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 cultural institutions consider 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, 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 of 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 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 decide common task 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 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.

The third group is socio-cultural institutions that mainly manifest themselves in the organization various kinds informal creative activity: family, club and garden institutions, folklore, folk art, folk customs, rituals, mass holidays, carnivals, festivities, initiative cultural protection societies and movements.

In theory and practice, many other grounds are often used for typology of socio-cultural institutions: 1) according to the contingent of the population served: mass consumer (public), certain social groups (specialized), children, youth (children and youth); 2) by forms of ownership: state, public, joint-stock, private); 3) by economic status: non-profit (non-commercial), profitable (commercial or semi-commercial); 4) by the scale of action and audience coverage: international, national (federal), regional, local (local).

The structure of the socio-cultural sphere includes cultural entities that provide mass cultural activities: clubs, entertainment facilities, children's institutions, media, cinema, video rental, museums, libraries, parks, educational institutions and art entities: concert halls, theaters, circus, galleries and exhibition halls, film studios, folk arts and crafts, art groups, educational institutions.

Thus, in the socio-cultural sphere, there are: art, professional artistic creativity, education; cultural and leisure activities of the population, mass folk art, education and amateur performances; social protection and rehabilitation of certain categories of citizens by means of culture, art, leisure, sports; interethnic and interstate cultural exchanges and cooperation; production infrastructure for the creation and maintenance of the material and technical base of the industry.

It is quite obvious that each of these sub-sectors lends itself to further gradation and the allocation of narrower and more specific types of organizations and activities. This differentiation is embodied both at the level of the adoption of legislative documents and in the practice of managing industries (departments of museums, theaters, libraries, club activities, regional authorities for culture and art).

However, the level of interrelations of various socio-cultural institutions on the federal and regional scales is far from being the same. There are several most characteristic indicators of this level: connections are strong and permanent; connections are meaningful and substantive; contacts are episodic; partners hardly cooperate; partners work in isolation.

The reasons for the episodic contacts between the socio-cultural institutions of the region are, as a rule, the lack of a clear idea of ​​the content and forms of joint work, little experience of this cooperation, the lack of a clear program, inconsistency in plans, insufficient attention from municipal authorities, etc.

In the modern process of development and strengthening of cooperation between numerous communities and structures of the socio-cultural sphere, two trends can be distinguished. On the one hand, each socio-cultural institution, based on its profile and character, seeks to maximize its own potential, its own creative and commercial opportunities. On the other hand, it is quite natural for this group of subjects to strive for social partnership. Their joint, coordinated and coordinated actions are being strengthened on the basis of common, coinciding functions of socio-cultural activity.

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Introduction

AT modern conditions social changes are rethinking the role of culture, updating its forms and functions. On the one hand, culture still reproduces traditional attitudes and patterns of behavior that largely determine the behavior and thinking of people. On the other hand, modern media forms (television, cinema, print, advertising) are widely spread, which enhances the formation of ideological and moral stereotypes of mass culture, modern lifestyle.

In this context, the defining role of culture in the overall process of Russia's modernization is to shape the personality as an active subject of economic life and social self-organization. All projects of socio-economic development should include a humanitarian component, promote the development of spiritual strength and human health, and awareness of the high meaning of their existence.

In 1928, the TsPKiO was founded in Moscow, thus, the foundation was laid for the creation of new cultural institutions - parks of Culture and Recreation. After the Second World War, PKiO, like other cultural institutions, significantly expanded the scope of their activities, increasingly being involved in holding mass holidays.

In modern conditions, the role of parks as a traditional democratic place for mass recreation will increase. For many residents of the city, recreation in the parks often becomes the only available opportunity to spend time in nature and take part in mass entertainment. To improve the activities of parks of culture and recreation, it is necessary to carry out a phased modernization of the outdated park facilities, equipping them with modern amusement equipment, connecting all engineering networks to communications. In the new conditions, the traditional activities of parks should be reconsidered.

The purpose of this work is to consider parks as socio-cultural institutions.

The following tasks follow from this goal:

1. consider the essence and typology of socio-cultural institutions;

2. consider the socio-cultural activities of national and natural parks;

3. consider the activities of parks of culture and recreation;

4. draw conclusions on the research topic.

The object of the research is socio-cultural institutions. The subject of research is the activity of parks.

Socio-cultural institutions - concept and typology

The essence of socio-cultural institutions

Socio-cultural institutions - one of the key concepts of socio-cultural activities (SKD). In the broadest sense, it extends to the spheres of social and socio-cultural practice, and also applies to any of the many subjects interacting with each other in the socio-cultural sphere.

Socio-cultural institutions are characterized by a certain direction of their social practice and social relations, a characteristic mutually agreed system of expediently oriented standards of activity, communication and behavior. Their emergence and grouping into a system depend on the content of the tasks solved by each individual socio-cultural institution.

Among economic, political, household and other social institutions differing from each other in the content of activity and functional qualities, the category of socio-cultural institutions has a number of specific features.

First of all, it is necessary to emphasize the wide range of the term "socio-cultural institution". It covers a numerous network of social institutions that provide cultural activities, the processes of preservation, creation, dissemination and development of cultural values, as well as the inclusion of people in a certain subculture that is adequate for them.

AT contemporary literature There are different approaches to constructing a typology of socio-cultural institutions. The problem is to choose the correct criterion for their classification, depending on the intended purpose, nature and content of their activities. As such, the functional-target orientation of socio-cultural institutions, the predominant nature of the content of their work, their structure in the system of social relations can appear.

From the point of view of the functional-target orientation, Kiseleva and Krasilnikov single out two levels of understanding the essence of socio-cultural institutions [ Kiseleva T.G., Krasilnikov Yu.D. Fundamentals of socio-cultural activities: Proc. allowance. - M.: MGUK, 1995, p. 294 - 295]. Accordingly, we are dealing with two of their major varieties.

The first level is normative. In this case, a socio-cultural institution is considered as a normative phenomenon, as a set of certain cultural, moral, ethical, aesthetic, leisure and other norms, customs, traditions that have been historically established in society, uniting around some main, main goal, value, need.

It is legitimate to refer to socio-cultural institutions of the normative type, first of all, the institution of the family, language, religion, education, folklore, science, literature, art and other institutions that are not limited to the development and subsequent reproduction of cultural and social values ​​or the inclusion of a person in a certain subculture . In relation to the individual and individual communities, they perform a number of extremely significant functions: socializing (socialization of a child, adolescent, adult), orienting (assertion of imperative universal values ​​through special codes and ethics of behavior), sanctioning (social regulation of behavior and protection of certain norms and values ​​based on legal and administrative acts, rules and regulations), ceremonial and situational (regulation of the order and methods of mutual behavior, transmission and exchange of information, greetings, appeals, regulation of meetings, meetings, conferences, activities of associations, etc.).

The second level is institutional. Socio-cultural institutions of an institutional type include a numerous network of services, departmental structures and organizations directly or indirectly involved in the socio-cultural sphere and having a specific administrative, social status and a certain public purpose in their industry. This group includes cultural and educational institutions directly , arts, leisure, sports (socio-cultural, leisure services for the population); industrial and economic enterprises and organizations (material and technical support of the socio-cultural sphere); administrative and management bodies and structures in the field of culture, including legislative and executive authorities; research and scientific-methodical institutions of the industry.

So, state and municipal (local), regional authorities occupy one of the leading places in the structure of socio-cultural institutions. They act as authorized subjects for the development and implementation of national and regional socio-cultural policies, effective programs for the socio-cultural development of individual republics, territories and regions.

In a broad sense, a socio-cultural institution is an actively operating subject of a normative or institutional type that has certain formal or informal powers, specific resources and means (financial, material, personnel, etc.) and performs an appropriate socio-cultural function in society.

Any socio-cultural institution should be considered from two sides - external (status) and internal (substantive). From an external (status) point of view, each such institution is characterized as a subject of socio-cultural activity, possessing a set of legal, human, financial, and material resources necessary to perform the functions assigned to it by society. From an internal (substantive) point of view, a socio-cultural institution is a set of expediently oriented standard patterns of activity, communication and behavior of specific individuals in specific socio-cultural situations.

For example, such a socio-cultural institution of a normative type as art, from an external (status) point of view, can be characterized as a set of persons, institutions and material means that carry out creative process for the creation of art treasures. At the same time, in its internal (substantial) nature, art is a creative process that provides one of the most important social functions in society. The standards of activity, communication and behavior of creative people, their roles and functions are determined and specified depending on the genre of art.

Socio-cultural institutions give the activities of people a qualitative certainty, significance, both for the individual and for social, age, professional, ethnic, confessional groups, for society as a whole. It should be borne in mind that any of these institutions is not only a valuable and self-sufficient subject, but, above all, a subject of upbringing and education of a person.

Each of the socio-cultural institutions performs primarily its own, most characteristic substantive function, aimed at satisfying those socio-cultural needs for the sake of which it was formed and exists.

Introduction

1 The concept of "socio-cultural institution".

2 Museum as a socio-cultural institution

3 Types of museums, tasks, content of activities.

4 The Russian Museum and the Internet

5 Park as a socio-cultural institution.

6 The history of the emergence and development of parks.

7

8 Audience socio-cultural environment

9 The history of the formation of libraries. Current state, tasks, content of activity.

10 Socio-cultural complexes and Leisure centers.

Conclusion

List of used literature

Socio-cultural Institute.

Philosophy understands an institution as an element of social structure, historical forms of organization and regulation of social life. Socio-cultural institutions include numerous institutions and organizations through which the accumulation and transfer of cultural experience, the development of cultural forms of social life, and the acquisition of cultural knowledge are carried out.

The term "socio-cultural institution" refers to:

State and municipal structures

Production associations and enterprises

Non-governmental public organizations

Public education systems

Mass media

Special institutions of socio-cultural profile:

theaters, museums, libraries, etc.

A socio-cultural institute brings together people for joint activities to meet the socio-cultural needs of a person or solve specific socio-cultural problems.

Museum as a socio-cultural institution.

A museum is a scientific research or scientific and educational institution that stores, acquires, studies and popularizes monuments of natural history, material and spiritual culture.

In many cases, the reasons for the emergence of museums are similar to those for which, several centuries before, nation-states arose. Museums, first of all, were called upon to carry out the state ideology, as well as to be collectors, accumulators and distributors of information formed by this ideology. They were supposed to serve the state policy and carry it out on the ground. In response to this, the state sent a part of its financial and other material resources to cultural institutions. In particular, museums were charged with the obligation to collect and store everything related to the culture, social and natural history of a given country or territory.

The museum fund is a collection of monuments of natural history, material and spiritual culture, which are under the jurisdiction of museums, permanent exhibitions, scientific institutions and educational institutions. The museum fund also includes collections and individual items collected by various expeditions and having a museum value.

Types of museums, tasks, content of activities.

Types of museums - scientific and educational, research, educational.

The profiles of museums are historical, technical, agricultural, natural sciences, art history, literature, memorial, complex, local history, etc.

Museums are historical (expositions are dedicated to historical events), local lore (the story of the native land and the people inhabiting it - Zeya Museum of Local Lore), zoological (the exposition includes stuffed animals, etc.), museums of enterprises (Museum of the Zeya Hydroelectric Power Plant), museums dedicated to certain activities (Museum of Gold Mining in Zee), at present, even in many schools, “Rooms of Glory” are open - small museums with an exposition of the most outstanding graduates. Museums of painting (the Tretyakov Gallery, the Hermitage, the Museum fine arts”), as well as museums dedicated to historical figures (“Pushkin Museum”, “Lenin Museum”, “Tolstoy Estate Museum”, etc.)

Very popular in our time are the so-called "Kunstkameras" - museums of wax figures, the expositions of which try to most reliably reproduce famous personalities or other people (the exhibition "Courtyard of Empress Catherine", "Anomalies human body", etc.) The museum can be dedicated to any one event ("Little Land", a panorama museum in Novorossiysk). Museum expositions can be located in their historical place ("Kursk Bulge" - an open-air museum).

Russian Museum and the Internet

Museums turned out to be completely unprepared for the market, especially since the emerging market economy in Russia was also not up to them. The only way to survive seemed to be knocking money out of the authorities, foreign philanthropists or patronage.

But gradually, culture turned out to be in demand, moreover, fashionable and prestigious, it turned out that people are ready to pay for "cultural leisure", and pay a lot. And, of course, children: it turned out that parents are not satisfied with the fact that their children play computer games and watch action films, they should be introduced to art. The fundamental function of the museum business coincided - cultural enlightenment and the interests of the museum business, which require openness, fascination, cognition, that is, the same cultural enlightenment. This is how virtual museums appeared (website www.muzeum.ru).

The Internet enables access to museum exhibits to potentially the widest range of network users, allows the museum to express itself and provides opportunities that a real museum does not have, thereby expanding the circle of visitors.

The use of modern technologies for the convenience of museum visitors: guides on cassettes, electronic catalogs, etc. - greatly diversified visits to museums.

The history of the emergence and development of parks.

The park as a socio-cultural institution.

In 1928, the TsPKiO was founded in Moscow, thus, the foundation was laid for the creation of new cultural institutions - parks of Culture and Recreation. After the Second World War, PKiO, like other cultural institutions, significantly expanded the scope of their activities, increasingly being involved in holding mass holidays.

A park as a cultural institution is a piece of land with natural or planted vegetation, alleys, ponds, etc., intended for walking, entertainment, public holidays for the population, as well as the operation of various attractions. PKiO is a seasonal institution, operating only in the warm season - from late spring to early autumn.

The main activities of the park:

Holding traditional (and national) holidays together with city cultural centers (including national ones).

Conducting music and song festivals.

Conducting creative meetings with artists.

Conducting performances and concerts with the participation of creative teams of the city.

Carrying out theatrical holidays, folk festivals, fairs (Maslenitsa, City Day, Neptune Day, etc. - with the involvement of creative, trade organizations).

Family holidays.

Conducting cognitive-game and music programs for children of primary and secondary school age and for teenagers, youth discos.

Holding events for people of middle and older age, taking into account their creative interests (amateur associations, evenings "For those who are over ...)

Provision of paid services to the population (attractions, costume rental, phonograms, services of a graphic designer.)

Audience socio-cultural environment

The audience of the socio-cultural environment covers the population of almost all age groups from babies to old people. At an early age, children become participants in their first game programs and children's matinees, visitors to the attractions in the park. Later, becoming younger schoolchildren, in addition to matinees and games, the child's life includes various hobbies - choreography, singing, sports, etc. The child begins to attend all kinds of circles, looking for something to his liking. Around the same age (7 - 9 years) children first begin to visit the library. In middle school age, children actively participate in competitions and concert programs. Teenagers prefer intellectual games ("Brain Ring", "Erudite"), talk shows, various contests and game programs like television programs. One of the forms of pastime of a teenager is a disco.

People of the young and middle generations most often choose amateur associations for themselves, based on already established preferences - these are various circles and amateur adult concert groups (choir, pop vocal group, choreographic ensemble, orchestra, etc.), interest clubs (tourist, search, etc.), literary drawing rooms and other forms of pastime. A lot of work is being done with veterans (clubs of front-line friends, choirs of veterans, organization of meetings with veterans of labor and the Second World War).

With the introduction of market relations in the sphere of culture, its infrastructure turned out to be destroyed, the circle of cultural images narrowed, cultural life turned out to be curtailed in the provinces and in the countryside, where the arrival of a film mover can be compared to an epoch-making event, not to mention an on-site performance or concert of artists of the regional philharmonic society, which irrevocably gone to the past. That is why today the number of amateur creative groups is growing - their members, "people from the people", replace the formed niche of former tours of visiting celebrities and themselves become artists of urban and rural concert venues.

The history of the formation of libraries. Current state, tasks, content of activities.

A library is a cultural institution that organizes the collection, storage and public use of printed matter. The history of the libraries of Russia dates back to the 11th - 12th centuries from Kievan Rus. By the 14th-15th centuries, the number of books being copied increased in Moscow, Tver, Nizhny Novgorod and other cities. This process was accelerated by the advent of paper in the 14th century, replacing the ancient parchments. In the second half of the 15th century, there was already a book trade in Moscow. The main stimulus for the development of literacy was the book printing introduced in Russia by decree of Ivan the Terrible and Metropolitan Macarius. In 1564, the first printed book, The Apostle, was published by a printing house built in Moscow with state money. The number of books written by Russian authors has increased. A tradition of “instructive literature” was born (the first textbooks raised issues of education, morality, family relationships, etc.) The texts of all kinds of “Words” and “Teachings” were placed in collections called “Izmaragd”, “Golden Chain”, etc. to the clergy (as an auxiliary material for sermons) and to the laity. In the middle of the 16th century, Domostroy was published - a set of rules and tips for housekeeping. In the 17th century, translations of Latin and German books were made in Moscow, and the first libraries with collections of foreign works appeared.

The creation in Russia in accordance with the imperial decree of 1783 of free printing houses contributed to an increase in the number of books and the development of periodicals, an increase in the interest of educated nobles in reading. In the 18th century, the first secular libraries were opened at the Academy of Sciences and Moscow University. The first major public library was opened in St. Petersburg in 1814.

After the October Revolution, all libraries became open, their number increased dramatically (this was due to the trend of enlightenment of the working class). The number of libraries in rural areas also increased. The pace of book publishing (including educational literature) grew. There were mobile libraries that traveled to remote settlements and peasant farms. In 1930, the Moscow Library Institute was opened, and library workers also received qualifications in library technical schools and library departments in teacher training schools.

During the Second World War, libraries did not stop their work in the field and in a mobile mode, taking on part of the propaganda and explanatory work with the population. The book collections of libraries suffered during the war. In the country's public libraries alone, 100 million books were plundered and destroyed (there are known cases when books were used simply for kindling).

After the war, the library network, like other CDUs, was actively restored. By the beginning of the 60s, the emergence of public libraries and reading rooms dates back. In 1964, the library institutes were renamed into institutes of culture. By 1979 there were 350,000 libraries in the USSR.

Modern Libraries differ in direction:

Mass libraries - with a book fund of various contents, designed for a reader of any age and profession.

(city, district, regional libraries).

Scientific libraries (universal, branch and scientific and technical) - collecting printed publications according to the direction (Library of the Academy of Sciences, Library of Foreign Literature, Medical Library, etc.).

Modern librarianship studies the history of librarianship, library collections and catalogues, reader demand. There are specialized libraries for the disabled (Library for the Blind in Moscow).

A new round in the development of librarianship in Russia was the opening of virtual libraries on the Internet. On specialized sites (www.lib.ru, etc.), Internet users can find almost any book, including rare ones, and download it to their computer and read it.

Socio-cultural complexes and Leisure centers.

SCC and Leisure Centers are a state cultural institution, which include clubs and circles of various directions, amateur art groups, and methodological departments. The main tasks of the SKTs and TsD are:

creation of conditions for active recreation of the population

providing opportunities for creative self-realization

individual or group of artistic

amateur performances

provision of services to the population (including paid ones)

methodological assistance to organizers of KDD schools, clubs,

other organizations

gaming and concert activities

SKTS and Leisure Centers perform the following functions:

Entertaining - providing conditions for gaming activities (group, individual, mass games, slot machines)

Physical culture and health - organization of sports and entertainment events, creation of conditions for playing sports.

Educational - the organization of circles, interest clubs and amateur associations with the aim of teaching certain skills of any activity.

Stimulation of creative activity - holding theatrical performances, concerts, exhibitions, literary and artistic programs.

Leisure communication - holding morning performances for children and evenings of rest for adults of different ages.

Informational - providing methodological, scenario and organizational assistance in holding events to schools, kindergartens, clubs, enterprises and organizations.

As well as the SKC and the CD carry out the creation creative and technical workshops, rental of equipment and costumes, fulfillment of social and creative orders.

Carrying out their creative tasks, the SCC and the Central House set themselves the main goal in their work: the creation of a single concept that determines the qualitative side of the cultural and mass work of the city, the introduction of new progressive forms of work, the preservation, improvement and development of amateur groups. The main activities of the Social and Cultural Center are: the development of the cultural life of the city, the creation of a favorable cultural environment, the support of various forms of social and cultural activities of the city's population, the satisfaction of public needs in cultural and leisure activities, the development of folk art. The main task of the Leisure Centers is to provide paid services to the population and create conditions for active recreation.

SKTs and TsD have the charter, the director directs them, but representatives of all associations of SKTs and TsD take part in discussion of all projects. The Artistic Council supervises the director's work.

The following circles, associations and amateur art groups can operate on the basis of the SKTs and TsD:

Choirs and chapels

Choreographic groups

Song and dance ensembles

Amateur theater groups

vocal groups

variety studios

Fashion studios and theaters

Interest groups for adults and children (applied, creative, technical)

Circus troupes

The methodological department of the SKC and TsD is engaged in the development of scenarios and the preparation and organization of leisure, concert and other programs. The responsibilities of the logistics and administrative and economic departments include providing the KDD with the necessary materials. The SCC and the Central House require a graphic designer (development and production of scenery), head of musical design (recording of musical phonograms, selection of music for scripts, music. Design of concerts, performances, game programs, matinees, evenings of rest.

remains one of the most conservative socially-cultural institutions. She resists outside change. But... in. - L., 1982. 35. Family as the original socially-cultural institute// Kiseleva T., Krasilnikov Yu. Fundamentals of SKD. - M., 1995 ...

The institutional aspect of the functioning of the institution of society is a traditional area of ​​interest for public and scientific and humanitarian thought. The category of social institutions has received the greatest elaboration in sociology. Among the forerunners of the modern understanding of social institutions in general and social institutions of culture in particular, O. Comte, G. Spencer, M. Weber and E. Durkheim should be mentioned in the first place.
In modern scientific literature, both foreign / and domestic, there is a fairly wide range of versions and approaches to the interpretation of the concept of "social institutions", which does not allow a rigid and unambiguous definition of this category. However, some key points present in most
sociological definitions of a social institution, however, can be identified.
Most often, a social institution is understood as a "more or less stable set of formal and informal rules, principles, and guidelines that regulate various spheres of human activity and organize them into a single system"
With the help of the category under consideration, a certain community of people performing certain roles is designated, organized through social norms and goals. Just as often, speaking of social institutions, they mean a system of institutions through which this or that aspect of human activity is legalized, ordered, conserved and reproduced in a society where certain people are empowered to perform certain functions. In the broadest sense of the word, social institutions should be understood as specific socio-cultural formations that ensure the relative stability of ties and relationships within the social organization of society, some historically determined ways of organizing, regulating and petting various forms of social, including cultural, activities. Social institutions emerged during the development human society, social division of labor formation certain types and forms of public relations
In a social institution, culture, in fact, is “objectified and objectified;” it receives an appropriate social status or another aspect of cultural activity, its character is fixed, and the ways of its functioning and reproduction are regulated.
Society is a very complex system of sociocultural institutionalized formations as a set of economic, political, legal, moral, ethical, aesthetic, ritual, etc. relations. From the point of view of sociology, the most fundamental social institutions present in most, if not all, sociocultural formations include property, the family of states, the production cells of society, science, a system of communicative means (operating both inside and outside society), education and education, law, etc. Thanks to them, the functioning of the social mechanism occurs, the processes of inculturation and socialization of individuals are carried out, the continuity of generations is ensured, skills, values ​​and norms are transferred.
social behavior__ The most common features of a sociocultural institution can be
include the following:
- the allocation in society of a certain circle of "cultural
objects≫, awareness of the need for their isolation and regulated
community-wide circulation;
- allocation of a circle of "cultural subjects" entering into the process
cultural activities into specific relationships, conditioned
the nature of the cultural object; giving activity
subjects of a regulated and more or less sustainable
character;
- organization of both subjects of culture and its objects in a certain
formalized system, internally differentiated by status, and
also possessing a certain status on the scale of the entire
public organization;
- the existence of specific rules and regulations governing
like circulation cultural objects in society, and
the behavior of people within the institution;
- the presence of socio-culturally significant functions of the institute,
integrating it into common system sociocultural functioning
and, in turn, ensure its participation in the process
integration of the latter.
Social institutions of culture carry out a number of
functions. Among the most important are the following:
- regulation of the activities of members of the company within the prescribed
latest social relations. cultural activities
is regulated, and it is thanks to
social institutions are "developed" appropriate, regulatory
regulations. Every institution has a system of rules
and norms that consolidate and standardize cultural interaction,
making it both predictable and communicatively possible;
appropriate socio-cultural control provides
the order and framework within which cultural activities take place
every single individual;
- creating opportunities for cultural activities
or of a different nature. To make specific cultural projects
could be realized within the community, it is necessary that
appropriate conditions have been created - this is directly dealt with
social institutions;
- inculturation and socialization of individuals. Social institutions
designed to provide an opportunity, entry into the culture,
familiarization with its values, norms and rules, teach common
cultural behavioral patterns, as well as to attach
man to the symbolic order;
- ensuring cultural integration, sustainability of the entire socio-cultural
organism. This function provides a process of interaction,
interdependence and mutual responsibility of members
social group occurring under the influence of institutional
regulations. Integration through
institutions, is necessary to coordinate activities within and
no sociocultural ensemble, it is one of the conditions for its
survival;
- ensuring and establishing communications.

24. European civilization has its roots in antiquity. The ancient culture of the Mediterranean is considered the greatest creation of mankind. Limited by space (mainly the coast and islands of the Aegean and Ionian Seas) and time (from the 2nd millennium BC to the first centuries of Christianity), ancient culture expanded the boundaries of historical existence, declaring itself to be the universal significance of architecture and sculpture, epic poetry and dramaturgy, natural science and philosophy. In historical terms, antiquity refers to the period of history covering the Greco-Roman slave society. The concept of antiquity in culture arose in the Renaissance. So the Italian humanists called the earliest culture known to them. This name has been preserved for her to this day as a familiar synonym for classical antiquity, precisely separating Greco-Roman culture from cultural worlds ancient East.
Antique culture is cosmological and based on the principle of objectivism; in general, it is characterized by a rational (theoretical) approach to understanding the world and at the same time its emotional and aesthetic perception, harmonious logic and individual originality in solving socio-practical and theoretical problems.

Even at the end of the Neolithic in Europe, the transition from the stage of savagery and barbarism to the first civilizations began. Manifestations of such a transition can be traced already in the third and second millennia BC. But still, the first millennium BC and the first half of the first millennium of the new era are considered to be the heyday of ancient civilizations. This is explained by the consequences of the Neolithic revolution, the onset of the copper (it is enough to recall Homer, in whose poems almost every page mentions either a copper-pointed spear, or a copper shield, or even “copper-rich hail”), and then the Bronze Age. But a particularly important role in the onset of the stage of ancient civilizations was played by the transition to iron age, which occurred just at the beginning of the first millennium BC. The use of iron gave a new impetus to the development of production, brought to life new forms economic activity of people.
No less changes occurred during this period in the spiritual sphere, concerning the way of life of a person, his way of life, customs, mores, ideas about morality, reassessment of values. Relationships in the family and society have also changed, a new type of consciousness has arisen. There was a formation of statehood, associated with the transition to the first class society - slave-owning.
However, all that has been said can in no way be attributed to Europe as a whole, since most of it was still at the stage of barbarism. When they talk about the transition to the stage of civilization, they usually mean only the region of the European Mediterranean, where the Greco-Roman civilization developed, which the Italian humanists of the Renaissance called antique (from the Latin “antiquis” - ancient).

MONUMENTS OF ANCIENT GREECE
Eight such monuments are inscribed on the World Heritage List. Three of them (the Acropolis of Athens, Delphi and Vergina) are located in the northern, mainland part of Greece, three (Olympia, Epidaurus and Bassai) - on the Peloponnese peninsula and two - on the islands of the Aegean Sea.
MONUMENTS OF ANCIENT ROME
monuments ancient rome- these are primarily city forums, temples, palaces, basilicas, triumphal arches, amphitheaters, aqueducts, fortress walls - objects that had a huge impact on the development of all subsequent European civilization. And it is quite possible to agree with the professor-geographer E.N. Pertsik, that in the art of ancient Rome - architecture, sculpture - the geography of the greatest slave-owning power, which, together with Ancient Greece, according to Engels, "comes to life", as it were, "revives" the foundation of modern Europe.

Antique culture is a unique phenomenon that gave general cultural values ​​in literally all areas of spiritual and material activity. Only three generations of cultural figures Ancient Greece created the art of high classics, laid the foundations of European civilization and role models for many millennia.
The culture of ancient Rome, which largely continued ancient traditions Greece, is distinguished by religious restraint, internal severity and external expediency. The practicality of the Romans found a worthy expression in urban planning, politics, jurisprudence, and military art. The culture of Ancient Rome largely determined the culture of subsequent eras in Western Europe.
Imperial Rome created an entire artistic system embodying power and authority: basilicas, temples and palaces decorated with frescoes and mosaics, colossal statues, "home" portraits, equestrian monuments, triumphal arches and columns with reliefs in memory of real historical events became a powerful foundation of culture subsequent epochs.
In the crisis that engulfed the Roman world in the 3rd century A.D. e., one can detect the beginning of the upheaval, thanks to which the medieval West was born. The barbarian invasions of the 5th century can be seen as events that hastened the transformation, gave it a run and profoundly changed the face of this world.

26. Among the many discoveries that were so rich in that era, one occupies a special place in its impact on the minds of people. This is the heliocentric theory of the Polish scientist N. Copernicus (1473-1543), which gave a new vision of the Universe and a new understanding of the place in it of the Earth and man. Previously, the motionless Earth with the luminaries revolving around it was considered the center of the world. Now the point of reference has shifted; The earth has become an insignificant speck of dust in space, hanging in the void. The picture of the world has become frighteningly complex. The idea of ​​Copernicus was confirmed by his followers - the Italian thinker J. Bruno (1548-1600) and the astronomer, physicist G. Galileo (1564-1642).

This discovery was an advanced and revolutionary event for subsequent centuries, but for the Renaissance it was a phenomenon not only of decline, but even of renaissance self-denial. The Renaissance appeared in the history of Western culture as an era of exaltation of man, as a period of faith in man, in his endless possibilities and in his mastery of nature. But Copernicus and Bruno turned the Earth into some insignificant grain of sand of the universe, and at the same time, man turned out to be incomparable, incommensurable with the endless dark abyss of world space. The revivalist loved to contemplate nature along with the motionless Earth and the ever-moving vault of heaven. But now it turned out that the Earth is some kind of nonentity, and there is no sky at all. The Renaissance man preached the power of the human personality and his connection with nature, which for him was a model of his creations, and he himself also tried in his work to imitate nature and its creator - the Great Artist. But along with the great discoveries of Copernicus, Galileo and Kepler, all this human power collapsed and crumbled to dust. A picture of the world arose in which a person turned into a nonentity with an infinitely inflated mind and conceit. Thus, heliocentrism and an infinite number of worlds not only contradicted the culture of the Renaissance, but were its negation.

The breakthrough made by science deepened its break with the church. Conflicts with it often ended tragically for scientists: let us recall the fate of J. Bruno, who was burned as a heretic, and G. Galileo, who was forced to renounce his views. Works in which new ideas were expressed were included in the lists of banned books.

An interesting assessment of this issue by the outstanding Russian scientist A.F. Losev. " heliocentric system Copernicus, its development by Bruno, he writes, is not based at all on the advancement of the whole human personality, on the contrary, on the interpretation of man, and indeed of the entire planet on which he lives as an imperceptible "grain of sand" in the infinite universe. Copernicus, Kepler, Galileo deprive a person of his vital soil in the form of a motionless Earth, and Gothic makes the human personality rush upwards, up to the loss of its earthly heaviness and weight. Is this the spontaneous self-affirmation of the human personality?

During the Renaissance, handicraft labor was gradually replaced by industrial labor. Manufactories require more advanced tools and new technologies. This pushes the development of science, which helps, in particular, to create such mechanisms as a blast furnace, the simplest types of turning, grinding and drilling machines. And new technologies have made it possible to produce improved tools.

The influence of the economy affects other industries as well. scientific knowledge. Much attention is paid to navigation and shipbuilding, which entails the study of astronomy with the compilation of special maps for orientation by the stars, and this, in turn, makes it possible to make great geographical discoveries and an attempt to consider it as a kingdom subject to man leads to the need to study it. , and the empirical approach of Renaissance researchers makes a significant contribution to the development of physics, mathematics, astronomy and chemistry. A well-known role here was played by the emergence of printing in the 15th century, which made it possible to widely share perfect scientific discoveries and use them in the study and transformation of nature.

The connection between science and art is one of the characteristic features Renaissance culture. The true image of the world and man had to be based on their knowledge, therefore, the cognitive principle played a particularly important role in the art of this time. Naturally, artists sought support in the sciences, often stimulating their development. The Renaissance is marked by the emergence of a whole galaxy of artists-scientists, among whom the first place belongs to Leonardo da Vinci.

Ideas of humanism

The desire of the bourgeoisie, which realized its strength, to gain access to political power led to the formation of a special ideology. Its characteristic features: interest in nature, the desire to empirically know and explore its laws, anthropocentrism, rationalism, echoing the ideas of ancient authors extremely popular at that time, are embodied in the philosophical teachings of the Renaissance.

The deep interest in nature, characteristic of the people of this era, lays the foundations of natural philosophy. This doctrine was substantiated both from speculative positions and from the point of view of empirical knowledge.

The problem of personality formation, unknown either to the Middle Ages or Antiquity, arises. A person ceases to be “given” by his social status and a set of social roles in a hierarchically organized society, but becomes something as a result of his own efforts.

The renaissance was made the discovery of such a sphere of practical human creativity, by which European culture passed before. It's about about artistic creation. Of course, art was created both in Antiquity and in the Middle Ages, but neither in either culture, for various reasons, the work of an artist, architect, sculptor was not considered a valuable work in itself.

Humanists, having discerned in man - the creation of God, the highest ability for independent creation, found in artists not only their like-minded people; in their works they saw the realization of God-like activity. As God created the world, so the sculptor of stone or the artist on canvas creates a beautiful and perfect world. Therefore, an artist is not just a craftsman, a master who knows the secrets of his art, he is also a scientist, but not only. The Renaissance artist is also an inventor. Leonardo da Vinci called painting itself a “subtle invention”, but any design is mechanical, we would now say that engineering work is also equally valuable, because it realizes the different abilities of human nature.

That is why in one person Leonardo da Vinci, Michelangelo, Leon Baptiste Alberti, Albrecht Dürer and many other humanists we find a combination of so many and seemingly distant abilities: poetic talent, the ability to create military equipment, the skill of a sculptor, the talent of an artist, architect, art theorist, subtle critic and connoisseur of beauty.

Art became a secular occupation, it was increasingly moving away from the rules of craft workshops, it became a free and individual matter: behind each name of the artist, one felt his own unique view of the world. The development of the relationship between the author and the hero in Renaissance literature from poetry and short stories to drama laid the foundation for the literature of the New Age - an adventurous, psychological, realistic novel, tragedy, drama, the development of various forms lyric poetry. The spiritual basis for the flourishing of Renaissance art is the ideas of humanism. The art of the Renaissance is imbued with the ideals of humanism, it created an image of beauty, harmoniously developed person. The Italian humanists demanded freedom for man. “But freedom is in the understanding of the Italian Renaissance,” wrote A.K. Dzhivelegov, - meant a separate person. Humanism proved that a person in his feelings, in his thoughts, in his beliefs is not subject to any guardianship, that there should not be willpower over him, preventing him from feeling and thinking as he wants. AT modern science there is no unambiguous understanding of the nature, structure and chronological framework of Renaissance humanism. But, of course, humanism should be considered as the main ideological content of the culture of the Renaissance, inseparable from the whole course historical development Italy in the era of the beginning of the decomposition of feudal and the emergence of capitalist relations.

Humanism was a progressive ideological movement that contributed to the establishment of a means of culture, relying primarily on the ancient heritage. Italian humanism went through a series of stages: formation in the 14th century, a bright heyday of the next century, internal restructuring and gradual declines in the 16th century.

The evolution of the Italian Renaissance was closely connected with the development of philosophy, political ideology, science, and other forms of social consciousness and, in turn, had a powerful impact on artistic culture Renaissance. Revived on an ancient basis, humanitarian knowledge, including ethics, rhetoric, philology, history, turned out to be the main area in the formation and development of humanism, the ideological core of which was the doctrine of man, his place and role in nature and society. This doctrine developed mainly in ethics and was enriched in various areas of the Renaissance culture.

Humanistic ethics brought to the fore the problem of man's earthly destiny, the achievement of happiness through his own efforts. Humanists approached the issues of social ethics in a new way, in the solution of which they relied on ideas about the power of man's creative abilities and will, about his wide possibilities for building happiness on earth. They considered the harmony of the interests of the individual and society to be an important prerequisite for success, they put forward the ideal of the free development of the individual and the improvement of the social organism and political orders, which is inextricably linked with it. This gave a pronounced character to many ethical ideas and teachings of the Italian humanists. As a rule, humanists did not oppose religion. But, exalting man, making him look like a titan, they separated him from God, who was assigned the role of a creator who did not interfere in people's lives. Man became the religion of renaissance humanism. Therefore, L.N. Tolstoy wrote about the Renaissance as an era of the destruction of religion, the loss of faith, the triumph of unbelief. Humanists criticized the dogmatic, ritual side of the Christian Church, the Catholic clergy, they did not see any advantages in it over ordinary believers. Humanists understood the liberation of thought not only as overcoming dependence on church dogmas. Freedom was seen in overcoming dependence on group, collective consciousness. For free thought, first of all, a person is necessary. This view was the ideological justification for individualism, which was becoming feature era. The young bourgeoisie, who had no birth and nobility, could rely only on personal qualities, on their own mind, courage, enterprise, which were valued more than the nobility of origin and the glory of their ancestors. Many problems developed in humanistic ethics acquire a new meaning and special relevance in our era, when the moral stimuli of human activity play an increasingly important role. social function. The humanistic worldview became one of the largest progressive conquests of the Renaissance, which had a strong influence on the entire subsequent development of European culture.