Socialization of the individual - the main stages, functions and essence of the process

Socialization structure

Socialization is a two-way process, including, on the one hand, the assimilation by an individual of social experience by entering into a social environment, a system of social connections, on the other hand, the process of active reproduction of a system of social connections by an individual due to his active activity, active activity, active inclusion into the social environment. Thus, in the structure of socialization two interrelated processes can be distinguished:

1. The process of internalization of social experience (social typification) – the subject’s assimilation of social norms, values ​​and standards of behavior.
2. The process of exteriorization (individualization, autonomization) of social experience is the active recreation by a person of acquired experience in the process of independent activity, behavior and communication, the reproduction by the subject of social relations through his own activity.

Desocialization and its agents

Desocialization is the process by which a person loses social experience and skills. This may manifest itself in slight disorientation of the individual in society, loss of ties with the team. The agents of this process are:

• Dysfunctional families;
• Communication with people with mental disabilities;
• Forced stay in asocial conditions and criminal conditions.

Attention! The loss of social skills is often caused by a person getting into an extreme situation. If the psychotraumatic effect was very strong, it is no longer possible to restore social skills.

Desocialization

Socialization is a long process that has no limits. Some people mistakenly believe that it ends in old age. However, this is not so - advanced age allows a person to evaluate the effectiveness of his life path, passing on his skills to the next generation.

Socialization results

In the process of socialization, social norms, values ​​and requirements move into the internal plane and become the basis of human behavior. In the process of socialization, there is interaction between the individual and society, coordination of mutual requirements and expectations. At the same time, the individual does not simply assimilate and reproduce social patterns; on the contrary, in the course of socialization, the actualization of its capabilities, potentials, expansion and deepening of self-awareness is carried out, i.e. personality development occurs.

Indicators of successful socialization of an individual are:

1. Inclusion of the individual in the system of social relations.
2. Expanding and deepening the individual’s connection with people and various spheres of society.
3. Mastery of social experience, its appropriation and transformation into one’s own values, attitudes and orientations.
4. Active activity of the individual with his active involvement in the social sphere.
5. Active reproduction of the system of social connections.

It should be emphasized that the main vector of socialization is a positive focus on morality and law. Deviation has the opposite direction - the deviation of the subject’s behavior from social norms.

The process of socialization. Subjective and objective conditions for the formation of personality

Table of contents

Introduction………………………..…………………………………………….……3

Chapter I Personality and mechanisms of its formation………………………….5

1.1. The concept of personality…………………………………………………………….5

1.2. The process of socialization. Subjective and objective conditions for the formation of personality…………………………………………………………………………………6

1.3. Periodization of mental development of personality…………………………11

Chapter II Cognitive activity as a condition

further successful training…………………………………….……..15

2.1. Definition of the phenomenon of cognitive activity……………………15

2.2. Directions of cognitive activity of the individual…………………….16

2.3. Sources and factors shaping an individual’s cognitive activity……………………………………………………………………………….20

Chapter III Cognitive activity in the professional system

training of a future specialist……………………………………………23

3.1. The problem of the crisis of the modern education system…………………..23

3.2. Analysis of approaches to the interaction between personality and profession…………….26

Conclusion……………………………………………………………….……..27

Bibliography………………………………………………..…29

Introduction

Relevance of the research topic. The relevance of the study is due to the growing need of society for people with personal initiative, social and professional maturity and a high level of development of creative abilities. One of the problems that is in the focus of the humanities today is the study of the development of the cognitive activity of an individual in the process of professional training of a student.

The study of the relationship that exists between creative potential and cognitive activity in the process of professional training, on the one hand, and the system of relationships that develop between the environment and the individual, contributes to the understanding of the student’s personality, his opportunities for future transformative, innovative activities. The environment and social conditions have a socializing effect on the student’s personality, at the same time, value guidelines that are significant for a person are determined by him independently and depend on his ability to purposefully and freely choose goals and means of activity, and to be active in contacts with society. The impulse of transformation, the internal activity of the individual is embodied in the professional creativity of a person.

Activation of cognitive activity in its various forms and manifestations, transformation of the individual into an active and creative subject of activity is the most important problem of modern human science and the practice of universities. The problem of cognitive activity has its own rich history and its own traditions in theoretical coverage and implementation of its main provisions in work practice.

The results of the studies showed that the formation of cognitive activity can significantly contribute to the removal of contradictions between: the individual’s needs for self-realization and the real conditions of organizing educational and cognitive activities in an educational institution; the need of society to revive the country's intellectual potential and the lack of prestige of education in general; awareness by society of the need to activate the cognitive powers of the individual and the insufficient validity of socio-pedagogical conditions for their development in the educational process; established forms of training for university students and the social order for a specialist who is competitive in the market.

Goals and objectives of the study. The purpose of the work is to study and analyze the place and role of cognitive processes in the development and formation of personality.

In connection with this goal, the objectives of the study are:

— study of the concept of personality and the mechanisms of its formation;

— analysis of cognitive activity as a condition for further successful learning;

— study of cognitive activity in the system of professional training of future specialists.

The subject of the study is the pedagogical conditions for ensuring cognitive activity and its influence on the formation of personality.

The object of study in this work is the cognitive process as a factor in personality formation.

The theoretical and methodological basis of the study is: - methodological and philosophical ideas of modern education (V.I. Andreev, L.I. Bozhovich, V.I. Myasishchev, V.A. Petrovsky, A.N. Leontiev, B.G. Ananyev , V.V. Davydov, L.S. Vygotsky, V.V. Davydov, A.N. Leontiev, A.V. Petrovsky, K.K. Platonov, S.L. Rubinstein, etc.).

Chapter I

Personality and mechanisms of its formation.

Concept of personality

“Personality is created by objective circumstances, but not otherwise than the totality of his activities that carry out his relationship to the world.” The study of personality is one of the most difficult problems of human science, which confirms the existing diversity of definitions of personality in various fields of human knowledge (philosophy, theology, law, sociology and psychology). Most of these definitions emphasize the integrative nature of the concept of personality, implying something more than a set of properties and abilities that distinguish one individual from the mass of others.

The concept of personality makes sense only in the system of social relations, only where we can talk about a social role and a set of roles. Each person is at the same time a person, but not every person manifests himself as a person. “Personality is a human individual in the aspect of his social qualities, formed in the process of historically specific types of activity and social relations. Personality is a dynamic, relatively stable integral system of intellectual, socio-cultural, moral and volitional qualities of a person, expressed in the individual characteristics of his consciousness and activity.” The dialectical unity of the general (social-typical), special (class, national) and separate (individual, unique) constitutes personality.

Personality is the “social face” of a person, the fruit of human socialization in the process of ontogenesis. The process of assimilation by a human individual of a certain system of knowledge, norms and values ​​that allows him to function as a full-fledged member of society turns a person into a full-fledged social being.

The process of socialization. Subjective and objective conditions for the formation of personality

How does an individual assimilate the system of social roles and culture? How does a person become involved in social experience, deobjectify it, master it and assimilate it (to the best of his individual capabilities and abilities)?

Socialization is carried out as a system of two interacting factors:

1) the impact of society on the individual in the process of upbringing, education, communication with parents, peers, in the process of using mass media sources of information;

2) own personal activity, manifested both in the deobjectification of phenomena and objects, and in their objectification.

Indeed, “the social individual does not receive his social content hereditarily and is forced to acquire it in ontogenesis and throughout his life.” Conventionally, the process of socialization has three periods:

- primary socialization, or socialization of the child; - intermediate socialization, or socialization of a teenager; - stable, holistic socialization, that is, the socialization of an adult, basically mature person.

Being an important factor influencing the mechanisms of personality formation, socialization presupposes the development in a person of his socially determined properties (beliefs, worldview, ideals, interests, desires). In turn, socially determined personality properties, being components in determining the personality structure, have a great influence on the remaining elements of the personality structure:

— biologically determined personality properties (temperament, instincts, inclinations);

— individual characteristics of mental processes (sensations, perceptions, memory, thinking, emotions, feelings and will);

— individually acquired experience (knowledge, abilities, skills and habits).

Bearing in mind that the human personality is formed in its unity by genetic and social programs, it is logical to note the existence of subjective and objective

conditions for the formation of personality, its improvement during life, as well as as a result of development and upbringing.

Biological factors: heredity (transmission from parents of psychophysiological properties and inclinations: hair, eye, skin color, temperament, speed of mental processes, as well as the ability to speak, think, walk upright - universal human characteristics and national characteristics) largely determine subjective conditions

, influencing the formation of personality. The structure of the mental life of the individual and the mechanisms of its functioning, the processes of formation of both individual and integral systems of properties constitute the subjective world of the individual. At the same time, the formation of personality occurs in unity with the objective conditions that influence it. “Human mental activity, being determined by external conditions, develops according to its own specific internal laws.” “Ideas, feelings and beliefs,” said G. V. Plekhanov, “are combined according to their own special laws. But these laws are put into action by external circumstances that have nothing in common with these laws.”

Social factors (also known as “external circumstances”) of socio-economic living conditions, family and targeted education form a system of objective conditions

, influencing the formation of personality. It is the environment - the entire social reality surrounding a person, in the conditions of which his development and the formation of his personality take place - that is the objective condition for the formation of his personality, determining purely human inclinations - thinking and speech. Objective conditions make it possible to develop human inclinations through communication with people. Because “if you isolate a child after birth from society, he will have character, temperament, abilities and a number of other personality properties, but he will not be a person, since he will develop outside of human relationships, human society.”

So, a person always lives and acts as part of a certain nation, class, social group, collective and shares with others the material and cultural conditions of life and, which is quite natural, the psychology of the social group of which he is a member. This circumstance determines what is special in the mental appearance of the individual (national character traits, needs, interests, attitude towards various aspects of social life). The psychological moment of personality formation is determined by the microenvironment - part of the environment and the conditions in which a person lives directly (for example, family). The microenvironment objectively influences the mental appearance of a person. As a consequence of this influence, individually unique traits are discovered that reflect the specific life path of an individual.

Consideration of the question of the influence of objective conditions on the formation of personality will be incomplete without noting the decisive importance of “social heredity” in human development. “Each person represents, to one degree or another, the entire human race; its human, bodily organization embodies the result of the development of not only the human race, but also its closest ancestors. The universal human natural organization of personality was formed according to the laws of biology, and therefore acts as a socially determined human nature.”

A person inherits from previous generations the tools of labor and experience in organizing production, material and spiritual values, traditions, etc. By mastering all this, he joins the universal and national culture, becomes capable of work, creative development of the inheritance left to him.

What is the determining condition for a person’s involvement in social experience, forcing him to become a person?

K. Marx, defining the essence of man, writes that “it is the totality of all social relations.” The personality of a person as a member of society is in the sphere of influence of various relationships, and, above all, relationships that develop in the process of production and consumption of material and spiritual goods. These relationships are basic and decisive in the matter of introducing a person to social experience. Thus, we are talking about human needs. It is well known that needs lie at the core of human activity. M. S. Kagan called activity the way of human existence. It is “the activity that is designed to ensure the biological and socio-cultural life of a person.” And it is “in activity that a person reveals his special place in the world and asserts himself in it as a social being.” Activities cover material-practical, intellectual, spiritual operations, external and internal processes of society in general and individuals in particular. Thus, activity permeates the objective and subjective factors of personality formation, being at the same time a condition for the above factors. Since the main function of the activity is “to ensure the preservation and continuous development of human society,” “the most complex set of various specific forms intertwined with each other in the most bizarre way” is classified into four main types:

1) Transformative activity (labor) - all forms of human activity that lead to change, real or ideal, the creation of something that did not exist before. It was labor activity that was the determining condition for the formation of a person. The development of labor activity significantly changed the natural, biological organization of man and entailed the development of new human qualities.

2) Cognitive activity (comprehension of the essence of the object).

3) Value-oriented (a specific form of reflection by the subject of an object; objective-subjective information about values, and not about entities).

4) Communicative activity (communication) - the social nature of man makes communication between people a condition for work, cognition and the development of a value system. “Communication is a type of activity that mediates the other three, but is also generated and stimulated by them.”

The process of personality formation is carried out thanks to the unification of types of activities, when each of the listed types, being relatively independent, includes three others. Through such a set of activities, the mechanisms of personality formation and its improvement in the course of a person’s life operate.

Personality arises in society. A person enters history (and a child enters life) as an individual endowed with certain natural properties and abilities, and he becomes a person only as a subject of social relations. In other words, “unlike the individual, personality is in no sense pre-existing in relation to human activity, just as his consciousness, personality is generated by activity.” “The study of the process of generation and transformation of a person’s personality in his activities taking place in specific social conditions is the key to a true scientific understanding of personality.”

Socialization functions

Socialization plays an important role for both the individual and society. The main functions of socialization are the following:

• For the individual : a comprehensive, time-extended entry into the objective world - a separate part of society, a family or other community. Socialization makes it possible to understand oneself and interpret the behavior of other people, and interact with others.
• For society : socialization is one of the factors of normal reproduction of society. Despite the fact that people are constantly born and die, socialization makes it possible for society to reproduce itself and is a condition for the preservation and development of social culture.

Socialization factors

Socialization is carried out as a result of the influence of certain factors on the individual: on the one hand, the targeted influences of society on its members (raising and teaching children, etc.), on the other hand, random, spontaneous influences of society on the individual. In addition, the result of socialization is also influenced by the individual’s own activity (the process of self-determination), and as one grows older, the importance of self-determination increases and, sooner or later, becomes decisive.

Social adaptation centers

The diversity of socialization factors and the inconsistency of the impact of social institutions on the individual often provoke problems with social adaptation. This is expressed in a person’s antisocial behavior, leading an antisocial lifestyle, the occurrence of alcohol or drug addiction, etc.

To overcome these problems, today there are centers for social adaptation.

They work to help people fill in gaps and correct socialization deficiencies. Social adaptation centers provide temporary overnight accommodation for people who find themselves without a specific place of residence or occupation. Also, center staff carry out a number of activities to facilitate the adaptation of those people who have lost socially useful connections. They implement a program of education and socialization of the individual through the influence of a complex of factors. The work of the centers takes into account the interaction of all components of human adaptation in society. The centers actively cooperate with all institutions and agents of primary and secondary socialization.

Mechanisms of socialization

The assimilation of social norms and rules is carried out through socio-psychological mechanisms of socialization, which include suggestion, mental infection, imitation, identification, conformity, stereotyping, social assessment, reference group, authority, popularity, prestige, role prescriptions, social and group expectations - expectations , directed at the subject by society and the group to which he belongs. At different age stages, different mechanisms of socialization are dominant.

Stages (stages) of socialization

Socialization occurs throughout a person’s life, but most intensively in childhood, adolescence and adolescence. In relation to work activity, three main stages of the socialization process can be distinguished:

1. Pre-labor stage of socialization covers the entire period of a person’s life before starting work. This stage is divided into two more or less independent periods:
   early socialization , covering the time from the birth of a child to his entry into school, i.e. period of early childhood. At this stage, uncritical assimilation of social experience occurs; the main mechanism of socialization is imitation.
2. stage of learning , which includes the entire period of adolescence in the broad sense of the term. This stage, of course, includes the entire time of schooling. At this stage, a more conscious, intensive assimilation of social experience occurs.
3. The labor stage of socialization covers the period of human maturity, although the demographic boundaries of “mature” age are conditional; fixing such a stage is not difficult - this is the entire period of a person’s working activity. At this stage, social experience is reproduced, a person’s impact on the environment occurs.
4. The post-work stage of socialization covers old age. This stage is characterized by the transfer of social experience to new generations.

Definition

The problem of defining socialization led to the emergence of various concepts that differed in their vision of the content of individual socialization.