The concept of a social institution

Any society with normal functioning needs social stability, which is ensured by the presence of a generally accepted system of norms, rules and values, including ideals, moral standards, faith, traditions, etc.

The mechanism for ensuring the integrity and stability of society and social structures is a social institution, which is a set of values ​​and norms, with the help of which the management of people's activities in the spheres of life is carried out.

Remark 1

Thus, we can say that a social institution is an organization that satisfies the fundamental needs of society.

We can talk about the effective operation of a social institution under certain conditions, namely:

• the presence of a system of social norms and rules that control people's behavior;
• introducing the activities of the institute into the value structure of society, which allows the institute to provide its activities with a legal framework and exercise control over the behavior of members of society;
• availability of resources and conditions for its normal functioning

The essence of the institution of education

For the normal functioning of society and the reproduction of its structure, a social institution of education is necessary. It allows you to transfer the accumulated social experience, knowledge, values, attitudes, ideals from previous generations to the next generation, and also contributes to the assimilation of this knowledge and values ​​by the current generation.

Education as a social institution is an independent system that performs the task of consistent training and education of individuals focused on obtaining certain knowledge, values, skills, norms, the essence of which is determined by society and its characteristics.

Modern sociology distinguishes between formal and non-formal education.

• Formal education includes the presence in society of a system of educational institutions that carry out the function of learning, as well as a state-prescribed educational standard that prescribes the minimum amount of knowledge and skills required by society. The system of formal education depends on the cultural standards and ideology accepted and prioritized in the society.
• Non-formal education is a part of the socialization of a person's personality, assisting him in the assimilation of social roles and statuses, norms and values, and also contributes to spiritual development, that is, non-formal education is an unsystematized assimilation of knowledge and skills by a person, mastered by him spontaneously as a result of interaction with the outside world .

Considering education as a social institution, one should speak, first of all, about the institution of formal education.

Functions of education as a social institution

Education performs many functions. Depending on the areas of research, there are various functions, the most common are the following functions:

The spread of culture in society.

This function is to transfer cultural values ​​between generations. Each nation has its own cultural characteristics, so the institution of education is a universal means of transmitting and preserving the cultural traditions of peoples.

Socialization.

The Institute of Education is considered one of the main institutions of socialization, since education forms the worldview of the younger generation. Thanks to the values ​​and attitudes learned in the process of education, the younger generation becomes a part of society, socializes and is involved in the social system.

social selection.

This function implies, through the educational process, the implementation of a different approach to students in order to select the most talented and capable, which allows young people to receive a status that meets their interests and abilities.

Remark 2

Thus, the result of the selective function of education is the distribution of social positions in the social structure of society, and the implementation of this function contributes to social mobility, since obtaining one or another level of education allows you to move higher through the channels of social mobility.

The function of social and cultural change.

This function is carried out through the process of scientific research, scientific achievements that contribute and change the educational process itself, technology, economics, in turn, the educational process also makes changes to the process of scientific research. Thus, one can observe the relationship and interdependence of the educational process and society.

The structure of the education system

The education system is a complex formal organization. It has a hierarchical management system, headed by the apparatus of the ministry.

Below are the departments of education of the regions, which coordinate and manage schools and secondary vocational institutions in the region.

Next comes the leadership of schools and educational institutions of the secondary professional level - rectors, deans, directors and head teachers.

The education system is also characterized by specialization of activities. For example, teachers and professors differ in the subjects they teach. Higher and secondary vocational educational institutions specialize in their professional and educational programs.

There is also a hierarchy of teaching positions in the higher education system.

Remark 3

A feature of education as a system is the standardization of the educational process. Each educational institution carries out its activities in accordance with the mandatory curricula.

The teacher acts as an administrative leader who organizes and manages the learning process in the group.

1

The protracted transitional period of reforming the economy in our country is largely due to the general economic illiteracy of the population, the lack of knowledge, practical skills and behavior in a market economy.

The landslide decline in production, the technological backwardness in many sectors of the economy (excluding, perhaps, the military-industrial complex, the space and energy industries) caused job cuts, massive official (and even more unofficial) unemployment.

In conditions when the labor market requires a young (up to 35 years old), but already a professional specialist, and who has professional mobility (capable of quickly mastering a new, related profession at a professional level), the chances for young school graduates to find a job are very few.

At the same time, Russia has suffered a crisis of such magnitude that society risks not getting a full-fledged generational change (I.V. Avdeev "Value orientations", I.M. Kirillov "Socio-economic analysis of the position of young people in society based on system indicators"). For the first time in history, the pace of technological development, the change of tools, and so on, outstrips the pace of generational change. This violates the adaptability of young people to the increasingly difficult conditions of life with increasing competition and demands on the individual. As a result, some of the youth lost their "landmarks", the development of self-doubt, the inability to assert themselves, to realize the level of their claims.

Thus, while improving living conditions through the creation of new industrial technologies, improving the quality of housing, the comfort of the workplace, humanity at the same time pays for this by disturbing the ecological balance, deteriorating health, stress and psychological (mass) breakdowns.

The economic crises that break out in the world affect all countries, but the leading countries with market economies are better able to cope with these problems. And not only because their financial system and industry are better protected, and their governments are economically more competent in solving emerging problems, but also because the people living in these countries, for the most part, have sufficient economic literacy for a layman. They are less afraid of the "grimaces" of the market (they do not run to buy goods, causing inflation), they are better able to fight for their rights, show initiative and creativity in the fight against difficulties, and know how to manage their family budget in a balanced way.

Therefore, the economic education of schoolchildren serves the ideas of humanizing education, educating a generation of people who are not hostile to the laws of a market economy, and allows developing such personal qualities as a creative attitude to work, purposefulness in solving problems of self-realization in life and profession, i.e. acts as one of the most important aspects of self-realization.

The socio-economic and political situation that has developed in the Russian Federation also predetermines the characteristics of the socio-economic preparation of young students. The economic training of schoolchildren should be considered as a process and result of the assimilation of economic knowledge and skills; the formation of personality traits, thinking and moral behavior, the ability to navigate in an unstable economic situation, to find an application for oneself and a field of activity, guided by both personal and public interests; understanding of how material and spiritual goods are created, distributed and consumed. One of the areas of economic training is the formation of humanistic values, understanding the role of the individual in society, the ability to analyze one's needs and abilities, prepare for the need for a quick change in the field of activity (development of professional mobility). Explain the nature of economic forces invading modern life, the laws that govern forces; finally, the meaning of new, often incomprehensible to the Russian people, words that are encountered daily in the press ("money supply", "gross national product", "monetary issue", etc.), which are somehow connected with personal and public shocks and victories.

Young people need to understand the problems of the economy in order to live in the real world, and not only to get rich, but simply to become smart investors in the future, educated people, informed workers in any field of activity, and finally, just good citizens and patriots of their country.

Social transformations in society are reflected in the life of the school. The sharp decline in public funding is in conflict with the proclaimed priorities, in particular, with the need to meet the needs of the individual in the implementation of his educational needs in the development trajectory planned by him.

The socio-economic education of students is an important component of their socialization - social maturation and maturation, self-realization of the individual in society, and, consequently, the adaptation of young people to life in a market economy (and even in a protracted transition period). Systematic economic training of schoolchildren makes it easier for them to find employment opportunities, develops creativity, brings up the readiness and ability to identify problems and find solutions (often non-traditional) to emerging life tasks.

A number of works show that the content component of socialization is the social formation of the individual, which implies the humanistic and humanitarian development of the student, the social and professional self-determination of the individual, etc.

From a pedagogical, educational point of view, socialization is understood (according to I.A. Sasova and I.I. Nagumanova) as a process and result of the formation of personality traits, ZUNov, experience, a system of moral and value motivation and orientation in the process of including graduates in the system of social relations, significant for the individual and society.

The social formation of a personality is a multifactorial process, various aspects of which can be considered from the point of view of various sciences.

As various studies show, the social formation of a person begins at the age of 10-16, is basically completed by the age of 30, and then there is a correction and further implementation of the "life plan".

It is important already in the early school years to form the social formation of the individual, to consider it as the most important task of the educational process; based on a personality-oriented approach, develop the student's natural abilities, organize a diverse environment that allows him to fulfill himself both in school and in life.

The economic education of school students should organically fit into the concept of reforming general education, which combines the requirements for the educational system developed by the Presidium of the Russian Academy of Education and the basic principles of the ministerial concept of reform (former minister, academician E.D. Dneprov). Requirements and principles largely coincide and in some ways complement each other.

It is stated that education is a leading factor in the development of a person and society, is the most important tool for the development and implementation of a new social ideology, a factor in the stability of society, conditions for the formation of market literacy, effective economic development. In addition, education should be advanced - a necessary condition for the development of society, it should be reoriented towards personality-oriented education, become multi-structural, variable, humane, humanitarian, etc.

The humanization and humanitarization of education, first of all, are aimed at shaping the personality, preparing for life in a changing world, an ecological-information, economic-technological society. Humanitarianism works not only for the spiritual development and upbringing of the child, but is also a productive force that affects the quality, level, intensity, speed of scientific and technical progress, because coordinates it with the development of personality and ecology.

The modern system of education does not have a truly humanistic character, is not ready to meet the increased demands of the spiritual world of a person, does not develop the creative performance of functions, does not help in development and self-development. Thus, at this stage, education is not advanced, does not provide for the transition from industrial to post-industrial society, because does not prepare a person to fulfill his purpose, his role in the new society.

Therefore, the content, methods and forms of training should change in the direction of meeting the individual needs and needs of the individual, develop variable and optional training; it is necessary to move from focusing on the average student to the differentiation of achievements in education and upbringing in the moral, civic and creative spheres. The transition from educational standards to the quality of their implementation, from the needs of the average student to the best is a guideline for the realization of the rights of the child, for meeting the needs of the individual and society.

Given the specifics of the educational and socio-economic situation in the Russian Federation, it can be stated that both at the federal and regional levels there is no forecast of priorities in the deployment of economic training for young people; the system of continuous economic training is poorly developed and practically has no scientific basis; lack of teachers with sufficient pedagogical and economic qualifications; slow reorientation of schools to the demands of the market economy; the insufficiency of educational literature - all this gives rise to disunity in the creation of an integral system of economic training for schoolchildren.

Since one of the tasks of economic training is the adaptation of school graduates to life in market conditions, apparently, we should talk not about economic, but about the socio-economic training of schoolchildren.

The economic education of students pursues different goals in ordinary classes and in classes of economic orientation. In ordinary classes, I and II levels in a three-level system must be maintained, in economic classes it is necessary to carry out three-level training: the third level is initial vocational training.

This does not mean that the 3rd level is closed to students from non-economic classes who want to master it. They can master it at the expense of reserves - additional education.

Economic training of schoolchildren, especially in innovative educational institutions should be based on the principles of consistency, continuity and succession of economic education. At the same time, its success largely depends on the entire system of education in the educational system of the educational institution. The success of economic preparation will be ensured if at each lesson (regardless of the subject) they teach to analyze, raise questions and make decisions, develop creative imagination. This is how the basis for the analysis of economic phenomena is being built. Practically all courses traditionally studied in a general education school, to one degree or another, must reflect the laws community development, economic spheres of society, economic relations, etc.

Therefore, to the most important goals economic training should include:

• Formation of functional economic literacy, taking into account the personal orientation of students, which facilitates their socialization.
• Formation of a culture of economic thinking.
• Continuous development of the individual as a subject of economic activity. Formation of a system of values ​​and development of economically significant qualities that ensure the viability of students, their self-development.
• Instilling skills and abilities of practical economic activity.
• Assistance in professional self-determination.

The continuity of economic training provides for a constant advancement from simple to complex through the implementation of a set of ways, means, methods and forms, the acquisition, deepening and expansion of economic knowledge, skills, if economic courses are distributed over the years of study so that the movement of economic content occurs, as it were, around the pivot in a spiral with access to a higher content level at each of its next turn. Continuity also provides for the formation of economic thinking, the ability to business communication, the upbringing of such qualities of character as initiative, enterprise, the desire to obtain the planned result. It is very important to develop creative imagination, a creative attitude to business, the ability to get results with minimal expenditure of all types of resources (both material and intellectual).

The goal of continuous education is also the constant development of the individual as a subject of economic activity, the acquisition of such knowledge and skills by schoolchildren that would allow them to engage in self-education, more easily engage in labor entrepreneurial activity, realize themselves as a master, able to work effectively, plan and foresee the results of their work with point of view of economic feasibility.

The systemic nature of economic education assumes that certain economic knowledge will be used in each educational area of ​​the curriculum.

In the educational field "Social Science" it is necessary to give knowledge on economic features, the social structure of countries with different economic structures, economic and geographical patterns, economic spheres of society, the history of economic development; about material needs, economic relations, the laws of supply, demand and value, forms of ownership and the diversity of types of enterprises; to give the concepts of the economic cycle, about the market economy, about the possibility of its state regulation, economic culture, ecology and its connection with the economy, etc.

The use of interdisciplinary links between economics and mathematics is very effective. Indeed, the mathematical apparatus is widely used in economic theory. An economics teacher can constantly turn to mathematics in his classes ( variables, functions, notation of functional dependence in the form of an algebraic form, graphical form of a function, mathematical models in economics, etc.), while in each class the level of the material presented and the mathematical preparation of students should be taken into account. At the same time, the teacher of mathematics will have to show its applied nature, in particular in economics, when presenting the relevant material.

The educational field "Technology" includes economic issues:

• family farm economics;
• basics entrepreneurial activity;
• conditions of productivity and work culture;
• creating opportunities for the practical application of economic knowledge and skills.

When studying works of Russian and foreign literature (N.V. Gogol "Dead Souls", A.N. Ostrovsky "Profitable Place", "Mad Money", M.F. Dostoevsky "Crime and Punishment", M. Mitchell "Gone with the Wind ", O. Balzac "Gobsek" and many other authors) can illustrate economic phenomena, reflect the features of economic systems and phenomena in various states and eras, introduce the types of people's behavior in various economic situations. In these lessons, it is necessary to teach students to analyze the economic problems, ethics and morality of entrepreneurship. This fertile material can also be widely used by a teacher of economics in the study of various topics in the disciplines of the economic cycle.

At the lessons of the natural science cycle, it is necessary to consider the relationship of environmental issues, production processes, the impact of the development of scientific thought and technology with economic processes, the relationship of scientific and technological progress and the development of socio-economic relations in society, etc. An economics teacher can also use these relationships. You can widely use economic ties with Russian and foreign languages ​​(for example, offer to give an economic interpretation of sayings and proverbs: "Time is money", "Loss - profit to the mind", etc.).

Economic training requires continuity, which finds its expression in the fact that socio-economic training at each level of the general education school, solving the general tasks of economic education, has its own specifics, taking into account age features children. One of the most important tasks of socio-economic training is to form the readiness of schoolchildren to participate in specific economic activities. It is necessary to create various small business structures at the school, organize their work (furniture repair, production of tools and products for personal plots, production of various promotional materials, organization of exhibitions and auctions in order to sell their own products, etc.). The effectiveness of economic training will increase with the inclusion of new information technologies in the educational process, in particular, the use of business games on the computer.

The development of general education in the direction of strengthening the economic training of schoolchildren and the saturation of various disciplines with elements of economic knowledge ensures, on this basis, the strengthening of its humanization. However, this task is very complex and time-consuming, it requires not only a revision of curricula, but also a change in the usual approaches and private methods, in many respects this is a change in worldview, due to the transition to student-centered learning.

Nevertheless, it is necessary to solve this problem, since the economic literacy of school graduates will not only facilitate their adaptation to market conditions of life, but also the possibility of intellectual and spiritual development of the individual, increase the efficiency of activity in the real environment of human life, reduce the dangerous consequences of the socio-environment and the economic situation through increasing general and economic literacy and culture of a person and society. Therefore, economic education should become an integral part of a student's general education, and its system-forming part, together with the subjects of the natural science cycle, social science and human studies.

It is necessary to strive for consistency, continuity and continuity in the economic education of students, it is necessary to develop their motivation for economic and general self-education, for finding the vector of their self-development and professional self-determination while still at school.

The work was presented at the III scientific conference with international participation "Priority directions for the development of science, technology and technology", October 22-29, 2005, Hurghada (Egypt). Received 07.09.2005

Bibliographic link

Bazaikina T.V., Kundozerova L.I., Milinis S.M., Rostovtsev A.N. SOCIO-ECONOMIC EDUCATION OF STUDENTS AS A PROCESS OF THEIR SOCIALIZATION // Fundamental Research. - 2005. - No. 9. - P. 50-53;
URL: http://fundamental-research.ru/ru/article/view?id=6595 (date of access: 03/31/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Introduction

Chapter 1. The concept of social education

Chapter 2. The evolution of social education in last years

1 The main directions of modern social education abroad

2 Modern Russian social education. Development prospects

Conclusion

Bibliography

Introduction

The last two decades in Russia have become a time of major changes in the field of education. Of particular relevance and significance is the analysis of the historical experience of the educational system of previous centuries, which makes it possible to comprehend the facts in this area in order to develop a strategy in the future. The development of social education in Russia is characterized by complex and contradictory processes due to the influence of many various factors development of society. The current situation in Russia, the modernization of various spheres of society, the needs and interests of the individual require the development of the education system based on a combination of traditional and modern approaches. One of these areas, combining the best traditions of humanism in the Russian system of education and upbringing, aimed at solving the problems of social and professional activity of a person, is social education.

The current stage of the development of the Russian Federation sets before the national education the task of integrating the intellectual potential of the nation into the world community, in which social education is an integral component of the spiritual, social, moral development of the individual, which is important not only for international integration, but also for the development of society as a whole.

The fundamental task of this work is to study the modern social policy of the Russian state, its development in comparison with foreign countries, in order to consider the prospects for the development of social education, since it is this sphere of life that gives society a guarantee of social protection, provides material, physical and spiritual assistance to those in need strata of the population.

Chapter 1. The concept of social education

Both in our country and abroad, the system of higher education has developed traditionally, including first theological and humanitarian, then natural science and engineering education. In recent decades, economic, informational and, already before our very eyes, social education have emerged from this system. Of course, the formation, formation of new branches of knowledge and education cannot be understood in a straightforward way: this is a consequence of complex processes of interaction - differentiation, integration, assimilation in the field of science, education, religion, culture, the entire spiritual sphere of human society.

That is, social education integrates a body of knowledge in the field of philosophy, psychology, sociology, pedagogy, history, biology, physics, mathematics, economic theory, etc. Such a wide segment is determined by the content of social education, which, according to V. I. Zhukov , - "a social phenomenon, due to the needs of the formation and development of a particular individual and society as a whole." That is, social education, the system of social knowledge is "responsible" for all the problems that exist in human society and concern the person himself. At the same time, social education does not cover all spheres of life, but has a narrow direction.

Social education is defined “as a system of personnel training for the needs of the “third sector” (S.I. Grigoriev); part of general and any type of professional education (E.I. Kholostova); training of specialists for institutions of the social sphere, teaching social sciences, instilling the skills of education (I.M. Lavrenenko). At the same time, scientists emphasize that social education is aimed at the formation of a personality capable of self-realization in the social sphere, to the implementation of all components of the integrative educational process, to the fulfillment of the functions and professional roles of a specialist in the social sphere (V.I. Zhukov).” It is also noted that social education involves teaching social specialists the basic rules of human life in society, the development of social culture, the formation of social thinking and action, a culture of social feelings and a culture of social organization. The role of social education is emphasized for the development of creative initiative, independence, competitiveness, mobility of future specialists in the social sphere, adequate ideas about the processes taking place in modern world, specific interests and behavior of different social groups.

Scientists single out the social function of social education, which consists in the socialization of the individual in the process of professional activity, as well as the cultural function aimed at developing the abilities of a future specialist in the social sphere and transforming social reality. Social education strategies include:

ñ universalization;

ñ freedom of choice;

ñ participation in the formation of civil society.

“The goal of social education is expressed in the training of specialists who are ready to develop and test technologies for the social integration of the individual into society, social expertise of projects in the social sphere, social management of institutions and organizations. The main tasks of social education are singled out: prevention of social problems; development and implementation of innovative technologies for personal realization; implementation of social technologies in social institutions, etc. Among the main tasks of social education is the establishment of a “balance” of the needs of a person and society, which is achieved by putting forward priority values ​​in the form of observing the interests of a person.

In the course of special studies of the phenomenon of social education and its significance for solving the problems of improving the professionalism of social work specialists, the types and levels of social education are distinguished:

non-formal social education is a collection of disparate practical information about the world, obtained outside the framework of the formal educational process throughout one's life;

formal social education is associated with purposeful educational activities organized in the system of vocational education and largely determines the level of socialization of a person, his readiness for independent functioning in professional activities.

Chapter 2. The evolution of social education in recent years

1 The main directions of modern social education abroad

In the foreign system of social education (France, Switzerland, Austria, etc.), social and cultural activities are singled out as a promising area of ​​professional activity of a social work specialist. Specialists in this area are referred to as a specialist animator in the field of social work.

“An integral part of the training of social work specialists is socio-cultural animation (French-speaking Switzerland). Graduation from schools of socio-cultural animation allows graduates to work in related fields. In German Switzerland, students with experience in the field of socio-cultural animation are accepted for study. Training takes on the character of "accompanying the profession." In Switzerland (Lucerne, Zurich) a special course "Animator" was introduced, in which attention is paid to "the development of theoretical concepts of socio-cultural animation and the independent development of research projects that accompany practice and are aimed at teaching students the role of an intermediary in social work with youth ".

In Austria, for the training of workers with youth, there is a special school for training leaders of youth leisure centers. "The school cooperates with youth public organizations, whose representatives are members of the supervisory body of the school, which influences the development of the content and forms of training

Great Britain (Staffordshire county) operates a nationwide organization for the training of specialists working with young people, which provides them with access to the Higher Courses, followed by the award of a degree. The content of the training programs is aimed at mastering the theory of interpersonal communication, the formation of skills to create and maintain interpersonal relationships, work in a team, the development of organizational and analytical skills, the desire to constantly develop and improve knowledge and skills of professional activity.

The system of training specialists in social work in France provides for “a special program for the training of theorists - scientists who must go through all levels of training and have experience in social work. The content of the program is aimed at developing the skills of research work in the field of social work.

Thus, professional training abroad has a number of features: it is carried out in educational institutions with the involvement of the resources of public organizations in the learning process; it is in the nature of "accompanying the profession", that is, future specialists combine theoretical training and professional activity; among the main activities of future specialists in the social sphere, communicative, socio-cultural, research are distinguished.

It is necessary to pay attention to the fact that in the foreign system of social education, a practice-oriented approach to professional training is quite powerfully represented, which is reflected in the targeted training of social work specialists in public organizations. This experience can be taken into account in domestic social education in the development of specializations and the organization of advanced training courses for social work specialists.

2.2Modern Russian social education. Development prospects

The current social situation in Russia, unfortunately, does not cause sufficient optimism: extreme differentiation in incomes and living standards, child homelessness, bureaucracy, stagnation of the middle class, degradation of the countryside, outbreaks of national contradictions and many other "problems of Russian society make the forecasts of some quite speculative" analysts" about the speedy and almost "automatic" joining Russia to the number of "civilized" states. An unbiased painstaking scientific analysis and putting its results into practice through broad public discussion, changes in legislation, key personnel changes, etc. can serve as a practical way to solve social problems in our country.

This situation dictates the need for qualitative changes in the development of the social scientific and educational sphere. This process began in November 1991, when the Moscow State Social Institute (now the Russian State Social University) was opened by the Decree of the Government of the Russian Federation, and a new specialty "Social Work" was introduced into the state educational standards. Currently, more than 120 Russian universities are professionally working in the system of social education. The flagship among them, of course, is the Russian State Social University (RSSU): it heads the Educational and Methodological Association (UMO) for education in the field of social work; on the basis of the RSSU, the Academy of Social Education was formed; The University includes 70 territorial subdivisions covering a significant part of the Russian Federation with its network. This allows the RSSU to develop a unified strategy for social education, manage its practical implementation, achieve concrete returns in the form of changing the social situation in the country in a positive direction.

At the same time, the analysis of scientific literature, conference materials, and our own work experience made it possible to identify the following trends in the development of social education: the influence of foreign experience in the theoretical and practical training of social work specialists; the introduction of domestic State educational standards (1995 and 2000), ensuring the unity of the educational space; multi-stage and continuity of professional training; deepening and expanding the specializations of training in the specialty "Social work"; the transition of domestic social education to Western European educational standards (Bologna Declaration of Ministers of Education of Western European countries, September 2003).

“The identified trends in social education indicate the need to find ways to optimize it, which can be understood as the choice of the best possible option for a given situation, which requires in each case the choice of the best option for an activity plan, content, methods, means, forms of education and upbringing (Yu K. Babansky, M. M. Potashnik). Analysis of the results of studies conducted on the problem of vocational training at the university showed that in the process of vocational training of students, the content of social education is determined among the dominant tasks, taking into account foreign experience in the professional training of social work specialists »

It is for these reasons that the study of the experience of social education abroad deserves attention. At the same time, we are aware of the impossibility and inexpediency of direct copying of foreign content into domestic social education.

However, it is very important to take into account the specific features of the Russian state when reforming the system of social education, therefore, domestic scientists are actively developing and modernizing textbooks, monographs, articles on social work issues, specialized journals are published: “Domestic Journal of Social Work”, “Social Work”, “ Social worker”, scientific research is being conducted, research activities in this area. All this contributes to the training, retraining and advanced training of "modern specialists in the social sphere who have a sense of civil and social justice, the ability to work with people, creative thinking, innovative technologies, and also have high spiritual and moral qualities."

Conclusion

social education politics society

In conclusion of this work, we can say that the content and scope of the concept of "social education" in modern Russian society has expanded significantly. This happened, firstly, due to the introduction of new specialties and the deployment of training in non-traditional specializations focused on the social sphere, management and reproduction of specialists in the field of social sciences. Secondly, this is due to the significant enrichment of social education programs through the use of literature representing various paradigms of social thinking. Thirdly, the expansion took place in connection with the active development of foreign and pre-revolutionary domestic experience in solving social problems. Finally, fourthly, this circumstance is due to the growing complexity, diversity of socio-cultural development, its pace, the emergence of a new social culture that requires non-traditional forms and content of social education.

In Russia, a network of educational institutions has developed that trains and retrains social workers; at present, their number has exceeded one hundred. In addition, now it can be argued that there is an active formation of a multi-stage, multi-level system of training and retraining of social workers. Professional training of specialists for social services is carried out at state universities, pedagogical and medical universities, technical and technological higher educational institutions. The leading place in this network of educational institutions is occupied by the Russian State University. A study of the experience of these universities shows that they are creative in the development and implementation of curricula and curricula, pay attention to modern teaching technologies, publish and edit the best textbooks on the theory and practice of social work, and use foreign experience to the greatest extent.

It can also be said that the ongoing modern state social policy, which requires some modernization, contributes to the socialization of large social groups, meeting the basic social needs and interests of vulnerable segments of the population. The latter, being the causes of social action, contribute to the formation of certain social and political groups. Through social policy, the social structure of society and social relations are regulated. That is, the social stability of society, the dynamism of its development largely depends on social policy.

Bibliography

1. Averin A.N. State system of social protection of the population. Tutorial. 2007

Kozhevnikova L.M., Sedelnikov V.G. Article "Issues of modern social education". Krasnoyarsk, 2007

Teaching social work: continuity and innovation: Sat / ed. Sh. Ramon and R. Sarri; translation from English ed. Yu.B.Shapiro. M., 1996

Dictionary-reference book on social work, ed. E.I. Kholostova. M.: Lawyer, 2000

Theory and practice of social work: domestic and foreign experience: in 2 volumes / Ed. T.F. Yarkina, V.G. Bocharova. M., 1993, Vol. 1

Kholostova E.I. Social work: textbook for universities. M., 2007

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Education as a social system

Introduction

education social cultural

Education as social phenomenon It is, first of all, an objective social value. Moral, intellectual, scientific and technical, spiritual and cultural and economic potential any society directly depends on the level of development of the educational sphere. However, education, having a social nature and historical character, in turn, is determined by the historical type of society that implements this social function.

It reflects the tasks social development, the level of economy and culture in society, the nature of its political and ideological attitudes, since both teachers and pupils are subjects of social relations. Education as a social phenomenon is of great value to society. The development of each society depends on the development of the educational sphere, the higher its level, the higher the intellectual, moral, scientific, technical, economic potential of the society. The historically established type of society implements a social educational function. In public relations, the subjects are teachers and students, who are faced with the task of improving the culture in society, the level of the economy, as well as the task of social development in general.

From the moment of birth, a person is a person and belongs to a certain social group. He has certain relations with property, laws of production and certain material goods. In the labor system family relations each member of society enjoys certain legal rules that operate in his society. Personal development is influenced by the totality of the relationships of a particular society. Whatever parents or teachers of the model of raising and educating a child choose, society dictates its own rules and makes adjustments in the formation of a person. Each social group is able to re-educate the individual according to their beliefs, interests and needs. The standard of living can also affect the formation of personality, which in turn indirectly performs the educational function of society as self-development, self-education and self-awareness of one's place in society, as well as a desire for more.

The purpose of this work is to study education as a social system.

To achieve this goal, we need to set ourselves the following tasks:

1. Consider education as a social institution;

2. Get acquainted with the main types of education;

3. To study the functions of education (social, functions in the production and economic sphere, functions in the sphere of culture, in the socio-political sphere);

4. Learn the problems of the sociology of education.

1. Education as a social institution

The social institution is organized system ties and social norms, which brings together significant social values ​​and procedures that meet the basic needs of society. Any functional institution arises and functions, fulfilling this or that social need.

Each social institution has both specific features and common signs with other institutions.

The features of the institute of education are:

1. attitudes and patterns of behavior - love for knowledge, attendance;

2. symbolic cultural signs - school logo, school songs;

3. utilitarian cultural features - classrooms, libraries, stadiums;

5. ideology - academic freedom, progressive education, equality in education

Education is a social subsystem that has its own structure. As its main elements, educational institutions can be distinguished as social organizations, social communities (teachers and students), the educational process as a type of socio-cultural activity.

Education as a social phenomenon is a relatively independent system, the function of which is the systematic training and education of members of society, focused on mastering certain knowledge (primarily scientific), ideological and moral values, skills, habits, norms of behavior, the content of which, ultimately, is determined by the socio-economic and political structure of a given society and the level of its material and technical development. From the moment of birth, a person belongs to one or another social group, finds himself in certain relations with property, and, consequently, with the laws of production and distribution of material goods, uses the appropriate legal rules in a specific system of family and labor ties.

2. Main types of education

The education system is also structured according to other principles, it includes a number of links: a system of preschool education, a general education school, vocational education, secondary specialized education, higher education, postgraduate education, a system of advanced training and retraining of personnel, education by interest.

With regard to preschool education, sociology proceeds from the fact that the foundations of a person's upbringing, his industriousness, and many other moral qualities are laid in early childhood.

In general, the importance of preschool education is underestimated. It is too often overlooked that this is an extremely important stage in a person's life, on which the fundamental foundation is laid. personal qualities person. And the point is not in quantitative indicators of `coverage` of children or satisfaction of the desires of parents.

Kindergartens, nurseries, factories are not just a means of 'looking after' children, here their mental, moral and physical development. With the transition to teaching children from the age of 6, kindergartens faced new problems for themselves - organizing the activities of preparatory groups so that children can normally enter the school rhythm of life and have self-service skills.

From the point of view of sociology, the analysis of society's focus on supporting preschool forms of education, on the readiness of parents to resort to their help to prepare children for work and the rational organization of their social and personal life, is of particular importance. To understand the specifics of this form of education, the position and value orientations of those people who work with children - educators, service personnel - as well as their readiness, understanding and desire to fulfill the duties and hopes assigned to them are especially significant.

Unlike pre-school education and upbringing, which does not cover every child, the secondary general education school is aimed at preparing the entire younger generation for life, without exception. In the conditions of the Soviet period, starting from the 60s, the principle of universality of complete secondary education was implemented in order to provide young people with an "equal start" when entering an independent working life.

There is no such provision in the new Constitution of the Russian Federation. And if in the Soviet school, because of the requirement to give every young person a secondary education, percentage mania, registrations, artificial overestimation of academic performance flourished, then in the Russian school the number of school dropouts is growing (according to experts, in 1997, 1.5-2 million children did not study). children), which over time will affect the intellectual potential of society.

But even in this situation, the sociology of education is still aimed at studying the values ​​of general education, at the guidelines of parents and children, at their reaction to the introduction of new forms of education, because the end of a general education school is for a young person at the same time the moment of choosing the future. life path, professions, occupations.

Choosing one of the options, the graduate of the school thereby gives preference to one or another type of vocational education. But what drives him in choosing the trajectory of his future life path, what influences this choice and how it changes throughout life is one of the most important problems of sociology. A special place is occupied by the study of vocational education - vocational, secondary special and higher.

Vocational education is most directly connected with the needs of production, with an operative and comparatively rapid form of bringing young people into life. It is directly carried out within the framework of large industrial organizations or the state education system. Having emerged in 1940 as a factory apprenticeship (FZU), vocational education has gone through a complex and winding path of development.

Despite the various costs (attempts to convert the entire system to a combination of full and special education in the preparation of necessary professions, poor consideration of regional and national characteristics), vocational training remains the most important channel for obtaining a profession. For the sociology of education, it is important to know the motives of students, the effectiveness of training, its role in improving skills and real participation in solving national economic problems.

At the same time, sociological studies both in the 1970s-80s and in the 1990s still record a relatively low (and low in a number of professions) prestige of this type of education, because the orientation of school graduates to receive higher, and then secondary specialized education continues to prevail.

As for secondary specialized and higher education, it is important for sociology to identify the social status of these types of education for young people, assess the possibilities and role in future adult life, the correspondence of subjective aspirations and objective needs of society, the quality and effectiveness of training. In 1995, 27 million young people aged 12 to 22 were studying, of which 16% were university and technical school students.

Particularly acute is the question of the professionalism of future specialists, that the quality and level of their modern training meet the realities of today. However, both studies of the 80s and studies of the 90s show that many problems have accumulated in this regard. According to the results of sociological research, the low stability of the professional interests of young people continues to remain. According to research by sociologists, up to 60% of university graduates change their profession.

3. Functions of education

Social functions of the education system

Earlier it was said that education is connected with all spheres of public life. This connection is realized directly through a person included in economic, political, spiritual, and other social ties. Education is the only specialized subsystem of society, the target function of which coincides with the goal of society.

If various spheres and branches of the economy produce certain material and spiritual products, as well as services for a person, then the education system “produces” the person himself, influencing his intellectual, moral, aesthetic and physical development. This determines the leading social function of education - humanistic.

Humanization is an objective need for social development, the main vector of which is a focus on a person. Global technocracy as a method of thinking and the principle of activity of an industrial society dehumanized social relations, reversed goals and means.

In our society, a person who was proclaimed as the highest goal, in fact, was turned into a "labor resource". This was reflected in the education system, where the school saw its main function in "preparation for life", and under the "life" turned out to be labor activity. The value of the individual as a unique individuality, an end in itself of social development was relegated to the background. First of all, the “worker” was valued. And since the worker can be replaced, this gave rise to the inhumane thesis that "there are no irreplaceable people."

In essence, it turned out that the life of a child, a teenager is not yet full life but only preparation for life, life begins with entry into labor activity. And what about finishing it? It is no coincidence that in the public mind there was an attitude towards the elderly, the disabled as inferior members of society. Unfortunately, at present the situation in this regard has not improved, we have to talk about the growing dehumanization of society as a real process, where the value of labor has already been lost.

Considering the humanistic function, it should be said that this concept is filled with new content. Humanism in its classical, anthropocentric understanding in modern conditions is limited and insufficient, does not correspond to the concept of sustainable development, the survival of mankind. Today, a person is considered as an open system from the standpoint of the leading idea of ​​the end of the second millennium - the idea of ​​co-evolution.

Man is not the center of the Universe, but a particle of Society, Nature, Cosmos. Therefore, it is legitimate to speak of neo-humanism. If we turn to the various parts of the education system, then the neo-humanistic function is called upon to be realized to the fullest extent in the system of preschool education and in the general education school, and to the greatest extent - in the lower grades. It is here that the foundations of the intellectual, moral, physical potential of the individual are laid.

As recent studies by psychologists and geneticists show, a person's intellect is 90% formed by the age of 9. But here we are faced with the phenomenon of the "inverted pyramid". It is precisely these links in the education system itself that are regarded as non-basic, and vocational, secondary and higher education come to the fore (in terms of importance, funding, etc.).

As a result, the social losses of society are great and irreplaceable. To solve the problem, it is necessary to: overcome the subject-centric approach in education, primarily in the general education school; humanization and humanization of education, including, along with a change in the content of education, a change in relations in the teacher-student system (from object to subject-object).

Formation of educational communities connected by involvement in educational processes and value attitude to education, and their reproduction.

The homogenization of society through the organized socialization of individuals is the inculcation of similar social characteristics in the name of the integrity of society.

As everyone in society large quantity achievable statuses is determined by education, such a function of education as the activation of social movements is becoming more and more visible. Education all over the world naturally becomes the main channel of social movements, usually ascending, leading individuals to more complex types of work, higher incomes and prestige. Thanks to them, the class structure becomes more open, social life- more egalitarian, and unfavorable differences in the development of different social groups are actually mitigated.

social selection. In education, individuals are bred along streams that predetermine their future status. The formal justification for this is the level of ability for which tests are used. But the tests contain a certain cultural context, the understanding of which depends on the ratio of the dominant culture (on which the tests are built) and the cultural characteristics of the microenvironment of the student's primary socialization. The greater the distance between these cultural types, the less attention the student receives from the teacher and the more likely he is to fail the test. An individual's educational career is thus largely determined by the social position of his parents.

Reproduction of those social classes, groups and strata, belonging to which is conditioned by educational certificates. The school provides individuals with unequal education, unequal development of abilities and skills, which is confirmed, as a rule, by certificates of established samples and is a condition for occupying appropriate places in the systems of division of labor (and social stratification).

Substitution of parents, social support for students for the period of their stay within the walls of an educational institution. For her sake, specialized organizational and role structures are created, reminiscent of a family environment. In the performance of this function, education, and especially the pre-professional school, reproduces cultural stereotypes and role differentiation inherent in the family.

Functions of education in the production and economic sphere

Formation of the professional and qualification composition of the population. From a quantitative point of view, the education system is responsible for the reproduction of the vocational and educational composition of the population. In practice, it fluctuates between overproduction and underproduction. Both extremes have a negative impact on the professional structure, cause an influx of people into the profession without appropriate training, the mass practice of teaching the profession `on the spot` without scientific foundations and creative skills.

They destroy professional culture, make relations within and between groups unclear, introduce non-professional criteria into the evaluation of people, and strengthen the role of assigned statuses in the social advancement of individuals. The qualitative side reflects the formation of the production properties of workers and is largely associated with the vocational school. But the same properties are directly developed in labor activity, in general education, where the creative and moral potential of the worker is formed.

Its productivity and innovative activity somewhat increases with the growth of general education. The excess of the educational level over the requirements of the workplace plays a positive role in production, creates a reserve of the creative potential of the individual, qualification and social advancement of the person. In a non-ideal situation, the same circumstance strengthens the contradiction between the claims of the owner of excessive education and the expectations of the people around him, and can lead to conflict.

Formation of consumer standards of the population. The role of education in the economy is wider than production aspects. It manifests itself in the consumption of goods, information, cultural values, natural resources. This function is always characteristic of education, it is enough to recall the biblical commandments about moderation in consumption or the prescriptions of the Russian Domostroy. It also determines the main content of non-formal education that takes place in the family or is constructed by the media.

Education can bring rational standards to people's material needs, promote a resource-saving economy, as well as a stable and favorable human environment. In market conditions, such a function is opposed to the interests of business, although it is more in line with national interests.

Attraction of economic resources. Sources of resources are different: from the state budget to private investment. In fact, they represent the customer and inevitably affect the content and forms of education. Reliance on the state budget gives rise to unification, and focus on the business community or sponsors enhances the autonomy of educational structures. The partial transfer of the school to the local budget caused active development in the content of education of the regional and local components.

Internal distribution of economic and other resources. Authorized educational structures distribute funds between regions, individual subsystems and institutions, types of activities, positions.

This distribution sometimes reinforces social inequality, perpetuates the lag of groups due to the fact that some subsystems of education receive less resources. In the Russian Federation, part of rural kindergartens, after being transferred to the local budget, are closed or do not provide the proper level of education. Children without preschool education are unable to master the programs elementary school and fall into correction classes. Is it necessary to comment on the personal and social consequences of such a situation?

The education system is capable of modifying economic incentives and making such adjustments to the practice of financial support that entail a change in the socio-economic status of its participants. One way or another, the process of resource allocation in education is always determined by its social organization. The social conditioning is even more essential than the economic one, because economic criteria here have almost no direct application. In the foreground are the criteria that are the normative product of an agreement between professional groups (or officials) in a given industry.

The education system often acts contrary to common sense. For example, the system of teacher education in the USSR carried out the release of teachers in deliberately inflated volumes (2.8 times), which held back the growth of teachers' incomes, the solution of housing problems, and the technical re-equipment of the school. The justification was a consequence of the same practice - the high professional turnover of teachers.

Functions of education in the field of culture

Reproduction of social types of culture. Education gives knowledge manufacturability, constructive forms, thanks to which it becomes possible to systematize, compose, broadcast and accumulate it in increasing volumes. The transfer of knowledge and experience is becoming dynamic, massive, and open. But not everyone becomes the object of transmission, but selected (in accordance with orders) types of culture, for example, dominant, school, professional.

Innovation in the field of culture is carried out selectively through the school. The public education system transmits only a part of the innovations achieved in culture. Innovations are accepted from the mainstream of the dominant culture that do not pose a threat to the integrity of this social organization (the stability of its management structures). In relation to other innovations, even progressive ones, the education system can act as a kind of barrier.

The formation and reproduction of social intelligence (mentality, certain industries and social technologies of intellectual activity) includes the provisions formulated by Durkheim: the dissemination of essential knowledge through training, instilling cognitive skills in individuals. The education system has become a diversified complex, its goal is not just the transfer of knowledge and personal development, but intellectual support for the development of society.

A number of researchers argue that this function has a key role in the rate of progress of civilization in the near future. It has already become a factor of world rivalry. Transnationalization of education is a means of geopolitics. World leaders seek to control educational complexes in different areas of the world, transferring their educational technologies or other models specially developed for other countries.

Thus, in the social intellect, the dependence of the recipient on the donor arises, guaranteeing the donor superiority and sources of deferred and immediate profit. Countries with long traditions in their education systems can also become recipients in times of crisis, when the state and society partly lose control over the conceptual development of the education system and providing it with the necessary human, information, and technological resources.

Functions of education in the socio-political sphere

The formation of personality is one of the vital interests of the state and groups, therefore, an obligatory component of education is legal norms and political values ​​that reflect the political interests of groups that dictate the direction of development in a given society and strive to control the school.

Instilling in educational communities acceptable (shared) legal and political values ​​and norms, ways of participating in political life is typical for public education, but it also manifests itself in the field of non-formal education. It is unlikely that there are examples when the institution of education would not counteract the manifestations of legal or political deviations. Any political system begins by fighting for the old school or creating a new one. Awareness of this function inevitably leads to the ideologization of the content of education.

In this sense, formal education ensures the promotion of law-abiding legal and political behavior, as well as the reproduction of the state (dominant) ideology. Social groups - carriers of alternative political values, seek to establish their own school, or introduce their own legal norms and political values ​​into an existing one. The education system is never ideologically neutral, it always asserts ideological control in an explicit form of party committees or in an implicit one - in the attitudes towards depoliticization, in personnel policy, in curricula, recommended textbooks, etc.

In the national-state organization of society, the school purposefully forms the orientation of the population in the foreign policy space. The ethno-social type of culture determines the content of education, emphasizing in it the leading interests of a given ethnic group. This is how the school promotes patriotism.

In research and practical terms, the definition of the functions of education serves to develop a universal system of measured parameters for the development of the institution of education and its impact on society. Following the definition of functions, it is necessary to assess how much the existing structures in the education system correspond to them.

4. Problems of the sociology of education

Young people enter into life - labor, socio-political, having, as a rule, a secondary education. However, it varies greatly in quality. Significant differences depend on social factors: in specialized schools with in-depth study of individual subjects, it is higher than in ordinary mass schools; higher in urban schools than in rural ones; in the daytime higher than in the evening (replaceable). These differences deepened in connection with the country's transition to market relations.

Elite schools (lyceums, gymnasiums) appeared. The education system is clearly becoming one of the indicators of social differentiation. The desired diversity in education turns into social selection through education. Society is moving from a relatively democratic system of education, accessible to representatives of all social groups, open to control and influence by society, to a selective, elitist model based on the idea of ​​autonomy of education, both in economic and political aspects. Supporters of this concept believe that education is the same area of ​​entrepreneurial activity as production, commerce, and therefore should function in such a way as to make a profit.

Hence the inevitability of paying for education by students, the use of various systems to determine the level of intellectual development or giftedness. The ability to pay and personal talent - these are the strings from which the sieve of selection is weaved, with ever-shrinking cells as we move to the top of the educational, and then the social pyramid.

Similar processes take place in secondary schools, although they have their own specific features. The situation now is such that by breaking the old system of secondary education and not creating a new one, the society has found itself in a very difficult situation. The rejection of the activities of children's public organizations, the miserable position of the teacher led to the fact that education lost almost all guidelines, without gaining new ones.

Under these conditions, the younger generation is deprived of stable moral ideals and received nothing in return. This process is aggravated by attempts to commercialize the school, which is by no means always accompanied by an increase in the quality of education. Serious conflicts between the parental community and the organizers of new forms of education testify to this.

In general, the optimum combination of general education and vocational training has not yet been found. After serious criticism, which exposed many vices, standards and rules that no longer correspond to the spirit of the times, general and vocational education is becoming much more flexible than it was before. But its role and responsibility in the training of qualified workers is still far from the required level.

Vocational education is an important stage in the civil formation of a person, in its harmonious development. Failure to understand the objectively necessary connection between development and professionalism gives rise not only to scholastic disputes regarding the "contradiction" of both, but also serious mistakes in the practice of working with young people, when mastering professional knowledge and skills in one form or another is opposed to a general humanitarian culture. As a result, either the notorious `technocratic distortions` arise, or attempts to form a human culture in isolation from life, work and social practice.

A special place in the enrichment of the country's intellectual potential belongs to higher education. However, changes in the content, in the directions, and in the structure of its activities are occurring very slowly. Sociological research data show that students and teachers highly appreciate the possibility of creativity, stand up for increasing the share of independent work, improving the forms of examinations, expanding their participation in the management of the university, and support the development of a competitive certification system for all personnel. At the same time, by the mid-1990s, higher education entered a severe crisis, from which not all universities have the opportunity to get out with dignity.

The school now faces a difficult choice - to find the best ways for its further development. The assessment of the ongoing changes is ambiguous, because in the public mood, public opinion there are very different, including diametrically opposed, points of view. However, proposals and judgments, no matter how contradictory in essence they may be, reflect the deep interest of people in ensuring and further building up the spiritual potential of society.

Along with instilling respect for work and professional orientation, humanization of education, the development of self-government, and the development of practical skills in organizational and social work among young people play a significant role in the development of the individual.

The mechanism of managing an educational institution has a great influence on the consciousness and behavior of young people. Strict observance of the norms and principles of democracy, legality, justice, openness, even during the years of study, becomes for them a kind of standard, with which they later check their life path.

However, the style of work of the director (rector), pedagogical and academic councils, class teachers mentors does not always contribute to the development and consolidation of the positive social experience of young people, does not sufficiently resist manifestations of nihilism, indifference, indifference to public affairs, as well as demagoguery, anarchist actions.

The role of various forms of communication between students and their peers in foreign countries is also great. Meetings at international conferences, correspondence, tourist trips contribute to the formation of solidarity among young people, the acquisition of civic communication skills, despite the existing differences.

The education system still poorly forms high spiritual demands and aesthetic tastes, strong immunity to lack of spirituality, "mass culture". The role of social science disciplines, literature, art lessons remains insignificant. The study of the historical past, the truthful coverage of the complex and contradictory stages of national history are poorly combined with an independent search for one's own answers to the questions that life puts forward.

But there is no doubt that historical consciousness, combined with national self-consciousness, acquires a decisive role in the civic behavior of student youth. The information revolution encourages continuous replenishment of knowledge. True, they do not have a homogeneous structure. There is always a core - the knowledge that forms the basis of sciences, and the periphery, where the process of accumulation and renewal takes place, which does not devalue fixed capital. For all effectively working specialists, scientists who have achieved success, as their life experience shows, two conditions were the main ones: a solid fundamental knowledge base and the need to learn, society's respect for those who thirst for knowledge.

Improving public education is unthinkable without measuring the situation in which the teachers, a significant part of the pedagogical corps, find themselves.

If one adheres to formal criteria - the presence of a special education, work experience, etc., then most teachers meet their purpose. But if we evaluate their activities in essence, we must admit that many of them have lagged behind the requirements of the times.

The main group of teachers are women, although it has long become obvious that in the upbringing of boys, young men (and even girls), the school is experiencing an acute shortage of "male influence". Although the salaries of teachers have been substantially increased recently, the average wages of public education workers are still much lower than those of industrial and construction workers, engineers and technicians, and even in comparison with the average wages in the country.

As special surveys of rural teachers have shown, most of them are far worse off than other rural specialists in terms of material and living conditions. Teachers are often distracted from their teaching duties to perform various unrelated tasks. As a result, the teacher's time budget is extremely tight, and very little of it is left for self-education.

Many teachers have little idea of ​​the processes taking place in society, and in particular in the youth environment. Therefore, their work goes without a proper "sight". They are not spared from moral decline, degeneration: individual teachers, heads of educational institutions are convicted of extortion from students and their parents, of various illegal frauds, and drunkenness.

The formation of teaching staff is associated with the specifics of their work. It organically does not accept the infringement of their rights and authority, does not tolerate and rejects the lordly arrogant attitude towards them. Streamlining the regime of work and rest of teachers is also a necessary prerequisite for their civil and professional growth. Improvements require the living conditions of teachers. Despite the benefits provided to them, providing them with housing, medical care, and new literature remains an open question.

And if, in conclusion of this topic, we mention some problems of material, technical and financial support, then it can be argued that the dominance of the residual principle has nullified all possibilities to make an effective breakthrough in a qualitatively new approach to the needs of public education. It is obvious that in a situation where the financing of public education has lagged behind financing in industrialized countries by several dozen times, it is necessary to resolutely change positions.

The school is seriously lagging behind in saturation with equipment, computer technology, materials, and thus puts its pupils in a position where they cannot act as full-fledged participants in the competition in the information field.

One of the functions of public education is to stimulate self-education, self-training, and a constant thirst for knowledge. Self-education, self-acquisition of knowledge and skills is by no means exhausted school system. Of course, the school can and should give a person the skills of independent work with a book, document, etc.

But self-education is built on the basis of general and vocational education, and not instead of it. The new technical and information possibilities of educational television, cassette video equipment, personal computers, and distance learning have yet to be widely used for the needs of self-education. The fate of new generations is increasingly determined common culture human: development logical thinking, language, mathematical, computer literacy.

The combination of education and productive work continues to be relevant. Thanks to this, not only labor skills and a habit of work are acquired, the possibilities of applying the knowledge of the basic sciences in labor activity are opened up, but also the social significance of productive labor is realized. According to A.S. Makarenko, "pedagogically neutral". People have worked and are working at all times, but only when labor acquires a new social quality does it become one of the powerful factors in the formation of the spiritual wealth of the individual.

In conditions market relations the role of direct participation of high school students, vocational school students, and students in solving specific scientific and production problems is growing. The experience of many schools testifies, for example, to the fruitful results of the participation of adolescents in experimental production (especially in agriculture), the testing of new technologies, materials, labor methods, etc.

The participation of young people in research and design work, in the fulfillment of contracts with enterprises is encouraged in secondary specialized and higher educational institutions.

Recently, the public, together with public education workers, has been actively discussing the possibilities and prospects for organizing school cooperatives. And not so much for the sake of strengthening the material and financial base (although this is important), but for the sake of the fastest entry of the child into real life, into the daily concerns of the older generation.

In general, the existing system of education, its diverse links present a very contradictory picture, in which positive shifts are still often interspersed with negative or uncertain trends.

The question of the concept of public education and its further functioning is still acute.

The main emphasis is placed on the content of education, on active ways to introduce the child into the world as a whole. At the forefront are not individual school subjects, not the number of hours for certain disciplines, and not even the amount of information, but the search for new ways of organizing education, in which the child's mind would establish as many direct, personal connections with the worldview as possible.

It is in this that the true wealth, integrity and unity of the personality, the guarantee of its true freedom. And on the contrary, in order to control a person, to manipulate him, it is necessary to dismember this unity, break it and oppose the personal to the public, the political to the moral, the professional to the human. This was successfully done by the authoritarian school, swapping these parts, pushing them against each other and arbitrarily setting their priority.

Overcoming inertia public consciousness in the assessment of education, the `distortions` that arise in it are not an easy task. Success here is determined primarily by shifts in the socio-economic conditions of society. But the educational efforts of the school can have a significant anticipatory effect if, in promoting professions and their social significance, the social ideal is organically linked with the interests of people, social and demographic groups of the population, if the school works in this direction in close contact with parents, with public organizations.

It is clear that the search for the most rational ways to update all levels of public education will require sociology to make even greater efforts to comprehensively analyze the real situation, determine trends in its development, and also participate in solving urgent problems of forming the country's intellectual potential.

Along with the already well-known rethinking of school education, it seems necessary to analyze the current problems of the school from an ideological point of view.

Most serious scientists, philosophers and sociologists, adherents of various theoretical views, agree that today humanity is in a transitional period, on the eve of a new civilization, carrying in its mind the ways of thinking and activity of the old, so-called technogenic civilization, the fundamental basis of which is the principle rationality and the characteristic picture of the world constructed in accordance with it.

The global civilizational shifts that we are now witnessing call into question not only the very biological existence of the human individual, but also the legitimacy of following the rationalistic worldview in the development of mankind. The biosocial burden on the individual increases sharply. Education, being a "cultural tool", without which "our conscious life and psyche, given to natural processes, would be chaos and disorder", has an over-adaptive character, introducing the younger generation to the culture of yesterday and today, forming the worldview of tomorrow.

Therefore, the concept of existence not only has a biological meaning, it implies the entire conceptual apparatus of a person, the way of thinking, embodied in his activity, in the ways of interacting with the surrounding reality and in determining his place in it. Existence as a worldview category is organically woven into the fabric of the educational process of the school. “We must not only teach the younger generation how to survive in extreme socio-economic conditions, but also educate in them a kind of culture of existence in the world, in a society that is included not only in the global “terrestrial”, but also in cosmic, universal processes…”.

The concept of socialization as a function of education, understood as “the process and result of the inclusion of a growing person in society, thanks to the assimilation and more or less active reproduction by the individual of social experience, historically accumulated culture ...”, today should be expanded to the level of assimilation and inclusion of the individual in the general civilizational worldview space where education is the leading and determining factor.

Global socio-cultural changes in the world, the so-called civilizational shifts, increasingly reveal the discrepancy between the existing system of school education and emerging social needs on the eve of a new anthropogenic reality.

This discrepancy causes in our country from time to time attempts to reform the general education school. Despite these attempts, many researchers tend to assess the state of school education as critical. The school crisis is naturally a reflection of the socio-economic processes that manifest themselves in education in the following:

Ш loss of the usual goals of school education;

• acute lack of funding;

Sh inertia inherent in all educational systems and society as a whole.

But if the crisis were reduced only to this series of problems, overcoming it would only be a matter of time and success in reforming the Russian social order. However, the close attention of domestic and foreign scientists to the problems of education is primarily associated with the evolution of the worldview of mankind, which puts a person as part of the macrocosm at the center of the scientific picture of the world. And then the problems of school education come to the fore, because they affect the fundamental universal values ​​that require a civilizational approach to their consideration. These issues include:

· the problem of optimizing the interaction of the individual and society as a search for a balance between social and normative pressure and the desire of the individual for socio-psychological autonomy, overcoming the inconsistency of the "needs" of the social order and the interests of the individual (student, teacher, parent);

· the problem of overcoming the disintegration of the content of school education in the process of creating and implementing a new socio-educational paradigm that can become a starting point in the formation of a holistic picture of the world in a student;

problems of harmonization and integration of pedagogical technologies;

The problem of developing problematic thinking in students through a gradual departure from monologue communication to dialogical communication in the classroom;

the problem of overcoming the irreducibility of learning outcomes in various types educational institutions through the development and introduction of unified educational standards based on a comprehensive systematic analysis of the educational process.

The search for the causes of the critical state of school education makes many researchers turn not only to the socio-economic problems of a particular society, but also to the analysis of civilizational development, which determines the way a person thinks, the development of public institutions, including the school education system.

However, being on the eve of the new millennium, in the face of a new "anthropogenic era", the layman vaguely imagines the nature and essence of the civilizational processes in the center of which he is.

Therefore, it is necessary to once again turn to the very concept of civilization and determine the significance of civilizational processes in the nature of the problems of school education.

Conclusion

Education as a social phenomenon is an independent system, the function of which is to educate and systematically educate members of society, which focuses on mastering certain scientific knowledge, skills, abilities, moral and ideological values, norms of behavior. The content of the educational function is determined by the political and socio-economic structure of society, its level of material and technical development.

In the course of our work, we have achieved the goal - to study education as a social system.

To achieve this goal, we solved the following tasks:

1. Considered education as a social institution;

2. Get acquainted with the main types of education;

3. Studied the functions of education (social, functions in the production and economic sphere, functions in the sphere of culture, in the socio-political sphere);

4. Learned the problems of the sociology of education.

Bibliography

1. Baturin V.K. Sociology of Education: Proc. allowance. M.: UNITI-DANA, 2012.

2. Zborovsky G.E., Shuklina E.A. Sociology of Education: Proc. allowance. M.: Gardariki, 2005.

3. Sociology of education: Proc. manual for universities / Ed. A.M. Osipova, V.V. Tumalev. Rostov n/a: Phoenix, 2005.

4. http://www.sisp.nkras.ru (magazine "Modern studies of social problems")

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Historically, formal education is still tied to the notion of a curriculum. It can be argued that the curriculum represents work in educational institutions according to methods with certain testing, which is inextricably linked with the learning process. Curriculum development is a control mechanism for strengthening and reproducing the acquired knowledge.

There is also informal education through communication, conversation, dialogue, or you can create a serious patriotic social project , seeing it as a democratic tool that can help educate the youth.

It is thus argued that non-formal education offers a free and democratic mechanism that cannot and should not follow the curriculum. Indeed, it is clear that if non-formal education adopts a curriculum, then by definition it will cease to be informal communication.

However, purely informal communication represents so far a very rare experience, especially when discussed in the context of a patriotic social project.

Attachment to the curriculum

Academic learning attempts to define, analyze and evaluate the curriculum within formal education. Thus, it is difficult to give an absolute definition of the concept of this complex and problematic concept.

There are three critical values ​​for the curriculum within the training, and they provide a solid foundation of understanding for further discussion. The curriculum may be considered:

• as a plan consisting of a learning experience for schoolchildren, here can be described as the development of a document, including goals, activities, teaching materials and schedules;
• using the curriculum as a system or dynamic framework for delivering, evaluating and changing the learning experience;
• the use of the curriculum is described as synonymous with the field of vocational training.

What these and other curriculum descriptions have in common is the importance of the relationship between objectives and subject matter.

Current education policy does advocate rigorous and frequent testing.

An alternative point of view can be taken for young people and for another homogeneous group whose educational and cultural needs have little variety.

The informal is based on trust

Some educational philosophers offer the mutual position that the acquisition of knowledge should promote freedom, activity, and the centrality of the learner's position in this important democratic process. Although many theorists discuss democratic knowledge in formal terms and offer alternative methodologies for informal communication.

The philosophy of non-formal education assumes that the world is full of potential opportunities in the field of acquiring knowledge, indeed most of the knowledge is acquired not in school, but in life. The informal educator acts as a facilitator or advisor with these opportunities. That is, the teacher is an assistant in the process of teaching people, and not a master teaching others.

Communication is central to the work of the informal educator, but why is that?

First, it must be understood that the informal educator's conversation is a distinctive form of conversation, it is a dialogical attempt to gain understanding. The dialogue should be like a two-way conversation in which both sides have a degree of equality. The conversational or dialogic approach also requires certain characteristics in order for the initiative to be present on both sides. Thus, the informal conversation attracts its participants and the acquisition of knowledge occurs spontaneously when teaching does not seem to take place. This method is not a modern phenomenon; dialogic conversation was a favorite teaching method for the Greek philosopher Socrates.

Second, the conversation offers a situation where each person has an effective equality of chance to take part in an informal dialogue. In mutual trust, respect, readiness to listen and take risks, opinion is fundamental in dialogic conversations and thus the key to the work of informal communication.

Informal knowledge is a powerful regulative ideal that can guide our practical and political life. One can immediately observe the potential conflict between the traditions of non-formal and formal education. Conflict based on the concept of power. Conversation is central to the work of non-formal education as it promotes democracy and allows individuals and groups to challenge social hegemony and decide their rights, so conversation can be seen as empowerment. The curriculum, on the other hand, controls power and limits individual freedom, challenging the current social hegemony. Finally, non-formal education suggests that measuring knowledge in grades is unnecessary, harmful, and counterproductive. True measurement cannot be achieved, as the informal educator will only have a limited understanding of the consequences of the experience. For this reason, measurement (grading) is not accepted or practiced by the informal caregiver.

Mixing theories

An almost dichotomous (halving) line exists between the theories of formal and non-formal education. Informal education exists, for the most part, in the world of curricula and often the methods of the informal educator must be adapted and diluted in order to deliver quality knowledge. This dilution is especially evident in the field of youth work.

Youth work is primarily non-formal education and represents one of the elements of the complex.

Through the curriculum, formal communication exists as a means of social control, while the conversation and dialogue of the informal educator promulgates democracy and empowers learners.

Studies of interdisciplinary theory and practice of social responsibility have identified the principles of the vision of learning:

• philosophical, historical and social foundations of youth research and education, with a focus on social responsibility in various communities;
• an integrated curriculum provides a link between theory and practice;
• a pluralistic approach to pedagogy explores several possible stages of learning;
• participation in educational social projects recognizes the importance of the school / college and the partnership of state, national and international obligations.

  Teachers strive for continuous learning, professionalism, creative thoughtful action and the pursuit of intellectual excellence. They support ethical reflection and the work of teaching others and self-respect in a global environment with limited resources. Looking to the future and observing changes at the local, national and international levels, it is necessary to adjust the curriculum to meet the changing needs of young people.