The process of socialization. Socialization

Socialization is the process of assimilation by a human individual of patterns of behavior, psychological attitudes, social norms and values, knowledge, skills that allow him to successfully function in society.

Any person, being born, finds himself surrounded by other people and gradually learns the model of their life and relationships with each other. This is the social environment formed by people, without which they cannot live. To become a member of this environment, a person must learn the rules and norms of the society in which he lives. The process of gradual assimilation of social rules and norms of the culture of the society surrounding a person is the socialization of the individual.

The concept of socialization was introduced for the first time by a sociologist living in America in the 19th century F. Giddings, as well as by the French psychologist G. Tarde. They defined the term "socialization" as a process of social development of a person, and his formation as a person under the influence of the social environment. The most general concept of this process means the interaction of an individual with society on the basis of the rules and norms established by this society.

The relationship with the society of an individual is widely studied in addition to sociology by such sciences as psychology, economics, ethnography, political science, pedagogy and others. Depending on what science studies socialization, the interpretation of this concept has its own specifics.

So, for example, in social science this concept denotes the process of human adaptation to the social environment. In pedagogy, the concept of "socialization" is sometimes interpreted as "education", understanding it in the broad sense of the word. While educating a person, society purposefully transfers to him a certain system of knowledge, norms and concepts, acting on him unilaterally.

Socialization, on the other hand, implies a two-way impact: the transfer of social social experience to a person on the one hand, and the manifestation of the acquired social behavior, knowledge, norms and rules by him when interacting with the surrounding social environment. In pedagogy, great importance in adapting a person to society is attached to social groups and institutions that surround him throughout his life, starting with the family, school, institute, and work collective.

Sociology can be called a basic science that studies society from all sides, relying on all human experience and knowledge.

A person adapts socially through three main areas:

• through their activities;
• through communication with other people;
• through the formation of self-awareness.

The manifestation of socialization occurs in the creation of stable ties within these areas, as well as between them, i.e. a person adapts in society on the basis of:

• its activities and its continuous expansion,
• entering into communication with an increasing number of people;
• awareness of oneself as an individual.

Mastering any activity, as well as its various types, a person chooses the directions in which he feels most comfortable and confident. This also happens under the influence of the attitude of other people to his activities. In the process of activity, a person’s social circle expands significantly, connections acquire a stable deep character, which has a huge impact on a person and his adaptation in society. As a result, he develops an internal self-esteem and identification of his personality. A person evaluates and forms his own image throughout his life. It can change under the influence of different social conditions, for example, when you get into different social groups.

What are the types of socialization?

A person learns the rules of life in the process of his whole life from the moment of birth to its end. A person isolated from society is not able to fully realize his potential as a person. The assimilation of social norms of behavior transforms it from a biological element into a social being.

Studying this process, scientists explain its formation in different ways. One point of view of scientists divides socialization into two varieties: primary and secondary, and associates them with periods of life. The first life stage is associated with the assimilation of the basic rules and norms of human life in childhood and adolescence. Secondary social adaptation covers mature and senile age and occurs in the second half of life.

Another point of view is not related to the division of the process into age stages. According to scientists, primary and secondary socialization lasts throughout life. A sign of primary adaptation is the influence of conductors, which include people from the immediate environment: parents, relatives, friends. With them, a person maintains an informal relationship. Secondary social adaptation occurs under the influence of norms and rules emanating from conductors with whom a person has a formal relationship. These are unfamiliar people, formal representatives of institutions, schools, the administration of the production team, the army, house management, etc.

What factors influence socialization?

Many factors influence the process of adaptation to society, but the following are considered the main ones:

• hereditary properties of a person;
• close physical social environment;
• general culture;
• level of group experience;
• own unique experience.

The biological hereditary factor, as well as the immediate environment, showing examples of the cultural behavior of their social group, have a significant impact on the formation of personality. But the determining factors influencing the process of adaptation to society are the group social experience and the unique experience gained by the individual himself.

Stages and stages of personality socialization

Primary and secondary socialization occur throughout life, forming and changing the worldview of a person in stages. After the initial stage of socialization, when a person moves away from the influence of parents, mentors and other conductors of social life, he begins to independently acquire the experience of society and adapt to his environment. This continues until the very last days of a person's life. At the same time, his usual environment of close people with whom he communicates informally can change more than once.

The conditions of formal society may also change: place of work, service, change in environment and place of residence. He has to adapt to a new society, rejecting the usual, previously received attitudes. Such a process is called secondary socialization or resocialization. This process takes place all conscious life, even if a person does not undergo cardinal changes, he has to adapt to emerging circumstances and fit into the surrounding society all the time.

What is desocialization?

The process opposite to socialization, when the meaning of values, connections, norms and attitudes that a person used to be guided and valued, is lost, is called desocialization. For example, this happens during isolation from society, when a person goes to prison or, having radically changed his worldview, goes to a monastery. Often, desocialization is explained by psychological reasons, when a person deliberately leaves society without accepting its rules and norms and loses interest in life.

SOCIALIZATION OF THE PERSON

Personality socialization- the process of forming social qualities, properties, values, ideals, norms and principles of social behavior, mastering knowledge, skills and abilities, thanks to which a person becomes a capable participant in social relations, institutions and communities, able to realize his abilities and inclinations, and society ensures self-renewal of its life by replacing older generations with a new generation.

The process of socialization takes place in the continuous and intense interaction of two components of the process of personality development: on the one hand, these are deindividualized social group, class, ethnic, professional, etc. standards, patterns of role-playing behavior that prescribe a certain type of behavior to a person and are supported by various forms of social control, and on the other hand, this is an autonomous, independent person, containing the potential possibility of his own position, originality, which manifests itself in the process of searching, choosing and implementing social roles.

For society, the success of the socialization process is a kind of guarantee of whether the representatives of the new generation will be able to take the place of older generations in the system of social interactions, adopt their experience, skills, values. Socialization, in other words, ensures the self-renewal of social life. Malfunctions in the system of socialization not only give rise to generational conflicts, but also lead to the disorganization of social life, to the disintegration of society, the loss of its culture and integrity.

It should be noted that the type, model of the socialization process is determined by what values ​​the society is committed to, what type of social interactions should be reproduced. In a society that respects the freedom of the individual, his individuality, open to innovation, creative initiative, socialization is organized in such a way as to ensure the reproduction of these properties of the social system. The personality itself in the process of its formation is presented with considerable freedom, it learns independence and responsibility, respect for itself and others. This manifests itself everywhere both in real life situations and in the process of upbringing in the family, organization of studies at school, university, etc. Moreover, such a humanistic-liberal model of socialization presupposes the organic unity of freedom and the strict responsibility of the individual for how he used this freedom. To imagine the process of socialization of the individual, let's start from the starting point.

The newborn has all the biological prerequisites to become a capable participant in social connections and interactions. But a person does not possess a single social property from birth. Social experience, values, sense of conscience and honor are not genetically encoded or transmitted.

Whether these prerequisites will be realized at all, what social qualities and properties they will be embodied in depends on the environment in which the given organism will develop. Outside the social environment, the human body does not turn into a person. Science has accumulated many examples that tell about the fate of children (for example, Mowgli) who, for one reason or another, find themselves outside social ties. As a result, the individual's organism developed, but did not acquire even elementary social properties (speech, thinking, not to mention a sense of conscience, shame, etc.). (Such people in sociology are called feral).

This is one side of the connection between the biological organism and the social environment, which is important for the process of socialization. There is another. It concerns the stages of formation and development of the spiritual world of the individual, the forms and terms of mastering its social requirements, expectations, values.

American explorer L. Kolberg offered theory of the moral development of the individual.

He singled out three main levels of moral consciousness of the individual:

1. "Domoral" The levels correspond to the following stages:

a) the child obeys to avoid punishment;

b) the child is guided by selfish considerations of mutual benefit (obedience in exchange for some specific benefits and rewards).

2. "Conventional" the level corresponds to the stage:

a) the model of a "good" child, driven by a desire for approval from others and shame before their condemnation;

b) setting to maintain the established order and rules (it is good that it corresponds to the rules).

3. Level "autonomous morality" correspond to the stage:

a) a teenager is aware of the relativity, conditionality of moral rules and requires their logical justification, trying to reduce it to the principle of utility;

b) the "relativism" of the previous stage is replaced by the recognition of a higher law corresponding to the interests of the majority. Only after this

c) stable moral principles are formed, the observance of which is ensured by one's own conscience, regardless of external circumstances and reasonable considerations.

The results testify to the presence of a stable regular connection between the level of a person's moral consciousness, on the one hand, and his age and intellect, on the other. The number of children standing at the "pre-moral" level sharply decreases with age. For adolescence, the most typical orientation is to the opinion of significant others or to the observance of formal rules (conventional morality). In adolescence, a gradual transition to autonomous morality begins, which, as a rule, lags far behind the development of abstract thinking; the latter goes much faster than moral maturation.

In essence, we are talking about the gradual formation of one's own "I" of the individual. This process is based on the transition from the spiritual world of childhood, guarded, controlled, regulated by adults (i.e. externally regulated behavior) to the ideological and moral image of an independent person, developing on the basis of personal conviction, self-regulation, self-government. Externally, this restructuring of the spiritual world can manifest itself in increased criticality, combined with shyness, sincerity and emphasized self-confidence, the desire to discuss "philosophical", eternal questions - the contradictory unity of children's and adult traits. Through doubts, through high criticality, a person tries to understand the world, himself, to be convinced for certain of the justice of the values ​​and ideas inspired by him.

The helplessness of the child, his dependence on the environment make you think that the process of socialization takes place with someone else's help. The way it is. Helpers are people and institutions. They are called agents of socialization.

Socialization agents- people and institutions responsible for the teaching of cultural norms and the assimilation of social roles.

These include:

Agents of primary socialization

Parents, siblings, grandparents, close and distant relatives, nannies, family friends, peers, teachers, coaches, doctors, youth group leaders; primary socialization includes family, relatives and friends;

Agents of secondary socialization

Representatives of the administration of a school, university, enterprise, army, police, church, state, employees of television, radio, press, parties, courts, etc.

Because the socialization subdivided into two types:

- primary

- secondary

insofar as agents of socialization are divided into primary and secondary.

Primary socialization concerns the immediate environment of a person and includes primarily family and friends, and the secondary one refers to the mediated or formal environment and consists of the impacts of institutions and institutions.

The role of primary socialization is important in the early stages of life, and the secondary - in the later stages.

Primary socialization is carried out by those who are connected with you by close personal relationships (parents, friends), and secondary - by those who are formally connected with business relations. The same teacher, if there is no trusting relationship between him and the student, turns out to be among the agents not of primary, but of secondary socialization. The policeman or policeman always acts as a secondary socializer.

Agents secondary socialization influence in a narrow direction, they perform one or two functions. The school provides knowledge, the enterprise - the means of subsistence, the church - spiritual communication, etc. On the contrary, the agents of primary socialization are universal, they perform many different functions: the father plays the role of a livelihood earner, guardian, educator, teacher, friend. Peers act as play partners.

One of the most important features of the socialization process is the fact that socialization is carried out not only during childhood and adolescence, but throughout the life of an adult, continuously continuing to master new statuses and roles for themselves and the social qualities they require.

The process of acquiring, clarifying, developing a person's social properties, qualities, in fact, knows no age limits. The moral development of this or that individual may be delayed at a certain stage, but the process of socialization itself never ends. Socialization is carried out most intensively in childhood and adolescence, but personality development continues both in middle age and in old age, although, of course, some kind of base, foundation, formed in youth, is preserved.

Weaning from old values, norms, roles and rules of behavior is called desocialization.

The next stage of teaching new values, norms, roles and rules of behavior to replace the old ones is called resocialization.

Desocialization and resocialization are two sides of the same process, namely adult, or continued, socialization.

Although the process of socialization continues at this age, it changes significantly. Now desocialization (rejection of the old) and resocialization (acquisition of the new) come to the fore. Sometimes a person finds himself in such extreme conditions, where desocialization goes so deep that it destroys the moral foundations of the individual, and resocialization is superficial. It is not capable of restoring all the wealth of lost values, norms and roles. It is she who is faced by those who end up in prisons and colonies, psychiatric hospitals, and in some cases, those who serve in the army.

Prominent American sociologist Irving Goffman, who carefully studied these, as he put it, "total institutions", identified the following signs of resocialization in extreme conditions:

Isolation from the outside world (high walls, bars, special passes, etc.);

Constant communication with the same people with whom the individual works, rests, sleeps;

Loss of the former identification, which occurs through the ritual of dressing (throwing off civilian clothes and putting on a special uniform);

Renaming, replacing the old name with a "number" and obtaining the status: soldier, prisoner, sick;

Replacing the old environment with a new, impersonal one;

Weaning from old habits, values, customs and getting used to new ones;

Loss of freedom of action.

In such conditions, the individual is not only disoriented, but morally degraded.

Desocialization can be so deep that positive resocialization will no longer help - the foundations of the personality will be destroyed.

Another important feature of the socialization process is implementation of the socialization of the individual as intentionally, in the form of an explicit function (for example, through educational institutions), so unintentionally, as a hidden (latent) function of social institutions. In the first case, a person directly "gets used" to any social role, encountering its difficulties and imitating any difficulties. In the second case, we are talking about the fact that the actual functioning of the system of social values ​​has a decisive, albeit unintended, impact on the formation of personality.

In addition, it must be emphasized that the process of socialization is the acquisition by a person of his individuality, its individually-concrete social face. Thus, the process of socialization is not reduced to passive adaptation, the adaptation of the personality to social conditions, the acquisition of certain standard features by it. It is the result of the interaction of external (social), internal (biogenetic, innate and spiritual) factors and the individual's own actively transforming activity. On the basis of innate qualities and acquired knowledge of norms and values, a person, relying on the characteristics of his own temperament, makes himself, being his own achievement and choice, and creates himself as an individuality and unique integrity.

from lat. socialis - public), development and self-realization of a person throughout life in the process of assimilation and reproduction of the culture of society. The term "S." borrowed from political economy, where it denoted the socialization of land, means of production, etc., in relation to human development, it began to be used in the third of the 19th century, when Amer. sociologist F. G. Giddings (1885-1931). in book. "The Theory of Socialization" (1887). used it in a meaning close to modern - "development of social nature" or the character of the individual, "preparation of human material for social life."

S.'s process can be conditionally represented as a combination of four components: the spontaneous S. of a person in interaction and under the influence of objective circumstances of the life of society, the content, nature, and results of which are determined by social and economic. and sociocultural conditions; regarding the directed S., when the state undertakes certain economic, legislative, organizational. measures to solve their problems, to-rye objectively affect the change in the possibilities and nature of development, on the life path of certain age and / or socio-professionals. groups of the population (determining the obligatory minimum of education, age of service in the army, retirement age, etc.); regarding socially controlled S. - the planned creation by society and the state of organizational, material and spiritual conditions for development (education). person; self-change of a person (more or less conscious), having a pro-social, anti-social or anti-social vector, in accordance with the individual, resources and in accordance with or contrary to the objective conditions of his life.

In ancient times, a person was included in the life of society in a spontaneous, natural way, organically assimilating what social practice required of him (this is also typical for modern primitive societies), i.e. S. and education were syncretic (fused, undivided ).

In early class societies, a special period in a person's life (childhood) stood out. and special activities of the department representatives of the society to prepare a growing person for life, i.e. in S. a relatively autonomous process of education appeared.

On the definition stages of social and economic. development of a particular society (as the complexity of its structure and life activity increases). education is differentiated into family, religious and social; in the process of education, training is first distinguished as systematic. transfer of knowledge and skills, and then education as a system of education and enlightenment; education spreads from elite to lower strata and covers an increasing number of age groups (from children to adults); education becomes a special function of society and the state, turns into a social institution.

Education is fundamentally different from spontaneous and directed S. education in that it is based on social action, which M. Weber defined as a directed problem solving, consciously oriented towards the response behavior of partners and involving subjective comprehension of possible options for the behavior of people, with which the person interacts.

S. is a continuous process, since a person constantly interacts with society. Education is a discrete (discontinuous) process, because, being systematic, it is carried out in certain organizations, i.e. limited by place and time.

The question of how a person becomes a member of society was in the center of attention of thinkers and philosophers in ancient times, studied within the framework of traditions. problems of human knowledge (education, formation and development of personality, continuity of generations, etc.). In the 20th century S. gradually turns into independent. area of ​​study in decomp. sciences (until the 60s of the 20th century, human development was studied only in childhood, adolescence, youth, and only in the 60s-90s did it begin to include adulthood and old age).

Sociology considers S.'s processes in the macrosystem of society—their correlation with its social structure, the system of societies, relations, and politics. device, societies, and state. in-you S.

Social psychology reveals the socializing functions of the immediate. human environment: features decomp. communities and their subcultures; interpersonal relations of peers of the same and different sexes, representatives of different generations and ethnic groups. groups; intragroup and intergroup interactions.

Developmental psychology provides a great deal of material for studying S., exploring cognitive processes, perception, emotions. reactions, communicative qualities, defense mechanisms, psychosexual development, etc. at different times. stages of the human life cycle.

Ethnography is engaged in monographic. and compare, by studying the processes of growing up and S. in decomp. societies and cultures, identifying ethnic. variations in the development of individual qualities of a person, their dependence on socio-cultural factors, the history of society, the evolution of institutions, style and means of S.

Pedagogy is occupied by S. of a person at all age stages in two aspects. First, it explores the essence of its relatively socially controlled part - education, its trends and prospects, determines its principles, content, forms and methods. Secondly, spec. a section of pedagogy - the sociology of education - studies society as a socializing environment, reveals its upbringing. opportunities to find ways and means of using and strengthening positive influences on a person and leveling, correcting, compensating for negative ones. In addition, pedagogy requires data from other sciences about S., which allows it to look for ways to integrate education. forces of society, to update the possibilities of the subjects of education, to use and modify psychol. and socio-psychol. mechanisms of human functioning in society.

For pedagogy, works that study S. at an interdisciplinary level are of particular importance (represented in the Russian literature only by I. S. Kon's fundamental monograph "Child and Society", 1988).

Franz. sociologist E. Durkheim (one of the first to pay close attention to the problem of S.). emphasized that any society seeks to form a person in accordance with his universal moral, intellectual and even physical. ideals. Naturally, the content of these ideals depends on the source. traditions, features of development, social and political-tich. building society, but at the same time in modern. conditions S. has many characteristics that are common or more or less similar to decomp. societies. The universal problem of S., according to Amer. sociologist T. Parsons (T. Parsons, 1902-79), - to form among the "newcomers" entering the community feelings of at least loyalty and, as a maximum, devotion to the social system. Accordingly, the process of S. in decomp. societies, keeping specifics, gets a number of universal lines that is connected with global tendencies of development about-va.

"Mastering the Props of Orientation for Satisfactory Functioning in Role". Thus, a person is considered, first of all, as an object of S.

However, a person becomes a full-fledged member of society, being also a subject of S., assimilating social norms and cultural values ​​in unity with the realization of his activity, self-development and self-realization in society. One of the first to draw attention to this was Amer. scientist, creator of the theoretical and methodological. symbolic directions. interactionism J. G. Mead. The active role of the person himself in the process of socialization, according to Mead, is connected with the fact that both society and the social individual constitute a set of interindividual interactions (interactions). Developing this approach, Amer. scientist W. M. Went-worth (W. M. Wentworrth). noted that the process of S., being part of the real culture of society, is intersubjective in nature, and the child becomes its full-fledged participant. He considered S. as interaction, in the course of a cut the person and a society "interpenetrate". In his opinion, S. through the process of interaction represents the “adult world” to the “newcomer” (child), “constructs” a minimum of the world, which is always incomplete, and therefore problematic from the point of view of both adults and children. In this regard, adults and children establish a definite relationship between themselves. order and create a new, so-called. "contractual reality"; the child and the adult become subjects of social control and power.

A person becomes the subject of S. objectively, because at each age stage he faces tasks (natural-cultural, socio-cultural, socio-psychological; see Age approach in education), for the solution of which he more or less consciously, and more often unconsciously sets appropriate goals for himself, i.e. shows its subjectivity.

Solving the problems of all three groups is necessary for the development of personality. Problems not solved on k.-l. age stage, can later become the cause of a delay in the development of the personality, or its inferiority, and also manifest itself through means. a period of time in the actions of a person, to-rye others are perceived as unmotivated.

The goals that a person sets for himself can be, depending on the degree of their awareness, more or less adequate to the conditions, opportunities, personal resources. A person consciously or unconsciously determines the reality and success of achieving certain goals. Having discovered a discrepancy between his requests and the possibilities of satisfying them, he can change goals, look for the best ways to achieve them, i.e. actively demonstrate their subjectivity in the process of S.

Man is not only an object. the subject of S., but, in one way or another, her victim. Successful S. presupposes an effective adaptation of a person to society and, at the same time, the ability to resist it in those life conflicts that hinder self-development, self-determination, and self-realization. A person who fully identifies himself with society (conformist) can be regarded as a victim of S. A person who is not adapted to society - a deviant of one kind or another - is also a victim of S. It follows that the process and result of S. contain an internal, up to the end is an insoluble conflict between the measure of a person's identification with society and the degree of his isolation in society. The magnitude, severity and manifestation of this conflict, the balance of identification and isolation in each case are associated both with the type of society and with the styles of education that are characteristic of society as a whole, for certain sociocultural strata, families and educators. org-tions. Besides, S. of the concrete person in any society proceeds in the conditions connected with numerous. dangers that have a negative impact on its development, which objectively leads to the emergence of entire groups of people who become or may become victims of unfavorable conditions of S. (these problems are studied by social and pedagogical victimology).

S. of a person occurs in interaction with decomp. people, groups, environments. Amer. teacher U. Bronfenbrenner. considers that S. of the child is carried out as a result of its interaction in ecol. environment, to-ruyu he understood as a concentric system. structures of micro-, meso-, exo- and macrosystems. A microsystem is a structure of activities, roles and interpersonal relationships in a particular environment of a person; mesosystem - the relationship of two or more environments in which a person participates (eg, family, school, peer group, neighbors, etc.), exosystem - one or more. environments where the individual is not an active participant, but experiences their definition. influence (eg place of work of parents); macrosystem - combines the content of micro-, meso- and exosystems, to-rye exist at the level of culture as a whole. I. S. Kon, speaking of S. in early youth, calls the leading institutions of S. give birth, family, school, peer society and mass media. The entire set of conditions in which S. of a person flows throughout his life can be combined into four groups of factors: megafactors - space, planet, world; macro factors - country, ethnic group, society, state; mesofactors - the conditions of S. of large groups distinguished by the place or type of settlement (region, village, city), by belonging to the audience of mass communication networks (radio, television, etc.), by belonging to a particular subculture; microfactors (family, peers, microsociety, educational, as well as various social, state, private and religious organizations). Microfactors affect a person through the so-called. agents C, t with persons from the immediate social environment (parents, relatives, neighbors, teachers, friends, then spouses, work colleagues, finally, own children, members of their families, etc.).

C is carried out with the help of means specific to a particular society, social stratum, age, ways of caring for a baby, methods of reward and punishment in the family, in peer groups, in educate. industries, state, societies, religions. and other org-tions, followed by familiarizing a person with various relationships in communication, play, cognition, subject-practical. and spiritual and practical. activities, etc.

There are different approaches to the definition of "mechanisms" With So, the French psychologist G Tarde (G Tarde, 1843-1904). considered imitation to be the main one, which he raised both to psychological grounds (desires, biol. needs) and to social factors (prestige, obedience and practical benefits).

Bronfenbrenner considered progressive accommodation (adaptability) to be S.'s mechanism. between an actively growing human being and the changing conditions in which he lives. V. S. Mukhina considers the identification and isolation of the personality as mechanisms C, and A. V. Petrovsky - a regular change in the phases of adaptation, individualization and integration in the process of personality development From the point of view of pedagogy, one can select several universal mechanisms C, to-rye must be taken into account and partially used in the process of educating a person at different age stages.

Traditional the mechanism is an unconscious and uncritical perception and assimilation by a person of norms, standards of behavior, views characteristic of the family, neighbors, friends, etc. , to-rye not always correspond to socially approved. The institutional mechanism C functions in the process of human interaction with the institutions of society and the state (educational, as well as implementing socializing functions in parallel with the main activity), which contributes to the accumulation by a person of knowledge and experience of socially approved behavior, as well as the experience of its imitation.

The stylized mechanism of socialization operates within a certain subculture, which affects a person to the extent that peer groups, professional colleagues, etc., who are its carriers, are referential for him. The interpersonal mechanism C is realized in the process of a person's communication with persons subjectively significant for him (parents, teachers, adults, friends, etc.). The action of all C mechanisms is mediated to a greater or lesser extent by reflection - those ext. dialogue, in which a person considers.n. accepts or rejects the values ​​inherent in society, family, significant persons T with a person is formed and changes as a result of his awareness and experience of the reality in which he lives, his place in it and himself.

It happens to a person with the help of all mechanisms, however, in different gender, age, sociocultural and prof. groups, the ratio of the influence of mechanisms C is different. mechanism, in large cities - institutional and style mechanisms. In the field of leisure, the style mechanism is leading, and the standard. lifestyle is largely formed with the help of the traditional. For people of the introverted type (turned inward, characterized by increased anxiety, self-criticism). the reflex mechanism is of great importance.

The result of S. is socialization. Based on a large number of works scientists AS Volovich revealed different points of view on the content of this concept Socialization in the most. in general terms, it is understood as “the formation of traits set by status and required by a given society”. There is also an approach to socialization as the assimilation of personal and social qualities, to-rye will characterize it at the next stage of development American researcher A Inkels (A Inkeles). called it "looking ahead"—learning what a child needs to be now in order to succeed as an adult.

Characteristics of the individual are identified that provide a successful C ability to change one's value orientations, the ability to find a balance between one's values ​​and the requirements of a role when choosing an attitude to social roles, an orientation not to specific requirements, but to an understanding of universal moral human values.

Studies on C indicate the variability of society and, in this regard, it is emphasized that socialization has a "mobile character" So, T But (T Bat). notes that social changes can turn a previously formed socialization into an unsuccessful one and the ability to achieve success again depends on the ability of the individual to adapt to new conditions. social prescriptions [according to the American scientist K K Kelley (K K Kelley), human social development is a continuous process of resocialization]

So, C of a person is carried out in the process of his interaction with many factors, groups, org-tions, agents with the help of various mechanisms, which not only complement each other, but are to some extent mismatched and contradict each other. All this determines a certain degree of human autonomy, which is necessary for the formation of personality

Lit Giddings F, Foundations of Sociology, M, 1898, Durkheim E, Method of Sociology, K - Kharkov, 1899, M and d M, Culture and World of Childhood, M 1980, Ethnography of Childhood, ed. And in con. a, v 1-4, M, 1983-, K o i S, In search of oneself, M, 1984, his own, Psychology of early youth, M 1989 MukhinaV S Problems of the genesis of personality, M, 1985 Psychology of a developing personality, ed. A V Petrovsky, M, 1987, Andreeva G M, Social psychology, M, 1994, Mudrik A V, Introduction to social pedagogy, Penza, 1994, M c a d J H Mind, seif and society, Chi, 1934, Parsons I. BalesR F, Family socialization and mteraction process L, 1956, Inkeles A Society, social structure and childhood socialization Socialization and society Ed by I A Clausen, Boston, 1968, B r o n-fenbrenner U, The Ecologe, 1979, WentworrthW M, Context and under-standmg an mquiky mto socialization theory, no. Y-Oxf 1980 A V Mudrik.

Great Definition

Incomplete definition ↓

After birth, absolutely every person begins his integration into social society. This is a very important moment of formation, which gives the person the necessary experience and knowledge to help him in the future. Also, socialization can be attributed to the practical and theoretical skills of a person received by him in the process of growing up. It is an integral part of a fulfilling life for any person. Let's take a closer look at the types of socialization. How do they differ and what features do they have.

What is the socialization of the individual

This term usually means a process that involves the assimilation by a person of a certain social experience of the society in which he constantly resides. Thanks to this, thinking and the ability to logically build communication with the outside world develop.

During his formation as a person, a person not only assimilates all the information received, but also transforms it into his own concepts and various values. The socialization of an individual in society, in fact, is an adaptation, that is, an experience that gradually develops from a variety of components. This includes cultural values, communication provisions and much more. Thus, socialization directly depends on the society in which a person was born. Accordingly, the norms of behavior can differ significantly in a given country.

Socialization of personality in psychology

Every person needs to belong in one way or another to the society in which he grew up. Accordingly, he identifies himself with his environment. In psychology, socialization is defined as the fulfillment of the requirements of the community, due to which one's own line of behavior is developed in a wide variety of situations. In this case, it all depends on the nature of the individual and its characteristics.

It should be understood that socialization is a two-way process. In addition to the fact that the person himself forms his own norms, he also adapts them for himself. As a result of this, small changes occur in the world around us. If we consider examples of socialization, it will become clearer. Suppose a person has basic knowledge in the field of physics. Having processed this information and received the appropriate education, he developed a new formula that influenced the future of this science. This is a global example. There is a simpler analogy. Suppose a person was instilled with some norms of etiquette, but for one reason or another, he considered it inappropriate. As a result, he acquired his own moral values, which can influence his environment. These examples of socialization allow us to better understand the very process of becoming a person. It must be understood that in any case, each individual in one way or another interacts with a group of people around him, regardless of their status or other characteristics.

What contributes

Socialization and adaptation make it possible to form in the human brain the necessary set of values ​​and rules that he will apply to the world in the future. These processes begin from childhood, when the parents of a young child begin to lay the foundation for the first mental and physical skills. After that, a person is trained in a kindergarten, school and institute. During this period, he receives more knowledge from other people, continuing to explore the world. Thanks to this, a person learns to communicate with the people around him and understands that the form of interaction with them can be different.

In addition, the socialization of the child is very important, as it teaches him self-control. Gradually, a person begins to learn how to react to certain events in his life. Thanks to this, he learns to distinguish between the inner and the outer world.

Types of personality socialization

There are several variations of this process. They differ depending on many factors. However, these mechanisms are conditionally divided into the following groups:

• primary socialization. This process begins from the moment the child begins to perceive society. At the same time, he focuses exclusively on his family. The child begins to perceive the adult world. Primary socialization directly depends on the parents of the child. More precisely, on how correctly they can show him the world around him.
• secondary socialization. This process has no time limit and lasts until a person enters a particular social group. This mechanism starts when the child starts going to kindergarten. In a new atmosphere for himself, he can try on new roles and evaluate which one suits him best. He also has the opportunity to evaluate his actions from the outside. In the process of secondary socialization, a person often encounters certain inconsistencies. For example, at the moment when the child understands that the values ​​of his parents may not coincide with the interests and norms of other people. In this case, the child goes through the stage of self-identification and chooses one side or another based on their feelings and experiences.
• Localized (directed) socialization. In this case, we are talking about the comprehension of certain values. Here, socialization is divided into a number of specific areas: early, gender, organizational and others. It is also an important stage in the formation of personality.

Early socialization

In this case, we are talking about a certain "rehearsal" of a particular stage. A good example of this type of socialization is the beginning of the cohabitation of a man and a woman. Before marriage, partners must learn from each other and compare their life positions. In that situation, each of them takes over some of the values ​​from their soul mate.

A long stay within a small group (in this case, consisting of two people) leads to the formation of more stable behavioral and sociocultural models.

Gender socialization

It is also often referred to as gender role. In this case, we are talking about a type of socialization, which involves the identification of personality differences between men and women. During this period, a person is identified according to a number of standards and generally accepted norms. At the same time, this type of socialization can last throughout life.

This mechanism implies the realization that the individual begins to realize the fact that in case of deviation from the norms, he will face censure from other members of society.

Desocialization

This phenomenon proceeds in an absolutely reverse order. In this case, we are talking about the fact that the person "falls out" of the generally accepted framework and begins to identify himself with a detached unit. It is not uncommon for people suffering from desocialization to deliberately break boundaries and try to oppose generally accepted values.

Most often, this phenomenon is observed in those whose families practiced violence. Alcoholics and drug addicts also fall into this category.

family socialization

In this case, the child observes the members of his family and learns from their experience. Such socialization of a child depends on several factors:

• The composition and structure of the family.
• The position the child occupies in the family hierarchy.
• Chosen model of education. For example, parents and more distant relatives may impose their values ​​on a child.

Much also depends on the moral and creative potential of family members.

Occupational and labor socialization

Another adjustment of a person's values ​​occurs when he begins his career and gets to know colleagues. In this case, he is forced to adapt to a new environment. The fact is that at work he must adhere to business etiquette, without which the individual will not be able to move further up the career ladder or, for example, receive the necessary certification and advanced training.

In addition, a person must learn new labor skills for him.

Subcultural group socialization

In this case, we are talking about the environment in which the person stays during the holidays or in any other period of his life. A person can communicate with different people and have many friends, each of whom will contribute to the accumulation of experience.

At the same time, a person gets acquainted with new cultural characteristics of society, religious and cultural characteristics, etc. In addition, a person communicates with people of different ages or status. All these factors allow the formation of new behavioral models that will adapt as they get to know new comrades.

Functions of socialization

This mechanism is of great importance for the formation of personality. Among the main functions are:

• Normative-regulatory. This means that absolutely everything that surrounds a person can have one or another influence on him. In this case, we are talking about the family, the politics of the country, religion and much more.
• Personally transformative. In the process of communicating with other people, a person begins to show his individual qualities and characteristics. Thus, he is separated from the general mass.
• Value orientation. This category resembles a regulatory one. However, in this case, a person adopts from everything around him not experience, but certain values.
• Information and communication. In this case, the way of life of an individual forms his way of life on the basis of the experience of communication with various representatives of society.
• Creative. If a person is brought up in the right environment, this will help a person learn to improve the world around him.

Stages of socialization

The formation of personality does not happen immediately. Each person goes through several stages:

• Childhood. According to numerous studies, experts have come to the conclusion that a child perceives his "I" 70% better at a young age. When the baby grows, he equates himself more with the environment.
• Teenage years. At the age of 13, the child begins to take on more and more responsibility and a variety of obligations.

• Youth. This is another stage of the type of socialization that begins at the age of 16. During this period, the teenager begins to make important and more serious decisions. This means that he begins to take responsibility for his life. In addition, during this period, he begins to equate himself with a certain group of society.

• Adulthood. This period starts at the age of 18. At that time, all the internal instincts of the individual are aimed exclusively at the formation of personal life. During this period, a person truly falls in love for the first time and discovers new emotions.

4.1.1. Personality socialization

The process of formation determines the development of personality under the influence of natural and social forces. But even a fully formed person is not yet fully ready to live in society: he does not have education, profession, communication skills; he poorly imagines the structure of society, he is not oriented in social processes.

Simultaneously with the process of personality formation, there is a process of its socialization.

Socialization is the introduction of a person into society, his mastery of the skills and habits of social behavior, the assimilation of the values ​​and norms of this society.

If the process of formation is especially intensive in childhood and adolescence, then the process of socialization intensifies the more, the more actively the individual enters the system of social relations. Children's games, upbringing and training at school and university, mastering a specialty and serving in the army, etc. - all these are external manifestations of the socialization process.

The differences between socialization and formation are as follows:

socialization changes external behavior, and personality formation establishes basic value orientations;

socialization makes it possible to acquire certain skills (communication, professions), and the formation determines the motivation of social behavior;

personality formation creates an internal psychological attitude to a certain type of social action; socialization, by correcting these social actions, makes the whole attitude more flexible.

The process of socialization in Soviet sociology was tied to labor activity, which was understood as work paid by the state. With this approach, three types of socialization are distinguished:

pre-labor (childhood, school, university);

labor (work in production);

post-work (retired).

Such a periodization, which emphasized labor activity, unsatisfactorily revealed the essence of socialization in childhood and inadequately considered the situation of pensioners.

It seems simpler and more convenient to divide the process of socialization into two qualitatively different periods:

primary socialization - the period from birth to the formation of a mature personality;

secondary socialization (resocialization) is the restructuring of an already socially mature personality, usually associated with mastering a profession.

The process of socialization of the individual proceeds on the basis of social contacts, interactions of the individual with other individuals, groups, organizations, institutions. In the process of this interaction, the social mechanisms of imitation and identification, social and individual control, and conformism are triggered. Social, national, professional, moral, racial differences of people leave their mark on them.

Sociological research shows that parents from the middle strata of society are flexible about the power of authority. They teach their children to make sense of the facts and take responsibility for their decisions, and encourage empathy. In families of the lower strata of society, where parents are mainly engaged in manual labor and work under strict control, they inspire children with a willingness to submit to external authority, power. Here, obedience is given more importance than the development of creative abilities.

National differences, national values ​​and norms also have a significant impact on the socialization of the individual.

Consider, for comparison, American and Russian national values ​​(Table 4).

It is clear that, having experienced the same processes of socialization, but absorbing, joining different norms and values, Americans and Russians acquire different personality traits. However, it should be noted the impact of the reforms and the general direction of the development of Russian society on the change in the basic national values ​​and traits of the national character, which originate in the features of the Russian community in the direction of bringing them closer to the more rational characteristics of developed post-industrial societies.

The main means of socialization that ensure social contact between individuals, an individual and a group, organization are:

values ​​and norms of behavior;

skills and abilities;

statuses and roles;

incentives and sanctions.

Let's take a look at these tools.

Language is the main tool of socialization. With its help, a person receives, analyzes, generalizes and transmits information, expresses emotions and feelings, declares his position, point of view, gives assessments.

Values, as we have already found out, are ideal ideas, principles with which a person relates his actions, and norms are social patterns of thinking, behavior, and communication learned by a person.

Skills and abilities are patterns of activity. They play not only a behavioral, but also a didactic (teaching) role in subsequent socialization. The formation of skills and abilities is called socialization for socialization, since the skills and abilities fixed in behavior help to master new skills and abilities faster and more confidently. For example, mastering a computer significantly expands the horizons of a specialist, helps him not only to obtain the necessary information, but also gives him new communication skills in the worldwide electronic network Internet.

To illustrate the sociological term "status", we introduce the concept of "social space", by which we mean the totality of the social positions of a given society, i.e., the entire volume of the so-called "social pyramid". Social space, as we see, does not coincide with the geometric. For example, in geometric space the king and jester are almost always side by side, but in social space they are separated by almost the entire height of the social pyramid.

Social status is the position of the individual in the social space, in the social pyramid, in the social structure of society. Social status is characterized by social position (that is, belonging to a certain class, social stratum, group), position, earnings, respect for other people (prestige), merit, awards, etc.

It should be noted personal status, which is characterized by personal qualities and is more pronounced in a small group.

For example, in any long-established team, especially in off-duty hours, communication takes place on the basis of personal rather than social status, if the differences in positions are small.

One and the same person can have several statuses. For example: engineer, husband, true friend, football fan, etc.

The status acquired from birth is called prescribed status. For example: the son of a big boss.

The position of the individual in the social pyramid, which she has achieved by her own efforts, is called the achieved status.

The behavior of a person associated with his social status, that is, dictated by the position of a person in society, is called a social role.

The totality of all social roles corresponding to all social statuses of an individual is called a role set.

Social roles, all the variety of social behavior of an individual are determined by social status and the values ​​and norms prevailing in society or in a given group (Fig. 3).

Personality behavior

If a person's behavior corresponds to social (group) values ​​and norms, he receives social encouragement (prestige, money, praise, success with women, etc.); if not, social sanctions (fines, condemnation by public opinion, administrative penalties, imprisonment, etc.) (Fig. 3).

With the help of the means of socialization (language, values ​​and norms, skills and abilities, statuses and roles), it becomes possible to constantly interact between personalities, personality and socialization institutions, i.e. those groups that ensure the process of entry of the young generation into society.

Let us consider in more detail the main institutions of socialization.

The family is one of the leading determining agents of socialization. It has a functional impact not only on the formation and socialization, but also on the formation of the entire personality structure. Empirical studies show that in conflict or incomplete families, the percentage of children with deviant behavior is much higher.

Peer group - performs the function of "protection" from seizing the priority of adults in the process of socialization. Provides the emergence of such personality traits as self-reliance, independence, social equality. Allows the socializing personality to show new emotions and feelings that are impossible in the family, new social ties, statuses and roles (leader, equal partner, outcast, marginal, etc.).

The school acts like a society in miniature. It gives new knowledge and socialization skills, develops intelligence, forms values ​​and norms of behavior. In contrast to the family, it allows us to understand the meaning of formal statuses and roles (the teacher as a formal and temporary boss). The school is more authoritarian, routinized. Her social space is impersonal, since teachers, director cannot be as affectionate as parents; besides, any teacher can be replaced by another person.

The mass media form values, images of heroes and anti-heroes, provide patterns of behavior, knowledge about the social structure of society. Act impersonally, formally.

The army carries out specific, secondary socialization (resocialization). Military education enables a young officer to quickly infiltrate the military system. Another thing is those called up for military service. The difference in values ​​and stereotypes of behavior in civilian and military life is manifested sharply and often causes social protest among young soldiers. This is also a kind of institution of socialization, a form of mastering new social norms. It is important that such protests take place at a low level of conflict, do not cause mental shocks in young people. For this, special training is used (pre-conscription fees, a course for a young soldier), and the activities of commanders, military sociologists and psychologists are aimed at this. Old-timers who have undergone secondary socialization are not so much protesting as "trying on" the new roles of "civilian" life.

If the protest takes open forms and acts constantly, this means the so-called unsuccessful socialization.

Sociological studies show that when only authoritarian pressure is used in the process of socialization, calculated on blind obedience, then a person who then finds himself in a non-standard critical situation and finds himself without a boss cannot find the right way out. The result of such a crisis of socialization can be not only failure to complete the task, but also stress, schizophrenia, suicide. The reason for these phenomena lies in simplified ideas about reality, fear and suspicion, lack of empathy (empathy), personality conformism, formed during unsuccessful socialization.

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