Abstract
Formation of social types is the aim of the educational system, its role and level of development are defined by the complexity of a social and professional infrastructure, determining the complexity and diversity of social types. DOI: 10.5901/mjss.2015.v6n4s1p101
Highlights
Modern analysis of Russian society, especially in a transition period raises the question of new approaches to the study of the laws of its development and education of its representatives (Sedov and Valiev, 2013)
Educational environment, understood as a some coherent set of external conditions to the individual providing his social formation in accordance with public expectations, as well as opportunities for his development, contained in a social and spatially-object environment, determines the socialization as the process and the result of human assimilation and appropriation of social life experience
In agreement with the authors that the study of the educational problems should be systematic, and that sociological analysis of the processes of training and education must be accompanied by thorough operationalization and empirical interpretation of the concept of "education" exactly in the context of the subject of sociology, we should be beware of hasty rejection of the educational division into two traditional components - education and training
Summary
Modern analysis of Russian society, especially in a transition period raises the question of new approaches to the study of the laws of its development and education of its representatives (Sedov and Valiev, 2013). Educational environment, understood as a some coherent set of external conditions to the individual providing his social formation in accordance with public expectations, as well as opportunities for his development, contained in a social and spatially-object environment, determines the socialization as the process and the result of human assimilation and appropriation of social life experience. Socialization, in its turn, helps a young person to enter the system of social interaction as its full participant They speak more often about the socialization of young people, though the extraordinary social situations, which require for their positive resolution a change (reduction) of social norms, values, behavior patterns, roles, attitudes, customs, cultural traditions, collective ideas and beliefs (for example, as a result of experienced social upheavals or migration), indicate the objective presence some processes of secondary socialization, re-socialization etc. Freud), socially conditioned learning (Dzh.Uotson, E.Torndayk, K.Holl), social role interaction (Dzh.G.Mid, G.Blumer), internalization of social norms
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