Portnyagina I. A. -senior lecturer of the Department of Methods of teaching and learning in higher education, ridses RK,

The branch of JSC "CRK "Orleu";

Li A., al-Farabi KazNU, Almaty

Abstract

The article discusses the concept of social responsibility as integral characteristics, manifested as the phenomenon of development of student's personality in modern educational space. In addition, classification of typologies of social responsibility from the point of view of different scientists on this issue.

Key words: Social responsibility, "student".

Social responsibility as a phenomenon of the development of the individual student in the modern educational process.

Taking into account modern trends in the Republic of Kazakhstan one of the priority objectives of the State program of education development for 2011 - 2020 is "the formation of the youth active citizenship, social responsibility, patriotism, high moral and leadership qualities"[1]. The global tendency of strengthening the role of the state in solving social problems is emphasized in the World Bank report of 1997 "the role of the state in a changing world" [2].

Analysis of public education programs showed that social responsibility clearly they are not spelled out, but context is reflected in various competencies through such characteristics as "responsibility" and "responsibility". In this regard, it is necessary to disclose the nature and content of social responsibility in this context, which refer to research concepts.

Of particular interest are the works of Kovalevskaya M. V., revealing the full socio-pedagogical analysis, the essence of the concept of socially responsible behavior, as well as the conditions of its formation.

Directly relevant are the studies Gladyshevoj I. A. devoted to a retrospective analysis of the concept of "social responsibility" and forming it as an integral quality of comprehensive development of personality.

Many scientists as Skobelina N. And. Sidorova T. N., adhere to the concept of the concept of social responsibility as qualities of personality.

But it is also Madirolas A. B., underlines a global trend in addressing social issues through corporate social responsibility.

There are various theoretical and methodological approaches to the analysis of the concept of "responsibility" and "social responsibility" as a consequence, we can conclude that it is complex and multidimensional.

Responsibility is defined as a volitional quality of personality, reflected in the willingness of the individual to perform the duties assigned to it by the society, reflecting the ability of a person to be responsible for their actions and for the actions of others. Responsibility refers to a particular subject and defines the scope of tasks and responsibilities [3].

There is a social responsibility that goes beyond the requirements established by law, means a voluntary decision to follow social norms, values, moral duties, taking an active part in solving social problems.

Malinauskas, R. K. believes that social responsibility is the responsibility to society from the standpoint of implementation of the rules and regulations, the responsibility for the results of the overall operations. Therefore, the concept of social responsibility externally due to vector orientation that restricts its categorical value. The concept of responsible dependence, in turn, is used in the analysis of situations of human interaction in situations of joint activity [4].

Social responsibility as an integral characteristic of personality, which determines the behavior and organization of the activities, described in the works of O. R. Krivosheeva, Chusovitina O. M., Herman, E. V. [5]

Doneva O. V. formulates the social responsibility as a moral value sustainable personal education, including the strategy of social behavior of the individual where it is based on a conscious setting of voluntary and active performance of social roles in accordance with their actions and their consequences with the values and norms of society, as well as the willingness to be responsible for the result [6].

K. Muzdybaev defines social responsibility as follows: "It is primarily the quality that characterize the social character of the individual. So we're going to talk about social responsibility, keeping in mind the propensity of the individual to adhere to in their behavior generally accepted in a given society social norms, to fulfill role responsibilities and its readiness to give an account for their actions. Alienation from social norms and the inability to find the meaning of life weaken social responsibility" [7].

Considering social responsibility in convergence with the vital activity of the individual student, the following components:

 social activity (implementation of the responsibility "for" their thoughts, words and deeds and "before" society);

 motive (selfless service);

 socially - significant activities (willingness to samootverzhennoy by performing deeds that reflect righteous behavior).

Many studies have highlighted several functions of social responsibility, here are the main ones:

 value-orienting (orienting to norms, values and traditions of a given society);

 regulatory (expresses moral relations, a set of moral requirements and methods of regulating behavior in the community);

 converts (promotes the transformation of knowledge into beliefs, a system of views on the world around them, themselves and their place in this world).

They, in turn, characterize the social - active potential of a student as:

 readiness and ability to perform social duties;

 desire to assert themselves in socially significant activities;

 ability to implement its specific role in society and improve themselves.

Typology F. Haider based on the concept of attribution (the attribution of) responsibility for actions to themselves or the environment. F. Haider identifies five levels of attribution of responsibility [8]:

 "Association" - the person responsible for each result that had something to do with it;

 "causality" - the person responsible, even when could not foresee the result;

 "predictability" - the responsibility for any foreseeable consequence of actions;

 "intention" is only responsible for what people intended to do;

 "predictability" - the responsibility for the actions of the person is shared with others.

K. Muzdybaev identifies the following typology based on the development of responsibility [7]:

 from collective to individual (vector of individualization by piaget). With the development of society for the act of the individual is responsible not the group to which belongs the person who committed the act, but he himself;

 from the external to the internal, perceived personal responsibility (vector spiritualization responsibility by piaget), the transition from external to internal control of behavior;

 from retrospective to prospective - responsibility not only for past but also for the future; personality not only foresee the results of their actions, but actively strives to achieve them;

 responsibility and the "Statute of limitations" - the possibility of the influence of relations between people in their real relationships when they have others.

E. D. Dorofeev proposes to add a vector of development of responsibility another. This vector can be defined as the development of individual responsibility for an increasing number of people "from responsibility to justice for all." [9].

According to George.Ravena, personal liability associated with its manifestation in behavior: "the Degree of personal responsibility - a sense of a certain possibility to control the performance of the action and its outcome" [10].

A person can be responsible for themselves, for individual members of the group, a reference group (part of the group to which it belongs) and for the group as a whole.

To take responsibility for possible relations within the group and its activities (goal, result and process).

Responsible for group relations is divided into the responsibility:

1)group norms (as a result of past interactions),

2)commitment to change norms, traditions, attitudes (future)

3)for the real state group (real).

Thereby E. D. Dorofeev puts forward a three-dimensional model of group responsibility [7]:

1) time (past, present, future),

2) features (activity, relationship),

3) the subject (for yourself, for individual, group).

According to Y. V. Shafigullina the responsibility of the student can be represented as a specific system [11]:

 First, the student acts as a subject responsible behavior.

 Second, study of the student and all components associated with it, including the basics of research activities, social work, combining study with work, living in a Dorm, developing in the process of studying and outside of class time student with his friends, teachers, curator, are the student responsibility.

 Thirdly, instances of student responsibility can be considered as the student and his parents, friends group, teachers, the Dean, etc., we Can assume that students, having warm, respectful relationships with parents, feel in front of them more responsibility than students whose relationship with their parents has lost much of its confidential nature.

 Fourth, the most favorable situation is the situation in which a student knowingly accepted responsibility and "bears it."

From this we can conclude that responsibility is the acceptance or the imposition of certain liabilities, the presentation on this basis of requirements of the person, group, organization, and subsequent application of sanctions in case of failure to fulfill such obligations. Personal property it makes understanding and awareness of responsibility for themselves (their thoughts, words and deeds).

Based on the holistic concept of the causal attribution of locus of control George. The rotter, there are two scientific and two types of responsibility. Locus of control (from lat. locus - a place, location, and Franz. contrуle - check) is a quality that characterizes the human tendency to attribute responsibility for the results of their activities to external forces (external or external locus of control) or its own abilities and efforts (internal or internal locus of control) [12].

The responsibility of the first type is the case when the person holds full responsibility for what happens to her in life. "I am responsible for their successes and failures. From me depend my life and the life of my family. I should be able to do it" - that is the credo and tenets of such a person.

The responsibility of the second type is related to the situation when the student is inclined to assume responsibility for everything that happens to him or other people or external circumstances, the situation. As "other people", which bear the responsibility for failures and successes, are often parents, teachers, future colleagues, bosses, friends. The usefulness of the concept of the locus for the formation of responsibility as the most important components of spiritual and moral development of the individual student is evident.

Thus, when analyzing modern trends in the field of education, one can notice the emphasis on social responsibility as a phenomenon of personality development, characterized from different perspectives: external, internal, individual or collective, depending on the subject of responsible action. Social responsibility is implemented primarily as the responsibility for their thoughts, words and deeds, and then responsibility, which is manifested in the selfless service of the society. Integrating with each other, they build new in substantive and structural terms the concept of "social responsibility", which can manifest itself at different levels: the individual (micro level), social groups (meso level), specific companies (macro level), humanity as a whole (meta-level).

References:

1. The decree of the PRESIDENT of the Republic of KAZAKHSTAN "On approval of the State program of education development of the Republic of Kazakhstan for 2011-2020".

2. Magerova A. B. Social responsibility of business in Kazakhstan // "Management and human resource management", Academy of public administration under the President of Kazakhstan.

3. Kochetova I. D. the Creation of conditions for development of social responsibility among students as one of the priority directions in the system of higher professional education // World of science, culture, education. - 2010 - № 6 (25).

4. Malinauskas, R. K. Dynamics of social responsibility of students of pedagogical universities // Sociological researches. – 2003. – No. 7. – S. 135-138

5. Krivosheeva O. R., Chusovitina O. M., Herman E. V. Social responsibility as a basis of behavior of the personality // Psychopedagogy in law enforcement - 2012. - № 1 (48).

6. Doneva O. V. Pedagogical conditions of development of social responsibility of students of the technological University: the problem statement of the study // University readings - 2014: Mat. nauch. -method. Thu. Pyatigorsk state linguistic University. - Part 8. - Pyatigorsk: Pyatigorsk state linguistic University, 2014. - P. 60-67

7. Muzdybaev K. Psychology of responsibility. – M., 1983. – 240 p.

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9. Proceedings of Institute of psychology RAS. Vol. 1. Book 1 / Ed. Board: Brushlinskii, A. V., Bodrov V. A., Druzhinin V. N., Krylov N. In, Dorofeev E. D. – Moscow: IP RAS, 1995. – 224

10. Equal To J. Competence in modern society: identification, development and implementation. – M.: Kogito-Tsentr, 2002. – 396 with

11. Shafigullin, J. V. Factors of formation of social responsibility of students in the modern University // news of higher educational institutions. Povolzhskiy region. Social Sciences. – 2010. – № 2 (14). – P. 46-54

12. Polacel N. And. The theory of social learning John.Rotter/ Psychological theories and concepts of personality. Quick reference guide. – K.: "Ruth", 2001. – 320 p.