, namely, educational work, the purpose of which is the formation of a system of certain qualities, views, beliefs;

· Education in an even more narrow value - solving specific educational problems (for example, education of certain moral quality, etc.).

From the point of view of the nature of the relations of participants in the process of education, it is defined as a targeted impact of representatives of older generations for the younger, as the interaction of senior and junior with the leadership role of the elders, as a combination of the other type of relationships.

According to the dominant principles and the style of relations of educators and educate, the authoritarian, free, democratic education is distinguished.

In foreign pedagogical literature there is also no generally accepted approach to the definition of education. E. Durkheim gave a definition at one time, the main idea of \u200b\u200bwhich was divided by the majority of European and American teachers until the middle of the 20th century (and some now): "Education is an action exerted by adult generations for generations, not matured for social life. The upbringing aims to excite and develop a certain number of physical, intellectual and moral states that require the political society as a whole and the social environment to which it in particular belongs. "

In recent decades, approach to education and, accordingly, the definition of it as a pedagogical concept has changed significantly. This was reflected not only in various pedagogical theories, but also in dictionary-reference literature.

So, in the American "pedagogical dictionary" published in New York in 1973, education (Education) was determined as:

· A combination of all processes through which a person develops the abilities, relations, etc. Forms of behavior, positively valuable for society in which lives;

· Social process with which people are influenced by the selected and controlled environment (especially such as school) in order for them to achieve social competence and optimal individual development.

In 1982, in published there, the "brief pedagogical dictionary" education is treated as:

· Any process, formal or informal, which helps develop people's capabilities, including their knowledge, ability, behavioral samples and values;

· The developing process provided by the school or other institutions, which is organized mainly to learn and study;

· General development obtained by individual through learning and studying.

These definitions suggest that the interpretation of the term Education is adopted in the domestic pedagogical literature as an education, training at least one-sided, and rather inaccurate. This term and etymologically (from Latin EDUCARE - cultivate, nourish), and in the cultural and pedagogical context indicates, first of all, education:

· Family Education;

· Religious (Religious Education);

· Social Education, carried out both in various educational institutions (including in the learning process) and in society (in the community - Community Education).

Education is specifically a historical phenomenon, closely related to the socio-economic, political and cultural state of society, as well as with its ethno-communications and socio-cultural features.

The results and effectiveness of education in the conditions of social renewal of the Company are determined not so much as it ensures the assimilation and reproduction of a person of cultural values \u200b\u200band social experience, how much willingness and preparedness of members of society to conscious activity and independent creative activity, allowing them to put and solve problems that do not have Analogues in the experience of past generations. The most important result of education is the willingness and ability of a person to self-implantation (self-employment, self-education).

Education as a Social Institute

In modern modernized societies, there is a whole system of social institutions - historically established sustainable forms of joint activities of members of the Society for the use of public resources to meet certain social needs (economic, political, cultural, religious, etc.).

Education as a social institution arose for the organization regarding socially controlled socialization of members of society, to broadcast culture and social norms, and in general, to create conditions for satisfying the social need - meaningful cultivation of members of society.

Education as the Social Institute is a developing phenomenon, which arises at a certain stage of development of a particular society, autonomizing the socialization process.

The growing complication of the structure and vital activity of each particular society leads to the fact that at certain stages of its historical development:

· Education is differentiated for family, religious and social, role, value and the ratio of which are not unchanged;

· Education applies to the elite layers of society to lower and covers an increasing number of age groups (from children to adults);

· In the process of social education, it is allocated as its components first training, and then education;

· Correction education appears;

· There is a dissocial education carried out in criminal and totalitarian, political and quasi-religious communities;

· Tasks, content, style, shapes and means of upbringing are changed;

· The importance of education is growing, it becomes a special function of society and the state, turns into a social institution.

Education as a social institution includes:

· A combination of family, social, religious, corrective and dissocial education;

· Set of social roles: educated, professionals - professionals and volunteers, family members, clergymen, heads of state, regional, municipal levels, administration of educational organizations, leaders of criminal and totalitarian groups;

· Educational organizations of various types and types;

· Education systems and management bodies on state, regional, municipal levels;

· A set of positive and negative sanctions, both regulated by documents and informal;

· Resources: Personal (qualitative characteristics of entities of education - children and adults, level of education and training educators), spiritual (values \u200b\u200band norms), information, financial, material (infrastructure, equipment, educational and methodical literature, etc.).

Education as the Social Institute has certain functions in public life. The most common functions of the upbringing are as follows:

· Creating conditions for the purpose of targeted cultivation and development of members of society and the satisfaction of a number of needs that can be implemented during the education process;

· Preparation of the "human capital", capable and ready for horizontal and vertical social mobility necessary for the functioning and sustainable development of society;

· Ensuring the stability of public life through the broadcast of culture and the promotion of its continuity and update;

· Protection of the integration of aspirations, actions and relations of members of society and relative harmonization of sexual, social and ethno-confessional groups (which is the prerequisites and conditions of the internal cohesion of society);

· Social and spiritual and value selection of members of society;

· Adaptation of members of society to a changing social situation.

We note some of the significant differences in family, religious, social, corrective and dissocial education - the components of the education as a social institution.

The basis of religious education lies the phenomenon of sacrality (i.e. the priesthood), and the emotional component is played a significant role, which becomes leading in family education. At the same time, a rational component is dominated in social and correctional education, and the emotional plays a significant, but only complementary role. The basis of dissocial education is mental and physical violence.

Family, religious, social, corrective and dissocial education in principles, objectives, contents, means, as aware of the principles, purposes, maintenance, tools, as aware of and formulated, and to even greater, implicitly inherent in each of these types of education in a particular society are essentially distinguished.

Selected types of education are fundamentally distinguished by the nature of the dominant relationship of entities of education. In family education, the relationship between subjects (spouses, children, parents, grandparents, brothers, sisters) has a bloodwater character. In religious education, which is carried out in religious organizations, the relationship of the subjects (clergymen with believers and believers) has a confessional community character, that is, it is determined by the feasible creeds and relationships in compliance with the chapel principles. Social and corrective upbringing are carried out in organizations created for this purpose. The relationship of the subjects of these types of education (individual - educators and educated, educated among themselves; group groups; social organizations, management bodies, etc.) has an institutional role. In biosocial education, the interconnection of subjects (leaders) and objects (educated) has the nature of the relationship of "Mr. Rab".

Education as a social institution, having universal elements and characteristics, has more or less significant differences related to the development history, socio-economic level, the type of political organization and the culture of one or another society.

Ideological uncertainty, socio-political variability, the rapid social differentiation of society significantly affect the upbringing as socially controlled socialization. It is most fundamentally and bright that it is manifested in the fact that the tasks of the upbringing and its content in a changing society have fundamental differences from a stable society (V. Rosin).

From the point of view of determining the tasks of education, it is important that in stable society interests, the possibilities of different social layers, professional and age groups are relatively harmonized, which determines their interest in maintaining stability. In this regard, the task of developing a person in a stable society is objectively before education in a stable society and as a result of the broadcast of the culture in society from generation to generation and from elite layers to the lower (regardless of any ideological and pedagogical declarations). At the same time, the question "What to broadcast?" It is not objective, although it can be actively discussed.

In an unstable, changing society, which is characterized by the transition from one type of society to another, or a substantial change in society within one type, the situation is fundamentally different. It does not have a social consensus, i.e. the interests of different social, professional and even age groups are not joined, contradict each other. Most of them unites only the consent that this society must be changed. But on the question; What should be changed, and even more so in what direction to change, there is no unity. The changing society is not able to put real and adequate tasks before upbringing, for it does not have a well-established canon of man and a sustainable scenario of its development, it only tries to determine its values \u200b\u200band their hierarchy, to add new ideological installations. It only knows what you need to develop a "other" person and do it "differently."

Under the conditions of a changing society before education, it is actually worth the task simultaneously with society to seek the answer to the question "What to develop in a person?", Or rather, "in what direction to develop it?" And in parallel to seek the answer to the question "How to do it?".

Such a situation significantly affects the functioning of education as a social institution in the society.

In modern developed societies, a whole system of social institutions is formed - the historically established sustainable forms of the United States of the Company's members to use public resources to meet certain social needs (economic, political, cultural, religious, etc.).

The emergence of a social institution, such as education, is necessary for the organization regarding the socio-controlled socialization of members of society, to broadcast culture and social norms, and in general, to create conditions for satisfying the social needs - meaningful cultivation of members of society.

The growing complication of the structure and vital activity of each particular society leads to the fact that at certain stages of its historical development:

1) Education is differentiated on family, religious and social, role, and the value of which are not unchanged;

2) Education spreads from elite sections of society to lower and covers an increasing amount of age groups (from children to adults);

3) in the process of social education, it is highlighted as its components first training, and then education;

4) Correction education appears;

5) there is a dissocial education carried out in criminal and totalitarian, political and quasi-religious communities;

17b6) tasks, content, style, shapes and means of education are changed;

7) the importance of education is growing, it becomes a special function of society and the state, turns into a social institution.

Education as a social institution includes:

1) a set of family, social, religious, corrective and dissocial education;

2) Set of social roles: educated, professionals-professionals and volunteers, family members, clergymen, heads of state, regional, municipal levels, administration of educational organizations, leaders of criminal and totalitarian groups; educational organizations of various types and types;

3) systems of education and authorities of them at the state, regional, municipal levels;

4) a set of positive and negative sanctions, both regulated by documents and informal;

5) Resources: Personal (qualitative characteristics of entities of education - children and adults, level of education and professional training of educators), spiritual (values \u200b\u200band norms), information, financial, material (infrastructure, equipment, educational and methodical literature, etc.).

14. Social upbringing. Education as one of the components of socialization

Education becomes relatively autonomous in the process of socialization at a certain stage of development of each particular society, when it acquires such a degree of complexity that there is a need for special activities to prepare the younger generations to life in society. Along the way, we note that in the early stages of the existence of any society, as well as in modern archaic societies, the upbringing and socialization of syncretic, are unrelated. Education differs from chaotic and relatively sent to socialization in that it is based on social action.

German scientist M. Weber,which introduced this concept, determined it as an action aimed at solving problems; as an action, specially focused on the response behavior of partners; As an action involving subjective understanding of possible options for the behavior of people with whom a person comes into cooperation.

Education - The discrete process (discontinued), for, being a systematic, is carried out in certain organizations, i.e., limited to the place and time.

Education is one of the main categories of pedagogy. Nevertheless, there is no generally accepted definition of education. One explanation for this is his meaningfulness. Education can be considered as a social phenomenon, as an activity, as a process, as a value, as a system, as an impact, as interaction, etc. The following is proposed to the definition in which the attempt is made to reflect that in common, which is typical of education as a process relative to socially controlled socialization. But does not affect the specifics of family, religious, social, corrective and dissocial education, which will be discussed in the future.

Education is a meaningful and purposeful formation of a person who consistently contributing to the adaptation of a person in society and creating conditions for its separation in accordance with the specifics of the objectives of the groups and organizations in which it is carried out.

To determine the concept of "upbringing", many researchers identify:

1) Education in a broad social sense, i.e., the formation of a person under the influence of society. Education is identified with socialization;

2) education in a broad sense, referring to targeted education carried out in educational institutions;

3) Education in a narrow pedagogical sense, namely educational work, the purpose of which is the formation of a system of certain qualities, views, beliefs;

4) Education in an even more narrow meaning is the solution of specific educational problems (for example, education of certain moral quality, etc.).

Under socializationit is understood as the process of mastering the individual and roles and roles adopted in this society, through both their own activity and "foreign" (the influence of parents, training).

Socialization stages.

In accordance with the criteria of mental development, eight stages of human development are allocated, which have become generally recognized today.

Confidence - distrust - chest age;

Autonomy - doubt - age 1-2 years;

The initiative is a sense of guilt - age of 3-5 years.

Diligence is inferiority - the younger school age (6-11 years);

Identification - diffusion - youth (12-18 years);

Intimacy - loneliness - the beginning of an adult;

Creative activity - stagnation - average age;

Defection - Despair - Old age

Socialization mechanisms

In the scientific literature allocate, first of all, psychological mechanismssocialization.

One of the first it tried to make Z. Freud. He allocated confirmation mechanisms - exceptions, imitation, prohibition, substitution (substitution), identification.

In the concept of role-playing behavior, J.Mid, socialization mechanisms are disclosed through the perception of roles. The awareness of the "generalized other" occurs, in his opinion, through the processes of adoption and execution of the role. Taking role is the process of assigning a role in another, unusual interaction situation, and the execution of the role is actual actions or acts of role behavior. These processes need to add more training to roles.

Socialization factors.

At different stages of socialization, those or other agents and institutions play an active role. At the dotter, the mains are family, educational institutions and peers. In the work stage, the team, a professional community, a friendly company, the media, is of great importance. In the oxcriton stage, the circle of socialization agents is significantly narrows.

At the same time, socialization is carried out under the influence of the set of conditions - socio-controlled and directed-organized, natural and spontaneous (involuntarily arising). These are the economic, socio-political, spiritual and ideological conditions and the factors necessary or sufficient to ensure the development of the individual.

Education as the Socialization Institute

A full and worthy member of society must be well brought up. Education gives a person to a more extensive knowledge of the world, introduces the achievements of humanity, allows you to systematize the processes occurring in society. From early childhood, the child enters complex relations with the environment. Repeating for adults, he mastering speech, behavior standards. With the development of a schoolboy, the level of its responsibility to society increases, civilian qualities are formed. At this stage, it is important to comprehensively develop and raising a growing personality. It is necessary to raise an active life position.

Modern social institutions are highly organized forms of vital activity responsible for reflection in the person of economic, cultural, legal requirements of the social system. The task of them is to affect the behavior, the worldview of the individual established by society, values, norms, principles, laws; Through special organs, organizations, structures.

Humanity thanks to the institutes created a powerful effective system of socializing each of its member.

Education as a Social Institute It originated in the form of the need to carry out manageable, for the transfer of culture, norms, experience. The primary task of raising activities is to prepare decent members of society.

Classification of institutions

• state;
• marriage, family;
• culture;
• health care;
• science, training;
• media;
• labor, production activities;
• education, right;
• educational activities.

Each of them regulates certain relationships (religious, political, spiritual), adopted by this company, contributes to its development, maintain integrity, sustainability.

• Relational (production activities, work) determine the role structure;
• Regulatory (healthcare, state, education) determine the boundaries of person's personal independence when they achieve public, personal goals

Functions of institutes

There are two main types of functions: common and individual.

• strengthening, reproduction of norms, relations, values;
• regulation, adjustment of interpersonal relations;
• organization of interaction;
• accumulation, transmission of experience, attachment to cultural values.

Special:

Education - the basis of personality formation

Social education is the component of the socialization process, which established historically the activities of the members of society, which creates aimed at the cultivation of members of society. M. nogocomponent The system with resources: material, human, spiritual, consisting of numerous state, non-state institutions.

Institute of Social Education - The structure responsible for the preparation of the younger generation to an independent independent public life, promoting adaptation, development in conjunction with society.

Composition of the Institute of Social Education

Components:

• Family, religious, social, corrective upbringing;
• Collapse of roles (teacher, student, educated, educator, heads of organizations, services, ministers of the church);
• Organizations, structures;
• Education systems;
• Controls, management;
• A set of sanctions, rules, duties, rights enshrined by state documents, informal charters;
• resources: Personal, spiritual, informational, material.

Functions of educational activities

The main function is to maintain the internal stability of society, structures, internal connections.

The tasks are determined by the function:

• systematic formation of individuals;
• preparation of human capital, resources corresponding to generally accepted culture, norms, rules;
• the transfer of cultural values \u200b\u200bresponsible for the stability of society;
• accounting of interests of age-related, sexual, social groups, regulation of inoperable relations;
• change, adaptation of members of society;
• selection of members of society.

Numerous hidden functions are allocated, depending on the form of a social device, relations, features of culture, political system, regime.

Development of social institutions

Education is a developing process arising at the mature stage of the Company's development. Soon he is separated from socialization.

Its development is associated with a change in the social system, a change in estimates, norms, requirements for human qualities.

There are trends in the direction of education:

Main social institutions

Composite parts of upbringing are family, social, religious, corrective, as well as dissocial, characterized by tasks, content, methods.

Institutes of the Educational Process: Family, educational educational institutions, public, religious organizations, cultural institutions, mass communication tools that are in constant cooperation and complementarity. They are responsible for the normal socialization of a person, directionally affect the formation of significant, necessary personality qualities.

General education educational institutions, vocational schools, universities, special, corrective educational institutions, leisure, wellness, public organizations, department of management, cultural institutions, permitted religious organizations are playing.

The most important of them are family and school.

Family as a social institution

Family - a group whose participants are connected with relational relations, marriage at the legislative level, the generality of life, leisure, mutual responsibility. The main task is to help the development of the younger generation, its socialization. The family is the first source of socialization of the individual. From the early years of being in the family community, the origin of the basic characteristics and the qualities of the personality, emotions, the skills necessary for the further optimal entry of the person in the environment.

Educational, socializing function depends on factors:

• financial situation;
• status;
• profession, parental education;
• cultural, intellectual level;
• microclimate, emotional atmosphere;
• category.

Family is a comprehensive education with a variety of forms of relationships, processes forming the main social functions of a small person. She satisfies the needs of the child. When entering school, the child is already half a formed personality.

Family values \u200b\u200bimposes an imprint on the subsequent development of the child. This structure determines the further life of a person. All that children acquire thanks to parents remain for a long time. The importance is also determined by the fact that people are in the family all their lives. By the duration of influence, she has no equal. It provides a child to a minimum necessary for the formation of a person.

School - Socialization Management Authority

In educational, educational institutions, the child learns a significant part of life (at least 11 years old with preschool educational institution). Adults and peers affect the child. Educational process is the main task of school work. separating them from general education:

• promoting the emancipation of the child (the development of independence);
• assimilation of socially significant values, norms, standards;
• assimilation of roles, differentiation;
• elimination of family errors.

The educational institution has methods, forms of work that form any qualities of personality, guaranteeing support for needing, corrective violations of personal development.

The school can bring up valuable qualities, at the same time not to form the formation of harmful qualities, significantly limit the impact of natural socialization factors that negatively affect the formation of an emerging personality.

Institutions affect the individual comprehensive. Their interaction, the implementation of its influence in compliance with all the humane principles forms an active identity corresponding to the requirements of the environment, modern environment.

Lecture, abstract. Education as the Socialization Institute is the concept and types. Classification, essence and features. 2018-2019.