SOCIAL EDUCATION

Kassymova R.S., candidate of pedagogical sciences, associate Professor

Suleimen M., student;

The Republic Of Kazakhstan, Almaty

Upbringing as social institute (stable form of using social resources for achieving socially relevant aims) allows organizing acquisition of culture and social norms by members of society.

The main aim is to create conditions for purposeful socialization of members of society. This process has social-controlling character.

Upbringing is realized by different upbringing organizations, also by various upbringing systems and organs. It has a complex of positive, negative, formal and informal sanctions.

There are following social roles should be realized in the process of upbringing education – education, member of family, educators-professionals and volunteers, priests, administrators of different spheres, leaders of criminal and totalitarian groups.

In the process of development of society, there are other types of upbringing such as family, religious (confessional), social, and then correctional, dissocial. They are differentiated by meanings6 tasks6 contents, forms and means.

Social education (upbringing) – process that belongs to social controlling socialization which are realized by education organs in order to develop socially demanding qualities and personal character. This kind of education creates conditions for development and spiritual-valuable orientations of a person in organizing social experience, education or individual backing.

Family upbringing (education) is constructed on the base of kinship. The key success of it love atmosphere, responsibility, interest and respect in the family. Crucial role here personal and professional well-being parents. Upbringing of a child starts by giving gradual difficult home tasks.

Correctional education creates conditions for eliminating or smoothing defects of cognitive development and physical development of the child, also it helps to work out qualities of the personality which helps to adapt in social environment. It covers all systems of activity of special institutions, a;; forms and types of curricular and extracurricular works in the process of forming pupils’ general knowledge and labor skills, habits.

Dissocial education forms antisocial conscious and behavior of members of criminals, totalitarian and organizations (communities). The features of this education depends on main types of group lessons or organizations. It has autocratic style of leadership, specific subculture (jargon, ways of free pastime, style of interactions and others).

Religious (confessional) education by means of religious traditions and customs attaches to the system of religious values and confessional culture. As 90 percent of the world are religious, the role of religion is quite important.

Education realizes in several levels (V.I. Ginecinscki). Social level of education provides young generation acquisition of cultural values of society in order to full functionality. The aim of this level is defined by State-political documents – Constitution, Law of RF «About education», International Convention about rights of people and others. Institutional level of education realizes special social institutes – preschool, school and additional education. Social-psychological level of education realize social group, public organizations and collectives. Interpersonal level of education realizes taking into account individual-psychological and personal features of educators and educated person (parents education, educational influence on social teachers). Intrapersonal level – is the process of self-education.

ESSENCE AND TASKS OF SOCIAL EDUCATION

Formation of personality, his socialization, assimilation of norms and rules accepted in the society by a person are connected with social education. So, society provides the existence and development, gives the chance to the following generations by sociocultural imitation to reproduce culture, to play social roles, have certain social functions.

Social education allows personality and family to resist to crises, to contribute to reasonable and successful self-organization of life in the conditions of the surrounding microenvironment (the family, the educational system). It imparts ability to live in the world with the nature, with people, society, the world of things, culture of communication in work and public life, focusing on self-education.

Educational institutions of the state, public and private type promote physical, mental and social development, and also rehabilitation and development of socially unprotected families and children.

Among various interpretations of social education the definition of A.V. Mudrik deserves attention where he considers it as 'the process of rather socially controlled socialization realized in specially formed educational institutions which helps to develop the possibilities of person including his abilities, knowledge, behaviour samples, values, relations which are valuable for society, in which he lives. In other words, social education is bringing up a person in the process of systematic creation of conditions for well-targeted positive development and moral-valuable orientation'.

Thus, social education is aimed at transformation of the personality into the full member of society in the course of multilevel assimilation of knowledge, standards of behavior, the relations in a society and family (the legal, economic, civil and household).

The main goal of social education consists in orientation of physical, moral and spiritual power of the personality to self-formation of the qualities accepted by society. The qualified help in making the independent decisions in the organization of the life, in search of a way of recovery from the crisis is necessary for the developing personality. The family and educational institution have to provide protection of the rights and health protection, and also promote physical, mental, creative and social development of the child, teenager and young man. Thus the family plays the leading role in realization of inclinations and abilities of the person. Family is the major social institute possessing unique opportunities of influence on socialization of the child.

Profound knowledge of the nature of the developing personality, his preparation, experience and interests are required for contribution in socialization. Therefore it is necessary to study constantly the pupil, to analyze his acts, to know the condition in which he lives, to trace the impact of people around him.

Social education differs from the spontaneous and relatively directed socialization of the personality by the social action directed on solution of problems and on reciprocal behavior of partners, assuming subjective judgment of options of possible responses.

Unlike the continuous socialization education is discrete as it is artificially organized and limited with the place and the temporary period.

Among the educational systems they distinguish the main ones as societary, humanistic and technocratic.

The Societary model is focused on implementation of the social order, assumes tendentious selection of the contents and tools of education within small (a family, a reference group, school collective, etc.) and big social groups (public, political, religious communities, the nation, the people, etc.).

Humanistic education focuses primarily on personal and individual characteristics of the pupil. Its task is to help in the formation and improvement of the personality, awareness of the needs and interests. The experts are expected to accept the pupil for what he is, to promote awareness of the development purposes (the process of self-actualization) and its achievements (personal growth). Thus it is necessary to realize the full measure of his own responsibility for the results.

The technocratic model assumes control and submission to control, technological organization of education process, it means reproducibility and projectibility of results. In the process of education the formula of "stimulus - reaction - reinforcement" or "technology of behavior" (Skinner) is realized. Thus, a system of behavior of pupil as "managed individual" is formed. He produces the desired behavior in different social situations in a form of the socially approved norms. However, in this approach threat of manipulation of man, education of org man is hidden.

References

1. Xalitova I.P. Aleumettik pedagogikanyn ozekti maseleleri. – Almaty, 2006.

2. Mudrik A. V. Introduction in social pedagogics. Penza,1984.