Соціальне самовизначення школяра як основа формування системи суспільних відносин

Abstract

(ua) У статті розкривається сутність поняття «соціальне самовизначення особистості». Автор акцентує увагу на характерних особливостях самовизначення школяра, представляючи даний феномен як визначальну характеристику особистості, діяльність якої спрямована на усвідомлення своєї соціальної сутності, свого місця у житті, в соціальній структурі суспільства. Автор наголошує, що здатність до самовизначення – характерна властивість людини, яка утверджує особистісний спосіб буття. Ключові слова: особистість школяра, соціальне самовизначення, активність, суб’єкт діяльності, соціальна дійсність, суспільство.

(ru) В статье раскрывается сущность понятия «социальное самоопределение личности». Автор акцентирует внимание на характерных особенностях самоопределения школьника, представляя данный феномен как определяющую характеристику личности, деятельность которой направлена на осознание своей социальной сущности, своего места в жизни, в социальной структуре общества. Автор отмечает, что способность к самоопределению – характерное свойство человека, которое утверждает личностный способ бытия.

(en) The article reveals the essence of the concept of «social self-determination of the individual». The author focuses on the characteristic features of self-determination of the pupil, presenting this phenomenon as a defining characteristic of the individual, whose activities are aimed at understanding their social essence, their place in life, in the social structure of society. The author stresses that the ability to self-determination - a characteristic property of man, which confirms the personal way of being. The author characterizes self-determination as a process, a relatively independent state of socialization, the essence of which is the formation in the individual of the awareness of the purpose and content of life, readiness for independent life on the basis of the ratio of their desires, the qualities, possibilities and requirements that apply to him from the side of the environment and society, and emphasizes that it is effective when the person sees the ability to internal dialogue. At the same time, «instead» defines as a unique property of self-realization, self-change of a person in the restoration, expansion and growth of personality abilities and needs in the created and transformed world. Knowledge of its «self» is a guarantee of the effectiveness of the implementation of the general principles of social self-determination. This pattern is reflected in the minds of a person through the image of his «I»: the attitude of those surrounding her is the reflection of her own perception of herself. Therefore, in the educational process, it is important to create situations where students would be aware of what they see around them. In the article, «social» is disclosed as a combination of certain or other properties and features of social relations of the relevant society, such as integration in the joint activity (interaction) with individuals or groups of individuals in the specific conditions of place and time, manifested in their relationship with each other, to their the situation in society, the phenomena and processes in public life. At the same time, the author emphasizes that social self-determination is the process of independent, conscious choice of the student as a subject of activity and communication, where the main content of the latter is the same age or other significant person. The author emphasizes that communication, in which the need arises, has a manifestation in building relationships with peers on the basis of certain ethical norms that are the basis of the actions of senior pupils; in shaping common views on life; relations between people, that is, personal meanings; in the formation of self-consciousness; in creating the prerequisites for the emergence of new tasks and motives for further self-activity, etc. At the same time, the process of social self-determination should be aimed at the freedom of choice. The specificity of such a search is not so much in the desire to find a place in society (to define their own social position), but in qualitative features of the system of relations, which is formed at a particular age between the pupil and the society. The author generalizes that social self-determination involves finding a student of himself (his own Self), his place in life, in the social structure of society, and inextricably linked with the formation of a worldview that includes the social orientation of the individual, that is, the recognition of himself as part of the social community, choosing your future social status and ways to achieve it.