Inclusion of children and adults in social relations as a form...

Inclusion of children and adults in social relations as a form of realization of the pedagogical potential of society

In solving problems of socialization of the individual, various forms of implementing the pedagogical potential of the society are used. Among the most significant forms include inclusion in social relations.

In the course of joint activities, people enter into social relations corresponding to the nature of this activity: economic, pedagogical, managerial, artistic, scientific, etc. Activity generates relationships.

Social relations - is the activity of individuals in the form of social contacts in order to fulfill certain needs, based on their rights, duties and statuses, conditioned by the role, norms of behavior and manifested in the interaction of people in transformation social environment. Social relations are characterized by the existence of a person's social status, his rights and duties and are directed to the realization of the social needs of each of the parties. Social relations are relations of people, including in their structure two or more participants acting in the role of subjects and objects of social relations. In the process of social relations, there is an effect on the qualitative change in the social environment, the society and the individuals who represent it.

Social relations have their potential, determined by the content of the relationship itself and the nature of their interaction. For example, if the relationship is political in content, it means that their basis is political potential; economic relations reflect economic potential, etc. However, the potential of each of the various types of social relations unites a common indicator that is important for each of them: the educational potential through which the content of any potential is transmitted from one generation to another, from one subject to another. It is the educational potential of social relations that is the core on which the content of each of its species and potentials is formed.

Realization of the potential of the society for solving problems of the individual, i.e. socially significant relations, is carried out by means of various forms of participation of the person in various kinds of socially significant relations. At the same time, one should take into account the fact that in this case forms of participation in socially significant relationships that solve personal problems are used, based on the use of the potential of this type of relationship (socium will be justified to say).

For a more complete understanding of the process of including children and adults in socially meaningful relationships, in important things for them and activities, it is important to distinguish several stages in it.

First stage - the stage of formation of socially significant needs of the individual to establish social relations. At this stage, the individual learns the essence and content of needs that are significant for social relations. The circle of social needs of the individual and their initial level of development is studied. The most problematic aspects and available resources for the development of the social needs of the individual are identified. The explanatory work is carried out to bring to the person information about the state of its social needs and the measures of their correction in a given direction. The attention of the individual is sharpened by the improvement of a range of significant social needs. For this person is given the opportunity to participate in the real events of the team.

Second stage - the stage of acquaintance with the content of the social status of the individual. While acquainting himself with the theoretical and practical aspects of the activity, the person develops a general idea of ​​the content and significance of these relations for the individual and the social environment. This stage is characterized by the use of various methods of resolving personality problems and including it in relationships. These can be individual assignments, orders, advice, directions, elections, directives, recommendations for participation in socially significant relations. For example, to consolidate the development of communicative qualities of high school student I. Vetrov, the social educator, seeing a subtle tendency to lead it, invited him to a conversation, during which he instructed him to head the school's student council, referring to the leader's vacated seat. Although he had no special leadership experience in such a part of extracurricular work, I.Vetrov did not possess, during the conversation the social pedagogue focused the student's attention on his ability to be a leader in establishing relations with classmates, on his stable relations with classmates and teachers. At the end of the conversation, she stressed his authoritative behavior during the last conflict between high school students about the results of the sports relay race, where due to his communications, conflict between representatives of different groups of adolescents was prevented. So I.Vetrov was included in socially significant relations, during which he showed himself as the leader of the student collective, repeatedly noted by the teachers of the school for the increased positive impact on the behavior and achievement of students.

The third stage is the stage of mastering rights and duties. At this stage, the personality often copies the style of communication, the demeanor of the informal leader or the person who is for him a reference person, a role model, acting by analogy establishing relations with his predecessors, acquires his own experience in difficult social situations and the difficulties of daily life. This stage is associated with a certain social adaptation, and therefore with the solution of a number of difficulties in communicating with various groups of children and adults, overcoming which tempering character and forming the image of a person, which speaks of the development of the individual, the acquisition of a certain social status as a reward for the performance of a certain social role.

Fourth stage - the stage of improving the functional relationship of statuses is the acquisition by the individual of their own experience of interaction, the completion of the process of adaptation to the diverse situations of activity. For this stage, the creative approach to choosing the method and the form of resolution of even complex social situations, the formation of stable skills and the ability to resolve the problem of relationships, is characteristic. Moreover, a person is capable of self-improvement, an objective evaluation of his own experience and his improvement. Qualitative increments of personality and its social development are noted.

The fifth stage is the stage of achieving stable social relations and a positive result of interaction. A distinctive feature of this stage is the conscious establishment of social relations, conscious actions of the individual, and therefore, the ability to plan the realization of the potential of the society and its own potential, which, as a rule, leads to a successful result of interaction, the planned success and self-realization of the individual in the social environment, and social recognition of the individual.

In the real practice of social and pedagogical activity, there are various options for including socially significant types of relationships: student - student, student - teacher, student - department, student - university, student - faculty, student - capital education system, student institution education, student - public organization. The greater the difference in the intelligence of the overlapping interests of the subjects, the higher the potential of social relations. It is necessary to develop the range of the pedagogical potential of the social relations of the individual, it can be expanded through various development tools, the formation, the resolution of relations.

As an example, we give a toolkit for assessing the pedagogical potential of social relations (see Appendices 6, 9, 14).

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