General concept social experience

The social way of life has led to the fact that human development occurs not through the development of inherent species experience, but through the appropriation of external, social experience. Without continuity and preservation of historical memory, holistic development is impossible human society. Our entire life, activity, behavior, knowledge are based on using the experience of older generations. Only with its assimilation does it become possible to further develop and multiply this experience.

The main source that shapes a person is his social experience. The child, influencing the objects and phenomena around him, changes them, adapting them to his needs and requirements. At the same time, he acquires knowledge about them and about himself as a transformative force. In its turn the world, influencing the child, limits or enhances his activity, gives it a certain direction. The world opens up to the child not only in its natural form, but at the same time as human reality. The very objects that a child strives to master contain human culture. And by mastering these objects, operating with them, he thereby masters - first empirically, and then in an increasingly generalized form - the knowledge and culture embodied in them.

Of course, the child himself, alone, is not able to do this; to do this, he would have to repeat the entire path of human development. In this process, adults come to his aid. Guiding the activities of children, they convey in an abbreviated, generalized and accessible form the experience of humanity, accumulated over thousands of years. As a result, children's experience acquires a new quality, expressed in a complex theoretical and practical form. At the same time, the world of objects is increasingly revealed to the child in inextricable unity with the world of people who appear before him not only as carriers of knowledge, but first of all as living individuals, living together, acting, one way or another relating to each other, to themselves , which is manifested in their behavior. Everyone's behavior is individual and unique.

At the same time, it carries common features that, in their orientation, express certain social relations, and in their form, a certain level of culture. A child, entering into active relationships with people, masters social experience and asserts himself as an individual.

Depending on which social subject the experience belongs to, the following types can be distinguished:

1) universal (or historical);

2) group (macro- and micro-);

3) individual.

What is the relationship between universal human and individual experience? What seems productive here is the idea of ​​considering individual experience not as separate fragment historical experience, but as a part of it, and equal in size to this whole. In other words, each part is a whole, but taken from a certain angle of view (the principle of a hologram). Individual and historical social experience are, in fact, a single system where historical experience is in an individual or already developed, or still in potential form.

Social experience can be defined as a form of spiritual and practical mastery of reality. It is genetically linked to human activities. Activity is a way, condition and form of expression of social experience. Being its result, it contains not only intellectual and emotional components, but also the very scheme of activity. Social experience is always the experience of activity, taken from the side of real manifestations of subjects. Experience determines the actions of subjects to achieve the goal and reduces the likelihood of repeating mistakes.

Genuine experience always influences the activities of the individual, although this influence may not be realized. Thanks to its clarity and reality, it is undeniably reliable. An experienced subject strives to refrain from actions that lead to undesirable consequences for him. Many researchers point out that social experience belongs to the entire personality, and not just to its consciousness.

Experience is reflected in consciousness only in general outline, and in full – in practical activities. In other words, it manifests itself not only in acquired knowledge, but also in habits, skills and other forms of activity. Experience would lose its specific merits if it were subject to mandatory reduction in the form of knowledge. From the very beginning, it is a matter in which the subject participated and which he experienced. Thanks to this specificity of experience, the knowledge learned from it is well remembered, does not require special preparation, and it represents a sensory-perceptible pattern of activity.

Experience in its diversity is unique in its entirety, as it is associated with the peculiarities of the process of experiencing, understanding what is happening, with the individuality of a person. However, it is not a chaotic set of social factors. The content of social experience includes such a reflection of reality, which is aimed at identifying the leading trend that is consistently repeated in it. Therefore, it acts as a typified generalization of social phenomena. Generalizations that arise in social experience, merged with the actions of the subject, form “manual knowledge” about the subject and methods of acting with it.

It seems most precise definition I.P. Cherny: “Social experience is a socially developed and inherited method of holistic spiritual and practical development of the world, nature and human relations by a social subject...”

Functions of social experience

Only with theoretical analysis is it possible to identify various functions social experience, however, we must remember that this selection is conditional, in real life they are all fused together. A fairly complete classification of the functions of social experience was made by V.S. Karagodin (2012). He identifies four main functions:

1) pragmatic;

2) epistemological;

3) worldview and ideological;

4) social-regulatory. Each of them includes a number of subfunctions. For example, pragmatic is represented by such subfunctions as:

– regulatory;

– goal-setting;

– determining;

– practical (skills, skills, habits);

– controlling (with a prohibition subfunction).

Epistemological:

– heuristic (obtaining missing knowledge);

– criterion-explanatory;

– evaluative;

– justifiable;

– evidentiary;

– prognostic.

Worldview:

– educational and moral;

– systematizing.

Social-regulatory:

– communicative;

– socially adaptive;

– social and managerial.

The degree to which these functions are performed depends, first of all, on the level of development of the social subject himself, on the experience he has already accumulated.

Development of the individual’s social experience

Social experience is acquired by the subject in the process of practical activity. This process occurs in a child in two interconnected ways. Firstly, spontaneously, in Everyday life he is included in acts of behavior, activities, and communication shared with other people, where the appropriation of social experience occurs; secondly, in a specially organized educational process, in accordance with the socio-economic, political structure of society, its ideology and culture.

WITH early years In the process of socialization, a child uses in his behavior, along with the means represented by the present moment, also his past experience. L.S. Vygotsky noted that children gradually develop a generalized scheme of actions with age, which is used regardless of certain conditions of adaptation. The social values ​​of society, formalized in the form of rules, norms, traditions, in order to regulate behavior, must be fixed in the mind. This does not happen in objective form, but ideally, in the form of “crystallized patterns of social experience.” On their basis, in everyday life the child develops behavioral stereotypes that help him master the principles of activity.

In the early stages of mastering activities, the child needs the help of an adult. However, when interacting with an adult, an inevitable division of activity occurs. The teacher sets goals, monitors and evaluates the child’s actions. That is, with the participation of an adult, a child cannot fully master social experience, since part of the activity remains with the adult. To fully master an activity, a child needs interaction with peers. Even J. Piaget highlighted relationships with peers and contrasted them with relationships with adults. Relationships between a child and adults will always be hierarchical and asymmetrical. In a peer group, relationships are equal and symmetrical; only under such conditions can a child overcome egocentrism; He develops tolerance, the ability to understand the point of view of others, and criticality.

In the process of interacting with other people, junior school student self-esteem begins to form, essential prerequisites are created for the moral development of the individual, the formation of his value orientations. In other words, the adult conveys the entire operational composition of the activity, but remains the holder of meanings and goals. When cooperating with peers, the situation of equal communication gives the child the experience of control and evaluative actions and statements. When children interact in everyday life, they develop the ability to work together: plan, distribute responsibilities, help each other, work at a common pace, and be responsible for completing a task.

Value orientations that have developed in society are prerequisites for the child’s social experience. Social experience enriches and guides the individual toward the choice of values, and values, in turn, enrich and shape social experience. Thus, social experience determines the content of an individual’s values, and the values ​​themselves color the accumulating social experience. Social experience arises in the process of activity, when it is given social meaning and personal meaning. It characterizes the results of activities as socially significant and gives them a value character. In the process of accumulating social experience, a choice of values ​​occurs, as well as their differentiation, that is, they are formed value orientations personality.

Related information.

http://www.superinf.ru/view_helpstud.php?id=1852

http://dic.academic.ru/dic.nsf/enc_culture/661/SOCIAL

http://www.terme.ru/dictionary/172/word/socialnyi-opyt

The social experience of an individual is the experience of a person’s participation in various types activities and interpersonal interaction during the execution of the complex social roles, which left an imprint on the understanding of life and the attitude towards its various manifestations, which determined the content of a person’s attitudes and knowledge, the level of development of his skills and abilities. Social experience is always the result of a person’s active interaction with the world around him. To master social experience means not just to assimilate a sum of information and samples, but to learn those methods of activity and communication, the result of which it (experience) is. Thus, each person has to not only assimilate public social experience, but must appropriate it.

In the field of scientific knowledge, it is customary to distinguish at least two definitions of social experience. A distinction is made between objectified social experience and the social experience of the individual.

Social objectified experience is understood as “the experience of people’s joint life activities, recorded in knowledge, principles and norms of behavior, moral precepts, traditions, customs, rituals, and ideas about what should be done. Social experience is reflected in the entire body of knowledge accumulated by humanity. The total social experience of humanity is “objectified” in its spiritual culture - both in material-objective forms, and in forms of social relations and communication, in forms and methods of activity; recorded through language in the public consciousness, in forms and methods of thinking, in general and material and specific sign systems that have social significance in the special activities of people. The same content can be transmitted by different media, but the corresponding information system (knowledge, skills) must be formed and the transfer and then assimilation of social experience will take place (that is, we're talking about about appropriation by an individual social ways and forms of activity, forms of relationships and communication, certain content of public information, attitudes, norms, social values). Social experience is the knowledge, skills, abilities, feelings, emotions, reflexes, languages, landmarks, worldview systems, points of view, views accumulated over the entire history of mankind and enshrined in society (in the form of certain carriers). One of the unconscious goals of our life, scientists note, is the transfer of social experience. If this show didn't exist, we would still be here primitive people or didn't survive. Scientists conducted an interesting thought experiment. It was as follows: if in our time a tragedy occurred that left children under the age of 4 in the world, then civilization would die out. Why? Because children would not be able to master all the achievements of humanity. Most likely, they would have returned to the stage of primitive people, if not disappeared altogether. Why wouldn’t they be able to master social experience? Because there is no transfer of social experience. The children would have to rediscover everything. And discovering something is much more difficult than receiving it in finished form.

Elements of social experience2: *

knowledge represents all the accumulated information about the world and how to perform various activities; *

experience in implementing known methods of activity includes readiness to comply with established norms, rules of activity in their manifestation, as well as a system of general intellectual and practical skills and abilities; *

experience of creative activity presupposes a formed creative attitude to activity and the readiness of the individual to organize their own creative initiatives; *

The experience of an emotional-value attitude towards objects or means of human activity contains a set of social needs that determine the emotional perception of personally defined objects included in the value system.

Structural model of an individual's social experience: *

the axiological component consists of value orientations that determine social attitudes and personality orientation; *

the cognitive component includes social concepts, ideas, judgments, beliefs; *

effective - contains a set of historically accumulated practical activities: all kinds of reactions, abilities, skills; *

communicative - includes social interaction skills, adaptability, and possession of speech culture. This approach makes it possible to build a basic model of professionally oriented social experience, for example, a teacher. The social experience of an individual as a kind of integrity and integral formation has its own structure. V.V. Kraevsky and I.Ya. Lerner. four elements of social experience are identified:

Knowledge, which represents all the accumulated information about the world and how to perform various activities;

Experience in implementing known methods of activity includes readiness to comply with established norms, rules of activity in their manifestation, as well as a system of general intellectual and practical skills and abilities;

The experience of creative activity presupposes a formed creative attitude to activity and the readiness of the individual to organize his own creative initiatives;

The experience of an emotional-value attitude towards objects or means of human activity contains a set of social needs that determine the emotional perception of personally defined objects included in the value system.

All elements of social experience in the presented model are interconnected and interdependent, they have equal significance. This model represents the structure of public (objectified) social experience to be assimilated, and not a structural model of the individual’s social experience.

It should be noted that social experience includes, first of all, a set of value orientations accepted in a given community; and any value, from the point of view of its sociocultural functions, is, first of all, something that ensures the maintenance of social consolidation of people, the removal, reduction or prevention of socially dangerous tensions, contradictions, conflicts, overcoming aggressive, selfish and other socially irresponsible manifestations of a person, and at the same time has the goal increasing mutual understanding, tolerance, complementarity, consent, development of common evaluation criteria and conventional interpretations, etc.

Many people have heard about this program, but, as they say, they were afraid to ask. I'll try to describe what you can do with it

join during the voluntary social year in Germany.

So, I went through the standard path from Au-pair to “What else would I do here?” My year I worked in a company involved in the selection of candidates for the social year. Here is such a fsj‘ler, selecting other volunteers. My responsibilities included accepting and registering Bewerbungs, distributing them into groups, inviting them to interviews and, in fact, issuing contracts. So, if you did your year in Stuttgart, your contract may well have my signature.

My favorite activity was facilitating seminars. Since each volunteer must attend 25 days of courses, and I had 2 groups of workers, and 1 of mine (I’m also a volunteer), I spent a total of 75 days away from the FSJ office.

My advice is don't think of these courses as a "job". This is a great opportunity to take a break from your responsibilities, learn something new, or even make friends! The main thing is mitmachen, and not sit in the corner and think about when to go home.

If you are determined to do FSY - don't wait! Send your documents to all possible authorities, after reviewing their requirements and adjusting your Motivationsbrief to suit them. I also advise you to consult with German friends before sending, let them read your resume and motivation letter. An argument that is often given to me: “They know that I am not German. I’d rather write with mistakes, but on my own.”

My advice: it’s better to do it yourself, but without mistakes!

This immediately improves your impression and gives additional benefits. Possibilities of choice. Also, don't be afraid to ask. In fact, there are many wonderful places, where you can do social work. The main thing is to send the documents on time and write why YOU are suitable for this place. A letter copied from my girlfriends with “I love children, I have experience as an Au-Pair and will provide you with a place in kindergarten, but no more!

In order not to write huge novels, I will only say: Try it! All in your hands! This year will not be easy, but it will also be interesting, full of impressions and new acquaintances!

About formal information:

Documentation:

1. Summary
2. Motivation letter
3. Completed application form of the organization.
4. Confirmation of German
5. Recommendations (if any)

Documents must be sent by mail (often with return stamps), or by email. But emails are answered faster

Deadlines

Each organization's deadlines are different. The standard intake is from September 1, that is, you need to submit documents somewhere in March and before July, you can try to apply in the fall - some places become vacant from February 1.

Accommodations:

many organizations provide dormitories, or pay a little extra if there are no places. I took their extra payment and rented housing with friends.

Ksenia Berezhna,

Students' social experiences.

Pilipenko Irina Vasilievna,

teacher of Russian language and literature

MKOU Zabrodenskaya secondary school

Due to ongoing changes in the political, economic, social life society, modern education in Russia is undergoing dramatic changes.
Based on this, the main goal was determined educational work- prepare a viable one, i.e. a competent, socially integrated, mobile personality, capable of full and effective participation in social and professional activity.
IN modern conditions Increasingly, active, strong-willed individuals are required who know how to organize their work and themselves, who are able to take initiative and independently overcome difficulties. In this regard, it became necessary to focus on the regulation social behavior child. The problem of socialization of a schoolchild’s personality is caused by the need to correlate processes education and socialization.

Together with the teaching staff, I am actively working to enrich the positive social experience of students in our school.
The purpose of this activity is to develop a socially active, highly moral, intellectual and mobile personality of the student.
Personality formation is the way of acquiring a variety of knowledge, systematizing and enriching it as a person goes through various stages of understanding the world. When organizing the process of educating schoolchildren, we must, along with other areas of education, pay great attention to nurturing the moral culture of students. Nurturing the moral qualities of a student’s personality is the basis of the educational system of working with the class team, the basis of personal development

students. Therefore, the work to create conditions for students to acquire positive social experience is based on the “I am a Human” Program. (School of Moral Education)", main goal which is the formation of a competitive, socially adapted to the surrounding world, diversified personality, possessing high level education, civic, spiritual and moral qualities, culture physical health capable of self-realization and professional self-determination. The program involves five current stages (steps) personal growth pupils: “My individual world” ( Primary School), “My world of knowledge” (grade 5), “My world of relationships” (grades 6-7), “My world of business” (grades 8-9) and “This is my world” (grades 10-11). The division by class is, of course, arbitrary. We offer a system of educational activities for students to overcome the stages “My world of knowledge”, “My world of relationships”, “My world of business” and the transition to further stages of personal growth (“This is my world” (grades 10-11).

My main work on the development of self-government was aimed at the formation and development of an individual with the qualities of a citizen - a patriot of the Motherland and capable of successfully fulfilling civic duties. The students searched for material and conducted cool watch: “War does not have a woman’s face”, “Symbols of the state”, “On the rights of the child in pictures””, “My convention (on human rights)”. The development of student self-government contributed to the development and implementation by students of their rights and responsibilities towards themselves yourself, the team, your home school, your family, native land. Thus, I created conditions for each student to realize his own civic position through the activities of student self-government bodies. Socialization experience is also acquired through research and search activities. Public advocacy, culture of presenting research materials, and ethics of speaking contribute to enriching the social experience of students

. (Research work on literature: “Getting to know the main genres modern literature" Interdistrict scientific and practical conference “School environmental initiative” (Kalach, MKOU secondary school No. 1) Speech by Petrukhnenko D. – 3rd place)

I successfully organize socially significant, creative activities of the student, attract my students to active participation in life educational institution; solving problems of local society; landscaping of the school yard, rural settlement, I stimulate students’ self-education through role-playing games and trainings, taking into account age characteristics, personal characteristics and the capabilities of pupils. Students are included in educational, cultural and leisure activities that are varied in content and emotionally attractive in form with the goal of intensively living various social roles, enriching individual life experience and expanding the boundaries of their capabilities (the “Mercy” action).

Pupils participated in the campaigns “Help the Child”, “Veterans Live Nearby”, “I am a Citizen of Russia”, in class hours “Heroes Live Nearby”, “Native School - the Path to the Top of Sports”. Parents actively participate in the school educational process and speak positively about the work of the school.

The following are held annually: self-government days at school (on Teacher's Day), when my students teach lessons in grades 1-8, planning the lesson in advance, all the forms and methods of work. When implementing project activities, student self-government is manifested in implementation of group projects, where all roles and responsibilities are independently distributed (strong students take project management into their own hands, draw up a work plan, deadlines, act as mentors to weaker students). Such design work submitted to scientific and practical conferences and competitions different levels(district, municipal, all-Russian), become prize-winners (Project on literature: “Characters of Russian folklore.” Interdistrict scientific and practical conference “School environmental initiative” (Kalach, MKOU secondary school No. 1). As part of ongoing interaction with parents: 4 times a year (October, December, February, April) a school-wide parent's Saturday, when parents can discuss questions and problems that interest them with each teacher. I try to use it effectively given time, not complaining to parents about their children, but offering ways to jointly solve problems, for example, if a student’s performance is low, I develop a specific plan to “get out of the crisis” for 2-4 weeks, discuss all the details, this plan is signed by three parties: the parent, the student and me. After a certain time we compare real results with expectations, we adjust actions. Daily direct communication through my Email, personal website, quick mutual resolution of emerging problems.

Annual promotions-lessons for the prevention of antisocial phenomena among teenagers (“No smoking”), “No drugs”, where children in various forms (speech, presentation, drawing) express their attitude towards bad habits. Participation in school-wide campaign “We are with you”(collecting toys, clothes) in Children's home. The implementation of the concept of the educational system is achieved through the development of children's self-government. Class self-government is one of the modes of joint and independent activities of students, in which each student can determine his place and realize his abilities and capabilities. I develop self-management skills in the classroom through the development of a system for changing standing assignments. Each student is responsible for the work of one of the sectors. The interaction of the student community with local authorities involves the participation of children in events aimed at solving problems of local society. By participating in such activities, children gain experience in using previously acquired skills and abilities.

A particularly significant place is occupied by such socially oriented activities as helping the elderly, disabled, orphans, etc. Many students in the class are participants in the volunteer movement. Every year they take an active part in the following events: “Memory Watch”, “Week of Good Deeds”.

Part of civic-patriotic education is the formation of environmental knowledge, careful attitude to our native nature, to our health. As part of the implementation of the directions: “Me and Nature”, “Me and My Health”, a number of events in this direction are held annually: class hours, drawing competitions, holidays, ice skating, joint with parents sports holidays.

All events school life Together with the students we cover it in the School Newspaper. The work I organized for children as graphic designers and journalists gives them the opportunity to exercise their professional skills. The success of my students’ work is confirmed by victories in regional poster competitions, as well as in regional and federal ones ( Publication of an article in the book “Children write about the Voronezh region” - Kramin D., laureate of the regional competition “To Live Alive” - Igolkina O., 1st place in the creative regional competition “Smile of the Year” - Lesko A.) One of the conditions for successful socialization of schoolchildren is the implementation school programs“Gifted Children”, This allows many to demonstrate their interests and abilities at scientific and practical conferences and competitions various levels ( Winner of the All-Russian creative competition“Faces of Saints” - Lesko A.) The students in my class are versatile, interesting and enthusiastic people, so they are actively involved in the creative, sports, and social life of the village. In order to ensure that gifted people have the opportunity to successfully learn academic subjects at an advanced level, I had to master a new specialty at our school - “tutor”. An individual “delta plan” was developed for each teenager, flexibly combining test schedules and individual consultations. “Tutor” support required significant effort, both physical and moral, but the results were worth it. The names of my graduates are included in the directory “Golden Book of the Voronezh Region. The best pupils and students." (Daria Petrukhnenko – 2011, Sergey Maleev, Inna Shevtsova, Anastasia Lesko, Vladislav Tsapusov – 2012). Two representatives from the class are permanent members of the school’s Council of High School Students, which allows them to coordinate work in the student body according to the plan of school events, and increases the level of activity and creative initiative of students. Meetings of members of the class student council - the “government” - are held regularly, at which issues of duty, discipline are resolved, and scenarios for events and KVNs are developed. 10th grade students actively participated in organizing the election campaign. Nominating candidates, campaigning speeches, issuing leaflets and posters, conducting the election procedure itself - this allowed teenagers to gain enormous positive social experience and become familiar with the realities of modern life. political life. The result was the election of my student S. Maleev as a candidate for President of the school. Tenth-graders realized that elections are not only a business game, but also a responsibility, and the status of the President allows them to more actively participate in the life of the school, influence the resolution of issues related to the introduction of uniforms, determining the list of collective creative activities, the operating hours of clubs and sections, etc. .

Ksenia Yakovenko shared her experience of living in Germany and told how to go to this country for the “social year”.

1. Why did you decide to go abroad? Why this particular program?

I decided to go when I was in my third year of university, when I realized that my education was more about a pleasant structuring of time than actual study, so it was time to do something serious. And since I was and am delighted with medicine, and in particular with neurology, I chose Germany as one of the strongest countries in this regard.

I didn’t risk going and enrolling straight into university: knowledge of German at the base language courses usually unsuitable for study, especially without a minimum of practice in a language environment. Therefore, I decided to first go through the Au-Pair program, where I learned the language to a decent level. And after that I decided to apply for the Voluntary Social Year program (Freiwilliges Soziales Jahr). Based on the desire to study and work in the medical field, this program turned out to be almost ideal.

2. What was the application process like? What difficulties have you encountered?

I submitted documents for the “Voluntary Social Year” program already in Germany, visiting the Red Cross office. It was, as it seemed to me then, a whole heap of documents: a certificate, diploma, recommendations, resume and motivation letter. The biggest difficulty was choosing places possible work, since the deadlines were very tight and we could only hope that someone would go to university for the summer semester and thereby complete their contract earlier. The wait lasted three months: either there were no places, or there was one, but it didn’t suit me at all, and stuff like that. We must give credit to the woman from the Red Cross - she was “sheer patience.”

3. Tell me about your typical working day.

I worked in an early rehabilitation hospital for people with brain damage. The first couple of months my shifts were only on weekdays, then I worked according to a schedule, but always on the first shift, which means from 6:00 to 15:00, and sometimes until 15:30. Here it is worth noting my crazy love for neurology, because the work time increased noticeably.

When I arrived at the hospital, I went to change into my uniform, then went to my station and, together with the nurses, listened to everything that was said during the shift handover. Then she walked around her part of the station, which consists of 6 double rooms and one single room. It was necessary to measure the patients' blood pressure, in some cases check the blood for sugar, and prepare all sorts of supplies for the morning care of patients. Then, together with one of the nurses, I provided morning care: if the patient was severe, then the care was carried out together with the nurse, if not, then I cared for the patients in the adjacent beds. At nine in the morning everyone gathered for breakfast. The rest of the day is serving lunch, filling the wards with all sorts of medical devices on the list and running around to the laboratory or to the wards. On the one hand, there was no time to sit down, and I left after work looking like a lemon killed by the juicer, but the amount of knowledge and practical skills that I acquired there are simply invaluable.

4. What advice would you give to those who want to do an internship in Germany?
If you have the opportunity to go on a student exchange program, then, of course, you should go on such a program! This is one of the most the best ways find out the country and test your knowledge of the language. And if you go according to some other programs, like the same “social year”, then the most important advice is to look at things realistically. Not everything is “sugar”, not everything works out right away, not everyone can easily and painlessly spend a year in a foreign country, but invaluable experience and many bonuses will certainly end up in your pocket.