Interrelationships and interdependencies of socialization, education, upbringing and personal development
Basic concepts : social pedagogy, socialization of the individual, social development of the individual, socialization and upbringing, socialization, social education, social education, social development, differences in social education, social education, development and socialization.
What does social pedagogy study? On this question in the most general form, the answer could be: social pedagogy studies social learning, social education, human social development, which are implemented effectively throughout his life, in the process of socialization in the community.
Determine the place and role of social learning and social education in human life can only be correlated with such processes as the development and socialization of man. Development is the realization of immanent (intrinsic) propensities, human properties. Human development in interaction and under the influence of the environment in the most general form can be defined as the process and result of its > socialization, ie. assimilation and reproduction of cultural values and social norms, as well as self-development and self-realization in the society in which he lives.
Development directly relates to the process of socialization of a person, represents its significant part. Development is a directed, natural change of something under the influence of external and internal factors. As a result of development, qualitative and quantitative changes occur. Such development, such changes in a person, carried out under the influence of society, the social environment, determined by the social environment, is usually called social development.
Social development of the personality is the quantitative and qualitative changes in personal structures in the process of the formation of a person, his socialization and upbringing. It is a natural and natural phenomenon, characteristic of a person who is born in a social environment. The social development of man is continuous, but uneven. Its continuity lies in the constant need for social change, preservation, loss of social experience as a natural social growth of a person.
At the same time, the process of socialization differs substantially from the development of the individual. For development (ie, the process of continuous changes in the psyche and the human body), as for socialization, social factors, environment, education, upbringing play an important role. This is what brings these processes closer. However, there are significant differences. First, development, along with social-personal changes, includes psychophysiological changes that occur with the individual. Secondly, in the process of personal development, the inner forces of self-movement, self-development come to the fore; the process of socialization involves the domination of external factors with the active role of the individual.
Then it can be considered that development is a general process of becoming a person, and socialization is development, conditioned by specific social conditions.
Socialization of the individual, being the central problem of social psychology, is called upon to harmonize the relationship in the link "personality - social group". In social pedagogy, she expresses interdependence in the system "personality - the pedagogical potential of society."
From the first hours of a person's life, this process begins, based on the connections between individuals and the development of social skills. In part, this process depends on the innate mechanisms and maturation of the nervous system, but primarily it is determined by the experience that a person receives during life.
Socialization of the individual is the process of including the individual in society, in society, the assimilation of social experience, social values, social norms and rules of conduct. In the process of socialization, the formation of socially significant qualities of the individual is taking place, allowing her to participate fully in the life of society.
According to sociologist D. V. Kukharchuk, "socialization can not be reduced to the traditional concepts of" upbringing "and" education "; socialization includes elements of spontaneous, unorganized influence of the environment; it continues throughout the life of a person and covers all the processes of influencing it from the social environment. At the same time, the results of socialization largely depend on the social activity of the individual, which should not remain only a passive object of various social impacts. "
Education can be regarded as a relatively socially controlled process of human development in the course of its socialization in various spheres of society: in social relations, social activity, social institutions. For example, if education is carried out in such a social institution as the family, then in this case we are dealing with family, or private, upbringing, which is the object of family pedagogy.
Social education is directly related to the problem of socialization and in a certain measure reflects the educative influence of the socium, the social environment, on an individual. Since social education (as well as family and confessional) is only an integral part of the process of socialization, social pedagogy studies it in the context of socialization, i.e. she considers what social circumstances directly or indirectly affect the education of a person on the scale of the planet, the country and the place of his residence (the region, the city, the village, the microdistrict), what role in his life and upbringing mass media, family, communication with surrounding people and some other factors.
In turn, the process of socialization can not be definitively controlled without social instruction, without understanding and assimilation of social experience. And if socialization represents the process of learning social experience, this pedagogical property procedure is carried out with the help of social instruction, moreover, the procedure is aimed not only at learning social experience by the ordinary person, but also at resolving the problems of socialization of persons having any difficulties.
Therefore, social education can also be viewed as a relatively socially controlled process of human development during its socialization at different levels of society: at the level of social relations, at the level of social activity, at the level of social institutions and at the level of social needs, social abilities and social values individual personality.
Social education is a social and pedagogical phenomenon, considered as a system for acquiring knowledge, skills and abilities of social interaction and solving problems of socialization of the individual.
Social learning can be seen as a system, as a process, as the activity of transfer (assimilation) of social experience by each individual person or groups of people.
Social learning provides a process of socialization by means of society: social institutions, social activities, social relations, which are both carriers of the social impact (social learning) resources at the individual or social group and, in turn, include the media, various types of public service announcements on radio, television, exhibitions, presentations, acting in a passive form per person or in an active mode of perception when participating in social cial actions, movements (volunteer movement, the movement against smoking, etc.), in sports, relay races and other kinds of social activities.
Socialization, social education, social education, social development exist in a dialectical unity, and therefore it is necessary to distinguish their common features and differences.
General features, the focus on the development of personality; use of the same potential of society; interaction with the potential of society; the focus on resolving the problems of socialization of the individual; use of both the potential of the individual and the potential of the social environment; beginning with the definition of the initial level of development of knowledge, skills, abilities and personal qualities; all phenomena are measurable and subject to monitoring procedures; each of the phenomena has social significance in the life of the individual and the social environment.
Differences of social learning, social education, social development and socialization are as follows: different goals and, accordingly, the result of each of them; various methods of solving the problems of education, upbringing, development and socialization in general; The use of the pedagogical potential of the socium takes place in different ways; each of these phenomena can not be realized autonomously, independently of the other; various forms of implementation of the tasks of education, upbringing, development and socialization.
Between these phenomena there is a clear interdependence: education is built on the results of training; training has an educational function; development is built on educational resources and personal capabilities. Training can be improved on the basis of upbringing and personal development. Therefore, between them there is a dialectical interconnection and interdependence, manifested in the real practice of socialization of a person at all age stages of his life.
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