Successful socialization is driven by three factors: expectations, behavior change, and conformity. An example of successful socialization is a group of school peers. Children who have gained authority among their peers set patterns of behavior; everyone else either behaves the way they do, or wants to.
Of course, socialization is carried out not only under the influence of peers. We also learn from our parents, teachers, bosses, and so on. Under their influence, we develop the intellectual, social and physical skills necessary to fulfill our social roles.
To some extent, they also learn from us - socialization is not a one-way process. Individuals are constantly looking for a compromise with society. The behavior of some students is at odds with the patterns set by the most influential students. Although they are teased for it, they refuse to change their behavior. Resistance, protest, defiant behavior can give the process of socialization an unusual character. Therefore, the results of the socialization of children do not always correspond
expectations of their parents, teachers or peers.
Sometimes it is possible to direct such a process in the opposite direction. For example, one day a group of left-wing students at the University of Sussex declared that they considered it appropriate to introduce a course of lectures on the theory and practice of revolutions in the department of social sciences. At first, the faculty leadership rejected this idea, but later it was decided to support it. In this case, the intended objects of socialization (i.e., students) influenced the agents of socialization (faculty leadership), convincing them of what exactly needed to be studied during the period of political unrest in 1968.
However, socialization is an exceptionally powerful force. The desire for conformity is the rule rather than the exception. This is due to two reasons: the limited biological capabilities of man and the limitations caused by culture.
It is not difficult to understand what we mean when we talk about limited biological abilities: a person is not able to fly without wings, and he cannot be taught to do so. Since any culture chooses only certain patterns of behavior from a variety of possible ones, it also limits socialization, only partially using the biological capabilities of a person.
(K. Smelser)
21. What is socialization? What two sides of the process of socialization did the author name?
22. What two limitations of socialization did the author consider? What factors, in his opinion, determine successful socialization?
24. The state controls certain aspects of the socialization of individuals. Using the text, social science knowledge and facts of social life, give three explanations for this fact.
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Successful socialization is driven by three factors: expectations, behavior change, and conformity. An example of successful socialization is a group of school peers. Children who have gained authority among their peers set patterns of behavior; everyone else either behaves the way they do, or wants to.
Of course, socialization is carried out not only under the influence of peers. We also learn from our parents, teachers, bosses, and so on. Under their influence, we develop the intellectual, social and physical skills necessary to fulfill our social roles. To some extent, they also learn from us - socialization is not a one-way process. Individuals are constantly looking for a compromise with society. The behavior of some students is at odds with the patterns set by the most influential students. Although they are teased for it, they refuse to change their behavior. Resistance, protest, defiant behavior can give the process of socialization an unusual character. Therefore, the results of the socialization of children do not always meet the expectations of their parents, teachers or peers.
Sometimes it is possible to direct such a process in the opposite direction. For example, one day a group of left-wing students at the University of Sussex declared that they considered it appropriate to introduce a course of lectures on the theory and practice of revolutions in the department of social sciences. At first, the faculty leadership rejected this idea, but later it was decided to support it. In this case, the intended objects of socialization (i.e., students) influenced the agents of socialization (faculty leadership), convincing them of what exactly needed to be studied during the period of political unrest in 1968.
However, socialization is an exceptionally powerful force. The desire for conformity is the rule rather than the exception. This is due to two reasons: the limited biological capabilities of man and the limitations caused by culture. It is not difficult to understand what we mean when we talk about limited biological abilities: a person is not able to fly without wings, and he cannot be taught to do so. Since any culture chooses only certain patterns of behavior from a variety of possible ones, it also limits socialization, only partially using the biological capabilities of a person.
(K. Smelser)
Show answer
The following explanations can be given:
1) the state is interested in the formation of civic values, a certain political culture of citizens;
2) the state is interested in maintaining law and order and developing the legal awareness of citizens;
3) the state makes certain expenditures on education and culture and is interested in the efficient use of the invested funds;
4) the state is interested in the normal functioning of the labor market, because it sets certain priorities in the development of vocational education.
Other explanations may be given.
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The state is a link in the political system of society, which has power functions and is a set of interrelated institutions and organizations that manage society.
The state can be considered as a factor of spontaneous socialization insofar as its characteristic policy, ideology, economic and social practices create certain conditions for the life of its citizens, their development and self-realization. Children, adolescents, young men, adults, functioning in these conditions, learn the norms and values, both declared by the state and implemented in social practice. As you know, they never completely coincide, and in certain periods of the history of the state they can be opposite. All this in a certain way can influence the self-change of a person in the process of socialization. The state carries out a relatively directed socialization of its citizens belonging to certain gender and age, socio-professional, national and cultural groups. Relatively directed socialization of certain groups of the population is objectively carried out by the state in the process of solving the tasks necessary for the implementation of its functions.
Thus, the state determines the ages: the beginning of compulsory education (and its duration), the age of majority, marriage, obtaining a license to drive a car, conscription into the army (and its duration), the beginning of labor activity, retirement. The state legally stimulates and sometimes finances (or, conversely, restrains, restricts and even prohibits) the development and functioning of ethnic and religious cultures. Thus, the relatively directed socialization carried out by the state, being addressed to large groups of the population, creates certain conditions for specific people to choose a life path, for their development and self-realization. The state carries out more or less effective socially controlled socialization of its citizens, creating for this purpose both organizations that have their functions of educating certain age groups, and creating conditions that force organizations whose direct functions do not include this, to one degree or another to engage in education . To do this, it develops a specific policy in the field of education and forms the state system of education.
State policy in the field of education - defining the tasks of education and strategies for their solution, developing legislation and allocating resources, supporting educational initiatives, which together should create the necessary and sufficiently favorable conditions for the development and spiritual and value orientation of the younger generations in accordance with the positive interests of man and the demands of society.
The state system of education is a set of state organizations whose activities are aimed at implementing the educational policy of the state. The state education system includes several elements:
1. Relevant legislative and other acts that are the basis of the system and determine the composition of its constituent organizations and the procedure for its functioning.
2. Certain funds allocated and attracted by the state for the successful functioning of the education system. These funds are divided into: material (infrastructure, equipment, teaching aids, etc.), financial (budgetary, non-budgetary, private investments), personal resources of its subjects.
3. A set of social roles necessary for the implementation of the functions of education: organizers of education; educators-professionals of various specializations; volunteer educators; pupils of different ages, gender and socio-cultural affiliation.
4. A set of certain sanctions applied to organizers, educators and educators. Sanctions are divided into positive (encouraging) and negative (condemning, punishing).
5. Certain values cultivated by the state system of education, which are adequate to the type of socio-political, economic and ideological systems of society.
6. Education management bodies, thanks to which the state education system functions and develops.
The ontological transformations of all aspects of the social life of Russian society, which the state faced at the end of the last - the beginning of the present century, led to a significant decrease in the role of the state as a regulator of the processes of socialization of the individual. For a long time, the socialization of citizens of the Russian Federation was under the dominant influence of spontaneous factors (global network, informal groups, etc.), as a result of which the processes characteristic of a traditional society were reanimated in the public mind, which significantly complicates Russia's transition to a welfare state.
Remark 1
In recent decades, complex processes have taken place in Russian society that have significantly transformed basic social institutions, led to a reassessment of the values of previous generations, and disrupted continuity in the processes of transferring social experience, which leads to an increase in the role of the state in socialization processes.
The state acts as an agent of socialization, which has great resource opportunities to influence the processes of familiarizing the individual with the requirements of society. In addition, the state has a huge toolkit that provides the ability to regulate the processes of socialization. The main state mechanisms for regulating socialization include the following:
The main component of the ideological state mechanism for managing the processes of socialization is ideology, within which:
Moreover, the formed system of values is mandatory for all members of society, which orients the activities of basic social institutions (family, education, religion, media, etc.) in such a way as to ensure that the individual is familiar with these values, accepting them as his own.
Using ideological mechanisms, the state establishes relationships between basic social institutions, social practices, between the state and the individual, creates models of approved social behavior, prescribing a minimum of behavioral norms for its citizens.
At the institutional level, the state regulates the activities of basic social institutions:
State regulation of the functioning of basic social institutions acquires a special role in the transition from a traditional society to a modern one, in the formation of a welfare state. The increase in the intensity of the flow of social processes makes it insufficient for successful adaptation by a person to simply assimilate the experience of previous generations, the social institutions of a traditional society (church, family-class, tribal organization, etc.) are unable to cope with the processes of socialization, which leads to the need to modernize the old and form new ones. social institutions.
