A.V. and V.A. Petrovskys distinguish three components of the personality structure:

intraindividual (intraindividual) subsystem - the systemic organization of her individuality, represented in the structure of temperament, character, human abilities;

interindividual (interindividual) a subsystem of the personality structure located in "space" outside the organic body of the individual. Not an individual in itself, but processes interpersonal interaction, which include at least two individuals (and in fact a community, a group), can be considered as manifestations of the personality of each of the participants in this interaction;

meta-individual (supra-individual) substructure - "contributions" to other people, which the subject, willingly or unwillingly, makes through his activities; continuation of oneself in another, not only at the moment of the subject's influence on other individuals, but also outside the immediate immediate actual interaction. In this case, the personality is not only taken out of the organic body of the individual, but also moves outside the limits of his existing, existing "here and now" connections with other individuals.

Personalization - the process and result of imprinting the subject in other people, his ideal representation and continuation in them.

Formation of personality

In the process of personality development, culture acts as a system of objective meanings (concepts, norms, patterns), and society and people around them - as carriers of these patterns. Personal development is impossible without the inclusion of a person in the system of social relations, where there is:

assimilation of social experience;

production of their own meanings, goals, values.

The formed personality is characterized by:

ability to mediate behavior, assuming the presence of a hierarchy in a person's motives, that is, his ability to overcome immediate motives for the sake of socially significant motives given by society. The formation of these qualities is attributed to preschool age;

the ability to consciously guide one's own behavior on the basis of conscious motives, goals and principles, which presupposes the presence of self-awareness. The formation of this ability begins in adolescence and is a complex internal activity of assessing one's own motives and actions, correlating individual situations, acts of behavior with a wider context of life. A special role in this process is played by situations of conflict of motives, critical life situations. The result of this process is the comprehension of life goals, the formation of a system of values.

Personality as a system of regulation of activity

Personality is a specific human system of mental regulators of its activity.

Personal subsystems of activity regulation

Subsystem

The motive of the act

Along with the concept personality we also use terms such as person, individual and individuality. All these concepts are specific, but they are all interrelated. The most general, integrative concept is the concept human - a being that embodies the highest stage of life development, the product of social and labor processes, the indissoluble unity of the natural and the social. But carrying a social and generic essence, each person is a single natural being, an individual.

Individual- this is a specific person as a representative of the genus homo sapiens, the bearer of the prerequisites (inclinations) of human development.

Individuality- the unique originality of a particular person, ᴇᴦο natural and socially acquired properties.

In the concept personality the system of socially significant human qualities is brought to the fore. In the relations of a person with society, a social essence is formed and manifested.

Each society forms its own standard of personality. Sociology of a society determines the psychological types of a given society.

The personality has a multilevel organization. The highest and leading level of the psychological organization of a personality - its need-motivational sphere - is personality orientation, her attitude to society, individuals, to herself and her labor duties... For a person, not only his position is essential, but also the ability to realize his relationships. It depends on the level of development of a person's activity capabilities, ᴇᴦο abilities, knowledge and skills, ᴇᴦο emotional-volitional and intellectual qualities.

A person is not born with ready-made abilities, character, etc. These properties are formed during life, but on a certain natural basis. Hereditary basis human body(genotype) determines ᴇᴦο anatomical and physiological features, basic qualities of the nervous system, dynamics nervous processes... In the biological organization of man, ᴇᴦο nature contains the possibilities ᴇᴦο mental development... But a human being becomes a human only through the assimilation of the experience of previous generations, enshrined in knowledge, traditions, objects of material and spiritual culture. The natural aspects of man should not be opposed to the social essence. Human nature itself is not only a product of biological evolution, but also a product of history. The biological in man cannot be understood as the presence in him of some kind of "animal" side. All natural biological inclinations of man are human, not animal inclinations. But the formation of a person as a person occurs only in specific social conditions.

Lecture. PERSONALITY IN THE SYSTEM OF SOCIAL CONNECTIONS

2. Socialization as a process. Cultural and historical features of socialization.

3.Modern social concepts personality.

1. The concept of personality in sociology. Personality as a subject public relations... Correlation of the concepts "man", "individual", "personality" and "individuality".

The primary agent of social interaction and relationships is personality. What is personality? in order to answer this question, it is necessary, first of all, to distinguish between the concepts of "man", "individual", "personality". The concept "person" is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race ( homo sapiens ) humanity, which is different from all others material systems only in his inherent way of life. Thanks to this way of life, a person at all stages of historical development, at all points the globe remains identical with itself, retains a certain ontological status.

So, humanity exists as a specific material reality. But humanity as such does not exist on its own. Specific people live and act. The existence of individual representatives of humanity is expressed by the concept of "individual". An individual is a single representative of the human race, a concrete bearer of all social and psychological traits of mankind: reason, will, needs, interests, etc. The concept of "individual" in this case is used in the meaning of "a specific person". With this formulation of the question, they are not recorded as features of the action of various biological factors(age characteristics, gender, temperament) and differences social conditions human life. However, it is impossible to completely abstract from the action of these factors. Obviously, there are big differences between the life of a child and an adult, a person primitive society and more developed historical eras... To reflect the specific historical features of a person's development at various levels of his individual and historical development, along with the concept of "individual", the concept of "personality" is also used. The individual in this case is considered as the starting point for the formation of the personality from the initial state for the onto- and phylogenesis of a person, the personality is the result of the development of the individual, the most complete embodiment of all human qualities.

The personality is the object of study in a number of humanities, primarily philosophy, psychology and sociology. Philosophy considers a person from the point of view of his position in the world as a subject of activity, knowledge and creativity. Psychology studies personality as a stable integrity of mental processes, properties and relationships: temperament, character, abilities, volitional qualities, etc.

The sociological approach distinguishes the socially typical in the personality. The main problematic of the sociological theory of personality is associated with the process of personality formation and the development of its needs in indissoluble connection with the functioning and development of social communities, the study of the natural connection between the individual and society, the individual and the group, regulation and self-regulation of the social behavior of the individual. Here are some of the most general principles approach to the study of personality in sociology. However, sociology contains many theories of personality, which differ from each other in cardinal methodological attitudes. The theory of personality as a subject and object of activity and communication in Marxist sociology, role theory of personality by C. Cooley, R. Darendorf, R. Linton, R. Merton, etc.

In the Marxist theory of personality, the main emphasis is shifted towards the interaction of the individual and society. Personality, from the point of view of this approach, is considered as the integrity of the social qualities of a person, as expressed by the authors of the textbook "Sociology", ed. GV Osipova: “Integration of social relations of a given society, realized in a certain way in an individual”, is a product of historical development, the result of an individual's inclusion in the social system through active objective activity and communication.

Figure 2a. the connection "general social conditions - personality as an object" is shown in detail. This scheme is given in the monograph of the Russian sociologist V. A. Yadov "Sociological Research: Methodology, Program, Methods". General social conditions, first of all, are represented by economic relations, on which the social structure of society depends, that is, division into classes, social differentiation, and the consolidation of the social division of labor. The social structure of a society is the basis of social relations.

The social structure and social division of labor, according to Marxist sociology, is the main element that determines all social relations and relations in the spiritual sphere, because they determine the specifics of interests different classes and social strata of society.

An important component of the macroenvironment is social institutions, which are associated with both social structure and ideological relations.

General social conditions determine the specific social conditions of human life. The latter include, first of all, the social position of individuals, that is, belonging to a particular social group and place in the system of social positions. The social position of individuals is directly related to the nature and content of work and the conditions of his life, with his gender, age, ethnic and religious affiliation, marital status and position in the system of managing social processes. His social position, through working and living conditions, also includes his closest social environment - social ties in which a person "learns" role behavior.

Thus, the system "personality as an object" appears as a particular system scientific concepts that reflect some essential properties of the normative requirements imposed by social communities on their members.

Great importance in Marxist sociology, it is attached to the study of the subjective properties of the individual, which are formed in the processes of objective activity and are expressed in certain properties of consciousness, in a variety of creative manifestations, including the active formation of new socially necessary functions and patterns of behavior. In Figure 26. the content of the "personality as a subject" system is expanded. Social conditions (general and specific) affect the interests of the individual. Across social interest feedback is carried out - from the subject to his social behavior, that is, people act in pursuit of certain socially determined interests. At the same time, on the basis of a dynamic system of needs and previous experience, the subject forms certain and relatively stable preferences (dispositions) for perception and mode of action in various specific situations. The formation of new needs, interests and dispositions stimulates creative, non-stereotypical behavior, going beyond the rigid role-playing prescriptions, which is possible only if self-awareness is developed.

Personality as a subject of social relations, first of all, is characterized by autonomy, a certain degree of independence from society, capable of opposing itself to society. Personal independence is associated with the ability to dominate oneself, and this, in turn, presupposes the presence of self-awareness in the individual, that is, not just consciousness, thinking and will, but the ability for introspection, self-esteem, and self-control.

Self-awareness of the individual is transformed into a life position. A life position is a principle of behavior based on ideological attitudes, social values, ideals and norms of the individual, readiness for action. The value of worldview and value-normative factors in the life of an individual is explained by dispositional (from lat. dispositio - location) theory of self-regulation of social behavior of a person. The founders of this theory were the American sociologists T. Znanetsky and C. Thomas; in Soviet sociology, this theory was actively developed by V. A. Yadov. Dispositional theory makes it possible to establish links between sociological and socio-psychological behavior of an individual. Personality disposition means the personality's predisposition to a certain perception of the conditions of activity and to a certain behavior in these conditions. Dispositions are divided into higher and lower. The higher ones regulate the general direction of behavior. They include: 1) the concept of life and value orientations; 2) generalized social attitudes towards typical social facilities and situations; H) situational social attitudes as a predisposition to perception and behavior in given specific conditions, in a given objective and social environment. Lower - behavior in certain areas of activity, direction of actions in typical situations. Higher personal dispositions, being a product of general social conditions and responding to the most important needs of the individual, the needs of harmony with society, actively influence the lower dispositions.

2/ Personality structure

The personality model presented in Marxist sociology makes it possible to speak of personality as a complex, internally structured formation. At the beginning of the twentieth century, the Austrian psychoanalyst Z. Freud drew attention to the complexity and diversity of the personality structure. If in Marxist sociology the emphasis was placed on the interaction of the individual and society, then in psychoanalytic sociology an attempt was made to connect biological principles and the social in a logically rigorous way, to pay attention to the energetic, sensory-analytical basis of the personality as a social subject.

Z. Freud identified three main psychological components in the structure of personality: "It" (Id), "I" (Ego) and "Super-I" (Super-Ego). “It” is the sphere of the subconscious or the unconscious, “I” is the sphere of consciousness, “Super-I” is the sphere of interiorized culture, or, in the term of P. Sorokin, superconsciousness.

The subconscious ("It") is a component where unconscious instincts dominate, associated with the need to satisfy biological needs, among which Freud emphasized libidinal (intimate urges) and aggressive. Since the satisfaction of these needs encounters obstacles from the outside world, they are repressed, forming a huge reservoir of instinctive psychological energy (libido). The subconscious mind is ruled by the principle of pleasure. Z. Freud believed, “that in every person there is, as it were, a being who says: I will only do what I like. But, since an individual often likes what the biological nature dictates to him and, first of all, desires and drives condemned by society, the individual has to fight them, pushing them into the sphere of the unconscious. "

Consciousness ("I") is a component of a personality that controls its contacts with the outside world. At the beginning of his life, when a person is born, he has only biological needs. They require immediate gratification, which gives the body pleasure (relieves tension). However, as a person grows, under the influence of the people around him, he learns to limit the manifestation of biological instincts, to behave according to the rules, in accordance with the real situation, to do what is required of him. Consciousness or "I" is gradually formed, seeking to curb the unconscious and direct it into the channel of socially approved behavior.

The sphere of consciousness ("I") is governed by the principle of reality. He forces a person to obey reason in everything, to benefit from everything, to manipulate circumstances and people, to hide his thoughts from others, etc. Rational "I" makes a person calculating, enterprising, able to achieve their goals and get out of difficult circumstances.

Superconsciousness ("Super-I") is the internal transplanted into the head of a person, socially significant norms and commandments mastered by the individual, social prohibitions, stereotypes of behavior, etc., which society dictates to the individual. According to Freud, "Super-I" is an internal "overseer", "critic", the source of moral self-restraint of the individual. this layer of the personality's psyche is formed mostly unconsciously in the process of upbringing (primarily in the family) and manifests itself in the form of conscience.

Having singled out three main components in the structure of personality, 3. Freud does not consider them to be equal for its existence. He assigns a decisive role to the subconscious component "It". “It” is the largest and deepest layer of the human personality, the psychic self, the seed from which the “I” and “Super-I” grows in the process of socialization. In other words, it is the building material of the personality. "I" - is on the surface of life. “I” is the sphere of the conscious, in the middle between “It” and the external world, including between natural and social institutions. "I" perceives unconscious instincts and tries to realize them in an acceptable specific situation form.

Superconsciousness ("Super-I") is the sphere of habitation of moral feelings, which play the role of an internal "censor", constantly controlling the "I".

Dynamically, all these three elements of the personality structure are characterized by conflict. Unconscious drives, according to Freud, "by their nature worthy of condemnation", are suppressed by the energy of the "Super-I", which creates an unbearable stress for a person. The latter can be partially removed with the help of unconscious defense mechanisms - repression, rationalization, sublimation and regression. This means that if the unconscious instincts are stopped in one of their manifestations, then they must inevitably produce some effects in the other. The cultivation of these effects is carried out on the basis of the action of the "super-ego". The "superego" ensures the social acceptability of these effects, the various forms in which they are poured, and, above all, symbols. Everything that a person does, creates (works of literature, art), is, according to Freud, a symbolization of unconscious needs displaced into the "underground".

3. Freud's ideas about the structure of the human personality were developed by P. Sorokin. Taking in general the structure proposed by Z. Freud, P. Sorokin gave a different interpretation of the "Super-I". It was P. Sorokin who interpreted the "Super-I" as superconsciousness. According to P. Sorokin, Z. Freud too biologized the process of formation of the "Super I", arguing that its content is in the sphere of the unconscious. Superconsciousness, according to P. Sorokin, is the sphere of absolute moral laws, which are the content of basic values ​​and norms and the source of which is in the sphere of religious consciousness.

As a result of this rethinking, the personality structure according to P. Sorokin acquired the following outlines. Most of the human personality is occupied by IT (unconscious), I (the sphere of consciousness) rises above it, which unfolds in horizontal plane the whole variety of social relations based on relative values. And at the top there is superconsciousness - the sphere of human connection with the Absolute, with God, as a result of which a person is rooted in permanent absolute values.

3 / Role theory of personality. Social status and social role

Social status and social role

Significant influence in the sociology of personality, the role theory of personality is used. The main provisions of this theory were formulated by G. Cooley, J. Mead, R. Linton, T. Parsons, R. Merton and others. What are the main provisions of this theory?

Role-playing theory of personality describes it social behavior two basic concepts "social status" and "social role". Let's look at what these concepts mean. Each person in his life interacts with many other individuals. In the space of social ties and interactions, the actions of people, their relations with each other, are to a decisive extent determined by the position (position) that they occupy in society as a whole and in a social group in particular. In accordance with this position (position), the individual has certain functional rights and responsibilities in relations with other individuals. A certain position occupied by an individual in a society or social group, related to other positions through a system of rights and obligations, is called social status. The status fixes the set of specific functions that a person must perform in a social group, society and the conditions that must be presented to him for the implementation of these functions. Thus, the concept of social status characterizes the place of an individual in the social stratification of society, in the system of social interactions, and its activities in different areas life and, finally, the assessment of the individual's activities by society. Social status is reflected both in the internal position (in attitudes, value orientations, etc.) and in the external appearance (clothing, demeanor, jargon and other signs of social belonging).

However, the rights and obligations of a person are assigned to him not absolutely, but in relation to the rights and obligations of other people towards him. So, for example, the position of a professor is correlated with the position of students, the head of the department, the dean, the rector of the university, etc. In all these cases, the professor is endowed with a unique set of rights and responsibilities. This example shows that each person is not included in one social connection, but is a kind of intersection of a great variety of connections, interactions and relationships with other people for various reasons, each time performing certain functions. The same professor is a man, husband, father, member of a certain party, etc.

Thus, each person has many statuses. Since each person is characterized not by one, but by several statuses, R. Merton introduced the concept of “status set” into sociology, which is used to denote the entire set of statuses of a given person. In this aggregate, the key, main or integral status characteristic of a given individual is most often distinguished. It is for this status that others distinguish him and identify him with this status of an individual. It often happens that the main status is determined by the position or profession of a person (director, banker). But not necessarily the position, the profession determines the main status of a person. It can also be racial (for example, Negro) and social origin (noble), etc. In general, the main thing for a person's life is the status that determines values ​​and attitudes, lifestyle, circle of acquaintances, and behavior of the individual.

In sociology, it is customary to distinguish between two levels of a person's status position: social-group and personal. Socio-group is the position of an individual in society, which he occupies as a representative of a large social group (race, nation, gender, class, stratum, religion, profession, etc.). Personal status is the position of an individual in a small group (family, classroom, student group, peer community, etc.). Social group status depends on the position of a particular social group in the social stratification of society. Personal status is determined individual qualities personality and depends on how it is evaluated and perceived by the members of the small group.

Depending on whether a person occupies a certain status position due to inherited traits or due to his own efforts, two more types of statuses are distinguished: prescribed and achieved. Prescribed means imposed by society, regardless of the efforts and merit of the individual. It is determined by gender, race, ethnicity, social status of the family, place of birth, etc. the achieved (acquired) status is determined by the efforts of the person himself, his talents, perseverance, dedication, or is the result of luck and luck.

Social status determines the specific place that an individual occupies in a given social system... Knowing the social status of a given person, his social functions, people expect him to have a certain set of qualities, to carry out a certain set of actions that are necessary to perform his functions. According to R. Linton's definition, the expected behavior associated with the status that a person has is called a social role. In other words, a social role is a model of behavior oriented towards a given status in accordance with people's expectations. It can also be defined as a pattern type of behavior aimed at fulfilling the rights and obligations assigned to a specific status. This means that the social role can be viewed as a status in the movement, a status in its real implementation.

Expectations can be fixed in certain institutionalized social norms: legal documents, instructions, regulations, statutes, etc., or they can be in the nature of customs, mores, otherwise they are determined by status. So the status of a university teacher is quite specific rights and obligations, most of which are legally fixed in the Law on higher education, charters of this or that university. The social role of a teacher also includes how he should behave with students (transfer knowledge, follow discipline, assess knowledge, serve as an example of cultural behavior, etc.). Consequently, the role of the teacher in his relationship with students is the expectation of internally related actions, personality traits.

Role expectations are primarily related to functional feasibility. The role expectations contain just so many qualities, the emphasis is placed on precisely those traits that guarantee the fulfillment of this social function... At the same time, the role expectations of the realization of this or that status in different cultures are different and are in accordance with the system of values ​​adopted in them. Thus, time and culture made a selection of typical personality traits most appropriate for each given status and consolidated them in the form of samples, standards, and norms of personality behavior.

In role behavior, as noted earlier, institutionalized, formalized norms occupy a significant place. However, their meaning should not be made absolute. If a person behaved only within the framework of formalized norms, he would act like a machine. In reality, the performance of the role by each person is purely individual. And therefore, the expectations fixed in social norms should become the property of the inner world of the individual. In the course of socialization, each individual develops his own idea of ​​how he should act in interaction with the world of other social statuses.

T. Parsons believed that any role is described by five main characteristics: 1) the way of obtaining - some are prescribed, others are won; 2) emotionality - some roles require emotional restraint, others - relaxedness; 3) by the scale, some of the roles are formulated and strictly limited, while others are blurred; 4) formalization - actions in strictly established rules either arbitrarily; 5) motivation - for the common good, for personal profit, etc.

The role is already the status to which it is attached. Each status requires many roles for its implementation. For example, the status of a university teacher includes both the role of a teacher and the role of a mentor. Each of these roles requires a different demeanor. The role of the teacher is to comply with formal rules and regulations: lecturing, conducting seminars, checking control works, taking tests and exams. The role of the mentor is largely due to informal relationships and is manifested in the desire to help the student understand life circumstances. And here the teacher acts as a senior comrade, a wise advisor, etc.

A set of roles arising from each status belonging to this person is called a role-playing set. The concept of "role set" describes all types and all the variety of patterns of behavior (roles) assigned to one status. Each person has only her own inherent set of roles. The uniqueness of the combination of social roles should be considered as one of the aspects of the personality of a person, its spiritual properties and qualities.

People identify themselves to varying degrees with their statuses and their respective roles. Sometimes they literally merge with their role and automatically transfer the stereotype of their behavior from one status to another. So, a woman who holds the position of a boss at work, when she comes home, continues to communicate in an authoritative tone with her husband and other relatives. The maximum fusion of the individual with the role is called role identification.

But not all roles a person identifies in the same way. Research shows that with personally significant roles (most often associated with the main status), identification is also carried out more often. Other roles are meaningless to humans. Often there is also distancing from the role, when a person consciously behaves contrary to the requirements of norms and expectations of people. If a person does not play a role in accordance with expectations, then he enters into a certain conflict with the group or society. For example, parents should take care of children, a close friend should be not indifferent to our problems. If a parent does not show such concern, then society condemns him, if we turn to a close friend for help or sympathy and do not receive them from him, then we are offended and may even break off relations with him.

This conflict of an individual with a group, society or other individuals should be distinguished from a role conflict, which is caused by the collision of the requirements of two or more incompatible roles arising from a given status. For example, a young person may find himself in a situation of role conflict in cases where he has to deal with the role expectations of his peers, teachers, parents, etc. So, for example, there was some serious violation of discipline - a glass window in the classroom was broken. A particular student is required to say who the offender is. Peers expect him to remain silent, to say “I don’t know,” “I didn’t see,” and so on. And the role of the comrade requires that he does not report the violator: The teacher does not require him to name the violator, and the role of the student requires that he obey this requirement and name the violator. There are several ways to overcome role conflict. One is that some roles are recognized as more important than others, and their performance is given priority.

Now that we have considered the main characteristics of the personality, it is necessary to understand how it is formed. The mechanism and process of personality formation is revealed in sociology on the basis of the concept of "socialization". Socialization is a process by which an individual assimilates the basic elements of culture: symbols, meanings, values, norms. On the basis of this assimilation in the course of socialization, social qualities, properties, actions and skills are formed, thanks to which a person becomes a capable participant in social interaction. In short, socialization is the process of becoming a social “I”. Socialization encompasses all forms of introducing an individual to culture, training and upbringing, with the help of which the individual acquires a social nature.

By its content, socialization is a two-way process. On the one hand, it consists in the transfer of social historical experience, symbols, values ​​and norms by society, and on the other, their assimilation by the individual, internalization. In this case, internalization is understood as the transition of processes of social life, external in their form, into internal processes consciousness, in which they undergo a corresponding transformation: generalize, verbalize, become capable of further development.

The main meaning of the socialization process for a person at its early stages is the search for their social place. The main points of reference in this process are: 1) awareness of one's “I”; 2) comprehension of one's "I". Awareness and comprehension of your "I" - these are two different moments in the process of gaining independence of the individual, the formation of "I-image". Awareness of one's own ((I) occurs in early childhood. Mastering walking and speaking directly, developing thinking and consciousness in early childhood (from 2 to 5 years), acquiring skills of complex activities (drawing, cognition, work), finally, learning at school in middle and late childhood - these are the main stages 1 in the awareness of their "I".

Comprehension of one's “I” is the process of the formation of the value core of the personality. This process begins in middle childhood and takes place on the basis of a constant assessment of oneself in comparison with “other people”, the same as “I”. As a result of this process, ideas about good and evil, goals and meaning of life and other spiritual - moral and ideological attitudes are formed.

The degree of socialization, reflecting a person's sense of his own "I", is fixed by the concepts of identity and self-esteem. Identity is the sense of the existence of a unique individuality, separate, distinct from other individuals, or the feeling of being part of a unique group, distinct

from other groups in the use of group values. Self-esteem - awareness of oneself as a person, a person whose individual scale of values ​​largely coincides with the social one.

In sociology, two levels of socialization are distinguished: the level of primary socialization and the level of secondary socialization. At each of these levels, various agents and institutions of socialization operate. Socialization agents are specific people responsible for transferring cultural experience... Socialization institutions are institutions that influence and direct the socialization process. Primary socialization takes place in the sphere interpersonal relationships in small groups. The immediate environment of the individual acts as the primary agents of socialization: parents, close and distant relatives, family friends, peers, teachers, coaches, doctors, etc. These agents are called primary not only because they communicate most closely with the individual, but also because their influence on the formation of personality is in the first place in terms of significance. Secondary socialization occurs at the level of large social groups and institutions. Secondary agents

- these are formal organizations, official institutions: representatives of the school administration, army, state, etc.

Each agent of socialization provides for the formation of a personality that which it can teach and educate. Primary socialization agents are universal. Their impact covers almost all spheres of the individual's life, and their functions are interchangeable. In other words, both parents with relatives and friends, contributing to the process of personality formation, often overlap in their functions. Secondary socialization agents act in a narrowly specialized manner. Each institution is aimed at solving its tasks in accordance with its functions.

Socialization goes through stages that coincide with the so-called life cycles. Life cycles are the most important milestones in a person's biography, which can be considered as qualitative stages in the formation of the social "I" - the preschool period, schooling, student life, marriage ( family life), military service, choice of profession and employment (labor cycle), retirement (retirement cycle). Life cycles are associated with a change in social roles, the acquisition of a new social status, abandonment of previous habits, environment, change of lifestyle, etc. Each stage life cycle accompanied by two mutually complementary processes: desocialization and resocialization. Desocialization is a process of weaning from old values, norms, roles and rules of behavior. Resocialization is the process of teaching new values, norms, roles and rules of behavior to replace old ones.

Z. Freud was one of the first to single out the elements of socialization of the individual. In accordance with his theory of the structure of personality, including "It", "I" and "Super-I", 3. Freud presented socialization as a process of "deployment" of innate human properties, as a result of which the formation of all these three constituent elements of personality occurs.

French psychologist J. Piaget, preserving the idea of ​​various stages in the development of personality, focuses on the development of the cognitive structures of the individual and their subsequent restructuring depending on experience and social interaction. These stages replace one another in a certain sequence: sensory-motor (from birth to 2 years), operational (from 2 to 7), stage specific operations(from 7 to II the stage of formal operations (from 12 to 15). Many psychologists and sociologists emphasize that the process of socialization continues throughout a person's life, and argue that the socialization of adults differs from the socialization of children in several ways. The socialization of adults rather changes external behavior, while the socialization of children forms value orientations. Socialization of adults is designed to help a person acquire certain skills; socialization in childhood has more to do with motivation for behavior. Psychologist R. Harold proposed a theory in which the socialization of adults is considered not as a continuation of children's socialization, but as a process in which psychological signs of childhood are eliminated: the rejection of children's myths (such as, for example, the omnipotence of authority or the idea that our requirements should be law for others).

The theory of the mirror "I" Ch. Cooley, the impact on the formation of the personality of the environment is recorded and, noting the selective nature, did not sufficiently take into account the activity of the individual in this selectivity. The development of the theory of "mirror" I "is the concept of" generalized other "J. Moore. In accordance with this concept, the “generalized other” represents the general values ​​and standards of behavior of a certain group, which form an individual “I-image” among the members of this group. The individual in the process of communication, as it were, takes the place of other individuals and sees himself as another person. He evaluates his actions and appearance in accordance with the presented assessments of his “generalized other”.

This recognition of the “generalized other” develops through the processes of “role acceptance” and “role play”. Role acceptance is an attempt to take on the behavior of an individual in a different situation or in a different role. Taking on a role pretends to be a game. In children's games, participants take on different roles. Classic example- a game of "mothers and daughters": you will be a mom, you will be a dad, you will be a child, etc. Role performance is associated with actual role behavior.

In accordance with this concept, three stages of a child's learning are distinguished: preparatory, play, role performance. In the course of such a process, the individual goes through successively all stages of entering other roles, develops the ability to see his own behavior in relationship with other individuals and to feel their reactions on himself through awareness of other roles, as well as the feelings and values ​​of other people. In the consciousness of the individual, a “generalized other” is formed. By repeating and accepting the role of the “generalized other”, the individual gradually forms the image of his “I”.

A refinement of J. Moore's concept is A. Taller's concept of “significant other”. The “significant other” is the person whose approval the individual seeks and whose instructions he predominantly accepts. Parents, great teachers, mentors, comrades, and popular personalities can act as “significant others”.

The concept of personality A person is a representative of a specific biological species. The concept indicates the qualitative difference between people and animals (men and women, old people and children, blacks and whites. Differences between people are not socially conditioned). An individual is a single representative of the human race with psychophysiological characteristics (temperament, character, specificity of memory, feelings, abilities, inclinations). Personality qualities are socially conditioned, they are formed, developed and realized only in joint activities and communication with other people, in interactions with social institutions, organizations, culture.

Personality is an integral system of social qualities of an individual, acquired and developed by him in the process of interaction with other people.Social qualities of a person are found only in interaction with other people, in certain social circumstances, in specific actions, activities.

The most significant social qualities of a person: Self-awareness - an individual's separation of himself from the environment, awareness of himself as “I”, opposing others and inextricably linked with them. Self-esteem - an assessment by a person of himself, his capabilities, abilities, the place he occupies among other people. Activity - the ability of a person to independently and intensively perform socially significant actions. Interests are an incentive mechanism for the cognition and activity of a person.

Direction - a set of stable motives that orient the activity of the individual; striving to achieve a specific goal... Beliefs are ideas and principles that determine the attitude of an individual to reality. Attitudes - the readiness of the individual to be active in a particular area of ​​social activity. Value orientations are the goals of life that are significant for the individual and the main means of achieving them. Identity is the result of self-identification with other people, social community or other ideal.

Social qualities in their totality form a complex social structure of the individual, in which each component is connected with all other components and is in constant interaction. Features of personality as a system: integrity, openness, dynamism, self-knowledge, self-regulation, self-development

Socialization is a multifaceted process of assimilation by an individual of social experience, a certain system of knowledge, values, patterns of behavior inherent in a certain social group and society as a whole, allowing him to function as an active subject of social relations.

Directed forms of socialization - a specially developed system of means of influencing the personality in order to shape it in accordance with the ideals and values ​​prevailing in society; undirected - the spontaneous formation of certain social qualities as a result of the individual's stay in the immediate social environment. These forms of socialization can agree, harmonize or contradict each other. In the event of a contradiction, a conflict situation may arise that complicates the process of socialization.

Socialization process There are different approaches to the classification of the stages of socialization. According to J. Mead, socialization includes 3 stages associated with assuming the roles of other people: imitation; game; collective game. Z. Freud also analyzes the stages of socialization in childhood and identifies 4 stages, each of which is associated with certain parts of the body: oral, anal, phallic and the phase of puberty. E. Erickson identified 8 stages of socialization, which are based on a specific crisis. The transition from one stage to another is carried out by overcoming or resolving the crisis.

A number of authors unjustifiably consider the process of socialization as occurring only in childhood and adolescence. In the early years, the foundation is created spiritual development personality, but only having entered adulthood, participating in a variety of social connections, the person actively forms his adherence, realizes specifically how and for what to live. previous years resocialization. Desocialization is the loss of an individual's social experience, which is reflected in his life and the possibility of self-realization in the social environment.

Socialization agents - individuals, groups and social institutions that affect the individual in the process of socialization: family peer group education labor collective mass media other social institutions

Personality structure On the basis of activity in the personality structure, 6 subsystems can be distinguished: the system of general orientation (directs human behavior in time and space); motivation system (stimulates behavior); a system of goal-setting and volitional decisions (provides stable orientations of the individual corresponding to decisions); technological system(provides the implementation of the orientation necessary ways and means of activity); behavioral system (the entire potential of the subject in the behavioral sphere); reflexive system (regulates and controls all stages of activity).

According to 3. Freud, the personality consists of 3 main systems: Id - it (innate states and instincts of a person), ego - I (the executive organ of the personality - an intermediary between instincts and environmental conditions; reason, reason), superego - super-I (values, morality, spirituality, self-control). The personality, functioning as a whole, includes the id as a biological, the ego as a psychological and the superego as a social component.

Sociological study of personality structure is associated with representatives of role and behavioral concepts. In the role concept of personality (C. Cooley, J. Mead, R. Linton), the structure of personality is considered from the point of view of the structure of the human I. According to C. Cooley's theory of the "mirror self", personality consists of 3 elements: ideas about how others perceive us people; ideas about how they react to our behavior; ideas about how we respond to the reactions we perceived by other people.

J. Mead characterizes the personality as I, consisting of 2 parts: I - I-myself (the reaction of the personality to the impact of other people and society as a whole) Me - I-me or I-other (a person's awareness of himself from the point of view of others who are significant for him of people). On this basis, the image of a generalized other is built, thanks to which a person is able to correlate himself and his actions with other people.

In Russian sociology, it is customary to consider the structure of the personality on the basis of social relations or as a derivative of the social structure of society. In an objective sense, a social structure is a network of stable interactions between a person and other subjects, which presuppose: the presence of statuses that the interaction participants occupy relative to a friend and the entire system as a whole, regulatory requirements and expectations that correspond to these statuses and positions, due to the status and regulatory requirements socially approved patterns of behavior (roles).

Role theory of personality is the result of a synthesis of sociology and other social sciences (cultural anthropology and social psychology). C. Cooley, J. Mead and R. Linton laid down its theoretical premises and formulated the main provisions. The concepts of "social status" and "social role" were first introduced into scientific circulation in the 30s. XX century. American cultural anthropologist R. Linton. Social status - the position of a person in a society or group, endowed with certain rights and responsibilities and associated through them with other positions.

Each person occupies several social positions as they participate in many groups and organizations. The position of the individual can be determined by the socio-economic state, political opportunities, gender, origin, marital status. A status set is the entire set of statuses of an individual.

In a status set, not all positions are the same. Integral (main) status - the status with which the individual is identified by those around him; one that determines the main content of his activities.

Types of social statuses 1. Prescribed (ascriptive) - the position taken by an individual due to inherited traits; is given to an individual from birth, regardless of his desires and activities. They can be divided into: inborn and attributed (the value is not constant, but biologically determined, independent of the will of a person) 2. Achievable - is acquired by an individual in the course of life due to efforts, desires, activities (or their absence). 3. Mixed - has features of both types; acquired in the course of life, but thanks to the efforts, will, activities of other people.

Social role is a model of behavior in accordance with which a person with a certain social status should behave. A person performs many roles related to his social status. Role set - a set of roles that are characteristic of an individual in certain situations.

Types of social roles represented role - the expectations of individuals and social groups, focused on the subject role behavior; a subjectively perceived role - expectations, which the individual - the subject of role behavior - ascribes to himself; the role played is the real embodiment of the behavior of an individual with a certain status

J. Moreno distinguished: psychosomatic roles psychodramatic roles social roles. T. Shibutani singled out: conventional roles, interpersonal roles. According to I. Hoffman, roles are: stage backstage.

The difference between status and role is as follows: status determines the place of the individual in the social system, and the role expresses the functional purpose of this or that status; the concept of “status” emphasizes the relatively stable (“static”) position of the individual, while the role characterizes the dynamic aspect of status associated with its implementation in specific conditions of place and time.

To characterize the relationship between statuses and roles, scientists have introduced whole line concepts: “inconsistency of status” and “status crystallization” - a different measure of the coherence of various personality statuses (J. Lensky), “role distance” - the individual's remoteness from the social role he plays (I. Goffman); "Role tensions" - facts of inconsistency internal installations personality (willingness to act in a certain way) to the requirements of the social environment for the performance of roles. " role conflict»- a situation in which a person is faced with conflicting requirements of two or more incompatible roles (R. Merton); "Rituals of passage", etc.

Transition rituals are special procedures and practices for transition from one status to another. A. Gennep considered rituals as a means of facilitating the difficulties of mastering a new status and a complex of roles. In the structure of the ritual, he distinguished 3 stages: doliminal (separation), liminal (transition), postliminal (reunification). These procedures have retained their importance to this day.

Personality typologies In psychology, the most famous are the typologies of E. Spranger, K. Horney, K. Jung and E. Fromm. E. Spranger is the author of the book "Types of People", which describes 6 types of personality with different types of activity: - theoretical - economic - aesthetic - social - political - religious. Among domestic authors, one can single out the typological model of the personality of K. A. Abulkhanova. , which is based on differences in the level of activity, the nature of claims, as well as the characteristics of self-regulation.

Among the representatives of social and cultural anthropology, the most famous typological models of personality are R. Linton, A. Cardiner, M. Mead. R. Linton (1893-1953) - author of the concepts of basic and status personality. Basic personality is a special type of integration of an individual into a cultural environment based on the experience of socialization of members of a given community. This personality type is passed down from generation to generation through culture. A status personality is a set of standardized roles assigned to a certain status, characteristic of most individuals of a given society with this status. Common elements status personalities of a society - the basic type of personality.

According to A. Kardiner, changes in social organization inevitably lead to a radical restructuring of the basic type of personality. Subsequently, the concept of the basic personality was revised. For the purpose of empirical substantiation of the basic characteristics, the concept of "modal personality" was introduced. F. Boas and C. Dubois are considered its authors. Modal personality is the most common personality type in a given culture, and not a basic structure shared by members of a given society.

R. Merton developed his own typology of personality behavior, depending on the attitude to ends and means: 1) a conformist - a loyal member of society who accepts the approved cultural goals and means; 2) an innovator is a member of a community who achieves his goals by non-institutional means; 3) ritualist - a person who absolutizes means and ignores the goals for which the activity is carried out, 4) an isolated type - a person who departs from both cultural goals and institutional means; 5) rebel - a person who has deviated from the goals and means adopted in society, and opposed them with other values ​​and norms.

R. Dahrendorf, considering personality as a product of cultural development, identified 4 types: a working person (a person who creates socially useful goods) a person who consumes (a person formed by mass consumption) a universal person (a person who is able to engage in different kinds activity) a totalitarian person (a person dependent on a totalitarian state).

Key concepts: the concepts of "man", "individual", "personality"; personality as an object and subject of social relations; socialization and individualization of the individual, stages of socialization; means and directions of education; the theory of education; social status and social roles.

In the social sciences and humanities, it is customary to distinguish between concepts that are close in meaning: "person", "individual", "personality". Using the word " human", Usually have a biological form - homo sapiens (reasonable man). The term " individual"(From Lat. Individuum: indivisible) is used to designate a specific representative of this species. That is, an individual is a unit of a biological species. The concept " personality»Determines the position of the individual among specific social communities.

Personality- this is the social characteristic of the individual. In sociology, the concept of personality is considered, At first , in connection with the interaction of individuals with specific small or large social groups (collectives, ethnic communities, classes, etc.) and, Secondly , from the standpoint of the social characteristics of the individual, determined by his interests, needs, value orientations.

Personality in the system of social relations

The formation of a personality is possible only in contact with the social environment. On the one hand, social relationships shape the personality. Here she performs in the role object these relationships. On the other hand, every person is capable, in one way or another, to influence social relations, modifying them, that is, to be as subject this relationship. In other words, a personality can act simultaneously both as an object and as a subject of the social relations surrounding it (see Fig. 2).

Social relations Personality (subject)

Personality (object) Social relations

Rice. 2. Personality as an object and subject of social relations.

You can put it differently. The interaction of the individual with the social environment is clearly characterized by its two shape :

1) adaptation that is, the passive adaptation of the individual to the surrounding reality;

2) integration- active interaction of the personality with the environment, when not only the environment influences the personality, but also the personality participates in its formation.

Each individual is unique, not like the others. Moreover, not only in terms of external, physical qualities, but also in terms of social characteristics. This uniqueness arises from the conditions in which the social "I" of the individual was formed throughout his life, as well as personal qualities associated with physical characteristics, abilities, inclinations, which are largely determined by genetic factors.

Sociological science studies personality not as a unique, unrepeatable phenomenon. This is done in pedagogy, psychology and a number of other sciences, focused on solving specific problems of the behavior of individuals. Sociologists are interested in the personality as a social community: the personality of the student, the personality of the teacher, the personality of the worker, that is typologized personality, which reflects the general, how specific social groups people, in terms of their personal characteristics. For example, students of the Faculty of Physical Education differ from students of other faculties in terms of the level of physical development, propensity to active forms of pastime and a number of other indicators.

The process of assimilation by a person of the social norms and values ​​that surrounds her is usually called socialization. Here, the person acts as an object of relations. The development of individual personality traits as a subject of social relations is denoted in sociology by the concept individualization.

Personality education can be defined, firstly, as a complex and lengthy process of familiarizing a person with social norms and values ​​characteristic of a particular society in specific historical conditions ( socialization ) and, secondly, as the development of individual abilities and capabilities in the interests of society, individual social groups, the personality itself ( individualization ).

Dominance in education of elements of socialization over individualization is not desirable. In the process of such upbringing, conformist, overly dependent on the people around him, unable to make decisions on his own. If individualization prevails, will be brought up individualist, egocentric, disregard for collective interests.

In other words, the main educational goals associated with the introduction of the individual to social norms and values, that is, to the main components spiritual culture . NS This process should also take into account the characteristics, abilities, interests and needs of the individual. That is, socialization of personality should be optimally combined with its individualization ... Only in this case a harmoniously developed personality can be formed.

The main mechanisms of purposeful personality development include the presence of a number of conditions and factors, among which the so-called funds education ... An approximate list of them:

1. A family- the child gravitates towards the choice of a lifestyle and way of behavior that are inherent in his family, his parents.

2. Peer groups- include friends of the same age.

3. School- in addition to the formal learning process, there is a hidden education process: the rules of school life, the authority of the teacher, his reactions to certain actions, the influence of a special “school environment.

4. Mass media- newspapers, magazines, movies, radio, television, which affect the education of the individual.

5. Labor collectives- the most important factor in the socialization of the individual.

6 . Religious organizations - are often a powerful means of spiritual and moral impact on a person.

7. Public associations- create a unique social environment for each individual, which forms him as a person.

Highlight the most important directions education, including:

● ideological and political- the formation of political culture;

● labor- development of a conscientious attitude to work;

● moral- assimilation of the norms and principles of morality;

● aesthetic- expanding the need for beauty;

● ecological- optimization of man's relationship to nature;

● religious- introduction to religious values;

● physical- development of the physical capabilities of the individual.

Others are often distinguished. funds and directions education. But, apparently, speaking about education, one should, first of all, keep in mind introduction to culture ... For example: to political culture, work culture, religious culture, physical culture.

Stages of personality socialization

WITHsocialization- this is the introduction of the individual to the spiritual values ​​and norms of behavior that have developed in society. A personality in the process of its formation borrows the rules of interaction with each other, views, beliefs, orientations that dominate in the social environment surrounding him. She must agree with the prevailing ideas about the world, including the way of life of people, recognize her ways of life, moral ideals, rules of the "game" that dominate in society, or come into conflict with it.

The entire life path of a person from birth to death is divided into separate periods (stages): childhood , youth , maturity , old age ... At each of them, a person learns the values ​​and norms that have developed in society, develops his individual qualities, and is included in the system of social ties and interactions.

The process of socialization of a person can be divided into two stages :

1) primary socialization - takes place in children and adolescents years of an individual's life;

2) secondary socialization is the development of personality in subsequent the years life.

At the initial stage of socialization, it is especially strongly influenced by the formation of personality a family , preschool and school institutions as well peer group - companies of friends and peers.

It depends on how family roles were distributed, who is the head of the family, how friendly and warm relations were in the family, what methods and methods of encouragement or punishment are used. If power in the family belonged unconditionally to one person, if decisions were made solely by the head of the family, if discussions were suppressed, free expression of will - in such conditions, either a supporter of the dictatorship grows up (if the head of the family was a respected person), or, on the contrary, an active opponent of authoritarian relations (if the family the leader did not enjoy love).

The behavior of the future citizen is greatly influenced by preschool, school, other state and public institutions. On how effectively and responsibly they perform their functions, it largely depends on whether the individual becomes a full-fledged citizen of his society or joins the ranks of persons with deviant, that is, socially unacceptable behavior.

The dominant direction of personality development also depends on the orientations in the so-called “groups of equals”. The methods of distribution of power, group roles in peer companies, as experience shows, can significantly affect the formation of subjective ideas about the "ideal" model of interaction with the outside world, and relations in groups of adolescents in the future can become a prototype of "optimal" interaction with the outside world. At the same time, stereotypes formed in childhood and adolescence often turn out to be durable and persist, often, throughout subsequent life.

The end of the first stage of socialization is not associated with a specific, the same age for all. Signs of the completion of primary socialization, that is, the transformation of a child into an adult, can be approximately the following:

● the ability to independently earn the material resources necessary for a full life;

● the ability to properly manage money, the choice of an optimal and healthy lifestyle, regardless of parents;

● self-discipline and self-control over their behavior.

The second stage of socialization is associated with the impact on the personality of a complex complex of objective and subjective factors that determine his social orientations and behavior. v youth, maturity and old age. During these years, the process of personality socialization is especially strongly influenced by various social institutions , including the education system, the media, labor collectives and other institutions and organizations with which the individual interacts.

Two related concepts are associated with the concept of socialization:

● resocialization- the process of replacing already learned norms and values ​​with new ones that are more appropriate to the changed conditions;

● desocialization- degrading processes associated with a change, say, from labor activity to retirement status.

Thus, the socialization process is complex and multifaceted. Socialization is inconceivable without a person's awareness of himself not only in the role of an object, but also as a subject of social relations, which suggests the other side of the "coin" - individualization associated with the individual's constant fixation of his specific place in society, taking into account personal characteristics, orientation, life plans and process continuous improvement.

Sociological theories of education

1) imitation- meaningless copying of the actions of adults;

2) the game- meaningful reproduction of adult behavior;

3) collective games- the child begins to take into account group expectations and reckon with them.

Young children develop primarily by imitating parental behavior. Imitation of parents is especially noticeable in the process of the child's play. By the age of four or five, children can play the roles of adults: a car driver, a doctor, a store clerk. Roles of "mom" or "dad" are not uncommon. In the process of collective play, the child begins to distinguish his “I” from “We”. The “I” hides an individual with his spontaneous desires that ignore the needs of others, and “We” is already a “social I” limited by the interests of other people.

Renowned Swiss educator and sociologist Jean Piaget(1896-1980) believed that in the upbringing of children, four main stages should be distinguished:

The first one is sensory-motor The (sensory-motor) stage of a child's development is associated with the first two years of his life. Until four months of his life, the child does not distinguish himself from the environment. He only learns to distinguish between objects and people through touch. By the end of this stage, children are already able to become aware of the qualities and characteristics of the people and objects around them.

The second is « pre-action», Corresponds to the age period from two to seven years. At this stage, children actively communicate, they develop speech, the ability to use words in a symbolic sense appears. A feature of this age is egocentrism, the interpretation of surrounding phenomena in accordance with their own interests.

Third - « concrete actions”, Manifests itself at the age of seven to eleven years as the ability to abstract thinking, the ability to draw conclusions and generalizations.

Fourth - « formal actions". This is the developmental stage of a child between the ages of eleven and fifteen. At this stage, the child develops the ability to form hypotheses, to make a choice optimal solution problems from several possible behaviors. Upbringing at this stage is inseparable from education.

The famous Austrian psychologist and psychiatrist conducted original research into the problems of upbringing. Sigmund Freud(1856-1939). He focused his main attention on the inner world of a person. Freud believed that even a newborn needs not only food, warmth, etc., but also affection, bodily contact with adults. This need is based on erotic drives, which are actively manifested in a child, especially at the age of 3-5 years. It was during this period of raising children, Freud believes, that an erotic attraction to the mother can be formed at the subconscious level, which is usually accompanied by hostility to the father - the so-called " Oedipus complex". At a later age, the child tries to find explanations for his feelings, extracting facts from the behavior of the father and mother that confirm the legitimacy of his unequal attitude towards his parents. The consequences of this phenomenon can be the most unexpected: nervous breakdowns, "disobedience", aggressiveness, moral degradation.

In domestic and foreign pedagogy, other theories of education are also known. However, they often reveal incorrect, from the point of view of sociological analysis, principles (we can say myths), which were once established in pedagogical science as fundamental.

To such parenting myths , can be attributed opposition of the educator and the educated ... At the same time, the upbringing process looks like a set of ways to manipulate the behavior of the educated person. It is appropriate here to recall the principle "back to Socrates". The great philosopher did not seek to impose any truth on his student. The teacher, according to Socrates, should be in the role of a "midwife", that is, help the student himself "give birth" to the truth. (By the way, the very concept of "school" originates from the Greek word for "leisure", or "entertainment").

Another "myth" is an attempt to find uniform parenting template , that is, the conviction that it is possible to formulate a unified theory of upbringing and apply it to any person. (Emphasis on socialization at the expense of individualization).

The "myths of education" include the so-called A complex approach to education, providing "the unity of ideological, political, labor and moral education", with the help of which it is possible to solve all the basic educational tasks in the "collective". But people are not the same in nature. Everyone has their own needs, interests, guidelines. The goal of upbringing is not only to familiarize a person with collective norms and values, but also to develop individual talents and abilities so that he can apply them with maximum benefit, both for themselves and for society. We can say how effectively each person realizes his individual capabilities for the benefit of society, the more the society will become richer. A different approach leads to social stagnation, to the degradation of society.

Social status and social roles of the individual

The position of an individual in society, the nature of his interaction with the environment is often associated with the concepts of “ social status », « social prestige " and " social role ».

Social status(from Lat. status: state of affairs, position) is a characteristic of a person's position in the social hierarchy. He captures the differences between people according to their social prestige in society, determines the place of the individual in the system of social relations.

Social prestige(from French prestige: charm, charm) - the assessment by society of the social significance of things (their properties) and people (their behavior) from the point of view of the norms and values ​​adopted in a given society.

In Western countries, for example, it is most prestigious to be a lawyer or a doctor. In the United States, the president has the highest status - 90 points on a 100-point scale. The astronaut is estimated at 80 points. The same number (80) are a university professor. The physicist is estimated at 78 points. Architect - 72, biologist, chemist - 69, psychologist, sociologist - 67. The same number (67) - banker. Airplane pilot - 66, veterinarian - 61, postman - 58, artist - 57, broker - 56, journalist - 55, librarian - 54, dancer - 45, office clerk - 43, policeman - 40, soldier - 39, cook - 31, a taxi driver - 28, a fisherman - 28, a boy in a hotel - 14, a drug dealer - 6.

The social status of a person depends on objective factors (income), and subjective indicators (level and quality of education, qualifications, lifestyle). The status can be:

1) hereditary(or prescribed) when an individual acquires a position in society regardless of his personal efforts (the status of a millionaire, black man, woman);

2) acquired achieved by an individual, thanks to his choice, efforts, merit.

Statuses are classified according to other criteria. For example:

1) natural status - associated with biological characteristics, for example, the status of a man or a woman may be different;

2) professional legal status - has social criteria for its measurement, whether formally agreed or informal.

As a rule, several statuses can be found in a person: academician, driver of a personal car, amateur mushroom picker. But only one, the so-called integral status determines his position in society related to his profession, position, and the amount of income received.

Ownership usually raises status, but not always. Titled but poor nobles had a higher status than wealthy merchants. Being the president of a country is more prestigious than a mere millionaire.

Social status may also be based on the ethnic or party affiliation of a person. The party system (according to Weber) can influence the position of a person in society, regardless of the attitude to the means of production. A political party is a group of people with common interests and goals related to power. And power raises the status of a person.

Much in assessing the status of an individual depends on the specific social roles performed by each individual.

Social role(from French rôle: social function) - a model of behavior due to the position of the individual in the system of interpersonal relations. It is adequate to the set of expectations associated with the behavior of a particular person in a social group. For example, the role of a teacher. What kind of teacher should be, how do you expect to see him? There are roles of student, groom, father, athlete. When raising a boy, we teach him male roles. A person acquires new roles throughout his life.

Social roles can be permanent, that is, to exist for a long time (for example, the role of the mother) and temporary performed for a short period (for example, the role of a hospitable host). However, this division is often conditional - the mother can be deprived of parental rights, and hospitality towards loved ones is not excluded throughout life.

Different roles can be applied to social roles at the same time. appraisals their contents: role expectations, that is, the point of view of the role from the people around and role behavior, consisting of specific actions of a specific individual, from the standpoint of his views and beliefs.

Sociology also uses such a concept as role tension- incompatibility of role expectations (a priest in the army blesses a soldier to kill). Frequently performed roles can become incompatible (say, the role of a student, and the role of a young mother). Arises role conflict, which finds permission, for example, through the student's academic leave.

Test questions and practical tasks

1. What are the distinctive features of the concepts "person", "individual", "personality".

2. Personality as an object and subject of social relations.

3. Adaptation and integration as two interrelated conditions for the formation of personality.

4. Personality upbringing as a social process.

5. The main means of education.

6. Approximate directions of education. What are the goals of each direction?

7. Compare different sociological theories of parenting (George Mead, Jean Piaget, Sigmund Freud).

8. What are the main problems arising in the field of education of schoolchildren (see Ch. 8, p. 8.1).

9. Socialization concept. The ratio of socialization and individualization of the individual in the process of education.

10 . The main stages of personality socialization.

11. Primary and secondary socialization. Resocialization and desocialization.

12 . The concepts of social status and social prestige.

13 . Social roles. Role expectations and role behavior.

14. Role tension and role conflict.

15 . Check out our guidelines for valeological education for adolescents.

15.1. What is the importance of the hygienic education of the individual in the process of socialization?

15.2. Is it necessary to teach the child in advance to conflict-free relationships with others?

15.3. Is sex education of the younger generation necessary and why? At what age is it better to start and what forms?

15.4. Why is the physical development and hardening of children necessary?

15.5. What bad habits are typical for young people? Importance of parenting against bad habits?