What does not belong to the concept of social culture. Thesaurus of the concept of socio-cultural activity
Thesaurus of the concept of socio-cultural activity.
One famous Russian poet wrote: “The concept... is elastic, it depends on what kind of content you fill it with.” To endow with a certain meaning is the main purpose of any verbal attribute (from the Latin “attribuo” - I endow). The word “attribute” itself is interpreted today as “stable hallmark, an inherent property of something.” But the fact is that, as another famous Russian poet wrote, “words become a habit for us,” often without even having time to acquire common attributive features for all.
Moreover, what is especially strange in Lately, many words that sound so familiar in our everyday life, as they say, are a week old. AND we're talking about not about buzzwords youth slang, not about the anglicisms that have permeated Russian vocabulary. No, the habit of using new words and phrases, without thinking about the adequacy of lexical innovations to the real processes that they signify, begins to affect both scientific and educational terminology. Practice professional activity cultural and educational institutions turned out to be more conservative and are in no hurry to adopt the neologisms offered to them by scientists and teachers.
Of course, only the lazy will not try to understand and accept the attribute “socio-cultural” today. After the expropriation of old terms, he is already actively “working” in the new information field. Moreover, a whole lexical nest was formed, all the lexemes of which were just as easily acquired by our oral and written speech: “socio-cultural sphere”, “socio-cultural activity”, “socio-cultural education”, “socio-cultural institutions”, “ socio-cultural technologies”, etc.
The wording of the titles of modern dissertations on cultural studies, sociology, theory and history of culture is full of phrases familiar to us, SKD teachers: “socio-cultural foundations”, “socio-cultural development”, “socio-cultural aspects”.
What is “socio-cultural”? Of course, if we try to determine the semantic content of this phrase purely morphologically (i.e. structurally) and etymologically (i.e., relying on etymons - the original meanings of the concepts that make up this phrase), then the concept “social” (from the Latin “socialis” - social , associated with society) can be interpreted as “socially significant”, “socially in demand”, “socially useful”, “socially organized”, “socially managed”, etc., and the concept of “cultural” (from the Latin “cultura” - cultivation, cultivation, education, development) can be interpreted simply as “related to culture”, “containing culture”, but also as “forming culture”, “introducing to culture”, “culturally organizing” and “culturally developing”.
Students of one of the groups, who in the classroom mastered the methods of logical definition of concepts, the etymons of the words that interest us and their modern definitions, defined the concept of “socio-cultural activity” in this way (the meaning of the word “activity” they found out both according to V.I. Dahl and S. .I. Ozhegov, and by modern dictionaries, encyclopedias and reference books): “Socio-cultural activity is a socially significant and controlled form of manifestation of human activity, introducing him to culture.”
Now the concept of “socio-cultural activity”. How does it relate to its immediate predecessors – “cultural and educational work” and “cultural and leisure activities”? In the course of lectures on SKD, in which we name 6 main names of socially organized activities to enhance the free time of the population: “out-of-school education”, “out-of-school education”, “political and educational work”, “cultural and educational work”, “cultural and leisure activity", "socio-cultural activity". If the first three terms have “outlived” their historical time in Russia and reflected in each of the specific historical periods of its development the corresponding directions, set of institutions, forms, content and nature of activity, its subjects and objects, then the last three of the six terms we named function in our vocabulary even now, at the beginning of the 20th century , have their own scope of concepts and, we believe, their own scope of application. To use them in professional speech as identities, or only as terminological modifications - this, in our opinion, means turning a blind eye to serious and real changes in modern science, not noticing them in practice, and simplifying them in education. Life itself urgently asks us questions regarding the accuracy of our professional and educational terms. After all, if, for example, as a cunning trick, we define the concept of “socio-cultural education” as “the process of training professional specialists in the socio-cultural sphere,” then the question immediately arises, “what is the socio-cultural sphere?” It is immediately necessary to distinguish between such existing previously or currently existing concepts such as “non-production sphere”, “social sphere”, “cultural-educational sphere”, “cultural-leisure sphere”. And carrying out such extremely necessary operations for scientists, teachers, and managers with definitions that are extremely important for all of us, has, in our opinion, nothing in common with what some call “terminological juggling.” If we really want to have socio-cultural education in modern Russia as a systematically organized process of training highly qualified specialists for the socio-cultural sphere, then all elements of this system must be clearly identified, designated, interconnected and defined in one equally systematically organized terminological field .
Without a doubt, the term “socio-cultural activity” should also be in this field. The main goal of socio-cultural education should be the training of specialists in socio-cultural activities. It would seem that these are two obvious, logically interrelated judgments.
But both in theory and in practice, the problems of this relationship are still very noticeable. In theory, many experts are already forced to pay attention to this. The authors of the first textbook on SKD T.G. Kiseleva and Yu.D. Krasilnikov (“Fundamentals of Socio-Cultural Activity”, 1995 and “Socio-Cultural Activity”, 2004) warned specialists from the very first lines: “To truly understand the complex dialectics of what is happening, to see the true essence, nature and trends of socio-cultural activity , we should abandon spectacular but hasty definitions...” Professor V.E. Novatorov, speaking recently in Irkutsk at an interregional scientific and practical conference with the ever-current title “Cultural Personnel and Personnel Culture,” complained that “the concept of “social and cultural sphere” today is interpreted extremely broadly. In particular, it includes the culture and art that are familiar to us, and in addition, it covers physical culture and sports, tourism, healthcare, education, and certain aspects of social work. Today, the socio-cultural sphere also includes the media, including radio, television, print, book publishing and book trade, Internet systems, etc.” It turns out that in this already wide list social institutions and types of activities included, according to V.E. Novatorova, in today’s interpretation of the concept of “socio-cultural sphere” (SCS), there is also “etc.”, i.e. and other other types of activities not included in this endless list.
Yu.A. Pompeyev, in his textbook “Economics of the Socio-Cultural Sphere,” published in St. Petersburg, quite correctly begins the manual “with a definition of the basic terms that make up the name of the training course.” Here is its definition: “socio-cultural sphere – component national economy, associated with the state’s performance of its social (from the Latin socialis - public) functions within the framework of interpersonal and commodity-money relations between people. This sphere represents the total sociocultural organization of society and, in accordance with the Law “On Budget Classification of the Russian Federation” (1996), includes the following groups or industries:
· culture, art and media;
· education and professional training;
· healthcare;
· Physical Culture and sports;
· social Security".
This is a good definition with a clearly defined structure, with a legislative source guaranteeing the legal basis for the use of such a definition and such an SCS structure in education and in practice. But unfortunately it is not used. In actual management practice, such a rich structure of components is more consistent with the scope of the concept “social sphere,” which is still actively used in scientific, educational, and professional-practical vocabulary. Why replace the concept of “social sphere” with the concept of “socio-cultural sphere”?
Why does such a dimensionless approach exist in science not only in relation to SCS, SKD, SKO, but also other entities whose names contain the “socio-cultural” attribute? I think there are several explanations for this. One of them is our ever-increasing fashion for a predominantly mosaic, quantitative, statistical method of defining concepts, which in our science is displacing the logical method of defining concepts that more accurately reflects the essence of a particular object or phenomenon. Culturologists are aware, for example, of a similar approach to the definition of the concept of “culture” by the outstanding English ethnographer and historian E.B. Taylor, which was first implemented by him in the monograph “Primitive Culture” and later received from cultural systemologists and classifiers both the name “sociological approach” and critical assessment: “any list, even a thorough one, always suffers from incompleteness.” Defining the concept of “SKS” in such a mosaic, enumerative way gives rise to the inclusion in the scope of the defined concept, as advertisers now say, elements included and not included in it. The second reason for the existence of such a largely eclectic list is in our opinion, characteristic of each new branch of knowledge is the initial expansion of the scope of objects and concepts included in the subject field of science due to the phenomena and terms of related branches of knowledge. Finally, it should be borne in mind that the attributes “social” and “cultural” themselves are so polysemic, so wide in the range of meanings used in human speech, that each of them separately is often almost completely identified with such global concepts as “social”, "spiritual", "human". These are possible meanings of only individual concepts. And in phrases?! This is also why, we believe, such problems arise with the interpretation of the terms “socio-cultural sphere” or “socio-cultural activity”. It is no coincidence, V.E. Innovatorov in the article we mentioned, having given the above definition, ironically writes: “everything that is planned and implemented in the socio-cultural sphere is now called socio-cultural activity.” And yet, further, he is forced to make a completely natural and shared conclusion by everyone who is concerned about the same problems: “Nevertheless, for a deeper and more substantive understanding of the problems in the socio-cultural sphere, it is useful to give here at least one definition of socio-cultural activity.” .
“Socio-cultural activity is the process of introducing a person to culture, controlled by society and its social institutions.”
We are glad that as a result we have drawn up a definition that V.E. He called Innovatorov “laconic and succinct”, and N.N. Yaroshenko in the 23rd issue of “Scientific Notes” of MGUKI, positively assessing the public analytical method of searching for the optimal definition that we used, in which “we become accomplices in the process of developing the author’s version of the concept,” notes that “in the theory of socio-cultural activity this is, perhaps, , the first time such a frank demonstration of the process of concept generation." He also has a positive attitude towards the final definition of our conceptual analysis: “Socio-cultural activity is a process governed by society and its social institutions of introducing a person to culture and active inclusion of the person himself in this process" . We emphasize in this version of the definition a new component species specificity SKD, indicating the subjective role of a person in the process of his introduction to culture, organized and managed by society and its social institutions.
But even in this definition, which seems to be sufficiently identified in relation to the real content and functions of SKD, there is, both in the opinion of the author and from the point of view of N.N., who clearly grasped this. Yaroshenko, the same drawback that we identified at the very beginning of our article. N.N. Yaroshenko points out this drawback quite precisely: “Socio-cultural activity, being, according to V.V. Tuev, the process of familiarization with culture, turns out to be dimensionless, extremely broad, and therefore devoid of specificity. After all, familiarization with culture is a universal process, and, fortunately, it is constantly managed by society.”.
It seems to us that the primary task in the process of scientific and conceptual support for the professional training of new cultural personnel is the formation of the conceptual and categorical apparatus of socio-cultural science and the solution of its current terminological problems. By the way, about the “new” term. In principle, it is not so new. Already in the 50s of the twentieth century, the outstanding French sociologist and cultural scientist Geoffre Roger Dumazedieu, instead of more general concepts such as “culture formation”, “familiarization with culture”, “cultural development”, introduced the concept "socio-cultural activities", which he defines “as a conscious, deliberate, organized, even planned acculturation, opposing the methods of blind and anarchic socio-cultural conditioning.”
The main goal of SKD, as Zh.R. believes. Dumazedieu is an active socio-cultural influence on people, creating conditions for introducing them to culture.
The term “SKD” (its definition) and the very idea of SKD as a universally acceptable social mechanism for introducing people to culture in the concept of J.R. Dumazedieu are inextricably linked with the global projects he developed for the social and cultural democratization of society, public education and the sociology of leisure.
In Russian science, the term “socio-cultural activity” was introduced and conceptually interpreted in 1974 by Professor M.S. Kagan in his monograph “Human Activity”. In it, a prominent Russian culturologist gives a very expanded interpretation of this concept. Considering human activity as a two-level biosocial system, M.S. Kagan considers the first level of this system to be the biological life activity of a person, and the second, higher level, socio-cultural, or specifically human activity. “In humans,” writes M.S. Kagan, “biological life activity remains the material basis on which the edifice of sociocultural activity is built, but this latter absorbs its biological foundation, not allowing it to function in its pure form.”
In turn, the well-known specialist in the morphology of arts and culture differentiates sociocultural activity into five main types:
– transformative,
– educational,
– value-oriented,
–communicative,
- And in a special way reflecting them artistic activity. Apparently, the essential specificity human activity lies first of all, according to M.S. Kagan, “in the sociocultural activity of man as a social being.”
Socio-cultural activity (hereinafter referred to as SCA) is one of the main ways to increase the cultural and educational level of people, as well as their development creativity. In connection with transformations in the political, economic and spiritual spheres, the content and forms of SKD have changed significantly, which in times of crisis has enormous power emotional and semantic impact on the individual. The variety of means, methods and forms of SCD contributes to the spiritual revival of society.
In general, the concept of socio-cultural activity (hereinafter referred to as SCA) is quite broad.
The next definition is: “sociocultural activity, as socially oriented human work to identify, preserve, disseminate, master and broadcast cultural values, accumulated certain society, ethnicity, personality, extends mainly to the extracurricular and non-working sphere of a person, or, as it is called, leisure.”
Thus, socio-cultural activity is an activity aimed at introducing a person to culture. In this definition, there is a subject of activity - this is society, an object of activity - a person, the goal of activity is the introduction of a person to culture.
Introduction
1.1 Communication and value-oriented activities
Chapter 2.Analysis various types socio-cultural activities in cultural institutions
2.1 Analysis of cultural activities in the Moscow House of Culture
2.2 Recreational and entertainment activities in the Altai State House of Folk Art
Conclusion
Bibliography
Introduction
RelevanceThe chosen topic is that the aggravation of problems of types of socio-cultural activities is associated primarily with the incapacity of many educational institutions in our society: schools, families, production teams in the field of socialization and social adaptation of the individual. Meanwhile, it is the leisure space that can act as a powerful socializing factor for all groups of the population in a transitional society, being an alternative to passive pastime in the form of watching television programs, computer games, antisocial forms of leisure behavior. Socio-cultural activity is a deeply pedagogical process, its functions are directly related to education and training. And how effective will it be? pedagogical system socio-cultural activities, the level of spiritual interests, patriotism, morality of a person will increase, and the world as a whole around him will change. At the stage of radical transformations in the socio-cultural sphere, the requirements for the professional competence of specialists working here were transformed. Sociocultural changes in Russian society determined a significant increase in requirements for the psychological and pedagogical component of socio-cultural activities Society as a system is not possible without activity, the basis of which is cultural inheritance, and the entry of a person into society is constituted by cultural creative activity. Each individual, socializing and recreating the culture of society through his activity, recreates it in his own way, creates a new variation of inheritance The object of research is the basics of types of socio-cultural activities. The subject of the study is the peculiarities of organizing types of socio-cultural activities in the Altai State House of Folk Art The goal is to analyze the types of socio-cultural activities at the theoretical and practical level. To solve the topic, it is necessary to solve the following problems: .Explore the concept of socio-cultural activity .Consider types of socio-cultural activities .Describe the Altai State House of Folk Art .To analyze one of the types of socio-cultural activities in the Altai State House of Folk Art. Research methods: analysis, synthesis, comparison, generalization, systematization, induction, deduction, observation. Literature review. The study of issues of concepts and types of socio-cultural activities is devoted to the works of such authors as: G.A. Avanesova, V.N. Gagin, T.G. Kiseleva, V.V. Medvedenko, V.V. Tuev, N.N. Yaroshenko, N.F. Maksyutin, A.D. Zharkov and others. Thus, the concept of social and cultural activity is revealed in the works of N.N. Yaroshenko, V.V. Tueva, T.G. Kiseleva. Types of socio-cultural activities are revealed in the works of such authors as A.N. Ilyina, R. Osborne, Yu.A. Streltsova. and etc. Chapter 1. Theoretical foundations of types of socio-cultural activities
.1 Communication and value-orientation activities
The question of the types of socio-cultural activities is quite complex. Any type of human activity, simply by virtue of the fact that it is human, influences in one way or another the formation of the individual, his socialization. Therefore, the selection criteria will be (based on the essence of SDS), firstly, whether and how fully it develops this type activity, the main human qualities (in fact, what makes him human): moral, intellectual, aesthetic, and whether it provides an opportunity for their implementation; and secondly, whether it creates cultural values worthy of inclusion in the cultural thesaurus. Socio-cultural activity is an activity that has great potential for the manifestation of human activity, depending on age characteristics, interests, physical abilities and individual preferences and is focused on improving the culture of life and creating healthy image life. Social and cultural activities are activities aimed at creating conditions for the most complete development, self-affirmation and self-realization of individuals and groups (studios, clubs, amateur associations) in the field of leisure. It includes all the variety of problems related to organizing free time: communication, production and assimilation of cultural values. Teacher-organizers have to participate in solving problems of family, children, problems of historical, cultural, environmental, religious and other spheres, in creating a favorable environment for socio-cultural activities and initiatives of the population in the field of leisure. Socio-cultural activity should be considered as a historically conditioned, pedagogically oriented and socially demanded process of transforming culture and cultural values into an object of interaction between the individual and social groups in the interests of the development of every member of society. Sociologist, computer scientist, library scientist, cultural scientist A. V. Sokolov considers socio-cultural activity as one of the effective means of organizing social communication, and defines it as “the cultural activity of social subjects in: a) the creation of cultural values (creativity); b) developing the individual’s abilities and servicing their creative activity; c) communication, that is, the dissemination, preservation and public use of all types of cultural property. We adhere to the opinion of V.V. Tuev that “Socio-cultural activity is a process organized by social institutions of introducing a person to the cultural values of society and the active inclusion of the person himself in this process.” For a complete understanding of the essence of socio-cultural activity, a specific, meaningful interpretation of such a concept as “socio-cultural environment” is of fundamental importance. Speaking about the socio-cultural environment, one cannot limit it to the sphere of science, culture and education, leaving out of sight such social significant issues, such as, for example, human rights and freedoms, civilized forms of contacts between people, free and wide dissemination of information. For many years, socio-cultural activities usually meant either amateur artistic or technical activities, or the provision of physical assistance in the construction, improvement and repair of socio-cultural facilities: clubs, houses of culture, etc. The concept of “social-cultural” “cultural environment” means the specific originality and manifestation of social relations in the field of culture and leisure. The cementing basis for the preservation and development of a viable socio-cultural environment is, as practice shows, the presence in the existing infrastructure of a city or region of leisure centers, in which the predominant factor is the leisure activity of the population, amateur cultural creativity. Modern socio-cultural situation: The most important condition for the development and practical use of socio-cultural activity as a system is a situational approach. The key point of this approach is the socio-cultural situation. In a broad context, the category “situation” is understood as a set of typical conditions and specific circumstances that have a direct impact on the content and forms of life activity of a person or group of people, on the system of their value guidelines, on interpersonal relationships. The richest social practice abounds in varieties of socio-cultural situations - problematic and habitual “regular” situations, controlled and uncontrollable, conflict and conflict-free, objective and subjective, constructive and destructive (blocking the development of a socio-cultural phenomenon). For example, problematic situation reveals the presence of a certain socio-cultural problem, which usually represents a contradiction or discrepancy between the real and the desired. Studies by culturologists, sociologists, teachers, and psychologists note a deterioration in the social well-being of many segments of the population, the development of social pessimism, loss of internal guidelines for behavior, on the one hand, and an increase in aggressiveness and tension, on the other. State guarantees of universal access to cultural institutions for the population and the use of cultural values and benefits for socially vulnerable segments of the population have not yet been developed or implemented. Society turned out to be unable to protect the child from the violence and immorality of adults. The child develops in conditions of stable socio-cultural deprivation, when his most basic needs are not met. Juvenile crime is growing at a high rate. The modern sociocultural situation has particularly acutely brought forward the problems of radical changes in educational activities among children, adolescents, and youth, profound transformations in the field of family education, educational activities of labor and educational groups, and work in the community. Let's begin to consider the types of socio-cultural activities: 1) Communicative (communication). This communication occurs in 2 types - both direct, live, face to face, and indirect - through text, and not necessarily printed: it can be an image (for example, a drawing, diagram), sounds arranged in a certain way (music), an object. It is only important that it makes sense, carries a message that a child or adult could decipher (at least later). For the full development of modern man, both types of communication are required. It has become impossible to limit yourself to just one. Nothing can replace live communication. It is in it that the transmission of traditions takes place, such subtleties that cannot be recorded in the text: how the Teacher speaks, looks, acts, even looks; It is live communication that most convinces us of the value of something, educates and teaches us, here we receive assessment and develop self-esteem, learn human ways of acting (for example, tact). But human culture and knowledge have become so complex and expanded that it is no longer enough just to have live communication, like what happened, say, in Ancient Greece, where walking through the gardens or the city square and talking with Socrates, Plato or Aristotle, you received the majority of knowledge accumulated by that time, they learned to think and reason. And where can you find so many Aristotle? Firstly, the number of people in need of training has increased incredibly (to hundreds of millions), and secondly, all branches of human activity have now become so specialized that it is almost impossible to find universal geniuses. An additional advantage of the text is the ability to record and convey the thoughts and feelings of the author almost without loss, to preserve and convey the entire accumulated experience of mankind: in the end, we learned about Socrates, Plato and Aristotle themselves only from texts and from texts. Of course, in communication through text, unless it is an exchange of letters, there is no dialogism; what is called feedback is addressless, because addressed to everyone at once. Feedback manifests itself in the form of the reaction of the audience: they listen or go about their business, and a good lecturer tries to take it into account, but this affects the form of presentation (more or less to chew on the material, insert an anecdote or not), but not the content: thoughts - like in the text - remain unchanged. Thus, live direct communication here is almost likened to indirect communication. Why is it still communication in both cases? Yes, because there is something that becomes common. The author (lecturer) expressed what he felt and thought through, what he considered most important. We perceived and internalized the message (i.e. made it part of ourselves), this had an impact on our value orientation, worldview, life meanings, behavior, i.e. personal qualities, their further development. This raises the question of the quality of communication. Not all communication is a type of socio-cultural activity. Only such communication, which develops human qualities, in which all the best that humanity has achieved in the field of morality, beauty, intelligence is transmitted, will be socio-cultural. ) Value-oriented Forming an attitude towards a person as the most highest value occupies a leading place in the hierarchy of values and acts as a key element of the content of socio-cultural technologies. If a person acts as the goal and measure of all things, then the world acquires value when it is assessed from the point of view of human life. A value orientation towards a person necessitates the formation of the following personality qualities that contribute to stable, correct relationships: honesty, conscientiousness, generosity, benevolence, attentiveness, dedication, discipline, i.e. everything that can be called humanism. The second key element of the content of the technological process of socio-cultural activity is the value attitude towards life - recognition of the inviolability of life, understanding of life as the highest value. A value-based attitude to life is aimed at developing the following positions: recognition of the right to life of every person; caring attitude towards various manifestations of life; perception of life in all its diversity, varieties, stages, forms; promoting life to the best of one’s strength and ability; recognition of those lifestyle qualities that characterize life worthy person; a meaningful life position and conscious construction of one’s own life in the active capacity of a subject. This position goes beyond the sphere of human life and absorbs the concept of life in all its diversity, where it (life) flows or can flow: the life of the ocean, forest, steppe, river, earth, planet, space and other manifestations. The formation of a value-based attitude to life is reflected in such categories as “happiness”, “freedom”, “conscience”, “justice”, “equality”, “brotherhood”, etc. The third key element in the content of the technological process correlates with such values as “society” and “community”, i.e. various types of associations of people in the name of a decent life. A person becomes a person thanks to community, thanks to the fact that he assimilates the culture of previous generations. Society becomes a regulator of human behavior in society, forms an image of a social structure, the awareness of which comes to a person under the influence of life experience and through various channels of social communication. Important directions in this section are the development legal framework life of society, political structure, the role of the individual in history, personal role in society, attitude towards the community of people. A value-based attitude to work absorbs the entire set of relationships we have considered - to a person, to life, to society. Through work and creativity as the highest manifestation of labor activity, a person demonstrates all his originality and uniqueness. However, the attitude towards work as a value is secondary in a number of motives that guide a person, and in this respect the value of the person himself is manifested. The main directions are accustoming a person to physical and mental effort and teaching skills in a variety of creative, social or other forms of work activity. The orientation of the content of technological sociocultural programs according to the considered strategic parameters is attractive in that their system allows for a more specific formation of personal qualities and value relationships, incorporating a wide range of qualities between such polar values as “individualism” and “altruism”, “cruelty” and “ love”, “pessimism” and “optimism”, “stinginess” and “generosity”, etc. 1.2 Educational, cultural, recreational and entertainment activities
a) everyday knowledge b) scientific knowledge Cognition is the collection of knowledge, finding out the truth about the structure of the world around us, people and society, and methods of action. Cognition occurs in all areas human existence And public consciousness(in work, everyday life, politics, etc.) and in various forms. For example, in scientific - they try to find out the objective truth, the laws of the universe (including human); in art forms - they find out, comprehend and try to explain human nature, human perception of the world, in games - they model the world, etc. From the above it is clear that knowledge should play a big role in the development of man and humanity. At the dawn of humanity, it arose as a way of survival and was purely pragmatic: which roots are edible and which ones will poison you, how to make flint tips for spears and arrows, which animals and how to hunt, etc. There is still no (and cannot be) theoretical knowledge here, connections between phenomena and objects are poorly visible, and even then a supernatural explanation is given. Searching, cognitive activity is given to us by nature, and it is not without reason that children first master the world objectively and spatially (crawling and grabbing). But now, entering the age of “whys,” they begin human knowledge, i.e. knowledge of the essence of phenomena and objects and identification of connections between them. This requires the development of the ability to think logically, and by mastering the world through the means of art, we develop associative-figurative thinking, i.e. the ability to imagine and feel. Thus, the accumulation of even a small amount of knowledge affects the individual. But not all knowledge has sociocultural significance and develops human personal qualities. A carefully conducted inquiry into what is brewing in your neighbor's pot is unlikely to contribute to moral, aesthetic or intellectual development. Only knowledge of already created or discovered cultural values, ideals, meanings, norms, methods of action and knowledge of new ones, and not fragmentary, but brought into a harmonious equilibrium system, and therefore having the greatest impact on human development, will be a type of SKD. Since cognition is the discovery and accumulation of knowledge in all areas (here it has something in common with creativity), we can thereby say that cultural values are created here too. Therefore, we classify cognition as the main types of SKD. ) Culturally creative The process of mastering cultural values by adolescents remains relevant for modern society. New conditions are being created for the functioning of the socio-cultural environment, new requirements appear for the forms of organizing cultural and leisure activities, as well as for the goals and methods of their implementation. The level of development of the theory of socio-cultural activity directly determines the quality of educational work in the socio-cultural sphere and the quality of the organization of education in the field of leisure. The specificity of modern cultural and creative activity lies in the fact that it is based on a comprehensive crisis of the axiology of innovative and creative culture: a crisis of rational, individual and creative values, expressed in the emergence of primitive mass culture and the overly complicated and often meaningless elite culture opposing it, the collapse and negation of classical social institutions and the emergence of global problems of humanity. As I. Bestuzhev-Lada notes: “Culture loses its rational, constructive, useful meaning for society, turns into anticulture, irrational, destructive, pushing humanity towards the abyss unfolding before it.” The main form of the crisis of innovative and creative culture is the destruction of the value of creativity, which led to the collapse of culture into mass and elite. The basic axiological characteristics of both traditional and creative cultural creativity are preserved, but against their background, mass and elite culture emerge, respectively simplifying and complicating value-semantic thesauri and cultural models. Mass culture is replacing folk culture, which functions around and through traditions. Mass culture is focused not on individual unique creativity, but on the processes of extensive consumption, determined by fashion and market laws of the relationship between mass demand and the corresponding supply. This consumption is determined by an average mass standard, designed to influence the widest possible masses, and acts simultaneously as a person’s ability to freely satisfy his needs, choosing from a variety of supply options, and as a person’s total subordination to artificially formed needs. The general axiological principle of mass culture is mass stereotypical production, and on the basis of its value models other types of artifacts are formed. Modern mass culture is a specifically organized industry of cultural production, the artifacts of which circulate through channels of mass communication and are intended for consumption by millions of people. Mass culture has an ambivalent nature, since, on the one hand, it allows you to get acquainted with masterpieces high culture and gain access to high technologies for the broad masses of people, and, on the other hand, standardizes and primitivizes the perception of these masses in order to expand consumption opportunities. And first of all, mass culture actively influences the subconscious layers of the human psyche, stimulating bodily and selfish desires and instincts. ) Recreational and entertainment There are several levels of recreational and entertainment activities: The first level - “passive recreation” - involves simple relaxation, relieving emotional stress. The second level - “active” - is aimed at expending physical and intellectual strength, volitional efforts, and providing quick emotional and physical release. This level includes a variety of entertainment activities- games, dances, holidays, etc. The third level of recreation is associated with a significant activation of a person’s spiritual interests, preferences and capabilities. this level encourages a person to expand the spiritual world and master cultural needs. The fourth level of recreation is focused on the production of a certain type of cultural values, development creativity. It is this level that allows a person to improve different sides a person’s personality and satisfy the diverse needs and interests of a person in the field of free time. So, the game is special way modeling the world, where we create a conditional model of reality that operates according to the rules we have invented. These rules may replicate real reality, or they may be fundamentally different from it. The value of the game is that it allows you to live through and try on many situations, social roles in a short period of time, that you can go back, replay and find the right solution. Without bearing any responsibility other than for following the rules, the player rises above reality, here he can form and develop those qualities that turned out to be unclaimed for him in reality. Of course, games come in different forms and are addressed to different qualities of an individual. But if we speak in general, it is clear that the whole person is involved and develops here: imagination (it’s not for nothing that they say that play is creativity, and creativity is play), and emotions, and reason, and physical qualities. Children in play and in fairy tales master the norms of human communication, i.e. moral standards and ideals, and practice them. For adults, the game is more of a compensatory nature, helping to further realize oneself. The game itself acts as a cultural value, and it is not without reason that the extension of childhood and the opportunity to play carefree is considered by humanity as a huge achievement. We have analyzed the main types of access control systems, characteristic of all its spheres and areas. But in addition to the main ones, each sphere and area has its own, specific types SKD, for the most part formed from the basic ones. Chapter 2. Analysis of various types of socio-cultural activities in cultural institutions
.1 Analysis of the cultural-creative type of socio-cultural activity in the Moscow House of Culture
Cultural and entertainment activities of cultural institutions are one of the main directions. However, in practice, this area of activity of cultural institutions is controversial nature. On the one hand, organizing recreation and entertainment in cultural institutions is a popular activity, but on the other hand, the level of this activity is extremely low. Let us analyze the cultural-creative type of socio-cultural activity using the example of the Salyut House of Culture. The Salyut Palace of Culture was founded in 1966 and today is a major cultural center in the North-Western Administrative District of Moscow. The Salyut House of Culture is undoubtedly well known to several generations of residents of the district from the times when it belonged to the Tushinsky Machine-Building Plant. In the 1990s, the Palace of Culture almost ceased its work for some time, and in 2001, by decision of the Moscow Government, the State Cultural Institution “Palace of Culture” was created Firework ", the director of which was Irina Alekseevna Medvedeva. Today, the Salyut cultural center is the largest multifunctional cultural center. Over the past year, young specialists who have higher professional education and big plans for the future have joined the team. Compared to other forms of communication with art, a person involved in the artistic and creative process always takes the most active position. The main content of the artistic and creative act is specifically the figurative embodiment of an aesthetic goal. The material from which it is built new image, is the supply of vital and artistic impressions acquired by amateurs as a result of direct perception of reality, acquaintance with art, and contacts with other people. In the course of cultural creative activity, all the mental powers of the individual are updated. Thanks to memory, past experiences are preserved and reproduced. Thinking makes it possible to perform the necessary analytical and synthetic operations: comparison, communication, specification, analysis, synthesis, etc. Imagination helps to transform previous experience and create fundamentally new ones based on this transformation. art structures. An important condition and factor in the creative process are the volitional efforts of a person, without which there can be neither conscious setting of a goal, nor a choice of means to achieve it, nor concentration on solving the task at hand. entertaining creativity social Amateur artistic activities are well developed at the Salyut House of Culture. Very strong choreographic groups that were allocated to the House of Dance. The “Yunost” ensemble, which is well known to the public, involves Russians folk dances. Classical ballet presented by the Marina Dance Theater. Oriental and gypsy dances are practiced in the Amrita ensemble, and ballroom lovers sports dances visit the sports and dance club “Duet”. On the basis of amateur performances, the Center for Russian folk song. It includes the Russian song ensemble “Vesnyanochka”, the children’s studio “Tanochek” and the folklore and variety workshop “Subbota”. In addition, there is a Center for Creative Development, which has many interesting club formations for children and teenagers, including learning to play the guitar, a music and theater studio, as well as educational clubs for preschoolers. Much attention is paid to holding festivals and competitions for various age categories - children, youth, veterans, and at a fairly high level. DC works closely with executive authorities and local government in terms of holding socially significant events for residents of the district. For example, district consultations are held jointly with the prefecture. holiday concerts dedicated to historical and national holidays, the results of the public recognition competition “Property” are summed up annually. 2.2 Analysis of recreational and entertainment type of socio-cultural activity in the Altai State House of Folk Art Let us analyze the recreational and entertaining type of social and cultural activity using the example of the “Erudite” circle at the Center for Folk Art and Leisure in Barnaul. Education and training junior schoolchildren in the “Erudite” circle, it develops cognitive abilities in younger schoolchildren in the process of educational and play activities and develops the following processes: attention, memory, thinking, speech, perception, imagination; forms methods of mental activity, the ability to compare, analyze, and make generalizations. We came to the conclusion: if we organize a systematic process of play activity that promotes the intellectual development of each child through acquaintance with the world around him; combine teaching, educational, developmental, training and competitive activities, then the development cognitive processes children in primary school effectively. The task of the Erudite circle is not only to convey a certain amount of information to the child, but, most importantly, to teach him to independently obtain knowledge. A game - effective remedy development of cognitive abilities of children at primary school age. To ensure fruitful work, we did the following: organized a systematic process of play activity, in which each child developed intellectually, introduced familiarization with the surrounding world into the educational process, using the game and game elements as much as possible for this; organized the work of a team of the same age. This made it possible to combine teaching, educational, developmental, training and competitive activities. The program is based on the principle of selecting the most relevant knowledge for children of this age, necessary for the development of an individual’s cognitive abilities, to broaden their horizons. In the structure of any game you can find elements of goal setting, planning, goal implementation, and analysis of results. The game is always voluntary, includes elements of competition, brings satisfaction to the participants, allows them to assert themselves and realize themselves. Children are easily involved in play activities, and the more varied it is, the more interesting it is for them. It may cover some part of the educational process, united by common content. Gaming activities include games and exercises that develop the ability to identify the main, characteristic features objects, compare, contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ingenuity, etc. The program is based on the principle of selecting the most relevant knowledge for children of this age, necessary for the development of cognitive abilities, to broaden their horizons. Taken together, the sections of this program should contribute to the development in children of attention, thinking, memory, creative imagination, speech, perception, cultivation of observation, validity of judgments, the ability to work with a book, and bring work started to completion. This educational program lasts four months. Classes are held twice a week, two hours a day. Total - 64 hours of study time. Enrollment of children in the group is free. There are 12 - 15 people in the group. To implement the program, excursions to nature, visits to museums, and libraries are required. Table 1 Approximate distribution of study time by topic N Topic of the lesson Number of hours theory practice excursions total 1. 2. 3Introductory Book - a source of knowledge Development of cognitive abilities through the study of the surrounding world, nature and history native land using the game Attention Memory Thinking Speech Perception Imagination Final game event TOTAL2 2 24 4 4 4 4 4 4 28 4 18 4 2 2 2 2 4 2 22 2 12 2 2 2 2 2 2 142 8 54 10 8 8 8 8 10 2 64 Let us give an example of another type of recreational and entertaining social and cultural activity in the Altai State House of Folk Art - a club. Gaming technology club "Smileys". This is very symbolic, since the guys here with a smile master the skills of organizing events, learn to be cheerful and sociable. And the number of games and practical jokes that they will soon master will not fit into any animator’s suitcase. Additionally, the children learn the basics of their professions: presenters of children's entertainment programs.. Developing scripts festive events, making props, selecting audio and video materials for game programs, working with face painting. Club students participate in all mass events Houses of creativity: new year holidays, festivities, game programs, discos, etc. Children use their skills acquired in classes in practice in schools, at their place of study, acting as organizers of leisure programs. Many graduates of the team began their careers as cultural organizers. Conclusions.Currently, society needs such an organization of children’s activities that would ensure the development individual abilities and a creative attitude to the life of each student, the introduction of various innovative educational programs, the implementation of the principle of a humane approach to children, etc. This task can be accomplished by such institutions as the Altai State House of Folk Art in Barnaul. Gaming activity gives the desired effect if the following conditions are met: firstly, games must be humane in nature, pursue a noble educational and educational goal; secondly, when organizing the game, it is necessary to take into account the age, psychological and pedagogical characteristics of various groups of children and adolescents; thirdly, the educational and educational impact of games depends on the organization and methodology itself, which, in turn, depends on the pedagogical skill of the teacher. Nowadays, two main directions in organizing gaming activities are most often used: club games, primarily KVN, as well as organizing active gaming recreation for teenagers and youth during summer holidays, including the organization of tourist recreation for students. We can draw a conclusion about the increasing role of recreational and entertaining types of social and cultural activities in the socialization of adolescents and youth, about the increasing age threshold for this activity and its demand for everyone age groups. The specifics of the recreational and entertaining type of social and cultural activity are as follows: Its compliance with the aspirations and socio-psychological characteristics of young people; The desire for socialization among peers in a group, team, team; High creative possibilities Here is an example of the techniques used in the House of Creativity "Fantasy" "Planet of Creativity" Classes in arts and crafts activities according to the “Fantasy” program. The students made more than 400 crafts, souvenirs as gifts for loved ones, exhibitions, and Christmas tree decorations. Some of the children picked up a needle for the first time, tied their first knot, learned to work with scissors, and use various materials to make decorative and applied works. Events and classes under the program “Spiritual and moral education of minors.” The children discovered a lot of new and educational things about Russian traditional culture, became acquainted with rituals and holidays. Throughout the year, students participated in various social events: “ New Year", festive concerts dedicated to "Defender of the Fatherland Day", March 8, etc., Competition program "Defenders of the Fatherland", dedicated to February 23. Participation in theatrical performances: Theatrical performance based on the play "Khanuma". Creative workshops are an integral part of technology. It is here that volitional efforts aimed at meaningful manual labor, where everyone has the opportunity to see the finished result of their efforts in a product that has not only material, but also aesthetic value. Conclusion
During the study, the following tasks were solved: Consider communicative and value-oriented activities. Thus, communicative activity allows you to transmit, preserve, and master cultural values, and value-orientation activity allows you to acquire, consolidate, or modify your attitude to the world around you, your assessment social phenomena, one’s own and others’ actions. Consider educational, cultural, recreational and entertainment activities. Cognitive activity is characterized by the assimilation of information and the acquisition of new knowledge in the process of learning and participation in creative activities. Cultural creative activity, this is an activity aimed at developing culture and amateur performances. Recreational and entertainment activities that help to adapt to reality in the form of a game, which itself enters as a cultural value. Having examined the Salyut cultural center, we came to the conclusion that the unity of goals and objectives facing club institutions, regardless of their affiliation, makes them universal institutions in organizing the leisure of the people, and significantly distinguishes them from other types of cultural institutions. The organization of recreation and entertainment in cultural institutions is a type of activity of specialists who are required to have a high level of professional skill and the level of culture of the audience. By organizing recreation and entertainment, specialists can involve people in the action of life itself based on their initiative, activity, and evoke strong, varied emotions. 4. Analyze one of the types of socio-cultural activities in the Altai State House of Folk Art in Barnaul We analyzed recreational, entertainment, social and cultural activities. Gaming technology
is being built as holistic education, covering a certain part of the process and united by common content, plot, character. It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; game groups. At the same time, the game plot develops in parallel with the main content of training, helps to activate mental abilities, and master a number of new skills. In human practice, gaming activity performs the following functions: entertaining (this is the main function of the game - to entertain, provide satisfaction, inspire, arouse interest); communicative: mastering the dialectics of communication; self-realization in the game as a testing ground for human practice; game therapy: overcoming various difficulties that arise in other types of life activities; diagnostic: identifying deviations from normative behavior, self-knowledge during the game; correction function: introducing positive changes into the structure of personal indicators; interethnic communication: the assimilation of socio-cultural values common to all people; socialization: inclusion in the system of social relations, assimilation of the norms of human society. The game form of cultural and leisure activities is created with the help of game techniques and situations that act as a means of inducing and stimulating students to learn. First of all, games should be divided by type of activity into physical (motor), intellectual (mental), labor, social and psychological. Based on the nature of the process, the following groups of games are distinguished: a) teaching, training, controlling and generalizing; b) cognitive, educational, developmental; c) reproductive, productive, creative; d) communicative, diagnostic, career guidance, psychotechnical, etc. The typology of games based on the nature of the gaming methodology is extensive. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games. And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation. Bibliography
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Socio-cultural activity is an activity that is aimed at preserving and transmitting cultural values, as well as the development, self-affirmation and self-realization of individuals and groups through their familiarization with these values. Usually this activity is related to leisure. Specialists are working on the organization cultural events, help in case of difficulties in family and any other communication precisely by organizing the free time of children and adults.
Such activities are very important because they are aimed at solving individual social problems and meeting the cultural needs of society. SDS is diverse, it has a large number of different options and institutions, and is characterized by exceptional voluntariness and freedom of choice. Social and cultural activities perform recreational, health, cultural, creative, developmental and informational functions.
Where and how is this taught?
There are more than 60 universities in Russia that offer their programs to train students in socio-cultural activities. The leading universities are Moscow universities, for example, Moscow State University culture and arts, Moscow City Pedagogical University and others. Students study culture and art in all their diversity, their theory and historical development, applied disciplines and humanitarian sciences, undergo internships in various cultural and production centers.
Graduates of universities of this specialty work in show business, are mainly engaged in organizational activities, negotiate with agencies, agree on holding events, as well as promoting stars along the career ladder. Specialists work with actors, singers, circus performers, organize exhibitions in galleries, etc. Many students of this department emphasize the desire and opportunity to work in their specialty after graduation, a high probability of receiving profitable earnings, which grows with the work experience and qualifications of the specialist, as well as a whole range of activities that can be combined with studies. This is one of the most popular modern world areas of activity that, with a competent approach, bring real benefits to society and culture.
Culture (from lat. cultura - cultivation, upbringing, education, veneration) in the very in a broad sense is understood both as a set of material and spiritual values, and as a creative activity for their creation and development. The concept "culture" is used to characterize creative forces and human abilities, his unity with nature and society.
Culture, being an unusually complex, broad and multifaceted phenomenon, serves as an object of study for a variety of scientific disciplines - philosophy, cultural studies, history, ethnography, social anthropology, etc. Sociology is primarily interested in the social nature of culture, its role in the functioning and development of society. Specifics sociological approach to the study of cultural phenomena is reflected in the concept " social culture", which is increasingly established in the scientific and educational literature.
Social culture is a system of socially significant knowledge, values, traditions, norms and rules of behavior through which people organize their life activities in society.
Among the various functions of social culture, the following stand out as the main ones:
- humanistic (development creative potential person);
- social and informational (accumulation, snoring and transfer of social experience);
- communicative (function of social communication);
- educational (socialization of the individual (5.4), its familiarization with knowledge and cultural heritage);
- regulating (value-normative regulation of social behavior);
- integrating (unifying people, developing their sense of community, maintaining the stability of society).
In general, social culture determines the way of life of people and gives them the necessary guidelines for effective interaction in society. According to a number of sociologists, it contains a system of spiritual codes, a certain information program, forcing people to act one way and not another, to perceive and evaluate what is happening in a certain light. According to the figurative expression of the American sociologist N. Smelser, social culture plays the same role in people’s lives as genetically programmed behavior plays in the animal world.
In the sociological study of culture, there are two main aspects: cultural statics And cultural dynamics. The first involves an analysis of the structure of culture, the second - the development of cultural processes.
Considering culture as a complex system, sociologists identify in it the initial, or basic, units, called cultural elements. Cultural elements There are two types: tangible and intangible. The former form material culture, the latter - spiritual.
Material culture - this is everything in which the knowledge, skills and beliefs of people are materialized (tools, equipment, buildings, works of art, jewelry, religious objects, etc.). Spiritual culture includes language, symbols, knowledge, beliefs, ideals, values, norms, rules and patterns of behavior, traditions, customs, rituals and much more - everything that arises in the minds of people and determines their lifestyle.
Socially significant elements of culture, transmitted to subsequent generations, accepted and assimilated by them, form cultural heritage. On the scale of all humanity, cultural heritage expresses cultural universals. This concept was introduced into scientific circulation American sociologist and ethnographer J.P. Murdoch(1897-1985), who identified more than 70 universals - elements common to all cultures: language, religion, mythology, age gradation, calendar, body jewelry, sports, games, fortune telling, courtship, sexual restrictions, funeral rituals etc.
Cultural universals do not exclude the rich diversity of cultures, which can manifest itself in literally everything - in greetings, manner of communication, traditions, customs, rituals, ideas about beauty, and attitudes towards life and death. In this regard, there is an important social problem: How people perceive and evaluate other cultures. And here sociologists identify two trends: ethnocentrism and cultural relativism.
Ethnocentrism is the tendency to evaluate other cultures by the criteria of one's own culture from a position of superiority. Manifestations of this trend can take the most various shapes(missionary activity with the goal of converting “barbarians” to one’s faith, attempts to impose one or another “way of life,” etc.). In conditions of instability of society and the weakening of state power, ethnocentrism can play a destructive role, giving rise to xenophobia and militant nationalism. However, in most cases, ethnocentrism manifests itself in more tolerant forms. This gives grounds for some sociologists to find positive aspects in it, linking them with patriotism, national identity and even ordinary group solidarity.
Cultural relativism comes from the premise that any culture must be viewed as a whole and assessed in its own context. As the American researcher R. Benidict notes, not a single value, not a single feature of a given culture can be fully understood if they are analyzed in isolation from the whole. Cultural relativism softens the effect of ethnocentrism and promotes the search for ways to cooperation and mutual enrichment of different cultures.
According to some sociologists, the most rational way for the development and perception of culture in society is a combination of ethnocentrism and cultural relativism, when an individual, while feeling a sense of pride in the culture of his group or society, is at the same time able to understand other cultures, appreciate their originality and significance.
Socio-cultural activity is a process that is aimed at creating conditions for self-affirmation, development and self-realization of a group and individual in the field of leisure. At the same time, the whole variety of problems associated with the organization of free time is solved: with communication, creation and assimilation, and so on. The manager takes part in the formation of a satisfactory environment and initiatives of the population in the field of leisure, in solving problems of the religious, historical, cultural, environmental sphere, problems of family and children, using unique forms and methods.
Recognition and social status actions depend to a greater extent on the level of development of theoretical foundations that reveal goals, subject matter, functions, and patterns. Socio-cultural activity has its own, unique features. First of all, it is carried out in leisure (free) time, characterized by the voluntariness and initiative of various groups, and the activity of individuals. Social and cultural activities are determined by regional, national and ethnic traditions and characteristics. It is distinguished by a variety of types, which is based on artistic, political, educational, everyday, professional and other different ages. Implementation is carried out in non-institutional and institutional forms. Social and cultural activities are free from various kinds of production, training processes, motivation by profit, and business. When choosing a leisure activity related to self-realization, self-development, pleasure, communication, health improvement, etc., the needs and
Socio-cultural activities are characterized by a deep individual orientation. This is due to the fact that it bears traits that are determined by the socio-political and biological structure of the individual. It should be said that the activity in question can be both collective and individual. She is characterized by purposefulness. A consciously set goal sets the process in motion. Thus, preliminary thought after defining the tasks, analysis of the situation in which the action will take place, the choice of means and methods of achievement determine the sequence of activities in the socio-cultural sphere.
When considering the main features in a special way developmental, humanitarian character stands out. This is due to the fact that, at its core, the activity has cultural goals.
Analysis of the essence of the organizational process under consideration reflects the interaction of creative, reproductive, as well as mixed (reproductive-creative) elements. Formative activity is considered a necessary condition in the existence and development of a person. Reproduction is inevitable and obligatory in many forms of leisure activities,
