For example, we study the ancient Egyptian civilization at the time of the construction of the pyramids, based on the study of the structure of the pyramids themselves, on the reconstruction of the technology of their construction, as well as information about the purpose of these buildings. But, in addition, we are interested in how the ancient Egyptians concentrated the efforts of a large number of people to perform these laborious works: was it the work of slaves or free people, was it exclusively forced labor, or was participation in the construction of the pyramids considered sacred? Our understanding of the essence of ancient Egyptian civilization and, in general, ancient Eastern cultures largely depends on knowledge of this kind.

Another example. In medieval civilization, the most important of the industries was agriculture. Therefore, when studying the Middle Ages, scientists strive to obtain the most reliable data possible about the productivity of agriculture at that time: what was grown, in what ways and how the products were used. But apart from that, to understand medieval culture, you need to know about the more or less standard for that time ways of interacting people in this area. In particular, one must understand the traditional rules of communal land tenure, the rules of vassal land holding, etc., in which medieval culture reveals itself.

These or other stable forms of interaction between people pursuing common goals are facts on the basis of which civilizations can be studied, and, at the same time, signs that allow them to be distinguished. For example, the stock exchange is a sign of the capitalist civilization of modern times. Before that, there were no markets. And the theaters were, but different. Under the same name "theater" are hidden dissimilar, specific to different civilizations, forms of interaction between people both on the stage and between the stage and the audience: the ancient Greek theater was organized quite differently from the Italian La commedia dell'arte renaissance or repertory theater XIX century. Armies, too - in different eras, these were military organizations organized in completely different ways. The same can be said about medieval, classical and modern universities. Reliable knowledge about the peculiarities of the organization of university life in different civilizations - from the rules of admission and teaching methods to the conditions of the graduation test - can tell a lot about the characteristics of the respective cultures.

Social (or socio-cultural) institutions are called stable social structures that regulate the interaction of people united for the joint performance of one or another socially significant function. Stable (rather than random) we will call such a structure that is repeatedly reproduced and does not depend on the specific composition of the participants. School, shop, ministry, court, etc. remain themselves, regardless of who exactly acts in them as students, teachers, sellers, buyers, employees, judges, etc.

“Sociocultural institution” is a theoretical concept denoting a model (conceivable structure), which in practice usually corresponds to a set of similarly organized stable human communities. In the above examples, we raised questions about socio-cultural institutions characteristic of different cultures: about institutional supportpyramid building in Ancient Egypt, about the institutions of medieval economics, about the stock exchange as an institution of the capitalist economy, about the institutionally differently organized armies, and finally, about the "theater" as a whole series of sociocultural institutions of the same name - similar, but different in historically different cultures.

An example of modern social cultural institute can serve as a "football club". Football clubs are voluntary associations of people (football players, fans, managers, etc.) whose goal is to contribute to the stable and successful participation of their team in competitions. Thanks to the club, a professional football team is a stable association; it does not fall apart when its players change. "Football Club" is an example of a socio-cultural institution in the sense of the organizational model that has developed in the era of Modernity, namely, a repeatedly reproduced model of the corresponding public organization.

Along with clubs and professional club teams, you can also find amateur teams (for example, from housemates, employees, veterans, etc.), which extrainstitutional. Sometimes they gather for one game, often their fate is connected with one person - a leader or sponsor, or some other special short-term circumstances.

The transition of the international football movement from the competition of various amateur teams to the tournaments of professional teams within the framework of typical football clubs, which took place in its time, should therefore be called institutionalization football.

The concept of an institution It was originally developed in legal science, where it denotes a certain set of legal norms that support the stability of certain socio-legal relations that are important for society. Such relations include, for example, the “institution of inheritance”, “the institution of marriage”, “the institution of elections” or even the “institution of mitigating circumstances” (it consists of a set of principles and circumstances under which a person found guilty of a crime may be more lenient punishment). In all these and other cases, we mean a set of legal relations and actions that form a given procedure. For example, the institution of inheritance is a set of legal relations and procedures that the legislator requires to be performed in order for the fact of inheritance to be recognized as valid.

Outside of jurisprudence, the concept of an institution acquires a broader regulatory framework: in addition to legal ones, it can also be formed by ethical regulators (for example, the institute of charity), aesthetic ones (for example, the institute of art competitions), but more often sociocultural institutions are formed by a wide range of regulators of various nature. For example, the institution of paternity is formed by a system of relations, some of which are legally fixed, the rest lie in the sphere of morality traditional for a given society and accepted aesthetic ideas (about the beautiful and the ugly, etc.).

In sociology, institutions are commonly referred to as social, because they are studied as facts of public life (the institution of the state, the institutions of private property, health care, education, etc.). From the point of view of cultural studies, these institutions are considered as sociocultural, because they are studied as structures predetermined by culture and emerged in order to embody the ideas inherent in a given society about the world and man in it. As an example of one of the socio-cultural institutions of the New Age, one can cite the “museum”. A classical museum is a public repository of authentic monuments of civilization (paintings and sculptures, books, technical devices, folk crafts, etc.), organized by thematic or chronological principle and intended to educate contemporaries. It received a civilizational embodiment crystallized in XIX century, the idea of ​​the connectedness of the historical process and the value of the past as the historical "homeland" of the present.

The construction of a civilization includes the creation of its own socio-cultural institutions, designed to organize the joint efforts of people in accordance with the ideas inherent in a given culture. Historically, all socio-cultural institutions take shape, operate and fall apart. Most often, cultural historians study already established, stable institutions that functioned within the framework of certain long-existing civilizational and cultural forms (they are called cultural and historical epochs). Less attention has so far been paid to crisis phases rise and fall of institutions.

Typically, the destruction of sociocultural institutions occurs when changes in culture change ideas about the goals for which institutions were formed. For example, the product of feudal culture - the institution of knightly troops - with the onset of the era of absolutism lost its significance, experienced a decline and gave way to the institution of a mercenary army.

When at a certain historical moment we observe the destruction of many socio-cultural institutions at once, we must conclude that this form of civilization is in crisis and that a borderline (transitional) era has begun. The moment of the onset of numerous institutional changes should be called institutional crisis of civilization, including in this concept both the collapse of the old ones and the search for new institutional forms in periods of transitional epochs.

The unity of a social institution with the culture that generates it makes it possible to explore a civilization/culture based on observation of its socio-cultural institutions. Let's take a look at modern media – mass media (media).

The Modern Media Institute is the collective name for sustainable organizational structures, which regulate the cooperation of journalists, technical and managerial staff in the editorial offices of numerous newspapers, radio and television channels. Editorial offices of media outlets are organized associations (“teams”) of people who perform official functions (roles) predetermined by the structure of the editorial office. Through their roles, they are included in the joint achievement of culturally significant goals.

A study of modern media shows that their goal is not to obtain and disseminate reliable and verifiable information, as is often declared. The modern socio-cultural institution of the media pursues a different goal. Editorial offices produce and sell a special - information "media environment" (Eng. mass-media ), which consists of a continuous stream of various judgments and information, where the reliable and the unreliable are indistinguishably merged.

Such an action of modern media is in agreement with the basic values ​​of the Mass Culture that gives rise to them. In her authenticity knowledge is neither a generally accepted condition for its value, nor the main criterion for the quality of information, and where, on the contrary, fictitious or false information and judgments often acquire high social value, based either on random signs (“sensational” rumors, gossip, versions, forecasts etc.), or on ideas about the usefulness or expediency of certain statements, views, reports of events (propaganda). Thus, institutionally - in terms of goals, methods of work, selection of specialists, the way they interact with each other, etc. - the media institute meets the requirements of modern culture, and in terms of structure it is a typical institution of modern civilization.

Scientific and technological progress, institutional rebirth in the twentieth century and new humanitarian problems. Central to the culturological understanding of the era of Modernity is the question of the meaning of the historical processes of the past twentieth century, during which Modernity took shape, became the dominant form of culture in the world (the latest cultural and historical era). It should be borne in mind that just at that time there were two world wars and a world economic crisis between them, as well as the so-called. " cold war» between the USSR and the USA with their allies in 1950-80. The two approaches to understanding the events of the 20th century seem to be independent of each other.

The first is focused mainly on scientific and technological progress. Its supporters usually point to the unprecedented growth of energy (nuclear and non-nuclear) technologies, international financial and corporate systems, the quantitative and qualitative development of transport and communications, which ultimately ensured the availability of comfort, health care, education, etc. to an unprecedented number in history. people in different countries peace. All these are brilliant achievements of the human mind, which has consistently served the improvement of life for several centuries. From this point of view, the civilization of the New Age, which took shape even before the twentieth century, proved its viability and success, while the cataclysms of the twentieth century from this position can be presented as terrible misunderstandings into which the deceived masses of people were drawn into the evil will of some rulers, among which are the names Hitler and Stalin are the most famous today. Consequently, the task is to expose the established usurpers and to prevent in the future the possibility of such "evil geniuses" coming to power anywhere in the world. The new time continues. And in this sense, we can assume that we live in an era when the “end of history” has come (according to F. Fukuyama) .

A different view is an understanding of the history of the twentieth century as a period of global crisis of the civilization of the New Age and the formation of modern Mass Culture with its own new civilization, the formation of which continues before our eyes. From this point of view, the cataclysms of the 20th century were generated by the emergence of new social and economic conditions created by the successes of science and production, and, at the same time, by the inability of people to realize their radical novelty in a timely manner and find goals and methods of activity adequate to the new conditions. From this second point of view, the historically new social conditions of the 20th century were predetermined by the introduction of new technologies, the growth of production, and communications.

Among the new circumstances created by scientific and technological progress in the twentieth century were not only increased comfort, health and longevity (first in the richest countries). For the first time, conditions and needs for collective actions of unprecedented power (organization of large-scale production and mass demand) and unprecedented scale of impact on human collectives (totalitarian regimes and their propaganda, commercial advertising, economic crises, etc.) have developed, including the possibility of self-destruction that has arisen for the first time humanity - military, environmental, narcotic, etc. New global threats have emerged, some of which have been averted (for example, the threat of nuclear war), some of the threats are continuously carried out where they have not yet been able to effectively counter them (for example, the spread of AIDS, industrial pollution environment).

As you can see, both of these views are not completely contradictory: the progress of mankind in the field of scientific and technical capabilities is obvious, but it is these achievements of the human mind that have created new problems. Moreover, not only scientific and technical, but also humanitarian problems - social, economic, managerial, environmental, transport and various others.

Here are some examples of the new social problems generated by the technical improvements of our time.

One of the new sources of risk was the unprecedented power supply, economic and informational equipment of an ordinary private person, which turned his will into a factor of high unpredictability for himself and those around him. How to prevent catastrophes caused by mistakes or the will of an ordinary person, if he has a service weapon, maintains millions of bank accounts in his service, flies a civil aircraft? How can he avoid the consequences of not being good enough at repairing a tank in a chemical plant or inattentively inspecting products in a baby food factory?

Social problems are becoming a direct consequence of the introduced technological advances.

Mass computerization of banking, insurance, medical and other services facilitates and speeds up all forms of their work with a mass clientele, but creates risks of violating the confidentiality of private information in case of loss of databases.

The growing energy intensity of the world economy economically justifies the use of nuclear fuel. Nuclear power plants provide cheap electricity, but at the same time create problems. They consume a lot of water50 m 3 /s at one NPP with a capacity of 1000 MW, i.е. as much as a city of 5 million people consumes), carry the risk of radioactive contamination of the environment due to the transportation of waste, reactor accidents, etc.

Advances in genetic research open up the possibility of deliberate insertion into the genetic codes of living organisms. The results of such an introduction can be beneficial: genetically modified plants give an incomparably higher and more stable yield, medical genetics promises to cope with hereditary diseases. On the other hand, the genetic constancy of living nature and man is the deep foundation social stability. The social experience of interaction with wildlife and human nature has a duration of many thousands of years, it is expressed by numerous, often unconscious adaptive (adaptive) skills - food, emotional, family and household and other strategies. Genetic engineering, which will be able to create essentially new types of living organisms, including humans with new properties, will no doubt give rise to the problem of their mutual adaptation.

The new situation will inevitably present unprecedented demands for the creation of new strategies and new forms of human interaction. For example, “personality” may seem in the new conditions to be a too conservative way of organizing the human Self, while impersonal people - with a short social memory and simplified signs of self-identity - may turn out to be much more socially adaptive and even the only ones suitable for life in a new high-tech type of civilization.

All these and other modern problems are of an institutional nature, although, as it may seem at first glance, only new purely technical problems arise in various segments of society. For example, countering terrorism, in this technocratic perspective, comes down to building more advanced surveillance devices.

Consider, for example, the institutional problems that have arisen in the course of computerization in various industries.

At the first stage, the use of computers made it possible only to replace paper passportization (of bank accounts, polyclinic cards, museum exhibits, goods and other accounting groups) with electronic one. But later, work with the emerging databases opened up new goals, required a new organization and approaches - from setting new tasks and appropriate personnel to changing the rules for the functioning of these institutions. From the side of visitors, a hospital, a museum or a bank may look the same, but institutionally these institutions have been transformed due to computerization: new departments have been created, the duties of employees have been partially changed, etc.

For example, theoretically, a resident of any city in Ukraine can transfer money from his account in a local bank to a large banking system with a branch in South Africa with an order to purchase shares for him there of a campaign that announced a promising project on the African continent. The whole transaction may take, probably, five banking days. It is clear, however, that the feasibility of this scheme depends not only on the technical quality of communication and the existence of legal conditions, but also on the work of the local bank. Is there a group in its composition that is able to keep the world business in sight, able to offer investors attractive investments in such distant lands, aiming to include its bank in the broad context of the global economy through such operations? This, therefore, is about the institutional restructuring of the work of a local bank, taking into account the requirements of the global economy.

Similarly, the museum, if it seeks to enter into international system museum research should not only receive technical support, but also train researchers foreign languages, computer technologies and change the organization of their work for the implementation of other goals arising in connection with the international division of labor in the museum and research field. But computer technologies make it possible to set completely new tasks in the field of museum activity itself: this is the so-called "virtual museum". Technical and substantive (content) support for such a museum requires the creation of a completely new institutional structure. So that common name- a museum - can only hide the difference between these two institutions of real and virtual ways of preserving public memory.

Concert. Performing songs in a hall in front of an audience of 500 people and performing songs in a stadium in front of an audience of, say, 50,000 listeners are different events. Despite the fact that they are called the same - "concert", institutionally they have more differences between them than similar features. Compare the repertoire, stage style, musical and technical means, financial support, security, prevailing tastes, expectations and behavior of the public in both cases, etc., typical for both cases, etc.

When we talk about the crisis of the usual established goals and forms of achieving them, about the overdue institutional reform simultaneously in different fields of activity (the above are examples from various fields: computer science, finance, biology, museum work, art), about the formation of new structures of human interactions that are suitable to achieve new goals, we are talking about clear, observable signs of a change in the type of civilization. In this case, in the twentieth century - about the change of the civilization of the New Age by the civilization of the Modern mass culture. The peak of this shift, apparently, was passed back in the 1970s. Today, this new civilization everywhere - on a global scale - establishes its own institutions, goals and rules of activity, new meanings of human existence.

"Additions". The correspondence of civilization and its institutions can be traced by comparing similar socio-cultural institutions in the contexts of different cultural and historical eras.

Supplement 1 to this chapter contains an outline of the history of the library,which shows how in different civilizations the “library” function of storing and disseminating socially valuable information was institutionalized. The second deals with the institutional crisis of art that occurred at the same time. The third of the essays "Supplement 3" is devoted to the institutional crisis of science in the twentieth century.

Supplement 3 . Science as an institution and the institutional crisis of science in the 20th century

The concept of "science" means both the process and the result. In the first sense, "science" is a special (research) activity to identify the permanent properties of the world around us. In the second, "science" is the body of knowledge thus obtained. Scientific knowledge is formalized in the form of "laws" and their consequences - in a certain way verified and practically reliable statements about stable relationships in the world around us.

Science is not the only way to create and store knowledge. To a large extent, knowledge about the permanent properties of the world is available to people before and outside of any science, through the accumulation of ordinary life experience. For example, domestic livestock keeping has been practiced by mankind for many millennia and requires considerable knowledge, which was formed and preserved in the very activities of pastoralists. (Agricultural science appeared only at the end XIX century, but since then it has been difficult to do without it). Religious truths, mystical beliefs, artistic images, craft skills (for example, the ability of a carpenter to take into account the properties of different types of wood) are also not scientific knowledge. Nevertheless, this is positive knowledge that can be relied upon in one or another human activity. Their truth is justified by the evidence that is generated within the corresponding experience of individuals and groups. And evidence is the source of local knowledge. It is enough to be outside the relevant practice, and the evidence of these truths may seem doubtful. That is why non-scientific knowledge is not universal. Invite a skilled carpenter to give a scientific lecture on the properties of wood. He, perhaps, will not be ready to do this, although he practically knows about these properties .. Another example. The reality of the country of Castalia is obvious to the reader of The Glass Bead Game by G. Hesse, but there is no such country outside this novel.

Scientific knowledge expressed by judgments such as “action is equal to reaction”, “the Sun is the closest star to the Earth in the Universe”, “the function of the lungs is gas exchange”, “the growth of a market (capitalist) economy goes through its periodic recessions”, “the drama of the era of classicism subject to the requirement of "three unities", etc. are considered fair (true), because they reflect facts and relations, the knowledge of which no longer depends on practical evidence: they are discovered and proven by scientific methods.

Scientific activity (in our time it is called "classical science") was formed in a meaningful and institutional way in the era of modern times, in XVII - XIX centuries Discoveries of scientists in the field natural ratios until the end XIX centuries had, first of all, the meaning of philosophical proofs - one or another principle of the world order, the cognitive power of the human mind, etc. At first, scientists were able to identify stable relationships in the field of movement mechanical bodies and formulate them quantitatively, i.e. by means of mathematics. Later, scientific research extended to the history of the Earth, animal world and a person. AT XVII century, the search for the "laws of nature" was a completely new thing, the importance of which, over time, became more and more generally recognized. Scientists enjoyed public support for the so-called "enlightened" classes because educated people saw in their activities not a narrowly scientific, but a general cultural meaning. The discovery of simple and understandable rules that inevitably operate throughout the Universe anew, after the fall of religious culture in the Renaissance, substantiated the consciousness of the unity of the world, its orderliness and justice (first of all, this is the mechanics of Copernicus-Galileo-Newton and taxonomy, for example, the taxonomy of plants J. B. Lamarck (1744 – 1829) and animals by C. Linnaeus 1707 – 1778).

A scientist needed a laboratory and a library to work, and he could have them because early classical science was part of the lifestyle of high society. No wonder the era was called the "Enlightenment". Scientists and their discoveries enjoyed the material and moral support of the royal court and aristocratic salons (in France), or involvement in university life, where scientists combined research and teaching (in Germany), or private contributions to the organization of laboratories and wide public attention (in England) , or state recognition (in Russia), etc. All these social conditions, without which scientists could not work and publish their results, receiving recognition, must be included in the concept of an institution. classical science- a complex system of laboratories, libraries, publishing houses, amateur scientific societies and professional academies, universities and specialized higher schools, used for the production and storage of scientific knowledge and their application in creating a "scientific picture of the world".

It should be borne in mind that throughout almost the entire New Age, technology developed independently of science. . Separate facts of the organization of production on the basis of scientific discovery, as exceptions, appeared only from the second half of theXIX century. Science becomes integral part production and economic activity only by the middle of the twentieth century.

Despite the quantitative growth in the number of scientists and their discoveries, before the First World War, the essence of science remained within the semantic limits set by the New Age. A scientist is first and foremost a naturalist. An outstanding scientist is a master of experiment and its interpretation, a virtuoso of the knowledge of Nature. He himself determines the direction of his research, the scientific fields (mathematics, physics, chemistry, biology, etc.) are still very wide, the scientist has at his disposal a laboratory and one or two assistants, literature and collegiate contacts by correspondence and thanks to trips for work to other laboratories and universities (lectures and research). Only in the middle XIX century, international organizations of scientists began to appear and international congresses were held in some areas of science. The basic model of the work of a master scientist, a lone occupied with the study of essential phenomena and connections in the surrounding world and the world order hidden behind them, remained unchanged until the First World War. An example of a discovery, to a large extent "threshold" in the history of physics, the discovery of " X -rays ”(in Russian,“ X-ray ”), which was made in the fall of 1895 by the Würzburg physicist Wilhelm Conrad Roentgen ( Röntgen ) can illustrate the institutional principles of contemporary science.

Like many of his contemporaries, Roentgen was a lone researcher. He even personified this type in its extreme form. He almost always worked without assistants, and usually until late at night, when he could carry out his experiments completely without interference, using the instruments that were available at that time in the laboratory of any institute. The scientist drew attention to the glow in the dark of a fluorescent screen, which could not be caused by reasons known to him. So, by chance, Roentgen discovered radiation that could penetrate many opaque substances, cause blackening of a photographic plate wrapped in black paper or even placed in a metal case. Having come across an unknown phenomenon, the scientist worked all alone for seven weeks in one of the rooms of his laboratory, studying the properties of radiation, which in Germany and Russia are called "X-rays". He ordered that food be brought to the university and that a bed be placed there in order to avoid any significant breaks in work. Roentgen's thirty-page report was entitled "On a New Kind of Rays. Preliminary Communication." Soon the work of the scientist was published and translated into many European languages.New rays began to be investigated all over the world, in just one year over a thousand papers were published on this topic. W. Roentgen - Nobel Prize in Physics for 1901.

One more example. The outstanding German theoretical physicist Max Born (1882-1970) in the book "My Life and Views" (1968) recalls those scientists who influenced his professional development. The following passage gives an idea of ​​the almost private nature of communication in the scientific circles of Europe at the beginning of the twentieth century, as if we are talking about training not a scientist, but, say, an artist or a musician. (By the way, Born was a skilled enough pianist to play violin sonatas with Albert Einstein.) “In order to study the fundamental problems of physics more deeply, I went to Cambridge. There I became a graduate student at the College of Gonville and Caius and attended experimental courses and lectures. I realized that Larmor's treatment of electromagnetism was hardly new to me compared to what I had learned from Minkowski. But J. J. Thomson's demonstrations were brilliant and inspiring. However, the dearest experiences of that time were, of course, human feelings, which aroused in me the kindness and hospitality of the English, life among students, the beauty of colleges and countryside landscapes. Six months later, I returned to my native Breslau and tried to improve my experimental skills there. At that time there were two professors of physics, Lummer and Pringsheim, who gained fame for their measurements of black-body radiation. . In 1919, Born came to Frankfurt, where he had working conditions reminiscent of Roentgen's laboratory. “There I was given a small institute equipped with equipment, and I also used the help of a mechanic. My first assistant (assistant) was Otto Stern, who immediately found a use for our experimental equipment. He developed a method that made it possible to use atomic beams to study the properties of atoms. .

Such a modest style scientific life, which combined teaching, experimentation, informal communication with close students, colleagues and like-minded people, Born supported in subsequent years in Germany and in exile in Scotland. But there is in his memoirs one episode from the First World War, which can serve as an example of a new approach to the organization of science. In 1915, Max Born was drafted into the army. “After a short stay in the radio units of the Air Force, at the request of my friend Ladenburg, I was transferred to the artillery research organization, where I was assigned to a unit engaged in sound location - determining the location of guns based on the results of measurements of the time of arrival of shot sounds at various points. Many physicists gathered under one roof, and we soon, when time allowed, began to engage in real science.(highlighted by me - M.N.) " .

In this passage, Born describes early experiences with a new approach to organization. scientific research. The belligerent state gathers specialists, bears the costs, and, through the mouth of the military, sets research tasks for them, expecting applied ones, i.e. practically applicable, results - not in the form of articles and theories, but in the form of effective methods and devices. For the first time, science is no longer viewed as a way to “seek the truth without prejudice and prejudice,” and they begin to set tasks for it arising from military (later industrial) practice. “According to the results of the First World War, it became clear that without using the results of science it is impossible to count on victory. All world powers began to finance scientific research focused on the creation of new types of weapons and the development of means of protection against them. Technological science was formed as a result of these organizing efforts of states and became their necessary component” .

The military experience of the relationship between the state and science, acquired during the First World War, was then repeatedly used, it formed the basis for the organization of scientific research for the entire subsequent twentieth century - within the framework of a new, Mass Civilization.

Of course, individual scientific research was not immediately supplanted. Not only Max Born recalled physical experiments in semi-basement rooms and informal friendly seminars among physicists. But the main path of institutionalization of science in the "era of the masses" was defined as the transition to "Big Science". New institutions implied scientific research, which required huge labor and material resources. In each case, public or private (in countries with a market economy) funding of scientific research in the field of nuclear energy, genetics, space exploration, artificial materials, etc. must be motivated by practical results in the form of products suitable for use either in the military or in the civil sphere. It is even better to have so-called "dual-use" products, such as aircraft that can be used to carry both military cargo and, with a little modification, passengers, or devices designed to monitor the health of astronauts that can be used in hospitals. This means that the concept of "pure" science - science for the sake of truth, which characterized the understanding of this activity in the culture of the New Age, lost its meaning with the advent of the era of Modernity. In a mass society, a scientist is no longer expected to confirm or discover such facts and patterns that would have an impact on collective ideas about the world and the person in it. All science, regardless of the nature of the actual research, in modern culture has acquired the meaning of "applied" - science for the sake of practice.

“Big science” has become no longer a science proper, but a special industry in which scientists become partners in production. For example, in the Soviet Union, in the implementation of the space, or rather, the military space program, dozens of scientific institutes were created, and nuclear scientists, materials scientists, rocket scientists, mathematicians, ballistics scientists, cybernetics, physicians, and many others worked in them. In order to achieve the necessary secrecy of research and concentration of resources, closed from outside world cities, "science cities" , "special", i.e. secret, research institutes and experimental plants, testing grounds and so on. Millions of people took part in these works. In the USSR, a special ministry was created to coordinate the military-industrial complex, with a strange name for such a case, the “Ministry of Medium Machine Building”. In the United States, the functions of the "military space ministry" are performed by "NASA » – National Aeronautics and Space Administration. In modern Russia, an analogue NASA - RSC (Rocket and Space Corporation) Energia.

Due to the new state of science, discoveries made by scientists as part of major projects are part of a collective effort and usually remain anonymous. In the history of pharmacology, the name of the English biologist who discovered the antibiotic "penicillin" (1929) - Alexander Fleming, has been preserved. But modern man is unlikely to become interested in the names of the creators of new, much more effective drugs: such a question in the culture of Modernity, in fact, does not make sense.

The transition across the line of cultural epochs - from the New Age to Modernity, which science experienced in the 20th century, can be seen by observing how the public perception of scientific discoveries that are recognized as outstanding, for example, awarded the Nobel Prize, has changed. Opening x-rays was a common cultural fact as well as the discovery of radioactivity by A. Becquerel and the study of this phenomenon by the spouses Pierre and Marie Curie (Nobel Prize for 1903), the teaching of reflexes by Ivan Pavlov (award for 1904), the theory of relativity by A. Einstein (1921). The personal fame was gained by scientists, the creators of quantum theory, in which the "inevitability of a strange world" of microparticles was theoretically substantiated - Nobel laureates Max Planck (1918), Niels Bohr (1922), Werner Heisenberg (1932), Max Born (1954). However, let's try to recall the names of physicists who received the Nobel Prize in Physics in the late 1990s, for example, in 1995 "for the discovery of the tau lepton", (M. Pearl ), "for the detection of neutrinos" (F. Reines ), in 1996 "For the discovery of the superfluidity of helium-3" (D. Lee, D. Osheroff and R. Richardson), in 1997 "For the development of methods for cooling and trapping atoms with a laser beam" ( S. Chu, K. Cohen-Tannoji and V. Phillips), etc. In the second half of the twentieth century, among the discoveries in natural science, none had the power to directly influence people's worldview. The results of the work and the names of the largest scientists began to be perceived as having significance only within the science itself.

At the same time, the era of the mass scientific and technical industry of Modernity gave rise to the phenomenon of scientific "celebrities", whose fame is based not so much on their scientific achievements, how much on their "popularity" created by their frequent appearance in the radio and television space in order to promote research industries close to them. By analogy with the stars of show business, a professor from high school economics, sociologist S. Kordonsky called them "pop scientists" . “Pop scientists imitate the possession of knowledge and sell advertising slogans to the state and corporations,” writes this author. – An academic scientist who frightens with ozone holes, a meteorite attack, or global warming, was bred in corporations involved in the development of new "high-tech" products, and gradually became an element of the standard media, and therefore political - space. /…/ Pop scientists explain why it is necessary to give money, for example, for astrophysical or genetic research. And the outstanding representatives of technologized astrophysics and genetics rely on their demands to allocate money from the budget for the public speeches of these representative academics.” "Public Relations" or "Departments"public relations » are important subdivisions in the structure of all major scientific or research and production institutions of Modernity.

"Big Science" has similarities in all countries where mass civilizations have managed to take shape. Creation works atomic bomb in the USA, the Manhattan Project was carried out by the same gigantic corporate institution as the work on the creation of the atomic bomb in the USSR. On the other hand, industrial giants conduct such large-scale research work to create their engineering products that they can also be considered scientific superinstitutions (for example, the Aircraft Corporation " Boeing "(Boeing) and its European competitor, the aircraft manufacturer" Airbus"(Airbus). In our time, any branch of science, in order for the results of their research to be of public importance, must be built according to the model of scientific and production "Big Science" - with the participation of large state or corporate interests. . And although the data on the organization of nuclear research in China, Pakistan, India, Iran or the DPRK are difficult to obtain, there is no doubt that they are organized everywhere according to the institutional scheme of "Big Science", which corresponds to the goals and values ​​of modern Mass Culture.

Here is another extended definition.

INSTITUTION ) This term is widely used to describe regular and long-term social practices that are sanctioned and maintained by social norms and are important in the structure of society. Just like ‘role’ , 'institution' means established patterns of behavior, but it is seen as a higher order unit, more general, including many roles. Thus, the school as a social institution includes the roles of student and teacher (which usually implies the roles of "junior", "senior" and "leading" teachers) and also, depending on the degree of autonomy of different schools in relation to external structures, the role of parents and the role of managers, inspectors associated with the relevant governing bodies in the field of education. The institution of the school as a whole covers all these roles in all the schools that form the school system of education in a given society.

Usually, there are five main sets of institutions (1) economic institutions that serve for the production and distribution of goods and services; (2) political institutions that regulate the exercise of and access to power; (3) institutions of stratification that determine the placement of positions and resources; (4) kinship institutions associated with marriage, family and socialization youth; (5) cultural institutions associated with religious, scientific and artistic activities. (Sociological Dictionary / Translated from English. Edited by S.A. Erofeev. - Kazan, 1997)

Fukuyama, Francis (b. 1952) is an American political philosopher, author of The End of History and the Last Man. Internet page dedicated to the work of F. Fukuyama (in Russian) -

During the first 20 years of its activity, the European aircraft manufacturing concern Airbus was almost 100% financed by the budgets of European countries. More hidden government support in the US: it is carried out through government orders. After the September 11, 2001 attacks, when the industry was on the verge of a crisis, the US government helped Boeing Corporation with several large contracts.

SCS includes creative, communicative, service subsystems in its structure.

SCI is a kind of social institutions, SCI is the subject of sociology and in sociology SCI is understood in two ways: (family institution, natural language, folklore, art, literature). 2. Institutional SCI - a social institution appears as a formally organized set of institutions and professional groups that have self-reproduction and a certain social purpose. Institutional SCI grew out of normative institutions. SCI are those formal or informal institutions that provide for the implementation of professional or non-professional cultural activities. The definition of SCI is made difficult by the fact that all SCI are related to culture. SCI will be considered those social institutions that create, preserve, assimilate spiritual and cultural values. The criteria for recognizing SCI follow from the definition of SCI - social institutions that ensure the implementation of cultural activities. The first criterion for recognizing the SCI is by the subject of the SCI, by the composition of employees:

1. Socio-cultural workers who are engaged in the storage and dissemination of spiritual and cultural values

2. Creative workers who create spiritual values

In addition, anonymous creators of folk cultural values ​​and morality were represented among the subjects. As a result, 3 SQI groups are found that intersect

SKI- those formal and informal institutions that ensure the implementation of professional or non-professional cultural activities.

SKI classification:

Spiritual and industrial social institutions, in which professional creative workers are employed:

Social and communication institutions in which professional SC workers are employed.

These SQIs are considered formal, because they have a certain material and technical base, are regulated by legislatively adopted legal norms (for example, "Fundamentals of the legislation of the Russian Federation on culture 1992").

in number cultural and leisure institutions type includes objects: functioning on an administrative-territorial basis, with a universally complex nature of activity: centers of culture and leisure, cultural-sports and socio-cultural complexes; rural

focused on the cultural interests of certain professional, national, cultural and other socio-demographic categories of the population (for example, clubs, centers and houses of the intelligentsia, books, cinema, aesthetic education of children, women, youth, pensioners; folklore, musical culture, technical creativity; national cultural centers

Cultural and leisure institutions: theaters, museums, cinemas, exhibition halls, concert halls, conservatories, discos, parks of culture and recreation, a park at the place of residence, a palace and a house of culture, clubs of interest.

SC centers can be: social and humanitarian (including rehabilitation and corrective); artistic and aesthetic; sports and recreation; scientific and technical.

In my work leisure centers should aim to achieve the following goals:- meeting the needs of all socio-demographic groups of the population, regardless of the level of their readiness for active leisure activities; - providing a set of activities that provides each of the visitors of the center with a full opportunity to implement leisure activities; - ensuring the progressive process of including the population in the modern sphere of leisure, fostering a culture of rational use of free time;

Activation of the activities of all existing public service institutions by developing and setting on their basis high-quality, modern leisure programs that are in demand among the population.

SKI functions:

Creative, individualization function, socialization function (dissemination of cultural values, providing access to them), social memory function (ensuring the preservation of cultural values).

SKD Decembrists

In the case of the Decembrists, 579 people were involved in the investigation and trial. 121 Decembrists were exiled to Siberia, five were executed. The word "Decembrist" comes either from the fact that the events took place in December (December 14, 1825) and this is bureaucratic slang, or this term was invented and written by Herzen A.I.

The Decembrists believed that Russia could be changed for the better by: the abolition of serfdom, the introduction of a constitutional monarchy, freedom of speech. This can be achieved by enlightening Russian society (it was assumed that the situation could be corrected in 20 years of enlightenment).

The victory of the Russian people in the Fatherland War of 1812 had not only military significance, but it had a huge impact on all aspects of the social, political and cultural life of the country, contributed to the growth of national self-consciousness, and gave a powerful impetus to the development of advanced social thought in Russia. The Decembrists believed (content of ideas): " by the gradual improvement of morality and the spread of enlightenment ... society hoped to achieve a quiet and inconspicuous revolution in the government of the state».

The main means of disseminating advanced social ideas the Decembrists believed education and printing. The Decembrists sought to educate the people in the spirit of high morality, true patriotism, and love for freedom. In Russia, the system developed by the English teachers A. Bell and J. Lancaster, the system of mutual education (the elders help the younger ones), for the first time, since 1818, was used by the Decembrists in soldier's schools. Petersburg, the Decembrists founded Free society - establishment of schools according to the method of mutual education, which was led by the active figure of the Union of Welfare F.N. Glinka. This society coordinated the work of other "Lancaster schools" that arose in different cities of the country. The Decembrists always gave great importance public education of children.(home schooling does not temper). The views of the Decembrists on education and pedagogy received
the most vivid reflection in the “Russian Truth” by P.I. Pestel, which was, as it were, a project for the state transformation of Russia. According to the Decembrists, in the future state education should be public, universal and accessible to all citizens. Along with education Russkaya Pravda also speaks of other means of educating the people: mass holidays and educational events.

The condemned Decembrists tried by all available means to make their contribution to the education of the people, to the study of the region where they lived.
turned out to be, and the lives of the people inhabiting Siberia. The Decembrists proposed using the Siberians' desire for education and allowing the opening of elementary schools everywhere in
donations from the people. The Decembrists proposed to open a museum of natural history in Irkutsk for a wide viewing and to organize a scientific committee to collect scientific information about Siberia. Of particular importance in the field of raising culture, the Decembrists proposed
education of the aboriginal peoples of Siberia. Thus: They were "enlightened" by: joining in secret unions and societies. They began to conduct agitation and propaganda, based on the system of Lancaster education: a system of mutual education. They launched agitation work in the regiments. (PR. Semenovsky).

They tried to propagandize by means of the press, periodicals (did not work out).

They created the Union of Salvation, the Union of Welfare, the Northern Society, the Order of Russian Knights (based on the model of a Masonic organization).

Conclusion: The main SKD of the Decembrists was already carried out in Siberia. Engaged in the creation of schools, libraries.

Spread economic knowledge among the people.

They acted as researchers of Siberia: they wrote popular science works.

cultural institutes

The institutions of culture include the forms of organization of the spiritual life of people created by society: scientific, artistic, religious, educational. The institutions corresponding to them: science, art, education, church - contribute to the accumulation of social meaningful knowledge, values, norms, experience, carry out the transfer of the wealth of spiritual culture from generation to generation, from one group to another. An essential part of cultural institutions is considered communication institutes, which produce and disseminate information expressed in symbols. All these institutions organize the specialized activities of people and institutions on the basis of established norms and rules. Each of them fixes a certain status-role structure, performs specific functions.

Rice. one. The system of cultural institutions

Science emerges as a social institution that satisfies society's needs for objective knowledge. It supplies social practice with certain knowledge, being itself a specialized activity. The social institution of science exists in the form of forms of its organization that ensure the effectiveness of scientific activity and the use of its results. The functioning of science as an institution is regulated by a set of mandatory norms and values.

According to Robert Merton, these include:

universalism(belief in objectivity and independence from the subject of the provisions of science);

generality(knowledge should become common property);

unselfishness(prohibition on the use of science for personal interests;

organized skepticism(responsibility of the scientist for the assessment of the work of colleagues).

Scientific discovery – it is an achievement that requires remuneration, which is institutionally ensured by the fact that the contribution of the scientist is exchanged for recognition. This factor determines the prestige of a scientist, his status and career. There are various forms of recognition in the scientific community (for example, being elected an honorary member). They are supplemented by rewards from society and the state.

Science as a professional activity It took shape during the period of the first scientific revolutions of the 16th-17th centuries, when special groups of people were already engaged in the study of nature, professionally studying and cognizing its laws. Between the 18th and the first half of the 20th century scientific activity develops in a three-dimensional system of relations: relation to nature; relations between scientists as members of a professional group; the interested attitude of society to science, mainly to its results and achievements. Science takes shape as a specific type of activity, a social institution with its own special internal relations, a system of statuses and roles, organizations (scientific societies), its symbols, traditions, and utilitarian features (laboratories).

In the 20th century, science turns into a productive force of society, vast and complex system relations (economic, technological, moral, legal) and requires their organization, streamlining (management). Thus, science becomes an institution that organizes and regulates the production (accumulation) of knowledge and its application in practice.

The Institute of Education is closely connected with the Institute of Science. It can be said that the product of science is consumed in education. If the revolution in the development of knowledge begins in science, then it ends precisely in education, which consolidates what has been achieved in it. However, education also has the opposite effect on science, shaping future scientists, stimulating the acquisition of new knowledge. Consequently, these two institutions of the sphere of culture are in constant interaction.

The purpose of the institution of education in society is diverse: education plays the most important role of a translator of socio-cultural experience from generation to generation. The socially significant need for the transfer of knowledge, meanings, values, norms was embodied in the institutional forms of lyceum schools, gymnasiums, and specialized educational institutions. The functioning of the institution of education is provided by a system of special norms, a specialized group of people (teachers, professors, etc.) and institutions.

The system of cultural institutions also includes forms of organization artistic activity of people. Often it is they who are perceived by ordinary consciousness as culture in general, i.e. there is an identification of culture and its part - art.

Art is an institution that regulates the activities and relations of people in the production, distribution and consumption of artistic values. These are, for example, the relationship between professional creators of beauty (artists) and society represented by the public; artist and intermediary, which ensures the selection and distribution of works of art. The intermediary can be an institution (Ministry of Culture) and an individual producer, philanthropist. The system of relations regulated by the institution of art includes the interaction of the artist with the critic. The Institute of Art ensures the satisfaction of the needs in the education of the individual, the transfer cultural heritage, creativity, self-realization; the need to solve spiritual problems, search for the meaning of life. Religion is also called upon to satisfy the last two needs.

Religion as a social institution, like other institutions, includes a stable set of formal and informal rules, ideas, principles, values ​​and norms that regulate people's daily life. It organizes a system of statuses and roles depending on the relationship to God, other supernatural forces that give spiritual support to a person and are worthy of his worship.

structural elements religion as a social institution are:

1. a system of certain beliefs;

2. specific religious organizations;

3. a set of moral and moral prescriptions (ideas about a righteous way of life).

Religion performs such social functions, as ideological, compensatory, integrating, regulatory.

Functions of the Institute of Culture

A cultural institution in the literal sense most often correlates with various organizations and institutions that directly, directly carry out the functions of preserving, transmitting, developing, studying culture and culturally significant phenomena. These include, for example, libraries, museums, theaters, philharmonic societies, creative unions, societies for the protection of cultural heritage, etc.

Along with the concept of a cultural institution, various publications often use the traditional concept of a cultural institution, and in theoretical cultural studies - a cultural form: a club as a cultural institution, a library, a museum as cultural forms.

Educational institutions such as schools, universities, we can also correlate with the concept of a cultural institution. Among them are educational institutions directly related to the sphere of culture: music and art schools, theater universities, conservatories, institutes of culture and arts.

The social institution of culture in a broad sense is a historically established and functioning order, a norm (institution) for the implementation of any cultural function, as a rule, generated spontaneously and not specifically regulated with the help of some institution or organization. These include various rituals, cultural norms, philosophical schools and artistic styles, salons, mugs and much more.

The concept of the institution of culture covers not only a group of people engaged in one or another type of cultural activity, but also the very process of creating cultural values ​​and the procedures for fulfilling cultural norms (the institution of authorship in art, the institution of worship, the institution of initiation, the institution of burial, etc.).

Obviously, regardless of the choice of the interpretation aspect - direct or broad - the cultural institution is the most important tool for collective activity in the creation, preservation and transmission of cultural products, cultural values ​​and norms.

It is possible to find approaches to revealing the essence of the phenomenon of a cultural institution based on the system-functional and activity approach to culture proposed by M.S. Kagan.

Cultural institutions are stable (and at the same time historically changeable) formations, norms that have arisen as a result of human activity. As components of the morphological structure of human activity, M.S. Kagan singled out the following: transformation, communication, cognition and value consciousness.

Based on this model, we can identify the main areas of activity of cultural institutions:

· culture-generating, stimulating the process of production of cultural values;

· culturally preserving, organizing the process of preservation and accumulation of cultural values, social and cultural norms;

· culturally broadcasting, regulating the processes of cognition and enlightenment, the transfer of cultural experience;

· cultural organizing, regulating and formalizing the processes of dissemination and consumption of cultural values.

Creating a typology and classification of cultural institutions is a difficult task. This is due, firstly, to the huge variety and number of cultural institutions themselves and, secondly, to the diversity of their functions.

One and the same social institution of culture can perform several functions. So, for example, the museum performs the function of preserving and broadcasting cultural heritage and is also a scientific and educational institution. At the same time, in terms of the broad understanding of institutionalization, the museum in modern culture is one of the most significant, inherently complex and multifunctional cultural institutions.

A number of functions within the framework of the activities of the cultural institute are of an indirect, applied nature, going beyond the main mission. Thus, many museums and museum-reserves carry out relaxation and hedonistic functions within the framework of tourism programs.

Various cultural institutions can comprehensively solve a common problem, for example, the educational function is carried out by the vast majority of them: museums, libraries, philharmonic societies, universities and many others.

Some functions are provided simultaneously by different institutions: museums, libraries, societies for the protection of monuments, international organizations (UNESCO) are engaged in the preservation of cultural heritage.

The main (leading) functions of cultural institutions ultimately determine their specificity in common system. Among these functions are the following:

protection, restoration, accumulation and preservation, protection of cultural values;

Providing access for specialists to study and to educate the general public to monuments of world and domestic cultural heritage: artifacts of historical and artistic value, books, archival documents, ethnographic and archaeological materials, as well as protected areas.

Continuity in culture, the preservation of the created, the creation and dissemination of new values, their functioning - all this is supported and regulated with the help of social institutions of culture. In this section, we will consider their essence, structure and functions.

Turning to the study of culture and the cultural life of society, it is impossible to ignore such a phenomenon as social institutions of culture (or cultural institutions). The term "cultural institution" is now more and more widely used in scientific circulation. It is widely used in various contexts by representatives of the social and human sciences. As a rule, it is used to refer to various and numerous cultural phenomena. However, domestic and foreign researchers of culture do not yet have a single interpretation of it, just as there is currently no developed holistic concept covering the essence, structure and functions of a social institution of culture, or a cultural institution.

The concepts of "institution", "institutionalization" (from lat. institution- establishment, establishment) are traditionally used in social, political, legal sciences. An institution in the context of the social sciences appears as a component of the social life of society, existing in the form of organizations, institutions, associations (for example, the institution of the church); in another, broader sense, the concept of "institution" is interpreted as a set of stable norms, principles and rules in some the sphere of social life (the institution of property, the institution of marriage, etc.). Thus, the social sciences associate the concept of "institution" with highly organized and systemic social formations that are distinguished by a stable structure.

The origins of the institutional understanding of culture go back to the works of a prominent American social anthropologist, culturologist B. Malinovsky. In the article "Culture" (1931), B. Malinovsky notes:

The real components of culture, which have a significant degree of constancy, universality and independence, are organized systems human activity, called institutions. Each institution is built around one or another fundamental need, permanently unites a group of people on the basis of some common task and has its own special doctrine and special technique.

The institutional approach has found further development in modern domestic cultural studies. Currently, domestic cultural studies interprets the concept of "cultural institution" in two senses - direct and expansive.

A cultural institution in the literal sense most often correlates with various organizations and institutions that directly, directly carry out the functions of preserving, transmitting, developing, studying culture and culturally significant phenomena. These include, for example, libraries, museums, theaters, philharmonic societies, creative unions, societies for the protection of cultural heritage, etc.

Along with the concept of a cultural institution, various publications often use the traditional concept cultural institution, and in theoretical cultural studies - cultural form: a club as a cultural institution, a library, a museum as cultural forms.

Educational institutions such as schools, universities, we can also correlate with the concept of a cultural institution. Among them are educational institutions directly related to the sphere of culture: music and art schools, theater universities, conservatories, institutes of culture and arts.

The social institution of culture in a broad sense is a historically established and functioning order, a norm (institution) for the implementation of any cultural function, as a rule, generated spontaneously and not specially regulated with the help of some institution or organization. These include various rituals, cultural norms, philosophical schools and artistic styles, salons, circles and much more.

The concept of the institution of culture covers not only a group of people engaged in one or another type of cultural activity, but also process creation of cultural values ​​and procedures for the implementation of cultural norms (the institution of authorship in art, the institution of worship, the institution of initiation, the institution of funerals, etc.).

Obviously, regardless of the choice of the aspect of interpretation - direct or broad - the cultural institution is the most important tool for collective activity in the creation, preservation and transmission of cultural products, cultural values ​​and norms.

It is possible to find approaches to revealing the essence of the phenomenon of a cultural institution based on the system-functional and activity approach to culture proposed by M. S. Kagan.

Cultural institutions are stable (and at the same time historically changeable) formations, norms that have arisen as a result of human activities. As components of the morphological structure of human activity, M. S. Kagan identified the following: transformation, communication, cognition and value consciousness. Based on this model, we can identify the main areas of activity of cultural institutions:

culture-generating, stimulating the process of production of cultural values;

culturally preserving, organizing the process of preservation and accumulation of cultural values, social and cultural norms;

culturally broadcasting, regulating processes of knowledge and education, transfer of cultural experience;

cultural organizing, regulating and formalizing the processes of dissemination and consumption of cultural values.

Creating a typology and classification of cultural institutions is a difficult task. This is due, firstly, to the huge variety and number of cultural institutions themselves and, secondly, to the diversity of their functions.

One and the same social institution of culture can perform several functions. So, for example, the museum performs the function of preserving and broadcasting cultural heritage and is also a scientific and educational institution. At the same time, in terms of the broad understanding of institutionalization, the museum in modern culture is one of the most significant, inherently complex and multifunctional cultural institutions. If we consider the most important functions of the museum in culture, it can be represented by:

as a communicative system (D. Cameron);

as a "cultural form" (T. P. Kalugina);

as a specific relationship of a person to reality, carried out by endowing objects of the real world with the quality of "museum quality" (Z. Stransky, A. Gregorova);

as a research institution and an educational institution (J. Benes, I. Neuspupny);

as a mechanism of cultural inheritance (M. S. Kagan, Z. A. Bonami, V. Yu. Dukelsky);

as a recreational institution (D. A. Ravikovich, K. Hudson, J. Romeder).

The scatter of the proposed models is obvious - from narrowly institutional to raising the museum to the level of a factor that determines the development of culture, the preservation of cultural diversity. Moreover, among researchers there is no consensus on which of the functions of the museum should be considered the main one. Some, such as J. Benes, put forward the social significance of the museum, its role in the development of society, in the first place. In this regard, it is assumed that the main task of museums is to develop and educate visitors, and all other functions, for example, aesthetic, should be subordinated to it. Others, in particular I. Neuspupny, consider the museum, first of all, as a research institution, emphasizing the need for museum workers to conduct fundamental research. The functions of collecting, storing and popularizing collections are secondary and must be subject to the requirements of research work, which must use its full potential. scientific knowledge accumulated in a given area, and not be limited to existing collections. One way or another, the museum is one of the most significant, multifunctional cultural institutions.

A number of functions within the framework of the activities of the cultural institute are of an indirect, applied nature, going beyond the main mission. Thus, many museums and museum-reserves carry out relaxation and hedonistic functions within the framework of tourism programs.

Various cultural institutions can comprehensively solve a common problem, for example, the educational function is carried out by the vast majority of them: museums, libraries, philharmonic societies, universities and many others.

Some functions are provided simultaneously by different institutions: museums, libraries, societies for the protection of monuments, international organizations (UNESCO) are engaged in the preservation of cultural heritage.

The main (leading) functions of cultural institutions ultimately determine their specificity in the overall system. Among these functions are the following:

protection, restoration, accumulation and preservation, protection of cultural values;

providing access for studying by specialists and for educating the general public to monuments of world and domestic cultural heritage: artifacts of historical and artistic value, books, archival documents, ethnographic and archaeological materials, as well as protected areas.

Such functions are performed by museums, libraries, archives, museum-reserves, societies for the protection of monuments, etc.

There are a number of functions of social institutions of culture:

state and public support for the functioning and development of artistic life in the country;

facilitating the creation, demonstration and implementation works of art, their purchases by museums and private collectors;

holding competitions, festivals and specialized exhibitions;

organization of professional art education, participation in programs of aesthetic education of children, development of art sciences, professional art criticism and journalism;

publication of specialized, fundamental educational and periodical literature of an artistic profile;

material assistance to artistic groups and associations, personal social security for artists, assistance in updating the funds and tools for artistic activity, etc.

The institutions dealing with the development of artistic activity include art schools and music schools, creative unions and associations, competitions, festivals, exhibitions and galleries, architectural, art and restoration workshops, film studios and film distribution institutions, theaters (dramatic and musical), concert structures , circuses, as well as book publishing and bookselling institutions, secondary and higher educational establishments artistic profile, etc.

Cultural institutions embody the persistence of cultural forms, but they exist in historical dynamics.

For example, the library as a cultural institution has existed for many centuries, changing and transforming externally and internally. Its main function was the preservation and dissemination of knowledge. To this were added various aspects of the existential content and differences in understanding the essence of the library in a particular period of the history and culture of society.

Today, there is an opinion that the traditional library is becoming obsolete, that it has partly lost its true purpose and no longer meets the requirements that modern society makes of it, and therefore it will soon be replaced by a “virtual library”. Modern researchers talk about the need to comprehend and evaluate the changes taking place with modern libraries. Libraries, while maintaining their status as a repository of intellectual values, are becoming more democratic, equipped with electronic information carriers, and connected to the World Wide Web. At the same time, dangerous consequences are already visible. Displaying information on monitors, access to the Internet will radically transform not only the library, but also the writer and reader. In modern information systems the distinction between author and reader almost disappears. There remains the one who sends and the one who receives the information.

In addition, in the past the library was predominantly state institution and pursued the policy of the state in the spiritual life of society. The library as a cultural institution established certain cultural norms and rules, and in this sense it was a "disciplinary space". But at the same time, it was a kind of space of freedom precisely because personal choice (as well as personal libraries) made it possible to overcome something forbidden, regulated from above.

Cultural institutions can be divided into state, public and private. The interaction of cultural institutions and the state is an important problem.

Some cultural institutions are directly linked to the system government controlled cultural life and cultural policy of the state. These include the Ministry of Culture, various state institutions, academies, organizations issuing awards - state awards, honorary titles in the field of culture and arts.

The main bodies that plan and make decisions on cultural policy issues are the bodies state power. In a democratic state, as a rule, experts and the general public are involved in decision-making. The bodies implementing the cultural policy of the state are cultural institutions. Patronized by the state, included in its cultural policy, they, in turn, are called upon to carry out the function of translating samples of social adequacy of people into samples of social prestige, i.e., promoting the norms of social adequacy as the most prestigious forms of social life, as ways to public status. For example, the assignment of state prizes, academic titles (“artist of the imperial theaters”, “academician of painting”, “people's artist”, etc.) and state awards.

The most important cultural institutions, as a rule, are in the sphere of the cultural policy of the state. For example, the state provides patronage to outstanding museums, theaters, symphony orchestras and protection of cultural monuments, etc. For example, in the UK there is a powerful system of state support for culture. In the Soviet Union, the state fully funded culture and passed its ideology through cultural institutions.

certain role in the implementation public policy research and educational institutions of culture and arts play in the sphere of culture.

Cultural institutions participate in the international activities of the state, for example, make mandatory contributions to the UNESCO fund.

At present, many cultural institutions are moving from the state department to the sphere of private enterprise and public organizations. Thus, the film distribution network in modern Russia has freed itself from the ideological and financial tutelage of the state. Private museums, theatrical enterprises, etc., appeared.

Public cultural institutions are various creative unions: the Union of Cultural Workers, the Union of Artists, the Union of Writers, the Society of Lovers of the Russian Manor, the Society for the Protection of Cultural Monuments, clubs, tourist organizations, etc.

Private cultural institutions are organized on the initiative of individuals. This includes, for example, literary circles, salons.

In the past, the characteristic feature of the salons, which distinguished them from other cultural institutions, such as, for example, male literary circles and clubs, was the dominance of women. Receptions in the salons (drawing rooms) gradually turned into a special kind of public gatherings, organized by the hostess of the house, who always led the intellectual discussions. At the same time, she created a fashion for guests (for the public), their ideas, their works (often literary and musical; in later salons, also scientific and political). The following key features of the salon as a cultural institution can be distinguished:

the presence of a unifying factor (common interest);

intimacy;

game behavior of participants;

"the spirit of romantic intimacy";

improvisation;

no random people.

Thus, with all the variety of cultural institutions, the main thing is that they are the most important tools for collective, to some extent planned activities for the production, use, storage, broadcasting of cultural products, which radically distinguishes them from activities carried out individually. The variety of functions of cultural institutions can be conditionally represented as culture-generating (innovative), culture-organizational, culture-preserving and culture-transmitting (in diachronic and synchronous sections).

In the twentieth century there have been significant changes related to the role of social institutions of culture.

So, researchers talk about the crisis of self-identification of culture and cultural institutions, about the discrepancy between their traditional forms and rapidly changing requirements. modern life and about the changes that cultural institutions undertake in order to survive. And first of all, the crisis is typical for such traditional cultural institutions as museums, libraries, theaters. Proponents of this concept believe that in previous eras, culture served various purposes (religious, secular, educational, etc.) and organically combined with social life and the spirit of the times. Now, when the market economy does not involve the study of higher human values ​​and aspirations, it is not clear what the role of culture is and whether it can even find a place in this society. Proceeding from this, “cultural dilemmas” are formulated – a series of questions: about the relationship between culture and democracy, the difference between a cultural and sporting event, about cultural authorities, virtualization and globalization of culture, public and private funding of culture, and so on. The experience of the 20th century shows that in the post-war era of reconstruction, culture was used to restore the psyche of people after the horrors of World War II, and people's interest in culture was stimulated. In the 1970s and 1980s an era has come when people ceased to be passive recipients of culture, but began to participate in its creation, and the boundaries between high and low culture were erased and cultural processes themselves were brightly politicized. In the mid 1980s. there was a turn to the economy, and people turned into consumers of cultural products, which began to be perceived on an equal footing with other goods and services. In our time, there is a turn towards culture, as it begins to influence politics and economics: "in the field of economics, value is increasingly determined by symbolic factors and cultural context."

The authors distinguish five types of political reactions to the advent of the modern "age of culture": 1) a policy based on knowledge and employment (providing jobs for artists in various industries); 2) image policy (the use of cultural institutions to increase the rating of cities in the international arena); 3) organizational modernization policy (overcoming the financial crisis); 4) protective policy (preservation of cultural heritage); 5) using culture in broader contexts.

However, all this is an instrumental attitude towards culture, in these reactions there is no sympathy for the own goals of the artist, art or cultural institutions. An alarming atmosphere has now reigned in the world of culture, which is most clearly manifested in the funding crisis. The credibility of cultural institutions is currently shaken, as they cannot offer visible, easily measurable criteria for their success. And if earlier the ideas of the Enlightenment assumed that every cultural experience leads to the improvement of a person, now, in a world where everything can be measured, it is not so easy for them to justify their existence. As a possible solution, it is suggested that quality should be measured. The problem is to translate qualitative indicators into quantitative ones. A large-scale discussion about the fact that cultural institutions are in danger, and culture is in a state of crisis, with the participation of authors and a number of other competent persons, took place with the support of the Getty Foundation in 1999.

These problems were formulated not only in Western countries, which faced them much earlier, but also by the mid-1990s. in Russia. The role of theaters, museums and libraries has changed under the influence of other cultural institutions of mass communication, such as television, radio and the Internet. To a large extent, the decline of these institutions is associated with a decrease in state funding, that is, with the transition to a market economy. Practice shows that in these conditions only an institution that develops additional functions, for example, informational, consulting, recreational, hedonistic, and offers the visitor a high level of services can survive.

This is exactly what many Western and, more recently, Russian museums are doing. But this is where the problem of the commercialization of culture comes to light.

As for art, this problem is clearly formulated in his works by the professor of political philosophy and social theory Cornell University Susan Buck-Morse:

In the past decade, museums have experienced a real renaissance… Museums have become axes of urban redevelopment and centers of entertainment, combining food, music, shopping and socializing with the economic goals of urban regeneration. The success of a museum is measured by the number of visitors. The museum experience is important—more important than the aesthetic experience of the artists' work. It doesn't matter—it might even be encouraged that exhibitions turn out to be simple jokes, that fashion and art fuse together, that museum shops transform connoisseurs into consumers. Thus, it is not so much about culture itself, but about the forms of its presentation to people who, according to the rules of the market, should be considered exclusively as consumers. The principle of such an approach to the functions of a cultural institution is: commercialization of culture, democratization and blurring of boundaries.

In the XX-XXI centuries. along with the problems of commercialization, there are a number of other problems associated with the development the latest technologies on the basis of which new types and forms of social institutions of culture appear. Such institutions used to be, for example, music libraries, now they are virtual museums.

Educational institutions in Russia teach the history of culture, nurture a culture of behavior, train modern culturologists: theorists, museologists, library workers. The universities of culture train specialists in various fields of artistic creativity.

Organizations and institutions that are directly or indirectly related to the study of culture and its various phenomena are consistently developing.

As we can see, complex interactions take place in culture between the traditional and the new, between social and age strata of society, generations, etc.

In general, culture is a field of various interactions, communications, dialogues, which are extremely important for its existence and development.

Topic: Socio-cultural institutions of the club type

Leonova Olga 111 group

Socio-cultural institutions- historically established stable forms of organization of joint activities of people, predetermining the viability of any society as a whole. They are formed on the basis of social connections, interactions and relations of individuals, social groups and communities, but they cannot be reduced to the sum of these individuals and their interactions. Social institutions are of a supra-individual nature and represent independent public formations with their own logic of development.

http://philist.narod.ru/lections/socinst.htm

http://www.vuzlib.net/beta3/html/1/26235/26280/

Club- (from the English club - an association of people connected by common goals). A form of voluntary society, an organization that brings people together for the purpose of communication based on common interests (political, scientific, artistic, etc.)

http://mirslovarei.com/content_soc/KLUB-781.html

The club has always been and remains a socio-cultural institution, a center of leisure activities. This activity is carried out in free time, is completely self-managed, and its results are, as a rule, non-commercial. As a voluntarily united community of people, a club can acquire the status of a public organization, the status of a legal entity. In this case, he refers to himself all the rights and obligations inherent in the club institution and at the same time any small business.

Thus, a club in a broad sense is a state, public, commercial, private organization that has or may have the status of a legal entity, created and operating on the basis of a joint professional activity cultural workers or a voluntary association of citizens. The main task of the club as a socio-cultural institution is to develop the social activity and creative potential of the population, the formation of cultural demands and needs, the organization of various forms of leisure and recreation, the creation of conditions for spiritual development and the most complete self-realization of the individual in the field of leisure. In accordance with its tasks and in accordance with the procedure established by law, a club or any other structure of a club type is granted the right to make various kinds of transactions and other legal acts necessary for the implementation of activities: alienate, take and lease movable and immovable property, have bank accounts institutions, stamps, letterheads and other requisites, act as a plaintiff and defendant in courts and arbitrations, as well as have their own publications and participate in all kinds of enterprises and promotions of a socio-cultural, leisure nature.

The structural units of the club as an institution are educational and creative studios, amateur associations, amateur art and technical creativity groups, interest clubs and other initiative formations, including cooperative ones, which are usually part of the club on the terms of an agreement or collective contract.

Clubs and similar club-type structures can operate both independently and under state, cooperative, public organizations, enterprises, and institutions. By decision of the labor collective and in agreement with the founding organization, club structures on a voluntary basis can be part of socio-cultural complexes as the main structural unit, ordinary subdivision, creative formation, as well as other structural units of the complex. http://new.referat. ru/bank-znanii/referat_view?oid=23900

Only a part of the country's population constitutes the real audience of clubs, that is, they are among those who are significantly involved in the activities of clubs and are influenced by them. The rest of the population is the potential audience.

Club reach different groups population is very different. The most active in this regard are rural high school students and relatively young city dwellers with a lower than secondary education. People over 30, especially those with higher education, go to clubs much less frequently. 62

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Sasykhov A.V. Club audience // Club studies: Tutorial for institutes of culture, arts and faculty. cult.-clearance. work ped. in-tov / Ed. S.N. Ikonnikova and V.I. Chepelev. - M.: Enlightenment, 1980. - S. 62-78.