Socialization 2.5: Social Education in the era of Aggregator Platform

Abstract

The article is devoted to the analysis of an urgent problem – the emergence and development of new phenomena in the field of Russian social education – children’s public organizations integrated into state macro-information systems. The “Movement of the First” is the most striking example of this kind, in which its digital and “living” human components are closely interconnected. The metaphor “Socialization 2.5” in the title of the article reflects the position of the authors that socialization under the conditions of the developing Internet environment in Russian conditions has already outgrown the distinctive features of “Web 2.0”, but has taken a different path than the proposed version of “Web 3.0”. The article argues the position according to which children’s public organizations (movements) engaged in social education are independent socio-technogenic factors. Organizations (movements) of this kind are a tool for removing, levelling the social and cultural characteristics of differentiated social groups and solving a number of other social, educational and cultural tasks. It is shown that the real conceptual model of the subject area of business processes of the “Movement of the First” (romanized: Dvizheniye pervykh – RDDM activities) is described in the language of economics, sociology, computer science, the language of business trainings adapted to a youth audience, but does not use the language of traditional Russian academic pedagogy. The article identifies a number of new problems of social education, which are a consequence of its development in conditions of integration with digital technologies: the inclusion of man-made components in the process of identifying a child with the movement, in acts of initiation (occupation of a certain status, including membership in the movement), in communication, the absolute absence of anonymity. Possible threats to the development of the children’s organization “Movement of the First” are noted as: a bias towards “virtualization” of the proposed activities, up to the replacement of activities in the physical world with its “digital footprint”, the risk of using exclusively formal indicators of movement development, the problem of motivating the activity of subjects, the problem of balance between the requests of movement participants and the “resource intensity” of the proposed “activities”. In the perspective, it can be assumed that the digital component of the movement will develop intensively, expanding the degree of automation, the use of artificial intelligence systems, which may lead to further deformation and adaptation of the system of social interactions within the movement to the possibilities of the digital environment. All named problems are a challenge in relation to the theory of social education and require serious research based on an appropriate methodological basis.