Теория и методика обучения и воспитания (по областям и уровням образования) | Мир педагогики и психологии №02 (103) Февраль 2025

Социально-культурные практики в становлении участников образовательных отношений субъектами культуры

Милькевич Оксана Анатольевна
доктор педагогических наук, доцент, профессор кафедры психологии, педагогики и организации работы с кадрами Академии управления МВД России

Аннотация: В статье представлены результаты теоретического и эмпирического исследования возможностей социокультурных практик в содействии становлению школьника субъектом культуры, активизации социокультурных позиций взрослых участников образовательных отношений — педагогов и родителей. В статье сформулировано определение понятия «социокультурные практики», выявлены характерные черты социокультурных практик. Результаты исследования выявили недостаточную сформированность позиции субъекта культуры у учащихся, родителей и педагогов и определили необходимость разработки и внедрения комплекса социокультурных практик (акции, фестивали, культурно-просветительские мероприятия, благотворительность, волонтерство, образовательные проекты, конкурсы, коммуникативные практики и т. д.).
Ключевые слова: социально-культурные практики, субъектная позиция, субъект-субъектное взаимодействие, субъект культуры, образовательные отношения.

Milkevich Oksana Anatolyevna
Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Psychology, Pedagogy and Organization of Work with Personnel of the Academy of Management of the Ministry of Internal Affairs of Russia

Abstract: The article presents the results of a theoretical and empirical study of the possibilities of socio-cultural practices in assisting a school student to become a subject of culture, activating the socio-cultural positions of adult participants of educational relations, that is teachers and parents. The article has been formulated the definition of the concept of “socio-cultural practices”, identified the characteristic features of socio-cultural practices. The results of the survey have revealed the insufficient development of the position of a subject of culture among students, parents and teachers and have determined the need to develop and implement a set of social and cultural practices (promotions, festivals, cultural and educational events, charity, volunteering, educational projects, competitions, communication practices, and etc.).
Keywords: social-cultural activities, subject position, subject- subject interaction, subject of culture, educational relations.

Introduction

The relevance of the problem of the evolvement of the «subject of culture» position considered in the article is determined by the increasing multidirectional influence of various socio-cultural challenges. Personality as a subject of culture is characterized by readiness and ability to preserve, translate social and cultural norms and values. Such a person is able to act in changing social-cultural conditions, taking into accounts his own socially significant system of values and norms, preserving and transforming society as a whole.

The significance of the study is predetermined by the complex nature of the socio-cultural identification of the personality of a student, the difficulties in building relationships between the emerging personality and other people.

The analysis of scientific publications of national researchers (T.V. Ryabova [9], T.V. Zaitseva [14], etc.) makes it possible to state that the possibilities of socio-cultural practices influencing the formation of participants of educational relations as subjects of culture have already been insufficiently studied. The study of personality as a subject of culture limits the understanding of the co-dependence of the culture of participants of educational relations. It is the interaction built in various types of socio-cultural practices that enriches both the child and adults. This creates grounds for conceptualizing the experience gained and gradually integrating it into the system of personal guidelines, and then into the system of social attitudes and values, those meanings and meanings formulated by a person as a result of interaction with other people.

In the studies of many authors (N. I. Anufrieva, D. V. Tsarev, G. I. Gribkova [1]; A. V. Babaev  [2]; E. I. Medved, O. I. Kiseleva, I. D. Levina [5]; E. Medved, G. Gribkova, O. Kiseleva [6]), it is noted that the training of future specialists in the field of education and culture should include the formation of the position of a subject of culture, the readiness and ability of a future specialists to organize social and cultural activities with students and their parents. However, the influence of the inclusion of various participants in educational relations in social- cultural practices on the formation of their position as a subject of culture has not been sufficiently proven.

This consideration of the research subject requires the study of self-esteem by the individual as a subject of culture by all participants of educational relations - teachers, students and their parents. Based on the results obtained, there should be determined the types and forms of socio-cultural practices that can change the characteristics of a person as a subject of culture.

The article includes the following sections: “Introduction”, reflecting the significance and relevance of the research problem; “Methods and Methodology”, containing a description of the methods, the base of the study and its participants; “Results”, which characterizes the main conclusions based on the results of a theoretical analysis of scientific sources and generalizations (the essence of social-cultural practices, their classification, significance in shaping the position of the individual as a subject of culture), as well as a description of the quantitative results obtained based on the results of an empirical study; “Discussion”, reflecting a qualitative analysis of the results of the study, a description of the social-cultural practices applicable to solve the problem; “Conclusion”, reflecting the general conclusions.

Materials and Methods

Purpose of the study: characterization of the results of studying the possibilities of socio-cultural practices in the evolvement of the participants of educational relations as subjects of culture.

Research objectives: to describe socio-cultural practices as a means of formation of the participants of educational relations as subjects of culture; to organize an empirical study and present the main results and conclusions; to develop and implement forms of socio-cultural practices ensuring the formation of the participants of educational relations as subjects of culture.

Research methods: theoretical analysis, work with databases, survey, generalization and systematization of the research results. Research base: State Autonomous Educational Institution of Higher Education of the City of Moscow «Moscow City University» (Russia). The research involved 304 participants, including: 142 participants - students of institutions of general education; 103 participants – practitioners of educational institutions; 59 participants - representatives of the parent community. The study period:  October 2023 – April 2024.

Based on the results of working with databases (the Federal State Statistics Service), there have been drawn the conclusions on a fairly wide distribution of socio-cultural practices in various regions of the country, their diversity in the content and types, their focus and coverage of participants.

A survey is the main method of conducting sociological research. Mostly the survey includes evaluative questions with multiple-choice answers. There was estimated the number of respondents of represented groups (students, teachers, parents of students) to complete the survey. The completeness of filling out the questionnaire, the impossibility of repeated completion of the survey is provided by automated control via the Google Forms platform. The verification of the study results is provided by a unique user ID.

Results

The research results make it possible to define the characteristic features of a socio-cultural practice relevant from the perspective of the issues under consideration:

- this is a kind of socially useful activity aimed at solving a socially significant problem;

- the matter of this practice involves the development of social and cultural norms, values, meanings by all participants, enriching the socio-cultural experience of each, determining the success of engagement of an individual in the changing space of values ​​and meanings;

- the changes occurring in the process and as a result of socio-cultural practices reflect the quantitative and qualitative transformations of its participants and the socio-cultural situation, the emerging value-content aspects of the practice of interaction with various categories of families and children;

- the interaction of various participants of socio-cultural practices determines their acquisition of socially significant qualities (leadership, self-discipline, time management, social responsibility, and etc.), characteristics (social openness, focus on interaction with others), skills (ability to analyze, generalize, design, work in a team, and etc.), which increase the social effectiveness of an individual (humanity).

The socio-cultural practices presented in the scientific literature (O. A. Milkevich [7], T. V. Zaitseva [14]) can be classified based on various grounds:

- manageability (spontaneous and specially organized);

- scope and content (spiritual and moral, patriotic, environmental, occupational, etc.);

- emerging values ​​(individual, collective, public);

- social orientation (socially approved and socially disapproved);

- scale of social experience mastered by a person or a group of people and transformations based on the results of socio-cultural practice (socio-cultural practices of a particular community, congregation, ethnic group, territory, region, country or world).

The presented classification of socio-cultural practices does not cover all their diversity. Within the conventional boundaries of a particular group of practices this classification allows to study and describe their specifics in more detail, with the account of the process or object to which the socio-cultural practices are related.

A. G. Ingovatova [3], V.G. Rosthchupkin [8] emphasizes the current stage of the society development as a transitional one, and note that a person as a subject of culture acts as a society reformer. At the same time, a person is the subject of the knowledge, skills, abilities, and ways of interaction with society and people accumulated by mankind. In the context of ongoing transformations, the formation of a subject of culture presupposes the formation of their cultural potential in the process of education.

Having considered the results of the research of national scientists (T. P. Makarova [4], E. A. Savchenko  [10], E. A. Savchenko, T. P. Makarova, O. V. Ilyushina [11]), we agree that the position of a person as a subject of culture is significant like a source for the whole culture and society preservation; at the same time, the formation of a subject of culture is a complex, long process determining the gradual transition of a person from a passive immersion in various types of practices to the formation of an attitude to certain aspects of objective reality, becoming a subject of the activity.

The above remarks make it possible to state the following:

- in the process of personal growth, the types and content of the practices of interaction of a person with the outside world are gradually expanding following the expansion of the non-natural world created by a human, namely, the world of culture;

- the consistent involvement in the world of culture allows a person to become a subject of culture;

- education is a condition for a person to become a subject of culture, performed by involvement in knowledge, accumulated socio-cultural experience in its diversity (relations with the world of animate and inanimate nature, with the world of people and attitude towards oneself).

Taking into account the interdependence and mutual influence of the world of childhood and the world of adults in the system of family relations and the practice of public education, the results of the research of national scientists (T. P. Makarova [4], O. A. Milkevich [7] , E. A. Savchenko  [10]), also the legal provisions in the field of education of the Russian Federation that teachers, students and their parents are equal participants of educational relations, make it possible to formulate the following. Teachers, a student and their parents, due to mutual interaction, enrich the socio-cultural experience and knowledge of each other, ways of interaction with the outside world. Each of the participants of educational relations in the course of an organized and controlled, consistent practice of upbringing and education becomes not only the subject of relations, but also the subject of culture. At the same time, culture absorbs all the diversity of contexts and manifestations (panhuman culture, family culture, culture of school life, culture of relations built on buddydom and friendship or vice versa, gender culture, etc.), thus determining the position of a person as its subject.

The study of the data of the Federal Statistics Service of the Russian Federation [15] allows us to imagine the involvement of children under the age of 18 in various types of social-cultural activities (fig. 1).

Figure 1.The dynamics of the involvement of children under 18 in social and cultural activities (human)

Source: [3]

The first group of values ​​by year reflects the number of children who attended concerts; the second group - the number of children who attended events organized by theaters; the third - the number of children registered in libraries; the fourth - the number of children who received excursion services.

Table 1.The results of self-assessment by the participants of educational relations of their own position as a subject of culture (%)

The data in Table 1 allows us to draw the following conclusions:

• about the formation of knowledge and ideas of respondents about culture, its types and ways of reflection in human life;
• about the formation of the respondents’ attitude to culture and its manifestations in human life;
• about the formation of the cultural experience of the individual.

The presented data reflect the formation of the position of the subject of the culture among teachers, students and their parents.

Discussion

The presented data illustrate the positive dynamics of events held by theatres for children, as well as the number of children who received guided tour services. This indicates that cultural institutions implement the state order for cultural and educational activities for various groups of children. The decreasing number of children attending concerts may be subject to the insufficient dynamics of the average income of the population, the low readiness of certain categories of families to pay for visiting commercial cultural and educational events for children. The decreasing number of children registered in libraries may be subject to the increasing openness and availability of the necessary materials on various Internet platforms in addition to the insufficiently stable interest in the information given on the pages of printed and electronic sources. It should be emphasized that the involvement of children in various types of social and cultural activities is slightly more than half of the total number of children under the age of 18.

The data in Table 1 make it possible to make the following conclusions:

- the answers to questions 1 - 4 give the evidence of the insufficiently formed knowledge and ideas about culture, its types and ways of its reflection in human life, which have determined the need to include relevant activities into the system of interaction;

- the answers to questions 5 - 7 reflect the insufficiently formed attitude to culture and its manifestations in human life, which have predetermined the choice of forms and methods of interaction between the family, students and educational institutions making it possible to enrich the emotional sphere of a person, the ability to feel culture, to refer to cultural patterns and norms;

- the answers to questions 8 - 10 reflect the well-formed cultural experience of the individual, ensuring the need for cultural self-enrichment related to all participants of educational relations;

- the comparison of the survey results of the participants of educational relations should emphasize the higher level of formation of the position of a subject of culture among teachers, which is quite justifiable due to the level of education and professional role; the availability of individual examples when parents and children highly estimate themselves as a subject of culture may be due to their immersion in the world of culture and rich cultural experience based on special education and involvement in the field of additional education (also related to certain types of art and culture) in childhood and at present;

- the positive dynamics of the participants’ assessments of themselves as subjects of culture after the implementation of various social and cultural events proves that such activities are effective.

The results of the survey determined the need to design and implement a set of socio-cultural practices (promotions, festivals, cultural and educational events, charity, volunteering, educational projects, competitions, communication practices, etc.) aimed at the interaction of an educational organization, family and students.

The results do not contradict the conclusions obtained earlier by the researchers (A.G. Ingovatova [3], T.P. Makarova [4], V.G. Rosthchupkin [8], E.A. Savchenko  [10]).As part of the ongoing research, an attempt was made to develop and test a systemof social-cultural practices that increase the effectiveness of the formation of subject-subject interaction between the participants in educational relations and the position of the subject of culture of each participant.

The interaction of cultural and educational institutions in the preparation and implementation of social-cultural practices for students and their parents is important. This is confirmed by the results of a theoretical analysis (V. P. Sergeeva, G. I. Gribkova, O. A. Milkevich [12]; V. Sergeeva, E. Medved, G. Gribkova [13]) and an empirical study.

Studying the plans of educational work of educational organizations allows us to present the implemented social-cultural practices. So, during the indicated period, students took an active part in events dedicated to the international day of book giving (the action «Give a book», Smart Book Week), literary evenings and competitions dedicated to the birthdays of L. N. Tolstoy, F. M. Dostoevsky, N. A. Nekrasov, A. Miln and others. Participation in the World Immunity Day, the All-Russian campaigns «Be Healthy», «Space Day», «Earth Day», the All-Russian Day «Constitution Day», the urban environmental competition «The Future of the Black Sea is in our hands» is traditional and allows to form a steady interest in the issues of health protection, ecology and human development. Events dedicated to calendar dates and events (Constitution Day, Defenders of the Fatherland Day, Mother’s Day, Days Of Military Glory, etc.) introduce a certain array of cultural traditions, values and meaning that form the moral framework of social relations to both children and teachers, parents.

It should be noted that the previously observed more passive participation of the family and legal representatives of children in the life of the school (at the level of parent meetings, meetings of the parent committees) may be due to the pandemic in connection with the spread of the coronavirus infection Сovid-19.

The activity of parents as participants and co-organizers of various types of social and cultural activities gradually increases. The gradual and consistent inclusion of all participants in educational relation in various types of social-cultural practices provides a subjective position for everyone from the standpoint of the educational and educational tasks to be solved. When designing social-cultural practices, it is necessary to take into account the requirements (coverage of students, their parents and teachers; focus on enriching the experience of an individual, family, group of people, the formation of socially and culturally significant models of behavior and relationships within the family and with the outside world; organic combination with accumulated traditions, experience of the territory and region). The value component of social and cultural practices determines the possibility of solving not only educational and preventive but also correctional and social rehabilitation tasks.

Conclusion

The conducted research makes it possible to define socio-cultural practices as a means of evolvement of the position of a subject of culture for all the participants of educational relations.

There have been identified the characteristic features of socio-cultural practices determining the possibility of their influence upon the evolvement of a personality as a subject of culture. The focus of this type of practice on solving a socially significant problem is reflected in its content and involves the development of social and cultural norms, values, meanings by all participants. Such practices enrich the social-cultural experience of everyone, determining the success of the individual’s entry into the changing space of values and meanings. There are quantitative and qualitative transformations of participants in social-cultural practices and social-cultural situation, value aspect of the interaction of different group of people, professionals, families and students. This determines the formation of a special community, whose participants are mutually oriented and strive for mutual social-cultural enrichment. In addition, the participants in the interaction acquire socially significant qualities, characteristics, skills that increase the social effectiveness of the individual.

When developing the socio-cultural practices, it should be necessary to take into account the following requirements:

• the inclusion of all participants of educational relation -  students, their parents and teachers;
• the focus on the content social-cultural practices on enriching the experience of an individual, family, group of people, the formation of socially and culturally significant models of behavior and relationships within the family and the world around;
• the combination of the content of social-cultural practices with accumulated traditions, experience of the area and region.

The theoretical relevance of the study lies in the determination of the essence and characteristics of socio-cultural practices, the consideration of the culture of the participants of educational relations (teachers, parents, students) from the co-dependence position.

The practical relevance of the study lies in the possibility to use socio-cultural practices in the system of training future teachers, as well as in the practice of interaction of educational organizations with families and children, thus increasing the progress in the formation of the position of the subject of culture of participants of educational relations.

Prospects for further research of the stated problems are connected with the study of the psychological and pedagogical mechanisms of becoming a personality as a subject of culture and ensuring the stability of personality values in a changing society and the influence of multidirectional factors on personality formation.