Social institute   - This is an organized system of relations and social norms that combines significant social values \u200b\u200band procedures that satisfy the basic needs of society. Any functional institute   arises and functions, fulfilling this or that social need.
Everyone social institute   It has as   specific features and common signs with others institutes.

Signs institute education are:

1. attitudes and behavior patterns - love of knowledge, attendance
2. symbolic cultural attributes - school logo, school songs
3. utilitarian cultural features - classes, libraries, stadiums
4. Oral and written code - ruled by students
5. ideology - academic freedom, progressive education, equality in learning

Education   represents a social subsystem having its own structure. As its main elements can be identified educational institutions as   social organizations, social communities (teachers and students), the learning process is a kind of sociocultural activity.

Education system   structured according to other principles, it includes a number of links: the system of preschool education, secondary school, vocational education, specialized secondary educationhigher educationpostgraduate education, a system of advanced training and retraining of personnel, education   by interest.

As for pre-school education, then sociology   proceeds from the fact that the foundations of man’s manners, his industriousness, many other moral qualities are laid down in early childhood.

In general, the importance of preschool education is underestimated. Too often overlooked, this is an extremely important step in of life   person, on which the fundamental principle of personal qualities of a person is laid. And the point is not in quantitative indicators of the `coverage` of children or satisfaction of the desires of parents.

Kindergartens, day nurseries, and mills are not just a means of `looking after 'children; their mental, moral, and physical development takes place here. With the transition to teaching children from 6 years old, kindergartens faced new problems for themselves - organizing the activities of preparatory groups so that children could normally enter the school rhythm of life, have self-care skills.

From the point of view of sociology, the analysis of the society’s orientation toward supporting preschool forms of education and the willingness of parents to resort to their help to prepare their children for work and rational organization of their social and personal life is of particular importance. In order to understand the specifics of this form of education, the position and value orientations of those people who work with children — educators, maintenance personnel — and their readiness, understanding, and desire to fulfill their obligations and hopes are especially significant.

In contrast to pre-school education and upbringing, which does not cover every child (in 1992, only every second child was in kindergartens), the secondary school is aimed at preparing for life the entire generation without exception. In the conditions of the Soviet period, starting from the 60s, the principle of universality of complete secondary education was implemented in order to provide young people with an “equal start” when entering an independent working life.

1. Education as a social institution

educational social education

A social institution is one of the components of a person’s cultural environment, developing and applying in practice a system of measures that organize the person’s familiarization with culture. Each social institution has both specific features and common features with other institutions.

Signs of the Institute of Education are:

• 1. attitudes and behavior patterns - love of knowledge, attendance
• 2. symbolic cultural attributes - school logo, school songs
• 3. utilitarian cultural features - classes, libraries, stadiums
• 4. Oral and written code - ruled by students
• 5. ideology - academic freedom, progressive education, equality in education

Education is a social subsystem that has its own structure. As its main elements, we can distinguish educational institutions as social organizations, social communities (teachers and students), the educational process as a type of sociocultural activity.

Problems of the social institution of education:

the transition from a democratic education system, accessible to representatives of all social groups, to an elitist model.

individual teachers, heads of educational institutions are convicted of extortion from students and their parents, in various illegal frauds, drunkenness.

most educators lagged behind the demands of the times.

the abandonment of the activities of children's public organizations has led to the fact that education has lost almost all the guidelines, without gaining new ones.

commercialization of the school is not always accompanied by an improvement in the quality of education.

2. The main types of education

The education system is structured according to other principles, it includes a number of links: the system of pre-school education, secondary school, vocational education, secondary specialized education, higher education, postgraduate education, a system of advanced training and retraining of personnel, interest-based education.

As for pre-school education, sociology proceeds from the fact that the foundations of man's upbringing, his industriousness, and many other moral qualities are laid down in early childhood.

In general, the importance of preschool education is underestimated. Too often it is overlooked that this is an extremely important step in a person’s life, on which the fundamental principle of a person’s personal qualities is laid. And the point is not in quantitative indicators of the coverage of children or the satisfaction of the desires of parents.

Kindergartens, nurseries are not just a means of looking after children; their mental, moral and physical development takes place here. With the transition to teaching children from 6 years old, kindergartens faced new problems for themselves - the organization of the activities of preparatory groups so that children could normally enter the school rhythm of life.

From the point of view of sociology, the analysis of the society’s orientation toward supporting preschool forms of education and the willingness of parents to resort to their help to prepare their children for work and rational organization of their social and personal life is of particular importance. In order to understand the specifics of this form of education, the position and value orientations of those people who work with children — educators, maintenance personnel — and their readiness, understanding, and desire to fulfill their obligations and hopes are especially significant. In contrast to pre-school education and upbringing, which does not cover every child (in 1992, only every second child was in kindergartens), the secondary school is aimed at preparing for life the entire generation without exception. In the conditions of the Soviet period, starting from the 60s, the principle of universality of complete secondary education was implemented in order to provide young people with an “equal start” when entering an independent working life.

Education is one of the oldest institutions. It arises due to the needs of society in the reproduction and transfer of knowledge, skills, preparation of new generations for life.

The main roles of education: Teachers, students, organizers and leaders of education. The role of a teacher is that he must be a specialist in a certain field of science and culture, have lecture abilities and the ability to communicate with an audience, master the teaching methods of students or schoolchildren, teach them independent teaching methods (recording lessons, lectures, working with literature, solving tasks, etc.), to be able to explain difficult questions in a popular and intelligible way, to help correct mistakes, etc. Education as a social institution F. Filippov distinguishes complex and multifaceted functions in society:

Preparing youth for work, transferring knowledge, skills and abilities to future generations. Interaction with the social structure of society and its reproduction. Interaction with popular democracy. Interaction with the spiritual life of society. Comprehensive development of personality.

E.A. Yakuba identifies the following groups of educational functions: Socio-economic, that is, the reproduction of various professions, specialties, qualifications, various categories of workers, and a production culture. Social: Socialization of individuals, familiarization with social values \u200b\u200band processes; Social integration - familiarization with common values, norms, stimulation of the unification of people, rapprochement of representatives of various ethnic, class and other entities. Reproduction of a certain lifestyle. Moving up the social ladder; Humanistic - the formation of a system of personal qualities that allow a person to “perform the functions of a bearer of culture, spirituality, a creatively active active subject of social relations.” Latent: Nannies (baby sitting) - release of parents for some time from looking after their children. Formation of a circle of communication friendship, youth subculture, which, as a rule, matters throughout the subsequent life of a person, often in school they find a marriage partner.

O.V. Kuptsov characterizes the main task that education in society solves as “the reproduction of a person in two of its dimensions - as an individual and as a member of society”.

Education is a professionally organized process of introducing a person to the norms and values \u200b\u200bof the culture prevailing in society.

Education is a social subsystem that has its own structure. The following elements can be distinguished as its main elements:

3) the educational process.

Education performs the most important functions in society:

1) humanistic - the identification and development of the intellectual, moral and physical potential of a person;

2) vocational and economic - training of qualified specialists;

3) socio-political - the acquisition of a certain social status;

4) cultural - the individual's assimilation of the culture of society, the development of his creative abilities;

5) adaptive - preparing the individual for life and work in society.

D ictant on the explanation of concepts and knowledge of their substantial characteristics.

Social Institutions -these are historically established stable forms of organization and regulation of people's life together. This is a legislatively specific system of social ties and relations. The process and the result of their consolidation is indicated by the term "institutionalization". So, for example, we can talk about the institutionalization of marriage, the institutionalization of education systems, etc.

Institutionalization   - The process and result of the consolidation of social ties and relations in a social institution. So, for example, we can talk about the institutionalization of marriage, the institutionalization of education systems, etc.

The stages of the institutionalization process are

the emergence of needs, the satisfaction of which requires joint organized action;

formation of common goals;

the emergence of social norms and rules in the course of spontaneous social interaction, carried out by trial and error;

the emergence of procedures related to norms and rules;

institutionalization of norms and rules, procedures, that is, their adoption, practical application;

the establishment of a system of sanctions to maintain norms and rules, the differentiation of their application in individual cases;

creation of a system of statuses and roles covering all members of the institute without exception;

So, the final process of institutionalization can be considered the creation in accordance with the norms and rules of a clear status-role structure, socially approved by the majority of participants in this social process.

The main functions of social institutions described by representatives of the "institutional school":

1. Reproduction of members of society.   The main institution performing this function is a family, but other social institutions, such as state.

2. Socialization- transfer to individuals of patterns of behavior and methods of activity established in a given society - institutions of family, education, religion, etc..

3. Production and distribution. Provided by economic and social institutions of management and control - authorities.

4. Management and control functionsimplemented through a system of social norms and regulations that implement the relevant types of behavior: moral and legal norms, customs, administrative decisions, etc. Social institutions control the behavior of an individual through a system of sanctions.

All these functions are subordinated to one main goal - to maintain the public organism in a state of stable order and high vitality.

Economic   which are engaged in the production, exchange and distribution of material goods and services (property, money, banks, business associations of various types).

Politicalrelated to the establishment, maintenance and exercise of power (state, political parties, prosecutors).

Educational and culturalthat are created to strengthen the culture, socialization of the young generation (education, science, family).

Regulatory Institutions. Their goal is to create a moral basis for human behavior. With their help, the values \u200b\u200baccepted in society are determined. In accordance with them, deeds are committed.

Normative and authorizing institutions.   The norms prescribed by these institutions are binding on all members of society. These norms are fixed through the adoption of laws, codes, and rules at the state level. For their non-compliance, the offender faces a penalty in accordance with his misconduct.

Ceremonial institutions.   Ceremonial-symbolic and situational-conventional institutions. These institutions are based on a more or less lengthy adoption of conventional (by contract) norms, their official and unofficial binding. These norms regulate everyday contacts, various acts of group and intergroup behavior. They determine the order and method of mutual behavior, regulate the methods of transmission and exchange of information, greetings, appeals, etc., the rules of meetings, meetings, associations.

By the nature of the organization, institutions are divided into formal and informal.

Formal institutions   - these are institutions in which the scope of functions, means and methods of functioning are governed by the requirements of laws or other regulatory legal acts, formally approved orders, regulations, rules, charters, etc. Formal social institutions include the state, court, army, family, school etc.

Informal institutions   - these are institutions in which the functions, means and methods of activity are not established by formal rules (that is, they are not clearly defined and not fixed in special legislative and other regulatory acts). Despite this, informal institutions, like formal ones, perform managerial and control functions in the widest social spectrum, as they are the result of collective creativity, initiative and will of citizens (associations of interests, various leisure activities, etc.). Social control in such institutions is carried out on the basis of informal sanctions, that is, with the help of the norms fixed in public opinion, traditions, and customs. Such sanctions (public opinion, customs, traditions) are often more effective means of controlling the behavior of people than the rule of law or other formal sanctions.

TO major social institutions   traditionally include family, state, education, church, science, law.

TO unreported include those included in the main ones: the Institute of Family and Marriage contains the institutes of fatherhood and motherhood, patrimonial revenge, twinning, etc. The Institute of Politics contains the institutes of the presidency, the monarchy, parliament, courts, law enforcement agencies, etc. The Institute of Economics contains institutes of market, trade, and banking affairs, marketing, etc. The Institute of Education contains institutes of science, museums, sports, theaters, librarianship and others. The Institute of Religion contains the institution of papacy, celibacy (celibacy) in Catholicism, baptism, confession, the Inquisition , Monasticism et al.

Each social institution includes:

social groups and social organizations designed to meet the needs of groups, individuals;

a set of norms, social values \u200b\u200band behaviors that ensure the satisfaction of needs;

a system of symbols regulating relations in the economic sphere of activity (trademark, flag, brand, etc.);

ideological substantiation of the activities of a social institution;

social resources used in the activities of the institute.

One of the clear expressions of social institution dysfunction is personalization   his activities. Personalization   social institution means that it ceases to act in accordance with objective needs and objectively set goals, changing its functions depending on the interests of individuals, their personal qualities and properties.

Violation of normative interaction with the social environment, which is a society or community, called dysfunction   social institution. As noted earlier, the basis for the formation and functioning of a particular social institution is the satisfaction of a particular social need. In the context of the intensive course of social processes, acceleration of the pace of social change, a situation may arise when the changed social needs are not adequately reflected in the structure and functions of the corresponding social institutions. As a result, dysfunction may occur in their activities.

(For example)   So, the dysfunction of some economic institutions is the reason for the existence of the so-called "shadow economy", resulting in speculation, bribery, theft, etc.

Correction   dysfunction can be achieved by changing the social institution itself or by creating a new social institution that satisfies a given social need.

Signsinstituteeducation are: 1. attitudes and patterns of behavior - love of knowledge, attendance 2. symbolic cultural signs - a school logo, school songs 3. utilitarian cultural traits - classes, libraries, stadiums 4. an oral and written code - ruled by students 5. ideology - academic freedom, progressive education, equality in learning.

Education is a social subsystem that has its own structure. As its main elements can be identified following items:

1) a network of educational institutions;

2) social communities (teachers and students);

3) the educational process.

Signsfamiliesas a social institution;

1. Attitudes and patterns of behavior - attachment, respect, responsibility.

2. Cultural symbols - marriage ritual, wedding rings.

3. Utilitarian cultural features - house, apartment (room), furniture.

4. Oral and written codes of conduct - Constitution of the Russian Federation, Family Code of the Russian Federation.

5. Ideology - love at the heart of creating a family, the desire for success and stability of marriage, the desire to create, strengthen and maintain a family.

a family   - This is a group of people based on marriage and blood relationship that are connected by common life and mutual responsibility.

Undermarriage    it is understood the union of a man and a woman, generating their rights and duties in relation to each other, to their parents and to their children.

Monogamy   - historically, the last and most common form of marriage at present, the essence of which is a stable marriage of one man and one woman.

Polygamy   - a form of marriage in which a spouse of the same sex has more than one spouse of the opposite sex. It has two forms - polygamy   and polygamy.

Polyandry   - rare form polygamyin which a woman is in several marriages with different men. Contrasted with the term monoandria.

polygyny   - one of the historical forms polygamous marriagein which a man is in marital union   simultaneously with several wives.

The family as a social institution is called upon to perform the following functions.

The first function is sex regulation

The family acts as the main social institution through which society organizes, regulates the natural sexual needs of people. Of course, there are other possibilities in society for satisfying the needs mentioned. In patriarchal families, premarital sexual experience is strictly prohibited (at least for women). Puritan customs associated with religious prohibitions and widespread in European culture in past centuries (recall the tragedy of IV Goethe “Faust” and the suffering of a young inexperienced Gretchen), in modern society have been replaced by a new “philosophy of marriage”. Today, the marriage of virgins is considered by many to be absurd, and premarital sexual relations are more than tolerant.

The second function is the reproduction of the population by the family.

The natural population decline should be constantly reproduced by new generations, and physically and mentally healthy children are preferred. The fulfillment of this important function, without which society ceases to exist, is entrusted mainly to the family. At the same time, it is important for society to regulate the birth rate in order to avoid population explosions or recessions.

The third function is socialization.

The family is the main carrier of cultural patterns broadcast from generation to generation. It is in the family that the child joins the culture of society and its traditions, acquires knowledge about the rules of behavior in society, moral standards, concepts of honor, goodness, justice. We can say that in the family the foundations of the formation of a person as a person are laid, abilities are clarified, the profession of the future employee is selected. The main way of family socialization is to copy the behavior patterns of adult family members by children.

The fourth function is the satisfaction of a person’s needs for emotional, spiritual communication, love and intimate support, empathy and compassion

Psychiatrists, sociologists, lawyers, and educators testify that people deprived of caress in the family in childhood, brought up in orphanages without a father and mother, are more often than others susceptible to somatic diseases, mental disorders, and deviant behavior. Care and love of loved ones, trusting emotional contacts with father, mother, brothers, sisters are a vital element of everyone’s existence, a guarantee of his mental and mental health, optimistic mood and success in life. The support of the family is especially important in a difficult moment for a person, in life’s trials and tribulations, when the whole world seems hostile to him and only the family becomes a support and helps to cope with the situation. Guilt, shame, or pride in a person are usually shared by all members of his family. In all societies, the institution of the family provides various degrees of physical, economic, and psychological protection for its members.

Fifth Function - Economic, Domestic

The family, as a rule, satisfies the primary needs of the person - feeds, dresses, shoes, gives a roof over his head. As a result, family members run a common household. The family not only develops a certain way of life, lifestyle, but also accumulates material wealth that children receive from their parents as an inheritance, and then pass it on to their children, etc. Family belonging to a certain social layer in many respects determines his fate as a person.

the functionsocial control -   responsibility of family members for the behavior of its members in society, their activities; the orienting basis is constituted by the values \u200b\u200band elements of culture recognized throughout the society or in social groups.

Crisis family   - this is a family experiencing an external or internal crisis (changing the composition of the family, growing up children, divorce, illness, death of one of the family members, loss of work, housing, documents, livelihood, etc.)

Asocial Family   - a family in which there are problems such as alcoholism, neglect of the needs of children. At the same time, however, the parent-child relationship is not completely broken (for example, children try to hide the drunkenness of their parents, take responsibility for providing families, caring for younger children, and continue to study at school) pedagogically bankrupt familiesAs a rule, these include families in which defects in the upbringing of the family are noted, intra-family relations are violated, which leads to serious deformations of the child’s personality and its socialization. The classification of such families is based on the principle of violation of family relationships, family value orientations.

Immoral family   - This is a family that has completely lost family values, characterized by alcoholism, drug addiction, child abuse, not involved in raising and educating children, and not providing the necessary safe living conditions.

Social Institute of the Family ”implies

The family, like any social institution, performs certain functions.

 Reproductive   the function is designed to ensure the reproduction of new members of society.

 Educational   the function should socialize the child, that is, prepare him for life in society, ensure his normal and full development.

 Recreational   function. The family becomes an "oasis" of calm, confidence and security. it provides psychological comfort and emotional satisfaction.

 Economicthe function covers various aspects of family relationships: housekeeping, preparation and use of the family budget, and the distribution of domestic work. . The family members conducting a common household, when they all work as one team, contributes to the formation of strong economic ties between them, so the family is the strongest economic unit of society.

Family as a small social group.   As a small social group, the family is most often considered in those cases when the relations between the individuals making up the family, or the internal relations of the family are studied. Thanks to this, it is possible to establish the dynamics of marital relations, the nature of relations between parents and children, as well as the motives and causes of divorce. When considering the problems of interpersonal interaction, one must not forget that they are closely related to the norms, values \u200b\u200band behavior patterns existing in society. Researchers are interested in the goals, structure, composition, nature of group interaction, power structure, family norms, values, satisfaction with staying in the family, etc.

Each of these approaches has its own specifics, if the study of the family as a social institution is oriented mainly to the study of the external relations of the family, then the study of the family as a social group is focused on the internal relations. So, the main sociological approaches to the study of the family are the social institution and the small group.

From the above it is seen that the concept of social institution should be distinguished from the concept of social group. If the concept of “social institution of the family” implies a set of norms, social roles that are realized in countless existing families of a certain type, then the concept of “family as a small group” is a separate family as a small social group in which there is a whole range of different relations.

Highlight the general and the special in the concepts of “social instut” and “social organization”.

Social organizations are families and settlements, factories and ministries, banks and insurance campaigns, government agencies, parties, trade unions, the church, the Academy of Sciences, creative unions, etc.

Social institutions are less formal and freer ways of social communication, characteristic of democratic societies. Social organizations are more formal and non-free ways of social communication inherent in authoritarian societies.

A social institution and organization as forms of social communication have their own advantages and disadvantages. Therefore, each of these forms has its own place and time for application. Social institutions are freer (informal) forms of communication that give people and social communities greater flexibility to meet social needs. Social organizations are less free and more formalized forms of social communication; they place the satisfaction of social needs in a rigidly established framework of reasonable or minimal needs.

Specify three systems of bodies (institutions) operating within the framework of social institutions according to G. Spencer

Within social   institutions, according to Spencer, there are three systems of bodies (institutions) - productive, distribution and regulatory, which perform differentiating and integrating social functions in relation to the development of society. Social institutions themselves are considered by the sociologist in their six main varieties. These are home, ceremonial, political, church, industrial, professional institutions, each of which is in a state of change and development .

List the social institutions identified by G. Spencer.

G. Spencer distinguished between such types of social institutions as the institutions of kinship (marriage, family), economic (distribution), regulatory (religion, political organizations).

What approach did G. Spencer use in studying social institutions?

The doctrine of social institutions was developed by an English sociologist as part of a systematic description of society. All institutions constitute a single, and interconnected, whole. Each of them satisfies a certain social need and does not replace other institutions. Just like society, institutions exist for the good of people, and not vice versa.

The explicit functions of a social institution   (give examples) - Those functions that are openly defined are recorded in laws, programs, charters, officially declared, called explicit. Since the explicit functions of social institutions are always announced, they turn out to be more formalized and controlled by society. If the institute does not cope with the performance of its explicit functions, it is at risk of disorganization and change. The explicit functions of social institutions:

1) the function of socialization;

2) regulatory;

3) integrative; 4) communicative. The explicit functions of the school include the acquisition of knowledge, preparation for the university, the assimilation of the basic values \u200b\u200bof society

Latent functions of a social institution (give examples)–– hidden, outwardly not manifesting. . Latent School Features: the emergence of strong friendships, the acquisition of a certain social status.

The dynamics of social institutions is understood as three interconnected processes:

a) the life cycle of the institute from the moment of its appearance to its disappearance;

b) the functioning of a mature institution, i.e. explicit and latent execution

functions, the appearance and continuation of dysfunctions;

c) the evolution of the institution - a change in the form, form and content in the historical

time, the emergence of new and the withering away of old functions.

Institutional competition can exist within the same framework.

spheres of society, between related institutions.

In the life cycle of the institute as a social organization, the following stages (or phases) are distinguished that are qualitatively different from each other:

1. the origin of the organization, the period of effectiveness, the period of formalization, marked by bureaucracy, the period of disorganization

2. the emergence of the organization, the formation and strengthening, the stage of prosperity, the stage of decay and death

3. the emergence of the organization, the heyday of the organization, the crisis of the organization, disorganization and death

4. the stage of understanding the organization, the birth of the organization, the flourishing of the organization, reformatting of the organization, the crisis of the organization, the decline of the organization

R. Mills counted five institutional approaches in modern society, implying the main institutions:

1. Economic - an institution organizing business activities;

2. Political - the institution of power;

3. Family - an institution that regulates sexual relations, the birth and socialization of children;

4. Military - an institution organizing a legal heritage;

5. Religious - an institution that organizes collective worship of the gods.

Most sociologists agree with Mills that there are only five major institutions in human society. Their purpose is to satisfy the most important life needs of the team or society as a whole

Expand the functions of social institutions. Give examples:

The function of consolidation and reproduction of public relations. Each institute has a set of norms and rules of behavior, enshrined, standardizing the behavior of its participants and making this behavior predictable. Social control provides the order and framework in which the activities of each member of the institute should proceed. Thus, the institution ensures the stability of the structure of society. The code of the institution of the family suggests that members of society are divided into sustainable small groups - families. Social control ensures the stability of each family, limits the possibility of its disintegration.

Regulatory function. It provides regulation of relationships between members of society by developing patterns and patterns of behavior. All human life takes place with the participation of various social institutions, but each social institution regulates activities. Consequently, a person with the help of social institutions demonstrates predictability and standard behavior, fulfills role requirements and expectations.

Integrative function. This function provides cohesion, interdependence and mutual responsibility of members. This happens under the influence of institutionalized norms, values, rules, a system of roles and sanctions. It streamlines the system of interactions, which leads to increased stability and integrity of the elements of the social structure.

Broadcast function. Society cannot develop without the transfer of social experience. Each institution for its normal functioning needs the arrival of new people who have learned its rules. This happens by changing the social boundaries of the institution and changing generations. Therefore, in each institute there is a mechanism of socialization to its values, norms, and roles.

Communicative functions. The information produced by the institute should be disseminated both within the institute (for the purpose of managing and monitoring the observance of social norms), and in the interaction between the institutes. This function has its own specifics - formal relationships. The institute of the media is the main function. Scientific institutions actively perceive information. The commutative capacities of institutions are not the same: some are more common, others less.

integrative institutions   “Perpetuating particularistic (private. - N.S.) values, support social solidarity and preserve the clear character and identity of the social structure”, i.e. their activities are aimed at supporting solidarity and existing particular values \u200b\u200bin society.

2) Distributive Institutions   they embody and realize universal values \u200b\u200bthat act as a means of “preserving social agreements developed for the production and distribution of necessary social benefits, investments and various kinds of rewards

3) organizational institutions   use values \u200b\u200bto achieve goals, they serve "to perpetuate the authority and organization necessary to mobilize resources and coordinate collective efforts aimed at achieving social goals"

Formal institutions   - these are institutions in which the scope of functions, means and methods of functioning are governed by the requirements of laws or other regulatory legal acts, formally approved orders, regulations, rules, charters, etc. Formal social institutions include the state, court, army, family, school etc., they exercise their managerial and control functions on the basis of strictly established formal regulations, negative and positive sanctions. Formal institutions play an important role in stabilizing and consolidating modern society. “If social institutions are powerful ropes of the system of social ties, then formal social institutions are a fairly strong and flexible metal framework that determines the strength of society”

Informal institutions - these are institutions in which the functions, means and methods of activity are not established by formal rules (that is, they are not clearly defined and not fixed in special legislative and other regulatory acts). Despite this, informal institutions, like formal ones, perform managerial and control functions in the widest social spectrum, as they are the result of collective creativity, initiative and will of citizens (associations of interests, various leisure activities, etc.). Social control in such institutions is carried out on the basis of informal sanctions, that is, with the help of the norms fixed in public opinion, traditions, and customs. Such sanctions (public opinion, customs, traditions) are often more effective means of controlling the behavior of people than the rule of law or other formal sanctions. At times, people prefer punishment by government officials or official leadership over the tacit condemnation of friends, work colleagues, relatives and friends.

Education in the modern world is one of the most important organizations, to which much attention is paid by states. This is due to the need to constantly acquire new knowledge, improve the qualifications of workers, to transfer knowledge and skills to children. Consider education as a social institution and find out what properties and functions it has.

History of Education

The need for education appeared in a primitive society. People began to need the transfer of knowledge and skills in the manufacture of tools, food production, housing construction and so on.

Initially, knowledge was passed down from generation to generation, communicated verbally, but over time, special organizations are formed - schools in which students study subjects, write down new knowledge, and the teacher evaluates their work.

2nd century AD e. was marked by the emergence of the Roman three-stage education system, in which children were taught writing, reading, counting, and in high school - Greek, rhetoric, grammar, geometry, astronomy, medicine and some other sciences.

In the 9-10 centuries, including in Russia, monasteries became centers of writing and education. When they opened church schools.

Peter I paid great attention to the development of education. Various educational organizations were opened under him: digital schools, cadet corps, and boarding houses. For the first time, girls began to study (institutes of noble maidens).

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In the 19th century, gymnasiums and real schools were widely used. There was also home schooling.

The modern education system is an interconnected chain of institutions: preschool educational organizations, elementary school, basic school, institutions of secondary vocational education, higher professional education (bachelor's, master's, postgraduate).

Functions of Education as a Social Institute

Education at the moment is not only a human need, it is also caused by a state order for the release of qualified, professionally and life-savvy specialists. This undoubtedly affects the functions that education in society performs.

• training and education of young people, transferring knowledge, skills and abilities to them, as well as inculcating basic values;
• professional choice and obtaining special knowledge, providing enterprises with qualified personnel;
• organization of continuity of educational institutions, the creation of a system of lifelong education throughout life.

Based on the foregoing, we can say that the features of modern education are its clear state regulation, practical orientation and continuity.

What did we learn?

So, education is one of the social institutions that plays a big role in modern society. The education system has been formed throughout the history of mankind and to date has acquired several basic characteristics characterizing it as a combination of institutions, state bodies, norms, in the aggregate achieving common goals - training, education and professional development of a person who is able to freely navigate in the social space, to promote their ideas, to provide themselves and their family with material wealth.

In domestic sociology, studies of communication processes occupy a certain place, but it can hardly be assessed as important. In Soviet times, mass communications were studied in scientific and technological conditions. In particular, the types of readers and viewers were found out by the time spent on reading or watching programs, as well as the features and motives of the consumption of radio and television and newspaper information.

Now commercial objectives have been added to the academic research objectives. An example of the first is an analysis of the attitude of the population towards the media in the context of reforms. The great interest of people in information with a low level of public confidence in the media was revealed (in January 1996, 56% did not trust the media). Commercial research in monitoring mode reveals the demand and ratings of various media, which is vital for adjusting their activities.

The sociological approach requires the allocation of communication in almost all the main sections of sociological knowledge. At the macro level, these are the problems of the formation of the information society, the role of global communications in the world system, the analysis of the information and communication advancement of specific societies and social systems, the social role of the media and other types of communications. In particular, communications in organizations is not only a sphere of management, but also sociology (organizations and communications). At the micro level, interpersonal communication should be the focus of attention.

The purpose of the work is to consider the relationship between education, communications and the media.

The tasks of the work are to define education, communications, and the media as social institutions; characterize the social functions of education; define education, the media as institutions of socialization.

In order to better understand the role and place of the social institution of education in modern industrial society, the specifics of its functions, we should briefly consider the evolution of the education system.

In primitive, primitive societies, education was an integral part of the social production process. In those days, neither schools nor teachers existed. All members of the community participated in the transfer of cultural heritage, experience, knowledge, traditions. “In the life of the younger generation, there was no special period of preparation for the assimilation of the social roles of adults, because all the necessary knowledge, skills and abilities were acquired and developed during the direct familiarization of children with the practical affairs of the tribe. It started from 4-5 years old, and in adolescence, children, along with adults, participated in hunting and fishing, grazing cattle, made tools, and participated in cooking. Boys were educating and educating men, and girls - women. When a child was growing up, he underwent a special ceremony of "initiation", which lasted several days, during which boys and girls had to demonstrate and confirm their abilities and rights of adult members of society, participating in competitions , dances, rituals and cult actions.

In a pre-industrial society, along with the expansion of the social division of labor, the emergence of state power and class inequality, the separation of the institution of education begins.

Special training and education using a special group of teachers is provided to children from wealthy families. A good example of the first formal education systems can be schools in Ancient Greece and Ancient Rome, in which paid teachers taught children of the noble classes grammar, philosophy, music, sports, eloquence, the basics of law, medicine, etc. Children from other classes were taught in the process of apprenticeship when a teenager was given for a certain period to study at the house of a merchant, merchant, artisan, etc. Working as an apprentice, the student mastered professional knowledge and skills, the art of trade, craft, etc.

The overwhelming majority of the population - the peasantry - educated their children, passing knowledge to them during the agricultural labor process. An important role in raising children belonged to the family.

In the Middle Ages, a more organized education system began to take shape, when the Christian church creates in Europe a network of special educational institutions for the training of clergy and the first universities appear - in Paris, Oxford and other cities.

Somewhat later, the cultural and educational functions of universities expanded, they begin to teach medicine and law, the first attempts are made to research in the fields of physics, mathematics, and logic. A characteristic feature of the system of formal education in pre-industrial society was that it was available to a limited number of people who came from rich and prestigious classes.

A genuine revolution in the education system is taking place in an industrial-type society: education ceases to be elitist and becomes massive, accessible to the general population.

Such a radical transformation of the educational institution was caused by the needs of the economy, scientific and technological progress, changes in the culture and lifestyle of people. In the XIX-XX centuries. secondary and special schools are widespread, and the number of higher education institutions is growing. Incomplete, and then complete secondary education becomes a prerequisite for obtaining a profession in the main industries. Particularly rapid growth of the education system occurs in the period after the Second World War, when the technical re-equipment of leading industrial countries takes place and a new powerful leap is made in the development of industry, science and technology.

A rapidly growing network of higher education institutions - institutes, colleges, universities that train highly qualified specialists. So, in the former USSR there were about 1000 universities, in which about 5 million people studied. and about 800 thousand specialists with higher education graduated annually. The development of higher education in the United States has reached the most impressive scale, where the total number of students reaches 12.5 million, of which 8 million are in higher education, and 4.5 million are in two-year colleges that provide post-secondary special education.

Like other social institutions, the educational institution is called upon to ensure social stability and the integration of society, and its functioning is connected with the satisfaction of two types of interconnected fundamental needs of society - the socialization of its members and their preparation for various social roles, the occupation of certain social positions in society.

Communications is an important social and political institution of modern society, acting as a subsystem of a more complex communication system on a large scale, performing the function of ideological and political influence, maintaining social community, organization, information, education and entertainment, the specific content of which depends crucially on the characteristics of public system. Mass communication is characterized by the institutional nature of sources and the delayed feedback between sources and audiences. Complexes of technical devices providing fast transmission and mass replication of verbal, figurative, musical information (print, radio, television) are collectively called mass media or information.

Mass communication and its practice has shown great importance and the dependence of their effectiveness on taking into account the psychological characteristics of the audience: attention, understanding. There are also barriers and obstacles and ways to overcome, obtain information through mass communication.

As a result of radical transformations of Russian society, all social institutions, including the educational institution, are undergoing reform. It provides a lifelong learning process. Education is designed to develop a person’s willingness and ability to navigate in unusual situations, the ability to make independent choices. It serves as the basis for the future development of society.

Traditionally, education plays a significant role in the processes of social structuring of society, being one of the most important channels of social mobility, thereby fulfilling the function of social control. The main goal of this control, according to P. Sorokin, is the distribution of “individuals in accordance with their talents and the ability to successfully perform their social functions”. Therefore, the school, along with other social institutions, such as the family, church, political, professional organizations and others, is at the same time a “channel of vertical circulation” that helps to move up or down the social “ladder” and a kind of “sieve” that “sifts” ”Of individuals and determines them a particular place in society.

In other words, the school plays an important role in the social differentiation of members of society, while contributing to the process of social mobility. Defects in the educational system inevitably affect the whole society and, on the contrary, the successful functioning of this social institution leads to its prosperity and prosperity. In this regard, it should also be noted that P. Sorokin considers the school to be the second most important mechanism after testing family status for testing the abilities of individuals and determining their social status. “The school is the next step in rechecking the“ verdict ”of the family, and very often it decisively changes it.”

In addition to the functions of social control (testing, breeding, distribution), education as a social institution performs its most important functions, such as teaching (in higher and secondary specialized schools it is vocational or training) and sociocultural (socializing, educational, enlightening). In this regard, it should be noted that, as the history of the formation and development of domestic education shows, these functions can be complementary, and can conflict and even conflict with each other. What is meant?

From the moment school education began to emerge, a contradiction began to arise between the needs of the state and society, between the understanding of the role and functions of education by the state and those for whom the schools were intended. It was especially convex in the era of the Petrine reforms.

“Hacking a window” into Europe, the great reformer saw through it not only the underdevelopment of Russian society compared to Western society, but also the terrifying ignorance of its citizens. It was impossible to carry out the planned reforms with such “material”. The “material’ itself was not particularly malleable and at first was not inclined to share the reform efforts of the great transformer. In vain, Peter I, insisting on the need for professional training for the civil service, convinced representatives of noble families in the benefits of training, arguing that without this no one would be promoted to the highest ranks. Both before Peter I and under him, the public was aware of various ways of getting to the upper floors of a social building, “having nothing to do with professional training. Even the introduction of jurisprudence into the program of the noble school could not force the nobles to engage in this science. ”

As for the sociocultural function, up to the middle of the 13th century, education itself was not a value, i.e. there was no particular need for education, the acquisition of skills and knowledge, characteristic, say, of a European educated, enlightened person. As you know, it was Catherine II who set a new task for education: the school should not only teach, but also educate. Catherine saw the educational tasks of rooting good manners in the hearts of the people. From this moment, the school was charged with the tasks of upbringing, i.e. purely pedagogical, which so far have been assigned to the family. So, one of the most important social functions of education is the socialization of the younger generation.

As a result of the Great Reforms of the 19th Century, public education became an object of concern for local governments - zemstvos. From this moment, the conflict between the state and society regarding education policy intensifies. The essence of the conflict was that the need for education is growing in society, while the government begins to “lose ground”, frightened by the fruits of its own efforts in the development of education.

Hence the strengthening of state control over school institutions, in particular, over Zemstvo schools, the regulation of the composition of students on a national basis (the introduction in 1887 of the percentage rate for Jews entering schools), as well as on a class basis (introduction in the same 1887. “Circular on cook children”) in order to prevent children from the lower classes in the gymnasium.

Moreover, the government more and more clearly denotes the socializing function assigned to the education system. But in essence, it imposes an ideological function on education, sacrificing political considerations both to the need for truly educated people and the increased desire of the population to receive a quality education. Teaching in those days in the classical gymnasium was a hopeless picture; ordinary cramming reigned in them instead of developing the mind. The level of knowledge of gymnasium students was constantly falling. From 63 to 79 gymnasium students out of every hundred were thrown out of school as unsuitable for it. Instead of the modest and well-meaning young men that the government needed, there were those who were slaughtered (those who graduated) and embittered (who were thrown overboard). The political role imposed on the school fatally affected itself. “Out of fear of advanced ideas and strong characters, the school systematically dealt with the eradication of all ideas and the depersonalization of individuality.”

One of the goals of government policy at the end of the 19th century was to spread the influence of the clergy on all types of elementary schools. The goal was simple: to prevent the growth of the Zemstvo school, which was influenced by liberal pedagogical ideas, which included respect for the rights and individuality of the child, education through training, preparation for practical life and visual acquaintance with the outside world, familiarization with the natural sciences, etc. . A characteristic moment here is a look at the main function of the school: it should not be applied (for example, be craft or agricultural), but general education. At the same time, the government saw the functions of secondary schools for lower classes in another: to provide “a simple but solid education, necessary for life and not for science”, and for this primary education was supposed to be made the main support for the clergy and the church in this matter .

This was partially achieved. By the end of the XIX century, the parish school began to become a dangerous rival of the Zemstvo, but at the same time it itself had to change, improving the composition of teachers, increasing the duration of education from 2 to 3 years. Meanwhile, zemstvos begin to change their attitude towards parochial schools: at first, supporting them, and from the end of the 90s they move to the position of crowding them out. It was from this period until 1917 that the pattern of public education gradually changed, turning into the exact opposite. The bureaucratic structure of the school, with its religious and monarchical features, is inferior to such a system in which social initiatives (primarily in the form of zemstvos) with secular and democratic tendencies become noticeable. Revolutionary sentiments are manifested primarily in the environment associated with the school. This is noticeable in student unrest, and in the struggle of higher education for self-government, and in the strengthening of the progressive elements of Zemstvo and city self-government, and in an increasingly better organized teaching.

Under these conditions, the government is gradually losing ground, losing control not only in managing the school, but also in other areas of life. In the fight against the government, the public won the battle for school as a whole, which in turn successfully fulfilled its cultural and educational function, but hardly at that time could predict what the fruits of this struggle would turn out to be. In society itself, a change in attitude towards education is visible. As early as the 70s of the 19th century, people were indifferent to education, and interest in it gradually began to show; at the beginning of the 20th century, a conscious need for education appears as an instrument in the struggle for a better future. But the latter was characteristic of a relatively small part of the population. But not only was the need manifested. There was another, purely pragmatic calculation, which began to spread among the broad peasant masses. And this became especially noticeable at the end of the 19th century. P.N. Milyukov cites interesting data from a survey of peasants in one of the provinces of Russia.

So, 88.4% of respondents spoke in favor of literacy. Moreover, utilitarian considerations were prevailing (48.9%). 31% of respondents spoke for literacy as a means of self-improvement; 18.3% saw the benefit of teaching for religious and moral reasons; 6.7% is a common benefit. Summing up the formation and development of education in the pre-revolutionary period of Russian society, we can conclude that education as a social institution has passed a difficult, difficult, contradictory path of its formation and development. The school played an important role in the processes of social mobility, the erosion of estate barriers, the emergence of new layers, performing the functions of social control. But, every time when there was a threat of demolition of class divisions and, above all, between the privileged and non-privileged sections, the state took measures to prevent this, which was expressed, inter alia, in restricting access to school, especially higher education. The “sieve,” which “sifted through” and did not allow access to the upper strata of society, was of social origin, although education began to play an increasingly prominent role in the processes of social mobility, but this did not concern the very upper strata of society, and the implementation of the cultural and educational function ultimately to a radical restructuring of social relations.

The school was an important factor in the social differentiation of Russian society: at one pole we observe a small highly educated part of society, at the other a large percentage of the illiterate population. Despite a significant improvement in the literacy of the entire population from the late XIX and early XX centuries, about 25% of the male population of the country by 1917 remained generally illiterate, this percentage was even higher for the female population). In general, education was not able to effectively enough fulfill its most important function of social control over the distribution of members of society by social strata, positions in accordance with the level of education received, since such control is possible under such social conditions when non-social origin is a determining factor in the individual’s ascension to social stairs, and the level of education, qualifications, personal merits. As for moral education, in other words, the educational (socializing) function of the school, which consists primarily in transferring experience, cultural patterns of behavior from one generation to another, education (at least this is clearly evidenced by the history of the formation and development of national education), rather an innovative function, affirming a new system of values, whether it concerns the efforts of the state, or the efforts of society. However, this is rather true for a relatively small part of the population. For the most part, the dominant system of values \u200b\u200band ideas remained; stereotypes and traditions were strong. The clash of a radicalizing small population and a conservative majority has always led to dramatic collisions, whether it be a history of schism or revolution.

Can this be avoided? If so, what role does education as a social institution have to play in this? In modern conditions, one can observe a growing disorganization of social life, a weakening or crisis of the mechanisms of social reproduction, which leads to changes in the functions of the most important social institutions that ensure the stability and order of the social system as a whole. This also applies to the education system. Traditionally, its most important function was the transfer of values, norms, rules (all that constitutes the cultural heritage of society) from generation to generation. At the same time, according to A. Turen, this function in modern conditions “is sharply weakening, accusations are being raised against education that it is archaic and at the same time acts as a force for hampering prevailing norms”.

These attacks on the education system testify to the penetration of social conflicts into a vast area of \u200b\u200b“private life”, which until then seemed far from them. One of the areas of private life is education. In modern conditions, education, A. Turen believes, to a greater extent fulfills its other most important function, namely, adaptation to professional and social changes. And it is in this capacity that it becomes the arena of social conflicts, since an increasing number of subjects of social life are competing among themselves for the right to possess prestigious diplomas. This can be shown by the example of a problem such as unequal access to education.

So, according to surveys of freshmen from Moscow University conducted by the Center for Sociological Research of Moscow State University in 1994 and in 1999, the chances of getting into the number of students from families whose parents are engaged in science, education, culture, and healthcare are reduced. At the same time, the chances of getting into the composition of students in children, whose parents are economists, financiers, and businessmen, increase. And the chances are very small for immigrants from families whose parents are employed in agriculture. All these new trends in the formation of the student body, which have manifested in recent years, could not but affect the changes in the motives for higher education, value orientations, preferences, interests, status claims, students' life strategies. One of the urgent problems is the professional self-determination of students. The criteria for the effectiveness of this process include the following: satisfaction with the choice of specialty, university; a clear idea of \u200b\u200bthe social status associated with the choice of this profession, as well as job opportunities after graduation in this particular specialty.

3. Education, the media as institutions of socialization

In the process of normal functioning and development of society, the social institution of education plays an extremely important role.

The material and spiritual values, knowledge, experience, traditions, accumulated by the work of previous generations, should be transferred to the new generation of people and assimilated by them. Therefore, maintaining the achieved level of cultural development, its further improvement is impossible without mastering the cultural heritage of past centuries. This problem is solved in the process of socialization of individuals, the task of which is precisely to introduce a person to the norms and values \u200b\u200bof culture and to turn him into a full member of society. An essential component of the process of socialization of individuals is education - training a person to transfer accumulated knowledge and cultural values.

Education can be described in more detail as a relatively independent system, "the function of which is the systematic training and education of members of society, focused on mastering certain knowledge (primarily scientific), ideological and moral values, skills, norms of behavior, the content of which is determined by socio-economic and the political system of society, the level of its material and technical development

In sociology, it is customary to distinguish between formal and non-formal education: The term "formal education" means, firstly, the existence in society of special institutions and organizations (schools, colleges, technical schools, universities, advanced training institutes, etc.) that carry out the learning process. Secondly, the education system that prevails in modern industrial society is subject to a certain officially prescribed model, which would “set” the amount of knowledge gained, teach certain skills and actions that must comply with: a) the standard canon of an individual (citizen) adopted in this society and b) the regulatory requirements for the performance of social roles common in a given society. Consequently, the functioning of the formal education system is determined by the prevailing cultural standards in society, ideals, and political principles, which are embodied in the educational policy pursued by the state.

In sociology, the object of study is, above all, the system of formal education, identified with the process of education as a whole, since educational institutions play a decisive role in it. As for the term “non-formal education”, it is understood as an unsystematic teaching of an individual knowledge and skills that he spontaneously masters in the process of communicating with the surrounding social environment (friends, peers), or through individual familiarization with cultural values, assimilation of information from newspapers, radio, television, etc. Non-formal education is also an important part of an individual's socialization, helps him master new social roles, promotes spiritual development, but in relation to the formal education system in modern society, it plays a supporting role.

The media have specific social functions. We list the main ones: disseminating knowledge about reality, informing, shaping public opinion, implementing social activity of members of society, organizing one or another behavior of people, any action, audience, creating a certain emotional and psychological tone, social management, ideological and educational function , the dissemination of cultural property, organizational and communicative function, entertainment function.

Among the traditional types of media, the following stand out: radio, print, television, cinema, Internet. As a variety of media channels can be considered: all the technical means of transmitting information, interpersonal communication, literature and art. The constant demand in the media society is based on the growing information needs of the individual: in learning new things, in communicating, in aesthetic pleasure, in self-improvement, in psychological unloading, entertainment, in self-knowledge, in getting help, in ensuring self-confidence, at rest.

In the 90s of the twentieth century, the total number of mass media for the youth reader, viewer and radio listener increased. But in the unregulated socio-economic situation, the lack of human resources of the newly created media, forced to resort to the services of incompetent, and sometimes unicultural people, negative phenomena were discovered in the information environment. After the economic and political cataclysms, a completely understandable decline in media interest occurred. The circulation of newspapers and magazines has fallen several times and will hardly ever rise to the same level. Interviews with experts conducted by the Institute for Humanitarian Communications during the 90s of the 20th century showed that the degree of independence of all types and types of media from the government and big business has been falling all this time. The owners and founders of the media see in them not a source of information or cultural power, but an instrument of influence.

In conclusion, we touch on the status of the theory of communications, research in this area and the training of specialists. There is no consensus among Western scholars on these issues. Moreover, they were divided into two camps: “rescuers” and “reformists”. The former believe that “media studies” should become an independent and equal discipline among others. Reformists find these ambitions unrealistic and oppose communication uniqueness and suggest improvement through integration with other disciplines. In all likelihood, we are satisfied with the second approach, because the “Sociology of Communications” just integrates two areas of knowledge. It is also important for us that in the USA academic specialization has been carried out and “communicators” are being trained. Although the gap between the university approach and practice has not been bridged, these efforts inspire us with some optimism. For the direction of the sociology of communications, Western and domestic experience in training public relations specialists (business communicators), where there is a place for sociologists, is also useful. The development of research and training of specialists may lead to the emergence of a specialty related to the sociology of communications. This will allow to prepare sociologists - communicators, i.e. specialists of researchers and technologists in the field of communications.

Dictionary

Education is the process of training and upbringing in the interests of man, society, and the state, aimed at preserving, enhancing and transferring knowledge to new generations, satisfying the needs of the individual in intellectual, cultural, moral, physical development, and preparing qualified personnel for economic sectors.

Cultural reproduction is a set of elements of a system providing the conditions for the creation, preservation, and translation of values.

Communications - (from lat. Communicatio - contact, communication) - means of communication and communication, information contacts.

Mass media - the systematic dissemination of information (through print, radio, television, cinema, sound recording, video recording) with the aim of affirming the spiritual values \u200b\u200bof a given society and exerting ideological, political, economic or organizational influence.

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