- a complex organism in which all cells are closely interconnected and the efficiency of the life of society as a whole depends on the activities of each of them.
In the body, new cells take the place of dying cells. So in society, new people are born every second who don’t know anything yet; no rules, no norms, no laws by which their parents live. They need to be taught everything so that they become independent members of society, active participants in its life, capable of teaching the new generation.
The process of assimilation by an individual of social norms, cultural values and patterns of behavior of society to which it belongs is called socialization.
It includes the transfer and mastery of knowledge, abilities, skills, the formation of values, ideals, norms and rules of social behavior.
In sociological science it is customary to distinguish two main types of socialization:
- primary - the child’s assimilation of norms and values;
- secondary - the assimilation of new norms and values by an adult.
Socialization is a set of agents and institutions that shape, guide, stimulate, and limit the development of a person.
Agents of Socialization- these are specific People, responsible for teaching cultural norms and social values. Socialization institutions — institutions, influencing the process of socialization and directing it.
Depending on the type of socialization, primary and secondary agents and institutions of socialization are considered.
Agents of primary socialization- parents, brothers, sisters, grandparents, other relatives, friends, teachers, leaders of youth groups. The term “primary” refers to everything that constitutes a person’s immediate and immediate environment.
Agents of secondary socialization- representatives of the administration of a school, university, enterprise, army, police, church, media employees. The term “secondary” describes those who are in the second echelon of influence, having a less important impact on a person.
Primary institutions of socialization- this is family, school, peer group, etc. Secondary institutions- this is the state, its bodies, universities, church, media, etc.
The socialization process consists of several stages, stages
- Adaptation stage (birth - adolescence). At this stage, uncritical assimilation of social experience occurs; the main mechanism of socialization is imitation.
- The emergence of a desire to distinguish oneself from others is the stage of identification.
- The stage of integration, introduction into the life of society, which can proceed either safely or unfavorably.
- Labor stage. At this stage, social experience is reproduced and the environment is affected.
- Post-labor stage (old age). This stage is characterized by the transfer of social experience to new generations.
Stages of the process of personality socialization according to Erikson (1902-1976):
Infancy stage(from 0 to 1.5 years). At this stage, the mother plays the main role in the child’s life, she feeds, cares, gives affection, care, as a result, the child develops basic trust in the world. The dynamics of trust development depend on the mother. A lack of emotional communication with the baby leads to a sharp slowdown in the child’s psychological development.
Early childhood stage(from 1.5 to 4 years). This stage is associated with the formation of autonomy and independence. The child begins to walk and learns to control himself when performing bowel movements. Society and parents teach the child to be neat and tidy, and begin to shame him for having “wet pants.”
Childhood stage(from 4 to 6 years). At this stage, the child is already convinced that he is a person, since he runs, knows how to speak, expands the area of mastery of the world, the child develops a sense of enterprise and initiative, which is embedded in the game. Play is important for a child, as it forms initiative and develops creativity. The child masters relationships between people through play, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child and do not pay attention to his games, then this negatively affects the child’s development and contributes to the consolidation of passivity, uncertainty, and feelings of guilt.
Stage associated with junior school age(from 6 to 11 years old). At this stage, the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities and conveys the technological ethos of the culture. If a child successfully masters knowledge, he believes in himself, is confident, and calm. Failures at school lead to feelings of inferiority, lack of faith in one’s strengths, despair, and loss of interest in learning.
Adolescence stage(from 11 to 20 years). At this stage, the central form of ego-identity (personal “I”) is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional calling, abilities, skills - these are the questions that arise before a teenager, and these are already society’s demands on him for self-determination.
Youth stage(from 21 to 25 years old). At this stage, it becomes important for a person to search for a life partner, cooperate with people, strengthen ties with everyone, a person is not afraid of depersonalization, he mixes his identity with other people, a feeling of closeness, unity, cooperation, intimacy with certain people appears. However, if the diffusion of identity extends to this age, the person becomes isolated, isolation and loneliness become entrenched.
Maturity stage(from 25 to 55/60 years). At this stage, identity development continues throughout your life, and you feel the influence of other people, especially children: they confirm that they need you. At this same stage, the person invests himself in good, beloved work, caring for children, and is satisfied with his life.
Old age stage(over 55/60 years old). At this stage, a completed form of self-identity is created on the basis of the entire path of personal development; a person rethinks his entire life, realizes his “I” in spiritual thoughts about the years he has lived. A person “accepts” himself and his life, realizes the need for a logical conclusion to life, shows wisdom and a detached interest in life in the face of death.
At each stage of socialization, a person is influenced by certain factors, the ratio of which is different at different stages.
In general, five factors can be identified that influence the socialization process:
- biological heredity;
- physical environment;
- culture, social environment;
- group experience;
- individual experience.
Each person's biological heritage provides the “raw materials” that are then transformed into personality characteristics in a variety of ways. It is thanks to the biological factor that there is a huge diversity of individuals.
The process of socialization covers all layers of society. Within its framework adoption of new norms and values to replace old ones called resocialization, and a person’s loss of social behavior skills is desocialization. Deviation in socialization is usually called deviation.
The socialization model is determined by, what society is committed to values what type of social interactions should be reproduced. Socialization is organized in such a way as to ensure the reproduction of the properties of the social system. If the main value of society is personal freedom, it creates such conditions. When a person is provided with certain conditions, he learns independence and responsibility, respect for his own and others’ individuality. This manifests itself everywhere: in the family, school, university, work, etc. Moreover, this liberal model of socialization presupposes an organic unity of freedom and responsibility.
The process of socialization of a person continues throughout his life, but it is especially intense in his youth. It is then that the foundation for the spiritual development of the individual is created, which increases the importance of the quality of education and increases responsibility society, which sets a certain coordinate system of the educational process, which includes formation of a worldview based on universal and spiritual values; development of creative thinking; development of high social activity, determination, needs and ability to work in a team, desire for new things and the ability to find optimal solutions to life problems in non-standard situations; the need for constant self-education and formation professional qualities; ability to make decisions independently; respect for laws and moral values; social responsibility, civil courage, develops a sense of inner freedom and self-esteem; nurturing the national self-awareness of Russian citizens.
Socialization is complex, vital important process. It largely depends on him how an individual will be able to realize his inclinations, abilities, and become a successful person.
A complete collection of materials on the topic: how modern society influences the socialization of the individual? from experts in their field.
Question 1. How do the concepts of “person” and “society” relate?
Modern man lives in society, one way or another he is forced to participate in some kind of collective activity. It is physically impossible for a civilized person to be excluded from it. He is dependent on her. No matter what, he is forced to spend part of his energy on maintaining connections with society and its institutions.
In the conditions of both communism and capitalism, a person obeys the laws, principles and morals of society. Or the laws of the majority.
A person becomes a person by entering into social relationships and connections with other people. In these connections and relationships, the individual acquires various social properties and thus combines individual and social qualities. A person becomes a personified bearer of social qualities, a personality. A person occupies a certain position in the system of social relations, belongs to a certain class, social stratum, group. In accordance with his social status, a person plays certain social roles.
Question 2. Who is called a person?
Personality is a concept developed to reflect the social nature of a person, consider him as a subject of sociocultural life, define him as a bearer of an individual principle, self-revealing in the context of social relations, communication and objective activity. “Personality” can be understood either as a human individual as a subject of relationships and conscious activity (“person” in the broad sense of the word), or a stable system of socially significant traits that characterize the individual as a member of a particular society or community.
Question 3. How does modern society influence the socialization of the individual?
Society influences the individual through the socialization of the individual, his active assimilation of social experience, social roles, norms, values necessary for successful life in a given society.
In the process of socialization, a person develops social qualities, knowledge, skills, and relevant skills, which gives him the opportunity to become a capable participant in social relations. Socialization occurs both in conditions of spontaneous influence on the individual of various life circumstances, and under the condition purposeful formation personality.
Question 4. Why do scientists characterize society as a form of joint life activity of people?
Social relations (social relations) are various social relationships that arise in social interaction, associated with the position of people and the functions they perform in society.
Social relations are a set of socially significant connections between members of society.
Social relations (social relations) - the relations of people to each other, consist of historically defined social forms, in specific conditions of place and time. Social relations (social relations) - relations between social subjects regarding their equality and social justice in the distribution of life's goods, conditions for the formation and development of personality, satisfaction of material, social and spiritual needs. Social relations are those relationships that are established between large groups of people. Beyond the sphere of manifestation, social relations can be divided into: economic, political, spiritual, social.
Question 5. What are the relationships between the main spheres of public life?
Spheres of public life are closely interconnected. In the history of social sciences, there have been attempts to single out any sphere of life as determining in relation to others. Thus, in the Middle Ages, the prevailing idea was the special significance of religiosity as part of the spiritual sphere of society. In modern times and the era of Enlightenment, the role of morality and scientific knowledge. A number of concepts assign the leading role to the state and law. Marxism affirms the determining role of economic relations.
Within the framework of real social phenomena, elements from all spheres are combined. For example, the nature of economic relations can influence the structure of the social structure. Place in the social hierarchy shapes certain Political Views, opens appropriate access to education and other spiritual values. Economic relations themselves are determined legal system country, which is very often formed on the basis of the spiritual culture of the people, their traditions in the field of religion and morality. Thus, at various stages historical development the influence of any sphere may increase.
The complex nature of social systems is combined with their dynamism, that is, their mobile, changeable nature.
Question 6. What changes are taking place in modern society?
Ontological transformations of all aspects of life have led to the formation of a new society in which theoretical knowledge becomes the main source of policy formation and innovation - a post-industrial postmodern society. Postmodernity is a qualitatively new social state achieved industrial societies who have come a long way evolutionary development.
Approaches to understanding socialization in postmodern society
The distinctive characteristics of the new society are reflected in the political, economic, social and cultural spheres. In the postmodern era, there is a sharp increase in social and cultural diversity, social processes are becoming more diverse, people have new motives and incentives due to the influence of cultural factors.
From the point of view of personal socialization, the new era brings with it requirements such as:
- rejection of ethnocentrism,
- affirmation of pluralism,
- attention to the individual, his subjective experiences,
- differentiation of cultural uniformity.
In other words, numerous post-industrial transformations lead to a restructuring of personal content modern man, changing the essence of socialization processes.
Definition 1
At its core, socialization is a process that results in the establishment of one or another type of relationship between the individual and society.
At various stages of historical development, this relationship represents the relationship between the individual and the social in a person, his orientation towards the priority of public or personal interests formed as a result of socialization.
The role of individual socialization in the process of ensuring the safety of society
A society striving for self-preservation and ensuring a lack of conflict, tries to endow the new generation with the skills and abilities of group survival developed and accepted specifically in this society.
In other words, the main goal of socialization from the standpoint of ensuring the safety and development of society is the formation of an individual who acts precisely as a component of this society, possessing its experience and bearing its characteristics.
The relationship between the individual, society and culture
The individual and society are interconnected and interdependent. Both the individual and society exist and develop within the framework of a certain cultural model.
Personality is the subject of interaction; society is a set of subjects of interaction, and culture is a set of meanings, norms and values that interacting subjects have, objectifying and revealing these meanings.
The influence of postmodern society on the socialization of the individual
Cardinal institutional transformations in Russia in last years significantly deformed all aspects of social reality, including distorting the processes of interaction between the individual, society and culture. The traditional institutions of socialization for Russian society, including the education system, family, upbringing, etc., are currently being supplanted by the values and cultural institutions of mass society.
As a result of the increasing influence of mass culture, the emergence of a consumer society, the meaning of human existence and its end in itself becomes prestigious status consumption, familiarization with the world of beautiful, prestigious things. The means become the goal, which leads to the alienation of the individual from the world of spiritual values, deforming the structure of their development, which, in turn, leads to significant difficulties in the process of implementing socialization as a process of ensuring the continuity of generations.
Social activity is the main quality of socialization. The content of socialization is the development of appropriate social positions of the individual. Sociologists, psychologists and teachers identify the following factors influencing human socialization:
Family. In any type of culture, the family is the main unit in which the socialization of the individual occurs. In modern society, socialization occurs mainly in small families. As a rule, a child chooses a lifestyle or behavior that is inherent in his parents and family.
"Relation" of equality. Inclusion in “peer groups”, i.e. friends of the same age also affects the socialization of the individual. Each generation has its own rights and responsibilities. Different cultures often have special ceremonies when a person passes from one age group to another.
Relationships between peers are more democratic than relationships between children and parents. However, friendships between peers can also be egalitarian: “a physically strong child can be a leader and suppress others. In a “peer group”, children enter into a wide network of contacts with each other, which can last throughout the individual’s life, creating informal groups of people of the same age.
Schooling. This is a formal process - a certain range of educational subjects. In addition to the formal curriculum at school, there is what sociologists call a “hidden” curriculum for children: the rules of school life, the authority of the teacher, the reaction of teachers to the actions of children. All this is then stored and applied in the future life of the individual. Relationships of equality are also often formed in school, and the school system reinforces their influence.
Mass media. This is a very strong factor influencing people's behavior and views. Newspapers, magazines, television, radio broadcasting, etc. influence the socialization of the individual.
Work. In all types of culture, work is an important factor of socialization.
Organizations. Youth associations, churches, free associations, sports clubs, etc. also play their role in socialization.
From the moment of birth until death, a person is included in different kinds activities and has full contact with the people and conditions around him. He accepts certain standards of behavior and acts according to them. Socialization is also the source of the process of individualization and freedom. In the course of socialization, each person develops his own individuality, the ability to think and act independently. 9
This is especially important to take into account now, when changes in the economic, socio-political and cultural spheres occur very quickly, breaking the usual life stereotypes, giving rise to a psychological state of anxiety and uncertainty in the future.
§3. Classification of forms of socialization
The classification of forms of socialization can now be carried out on many grounds; it is obviously impossible to cover everything.
P. Berger and T. Luckman, the main representatives of this direction, identify two main forms of socialization - primary And secondary. Primary socialization that occurs in the family and immediate circle of relatives is of decisive importance for fate and society. “With primary socialization there are no problems with identification, since there is no choice of significant others. Parents are not chosen. Since the child chooses the choice of significant others, his identification, since there is no choice of others, his identification with him turns out to be quasi-automatic. The child internalizes the world of his significant others not as one of many possible worlds, but as a unity that exists and is the only conceivable one. It is for this reason that the world internalized in the process of primary socialization is much more firmly rooted in consciousness than worlds internalized in the process of secondary socialization.” 10
Another type of socialization is provided by numerous social institutions, including school and education. “Secondary socialization” represents the internalization of institutional, or institutionally based subworlds... Secondary socialization is the acquisition of specific role knowledge, when roles are directly or indirectly related to the division of labor” 11.
In other words, in the process of primary socialization a person acquires a “basic world”, and all subsequent steps of educational or socialization activity must in one way or another be consistent with the constructs of this world.
T. Berger and P. Luckman point out that at a certain stage of historical development, primary socialization was the simple reproduction of society (and this can be identified with Marx’s simple reproduction). That is, everything reproduced in the first sector was consumed by the second and ensured its functioning.
But in the process of social reproduction, the external environment developed, which changed dramatically, starting from the industrial era. And this era has already required the creation of socialized institutions of extra-family or secondary socialization: preschool education, i.e. kindergartens, where children could be sent in order to free up labor for production; vocational education to train this workforce, etc.
These institutions arose, firstly, partly replacing the institutions of primary socialization, and partly making up for what the family, in principle, could not give. After all, if a person’s parents are teachers, and he goes to work as a turner, his parents are not able to teach him this. A whole field of activity appears related to the division of labor and the need to master various specialized functions - vocational education, which now needs to be specially addressed. And there it is necessary not only to train, but also to socialize. Therefore, we can say that at the stage of transition to a mature industrial society, a mature form of secondary socialization also arises.
However, the primary does not disappear. Moreover. If you look at it historically, the role of the family and immediate family environment is constantly changing - in different countries, in different situations in these countries, etc. This applies not only to primary socialization; the role of secondary socialization is also evolving. For example, the main institution of secondary socialization - education in our time, is also beginning to lose its position and influence in certain aspects. Why? This is connected with scientific and technological revolution, with the emergence and establishment of new forms of information exchange and mass communication - media, television, video, etc. Out of habit, they are also classified as means of secondary socialization, but in fact this is not entirely true. Because they have what the family was previously endowed with, but was deprived of forms of secondary socialization - the possibility of emotional influence, and also today closeness, accessibility, and everyday life. Plus reliance (albeit often rigged and illusory) on the objective knowledge of specialists, breadth and mass distribution, which guarantee authority among the socialized audience.
According to previous theoretical forecasts, the family, which prevents the merging of individuals into large communities, as required by the globalization of the historical development of mankind, should have died out in the era of industrial society. However, nothing like this has happened yet, at least not yet. And even this trend has not been noticed, despite the growing statistics of divorces, single-parent families and abandoned children. Now in Russia (although it is possible that this is the influence of a time of crisis), and in traditional societies of Southeast Asia, Latin America, and even in developed Western countries, family and work occupy leading positions on the scale of approved values and types of life activity. Among other explanations for this phenomenon, one can assume that behind this lies the empirical lack of discovery and untested other forms of organization of life. Humanity simply cannot offer anything else; there is no other way to organize the living space of an individual, starting from everyday life and ending with his human experience.
At the same time, we can further raise a question regarding the considered relationship between primary and secondary socialization. By the way, you can carry out an analysis of the content in one action, also considering another classification of forms of socialization - according to the subject of socialization, which is the family, the nation of humanity. So, can a society now survive that builds only the primary, i.e. family, socialization and can this be called socialization? In it, the traditional norm of socialization is the desire to teach how to live, to prepare for independent life. They taught us how to live, procreate, and be responsible for children—that means we socialized them. But this is relative to such a local group as a family.
The larger social group is the nation. Socialization there, taking into account the social division of labor, means teaching one part of the population to grow bread, another to fight, a third to educate children, etc. In the conditions of modern scientific and technological revolution, taking into account the globalization of human activity and world communications, according to the logic of things, all of humanity becomes the subject of activity; all of humanity must socialize and do it in a new way, through the prism of universal human interests and values. This was even reflected in the slogans of the day. After all, by socializing an individual through institutions of socialization, family and school, we form his sovereign, national-ethnic or other affiliation, without this there is no culture, no education, because the modern world has not matured to the level of cosmopolitan socialization.
Moreover, in many communities, countries and nations, traditionally – the root system of socialization– religion, attitude to the highest traditional values, to the divine. At the same time, they do not renounce either national or religious (moreover, specific confessional) affiliation.
Moreover, one cannot help but notice that in history it was private interest that often provided precedents for the most successful methods of socialization. Let's take Ancient Egypt or Ancient Greece 12 - there they united and educated the society of an external military enemy. Then Christianity appeared, it was opposed by a new image of the enemy - the infidel, the infidel. And society is socialized under this norm. Then nations appear, nationalism and patriotism arise as the norm of socialization, and education and upbringing are built around them.
Closely related to this classification is the division of forms of socialization according to the degree of focus and breadth of coverage of the object into individual And totalitarian socialization. The first is aimed at the individual and forms the self-identification of the Self with other individuals or with a specific community. The second covers the entire specific community, forming the self-identification We, which is total. It is especially important for civil and political socialization; it fosters patriotism, ensures the flourishing of society and the state, and wins wars and historical actions. Let us note that the struggle between generations is practically excluded here. Each individual, personally self-determined, is placed in a common row, as in South Korea, where at the beginning of the year a single plan is descended on the nation, based on which each citizen plans his life activity for this year. A goal has been set, and everyone builds their projects and plans around it. This is total socialization. But in Korea this is possible due to the presence of many specific prerequisites, which is not given to every community. It is possible, for example, that an important role in the implementation of such total socialization was played by the fact that there are a huge number of universities and people with higher education capable of abstract thinking.
Then in relation to Russia we will get the opposite formula. The fewer people we have with higher education and the ability for abstract thinking, the less opportunity we have to implement such a model of totalitarian socialization, precisely as a conscious model. In this case, we are left with other models, for example, the model of mobilization socialization.
The mobilization situation most often forces such socialization, which is aimed at bringing the entire population to a “single denominator”, to a unity of actions, thoughts, goals, values, etc. As soon as the mobilization situation goes away, many opportunities arise for building various norms of socialization. And it is often impossible to say that a given society, especially in the East, has some kind of socialization norm. There is not just one “I,” but several circles and many roles, and therefore socialization is flexible. At the same time, we note that this is the case with the Japanese with their developed thinking.
In the field of education, its own range of forms of socialization activity has emerged and developed. Accordingly, there are classifications here. 13 According to the goals and objects of mastering the elements of culture, social adaptation - the first historical form of adaptation - is divided into three directions, or levels - training, upbringing and education itself (or the formation of citizenship). The transfer of labor skills, norms of instrumental-object activity, modeled actions with material objects (and later with symbolic objects - representations, knowledge, languages, etc.) becomes the core of learning.
Education appeared when society began to have tasks of reproducing and transmitting the norms of collective life, the individual’s relationship with his colleagues in joint work and living together, with everyday life and the environment. Translation of social group value orientation and norms of group living into new generations has become the task of education.
And with the transition to interclan and intertribal relations, a new level of socialization appears. This is, in modern terms, the level of formation of citizenship. Here, the value and goal of socialization become socio-ethnic self-determination, cultural and historical affiliation and patriotism, i.e. factors of the individual’s future responsibility for the survival of a particular social society and the competitiveness of its interactions with other communities.
Next, we present a classification of forms of socialization associated with education. On this basis, at one point or another in history, society will be dominated by either formal education (along with other forms of institutional socialization) or informal socialization. The latter is formed by the structures of everyday life, the everyday interaction of people in simple and unspecialized actions of living together. It arose in early society, which was characterized by a natural division of labor, synthetic social processes, and the absence of a clear division into social groups.
Within education there is still a division into general and special. And although this is a classification of a different level, it is important to point out that functionally these two levels and types of education are differently directed and realize different goals of socialization. Secondary general or basic education is designed to ensure social adaptation of the new generation, i.e. to form an individual and a generation as part of a given society. This means developing in its representatives individual and group thinking, natural creative inclinations, endowing them with basic ideas and life skills in a given society, knowledge of the basic institutions, norms and rules of behavior, forming basic value systems (hard work, curiosity, loyalty, tolerance, law-abiding, etc.).
And higher, professional education implements a completely different form and purpose of socialization, which cannot be reduced to specific social adaptation. Its purpose and form is professionalization, i.e. adaptation at a higher level. This form of socialization allows for moments of specific social disadaptation, since it allows and even assumes the expansion of the cultural horizon beyond the limits of the existing existence of a particular society.
Another classification of forms of socialization is based on the types of future, simple and complex, which we mentioned earlier. On this basis, accordingly, there is a division into adaptive and innovative socialization. Traditionally, socialization is built within the framework of a simple future, i.e. an evolving society that does not change its qualitative state.
Further, the dependence between socialization activities and the society that carries them out is well known. Many characteristics and forms of socialization depend on the characteristics of society. 14 Thus, from the point of view of the diversity of cultural and historical definition of integral social formations (communities), the multivariance of cultural and historical models and socialization projects increases proportionally. Taking into account the nature of the historical moment, the inherent speed and intensity of social changes, as well as the social role of traditions, socialization is divided into traditional and modernization. At the same time, two polar groups of countries are distinguished, between which the rest occupy transitional positions. At one pole are countries that are characterized by traditional socialization. It is carried out on the basis and through the mechanism of traditions in countries with a traditional type of development (Japan, China).
At the other pole are countries that are characterized by modernization socialization. It is typical for countries that did not have a traditional way of life (USA) or experienced its breakdown and were left without traditional mechanisms for regulating social processes. Such losses occur as a result of social revolutions and modernizations; they are also typical for those countries that are currently in this state.
Let us supplement the proposed classification with two more forms that are quite appropriate here. This also includes transitional socialization, characteristic of societies in transition. When old traditions have not yet been completely destroyed, and new ones have not yet been fully rebuilt, society chooses new guidelines (goals and values), but has difficulty adapting existing social factors to them. This complicates socialization activities, transforms or blurs the overall picture of socialization processes inherent in “pure” types.
And the fourth form in this set is mobilization socialization. The mobilization type of development (of society and its corresponding socialization) is called “development focused on achieving emergency goals using emergency means and emergency organizational forms. Its distinctive feature is that it occurs under the influence of external, extreme factors that threaten the integrity and viability of the system" 15
It is clear that the mobilization form of socialization is characteristic of societies experiencing extreme periods of development, requiring the concentration of social resources on life-determining issues for society, in order to quickly and effectively resolve the most important and pressing problems. It contains elements that depersonalize unification and manipulation, but it is activated at a time when no one is interested in your Self, your self-determination, your rights. The closest example is war. There, the simplicity of the project - to survive - is understandable to a person without any reflexes. And he organizes his activities in such a way as to survive together with everyone else.
This classification does not necessarily coincide with the formational division. But there are moments when one can point out the advantage of the socialization inherent in that society.
The typology of world society, taking into account geopolitical and state-administrative factors, also gives rise to a typology of qualitatively different national-regional models of socialization (mainly concerns institutional forms of socialization).
Another extremely important classification is according to the socializing environment, i.e. depending on the action with which objects, phenomena and processes the individual and generations develop and socialize. Now we should highlight three fields, three powerful socializing factors - material - objective(interaction with which occurs objectively, spontaneously and gives such unpredictable consequences of socialization that were never designed), social-institutional and informational(MASS MEDIA). There are, respectively, three forms of socialization - material, social and informational.
There is also another classification, which we have already touched upon - spontaneous (this is how traditional socialization is carried out) and specialized (professional, which is what modern socialization has become).
The classification of forms of socialization could be continued further. For example, by spheres or forms of activity - production, professional, social group, political, ideological, etc. there may even be deformed socialization, deviation of the group, the cause of which may be deviations in health, which can then creep into crime.
For example, experts believe that if primary socialization did not take place at one time, then no matter how good the secondary socialization is, the person will no longer be fully socialized.
Socialization
Society influences a person to a large extent. The assessment of the individual by society influences his development. It is worth noting that a person learns to live a third of his life in the most complex of existing worlds - in the world of social relations. Recently, experts have come to the conclusion that a person learns this complex art throughout his entire life. These are the requirements of modern society. This process is called socialization.
Socialization is the process of an individual’s assimilation of patterns of behavior, psychological attitudes, social norms and values, knowledge, and skills that allow him to function successfully in society.
The social environment is the main factor that influences the personality, its development, and the formation of individual qualities.
Socialization begins in childhood, when approximately 70% of the human personality. In childhood, the foundation of socialization is laid, and at the same time this is its most vulnerable stage, because During this period, a person begins to absorb information like a sponge, and he also tries to imitate adults, taking from them not only good qualities, but also bad ones. And during this period, adults can impose their opinions, and the child at this moment is defenseless against the demands of elders, he will be forced to submit to them, which can affect the further development of a person as an individual. The entire process of personality development can be divided into several stages in accordance with the age of the child:
· Early childhood (0-3)
· Preschool and school childhood (4-11)
· Adolescence (12-15)
· Youth (16-18)
A child, after birth, goes through three phases of personality development:
· adaptation (mastering simple skills, language acquisition);
· individualization (contrasting oneself with others, highlighting one’s “I”);
· integration (behavior management, ability to obey adults, “control” of adults).
The biggest influence on a person’s personality is the opinion of their parents. What a child acquires in the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, nothing can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.
IN preschool age The collective becomes another significant social group from the point of view of personal development. As a rule, this is the kindergarten team. The development of a child’s personality is influenced by his relationships not only with peers, but also with teachers. The child learns the norms of discipline and interaction with others. The child wants to be respected by his peers and to have many friends. IN kindergarten he can gain life experience, because he communicates with children of his age, takes something from them, trying to imitate, say, “popular” children. A child changes to be on par with his friends, he can change his character, his habits.
In adolescence, children often experience a crisis of personality development, which is provoked by too rapid changes in the socio-psychological structure of the group in which they find themselves. The crisis of this age is characterized by a spirit of contradiction, the desire to do everything in one’s own way, to acquire one’s own experience of successes and failures.
By the age of 18, as a rule, a child’s personality is fully formed. It is impossible to radically change an already established personality; you can only help the child correct his behavior. Therefore, it is so important to promptly instill in a child moral and ethical values, to teach him the norms of behavior and human relationships when the child’s personality is still developing.
Youth completes the active period of socialization. Young people usually include teenagers and young adults aged 13 to 19 years (they are also called teenagers). At this age, important physiological changes occur that carry certain psychological shifts: attraction to the opposite sex, aggressiveness, often unmotivated, a tendency to take thoughtless risks and the inability to assess the degree of its danger, an emphasized desire for independence and independence. During this period, the formation of the foundation of the personality ends, its upper - worldview - floors are completed. Awareness of one’s “I” occurs as an understanding of one’s place in the life of parents, friends, and the surrounding society. At the same time, there is a constant search for moral guidelines associated with a reassessment of the meaning of life. Teenagers and young men are more susceptible to negative assessments from others, especially when it comes to clothing, appearance, behavior, circle of acquaintances, i.e. everything that makes up the social environment and the social symbolism of the “I”. At this age, a teenager wants to assert himself in society, he wants to show his independence and autonomy.
A person can also be influenced by the media. For example, advertising encourages you to buy a certain product.