Socialization is an integrative process of a subject’s entry into the structure of society, through his mastery of social rules, values, orientations, traditions, the knowledge of which helps to become an effective individual of society. From the first days of his existence, a small person is surrounded by many people, he is gradually included in collective interaction. During relationships, a person gains social experience, which becomes an integral component of the individual.

The process of personal socialization is two-way: a person assimilates the experience of society, and at the same time actively develops relationships and connections. A person perceives, masters and transforms personal social experience into personal attitudes and positions. He is also involved in diverse social connections, performing different role functions, thereby transforming the surrounding society and himself. The real conditions of collective life pose the most pressing problem, requiring everyone to be included in the social structure of the environment. In this process, the main concept is socialization, which allows an individual to become a member of social groups and collectives.

The process of socialization of an individual into social strata is difficult and lengthy, since it includes a person’s mastery of the values ​​and laws of social life, and the development of various social roles.

Personality socialization in psychology is a topic that is actively studied by many social psychologists. After all, a person has a social essence, and his life is a process of continuous adaptation, which requires stable changes and updates.

The process of socialization provides for a high level of internal activity of the individual himself, the need for self-realization. Much depends on a person’s vital activity and ability to effectively manage activities. But this process often occurs when objective life circumstances give rise to certain needs in an individual and create incentives for activity.

The concept of personality socialization

The described process is determined by the social activity of individuals.

The process of socialization of the individual represents the entry of the individual into the social structure, as a result of which changes are made in the structure of itself and society as a whole. As a result of socialization, an individual acquires group norms, values, behavioral patterns, and social orientations, which are transformed into human attitudes.

Socialization of the individual is extremely important for successful functioning in society. This process continues throughout an individual’s life, since the world moves and in order to move with it, it is necessary to change. A person undergoes constant changes, he changes, both physically and psychologically, it is impossible for him to be constant. It is this important concept, how the socialization of personality in psychology is dealt with by many specialists who study personality, society and their relationship.

In this process, no one is immune from problems arising.

Socialization problems are divided into the following three groups. The first consists of socio-psychological problems of socialization, which are associated with the formation of an individual’s self-awareness, his self-determination, self-affirmation, self-actualization and self-development. At any stage, problems have specific content, and various ways to resolve them appear. Only their importance for the individual remains unchanged. She may not be aware of the existence of these problems, since they are deeply “buried” and force her to think, acting in such a way as to eliminate the problem, to find an adequate solution.

The second group is the cultural problems that arise, including each stage. The content of these problems depends on achieving a certain level of natural development. These problems are associated with regional differences that arise in different rates of physical maturation, so in the southern regions it is faster than in the northern ones.

Cultural problems of socialization concern the issue of the formation of stereotypes of femininity and masculinity in different ethnic groups, regions, and cultures.

The third group of problems are socio-cultural, which in their content involve the introduction of the individual to the level of culture. They relate to personal value orientations, a person’s worldview, and his spiritual make-up. They have a specific character - moral, cognitive, value, semantic.

Socialization is divided into primary and secondary.

Primary - implemented in the sphere of close relationships. Secondary socialization is carried out in formal business relations.

Primary socialization has the following agents: parents, close acquaintances, relatives, friends, teachers.

In the secondary, the agents are: the state, the media, representatives of public organizations, the church.

Primary socialization occurs very intensively in the first half of an individual’s life, when he is raised by his parents, attends preschool, school, and acquires new contacts. The secondary one, accordingly, takes place in the second half of life, when an adult has contact with formal organizations.

Socialization and education

Education, in contrast to socialization, which takes place in conditions of spontaneous interaction between the individual and the environment, is considered as a consciously controlled process, for example, religious, family or school education.

Socialization of personality is a process in pedagogy that is studied inseparably from the process of education. The main task of education is the formation of a humanistic orientation in a growing individual, which means that in the motivational sphere of the individual, social motives for socially useful activities prevail over personal motives. In everything an individual thinks about, whatever he does, the motives for his actions must include an idea of ​​another individual, of society.

Social groups have a great influence on the process of individual socialization. Their influence is different at different stages of human ontogenesis. In early childhood, significant influence comes from the family, in adolescence - from peers, in adulthood - from the work team. The degree of influence of each group depends on cohesion as well as organization.

Education, in contrast to general socialization, is a purposeful process of influencing the individual, which means that with the help of education it is possible to regulate the impact of society on the individual and create favorable conditions for the socialization of the individual.

Socialization of the individual is also an important topic in pedagogy, since socialization is inseparable from education. Education is understood as a social phenomenon that influences the individual through the tools of society. From this emerges a connection between upbringing and the social and political structure of society, which acts as the “customer” for the reproduction of a specific type of personality. Education is a specially organized activity in the implementation of the intended goals of education, in the pedagogical process, where the subjects (teacher and student) express active actions in achieving pedagogical goals.

The famous psychologist S. Rubinstein argued that an important goal of education is the formation of a person’s personal moral position, and not the external adaptation of the individual to social rules. Education must be considered as an organized process of social value orientations, that is, their transfer from the external to the internal plane.

The success of internalization is carried out with the participation of the emotional and intellectual spheres of the individual. This means that when organizing the educational process, the teacher needs to stimulate in his students their understanding of their behavior, external requirements, sensual living of their moral and civic position. Then education, as a process of internalization of value orientations, will be carried out in two ways:

- through the communication and interpretation of useful goals, moral rules, ideals and norms of behavior. This will save the student from a spontaneous search, in which it is possible to encounter errors. This method is based on the content-semantic processing of the motivational sphere and conscious volitional work in rethinking one’s own attitude to the real world;

- through the creation of certain psychological and pedagogical conditions that would actualize interests and natural situational impulses, thereby stimulating useful social activities.

Both ways are effective only with their systematic application, integration and complementarity.

The success of the education and socialization of young people is feasible provided that positive factors embedded in social relations, lifestyle, and the neutralization of factors that interfere with the implementation of the tasks of training, education and socialization are used.

Transformation of the education and upbringing system can be successful only when it really becomes a matter of society. It is worth reorienting social life, the cultural environment, and the system of education and upbringing towards the younger generation.

Socialization factors

There are many factors of socialization, all of them are collected in two large groups. The first group consists of social factors that reflect the socio-cultural side of socialization and problems relating to its historical, group, ethnic and cultural specificity. The second group contains individual personal factors, expressed through the specifics of the life path of each individual.

Social factors mainly include: macrofactors, mesofactors and microfactors, which reflect different aspects of personal development (social, political, historical, economic), also the quality of life of an individual, the ecological situation of the area in which he lives, the presence of frequent occurrences of extreme situations and others social circumstances.

Macrofactors consist of natural and social determinants of personality development, which are determined by its living as part of social communities. Macro factors include the following factors:

- state (country), as a concept that is adopted to highlight a community of individuals living within certain territorial boundaries, united for economic, political, historical, social and psychological reasons. The peculiarities of the development of a state (country) determine the characteristics of the socialization of people in a certain region;

— culture is a system of spiritual aspects of ensuring people’s livelihoods and their socialization. Culture covers all aspects of life - biological (food, natural needs, rest, sexual intercourse), production (creation of material things and objects), spiritual (worldview, language, speech activity), social (social relationships, communication).

Mesofactors are caused by a person living in medium-sized social groups. Mesofactors include:

- ethnos is a historically formed stable collection of individuals in a specific territory that has a common language, religion, common cultural characteristics, and also a common self-awareness, that is, the awareness of each individual that they are united and different from other groups. An individual’s belonging to a nation determines the specifics of his socialization;

- type of settlement (city, region, town, village), which, for various reasons, imparts originality to the socialization of people living in it;

— regional conditions are features characteristic of the socialization of the population living in a certain region, state, part of the country, which has distinctive features (historical past, a unified economic and political system, social and cultural identity);

— mass media are technical means (radio, television, print) responsible for disseminating information to large audiences.

Microfactors are determinants of socialization related to education and training in small groups (work collective, educational institution, religious organization).

The most significant thing in the socialization of an individual is the historical development of a country, group, community, collective. At each stage of development of society, different requirements for the individual arise. Thus, we often find information that an individual could find himself and fully realize himself only within a certain group.

In stable times of the development of society, individuals in whom orientations towards group values ​​predominated were more adapted to society, whereas in turning points, crisis historical moments, various types of people became more active. Some were those whose individual and universal aspirations simultaneously prevailed, others were those who escaped from social crises using their usual stereotypes of orientation towards group norms inherent in the stable development of society.

Under circumstances of a social crisis, the predominance of the second type leads to the search for “external” enemies, the removal of all strangers who approach the group, preferring their own (national, age, territorial, professional) group. Individual personal factors are also essential. From the psychological point of view, the process of socialization cannot be a simple and mechanical reflection of the social experience experienced by a person. The process of assimilation of such experience is subjective. Some social situations can be experienced very differently by different individuals, so each person can take out completely different social experiences from the same situations. Much depends on the conditions in which individuals live and develop, where they undergo socialization. This process occurs quite differently at various stages of ontogenesis, during a period of social crisis.

A social crisis is characterized by a violation of the stable living conditions of society, a failure of its inherent value system, alienation of people, and increased selfishness. Particularly susceptible to the negative impact of a social crisis are: adolescent children, young people on the path to personality development, middle-aged people and the elderly.

The most developed people do not accept the views imposed on them; they form their own, independent and different from the socially accepted system of values. But this also does not mean that the vast majority of middle-aged people are immune to the global changes taking place in society. However, the process of their personal socialization proceeds through a strong experience of a personal crisis, or it passes relatively easily if in calm, stable times of the development of society they were among social outsiders, but in crisis circumstances their skills were in demand.

Forms of socialization

There are two forms of socialization – directed and undirected.

Directed (spontaneous) – is the spontaneous formation of social qualities as a result of a person’s presence in the immediate social environment (in the family, between colleagues, peers).

Directed socialization represents a system of methods of influence, specially developed by society, its institutions, organizations, with the goal of forming a personality in accordance with the prevailing values, interests, ideals, and goals in a given society.

Education is one of the ways of directed socialization. It is a consciously systematic, organized, purposeful process of influencing a developing personality, her behavior and consciousness, with the aim of developing specific concepts, principles, value orientations and social attitudes and preparing her for active social, cultural and industrial activities.

Both forms (directed, undirected) in certain circumstances can be consistent with each other or, conversely, come into conflict. The contradictions that arise often lead to conflict situations that complicate and impede the process of socialization of the individual.

The spontaneous form of socialization (undirected) is determined by the microsocial environment (close relatives, peers) and often contains many outdated and already outdated rules, stereotypes, patterns, patterns of behavior. Along with a positive influence on the individual, it can also have a negative impact on the individual, pushing him towards negative ones that deviate from the norms established by society, which can lead to such a phenomenon as social pathology.

Undirected socialization without the inclusion of directed means can be detrimental to the formation of a person, the social group of this individual and society as a whole. Therefore, it is very important to supplement it and transform it into targeted corrective influences of targeted socialization.

But directed socialization does not always lead to a positive educational result, which is especially evident when it is used for inhumane purposes, such as, for example, the activities of various destructive religious sects, the inculcation of fascist ideology, and the propaganda of racist sentiments. Therefore, a directed form of socialization can lead to a positive formation of personality only if it is carried out in accordance with moral rules, moral criteria, freedom of conscience, responsibility and the principles of a democratic society.

Stages of personality socialization

The process of personal socialization occurs in three main phases. In the first phase, social norms and value orientations are mastered, and the individual learns to conform to his society.

In the second phase, the individual strives for personalization, for active influence on members of society.

During the third phase, the individual is integrated into a social group, in which he reveals the peculiarities of his personal properties and capabilities.

Consistent flow of the socialization process, the correct transition to each phase leads to a successful completion and achievement of results. Each stage has its own characteristics, and if all the conditions of socialization are met, then the process will be successful.

The main stages of socialization in the work collective are identified: pre-labor, labor, post-labor.

The stages are:

- primary socialization, which occurs from the moment of birth to the formation of personality;

- secondary socialization, during which a restructuring of the personality occurs during the period of maturity and being in society.

The main stages of the socialization process are distributed depending on the person’s age.

In childhood, socialization begins from the birth of an individual and develops from an early stage. The most active formation of personality occurs in childhood; during this period it is formed by 70%. If this process is delayed, irreversible consequences will occur. Until the age of seven, awareness of one’s own Self occurs at a natural age, unlike in older years.

At the teenage stage of socialization, the most physiological changes occur, the individual begins to mature, and personality formation occurs. After thirteen years of age, children take on more and more responsibilities, thus becoming more knowledgeable.

In youth (early adulthood), more active socialization occurs, since the individual actively changes his social institutions (school, college, institute). The age of sixteen is considered the most stressful and dangerous, because now the individual is more independent, he consciously decides which social society he should choose, and which society he should join, since he will have to stay in it for a long time.

Between the ages of approximately 18 and 30, socialization occurs in relation to work and personal relationships. A clearer sense of self comes to every young man or woman through work experiences, friendships and relationships. Incorrect perception of information can lead to negative consequences, then a person will withdraw into himself and lead an unconscious life until a midlife crisis.

It should be noted once again that only if all the conditions of socialization are met, then, accordingly, the socialization process will proceed as it should. It is especially worth paying attention to the teenage and young adult stages, since it is in the young years that the most active formation of personality and the choice of the social community with which a person needs to interact for many years take place.

BASHKIR ACADEMY OF PUBLIC SERVICE AND MANAGEMENT

UNDER THE PRESIDENT OF THE REPUBLIC OF BASHKORTOSTAN

Department of Psychology and Sociology

Course test

Sociology

On the topic: Socialization of personality, its phases and stages

Completed by: 1st year student

Faculty of State Medical University (group 2, budget,

second degree)

Shaikhetdinov Rustam Faritovich

Checked by: Izilyaeva L.O.

Introduction. 3

The concept of “Socialization of personality”. 4

Phases and stages of personality socialization. 7

Childhood. 8

Adolescence. 10

Early maturity or youth. 12

Middle age or maturity. 17

Old age or old age. 19

Death. 22

Conclusion. 25

Bibliography.. 26

Introduction.

It is known that a baby enters the big world as a biological organism and his main concern at this moment is his own physical comfort. After some time, the child becomes a human being with a complex of attitudes and values, with likes and dislikes, goals and intentions, patterns of behavior and responsibility, as well as with a uniquely individual vision of the world. A person achieves this state through a process we call socialization. During this process, the individual becomes a human person.

The topic of my test is: “Socialization of the individual, its phases and stages.” The object of research is the individual as a social being. Subject of research: socialization of personality, its phases and stages.

Purpose of the work: to consider the content of socialization of the individual, its phases and stages

1. Expand the content of the concept “Socialization of the individual”

2. Explore the phases and stages of personal socialization.

The concept of “Socialization of personality”

In the context of increasing complexity of social life, the problem of including a person in social integrity, in the social structure of society, is becoming more urgent. The main concept that describes this kind of inclusion is “socialization,” which allows a person to become a member of society.

Socialization refers to the process of an individual’s entry into society, which gives rise to changes in the social structure of society and in the structure of the individual. The latter circumstance is due to the fact of human social activity, and therefore, his ability, when interacting with the environment, not only to assimilate its requirements, but also to change this environment and influence it.

Socialization is the process by which an individual assimilates the norms of his group in such a way that, through the formation of his own “I,” the uniqueness of this individual as a person is manifested, the process of assimilation by the individual of patterns of behavior, social norms and values ​​necessary for his successful functioning in a given society.

The process of socialization is continuous and continues throughout a person’s life. The world around us is changing, requiring corresponding changes from us. The human essence is not carved out of granite forever; it cannot be completely formed in childhood so that it no longer changes. Life is an adaptation, a process of continuous renewal and change. Three-year-old children are socialized within the framework of kindergarten, students - within the framework of their chosen profession, new employees - within the framework of their institution or enterprise, husband and wife - within the framework of the young family they have created, new converts - within the framework of their religious sect, and older people - within within a nursing home. In one way or another, all societies deal with a life cycle that begins at conception, continues through aging, and ends with death. Along the richest tapestry of organic age, societies weave bizarre social patterns: in one culture, a 14-year-old girl may be a high school student, and in another, a mother of two children; A 45-year-old man may be in the prime of his business career, just moving up the political ladder, or already retired if he is a professional footballer, but in some other society a person of this age has usually already passed away and is revered by younger relatives as an ancestor. . In all cultures, it is customary to divide biological time into appropriate social units. If birth, puberty, maturity, aging and death are generally accepted biological facts, then it is society that gives each of them a very definite social meaning.

Man is a social being. However, no person is born a ready member of society. Integration of an individual into society is a long and complex process. It involves the internalization of social norms and values, as well as the process of learning roles.

Socialization proceeds in two mutually intertwining directions. On the one hand, he is included in the system of social relations, the individual assimilates the cultural experience of his society, its values ​​and norms. In this case, he is an object of social influence. On the other hand, as a person socializes, he participates more and more actively in the affairs of society and the further development of its culture. Here he acts as a subject of social relations.

The structure of socialization includes the socializer and the socializer, the socializing influence, primary and secondary socialization. A socializer is an individual undergoing socialization. Socializer is an environment that has a socializing influence on a person. Usually these are agents and agents of socialization. Agents of socialization are institutions that have a socializing influence on the individual: family, educational institutions, culture, the media, public organizations. Agents of socialization are persons directly surrounding the individual: relatives, friends, teachers, etc. Thus, for a student, an educational institution is an agent of socialization, and the dean of the faculty is an agent. The actions of socializers aimed at socializers are called socializing influence.

Socialization is a process that continues throughout life. However, at different stages its content and focus may change. In this regard, primary and secondary socialization are distinguished. Primary socialization refers to the process of formation of a mature personality. Secondary is the development of specific roles associated with the division of labor. The first begins in infancy and continues until the formation of a socially mature personality, the second - during the period of social maturity and continues throughout life. As a rule, processes of desocialization and resocialization are associated with secondary socialization. Desocialization means a person’s rejection of previously acquired norms, values, and accepted roles. Resocialization comes down to the assimilation of new rules and norms to replace the lost old ones.

So, socialization is understood as the entire multifaceted process of humanizing a person, which includes both biological prerequisites and the individual’s immediate entry into the social environment and presupposes: social cognition, social communication, mastery of practical skills, including both the objective world of things and the entire a set of social functions, roles, norms, rights and responsibilities, etc.; active reconstruction of the surrounding (natural and social) world; change and qualitative transformation of the person himself, his comprehensive and harmonious development.

Phases and stages of personality socialization

The process of personal socialization consists of three phases. In the first, the individual adapts, i.e., mastering various social norms and values, he must learn to be like everyone else, become like everyone else, and “lose” his personality for a while. The second phase is characterized by the individual’s desire for maximum personalization, influence on people, and self-actualization. And only in the third phase, with a favorable outcome, does the individual’s integration into the group occur, when he is represented in others by his own characteristics, and the people around him have a need to accept, approve and cultivate only those of his individual properties that appeal to them and correspond to their values, contribute to overall success, etc. Any delay in the first phase or hypertrophy of the second phase can lead to disruption of the socialization process and its negative consequences. Socialization is considered successful when a person is able to protect and assert his individuality and at the same time is integrated into a social group. However, it is important to take into account the fact that throughout his life a person belongs to different social groups and, therefore, goes through all three phases of socialization many times. However, in some groups she can adapt and integrate, while in others she cannot; in some social groups her individual qualities are valued, but in others they are not. In addition, social groups themselves and individuals are constantly changing.

Socialization includes various stages and stages. In modern sociology, this issue is resolved ambiguously. Some scientists distinguish three stages: pre-labor, labor and post-labor. Others divide this process into two stages: “primary socialization” (from birth to a mature personality) and “secondary socialization” associated with the restructuring of the personality during the period of its social maturity. There are other points of view.

Childhood

In the Middle Ages, the concept of childhood that is characteristic of our time simply did not exist. Children were looked at as little adults. Works of art and written documents from the Middle Ages depict adults and children together in the same social environment, wearing the same clothes and engaged in mostly the same activities. The world of fairy tales, toys and books, which we consider most suitable for children, appeared relatively recently. Until the 17th century. in Western European languages, the words for young males - “boy” (in English), “garson” (in French) and “Knabe” (in German) (all three words are translated as “boy”), served to describe a man aged about 30, leading an independent lifestyle. There were no special words to designate male children and adolescents aged 7 to 16 years. The word “child” expressed family relationships rather than age differences. Only at the beginning of the 17th century. the formation of a new concept of childhood began.

Socialization is the process of including an individual in the system of social connections and relationships, mastering and accepting socially acceptable forms of behavior, norms, and values, as a result of which the individual becomes a full member of society.

It is understood that in the process of socialization there is a transformation of an initially asocial subject into a social personality. Thanks to socialization, people learn to live in society and interact effectively with each other. Socialization occurs everywhere and continuously in the process of physical and psychological development. The first 15–25 years are especially significant in terms of their results and consequences.

Socialization options:

a) assimilation of social norms, skills, stereotypes;

b) formation of social attitudes and beliefs;

c) the individual’s entry into the social environment;

d) introducing the individual to the system of social connections;

e) self-actualization of the “I” of the individual;

f) the individual’s assimilation of social influences;

g) social learning of socially accepted forms of behavior

and communication, lifestyle options, joining groups and

interaction with their members;

2) the breadth of socialization, i.e. the number of areas in which the individual was able to adapt. The main areas of socialization, which are characterized by expansion and multiplication of the individual’s social connections with the outside world, are:

a) field of activity;

b) communication;

c) self-awareness;

3) sources of socialization:

a) transmission of culture through social institutions;

b) mutual influence of people in the process of communication and joint activities;

c) primary experience, which is associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior;

4) socialization factors:

a) material, psychologically significant factors of the social environment that accompany a person throughout his life (political, economic, housing, financial, everyday and other factors) and determined by the characteristics prevailing in a person’s communication environment. These factors are always unique to each individual;

b) socio-psychological factors of the social environment are the psychological characteristics of people who constantly surround a person in life (family members, friends, classmates, etc.). However, sometimes random short-term contacts with people have a stronger influence on an individual than constant contacts. A person experiences especially strong socio-psychological influences when receiving an education aimed at helping him in socialization;

c) the factor of a person’s own social activity.

5) socialization mechanisms:

a) imitation, imitation;

b) identification;

c) management, etc.

6) institutions of socialization (political, economic, educational institutions, family, preschool institutions, schools, labor collectives, informal groups, parties).

Stages

The stage of primary socialization lasts from birth to adolescence, when the child assimilates social experience uncritically, adapts, adapts, and imitates. Of great importance at this stage are cognitive processes and the child’s mastery of social roles in play activities, his exercises in self-identification, the emergence and consolidation of a system of expectations, the demands placed on him by his parents, and the nature of their treatment of him. Occurs in small social groups (family, nursery group, etc.). The main agents of socialization are parents, relatives, family friends, etc. (primary agents of socialization). At this stage, by Freud stands out:

1) oral stage (from birth to 2 years) – the child’s world is centered around his mouth;

2) anal stage (from 2 to 3 years) - instilling hygiene and neatness skills, often accompanied by punishment for wet panties. This stage largely determines the further development of the child;

3) phallic stage (from 4 to 5 years) - sympathy for parents of the opposite sex appears and identification with a parent of the same sex, imitation of them. During this period, the first conflicts related to gender appear (the Oedipus complex in boys and the Electra complex in girls);

The stage of individualization (marginalization) is observed in adolescence and adolescence, occurs in large social groups and is manifested by a desire to distinguish oneself from others, a critical attitude towards social norms of behavior. To the primary agents of socialization are added secondary ones - social institutions of socialization. These institutions, in terms of their social status, can be formal (official institutions of society (state), which, according to their functional purpose, are designed to educate and train each new generation (preschool institutions, schools, universities, cultural institutions, etc.)) and informal institutions ( different social groups, from small to large, in which the individual finds himself included (family, class, peer group, ethnic community, reference group, etc.)).

Formal and informal institutions of socialization often have different goals and methods of influence, as a result of which a struggle arises between them, the results of which are such social phenomena as “street children”, delinquents and rebels, people with “double morals”, divergence in the value system of different categories of citizens and etc.

In adolescence, the stage of individualization is characterized by self-determination of the concept of “the world and I”, instability of the teenager’s worldview and character. In adolescence, stable personality traits are developed;

The integration stage is observed in late adolescence, when the desire to find one’s place in society appears. Integration proceeds successfully if a person’s characteristics are accepted by the group, by society. If not accepted, the following outcomes are possible:

1) maintaining one’s dissimilarity and the emergence of aggressive interactions (relationships) with people and society;

2) changing yourself;

3) conformism, external agreement, adaptation.

The stage of stable socialization or the labor stage of socialization continues throughout the entire period of a person’s working activity, when he not only assimilates social experience, but also reproduces it. At this stage, a person usually achieves a stable position in society, which indicates the socio-psychological adaptation of the individual;

The stage of loss of status or the post-labor stage of socialization begins with retirement and is characterized by the reproduction of social experience, in the process of transferring it to new generations.

In the broadest sense concept of socialization is interpreted as the process and result of human social development. I. S. Kon believed that socialization is the totality of all social and psychological processes through which an individual acquires a system of knowledge, norms and values ​​that allow him to function as a full member of society. Socialization refers to those phenomena through which a person learns to live and interact effectively with other people.

Modern socialization has its own specifics, due to the rapid pace of development of science and new

Childhood as the primary period of socialization has increased significantly compared to previous eras. In general, the status of childhood has changed.

A special role in modern socialization belongs to education and acquisition of a profession. Creation also becomes a necessary condition for human socialization and is no longer considered by modern pedagogy as something rare and unusual.

In the process of socialization, the individual acts as a subject and object of social relations. A.V. Petrovsky identifies three stages of personality development in the process of socialization: adaptation, individualization and integration. On the stage adaptation, which usually coincides with the period of childhood, a person acts as an object of social relations, towards whom an enormous amount of effort is directed by parents, educators, teachers and other people surrounding the child and who are in varying degrees of proximity to him. At this stage, entry into the world of people occurs: mastery of certain sign systems created by humanity, elementary norms and rules of behavior, social roles; mastering simple forms of activity. A person, in fact, learns to be an individual.

On the stage individualization There is some isolation of the individual caused by the need for personalization. Here the individual is the subject of social relations. A person who has already mastered certain cultural norms of society is able to manifest himself as a unique individual, creating something new, inimitable, something in which, in fact, his personality is manifested. If at the first stage the most important thing was assimilation, then at the second - reproduction, and in individual and unique forms. The stage of individualization contributes to the manifestation of exactly how one person differs from another.

Integration - the third stage of human development in the process of his socialization. It presupposes the achievement of a certain balance between man and society, the integration of subject-object relations of the individual with society. A person finally finds that optimal life activity that contributes to the process of his self-realization in society, as well as his acceptance of its changing norms. At this stage, in addition, the so-called social-typical personality properties are formed, i.e. such properties that indicate that a given person belongs to a certain social group.

46. ​​Mechanisms of socialization

socialization mechanisms- One of the first to highlight the mechanism of unity The essence lies in a person’s desire to reproduce the perceived behavior of other people. Highlight the mechanism or gender-role typing. Its essence lies in the subject’s assimilation of psychological traits and behavioral characteristics characteristic of people of a certain gender. In the process of primary socialization, the individual acquires normative ideas about psychological and behavioral properties characteristic of men and women. Mechanism carried out in the process of social control ( S. Parsons). It works based on what has been learned 3. Freudian principle pleasure-suffering - feelings that a person experiences in connection with rewards (positive sanctions) and punishments (negative sanctions) coming from other people.

People perceive each other differently and seek to influence others in different ways. These are the effects of the social evaluation mechanism: social facilitation (or facilitation) and social inhibition. Social facilitation involves the stimulating influence of some people on the behavior of others. Social inhibition (psychological effect of the opposite effect) manifests itself in the negative, inhibitory influence of one person on another. The most common mechanism of socialization is conformity. The concept of conformity is associated with the term “social conformism”, i.e. e. uncritical acceptance and adherence to prevailing standards, authorities and ideology in society. Through group pressure and the spread of stereotypes of mass consciousness, a type of depersonalized average person, devoid of identity and originality, is formed. The measure of conformity development may vary. Eat external conformity, which manifests itself only in external agreement, but at the same time the individual remains unconvinced. At internal individual

really changes his point of view and transforms his internal attitudes depending on the opinions of others.

Negativism- this is conformism on the contrary, the desire to act at all costs contrary to the position of the majority and to assert one’s point of view at any cost.

Other phenomena considered as mechanisms of socialization have also been identified: suggestion, group expectations, role learning, etc. The social formation of a person occurs throughout life and in different social groups. Family, kindergarten, school class, student group, work collective, company of peers -

all this social groups that make up the individual’s immediate environment and act as carriers of various norms and values. Such groups that define the system of external regulation of an individual’s behavior are called institutions of socialization. The most influential institutions of socialization are family, school, and production group.

Human socialization occurs through socialization mechanisms- ways of conscious or unconscious assimilation and reproduction of social experience. One of the first to identify a mechanism that, with a certain degree of convention, can be designated as unity imitation, imitation, identification. The essence of this mechanism lies in a person’s desire to reproduce the perceived behavior of other people. The action of this mechanism is carried out through the social interaction of people.

There is also a mechanism gender role identification (gender identification) or gender-role typing. The essence of this mechanism is the subject’s assimilation of psychological traits and behavioral characteristics characteristic of people of a certain gender. In the process of primary socialization, the individual acquires normative ideas about somatic, psychological, and behavioral properties characteristic of men and women. The child first realizes that he belongs to a certain gender, then he develops a social ideal of gender-role behavior that corresponds to his system of ideas about the most positive features of specific representatives of a given gender (most often the mother or father), and finally, he strives to imitate a certain type of gender-role behavior, transforming initially an “ideal” model into a concrete one through the inclusion of one’s own personal characteristics.

Gender-role identification is one of the leading mechanisms of socialization in any society. It accompanies the implementation of many other mechanisms, such as social assessment of desired behavior, imitation, conformity, etc.

Mechanism social assessment of desired behavior carried out in the process of social control. It works on the basis of the principle of pleasure - pain, studied by S. Freud - the feelings that a person experiences in connection with rewards (positive sanctions) and punishments (negative sanctions) coming from other people. In this case, the reaction of others serves as a reinforcing and formative factor, and the image of mutual perception is a regulator of behavior.

Some act positively, relying on goodwill, others negatively, turning to criticism. That is, the presence of some stimulates, the presence of others inhibits or even blocks human activity. These are the so-called effects of the social evaluation mechanism, which are called social facilitation (or facilitation) and social inhibition.

Social facilitation involves the stimulating influence of some people on the behavior, activities and communication of others. In the presence of a facilitator, it is easier for a person to act actively, relaxed and effectively. It is obvious that the facilitation effect occurs when people have a positive attitude towards each other.

There is a psychological effect of the opposite effect - social inhibition. Social inhibition manifests itself in the negative, inhibitory influence of one person on another.

The most common mechanism of socialization is conformity. The concept of conformity is associated with the term “social conformism”, i.e. uncritical acceptance and adherence to prevailing standards, norms, stereotypes of mass consciousness, authorities and ideology in society. Social conformism is considered primarily as a phenomenon of an authoritarian and totalitarian society, where the manifestation of individuality is suppressed and collectivist values ​​prevail. Through group pressure and the spread of stereotypes of mass consciousness, a type of depersonalized average person, devoid of identity and originality, is formed.

Negativism - This is conformism on the contrary, the desire to act at all costs contrary to the position of the majority and to assert one’s point of view at any cost.

In the socio-psychological literature, other phenomena are noted that are considered as mechanisms of socialization, such as suggestion, group expectations, role learning, etc.

The process of personal socialization goes through three main phases in its development.

The first phase consists of mastering social values ​​and norms, as a result of which the individual learns to conform to the whole society.

The second phase consists in the individual’s desire for personalization, self-actualization and a certain impact on other members of society.

The third phase consists of the integration of each person into a certain social group, where he reveals his own properties and capabilities.

Only a consistent flow of the entire process can lead to a successful completion of the entire process.

The process of socialization itself includes the main stages of socialization of the individual. Modern sociology is able to resolve these issues ambiguously. Among the main stages we can distinguish: pre-labor stage, labor stage, post-labor stage.

Main stages of personality socialization:

Primary socialization is a process that occurs from birth to the formation of the individual;

Secondary socialization - at this stage, a restructuring of the personality occurs during the period of maturity and stay in society.

Let us consider this process depending on age in more detail at each stage.

Childhood - socialization begins from birth and develops from the earliest stage of development. As you know, it is at this age that almost 70% of the personality of each person is formed. If this process is delayed, irreversible consequences can be traced, since it is in childhood that the beginning of socialization itself is laid. Until the age of 7, understanding one’s own self occurs in a more natural way than in older years.

Adolescence is an equally important social stage in the general life cycle of each individual, since during this stage the greatest number of physiological changes occur, puberty and personality formation begin. From the age of 13, children try to take on as many responsibilities as possible.

Youth (early maturity) - the age of 16 is considered the most dangerous and stressful, since now each individual independently and consciously decides for himself which society to join and choose for himself the most suitable social society in which he will stay for quite a long time.

In older years (approximately between the ages of 18 and 30), basic instincts and developmental socialization are redirected to work and one's own love. The first ideas about oneself come to every young man or girl through work experience, sexual relationships and friendship. Incorrect mastery or perception can lead to serious irreversible consequences. And then the person will live unconsciously until the crisis that comes at the age of 30.

It is the young years that are most actively used to develop in one’s own life and choose a social community.

Question 2 : Structure and constituent elements of personality.

Physical personality. Social personality.

The constituent elements of personality can also be divided into three classes:

1. Physical personality - that is, bodily organization, clothing, our house, capital, etc.

2. Social personality - formed on the basis of our human desire to be favorable in the eyes of others; “recognition of our personality by other representatives of the human race makes us a public person.” A person has as many social personalities as there are groups of people or even individuals who recognize this person as an individual and whose opinions he values.

3. Spiritual personality is “a complete unification of individual states of consciousness, specifically taken spiritual abilities and properties” - i.e. emotions, desires, sensations. The very center, the very core of our “I”, as we know it, the holy of holies of our being, is the feeling of activity found in some of our mental states.

Personality degradation - loss of mental balance, stability, weakening of activity and performance. The loss of a person’s inherent properties with the impoverishment of all his abilities: feelings, judgments, talents, activity, etc. Personal degradation is indicated by increased irritability, disturbances of attention and memory, decreased adaptive capabilities, and narrowed interests.

Question 3 : The idea of ​​personal uniqueness in philosophical ideas of different eras.

What is personal uniqueness?

Personality includes general traits characteristic of it as a representative of the human race; she is also characterized by special characteristics as a representative of a certain society with its specific socio-political, national, historical traditions, and forms of culture. But at the same time, personality is something unique, which is connected, firstly, with its hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which it is nurtured. But that is not all. Hereditary characteristics, unique microenvironmental conditions and the individual’s activity unfolding under these conditions create a unique personal experience. All this together forms the socio-psychological uniqueness of the individual. But individuality is not a certain sum of these aspects, but their organic unity, an alloy that is in fact indecomposable into components: a person cannot voluntarily tear away one thing from himself and replace it with another, he is always burdened with the baggage of his biography.

Diversity of individuals is an essential condition and form of manifestation of the successful development of society. Individual uniqueness and originality of a person is not just the greatest social value, but an urgent need for the development of a healthy, reasonably organized society.

Thus, the concept of human uniqueness is of significant importance in social cognition, in comprehending social phenomena and events, in understanding the mechanism of functioning and development of society, and its effective management.

Topic 2.4. Lesson 2 “Man in the modern world”

Questions:

1.Philosophical understanding of individual freedom and responsibility

2. Fatalism and voluntarism

3.Philosophical concepts about the meaning of life

Question 1: Philosophical understanding of individual freedom and responsibility

1. Liberty- in the most general sense, the availability of choice, options for the outcome of an event. The lack of choice and options for the outcome of an event is tantamount to a lack of freedom.

Freedom is one of the types of manifestation of chance, directed by free will (intentionality of the will, conscious freedom) or stochastic law (unpredictability of the outcome of an event, unconscious freedom). In this sense, the concept of “freedom” is opposite to the concept of “necessity”.

Free being means the ability to exercise good or evil will. Good will has the certainty of the unconditional, the divine; it is limited to the unconscious stubbornness of life of simple determinate being and authentic being. According to Sartre's existentialism, freedom is not a property of man, but his substance. A person cannot differ from his freedom, freedom cannot differ from its manifestations. Man, because he is free, can project himself onto a freely chosen goal, and that goal will determine who he is.

free will - a concept meaning the possibility of unhindered internal self-determination of a person in fulfilling certain goals and objectives of the individual.

Responsibility - self-regulator of the individual’s activity, an indicator of the social and moral maturity of the individual.

Responsibility presupposes that a person has a sense of duty and conscience, the ability to exercise self-control and self-government. Conscience acts as the controller of all human actions. The choice made by a person, the decision made, means that the person is ready to take full responsibility, even for what he could not foresee. The inevitability of the risk of doing “the wrong thing” or “the wrong thing” presupposes that a person has the courage necessary at all stages of his activity: both when making a decision, and in the process of its implementation, and, especially in case of failure.

Thus, freedom is associated not only with necessity and responsibility, but also with a person’s ability to make the right choice, with his courage and with a number of other factors.

Addition:

Freedom and necessity in human existence.

Two concepts of human freedom:

1. Fatalism- considers a person as a Being, objectively conditioned and clearly determined by external forces (i.e. religious points of view).

2. Voluntarism They see in man a being absolutely independent of external circumstances.

Spinoza (1634-1674) - human freedom is associated with the knowledge of necessity.

Modern philosophy- the concept of freedom includes;

1)Knowledge of the laws of nature, society and human thinking.

2) Decision making, identifying ways of means that contribute to the achievement of goals

3) The presence of desire and abilities necessary to implement the decisions made. In realizing his freedom, a person must make his choice, which will be determined by his value

orientation, needs and interests.

The highest degree of human freedom- this is the coincidence of his aspirations of will, desire and objective necessity.

Level development culture determines the boundaries of human freedom, therefore human freedom is historical. You need to be able to use freedom. Human freedom comes with responsibility. The problem of responsibility is clearly developed in the teaching of existentialism. In this philosophy, the will of man is free and since man freely determines his essence, destiny and his choice. Man is responsible for everything that happens in the world, for all its imperfections...

Responsibility presupposes that a person has a sense of duty and conscience, the ability to exercise self-control and self-government. - controller of all human actions.

In summary: Freedom is associated with necessity, with responsibility, a person’s ability to make the right choice, and with his courage.

Question 2: Fatalism and voluntarism

Fatalism - a worldview that proceeds from the position that every event and every human action is already predetermined from the beginning

According to this position, everything should happen the way blind fate wants it, and a person cannot change anything in this course of events. Thus, fatalism excludes freedom, free choice and the action of chance.. Therefore, the analysis of fatalism intersects with the analysis of such concepts and problems as the interaction of necessity and chance, necessity and freedom, voluntarism, fate and freedom of choice

Fatalism

Lack of cooperation in any form - it can bring unpredictable and unpleasant results.

Fatalism serves as a Greek chorus, noting the futility and stupidity of the plans of the players on stage.

Conscious integration of randomness into the activities of the organization (in order to make cooperation even less predictable; in order to prevent hacking of the system of machine bureaucracy).

Examples: random checks, regular rotation of managers.

Voluntarism - a philosophical direction centered around the concept of will, the phenomenon of which is conceived as the highest principle of being.

Voluntarism

“There is something in us that is wiser than the head.”

Each of us notices that the movement of his hands and other parts of the body is usually accompanied by some kind of internal effort. Such states are called volitional acts.

Realizing this in relation to myself, I can say that the movements of another person are also guided by the will => things in themselves (which is a person), if they can be talked about at all, must be described in terms of will and not reason: the ideals of the Enlightenment are fading . The essence of the world is thus devoid of a rational principle.

The mind is subject to the will(rational follows irrational).

Question 3 : Philosophical concepts about the meaning of life.

The question about the meaning of life is the question about the purpose of man in this world - why does a person live? The French philosopher and writer A. Camus wrote in his essay “The Myth of Sisyphus” that there is only one fundamental question of philosophy. It is a question of whether life is or is not worth living. Everything else - whether the world has three dimensions, whether the mind is guided by nine or twelve categories - is secondary. Therefore, “I consider the question of the meaning of life to be the most urgent of all questions,” he concludes.

A number of philosophical concepts are devoted to the meaning of life. One of the oldest is the concept of Ecclesiastes. It emphasizes the insignificance and vanity of human life. Human life, Ecclesiastes believes, is nonsense, absurdity, nonsense, nonsense. He believes that the components of life - wealth, power, love, work - are as meaningless, “like chasing the wind.” This pessimistic conclusion was made by Ecclesiastes because “one end awaits all.”

Tolstoy sees the meaning of life

in serving people. You can't live for yourself alone. This is spiritual death. Take as little as possible from people and give as much as possible to people.“To live honestly, you have to struggle, get confused, struggle, make mistakes, start and quit, and start again and quit again, and always struggle and lose. And peace of mind is mental

meanness."

Addition:

Meaning of life person must have interested people since Homo sapiens appeared to the world. In the teachings of existentialism, a person is lonely, unable to realize himself and, left alone with a world hostile to him, he cannot realize the true meaning of his life

Proponents of utilitarianism believe that the meaning of life is to achieve benefits, benefits, success, pleasures and pleasures. The philosophy of geodanism and eudonism - 1) In achieving pleasures and pleasures 2) in achieving happiness and bliss.

Christian Orthodoxy: - (if God is a free spiritual person, then man should become the same)

Meaning of life: perfection of human nature within the nature of God.

In both Christianity and Islam and Buddhism, the immortality of the soul is presented as salvation from death. The meaning of life is to fulfill religious laws.

In material philosophy, the meaning of life is in the self-development of a person in improving his essential strengths, abilities and needs, in the creation of good.

At present, the central problem of man has become the problem of life itself, its preservation on earth. Life as the meaning of life is becoming an increasingly significant principle of modern humanity.

Topic 2.5: “Philosophy of physical and spiritual human health”

Questions:

1 Philosophy of physical and spiritual development of man (the teachings of Hippocrates, Ya. Kamensky, V. Ivanov)

2 A healthy lifestyle is the basis of human physical and moral development

3 Raising a harmonious personality - a challenge to alcoholism and drug addiction

Question 1: Philosophy of physical and spiritual development of man (the teachings of Hippocrates, Ya. Kamensky, V. Ivanov)

If a person wants to become healthy, then first you need to ask him if he is ready to get rid of the causes of the disease. Only after this can he be helped.

Hippocrates

According to the teachings of Hippocrates, those considered to be genuine works in Antiquity represent a summary of ancient wisdom. The first aphorism, which begins with the words “Life is short, the path of art is long, opportunity is fleeting, experience is deceptive, judgment is difficult” - has received wide popularity and various interpretations over the years of reading and commenting. The idea that for the sake of success a person must help himself to the best of his ability ,This is expressed in other texts of the corpus.

Teachings of Hippocrates

According to Hippocrates, set out in his essay “On Ancient Medicine,” life depends on the interaction of four elements: air, water, fire and earth, which correspond to four states: cold, warm, dry and wet. To maintain vital functions, the body needs innate body heat, air coming from outside, and juices obtained from food. All this is controlled by a powerful life force, which Hippocrates called Nature. The name of Hippocrates is associated with the doctrine of the four temperaments, which, however, is not set forth in the “Hippocratic Collection”. Only in the book “On the Sacred Disease” do bilious people and phlegmatic people differ depending on the “damage” of the brain. And yet the tradition of attributing the concept of temperament to Hippocrates has a basis, for the very principle of explanation corresponded to Hippocratic teaching. Thus, a division into four temperaments arose: sanguine, choleric, phlegmatic and melancholic. Liquids (“juices”) were taken as the main elements of the body. This point of view is usually called humoral (from the Greek - “liquid”).

According to Hippocrates, there are certain laws of harmony that mix opposites in a stable harmonious chord. Nature and people have their own harmonious combinations. Just as nature corresponds to the four main cardinal directions - east, west, north and south, so people born in one or another country of the world differ in their physique and mental makeup, which Hippocrates designated as temperament.

Based on this, Hippocrates identifies four main types of temperament. Temperament is characterized not only in the dynamic characteristics of emotionality, but also in the psychological characteristics of relationships between people, attitudes towards themselves and the world in general.

Comenius' teachings

“Man is born with four parts, or qualities, or abilities. The first is called the mind - the mirror of all things, with judgment - the living scales and lever of all things, and, finally, with memory - the storehouse for things. In second place is the will - the judge, deciding and commanding everything. The third is the ability of movement, the executor of all decisions. Finally, speech is the interpreter of everything for everyone. For these four figures, our body has the same number of major containers and organs: the brain, heart, hand and tongue. In the brain we carry, as it were, a workshop of the mind; in the heart, like a queen in her palace, the will dwells; the hand, the organ of human activity, is a performer worthy of admiration; language, finally, is a master of speech, a mediator between different minds contained in different bodies separated from each other, connecting many people into one society for consultation and action.”

As a rule, these views apply to all areas of human life and are projected onto all events occurring in it.

Teachings of V. Ivanov

In Ivanov’s teaching, experts find many elements of neo-paganism and neo-Christianity. There are similarities with the traditions of Taoism, yoga, and Buddhism. At the same time, the purely Russian origin of the teaching and the lack of influence of Eastern traditions is emphasized.

In the modern movement of Ivanov’s followers (Ivanovites), two directions can be distinguished: some adhere mainly to the ideas of hardening and healing the body, others are inclined towards the religious and mystical component of the teaching. Some of his followers actually deify Ivanov. In their opinion, he revealed in himself all the moral ideals of Christianity. In religious literature, the Ivanovo people are considered as a new religious movement. However, it is noted that there is a significant predominance of the secular direction over the religious-cult one.

Candidate of Sociological Sciences Astakhova L.S. notes that the association of “Ivanites” led by P.K. Ivanov is an example of “guruism,” which in her opinion is a destructive element introduced into social life.

Religious scholar E. G. Balagushkin characterizes the “System of Teacher Ivanov” and the Ivanovo movement as a “neopagan cult and antisocial utopia,” as well as “a religious cult of improving the human body,” “a religious-mystical cult,” “a religious cult of autochthonous origin, which has openly “pagan”, occult-mystical character.” At the same time, Balagushkin notes that the Ivanovo residents “received public recognition and aroused a certain interest among the state authorities, primarily with their secular tendency aimed at a healthy and moderate lifestyle, the use of natural means of healing and respect for nature.” According to Balagushkin, the Ivanovo movement “stands on a par with the most influential new religious movements in the country.”

Candidate of Philosophical Sciences, Hieromonk Job (Gumerov) believes that Ivanov “was in the most extreme degree of delusion and drew all his “powers” ​​from a dark demonic source” and notes the pernicious danger of his ideas.

Orthodox researcher of sects and medieval historian Dvorkin A.L. characterizes Ivanov as a mentally ill or possessed person.

Religious scholar Ivanenko S.I. classifies the movement of Porfiry Ivanov’s followers as movements of spiritual, moral and physical improvement. Ivanenko notes that confessional religious studies considers such movements as “sects,” that is, inherently religious organizations that play a destructive role in relation to the individual, society and state. In secular Russian religious studies, such movements are in most cases considered as new religious movements. However, according to Ivanenko, “movements and organizations of spiritual, moral and physical improvement should not be unambiguously and categorically perceived and assessed as religious.”

Candidate of Philosophical Sciences Kaznovskaya Yu. A. characterizes Ivanov as “an original Russian thinker and practitioner.” According to Kaznovskaya, despite the fact that Ivanov is not a philosopher in the academic sense, his life is “a kind of precedent for the practical application of the basic ideas of environmental ethics, and brought to a certain logical end.” According to the author, the emergence of such practical precedents seems symptomatic in our age of the greatest aggravation of environmental problems.

Religious scholar Knorre B.K. believes that “Ivanism is a syncretic cult of autochthonous origin, combining home-grown pagan ideas, neo-Christian interpretation and comprehension in line with the concepts of energism and noospherology.” According to Knorre, “the situation of constant material need left an indelible imprint on Ivanov’s character” and, as an example, cites one of Ivanov’s “radical statements”: “They eat bread in labor, it’s better not to eat it,” from here he concludes that “this his position, apparently, determined his life credo of refusing food and clothing, and at the same time from “unnecessary” labor.” According to Knorre, the number of Ivanovites is “several hundred active followers (representatives of the Cult) and about 10,000 participants in the Porfiry Ivanov Movement.”

In the Final Declaration of the international scientific and practical conference “Totalitarian sects - the threat of religious extremism” (Ural Academy of Public Administration, December 10, 2002) included in the list of “The most famous destructive totalitarian sects and groups with a significant number of signs of such operating in the Russian Federation” “Porfiria Ivanova cult (Optimalist, club).”

What principles of a person’s spiritual life, manifesting themselves through the mental sphere, allow one to strengthen physical health?

A person must see meaning in his life. A person who does not understand why he lives cannot achieve success in life; but, revealing this aspect, one must understand that for different people the meaning of life is realized in different ways.

This is an important principle of self-improvement. He who does not move forward moves backward. This is the golden rule, following which a person grows spiritually every day.

A person must also adhere to the principle of maintaining emotional balance and an optimistic outlook on life.

Sometimes meditation is exactly the tool with which these parameters are adjusted

The principle of building harmonious social relationships, which also includes the proper upbringing of children.

A very important principle of doing good deeds. It is he who allows a person to see his spiritual growth and strive for its further improvement.

A person’s physical health is a person’s most valuable asset, which, once lost, is difficult and sometimes impossible to acquire again. If you have noticed that when meeting and parting with family, friends and people dear to us, we definitely wish you good health. Our health is the key to a happy and fulfilling life. It helps in all aspects of our activities and recreation. Every person should know the principles of health in order to ensure a full, active and long life.

The most important need for everyone is a person’s physical health, which determines his ability to work, to develop his personality, to understand the world around him, to self-affirmation and happiness. And we will look at the principles of health that lead to an active long life and support a person's physical health.

Maintaining our health is our direct responsibility. Because no one will take care of our health better than ourselves. We cannot, even if we really want to, shift responsibility for the safety of our health neither to others, nor to society, nor to a specific person

It often happens that we torture ourselves in our youth with a free lifestyle, and by mid-life we ​​remember that we have some organs that require self-care.

Truly, folk wisdom says: take care of your health from a young age.

Question 2: A healthy lifestyle is the basis of human physical and moral development.

A healthy lifestyle is the lifestyle of an individual with the goal of preventing disease and promoting health. A healthy lifestyle is a concept of human life aimed at improving and maintaining health through appropriate nutrition, physical fitness, morale and giving up bad habits.

A healthy lifestyle is a prerequisite for the development of various aspects of human life, the achievement of active longevity and the full performance of social functions.

The relevance of a healthy lifestyle is caused by an increase and change in the nature of stress on the human body due to the complication of social life, increasing risks of a man-made, environmental, psychological, political and military nature, provoking negative changes in health.

There are other points of view on a healthy lifestyle: “a healthy lifestyle is a system of reasonable human behavior (moderation in everything, optimal motor mode, hardening, proper nutrition, a rational lifestyle and rejection of bad habits) on the basis of moral, religious and national traditions, which provides a person with physical, mental, spiritual and social well-being in the real environment and active longevity within the framework of earthly life allowed by the Lord

A person’s physiological state is greatly influenced by his psycho-emotional state, which, in turn, depends on his mental attitudes. The following aspects of a healthy lifestyle (HLS) are additionally highlighted:

emotional well-being: mental hygiene, the ability to cope with one’s own emotions and difficult situations;

intellectual well-being: a person’s ability to learn and use new information to perform optimally in new circumstances;

spiritual well-being: the ability to set truly meaningful, constructive life goals and strive for them, optimism

The formation of a healthy lifestyle that promotes human health is carried out at three levels:

social: propaganda in the media, outreach work;

infrastructural: specific conditions in the main spheres of life (availability of free time, material resources), preventive (sports) institutions, environmental control;

personal: a system of human value orientations, standardization of everyday life.

Question 3 : Education of a Harmonious Personality – Challenge to Alcoholism and Drug Addiction.

Purpose of education - this is what education strives for as an ideal image of the future, a kind of benchmark towards which all educational efforts are directed. The concept of goal is the central category of education, subordinating the content, organization, forms and methods of the educational process

Harmonious development of personality is a coordinated, mutually conditioned development of spiritual, mental and physical strengths and abilities, it is the education of a person capable of living in harmony with himself, with nature, with society. Harmonization of personality includes the question of the unity of its lifestyle and psychological style of life. Creating conditions for such development includes: material and technical base, educational program documentation, textbooks, teaching methods, didactic tools, teachers trained to achieve this goal, etc. This goal is a humanistic tradition of Russian education and expresses its nationally oriented feature

The general goal of education, which represents the so-called social order, expresses the historically urgent need, relevant for a given stage of social development, to prepare the younger generation to perform certain social functions. It is usually considered as an ideal goal, reflecting philosophical, economic, political, moral, legal, aesthetic, biological ideas about a perfect (harmoniously developed) person and his purpose in the life of society

Alcoholism in adolescence causes a lot of harm to the immature body. It is a well-known fact that regular consumption of alcohol affects a person’s reproductive function. But if in men it can be restored after six months of abstinence from alcohol, then in women reproductive function suffers irreversibly. Therefore, the number of cases of infertility and the birth of children with deformities in young women is increasing.

Another serious complication from alcohol consumption in adolescents is the development of liver cirrhosis. Moreover, disturbances in the functioning of the liver and other internal organs in adolescents

Addiction

Drugs are substances that act on the human body in the form of narcotic intoxication and have characteristic side effects. They are addictive, both psychological and physical. In the intervals between their doses, the drug addict experiences a painful condition, the so-called withdrawal.

Topic 2.6 Lesson 1 “Consciousness and Mind”

1. Philosophical understanding of “consciousness” and the evolution of consciousness.
2. The main structural components of consciousness: sensation, perception, ideas.
3. Consciousness and the sphere of the unconscious according to Freud.
4. The ideal world of man.

Question 1: Philosophical understanding of “consciousness” and the evolution of consciousness.

Consciousness - a philosophical category denoting various forms and manifestations of spiritual reality in human life.

In philosophy, consciousness is explained from two different positions:

• Materialistic
• Idealistic

Socialization concept

Subject. The concept of socialization.

1 .The process of assimilation of personal qualities at different stages of a person’s physical existence is defined in sociology by the term “socialization”. Socialization is a complex process of including an individual in social relations, during which he learns patterns of behavior, social norms and values ​​necessary for successful functioning in a given society. Primary socialization is the socialization into which an individual becomes involved in childhood. Secondary socialization is the subsequent process of acquiring new roles, values, and knowledge at each stage of life. People and institutions through which the socialization of an individual is carried out are called agents of socialization. Agents of primary socialization are parents, brothers and sisters, grandparents, all relatives, friends, teachers, doctors, coaches, etc. - all people connected with the individual through close personal relationships. Secondary socialization is carried out by people connected by formal business relations and therefore agents of secondary socialization are, for example, representatives of the administration of a university, enterprise, army, employees of the media, courts, etc. Resocialization– re-learning new norms and rules of behavior.

The process of socialization is complex and multifaceted. Socialization is unthinkable without an individual’s awareness of himself not only as an object, but also as a subject of social relations, which presupposes the other side of the “coin” - individualization associated with the individual’s constant fixation of his specific place and his social roles in society, taking into account personal characteristics, orientation, life plans.

Theories of socialization have a rather long history of formation and development. The most famous theories are those of C. Cooley and J.G. Mead, 3. Freud and E. Erikson, J. Piaget.

The founder of psychoanalysis, Z. Freud, was one of the first to highlight the mechanisms of child socialization. According to Freud, personality consists of three main components: the Id, the Ego, and the Super-Ego. It is a primitive component, irrational and unconscious, a carrier of instincts, subject to the principle of pleasure. The I instance exercises control over the personality, taking into account the peculiarities of the external world. The super-ego is the bearer of moral standards, performing evaluative functions. Socialization is understood by Freud as the process of “deployment” of a person’s innate properties, as a result of which the formation of three constituent elements of personality occurs.

From the practice of psychoanalysis, E. Erikson’s theory of personality development arose. According to Erikson, the foundations of the human self are rooted in the social organization of society. Each stage of personality development has its own expectations inherent in a given society, which the individual may or may not justify, and then he is either included in society or rejected by it. These ideas of Erikson formed the basis of two important concepts of his concept - “group identity” and “ego identity”. Due to the fact that from the first day of life, the upbringing of a child is focused on his inclusion in a social group, an ego-identity is formed, which creates in the subject a sense of stability and continuity of his Self, despite the changes that occur to him in the process of growth and development.

From the moment of birth and throughout life, a person is in contact with others, participating in various types of activities. New patterns of behavior develop when a person, for example, moves to another job, migrates to another country, leaves home, gets divorced, joins a religious sect, etc. At each stage of socialization, certain social institutions come into play: family, peer groups , school, mass media, work collectives, various associations, etc. Obviously, the most important for an individual is primary socialization, since secondary socialization is derived from primary. Each individual is born into an objective social structure within which he meets significant others who are responsible for his socialization. The child accepts the roles and attitudes of significant others, that is, internalizes (assimilates) them and makes them his own. By mastering social meanings, learning to understand other people, a person gains the ability to live in society. At each stage of socialization, a person acquires a new social identity. Particularly important are the changes occurring in the consciousness of the individual. The adoption of new norms of behavior is not just an external change that occurs to an individual, but also an internal transformation of consciousness, a new view of the world. On the other hand, the process of socialization of the individual, no matter how individualized it may be, occurs in the broad context of the social structure. An individual always encounters a certain program of behavior accepted in society, a certain social-structural order. If a person can fit into the existing order, it means socialization was successful. There are also situations when a person not only corresponds to the social order, but also significantly influences it.

2. A person’s life path is divided into separate periods: childhood, adolescence, maturity, old age. At each of them, the individual assimilates the values ​​and norms established in society, develops his individual qualities, and is included in the system of social interactions.

The entire process of personal socialization can be divided into two stages:

♦ primary socialization - takes place in the childhood and teenage years of an individual’s life;

♦ secondary socialization - personality development in subsequent years of life.

At the first stage of socialization, the individual is strongly influenced by family, preschool and school institutions, as well as peer groups - companies of friends and peers.

The child begins to form his future social orientations by analogy with relationships in the family: how family roles are distributed, who is the head of the family, how he performed his functions, how friendly and warm the relationships are between family members, what methods and methods of reward or punishment are used.

The second stage of personality socialization is associated with the influence on the individual of a complex set of objective and subjective factors that determine his social orientations and behavior in youth, maturity and old age.

During these years, social institutions have a particularly strong influence on the process of socialization, including the education system, the media, work collectives, and other institutions and organizations with which every member of society interacts.

In Freud's theory, the first stage of human development corresponds to the first year of life. During this period, a parameter of social interaction develops, the positive pole of which is trust, and the negative pole is distrust.

The second stage, according to Freud, coinciding with the anal phase, covers the second and third years of life. At this phase, a relationship is established between independence, on the one hand, and shyness and uncertainty, on the other.

The third stage usually occurs between 4 and 5 years of age. The social parameter of this stage develops between enterprise at one pole and guilt at the other. How parents react to the child’s games and amusements at this stage largely determines which of these qualities will prevail in his character.

The age from 6 to 11 years is the fourth stage, corresponding to the latent phase in psychoanalysis. Here, the child’s development during this period depends not only on the parents, but also on the attitude of other adults. The child develops abilities for deduction, organized games, regulated activities, and the social parameter of this stage is characterized by skill, on the one hand, and a feeling of inferiority, on the other.

During the transition to the fifth stage (12-18 years), the parameter of connection with the environment fluctuates between the positive pole of self-identification and the negative pole of role confusion, i.e., a teenager who has acquired the ability to generalize must unite everything that he knows about himself as a son, schoolchild, friend, athlete, grandson, etc. He must collect all these roles into one whole, comprehend, connect with the past and project into the future. If a young person successfully deals with this psychosocial identification, he will develop a sense of who he is and where he is going. Unlike previous stages, parental influence now becomes much more indirect.

The sixth stage of the life cycle is the beginning of maturity. The parameter specific to this stage is between the positive pole of intimacy (in marriage, friendship) and the negative pole of loneliness.

The seventh stage is adulthood. At this stage, a new personality parameter appears - universal humanity. Erickson calls universal humanity the ability of a person to be interested in the destinies of people outside the family circle, to think about the lives of future generations. Anyone who has not developed such a sense of belonging to humanity focuses on himself, his own comfort.

The eighth and last one is between integrity and hopelessness.

Throughout life, a person has to master various social roles. In this process, he adheres to certain norms and rules of behavior that are imposed on him by society. The process of assimilation of norms occurs from the moment of birth to the moment of death, therefore, the socialization of the individual occurs throughout a person’s life.

The following are distinguished: stages of socialization:

1. pre-labor

2. labor

3. post-work

Another socialization approach highlights the following periods:

1. from birth to school

2. training

3. social maturity

4. end of life cycle

The socialization process is considered:

1. as a revelation of a person’s natural qualities

2. as the level of influence of the social environment on a person

The socialization process is influenced by 2 factors:

1. biological, i.e. natural inclinations, character type, temperament, mental abilities, mental characteristics, creativity;

2. social, i.e. style of communication in the family, method of learning, availability of information, microenvironment.