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Man as an object, subject and victim of socialization .

Every person, especially in childhood, adolescence and youth, is an object of socialization. This is evidenced by the fact that the content of the socialization process is determined by society’s interest in a person successfully mastering the roles of a man or a woman (gender-role socialization), creating a strong family (family socialization), and being able and willing to competently participate in social and economic life (professional socialization), was a law-abiding citizen (political socialization), etc.

It should be borne in mind that the requirements for a person in one or another aspect of socialization are made not only by society as a whole, but also by specific groups and organizations. The characteristics and functions of certain groups and organizations determine the specific and non-identical nature of these requirements. The content of the requirements depends on the age and social status of the person to whom they are presented.

Emile Durkheim, Considering the process of socialization, I believed that the active principle in it belongs to society, and it is society that is the subject of socialization. “Society,” he wrote, “can survive only when there is a significant degree of homogeneity among its members.” Therefore, it seeks to mold a person “in its own image,” i.e. asserting the priority of society in the process of human socialization, E. Durkheim considered the latter as an object of the socializing influences of society.

The views of E. Durkheim largely became the basis for the developed Talcott Parsons a detailed sociological theory of the functioning of society, which also describes the processes of human integration into the social system.

T. Parsons defined socialization as “internalization of the culture of the society in which the child was born”, as “mastering the requisites of orientation for satisfactory functioning in a role.” The universal task of socialization is to form among “newcomers” entering society, at a minimum, a sense of loyalty and, at a maximum, a sense of devotion to the system. According to his views, a person “absorbs” common values ​​in the process of communicating with “significant others.” As a result of this, adherence to generally accepted normative standards becomes part of his motivational structure, his need.

The theories of E. Durkheim and T. Parsons have had and continue to have a great influence on many socialization researchers. Until now, many of them consider a person only as an object of socialization, and socialization itself as a subject-object process (where the subject is society or its components). This approach is summarized in the typical definition of socialization given in the International Dictionary of Educational Terms (G. Terry Page, J. B. Thomas, Alan R. Marshall, 1987): “Socialization is the process of learning roles and expected behavior in relationships with family and society and developing satisfactory connections with other people.”

Man as a subject of socialization. A person becomes a full-fledged member of society, being not only an object, but also, more importantly, a subject of socialization, assimilating social norms and cultural values, being active, self-developing and self-realizing in society.

The consideration of man as a subject of socialization is based on the concepts of American scientists Ch.X. Cooley, W.I. Thomas and F. Znaniecki, J. G. Mead.

Charles Cooley author of the "mirror" theory I" and small group theory, believed that individual I acquires social quality in communications, in interpersonal communication within the primary group (family, peer group, neighborhood group), i.e. in the process of interaction between individual and group subjects.

William Thomas And Florian Znaniecki put forward the position that social phenomena and processes must be considered as the result of the conscious activity of people, that when studying certain social situations, it is necessary to take into account not only social circumstances, but also the point of view of the individuals included in these situations, i.e. . consider them as subjects of social life.

George Herbert Mead While developing a direction called symbolic interactionism, he considered “interindividual interaction” to be the central concept of social psychology. The set of interaction processes, according to Mead, constitutes (conditionally forms) society and the social individual. On the one hand, the wealth and originality available to this or that individual I reactions and modes of action depend on the diversity and breadth of interaction systems in which I participates. On the other hand, the social individual is the source of movement and development of society.

Ideas Ch.X. Cooley, W.I. Thomas, F. Znaniecki and J.G. Mead had a powerful influence on the study of man as a subject of socialization, on the development of concepts of socialization in line with the subject-subject approach. The authors of the ten-volume International Encyclopedia on Education (1985) state that “recent studies characterize socialization as a system of communication interaction between society and the individual.”

A person becomes a subject of socialization objectively, for throughout his life at each age stage he is faced with tasks, for the solution of which he more or less consciously, and more often unconsciously, sets appropriate goals for himself, i.e. shows his subjectivity(position) and subjectivity(individual originality).

Man as a victim of the socialization process. Man is not only the object and subject of socialization. He could become her victim. This is due to the fact that the process and result of socialization contain an internal contradiction.

Successful socialization presupposes, on the one hand, the effective adaptation of a person in society, and on the other, the ability to to a certain extent resist society, or more precisely, part of those life collisions that interfere with the development, self-realization, and self-affirmation of a person.

Thus, it can be stated that in the process of socialization there is an internal, not completely resolvable conflict between the degree of a person’s adaptation in society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance between adaptation in society and isolation in it.

A person who is fully adapted to society and is not able to resist it to some extent, i.e. conformist, may be viewed as a victim of socialization. At the same time, a person who is not adapted to society also becomes a victim of socialization - dissident(dissident), delinquent, or otherwise deviates from the accepted way of life in this society.

Any modernized society, to one degree or another, produces both types of victims of socialization. But we must keep in mind the following circumstance. A democratic society produces victims of socialization mainly contrary to its goals. While a totalitarian society, even declaring the need for the development of a unique personality, in fact purposefully produces conformists and, as a side inevitable consequence, people who deviate from the norms implanted in it. Even creative people necessary for the functioning of a totalitarian society often become victims of socialization, because they are acceptable to it only as “specialists” and not as individuals.

The magnitude, severity and manifestation of the described conflict are associated both with the type of society in which a person develops and lives, and with the style of education characteristic of society as a whole, for certain socio-cultural layers, specific families and educational organizations , as well as with the individual characteristics of the person himself.

Man as a victim of unfavorable conditions of socialization. The socialization of specific people in any society takes place in various conditions, which are characterized by the presence of certain dangers, influencing human development. Therefore, objectively, entire groups of people appear who become or may become victims of unfavorable conditions of socialization.

At each age stage of socialization, we can identify the most typical dangers that a person is most likely to encounter.

During the period of intrauterine development of the fetus: the ill health of the parents, their drunkenness and (or) chaotic lifestyle, poor nutrition of the mother; negative emotional and psychological state of parents, medical errors, unfavorable ecological environment.

In preschool age(0-6 years): illnesses and physical injuries; emotional dullness and (or) immorality of parents, parents ignoring the child and his abandonment; family poverty; inhumanity of workers in child care institutions; peer rejection; antisocial neighbors and (or) their children; video viewing.

At primary school age(6-10 years): immorality and (or) drunkenness of parents, stepfather or stepmother, family poverty; hypo- or hyperprotection; video viewing; poorly developed speech; lack of readiness to learn; negative attitude of the teacher and (or) peers; negative influence of peers and (or) older children (attraction to smoking, drinking, theft); physical injuries and defects; loss of parents; rape, molestation.

During adolescence(11-14 years): drunkenness, alcoholism, immorality of parents; family poverty; hypo- or hyperprotection; video inspection; computer games; mistakes of teachers and parents; smoking, substance abuse; rape, molestation; loneliness; physical injuries and defects; bullying by peers; involvement in antisocial and criminal groups; advance or lag in psychosexual development; frequent family moves; parents' divorce.

In early youth(15-17 years old): antisocial family, family poverty; drunkenness, drug addiction, prostitution; early pregnancy; involvement in criminal and totalitarian groups; rape; physical injuries and defects; obsessive delusions of dysmorphophobia (attributing to oneself a non-existent physical defect or deficiency); misunderstanding by others, loneliness; bullying by peers; failures in relationships with people of the opposite sex; suicidal tendencies; discrepancies, contradictions between ideals, attitudes, stereotypes and real life; loss of life perspective.

In adolescence(18-23 years): drunkenness, drug addiction, prostitution; poverty, unemployment; rape, sexual failure, stress; involvement in illegal activities, in totalitarian groups; loneliness; the gap between the level of aspirations and social status; Military service; inability to continue education.

Whether a particular person will encounter any of these dangers largely depends not only on objective circumstances, but also on his individual characteristics. Of course, there are dangers that any person can become a victim of, regardless of his individual characteristics, but even in this case, the consequences of encountering them can be associated with the individual characteristics of the person.

1. Cultural and historical prerequisites for the emergence of social pedagogy in Russia

   Abstract >> Pedagogy

   ... . Human How an object, subject And victim socialization. Human How an object socialization– passive participant, he is helped to pass socialization agents, institutions. 2 approaches in the interaction process: Subject –> an object Subject subject Human How victim ...

2. Victims violent crimes a sociological view of the problem

   Thesis >> Pedagogy

   It should be considered: “attitude towards person How to the means How to a final, predetermined... ricocheting victims And subjects no crimes victims from the totality objects, covered by the concept " victim...in the early stages socialization has a dominant influence...

3. Socialization personalities (11)

   Abstract >> Sociology

   Education. Thus, in the process socialization Human speaks and How her an object, And How subject. Moreover, the effectiveness of this... capable of resisting it (conformist) is victim socialization. Human, not adapted to society, also...

4. Socialization aggressive children in preschool educational institutions

   Thesis >> Psychology

   ... , Human initially introduced to life in society How living organism in the environment. Second level socialization - « subject - an object"...: 1) when there are destructive victims consequences; 2) when norms of behavior are violated...

Text of scientific work on the topic “Identification of threats to the socialization of a child in the family, the publication was carried out during exploratory research work within the framework of the implementation of a state scientific grant of the Vologda region to finance support for innovative research and development work of graduate students, No. 115 dated 08.23.2011”

assessment by the team of the quality of the result obtained.

Compatibility is a characteristic of a team, reflecting the extent to which existing interpersonal relationships carry a potential threat of alienation and interpersonal conflicts. The potential stability of a team reflects the degree to which work in it is attractive to its members. It manifests itself in the preservation of a constant composition of teachers for a long time or its slight, gradual variability.

The results obtained during the experimental study confirm the effectiveness of the formation of communicative activity of children with general speech underdevelopment, subject to the organization of value-orientation unity of interaction between specialists of a preschool educational institution of a compensatory type.

Literature

1. Denisova, O.A. Children's logopsychology / O.A. Denisova, O.L. Lekhanova, T.V. Zakharov / ed. IN AND. Seliverstova. - M., 2008.

2. Speech therapy / ed. L.S. Volkova, S.N. Shakhovskoy - M., 1998.

3. Povalyaeva, M.A. Corrective pedagogy. Interaction of specialists / M.A. Povalyaeva. - Rostov n/d, 2002.

4. Special family pedagogy / ed. IN AND. Seliverstova, O.A. Denisova, L.M. Kobrina. - M., 2009.

5. Filicheva, T.B. Speech therapy work in a special kindergarten / T.B. Filicheva, N.A. Cheveleva. - M., 1987.

O.Yu. Limarenko, S.V. Murashkina

Scientific supervisor: candidate of pedagogical sciences, professor N.V. Goltsova

IDENTIFYING THREATS TO A CHILD'S SOCIALIZATION IN THE FAMILY

The publication was carried out during exploratory research work within the framework of the implementation of the state scientific grant of the Vologda region to finance support for innovative research and development work of graduate students, No. 115 dated 08/23/2011

The article outlines the problem of identifying threats to the socialization of a child in the family. The results of an empirical study of the family as a microenvironment are presented. Resources for reducing the intensity of threats to socialization are identified.

Socialization, safe socialization, threat, danger, risk, microenvironment, family.

The problem of revealing threats of children’s socialization in the family is considered in the paper. The results of the scientific research of the family as micro environment are represented in the article. The research defines the resources of reducing the intensity of threats of socialization.

Socialization, safe socialization, threat, danger, risk, micro environment, family.

The socialization of an individual mostly consists of various types of social communities through

is considered as a process of his entry into the world of culture, values ​​and norms, on the basis of which

specific social connections and personal integration - socially significant personality traits are formed.

acceptance of their duties without strict control from the administration, as well as their willingness, on their own initiative, to take responsibility for performing some new work that is not formally part of their duties.

Team harmony characterizes the degree of readiness of its members, if necessary, to independently coordinate their actions with each other without turning to the leader. Harmony is especially important in teaching teams introducing innovations. If coordination of actions is carried out only through the manager, then the likelihood of success will be low.

Involvement in management characterizes the degree of influence of leading members of the teaching staff on decisions made by the administration regarding plans and organization of work of a preschool institution.

Team cohesion is a characteristic that reflects its ability to withstand internal and external influences that negatively affect the effectiveness of joint activities. If organization characterizes the group’s ability to form a rational structure of interaction between teachers, then cohesion characterizes the ability to maintain this structure. Cohesion depends on the unity of orientation, compatibility and potential stability of the team.

The unity of orientations shows the degree of acceptance by team members of its goals and the implemented methods of achieving them. This is expressed in the coincidence of opinions, assessments, attitudes and positions of educators in relation to various aspects of joint activity, primarily in agreement with

The process of personal socialization occurs most intensively in childhood, when all the basic value orientations are laid down, basic social norms and relationships are learned, and the motivation for social behavior is formed.

The socialization of the modern child takes place in conditions of uneven and unstable social development of Russian society. The main characteristic of the development of modern Russian society is its inconsistency: the essentially progressive process of modernization determines the instability of socio-economic processes in Russian society in recent decades, which carry various kinds of dangers. Dangers are: external threats to human life and health, his psychological and social development; internal threats emanating from the individual himself; threats that do not directly depend on the environment and personality. Thus, threats are multifactorial in nature.

Threat (danger) is defined as a property of living and inanimate matter that can cause damage to humans, the natural environment and material values ​​(resources).

The threat to socialization is the properties of the environment (ecological, family, everyday, educational, cultural, subject, geographical, social, etc.) and the individual that can cause real or potential harm to the productive sustainable development of the individual, damage the integrity of the individual; provoke underdevelopment (low level of development) of social intelligence, social competence and social interest, interpersonal social relations, social meanings of activity.

In modern literature, all threats are more or less classified and described. The most general classification of threats to the socialization of schoolchildren is presented in the works of A.V. Mudrika. The scientist presents a classification based on identifying the age stages of human socialization and the most typical dangers that are most likely to be encountered.

During the period of intrauterine development of the fetus: poor health of the parents, their drunkenness and (or) chaotic lifestyle, poor nutrition of the mother; negative emotional and psychological state of parents, medical errors, environmental environment.

In preschool age (0 - 6 years): illnesses and physical injuries; emotional dullness and (or) immorality of parents, parents ignoring the child and his abandonment; family poverty; inhumanity of workers in child care institutions; peer rejection; antisocial neighbors and (or) their children; video viewing.

At primary school age (6 - 10 years): immorality and (or) drunkenness of parents, stepfather or stepmother, family poverty; hypo- or hyperprotection; video viewing; poorly developed speech; lack of readiness to learn; negative attitude of the teacher and/or peers; negative peer influence and/or

older children (involvement in smoking, drinking, stealing); physical injuries and defects, loss of parents, rape, molestation.

In adolescence (11 - 14 years): drunkenness, alcoholism, immorality of parents; family poverty; hypo- or hyperprotection; video viewing; mistakes of teachers and parents; smoking, substance abuse; rape, molestation; loneliness; physical injuries and defects; bullying by peers; involvement in antisocial and criminal groups; advance or lag in psychosexual development; frequent family moves; parents' divorce.

In early youth (15 - 17 years old): antisocial family, family poverty; drunkenness, drug addiction, prostitution; early pregnancy, involvement in criminal and totalitarian groups; rape; physical injuries and defects; obsessive delusions of dysmorphophobia (attributing to oneself a non-existent physical defect or disadvantage); loss of life perspective, misunderstanding by others, loneliness; bullying by peers, romantic failures, suicidal tendencies; discrepancies, contradictions between ideals, attitudes, stereotypes and real life.

In adolescence (18 - 23 years): drunkenness, drug addiction, prostitution; poverty, unemployment; rape, sexual failure, stress; involvement in illegal activities, in totalitarian groups; loneliness; the gap between the level of aspirations and social status; Military service; inability to continue education.

The multifactorial nature of threats is revealed in the process of socialization of a child in the microenvironment of his life.

Modern studies of the microenvironment (family, school, place of residence, club, etc.) in its multifaceted influence on the development of a child are reflected in the works of Yu.S. Brodsky, L.P. Buevoy, N.V. Goltsova, R.G. Gurova, A.T. Kurakina, Yu.S. Manuilova, L.I. Novikova, V.I. Filonenko, N.D. Shurova, etc.). So, V.I. Filonenko defines the microenvironment as an element of the social environment as a whole, which includes specific conditions that directly affect the individual in the process of his practical activities (social conditions, socio-psychological climate, subject environment). Researchers note that the specificity of the microenvironment lies in direct interaction with the individual. The individual uniqueness of each person is largely the result of the influence of its microenvironment. The microenvironment is, on the one hand, one of the most important factors that accelerates or inhibits the process of personal self-realization, and on the other hand, it is a necessary condition for the successful development of this process. The microenvironment provides the individual with the conditions for formation and development on the basis of learning and assimilation of values, norms, attitudes, patterns of behavior inherent in a given society. At the same time, under the influence of human creative activity, it changes, transforms, and in the process of these transformations, people themselves change.

Structurally, the microenvironment can be represented by the totality of its components: children's educational team; yard company of peers at the place of residence; microdistrict; microenvironment of an educational institution; family, etc., which simultaneously act as microfactors of socialization. All components of the microenvironment can be sources of threats.

For a schoolchild, the microenvironment is most often determined by the boundaries of their place of residence. Residence in a city is represented by a microdistrict. Microdistrict is a unit of administrative division within which the activities of municipal bodies with the population of a particular residential area are carried out in all areas according to the program of social activities in the field of cultural, medical, trade services, housing and communal services, construction of institutions of public education, culture, sports, etc. . e. In the structure of administrative microdistricts, divided into polling stations, elections to local and supreme government bodies in our country are held. In other words, a microdistrict is a part of a settlement with a more or less developed infrastructure for the life support of the population.

The microdistrict is divided into natural, relatively closed areas with spontaneously formed or purposefully created centers for concentrating the interests of children and adolescents of the microdistrict in their free time. Such relatively closed micro-areas or zones are the courtyard areas of large houses, individual objects of the microdistrict, and can have a negative impact on children (places where immoral elements accumulate, retail outlets that violate trade rules in relation to children, etc.).

A specific feature of a microdistrict is the inclusion of almost all components of the microenvironment, and their interaction often takes place within a given microdistrict. At the same time, the development of both individual components of the microenvironment and the microdistrict itself is interdependent.

A microdistrict can represent a potentially or actually dangerous zone for a student’s socialization. Sources of threats to socialization are all its components: the natural environment, children's educational team, the yard and the yard company of peers, educational institution, family, etc. At the same time, each of the components has obvious or hidden resources for the safe socialization of the child.

Due to the lack of sufficient experience among students to independently confront threats or neutralize their influence, a pedagogical transformation of the microdistrict is necessary. Such a transformation can be carried out only on the basis of knowledge of the components of the microdistrict that actually or potentially act as sources of threats to socialization, and the components of the microdistrict that have the potential and real ability to withstand threats.

During the experimental work, we conducted a comprehensive survey of all components of the microdistrict as a microenvironment for the life of a school-age child in order to detect real and potential threats to socialization in it. In this article we will present an analysis of the results of studying one of the significant components of the microenvironment - the family (using the example of a survey of families in the city of Cherepovets, Vologda Region) as a microenvironment for the socialization of a child.

In our study, we proceeded from the position that the family is one of the basic institutions of a child’s socialization, which influences his entire future life. The main function of the family is educational, therefore even its insufficient implementation or the impossibility of fulfilling it can pose a threat to the socialization of the child. Failure of the family to fulfill its educational function characterizes this microenvironment as unfavorable.

We examined families with school-age children registered in the medical and social care office of the children's clinic of the City Hospital No. 2. There are 428 families registered (general population) living in microdistricts 1, 8, 9, 10: 11% are prosperous, the dominant majority -89% - disadvantaged. Systematization of the data allowed us to identify categories of families according to the dominant causes of disadvantage:

1) families where the cause of trouble is the infantilism of the parents;

2) families where the cause of trouble is child abuse;

3) families with disabled parents;

4) families in which parents abuse alcohol;

5) low-income families, i.e. families where the average per capita income is below the subsistence level;

6) single-parent families.

The sample of the empirical study consisted of 30 disadvantaged families with school-age children. The survey was carried out according to the following indicators:

1) type of family (complete, single-parent, large, etc.);

2) the number of children in the family and their age;

3) place of residence;

4) sanitary and hygienic conditions;

5) material conditions;

6) parental education;

7) family structure;

8) family resources.

As a result of the survey, it was revealed that 50% of dysfunctional families are incomplete; 36% are large families. 63% of families live in comfortable apartments, 33% have a room in a dormitory.

The internal living conditions of families are very different. Thus, unsatisfactory sanitary and hygienic conditions are observed in families in which

In which parents abuse alcohol, 40% of families where the cause of trouble is the infantilism of the parents have unsanitary living conditions.

70% of the surveyed families have an average per capita income below the subsistence level. The dominance of the low level of education of parents from all categories of families surveyed is noted: 50% of parents have a 9th grade education, 20% have less than 9th grade education. Only 3% have secondary education, 24% have specialized secondary education and 3% have higher education. Parents have little interest in the education of their children, there is no connection between family and school, and a pedagogically contradictory family structure is developing. However, there are also positive characteristics of families that can and should be used as a resource to neutralize threats to the socialization of children in the family: the influence and participation of grandmothers in raising children, in one case the positive influence of the father is noted; the readiness of the family, including grandparents, to interact with the school’s social educator.

Families where the main cause of trouble is child abuse have 1 - 2 children. At the same time, favorable material and sanitary conditions are noted. At the same time, a pedagogically contradictory and dysfunctional family structure was identified that threatens the child’s development process. Opportunities that can neutralize threats to socialization in these families are also the positive influence of grandmothers and the willingness to interact with specialists from various departments. On the part of parents, there is a desire to change the situation and an awareness of the mistakes of upbringing.

In families where the dominant cause of trouble is the disability of the parents, a low material and sanitary-hygienic standard of living, a low level of education of parents, and a dysfunctional family structure have been identified. A resource for reducing threats to socialization for children in these families is the help of relatives, the readiness of parents and children to interact with a social teacher and to accept help. Some families report their children doing well at school and participating in additional education clubs. In one family, the resource is a good level of education and the positive influence of the spouse.

In families where the main cause of trouble is parental alcohol abuse, a dysfunctional family structure and low income level have been identified. Opportunities for safe social

lization in these families is the positive influence of older children, their care for the younger ones. In some families, children perform well at school, they are engaged in additional education clubs, such families attend Sunday school, and are ready to interact with specialists.

Low-income families have an average per capita income below the subsistence level, most of them have large families, but there is generally a prosperous family structure. Consequently, the resource for reducing the intensity of the dangers of socialization is well-being in the family, readiness to interact with a social worker, and awareness of the possibility of receiving state social assistance and support.

In single-parent families, a pedagogically contradictory family structure has been identified, as a result of which the educational function is not implemented well enough, along with the acceptable quality of implementation of other functions. At the same time, these families are ready to interact with specialists, there is good success in children’s education at school, the possibility of help from older children, and the family’s awareness of state social assistance and support.

We can conclude that all categories of dysfunctional families have certain resources and opportunities to reduce or neutralize threats to socialization. What most families we surveyed have in common is a readiness to interact with specialists, in particular with a social educator. The resource of some families is the positive influence of older schoolchildren on younger children.

Literature

1. Bueva, L.P. Social environment and personality consciousness / L.P. Bueva. - M., 1988.

2. Goltsova, N.V. Pedagogical sociology / N.V. Goltsova. - M., 2006.

3. Lodkina, T.V. Social pedagogy. Protection of family and childhood / T.V. Lodkina. - M., 2008.

4. Mudrik, A.V. Social pedagogy / ed. V.A. Slastenina / A.V. Mudrik. - M., 2000.

5. Ozhegov, S.I. Dictionary of the Russian language / ed. N.Yu. Shvedova / S.I. Ozhegov. - M., 1973.

6. Social work: dictionary-reference book / ed. IN AND. Filonenko / Comp. E.P. Agapov, V.I. Akopov et al. - M., 1998.

The reality is that every society, without exception, faces certain dangers that the world around us conceals. They have different sources of origin, differ in nature and intensity, but they are united by the fact that if they are ignored, the consequences can be catastrophic. Even the most insignificant social threat at first glance can lead to a popular revolt, armed conflicts and even the disappearance of a country from the map of the Earth.

Definition of “danger”

To understand what it is, it is necessary to first define the term. “Danger” is one of the fundamental categories of life safety science. In addition, it should be noted that most authors agree that threats, along with methods of protection against them, are the subject of study of the same science.

According to S.I. Ozhegov, danger is the possibility of something bad, some kind of misfortune.

This definition is very conditional and does not reveal the full complexity of the concept under consideration. For a comprehensive analysis, it is necessary to give the term a deeper definition. Danger in a broad sense can be interpreted as real or potential phenomena, processes or events that can actually harm each individual, a certain group of people, the entire population of a particular country or the world community as a whole. This harm can be expressed in the form of material damage, destruction of spiritual and moral values ​​and principles, degradation and involution of society.

The term "danger" should not be confused with "threat". Although the two are related concepts, “threat” refers to an openly expressed intention by a person to physically or materially harm another person or society as a whole. Thus, this is a danger moving from the stage of probability to the stage of reality, that is, already active, existing.

Object and subject of danger

When considering dangers, it is necessary to take into account the interaction of their subject, on the one hand, and the object, on the other.

The subject is its carrier or source, which is individuals, the social environment, the technical sphere, and also nature.

Objects, in turn, are those that are affected by the threat or danger (person, social environment, state, world community).

It should be noted that a person can be both a subject and an object of danger. Moreover, he has an obligation to ensure security. In other words, he is its “regulator”.

Hazard classification

Today, there are about 150 names of potential hazards, and this, according to some authors, is not a complete list. In order to develop the most effective measures that would prevent or at least reduce their negative consequences and negative impact on people, it is advisable to systematize them. Classification of hazards is one of the central topics of discussion among specialists. However, numerous heated debates up to now have not brought the expected results - a generally accepted classification has not been developed.

According to one of the most complete typologies, there are the following types of hazards.

Depending on the nature of origin:

• natural, caused by natural phenomena and processes, relief features, climatic conditions;
• environmental, caused by any changes occurring in the natural environment that negatively affect its quality;
• anthropogenic, arising as a result of human activity and its direct impact on the environment through the use of various technical means;
• technogenic, arising in response to the production and economic activities of people at objects related to the technosphere.

Based on intensity they are distinguished:

• dangerous;
• very dangerous.

By scale of coverage there are:

• local (within a specific area);
• regional (within a specific region);
• interregional (within several regions);
• global, affecting the whole world.

By duration note:

• periodic or temporary;
• permanent.

As perceived by the human senses:

• felt;
• not felt.

Depending on the number of people at risk:

• individual;
• group;
• massive.

What can be said about the classification of social dangers

Social dangers, or social ones as they are also called, are heterogeneous in nature. However, there is one feature that unites them all: they pose a threat to a huge number of people, even if at first glance it seems that they are directed directly at a specific individual. For example, a person taking drugs condemns not only himself to suffering, but also his family, friends and relatives, who are forced to live in fear because of the “vice” of the person they care about and love.

Threats are numerous, which necessitates their ordering. There is no generally accepted classification today. At the same time, one of the most common typologies notes the following types of social dangers.

1. Economic - poverty, hyperinflation, unemployment, mass migration, etc.
2. Political - separatism, excessive manifestation of nationalism, chauvinism, the problem of national minorities, national conflicts, extremism, genocide, etc.
3. Demographic - the growth of the planet's population at a tremendous pace, illegal migration, which is currently reaching terrifying proportions, overpopulation in some countries, on the one hand, and the extinction of nations, on the other, the so-called social diseases, which include, for example, tuberculosis and AIDS and etc.
4. Family - alcoholism, homelessness, prostitution, domestic violence, drug addiction, etc.

Alternative classification of social hazards

They can be classified according to a number of other principles.

By nature there are social dangers:

• affecting the human psyche (cases of blackmail, extortion, fraud, theft, etc.);
• related to physical violence (cases of banditry, racketeering, terrorism, robbery, etc.);
• generated by the storage, use and distribution of narcotic or other psychoactive substances (drugs, alcohol, tobacco products, prohibited smoking mixtures, etc.);
• arising mainly as a result of unprotected sexual intercourse (AIDS, sexually transmitted diseases, etc.).

By gender and age, hazards characteristic of:

• children;
• teenagers;
• men/women;
• elderly people.

Depending on the preparation (organization):

• planned;
• involuntary.

Knowing the types of hazards is important. This will allow timely measures to be taken to prevent or quickly eliminate them.

Sources and causes of social dangers

The health and lives of people can be threatened not only by natural hazards, but also by social ones. Attention should be paid to all types, since ignoring them can lead to disastrous consequences. Sources of danger are also called prerequisites, the main of which are various events occurring in society and of an economic nature. These processes, in turn, are not spontaneous, but are determined by human actions, that is, by his actions. Certain actions depend on the level of a person’s intellectual development, his prejudices, ethical and moral values, the totality of which ultimately determines and outlines his line of behavior in the family, group and society. Wrong behavior, or rather deviant behavior, is a deviation from the norm and creates a real threat to others. Thus, it can be argued that the imperfection of human nature is one of the most important sources of social dangers.

Often, the causes of social dangers and unrest that develop into conflicts lie in need or lack of something. These include, for example, a pathological lack of money, lack of adequate living conditions, lack of attention, respect and love from loved ones, impossibility of self-realization, lack of recognition, the constantly worsening problem of inequality in society, ignorance and unwillingness of the authorities to understand and solve difficulties, which the population of the country faces every day, etc.

When considering the causes of social threats, it is necessary to rely on the principle that “everything influences everything,” that is, the sources of danger are everything animate and inanimate that threaten people or nature in all its diversity.

Summarizing the above, we can conclude that the main sources of danger are:

• processes, as well as phenomena that are of natural origin;
• elements that make up the technogenic environment;
• human actions and actions.

The reasons why some objects suffer more and others do not suffer at all depend on the specific properties of these objects.

What is the social danger of crime?

The figures demonstrating the annual increase in crime in the world are simply amazing and involuntarily make you think about the meaning of life. Anyone can become a victim of unlawful, violent actions, regardless of gender, age, race or religion. Here we are talking about a case rather than a pattern. Realizing the seriousness of the situation and the responsibility that adults bear for the life and health of children, they try to explain to their children in as much detail as possible what the social danger of crime is, what negligence or frivolity can result in. Every child must understand that a crime is a deliberate act directed against one person or group of persons. It is socially dangerous, and the criminal who committed the crime must suffer appropriate punishment.

In the classical sense, crime is the most dangerous manifestation of deviant behavior, which causes significant damage to society. Crime, in turn, is an act of violation of the law - these are not natural dangers. They do not arise due to natural phenomena beyond the control of man, but consciously emanate from the individual and are directed against him. Crime “flourishes” in a society in which the poor predominate, vagrancy is widespread, the number is growing, and drug addiction, alcoholism and prostitution are not perceived by most of society as something out of the ordinary.

Main types of socially dangerous crimes

Crime undoubtedly poses serious social dangers. notes the following most common crimes that have a negative impact on the environment: terror, fraud, robbery, blackmail, rape.

Terror is violence with the use of physical force, including death.

Fraud is a crime the essence of which is the taking of someone else's property through deception.

Robbery is a crime whose purpose is also to take possession of someone else's property. However, unlike fraud, robbery involves the use of violence that is dangerous to the health or life of people.

Blackmail is a crime that involves the threat of exposing a person in order to obtain from him various kinds of material or non-material benefits.

Rape is a crime that is a forced sexual act during which the victim is in a helpless state.

Brief description of the main types of social dangers

Let us recall that social dangers include: drug addiction, alcoholism, sexually transmitted diseases, terror, fraud, robbery, blackmail, rape, etc. Let us consider these threats to public order in more detail.

• Drug addiction is one of the most powerful human addictions. Addiction to such substances is a serious disease that is practically untreatable. An individual who uses drugs, in a state of such intoxication, is not aware of his actions. His consciousness is clouded and his movements are inhibited. At the moment of euphoria, the line between reality and sleep is blurred, the world seems beautiful, and life is rosy. The stronger this feeling, the faster the addiction sets in. However, drugs are not a cheap “pleasure”. In search of funds to purchase the next dose, a drug addict is capable of theft, extortion, robbery for profit, and even murder.
• Alcoholism is a disease that occurs as a result of addiction to alcoholic beverages. An alcoholic is characterized by gradual mental degradation associated with the appearance of a number of specific diseases. The peripheral and central nervous systems are significantly affected. An alcoholic condemns not only himself, but also his entire family, to torment.
• Sexually transmitted diseases - AIDS, gonorrhea, syphilis, etc. Their social danger lies in the fact that they spread at enormous speed and threaten the health and lives of not only those directly sick, but also humanity as a whole. Among other things, patients often hide the truth about their health status from others and irresponsibly engage in sexual intercourse with them, thereby spreading the infection at a tremendous rate.

Protection from social dangers

In his daily life, a person inevitably faces certain threats. Today we are looking at social dangers. BZD, that is, protection from them, is one of the most important functions of any state. Officials and other government officials are obliged to ensure the safety of the population who have delegated the right to rule to them. Their immediate responsibilities include the development and implementation of measures, as well as preventive measures, the purpose of which is to prevent or eliminate various types of hazards. Practice has shown that ignoring or neglecting social threats leads to the fact that the situation in society worsens significantly, becomes practically uncontrollable and moves over time to an extreme stage, acquiring the features and characteristics of social dangers awaiting humanity everywhere. Examples of the lives of drug addicts, alcoholics, and criminals should always remind us that we are responsible for what is happening around us and are obliged to help the needy and disadvantaged as much as possible. Only through joint efforts can we make the world a better place.

(several theses)

"In the beginning was the Word." But it was a word not distorted by lies. From morning to evening we hear, read, pronounce words. But what words?!

Our time is a time of total distortion of facts, omissions, partial or complete concealment of the truth.

Attitudes towards traditional values ​​are changing. They not only don’t like the truth, they are openly afraid of it, they don’t want it, they “run away” from it. And no wonder - the truth tears off the mask of hypocrisy from the face of modern society.

The media are primarily responsible for the truth and falsity of knowledge about the world. Modern media in recent years has played a dubious role.

They “open” people’s heads like tin cans, unceremoniously fill them with their information “products,” rebuilding consciousness in a different way.

The hosts of political talk shows react to the stupid antics of Western journalists and politicians, making program topics out of political garbage and discussing them with experts, creating an unhealthy atmosphere on the air. Talk shows constantly feature “guests” who “heat up the temperature” of the show with slanderous anti-Russian speeches.

A famous TV presenter speaks from the TV screen about the problems and misconceptions of the world, shows a film, and then sells books called “Great Mysteries.” What are these secrets? Apparently, the statement that climate changes on the planet are occurring due to the fact that some kind of incomprehensible energy is released from the brains of excited people (the “revolution” in Ukraine, the “Arab Spring”). A certain “independent researcher” stated this in the program “The Most Shocking Hypotheses.” Or maybe a “guess” that the weather is being “stirred up” by aliens (from there)... Or, a statement by another “independent researcher” that raccoons, in particular, are already ready to become intelligent beings... Oh, and they’re making a fool of themselves our brother!..

And what they write in the newspapers, what you can see and read on the Internet and in various magazines - it’s better not to talk about it... And there are so many lies in everything!

The philosophy of modern media says: “There is no truth, there is an interpretation of facts and events.”

Compliance with objective truth and adequacy with reality are not the criteria that media outlets use today to guide their activities.

The media are actively involved in the formation of a new global phenomenon – false knowledge.

“The presence of artificially created false knowledge is a consequence of the following facts:

– modern people gain most of their knowledge through training, rather than personal experience;

– modern man lives in an artificial environment, the properties of which depend on the will of people and do not have such constancy and necessity as the laws of nature;

– there is the possibility of targeted

information impact on people's consciousness in this artificial environment.

In such conditions, it became possible to manipulate people’s consciousness by spreading false knowledge. False knowledge is spread in most cases for selfish purposes. "(website Scientific Theory of Knowledge – http://cognition-theory.com/)

Information disseminated by the media in any case influences people's consciousness. It is impossible to determine where the manipulation of consciousness begins and where the inevitable impact of information on public consciousness ends. Apparently, only a few can resist the pervasive information influence.

Information is “indifferent” to truth. But knowledge presupposes compliance with reality, objective truth.

The conditions of modern life encourage us to ignore the truth. Interests are becoming a fetish of modern life: national interests, interests of the state, interests of individual organizations and individuals. But in reality, the interests of the elites, or more precisely, the world elite, are being realized. She realizes her interests covertly, forming favorable public opinion through the media.

If a lie brings profit and leads to the assertion of power, those who are interested in receiving these “benefits” lie. If hatred, murder, cruelty meet someone's political interests, they are certainly encouraged.

Examples: Ukraine, ISIS.

Unfortunately, the world is still ruled by practicality, cynicism, which barely covers the nakedness of the pure.

False knowledge creates in people's heads

inadequate picture of the world. The worldview "kitsch" is being introduced into the mass consciousness. Even the intellectual elite is losing its culture of thinking.

We lose the ability to forgive and love unselfishly. But we learn to scream and throw out buckets of negative emotions on others. There are more and more people who set selfish goals and go to great lengths to achieve them.

The Internet has created another problem - bloggers are taking over the minds of young people. Millions of young people “sit” on Youtube, watching videos of their idols. They live in a different world. They are not interested in what I wrote above...

The text is large so it is divided into pages.

Approaches to the study of socialization

1. Subject-object approach : internalization, acceptance, development, adaptation. But it does not take into account that a person can influence the norms of the environment and his relationships with it.

Founder: E. Durkheim, 19th century. “Upbringing is the pressure that a child experiences every minute from the social environment, which seeks to mold him in its own image and has parents and teachers as its representatives and intermediaries.” Education must ensure a certain amount of homogeneity among the members of society. Recognition of the active principle of society and its priority in the process of socialization.

T. Parsons: “socialization is the internalization of the culture of the society in which the child was born, as the development of orientation requisites for satisfactory functioning in a role.

1. Subject-subject approach: not only society, but also the person himself plays an active role

W.I. Thomas and F. Znanetsky: social phenomena and processes must be considered as the result of the conscious activity of people.

J. Mead: symbolic interactionism, the concept of a generalized other - the same as a mirror, but a person tries to look at himself through someone else's eyes; the importance of play in learning norms

Socialization– development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in interactions with different living conditions. The essence of socialization consists in the combination of adaptation and isolation of a person in the conditions of a particular society.

Device is the process and result of an individual becoming a social being.

Separation is the process and result of the formation of human individuality.

Components of the socialization process:

• Spontaneous socialization. Occurs throughout life in the process of interaction with society. It occurs both in a person’s selective interaction with certain segments of society, and in the case of mandatory interaction with some segments (school, army), as well as in a situation of forced interaction with certain segments (prison).
• Relatively guided socialization . Occurs in the process and as a result of human interaction with the state and government agencies, which together manage society. It differs from spontaneous and controlled: spontaneous socialization is interaction with individual parts of society with an unintentional nature.
• Relatively socially controlled socialization - this is education, which can be defined as the relatively meaningful and purposeful cultivation of a person in accordance with the specific goals of the organizations and groups in which it is carried out. Education is a combination of family, religious, social, countersocial, and correctional education.
• Human self-changes: - This is the process and result of more or less conscious, systematic efforts of a person aimed at changing himself. This is due to: the desire to meet the expectations and requirements of society, to resist the demands of society and effectively solve problems, to avoid and overcome the dangers of socialization, to bring the image of the real self closer to the image of the desired self. Efforts can be directed both to the outside and to the inside. It can be self-improvement, self-construction, self-destruction

The difference between spontaneous socialization and education:

1. Spontaneous socialization is a process of unintentional interactions and mutual influences
2. Spontaneous socialization is a continuous process
3. Spontaneous socialization has a holistic character, i.e. the constant influence of the environment on a person, and education is partial, i.e. Different educational agents have different goals and means.

Stages of socialization:

1. Until the 60s. 20th century
   • Primary – socialization of the child
   • Marginal – teenagers
   • Sustainable or conceptual – from 17 to 25 years old
2. After 60's

• Primary
• Secondary

1. G.M.Andreeva

• Pre-labor
• Labor
• post-work

1. Mudrik A.V.

• Childhood:
  • infancy (0-1)
  • early childhood (1-3)
  • preschool childhood (3-6)
  • junior school age (6-10)
• Adolescence:
• Young adolescence (10-12)
• Senior adolescence (12-14)
• Youth:
• Early adolescence (15-17)
• Youth (18-23)
• Youth (23-30)
• Maturity
• Early maturity (30-40)
• Late maturity (40-55)
• Old age (55-65)
• Old age
• Old age (65-70)
• Longevity (over 70)

Factors (conditions) of socialization:

A factor is one of the necessary operating conditions of a particular process.

• Megafactors (space, planet, world)
• Macro factors (country, ethnic group, state)
• Mesofactors (types of settlement, subcultures)
• Microfactors (family, neighborhood, peer groups, organizations)

All factors are closely intertwined and their influence is interconnected. It is impossible to single out one absolute factor.

Agents of socialization:

Microfactors influence a person through agents of socialization - persons in direct interaction with whom his life takes place. Agents are different at different ages of the child

Types of socialization agents

By the nature of influence (can be combined in one person):

• Guardians (carers)
• Authorities
• Disciplinarians and mentor teachers

By family affiliation:

• Parents and other family members
• Non-relatives (neighbors, friends, etc.)

According to your age:

• Adults
• Peers
• Senior or junior partners

Means of socialization

The means of socialization are different and vary depending on age. The means include the method of feeding, the language of socialization agents, household and hygienic skills of agents, elements of spiritual culture, etc.

The means of socialization also include positive and negative formal and informal sanctions adopted in society.

Mechanisms of socialization

G. Tarde considered the mechanism to be imitation. W. Bronfenbrenner – progressive mutual adaptability between an active, growing human being and changing environmental conditions. N. Smelser – imitation, identification, feelings of shame and guilt. V.S. Mukhina – identification and separation. A.V. Petrovsky – a natural change in the phases of adaptation, individualization and integration in the process of personality development. A.V.Mudrik summarized and identified the following universal mechanisms of socialization.

1. Psychological mechanisms
   • Imprinting – a person’s fixation at the receptor and subconscious levels of the features of vital objects affecting him. Occurs primarily in infancy, or a traumatic experience at any age, a vivid, impressive image at any age can be imprinted.
   • Existential pressure – the influence of a person’s living conditions, which determines his mastery of his native language and non-native languages, as well as the unconscious assimilation of norms of social behavior that are immutable in society and necessary for survival in it.
   • Imitation – voluntary or involuntary adherence to any examples and patterns of behavior that a person encounters in interaction with the people around him, as well as the proposed means of QMS.
   • Identification – (identification) the emotional-cognitive process of a person’s assimilation of norms, attitudes, values, behavior patterns as their own in interaction with significant persons and reference groups.
   • Reflection – internal dialogue in which a person considers, evaluates, accepts or rejects certain norms and values. Reflection can be an internal dialogue between different “I”s of a person, with real or fictitious persons.
2. Social and pedagogical mechanisms

• Traditional mechanism – (spontaneous socialization) a person’s assimilation of norms, standards, etc., which are characteristic of his family and immediate environment. Social mores (traditions, customs, etc.) common in specific regions, settlements, ethnic groups, confessions, social strata, which include prosocial, asocial and antisocial elements. Unconscious assimilation, imprinting. Often, traditions or norms may contradict “how it should be” and “what is right.”
• Institutional mechanism – functions in the process of interaction of a person with the institutions of society and various organizations, both specially created for his socialization, and those implementing the socializing function along the way, in parallel with their main ones (industrial, social clubs, QMS, etc.). In the process of human interaction, there is an increasing accumulation of relevant knowledge and experience of socially approved behavior, as well as experience of imitation of socially approved behavior and conflict or conflict-free avoidance of fulfilling social norms.
• Stylized mechanism – operates within a certain subculture (a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age, professional or cultural level, etc.). But the subculture itself does not influence the individual, but the members of the group, within the framework of their roles in relation to the subject - imitation and identification.
• Interpersonal mechanism – functions in the process of interaction of a person with persons significant to him – identification, imitation. This mechanism is isolated separately because a specific person can exert influence that is contrary to the norms of the group.

Man as a subject- the active role of the person himself. But a person can also be a victim of socialization - conformism, alienation, dissidence, delinquency. Man as an object socialization must have a certain locus control- this is a person’s tendency to see the sources of control of his life either mainly in his environment or in himself.

Types of locus control:

• Internal – a person takes responsibility for himself, explaining what is happening in life with his behavior, actions, etc.
• External - a person attributes responsibility for his life to external factors - fate, other people, etc.

Typology of victims of unfavorable socialization conditions:

• The real victims are people with disabilities, psychosomatic defects and deviations, orphans, or children from disadvantaged families.
• Potential victims - borderline mental conditions, migrants, children born in families with low economic, moral, educational levels, mestizos, etc.
• Latent victims are people who were unable to realize the inclinations inherent in them due to the objective circumstances of their socialization.