Personality and society, interaction and influence. The influence of personality on the development of society. The influence of society on a person The influence of modern society on the socialization of an individual

Ontological transformations of all aspects of life have led to the formation of a new society in which theoretical knowledge becomes the main source of policy formation and innovation - a post-industrial postmodern society. Postmodernity is a qualitatively new social state achieved by industrial societies that have come a long way evolutionary development.

Approaches to understanding socialization in postmodern society

The distinctive characteristics of the new society are reflected in the political, economic, social and cultural spheres. In the postmodern era, there is a sharp increase in social and cultural diversity, social processes are becoming more diverse, people have new motives and incentives due to the influence of cultural factors.

From the point of view of personality socialization new era carries with it requirements such as:

rejection of ethnocentrism,
affirmation of pluralism,
attention to the individual, his subjective experiences,
differentiation of cultural uniformity.

In other words, numerous post-industrial transformations lead to a restructuring of personal content modern man, changing the essence of socialization processes.

Definition 1

At its core, socialization is a process that results in the establishment of one or another type of relationship between the individual and society.

On various stages historical development this relationship represents the relationship between the individual and the social in a person, his orientation towards the priority of public or personal interests formed as a result of socialization.

The role of individual socialization in the process of ensuring the safety of society

A society striving for self-preservation and ensuring a lack of conflict, tries to endow the new generation with the skills and abilities of group survival developed and accepted specifically in this society.

In other words, main goal socialization from the standpoint of ensuring the safety and development of society is the formation of an individual acting precisely as a component of this society, possessing its experience and bearing its characteristics.

The relationship between the individual, society and culture

The individual and society are interconnected and interdependent. Both the individual and society exist and develop within the framework of a certain cultural model.

Personality is the subject of interaction; society is a set of subjects of interaction, and culture is a set of meanings, norms and values that interacting subjects have, objectifying and revealing these meanings.

The influence of postmodern society on the socialization of the individual

Cardinal institutional transformations in Russia in last years significantly deformed all aspects of social reality, including distorting the processes of interaction between the individual, society and culture. Traditional for Russian society institutions of socialization, including the education system, family, upbringing, etc., are currently being squeezed out by the values and cultural institutions of mass society.

As a result of the increased influence popular culture, the formation of a consumer society, the meaning of human existence and its end in itself becomes prestigious status consumption, familiarization with the world of beautiful, prestigious things. The means become the goal, which leads to the alienation of the individual from the world of spiritual values, deforming the structure of their development, which, in turn, leads to significant difficulties in the process of implementing socialization as a process of ensuring the continuity of generations.

The formation process determines the development of personality under the influence of natural and social forces. But even a mature person is not yet fully ready to live in society: he does not have education, profession, or communication skills; he has a poor understanding of the structure of society and is not oriented in social processes.

Simultaneously with the process of personality formation, the process of its socialization occurs.

Socialization- this is the introduction of a person into society, his mastery of skills and habits of social behavior, the assimilation of the values and norms of a given society.

Socialization is the process of influence of society and its structures that occurs throughout the life of individuals, as a result of which people accumulate social experience of life in a particular society and become individuals. Socialization begins in childhood, continues in adolescence, and often into fairly mature age. Its success determines how much a person, having mastered the values and norms of behavior accepted in a given culture, will be able to realize himself in the process of social life.

The environment surrounding a person can influence the development of personality both purposefully (by organizing the process of training and education) and unintentionally. Such an important role is played here social institution, how is the family. personality society value socialization

Thanks to the process of socialization, a person joins the life of society and can acquire and change his social status. Social status is a position in society associated with a certain set of rights and responsibilities. The system of human needs is also socialized: to biological needs (food, breathing, rest, etc.) are added social needs, such as the need for communication, caring for other people, receiving highly appreciated from society, etc.

For society itself, successful socialization is a guarantee of its self-preservation and self-reproduction, the preservation of its culture

If the process of formation is especially intense in childhood and adolescence, then the process of socialization intensifies the more strongly, the more actively the individual enters into the system social relations. Children's games, education and training at school and university, mastering a specialty and serving in the army, etc. - all these are external manifestations of the socialization process.

The differences between socialization and formation are as follows:

-socialization changes external behavior, and personality formation establishes basic value orientations;
-socialization makes it possible to acquire certain skills (communications, professions), and formation determines the motivation of social behavior;
-personality formation creates an internal psychological orientation towards a certain type of social action; socialization, by adjusting these social actions, makes the entire installation more flexible.

The process of socialization in Soviet sociology was tied to labor activity, which was understood as work paid for by the state. With this approach, three types of socialization are distinguished:

pre-work (childhood, school, university);

labor (work in production);

post-work (retirement).

Such periodization, which placed emphasis on work activity, unsatisfactorily revealed the essence of socialization in childhood and did not adequately consider the situation of pensioners.

It seems simpler and more convenient to divide the socialization process into two qualitatively different periods:

primary socialization - the period from birth to the formation of a mature personality;

secondary socialization (resocialization) is the restructuring of an already socially mature personality, associated, as a rule, with mastering a profession.

The process of socialization of the individual proceeds on the basis of social contacts, interactions of the individual with other individuals, groups, organizations, and institutions. In the process of this interaction, social mechanisms of imitation and identification, social and individual control, and conformity are triggered. Social, national, professional, moral, racial differences of people.

Sociological research show that parents from the middle strata of society have a flexible attitude towards the power of authority. They teach their children to understand facts and take responsibility for their decisions, and encourage empathy. In families of the lower strata of society, where parents are mainly engaged in manual labor and work under strict supervision, they instill in children a willingness to submit to external authority and power. Here they attach more importance to obedience than to the development of creative abilities.

National differences, national values and norms also have a significant impact on the socialization of the individual.

For comparison, let us consider American and Russian national values (Table 2). It is clear that, having experienced the same processes of socialization, but absorbing and becoming familiar with different norms and values, Americans and Russians acquire different personality traits. However, it should be noted the influence of reforms and the general direction of development of Russian society on the change in basic national values and national character traits, which originate in the features of the Russian community in the direction of bringing them closer to the more rational characteristics of developed post-industrial societies.

Table 2. American and Russian national values

The main means of socialization that ensure social contact between individuals, an individual and a group, an organization, are:

-language;
-values and norms of behavior;
-skills and abilities;
-statuses and roles;
- incentives and sanctions.

Let's consider these tools:

Language- the main tool of socialization. With its help, a person receives, analyzes, summarizes and transmits information, expresses emotions and feelings, declares his position, point of view, and gives assessments.

Values, as we have already found out, are ideal ideas, principles with which a person correlates his actions, and norms are social ways of thinking, behavior, and communication acquired by a person.

Skills- these are samples of activity. They play not only a behavioral, but also a didactic (educational) role in subsequent socialization. The education of skills and abilities is called socialization for socialization, since the skills and abilities fixed in behavior help to master new skills and abilities faster and more confidently. For example, mastering a computer significantly broadens a specialist’s horizons, helps him not only receive necessary information, but gives new communication skills on the worldwide electronic network Internet.

To illustrate the sociological term “status”, we will introduce the concept of “social space”, by which we will understand the entire set of social positions of a given society, i.e. the entire volume of the so-called “social pyramid”. Social space, as we see, does not coincide with geometric space. For example, in geometric space the king and the jester are almost always nearby, but in social space they are separated by almost the entire height of the social pyramid.

Social status- this is the position of the individual in social space, in the social pyramid, in the social structure of society. Social status is characterized by social position (i.e., belonging to a certain class, social stratum, group), position, earnings, respect of other people (prestige), merits, awards, etc.

It should be noted personal status, which is characterized by personal qualities and is more clearly manifested in a small group.

For example, in any long-established team, especially during off-duty hours, communication is based on personal rather than social status, if the differences in positions are small.

The same person can have several statuses. For example: engineer, husband, loyal friend, football fan, etc.

The status received from birth is called ascribed status. For example: the son of a big boss.

The position of an individual in the social pyramid, which she achieved through her own efforts, is called achieved status.

The behavior of an individual associated with his social status, i.e., dictated by a person’s position in society, is called social role.

The totality of all social roles, corresponding to all social statuses of an individual, is called a role set.

Social roles, the entire variety of social behavior of an individual are determined by social status and the prevailing values and norms in society or in a given group.

Personal behavior

If a person’s behavior corresponds to social (group) values and norms, he receives social encouragement (prestige, money, praise, success with women, etc.); if it does not comply - social sanctions (fines, condemnation by public opinion, administrative penalties, imprisonment, etc.).

With the help of means of socialization (language, values and norms, skills and abilities, statuses and roles), constant interaction between individuals, personality and institutions of socialization becomes possible, i.e. those groups that ensure the process of the younger generation’s entry into society.

Let us consider in more detail the main institutions of socialization.

The family is one of the leading determining agents of socialization. It has a functional impact not only on the formation and socialization, but also on the formation of the entire personality structure. Empirical research show that in conflict or single-parent families the percentage of children with deviant behavior is much higher.

Peer group - performs the function of “protection” from seizing the priority of adults in the process of socialization. Provides the emergence of such personality qualities as autonomy, independence, social equality. Allows the socializing individual to express new emotions and feelings that are impossible in the family, new social connections, statuses and roles (leader, equal partner, outcast, marginalized, etc.).

The school acts as a miniature society. Gives new knowledge and socialization skills, develops intelligence, forms values and norms of behavior. In contrast to the family, it allows us to understand the meaning of formal statuses and roles (teacher as a formal and temporary boss). The school is more authoritarian and routinized. Her social space is impersonal, since teachers and the director cannot be as affectionate as parents; besides, any teacher can be replaced by another person.

The media form values, images of heroes and anti-heroes, provide patterns of behavior, and knowledge about the social structure of society. They act impersonally and formally.

The army carries out specific, secondary socialization (resocialization). Military education give a chance young officer quickly infiltrate the military system. Another thing is those called up for military service. The difference in values and behavioral stereotypes of civil and military life manifests itself sharply and often causes social protest among young soldiers. This is also a kind of socialization institution, a form of mastering new social norms. It is important that such protests take place at a low level of conflict and do not cause mental turmoil in young people. For this purpose it is used special training(pre-conscription training, young soldier course), the activities of commanders, military sociologists and psychologists are aimed at this. Old-timers who have undergone secondary socialization are not so much protesting as “trying on” new roles in “civil” life.

If the protest takes open forms and acts constantly, this means the so-called unsuccessful socialization.

Sociological research shows that when in the process of socialization exclusively authoritarian pressure is used, designed for blind obedience, then a person who then finds himself in a non-standard critical situation and finds himself without a boss cannot find the right way out. The result of such a socialization crisis can be not only failure to complete a task, but also stress, schizophrenia, and suicide. The reason for these phenomena lies in simplified ideas about reality, fear and suspicion, lack of empathy (compassion), personality conformity, formed due to unsuccessful socialization.

Introduction

1. Socialization as a sociocultural phenomenon
2. The connection between education and culture of society
3. The concept of “significant other” in the process of socialization
Conclusion
Bibliography

Introduction

Not everything related to development can be called learning. For example, it does not include the processes and results that characterize the biological maturation of the organism; they unfold and proceed according to biological, in particular genetic, laws. Although maturation processes are also associated with the body acquiring new things and changing existing experiences, although they can also contribute to a better adaptation of the body to conditions environment However, these processes cannot be called learning. They depend little or little on teaching and learning. For example, the external anatomical and physiological similarity of a child and parents, the ability to grasp objects with hands, follow them, and a number of others arise mainly according to the laws of maturation. It, in turn, can be defined as a biologically determined process of changing the body and its functions, including some psychological and behavioral characteristics, which were probably initially inherent in the genotype.

The purpose of this work is to trace the influence of education and socialization of the individual on society.

Consider the process of socialization;

Identify the connection between education and culture of society;

Explore the concept of “significant other” in the socialization process.

1. Socialization as a sociocultural phenomenon

Socialization is the process by which an individual assimilates the norms of his group in such a way that through the formation of his own “I” the uniqueness of this individual as a person is manifested, the process of assimilation by the individual of patterns of behavior, social norms and values necessary for his successful functioning in a given society.

Socialization covers all the processes of familiarization with culture, training and education, through which a person acquires a social nature and the ability to participate in social life. The entire environment of the individual takes part in the process of socialization: family, neighbors, friends, peers at school, the media, etc.

Psychologist R. Harold proposed a theory in which the socialization of adults is considered not as a continuation of childhood socialization, but as a process in which the psychological signs of childhood are eliminated: the rejection of childhood myths.

The sociogenetic approach tries to explain personality characteristics based on the structure of society, methods of socialization, and relationships with other people.

Thus, according to the theory of socialization, a person, being born as a biological individual, becomes a person only due to the influence of social conditions of life Peters V.A. Psychology and pedagogy. - M.: Welby, Prospekt, 2005. .

Another theory within this approach, the theory of learning, considers the life of an individual and her relationships to be the result of reinforced learning, the assimilation of a sum of knowledge and skills (E. Thorndike, B. Skinner, etc.).

The theory of roles, in turn, proceeds from the fact that society offers each person a set of stable modes of behavior (roles), determined by his status. These roles leave an imprint on the nature of the individual’s behavior, his relationships with other people (W. Dollard, K. Levin, etc.). Domestic psychology identifies the following factors influencing the socialization of the individual:

1.macro factors - country, state, society, culture;

2. microfactors - family, microsociety, educational institutions, religious organizations;

3. mesofactors - ethnicity, regional conditions, type of settlement, media Psychology of a developing personality. / Ed. A.V. Petrovsky. - M.: Progress, 1987. .

Social development is the process of socialization of a person, his mastery of social norms and rules of behavior, communication and interaction.

2. The connection between education and culture of society

The connection between education and culture is the strongest; even the earliest stages of the formation of the institution of education are associated with cult and ritual: culture required constant reproduction. One of the basic principles of the existence and development of education is “cultural conformity”. This principle replaced that put forward by the Czech teacher J.A. Komensky’s position of “natural conformity” of education. As Ya.A. believed. Komensky, you can learn easily only by “following in the footsteps of nature,” according to which the basic postulates of learning were formulated, reflecting the fundamental laws of nature and man as its part. Komensky Ya.A. Favorite teacher works. - M.: Pedagogy, 1999. . The principle of “cultural conformity” was formulated by A. Disterweg: “Teach culturally consistent!”, i.e. in the context of culture, focusing on its character and values, on the development of achievements and reproduction, on the acceptance of sociocultural norms and the inclusion of a person in them further development.

On this basis, the famous ethnographer M. Mead distinguishes three types of culture:

Postfigurative;

Cofigurative;

Prefigurative.

In a post-figurative culture (primitive societies, small religious communities, etc.), children primarily learn from their predecessors, and adults cannot imagine any changes and therefore pass on to their descendants only a sense of an unchanging “continuity of life.” What adults live is “a blueprint for the future for their children.” This type of culture characterized human societies for thousands of years until the beginning of civilization. The manifestation of this type of culture is also found in our time in diasporas, sects, and wild tribes.

The cofigurative type of culture assumes that both children and adults learn from their peers. However, this type of culture includes a post-figurative system in the sense of following more authoritative people in norms, behavior, etc. In its pure form, cofigurative culture can manifest itself in a community that remains without elders. Using the example of an analysis of the lives of immigrants in the USA, Canada, Australia, and Israel, M. Mead shows that new living conditions require new methods of education. Under these conditions, a situation arises of association of peers, identification with a peer - a situation when the referents, significant for the teenager, are not adults, not parents, but peers.

Prefigurative culture, “where adults also learn from their children,” reflects the times in which we live, notes M. Mead. This is the culture that is envisioned, this is the world that will be. Education should prepare children for the new, preserving and inheriting what was valuable in the past, for the connection of generations is the history of civilization. Hunger S.I. Family and marriage: Historical and sociological analysis. - St. Petersburg: Peter, 2003. .

It is obvious that different approaches to the problem of the internal connection between culture (its types, paradigms, trends) and education reveal the contradictions that have accumulated in the history of civilization between the existing “educational” stereotype public consciousness and the knowledge accumulated by humanity about the child, childhood and his world. Modern education characterized by a search for a solution to this contradiction.

3. The concept of “significant other” in the process of socialization

The American sociologist A. Haller, in addition to the theory of J. Mead, developed the concept of a “significant other.” The “significant other” is the person whose approval the individual seeks and whose instructions he accepts. Such personalities have the greatest influence on the attitudes of individuals and the formation of their own “I”. “Significant others” can be parents, wonderful teachers, mentors, some participants in children's games and, possibly, popular personalities. The individual seeks to accept their roles, imitate them and thus carry out the process of socialization through a “significant other.”

The two most commonly used terms that reflect a person's sense of self and the degree of socialization of the individual are identity and self-esteem. Identity refers to the feeling of being a unique individual, separate and distinct from other individuals, or the feeling of being part of a unique group, different from other groups in the use of group values. For example, a representative of a certain nation strives for the cultural patterns of his nation, comparing them with the cultural patterns of other nations. An individual’s sense of identity with a group largely depends on individual or group needs, the satisfaction of which leads to an increase in his prestige in the eyes of the “generalized other.” People often define identity based on race, nationality, religion, or occupation. The presence of these signs in an individual may mean low or high prestige in the eyes of those who matter to the individual and who influence her behavior.

History has witnessed situations where individuals wage a difficult and often futile struggle in some field only because they identify themselves with other individuals and through their behavior strive to earn their approval and increase their prestige. Self-esteem is also socially conditioned. A person's self-respect depends on the perception of how he is evaluated by others, especially those others whose opinions are especially important to him. If this perception is favorable, the person develops a sense of self-esteem. Otherwise, he will consider himself unworthy and incapable of Psychology. / Ed. Voronova A.V. - St. Petersburg: Peter, 2004. .

Conclusion

It was found that the process and results human development are caused by the combined influence of three factors: heredity, environment and upbringing.

Heredity is a reflection of the biological. The carriers of heredity are genes (translated from the Greek “gene” - “giving birth”). A person inherits specific inclinations, including the inclinations of speech, upright walking, labor activity, and thinking. Parents pass on external characteristics to their children: body features, hair, eye, and skin color. Hereditary features include nervous system, determining the nature of the course of mental processes. Mental disorders (for example, schizophrenia), blood diseases (hemophilia), endocrine disorders (dwarfism) are also inherited.

The environment has a huge impact on human development, especially in childhood. When teachers talk about the influence of the environment, they mean the social and home environment. The social environment is the distant environment; it refers to such characteristics as social order, the system of production relations, material living conditions, the nature of production and social processes. The immediate environment is family, relatives, friends. The developmental environment is the environment in which the most favorable development occurs. The social situation of development is the social conditions in which the psychological and behavioral development of a person occurs. The social situation of development also includes a system of factors on which development depends.

Bibliography

1. Golod S.I. Family and marriage: Historical and sociological analysis. - St. Petersburg: Peter, 2003.

2. Komensky Y.A. Favorite teacher works. - M.: Pedagogy, 1999.

3. Peters V.A. Psychology and pedagogy. - M.: Welby, Prospekt, 2005.

4. Psychology. / Ed. Voronova A.V. - St. Petersburg: Peter, 2004.

5. Psychology of the developing personality. / Ed. A.V. Petrovsky. - M.: Progress, 1987.

Socialization

Society influences a person to a large extent. The assessment of the individual by society influences his development. It is worth noting that a person learns to live a third of his life in the most complex of existing worlds - in the world of social relations. Recently, experts have come to the conclusion that a person learns this complex art throughout his entire life. These are the requirements modern society. This process is called socialization.

Socialization is the process of an individual’s assimilation of patterns of behavior, psychological attitudes, social norms and values, knowledge, and skills that allow him to function successfully in society.

The social environment is the main factor that influences the personality, its development, and the formation of individual qualities.

Socialization begins in childhood, when approximately 70% of the human personality is formed. In childhood, the foundation of socialization is laid, and at the same time this is its most vulnerable stage, because During this period, a person begins to absorb information like a sponge, and he also tries to imitate adults, taking from them not only good qualities, but also bad ones. And during this period, adults can impose their opinions, and the child at this moment is defenseless against the demands of elders, he will be forced to submit to them, which can affect the further development of a person as an individual. The entire process of personality development can be divided into several stages in accordance with the age of the child:

· Early childhood (0-3)

· Preschool and school childhood (4-11)

· Adolescence (12-15)

· Youth (16-18)

A child, after birth, goes through three phases of personality development:

· adaptation (mastering simple skills, language acquisition);

· individualization (contrasting oneself with others, highlighting one’s “I”);

· integration (behavior management, ability to obey adults, “control” of adults).

The biggest influence on a person’s personality is the opinion of their parents. What a child acquires in the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, nothing can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.

IN preschool age another significant one from the point of view of personal development social group becomes a collective. As a rule, this is the kindergarten team. The development of a child’s personality is influenced by his relationships not only with peers, but also with teachers. The child learns the norms of discipline and interaction with others. The child wants to be respected by his peers and to have many friends. IN kindergarten he can gain life experience, because he communicates with children of his age, takes something from them, trying to imitate, say, “popular” children. A child changes to be on par with his friends, he can change his character, his habits.

In adolescence, children often experience a crisis of personality development, which is provoked by too rapid changes in the socio-psychological structure of the group in which they find themselves. The crisis of this age is characterized by a spirit of contradiction, the desire to do everything in one’s own way, to acquire one’s own experience of successes and failures.

By the age of 18, as a rule, a child’s personality is fully formed. It is impossible to radically change an already established personality; you can only help the child correct his behavior. Therefore, it is so important to promptly instill in a child moral and ethical values, to teach him the norms of behavior and human relationships when the child’s personality is still developing.

Youth ends active period socialization. Young people usually include teenagers and young adults aged 13 to 19 years (they are also called teenagers). At this age, important physiological changes occur that carry certain psychological changes: attraction to opposite sex, aggressiveness, often unmotivated, a tendency to take thoughtless risks and the inability to assess the degree of its danger, an emphasized desire for independence and independence. During this period, the formation of the foundation of the personality ends, its upper - worldview - floors are completed. Awareness of one’s “I” occurs as an understanding of one’s place in the life of parents, friends, and the surrounding society. At the same time, there is a constant search for moral guidelines associated with a reassessment of the meaning of life. Teenagers and young men are more susceptible to negative assessments from others, especially when it comes to clothing, appearance, behavior, circle of acquaintances, i.e. everything that makes up the social environment and the social symbolism of the “I”. At this age, a teenager wants to assert himself in society, he wants to show his independence and autonomy.

A person can also be influenced by the media. For example, advertising encourages you to buy a certain product.

Approaches to understanding socialization in postmodern society

From the point of view of personal socialization, the new era brings with it requirements such as:

rejection of ethnocentrism,
affirmation of pluralism,
attention to the individual, his subjective experiences,
differentiation of cultural uniformity.

In other words, numerous post-industrial transformations lead to a restructuring of the personal content of modern man, a change in the essence of socialization processes.

Definition 1

At its core, socialization is a process that results in the establishment of one or another type of relationship between the individual and society.

At various stages of historical development, this relationship represents the relationship between the individual and the social in a person, his orientation towards the priority of public or personal interests formed as a result of socialization.

The role of individual socialization in the process of ensuring the safety of society

In other words, the main goal of socialization from the standpoint of ensuring the safety and development of society is the formation of an individual who acts precisely as a component of this society, possessing its experience and bearing its characteristics.

The relationship between the individual, society and culture

The individual and society are interconnected and interdependent. Both the individual and society exist and develop within the framework of a certain cultural model.

The influence of postmodern society on the socialization of the individual

Cardinal institutional transformations in Russia in recent years have significantly deformed all aspects of social reality, including distorting the processes of interaction between the individual, society and culture. The traditional institutions of socialization for Russian society, including the education system, family, upbringing, etc., are currently being supplanted by the values and cultural institutions of mass society.

As a result of the increasing influence of mass culture, the emergence of a consumer society, the meaning of human existence and its end in itself becomes prestigious status consumption, familiarization with the world of beautiful, prestigious things. The means become the goal, which leads to the alienation of the individual from the world of spiritual values, deforming the structure of their development, which, in turn, leads to significant difficulties in the process of implementing socialization as a process of ensuring the continuity of generations.

Personality and society, interaction and influence. The influence of personality on the development of society. The influence of society on a person The influence of modern society on the socialization of an individual

Approaches to understanding socialization in postmodern society

The role of individual socialization in the process of ensuring the safety of society

The relationship between the individual, society and culture

The influence of postmodern society on the socialization of the individual

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