Article
The use of the potential of additional education in the formation of social competencies from students.
For a modern person, dynamic changes in society are absolutely natural. The person learned to adapt to the rapid appearance of innovation. And today, when the main factor that transforms our lives around has become information, a person gets used to its constant growth (it is known that its doubling occurs annually). So, the modern society is increasingly endowed with the features of the information society. Such a social development model dictates certain requirements for each person who wants to keep up with the times: to his personal and professional qualities, creative possibilities, its classes and skills to operate them, constantly update them, the sharp need to create and produce something new.
Naturally, the identical requirements of modern society exposes and before education. And if earlier, we could well agree with the opinion that "education is what you will have when you forget everything we studied," now everyone should realize that education must be obtained throughout our life. Only constantly increasing the level of their skill, a person can achieve the desired results.
The sociocultural changes occurring today and in our country show that existing education does not satisfy current requests of society. It does not fully prepare the younger generation for successful, high-quality life.. But it is precisely such a result of education, and not just getting a good certificate is the main evidence of the efficiency of school work as a social institution.
Modern teacher should not just give knowledge, solve with students typical tasks, where answers are known in advance, but go beyond the framework of the standard. The teacher is obliged to constantly develop himself and teach a child to live in a constantly immediately changing world. And with this strategically important task, unfortunately, the education system is not coping with.
And although no one should prove to anyone that there is a special type of education results related to the socialization of students. Nevertheless, a significant misunderstanding of the enormous importance of the development of social competence of students in the school system is alarming.
Such pedagogical short-sightedness may also be due to the fact that the concept of "socialization" is often interpreted in different ways. Under the concept "socialization " you can mean the ability of the individual to adapt, adaptation to existing social conditions. But it is also possible to use the term "socialization", investing other meaning: ensuring the possibility of effective transformative activities in conditions of changing society. And if from the first definition you can formulate the purpose of socialization, as the education of a child (adolescent), capable of exist in society, which imposes a certain style and rhythm of life in society, then from the second definition it follows the purpose of socialization as the child's education (adolescent) in the aspect of the active member of the Civil Society capable of self-determination based on public moral values, formulating its own opinions and goals, developing projects to transform society and its individual institutions, the implementation of such projects, the analysis of the work done.
Based on the conditions of the information society around us, yet, the second interpretation of the concept of "socialization" seems to us more relevant, dictated by the social order of society itself. And then, the main task of education in the development of social competence of students is the formation of a young subject of social activity (or social creativity, as the highest forms of social activities).
Social activities are a creative process aimed at converting. In the implementation of social creativity, the creation of qualitatively new forms of social relations occurs.
The following social components can be distinguished:
Main socially significant goal is adaptation to the social environment and interacting with it part of the natural environment for the maximum possible implementation of its socially acceptable needs.
Model of the formation of social competence.
Social competence is a system:
The social and economic changes in modern Russia makes new identity requirements and simultaneously carry both new opportunities and serious problems, such as the sustainability of its existence. The psychological climate in the team is very important. The psychological climate at the emotional level reflects the relationship of business cooperation in the team, the relationship to significant phenomena in life.
The activities of the teacher organizer are aimed at creating conditions for the formation of a favorable psychological climate in the team of students.
It is important that children have the opportunity to talk about themselves, investigate yourself, get some knowledge of yourself. It is important to be able to communicate with each other. Listen and hear, understand each other.
A favorable psychological climate in the team ensures the successful formation of social competence among the student DDT "Grad Miracles".
Tasks:
1. The creation of a psychological climate favorable for a child in DDT, which is determined by the organization of productive communication of children with adults and peers on leisure programs.
2. Formation of tolerant attitude towards each other, the development of communicative abilities.
3. Formation of the foundations of emotional self-regulation in children of emotional awareness of their own feelings, experiences in interpersonal interaction conditions.
Expected results:
1. Understanding by children's meaning of the following concepts:
Training, values, character, friend, friendship, team, emotions, feelings, feelings
2. Development of skills and skills:
In the field of self-knowledge - to understand and take their own sensations, feelings, track their condition and state of another person on external signs, the development of verbal and non-verbal means of expressiveness.
In the area of \u200b\u200binterpersonal interaction - overcoming the barriers to communicate, stereotypes of behavior, the development of the ability to adequate use of non-verbal and verbal means of communication.
The formation of a favorable psychological climate in the group of students is a prerequisite for the development of social competence of students.
Psychological Comfort in an educational institution is one of the most important conditions for the effectiveness of self-development and self-realization for each participant in the educational process.
According to many researchers, social competence should be considered as a state of equilibrium between the requirements of society and the environment in which a person lives and its capabilities. Violation of this equilibrium generates a crisis situation.
The main task of the teacher -learn to see a child. Learn to make observations, competently fix them and analyze openly and unbiased, not through the schemes, but in the installation of trust and adoption.
Such a change in priorities allows you to search for and find an individual approach to each child.
The development of social competencies of the child is effective in the following pedagogical conditions:
1. Reorienting the teacher-organizer to work with the personal structures of students' consciousness, pedagogical support for the ability to provide the responsible choice, self-organization, reflection, livestock.
2. Filling the content of leisure programs with an emotional and social component.
3. The use of pedagogical technologies built on the subject-constituent relations of the teacher organizer and the student.
4. Psychological education, counseling, correctional development work.
Pedagogical conditions for the formation and promotion of social competence of students in an educational institution:
1. The presence of specially organized socio-pedagogical care taking into account negatively affecting factors built on the implementation of variable leisure programs.
2. The possibility of experienced by adolescents of social success in various spheres of vital activity.
3. Coherence of pedagogical influence on such students.
Pedagogical technologies, methodological means:
References:
Systematization and communications
Social philosophy
Project concept
"The development of human potential as the main resource of the socio-economic development of the country and the democratic state", Almaty, 2009.
I. The relevance of the project
II. Social competencies as a semantic content and units of measure of human potential
III. Problems of modern society, depending on the level of development of social competencies of adult citizens of the country
IV. The spiritual potential of the country and social competencies of adults
V. Development of democracy and social competence of adult citizens
Vi. International Human Development Experience
VII. The existing system of social education of adults in Kazakhstan today
VIII. Objectives and objectives of the national system for the development of social competencies of adults in Kazakhstan
IX. Model of the National System for Development of Social Competencies of Adults
X. The relevance of public dialogue
Xi. Conclusion: System approach to the development of social competencies of adults
Applications
Appendix 1. Other consumable names of the concept of "social competence".
Appendix 2. Disclosure of the meaning of the concept of "social competence".
Appendix 3. Example of social competencies diagnostic tables
Appendix 4. Examples of descriptions of the component composition of social competence.
I. The relevance of the project
The development of human potential today in the world is formulated as a key task, as this is the basis for the development and modernization of all social sectors of the Company - industry, education, health, science, politicians and others, which can be viewed, first of all as the battery sectors of human potential and Only in the second, as elements of the infrastructure of the economy.
The development of human potential is possible and must be considered as an integrated educational process and, accordingly, to approach him from the responsible positions of design and management. The task of such a process is the development of the culture of society, which always means the creation of something new in society.
The design of the results in the field of culture is complicated by the fact that it is intelligent, "finely material categories", which have many different differences and semantic contents.
The meaning of the concept of "culture" is unreasonably eager for his ideas, as an area of \u200b\u200barts of artistic expression: song and visual arts, cinema, literary creativity, etc. However, it is not possible to apply the definition of "cultural" to the leaders of the artistic sphere, and vice versa. What is reflected in the concepts of "culture of management", "culture of thinking", "culture of behavior" in various social situations, "corporate business culture", "Social subculture", etc.
"Thanks to a narrow understanding and a common meaning of the concept of" culture ", in any management system (state, corporate, community and family) becomes difficult:
Therefore, some indicator is needed, regulating the formation and development of specific "cultural" characteristics, both in individuals and society as a whole, allowing to design and regulate the development and maintenance of the culture of society, individual social groups and individuals.
We suggested that such an indicator may be the social competence of the person and / or social group consisting of certain social competencies.
II. Social competencies as a semantic content and units of measure of human potential
In this concept, we offer a vision of social competence of the individual as a set of specific knowledge and skills (social competencies), which are necessary for each person for successful life in society and which can be intentionally and consciously develop with a specially organized learning process.
The fact that this type of competence and its specific content components, as the basic elements of the culture of the individual, are often not recognized by teachers, social leaders and managers as an independent goal, it makes it difficult to implement the main objective of the education system and a stable increase in the cultural level of the country's population.
Definition "Social Competence"
Social competence of man manifests in the form of knowledge"How to act", I. "How to coexist", as well as as personal skills used by man in various situationscommunication a person with other people and with himself.
When considering the definition of "social competence", the emphasis is raised in the following positions:
Exactly level of evolution social competence distinguishes an adult from a child, conducts a distinctive feature in the concepts of "adolescence" and "childhood", "mature personality" and "immature person."
Social competence of a person determines the harmony of its intellectual, emotional and physical condition, the quality of communication and interpersonal interactions, pedagogical and educational influence on the environment, the nature of the perception of the surrounding world and interaction with society, finally, its self-realization as a person, a citizen and a spiritual being.
Obviously people withhigh Social competence, have more opportunities for career growth or development of effective business, earn more money for the company and for yourself. Socio-competent leaders of state and public organizations, public leaders of opinions and just heads of families have more opportunities to influence and develop those spheres and groups of people for which they carry social responsibility.
"Socially competent" People understand other people well, easily and cooperate freely and cooperate with others. In response to this, the environment considers them - "good", "leaders", "reliable", "confident", "responsible", "independent", "independent", "charismatic", "charming", etc. Of course, people with high social competence are more productive, efficient and more strive for physical and personal improvement.
Unlike them "Socially incompetent" People, for example, specialists who have extensive professional-subject knowledge, but do not know how to put personal goals and competently build their relationships with people, do not achieve success in the field of career.
Teachers and parents with low social competence, i.e. Do not possess a developed ability to set goals and not enough flexible in their communications, having an impact on the behavior of children and their wards, receive criminals or mediocre employees as their "pedagogical result".
Adult men and women who do not own the skills of systemic thinking and interpersonal dialogue, create dissatisfaction with their family relations and corporate cultures in their organizations.
The vast majority of people who are considered due to their official age "Adults", not knowing the principles of your own creative nature and without knowing how to communicate with its own inner world, essentially behave, "Like small unreasonable children", turning your life into a series of negative and painful experiments.
So, the social competence of man, in its particular phase of development, is peculiar"Indicator" cultural and spiritual potential of man.
IN Appendix 1. The options for other names of the concept of "social competence" used in the modern scientific community are presented.
IN Appendix 2. An example of the social competence diagnostics tables used in Russian pedagogical practice, whose development levels are also expressed as defined social status.
Definition "Social competencies"
Social competence of a person, as an indicator, has a wide component composition, i.e. Social competence is formed or consists of a set of individual social competencies as certain knowledge and skills.
To individual social competencies You can attribute, for example, such skills:
The ability to navigate in the situation of communication;
The ability to come into contact and maintain it;
The ability to address your message;
The ability to attract the attention of the interlocutor and hold it;
The ability to propose your help and take it from others;
The ability to use adequate situations, verbal and non-expensive means of communication;
The ability to form and is argued to clarify its point of view;
The ability to take a point of view of the interlocutor;
Ability to prevent and solve conflict situations in communication;
The ability to critically relate to their actions and statements;
and many other specific skills based on certain knowledge that a person receives only in the process of communication and, thanks to which builds a relationship with "himself", with the society and the world around the world, almost regardless of his professional competencies.
In various sources, they are called - vitality, basic, key, cultural, overefessional, communicative, etc. Knowledge and skills.
We offer the following generalized definitions.social competencies.It:
IN Appendix 3. Examples of the set of competencies that are generally in general the social competence of a person are given.
IN Appendix 4. Examples of titles and various classifications of social competencies used in modern scientific literature are given.
Social competencies are primarily due to the terms of social education, and only in the second - environmental conditions and hereditary deposits.
What gives an understanding of the component composition of social competence and understanding the methods of their development?
Having clear definitions of the result and models of a similar educational process, we can in any type of educational institutions and in management practices:
1. Focus not on the generalized notions of "self-actualization", "morality", "culture" or "spirituality", but on the specific manifestations of personal knowledge and skills;
2. Instead of unprotected diagnoses due to the "bad", "non-cultural" or "immoral" behavior of adults (or children), talking about a shortage of specific social competencies, considering it in the aspect of further social design, which leads to a solution to various social problems ;
3. More precisely and more efficiently choose the learning methodology, in order to replenish the deficit of certain social competencies for various social groups.
Obviously, many citizens of our country, not only young, but also adults, it is necessary to develop these basic competencies, radically update their ideological representations, value orientations, creative, leadership and communicative skills.
Otherwise, the shortage of social competence in many adults, as representatives of certain professional and social groups, leads to skews in public development.
Since social competencies are the management instance in relation to any professional activity, it is their level of development that determines the welfare and democracy of the country, the health indicators, as well as the coefficients of poverty, crime and other negative public phenomena.
So, world tension in general is directly related tocommunicative skills political leaders, diplomats, businessmen and public figures.
Business development in the country depends on skills or inability Most people to be entrepreneurs, and regardless of the sphere of professional activity. Personal abilities understand the needs of people (on the market), inspire others and build relationships Have more importance for creating any case than possession of specialized knowledge and skills.
Our legal system is overwhelmed by conflicts, the main reason for which is inability Professionals from jurisprudence coordinate conflicting Opinions, despite the "confirmation" of this skill in diplomas.
In the media prevail the feelings of condemnation, rage and peal of people, because many adults do not know how to model images of the desired goals and structurally formulatedproposals and strategies for solving various topical problems.
The number of hospitals is growing only because most people do not know how « communicate»With your own body and be responsible For maintaining your own health.
Finally, such "monsters of our time" as terrorism, corruption, drug addiction and crime are, in most, just groups of adults, non-teaching look for optimal solutions and communicate soTo achieve the desired, and therefore, before the limited choice, either turn to unrest and lies, or to violence and drugs.
The modern labor market requires specialists who can manifest activity and creativity In the changing market conditions. The shortage of social competencies in many adults is the main cause of unemployment, and "stretching" through generations. Obviously, if adults, professionally trained men and women think that they are not able to earn their lives, take care of themselves and their family, then their children learn how to make decisions and care skills, and therefore it is harder to break out of the poverty cappon.
No benefits and unemployment benefits, however, they would not be able to give people the most important thing - self-confidence and in their future. Only the constant development of vital, existent competencies will allow people to fully implement the talents laid in them, to master new professions, be responsible for their own business or simply fearlessly changing the place of work.
One of the most critical areas of the negative impact of the deficit of social competence of adults is the education system.
There is an example showing the state of the modern education system.
Professor of Technical University once said that he was forced to give diplomas to young engineers just because they passed the exams, although he is convinced that they are not true engineers. To the question of what "True Engineers" means, he spoke about the cultural and social responsibility of people who are leading figures in scientific and technical studies. He continued the fact that graduates were not prepared for the adoption of this responsibility for themselves. Many of them occupy leading positions, and without learning to work with employees. Many do not understand the importance of a systemic and creative approach to their field of activity. And many people are completely deprived of entrepreneurial "instincts."
This example brightly demonstrates the fact that the main tasks of the education system are still not implemented and this is significantly hampered by the occurrence of an era in which creativity and intelligence are moving by social development.
Of course, the overall understanding of what "education" is changing around the world. Educational technologies are becoming more oriented to the user. Methods of teaching in the direction of the priority of personal motivation, critical thinking and ability to learn are changed.
The teacher's profession also changes its initial content. Teachers are becoming increasingly consultants, mentors, intermediaries and coaches, whose task is to help a person to mined and form his knowledge and skill system, to realize his personal responsibility for his own education.
But in general, the existing model of the education system in the world (and in Kazakhstan) resembles the model of the totalitarian state and outdated industrial production methods: the standard conveyor training program, divided by subjects, taught blocks, broken into classes and controlled by standardized tests.
Moreover, many modern steps on "reforming the education system" are equivalent to the giant step back: "Learn to pass the test?".
Implements this educational model, a huge army of adult teachers and managers of the education system, many of which, due to the shortage of social competencies, are unable to train young people to be entrepreneurs, researchers, creatively approaching life, break stereotypes and bear social responsibility for the culture and future of their country.
How many teachers in the country are truly loved in their business exploring the latest educational and psychological approaches? How many of them are educational designers who know how to build individual educational technologies? How many of them are leaders? People just confident in their future, who consider themselves successful and happy?
Exactly as much as the education system is currently involved in the possibility of its human potential.
Socio-competent and that is why - outstanding teachers distinguishes the following - they:
As a result, from students such teachers are obtained:
Therefore, we believe that the solution of the problems of the education system (in the broad sense of the word), in the first place, lies in the field of increasingsocial competence Pedagogues themselves.
IV. The spiritual potential of the country and social competencies of adults
What is the spiritual potential of the country as today and at all times?
These are the ability of the adult population of the country to show personal will, rushing to goals, to make decisions on their own. it skills Each individual person to put record targets and objectives, this is the personal readiness of people to mobility, these are their ability to think in geocultural coordinates, these are their personal abilities of the project attitude towards their prospects and their surroundings.
Obviously, it is about differentsocial competencies adult population of the country.
The social competences of the entire population separately taken by the country, "in the amount" form, the so-called "social capital" of the country. Often it is called intellectual or creative capital, and in fact, it is he who is a manifestation of the spirit of the people and the foundation of the progress of any country.
Social capital is a kind of "external indicator" of the spiritual potential of the country.
Therefore, in any way, the organized process of reproduction of "social capital" can be viewed as a key way to increase and enrich the country's spiritual potential.
It is possible to give an example from history: the Japanese and Korean "technological miracle" is based on the philosophy and the continuous practice of Kaisen, which is essentially the specially organized process of social education and education of people in the workplace.
In the era of globalization, when setting and solving large-scale national tasks related to the development of any sector of the market and any socio-cultural spheres of the country can only be calculated on the developed social competencies of adults, regardless of their professional activities.
Therefore, the country's ability to reproduce "Social Capital" is defining all the prospects for its economic development and the manifestation of its spiritual potential in the world community.
V. Development of democracy and social competence of adult citizens
The global financial crisis is one of the manifestations of the general crisis of culture. Because the problem is not to reform some external institutions in relation to people. The problem is that the first and most importantly, that you need to reform are those ideas that are not somewhere outside, but are in the heads of people. Starting with changes in cultural principles in the heads, we can easily rebuild the whole apparent material culture.
Modern society is increasingly atomized and the interaction in it is increasingly decaying. At the same time, people, being members of society, and, in fact, throwing out the moral burden of responsibility to society, shift, cleanly formally this cargo on someone, on a certain abstract state or power, which must take care of these socially significant functions.
Can this lead to a democratic society? Certainly no. A similar position leads to two consequences - the collapse of the Company itself and the moral, intellectual, cultural degradation of citizens rolling into more and more primitive needs and the realization of interests concentrated only on their own survival.
What position should there be a sensible professionally and socially competent person, as a citizen of a truly democratic society?
In fact, anyone is satisfied when commits something for the benefit of society and discomfort when the actions taken by them are unsuccessful and cause harm to society. He does not share his own interests, personal position and interests of society.
But only possessing certainly developed social competencies, a person is able to consider the situation and its own actions in terms of solving socially significant tasks in general, in terms of making them a contribution to overcoming the problems facing the country before the nation, to society as a whole. At the same time, the need to act for the benefit of mankind - there is his personal inner position, and the idea of \u200b\u200bhow this good should be, within what schemes and with the help of which methods is reached - this is also its internal representation, the conviction that exists regardless of that , do those surrounding exactly the same position.
Thus, with the patient social incompetence of citizens, democracy, represented as a kind of magical means of summing and the realization of the desires and the will of citizens, there is only a harmful illusion and nothing more. If we talk about true democracy, then it is necessary to find out to begin the condition of its implementation. Unlike the formal democracy, which does not provide any real participation in the management of citizens, we must consider the conditions under which this participation will be real.
A person who does not understand the essence of the tasks facing society is poorly focused in the essence of the problems of the economy, for example, etc., can not accept any actual participation in management.
No democracy can be in society where citizens make decisions based on children's fears and naive emotional estimates.
Democracy in the country can develop successfully only in one case - when the main ideas, the objectives of the current moment, the goals facing the nation are recognized not only by the leaders, but also by all people, when everything is impregnated with the spirit of transformations, when people are able to relate themselves, on their own initiative Its actions with the tasks facing the country when they themselves are able to show the initiative when they themselves, without waiting for any teams on top, are able to move the process in the right direction.
In order for true democracy to be implemented, in order for the country to manage the country, professional people who actually possess both the mind and responsibility to the country, and which in Kazakhstan is not so little, the mechanism must be created Tests people for competence that makes them argued and accurately substantiate their own program, to disclose ways to solve problems, prove its rightness in open discussion.
Practically models of human development on the scale of state policy, one way or another, are already found in many European countries, in America, in South Korea, Japan, Singapore and others.
The ideas of continuous, informal and additional adult education are welcome and introduced all over the world.
But, in general, the world only enters the era, when a systemic developing approach becomes possible to the social capital of the country.
However, there is enough knowledge and experience in the field of developing various social competencies in the world.
There is a rich arsenal of educational and educational techniques based on deep historical roots and ancient knowledge, on the higher spiritual and moral ideals of humanity, on the traditions of mercy and charity.
At the junction and in the synthesis of sciences in this area, knowledge is studied, it is detected and shows how to restore the natural life skills of a person, consciously and intentionally released the improvement of human potential. In this area, pedagogy and psychology, sociology and political science are fused, combined the interests of ecology and practical activity, artistic creativity and aspiration towards historical changes.
It should be noted that many adults and, especially, in teachers, there is a typical erroneous attitude to the upbringing and development of competencies:
1. We need to conduct educational work only with children, teenagers and young people. This does not work! Any social interaction, regardless of age, carries an educational potential and is never neutral. Any word of the head, political leader, speaker, journalist and philosopher is an example and educational act for its audience.
2. Specialists, such as psychologists, must lead educational work. Not! All adults should be consciously involved in this work. If on some occupations, children or adults learned some useful knowledge and skills, and in the family, the team or from TV screens is demonstrated by their absence - skills will not be applied!
In this context, there is an urgent need to discuss not only about the formation and education of the younger generations, but on the formation of a raising atmosphere in the country, which arises only within the relations between all participants in the "common educational process". The identity of the "future generations" is formed when they are included in the system of existing relationships, comparing and analyzing the values \u200b\u200bthat manifest themselves during these relations and the life strategies of their fathers.
Therefore, in many countries of the world, adult education is already becoming a new, supranational industry that has international, European, Asian, African and other continental, national management and distribution structures.
In the "Agenda for the XXI Century", the United Nations recommended governments, national and international non-governmental organizations. search for new ways Partnerships of state and public structures, media, business and industrial circles, education workers, scientists, youth to implement the basic principles of sustainable development. Special place among these principles is occupied continuous adult education Through life.
The documents of European summits conclude that educational systems must adapt to new realities of the XXI century and continuing education should be the main political program of civil society, social unity and employment.
General conclusions and agreements based on the adult education system can be summarized as follows:
1. It is very important that the basis of its adult education minimally uses or does not consume funds from the state budget. The main task is to create conditions, prerequisites, laws that allow continuing education:
It is necessary to constitutionally maintain the process of creating a legal framework that guarantees:
2. It is important to encourage the developing network of state and non-state educational institutions and structures that accumulate funds to finance educational activities. Naturally, without legal and tax support of employers from the state of this will not happen.
It is necessary to create and bring to automatic use of a personal lending system of a student adult population. It is necessary to create state and tax benefits to enterprises accumulating agents for the formation of an adult population, as well as: all enterprises of adult education system, employers who provide continuous education of adults throughout life, enterprises that have taken the pension provision of their workers and employees.
3. It is important to ensure the formation of facilities in the public consciousness for continuous education throughout life, which is ensured by the integration and interaction of government bodies and non-governmental organizations.
Education should be the main continuous type of activity of the entire adult population combined with science, production, service sector throughout life. Only mounted and alternating every lifetime, education, work and free time for their hobbies, for the family, for public classes, we will become effective, durable and happy, needed to each other, previous and future generations and the country, we will refund the planet sculpting in the abyss Sustainable development.
Although the EU states have not yet developed a comprehensive strategy of such an educational process, nevertheless, they realize that such a strategy should be based on the collaboration of the authorities and public organizations, the so-called "social partners", since they are closestly related to interests and needs. individual citizens and communities. The latest EU education and youth policy programs are aimed at developing social partnerships, both at the local and transnational level.
In addition, it is actively looking for ways to strengthen links between institutions of formal and non-formal education.
In the process of creating a system of continuous education, oriented to the needs of personality development, all organizations of a cultural and educational nature are gradually separated into a single educational network. This process is already in creating a system of open universities, various trainings and courses, etc., and universities themselves should more actively expand and discover their educational opportunities for wide circles of society.
Thus, the adult education system in the worldbecomes a separate, independent super motor In the life of human society, in which the focus is not raised on the professional retraining of personnel, but on the development of life, creative and communicative competencies of adults.
We propose to call this specific educational process - social education, with the objectives of the conditional difference of it from secondary and vocational education, as well as for the systematic approach to its research and design.
VII. The existing system of social education of adults in Kazakhstan today
The special education of adults in Kazakhstan, as a certain educational system, is currently developing largely spontaneously and more often called "non-formal education."
Participants in the current momentsocial education industry There are all institutions that are as intended to develop any social knowledge and skills of adults.
These include:
All these organizations are elements of the existing social education system, as they directly or indirectly develop knowledge of a more satisfying worldview and approach to life, new abilities to communicate with them, surrounding people and peace, change the ideas of people about themselves, about that they are able to withstand, with what to cope, that can integrate in themselves.
You can observe a kind of "specialization" of such organizations on the types of social education of adults.
For example, business trainings train the intention to achieve the result, develop business skills adults, thinking of the "man of the goal" and "man of success", responsibility, the ability to form a team and be the leader. Psychological centers teach people to regulate the general physical and emotional state, solve internal conflicts, change mental mood and mental settings. Religious training centers, based on the study of various religious doctrines, expand the worldview and teach ways of philosophical and spiritual search. All holistic systems, such as Sufism, Zen-Buddhism, Yoga, Astrology, Esoteric Schools, etc. are also issues of social and spiritual education of people.
In any case, such "informal" training helps adults to produce more optimal strategies, discover greater productivity and make life more rich, interesting and spiritual. It is here that many tasks of integration into society and psychological adaptation of people to new conditions are often successfully solved. It is here that it is possible to resolve the conflict with its own nature and not to make this conflict outside. It is here that people find answers to the question of how to combine their activities with their vital philosophy.
The activities of all participants in the system, in general, aimed at the search and development of the optimal mechanisms of cultural and socio-educational processes in the conditions of reformable society, to develop various new educational models and practices.
But the rate of changes in the country is such that the proposal, as well as the demand for educational services dramatically lags behind the requirements of time. And, unfortunately, they remain inaccessible or unknown for most of the adult population, which leads to their social passivity.
Like any other spontaneous-developing system, in the absence of a clear understanding and evaluation criteria for the demand of quality services, this market is also filled with surrogate proposals. If one participants of this system really develop the social competences of people and the human potential of the region, the participation of other subjects of this spontaneous market of services, such as pseudo-teachers, pseudo-mentors and pseudo-consultants, may be a serious problem that requires comprehensive analysis.
(Appendix 5. Report on the research market of socio-educational services in the cities of Almaty, Astana, Ust-Kamenogorsk, Shymkent).
VIII. Objectives and objectives of the national system for the development of social competencies of adults in Kazakhstan
In this concept, we propose to consider a universal approach to the development of the culture of society, harmoniously combining the development of the spiritual potential of the people and the economy of the country.
We offer to createNational system which will be ablesystematically reproduce the "social capital" of the country, develop and maintain in a tone social competencies adult population In addition to the existing system of formal and vocational education.
The main objectives of this system will be the development of human potential, through the enrichment of "social capital", the development of the culture of communication and interaction, the formation of a new personality-oriented social policy of the country.
National system for the development of social competencies of adults, In the aspect of its economic relations, we propose to consider as a market of socio-educational services, independent about the state education system and the market of vocational educational services, but closely interrelated with all the areas of culture of our society.
In the process of its natural development, a chaotic current market for informal education of adults, over time, will work out his Tezuarus, understanding the values \u200b\u200bof the social and educational services offered to consumers and organizational culture, allowing civilized to compete with each other.
But since the activities of the subjects of this market are a practical tool for the implementation of the early enrichment of the country's social capital, therefore, and its spiritual potential, we offer systematize Implemented by Kazakhstan innovators and international organizations experience in this most important area of \u200b\u200bprofessional activity to promote the growth and development of the current so-called "market of socio-educational services".
Social and educational services marketAs infrastructure and the embodiment of the national system for the development of social competencies of adults will be an open socio-cultural educational and information system, to stimulate the development of the country's human potential, to promote creativity and innovation in any industry and market sector, including in the existing education system, And to have a positive effect on all areas of life of every adult and, as a result, to the younger generation.
The subject of economic relations in this market is socio-educational serviceand its result is the social competence of an adult.
Of the following characteristics, you can also make sure that socio-educational services have a facility of market relations.
1. Economic relations in the sphere of social education are developing in the process of producing specific social benefits speaking in the form of services. Socio-educational service is a social value related to lovely wealth and differs from other intangible services to a special consumer value: the ability to meet the needs of a person in his spiritual, emotional and social development.
2. Socio-educational services, like other public benefits, have the properties of internal and external effects. The internal effect of the consumption of these services leads to the fact that each individual with an increased social competence feels more confident, creative and capable of making faithful life and professional decisions. The external positive effect of social competence is expressed in the growth of produced personal art products (labor productivity) and enhancing the possibility of obtaining greater income compared to others.
3. Social education is included in the overall system of economic relations, it is subject to general economic laws that dominate in society.
4.Social and educational services are inseparable from the work of social education workers.
5. Socio-educational services require constant changes in species and quality with increasing and individualization of requests for consumer services. This requires a continuous increase in the professionalism of workers providing services.
Thus, contributing to the development of a new widely demanded market of socio-educational services, it becomes possible to obtain the following results:
Essentially, we need to design and launch a new type of market relations based on the understanding value of the results of the development of intelligence, spirituality, personal and social competence of a person.
Obviously, such a project should be implemented in stages, with experiment and network schedule for several years to implement the following tasks:
All program activities suggest "binding" and adaptation in each region, in each social and educational institution, taking into account the economic, social, demographic, national environment, as well as the available material and technical resources, the level of social responsibility of the business community and the scale of civil initiatives. Therefore, it is necessary to preliminary research in the region in order to determine the means and methods of influence on the involvement or development of all listed factors.
The national system includes organizations and persons - all who professionally do or affect the development of social competencies of people.
He is overseen by the Ministry of Culture and Information, because Develops the culture of society (as a culture of communication).
The control structure is the coordination center.
Coordination Center of the National System RSK
(Center for Developmenti am social competencies of adults):
The elements of the infrastructure of the national system can be:
1. State training universities for the preparation of the state. and business elites, social leaders in all sectors of society.
2. State Eurasian Training University (based on the idea of \u200b\u200bEurasianship) for the development of cooperation of all social leaders of the Eurasian countries.
3. Commercial companies providing trainings and developing services.
4. Research centers and the development of human abilities and superposts, etc.
5. Public organizations providing trainings and developing SC services.
6. Production centers providing services for the organization of specialized publishing houses, centers, media, artistic creativity centers, health and sports centers, etc.
7. Industrial and manufacturing companies built on the principle of self-developing organizations.
8. Managers and research structures of the National System of RSK and the market of social and educational services.
X. The relevance of public dialogue
At the first stage, such a project becomes necessary for the exchange of ideas, information and experience between social leaders and various specialists in this area of \u200b\u200bknowledge, which will concentrate their efforts on solving the tasks of the development of social competencies of adults in Kazakhstan. We need a wide public discussion or a public dialogue, which will help clarify the goals in this complex cultural sphere.
The implementation of the public dialogue is possible with the organization of regular Kazakhstan and international forums, round tables, conferences, coverage of the topics and problems of human development in the media.
During the study, the following issues were revealed. Participants in the existing market of social and educational services, by virtue of their activities in various sectors of society and mismatch of terminology, have difficulty in understanding and transferring meanings (relationships) in the field of human spiritual potential development, descriptions of its behavioral manifestations, as well as in the formulation of constructive proposals By addressing the problems of human development and society.
Therefore, initial, we consider it necessary to initiate a public dialogue for clarifying and developing an agreed understanding on the following topical general issues:
1. The importance of the development of spiritual potential is to radically update the competencies of adults, increasing the country's competitiveness, preventing the humanitarian catastrophe, reforming the education system, etc.
2. Manifestations in action and components of spiritual potential. Examples of developed social competencies.
3. Methods and schools for the development of social competencies.
4. Motivation of various categories of adults to special training for the development of social competencies.
5. The role of coaches, as tools and catalysts of the transit process to a society with developed spiritual potential and social capital.
6. The impact of social leaders and media on the development of social competencies of adults.
7. Understanding the role and place in the society of social leader and coach of social competencies, their pedagogical competencies.
8. Problems and prospects for the development of the market of social and educational services (up to the disappearance of its need if the signs of the humanitarian catastrophe have completely disappeared, when all parents (adults) are able to independently develop all the social competencies of children (not adults).
9. Philosophy and model of the national system for the development of social competencies of adults. Model of the market of social and educational services.
In the future, these topics will develop and detail in equally important areas of social education, and separate scientific theoretical and methodological developments from this area of \u200b\u200bknowledge are harmoniously humiliate into the overall picture.
Currently, such problems are investigated in Kazakhstan and abroadborder social situation and the possibility of its reintegration, marginal social groups as objects of social education, social problems of family, social orphanhood, social rehabilitation of people with disabilities, sociocultural aspects of aging society and many others.
Unfortunately, these relevant development society often do not go beyond the limits of scientific experimental sites, because a) social education is not perceived as sociocultural value, b) the participants themselves often lack developed social competencies, in particular, entrepreneurship skills and B) Due to the disunity of experts, general ideas sound "in different languages", due to which the visibility of interponing and terminological competition is created. (As an example, distinction of terms in the names of social competencies, Appendix 3.)
Therefore, the new paradigm, which will be "born" in the minds, through a public dialogue, can become an important catalyst for the evolution of public consciousness, and play the role of a critical factor, both in the development of Kazakhstan and the whole world, since it is well known that the fateful solutions to the development of society are well known. Exceptional prerogative of the adult population of the planet.
Xi. Conclusion: System approach to the development of social competencies of adults
The systematic approach to the development of social competencies of adults in Kazakhstan will solve the following tasks:
Finally, the life of each of us can be considered as a social project, for the implementation of which, at each stage, all new and more advanced competencies are required. Therefore, for each person at any age and in any profession, it is vital to be able to competently set goals, create and design the image of the desired future, be able to learn and navigate in the information stream, systematically think, choose ways to achieve, track and adjust the results. Each of us is important to have knowledge about the principles and receptions of our own personal, moral and spiritual growth and development. Each of us is important to be able to realize yourself as individuality as a carrier of a certain culture, as a citizen of the country and the world.
Developers: Baikanova Galia, Bakhmutova Natalia
Introduction
The concept of modernization of Russian education has set a number of tasks before the secondary school, one of which is the formation of key competencies that determine the modern quality of the content of education.
A competence approach requires a clear understanding of what universal (key) and special (qualifying) personal qualities is needed by a graduate of a secondary school in his future professional activities. This, in turn, implies the ability of the teacher to draw up an indicative basis of activity - a set of information on activities, which includes a description of the subject, means, goals, products and activities. From the teacher you need to teach students to those knowledge, to teach those skills and develop the skills that modern students will be able to take advantage of their future life.
A competence approach implies not the assimilation of knowledge and skills, but mastering them in the complex. In this regard, it changes, more precisely, the system of learning methods is determined by different. The basis of the selection and design methods of learning is the structure of the corresponding competencies and the functions they are in education (11, p.89)
The issue of the implementation of the competence approach in the secondary school is currently engaged in a large number of teachers scientists (D. B. Elkonin, V.V. Bashev, Yu.V. Senko, A.M. Aronov, etc.)
Today, the gap between theory and practice in secondary schools is clearly determined, in the sense that the competence approach is considered in more detail in the field of vocational education. In this connection, teachers of general education disciplines in schools, in particular, computer science teachers do not always imagine how to implement a competence approach during training.
Social competence plays a major role where people meet, cooperate, cooperate with each other (for example, in the family, school, in the enterprise, in society as a whole). Therefore, modern education puts not only the formation of general training competencies before the modern teacher, but also to develop in student social competencies. This will allow them to raise in students, such qualities as the ability to establish social contacts with people, patient, respect and understanding of someone else's nature, adequate behavior, etc.
All these qualities can be successfully shaped at school, using a competence approach in learning to any subject, including
informatics, which is one of the personal and social meaning of education. This is relevance our work.
Based on the above considerations, the problem follows: what are the conditions for the formation of social competencies of students in 7-8 classes in informatics lessons by means of information and communication technologies.
Subject research: "Formation of social competencies of students of 7-8 classes in informatics lessons by means of information communication technologies"
purpose - identifying the role of information communication technologies in the formation of social competencies of students in grades 7-8.
An object -the process of forming social competencies of students in 7-8 classes in computer science lessons.
Thing - ICT information and communication technologies as a means of forming social competencies of adolescents in computer science lessons.
Hypothesis: We assume that, modern funds (ICT) contribute to the formation of social competencies of adolescents, provided:
The content of the material competently selected;
The formation of social competencies of students in 7-8 classes in computer science lessons will occur smoothly and systemically;
Dosage material;
Tasksresearch:
1) to systematize and summarize psychological and pedagogical literature on the problem of study;
2) identify the essence of the concept of social competencies, the features of its formation of students in grades 7-8;
3) to choose a group of methods for experimental work;
4) reveal the basic concepts and features of social competencies in computer science lessons;
5) Create a methodological development "Formation of social competencies of adolescents by ICTs" as a means of forming social competencies of adolescents by ICT in computer science lessons.
Methodsresearch: Testing, observation, survey, survey.
The execution of the thesis is carried out by next steps:
Stage I. The choice of theme, orientation in it.
Stage II. Collection and study of scientific and special literature.
III stage. Selection of diagnostic research methods and holding a statement experiment.
IV stage. Generalization of research results and formulation of conclusions.
V stage. Control stage, written design of the thesis.
The methodological basis of our research work began the works of T.I. Grigorieva, A.A. Zubrilina, L.S.Vugotsky, S.L. Rubinstein, on the psychological features of adolescents, the formation of social competencies.
Theoretical significance Our work is that we have studied and analyzed the necessary literature on this issue, theoretical conclusions and conclusions can be used in pedagogical work.
Practical significance It is that we have created a methodological development "Formation of social competencies of adolescents by ICT tools" for students of 7-8 classes, the development has been introduced into the educational process and its effectiveness has been revealed.
The work is project character and consists of an explanatory note that includes 5 paragraphs, conclusions, a list of literature, applications and practical part.
The concept of social competencies
In our days, the expression "Social competence" is defined in different ways. With a wide interpretation, this includes from such qualities as empathy (ability to empathy), social sensitivity, the ability to keep a role distance, tolerance to someone else's opinion, immediacy, independence, communication ability and creativity, to such as active behavior, openness, tolerance Conflict situations, self-restraint and trust. Some authors are private aspects of social competence reduced to two basic parameters - autonomy and cooperation. (8, p.59).
Secondly, it should be borne in mind that the design "Social competence", to which personal competence can be attributed to such categories, as a personal development, key qualification and individuality, detects the strongest dependence of semitative specifics. What to consider social competence is determined by specific requirements, regulation, behavioral expectations. The fact that in everyday life is a successful behavior model, in professional daily life - especially in organizations managed with the market orientation - can lead to collapse. In addition, expectations in relation to the same person change greatly depending on the role that it performs (for example, the manager, colleague, employee).
Thirdly, social competence in no case cannot be understood as individual qualifications or personal motivation. It can develop only in an open and favorable situational context. Simplified, psychological (especially coordinated only to the individual qualities of the individual) the interpretation of social competence is too shorter. This approach is suitable only to explain frequently observed, strong deviations in the social behavior of any individual. Therefore, the stimulation of social competence is of great importance with the help of structural and system management methods (for example, by vulnery of group culture and labor organization).
In this work, under social competence, the ability (skill) and the willingness (desire) of people treat themselves and their partners is constructively, regardless of the desire to cooperate and taking into account the current situation. This concept includes two basic parameters (two subcompeathenics): independence, understood as the ability and motivation to self-actual action, and cooperation, understood as the ability and motivation to solidarity and assist partners.
1) verbal or non-verbal expression on the business level, at the level of relationships, intentions and emotions;
2) the interpretation of opinions expressed verbally or non-verbally at the business level at the level of relationships, intentions and emotions;
3) Metacommunication (approach to communication process from the position of the long-term perspective);
4) sensitivity to communication interference (hidden and explicit);
5) analysis of the conditions of communication (situational and personal);
Rolf Wunderer
professor, founder and former head of the Institute of Personnel Management of the University of St. Gallen
Peter Dick
doctor of Science, employee of the personnel department of the insurance company Gothaer
(Switzerland)
The term "social competence" is increasingly used not only in scientific publications, but also in practice. Since the 80s, there has been an exponential increase in scientific research on this issue.
The growing need for social competence has long been observed by the economy. This happens in connection with the expansion of the areas of service and information support, the development of network organizational structures, wider use of enterprises management systems based on a combination of the factors of the domestic market (competition) and social network (cooperation), and also due to the dissemination of new forms of labor organization (workers and project groups). Special requirements for personal qualities of candidates are often put forward in the ads for employment of candidates, such as the ability to team work or emotional intelligence. In the field of management and cooperation today, it is impossible to do without special standards of behavior (for example, inspiration, motivation, desire for cooperation), which also requires high social competence.
Social competence plays a major role where people meet, cooperate, cooperate with each other (for example, in the family, school, in the enterprise, in society as a whole). In particular, in the work of labor, it determines the success of managing personnel. Often, the lack of social competence (pedanthism, inability to own itself, weak contact with people, overstaving the requirements for employees, transferring their own impassableness to others) leads to failures in personnel management. In organizations aimed at wide division of labor and long-term cooperation, the ability and willingness to economic and social cooperation are a fundamentally important prerequisite for the rational implementation of the strategy.
Thus, social competence is in demand in virtually all spheres of social activity, especially in the field of labor relations. Its deficit is currently manifested in various levels of public life. Evidence of this is the growth of court proceedings, civil conflicts, cases of verbal and physical violence, selfish and opposing behavior. This adverse trend in the course of modern development of enterprises is especially noticeable. Thus, the exacerbation of competition, frequent reorganization, movement and translation of personnel, growing virtualization of constructive stable relations by no means contribute to the emergence and development of social competence.
In our days, the expression "Social competence" is defined in different ways. With a wide interpretation, this includes from such qualities as empathy (ability to empathy), social sensitivity, the ability to keep a role distance, tolerance to someone else's opinion, immediacy, independence, communication ability and creativity, to such as active behavior, openness, tolerance Conflict situations, self-restraint and trust. Some authors private aspects of social competence are reduced to two main parameters - autonomy and cooperation.
Secondly, it should be borne in mind that the design "Social competence", to which personal competence can be attributed to such categories as personal development, key qualifications and individuality, detects the strongest dependence on situational specifics. What to consider social competence is determined by specific requirements, regulation, behavioral expectations. The fact that in everyday life is a successful behavior model, in professional daily life - especially in organizations managed with the market orientation - can lead to collapse. In addition, expectations in relation to the same person change greatly depending on the role that it performs (for example, the manager, colleague, employee).
Thirdly, social competence in no case cannot be understood as individual qualifications or personal motivation. It can develop only in an open and favorable situational context. Simplified, psychological (especially coordinated only to the individual qualities of the individual) the interpretation of social competence is too shorter. This approach is suitable only to explain frequently observed, strong deviations in the social behavior of any individual. Therefore, the stimulation of social competence is of great importance with the help of structural and system management methods (for example, by vulnery of group culture and labor organization).
In this work, under social competence, the ability (skill) and the willingness (desire) of people treat themselves and their partners is constructively, regardless of the desire to cooperate and taking into account the current situation. This concept includes two main parameters (two subcompeats): independence, understood as the ability and motivation to an independent action, and cooperation, understood as the ability and motivation to solidarity and assist partners.
1) verbal or non-verbal expression of opinions at the business level, at the level of relationships, intentions and emotions;
2) interpretation of opinionsexpressed verbally or non-verbally at the business level at the level of relationships, intentions and emotions;
3) metacommunication (approach to the communication process from the position of the long-term perspective);
4) sensitivity to communication interference (hidden and explicit);
5) analysis of communication conditions (situational and personal);
6) implementation of the results of the analysis situational and personal interchange conditions.
| Category of common competence | Parameter "Independence" | Parameter "Cooperation" |
| Expression of opinion | Ownership requests, interests and goals Consider complaints | Establishing contacts Setting mutual understanding |
| Interpretation of opinions | Development of a targeted strategy of action | Organization of cooperation And its continuation |
| Metacommunication | Development of a long-term strategy definition and preservation of your role in the game space | Establishment of long-term cooperation relations |
| Sensitivity to communication interference | Adequate reaction Reorienting your own behavior | Warning of failures in communication |
| Analysis of communication conditions | Own control Behavior | Successful cooperation even In unfavorable conditions |
| Implementation of the results of the analysis | Implementation adopted Solutions | Revision of cooperation relationships in case necessity |
Analysis of the proposed categories of total competence shows that they can be decomposed on cognitive, emotional and behavioral components, as well as specify adequate situation. So, the competence "expression of opinion" can be attributed cognitive components, such as self-consciousness or ability to interpret social information, emotional, such as self-control or empathy, as well as behavioral, such as the ability to establish contact and willingness to communicate.
Emphasized that the actual social situation In the end, it has a decisive influence to the extent and in what form it is possible and probably a socially competent behavior in the appropriate context. Social behavior is largely determined by cultural and organizational framework conditions, competence and position of the social environment, as well as the former experience of cooperation with existing (or comparable) cooperation partners.
Uncertainty content
On the one hand, social competence is in demand in almost all spheres of public life and therefore is a subsection of many key competencies, on the other - depending on the context, it is specified in different ways. This circumstance entails many, including negative, consequences.
The phrase "social competence" essentially became slogan, easily filled with different content of verbal shell. This generates a lot of misunderstandings. How, for example, the requirements from a wide range of possible options should satisfy the seeker of a person, if in the declaration of vacancies it is indicated that it should be socially competent? How should managers and employees communicate with each other, if management and cooperative principles prescribe the parties to behave socially competently? Such a wide interpretation gaming space also opens up opportunities for all kinds of abuse. So, reproaches in the lack of social competence can be used to personalize responsibility for failures in work and thereby harm the career of the employee. Social competence in such a context is subject to a means of legitimizing solutions, motivated by micropolitan calculations.
According to criteria accuracy (if possible, a small number of attracted phenomena) and consistency (If possible, an equal application to different persons) The concept under consideration is limited to a scientific plan. In particular, the question of how social competence is theoretically or empirically - can be delimited with other competencies. So, some authors generally urge to consider the social competence of the subcategory emotional, which is unlikely to be scientifically substantiated.
Then the question arises about the boundaries of the situational specificity of social competence. It is possible that there are components that retain power outside concrete situation (for example, adequate perception of social information).
Blur border
Social competence is usually considered indisputable positive phenomenon, ideal to which you need to strive. It is not subject to discussion, whether it can also have negative consequences. With a more thorough analysis, certain dangers are revealed that this phenomenon is in charge.
Strong emphasis on certain aspects of social competence, such as empathy or social sensitivity can lead to excessive accent on social efficiency (Satisfaction with labor, harmonious group connections) to the detriment of economic (labor productivity, innovation). This happens, for example, in cases where it is too benevolent to employees and colleagues, when errors are silent and the brewing conflicts are simply screwed or when decisions are made due to broad debates. Social competence serves in such cases of fertile soil for the emergence of the phenomenon of "group thinking", which is inhibited, in particular, innovative activity.
Social competence can be an object manipulationsused in narrow, self-supporting purposes. Many micropolitan tactical techniques for successful implementation just need pronounced social competence.
Social competence may cause frustations and demotivation: People with high social competencies are very sensitive and differentially perceive the disorder, disruption of relationships, injustice. They are more wounded and vulnerable, subject to all kinds of disappointments.
Socially competent behavior requires a person not only high and specific qualifications and motivation; It decisively depends on how much more favorable is the situation for him.
One-sidedness of discussion
During the discussions on this issue, only individual components or aspects of social competence are often considered.
As discussion topics are nominated abilities (for example, to communicate, cooperation, conflict settlement), while the aspect remains in the shadows ready to their implementation. At the same time, there is a broad unity of opinions on the fact that personal professional competence along with the components of the "skills" (knowledge, ability and readiness) also include aspects of "desire" (values, position, motives, intentions).
Often, only accepted separate manifestation Social competence, for example, only knowledge or only behavior, whereas it simultaneously encompasses both cognitive, and emotional, behavioral components in the context of this social situation. Cognitive social competence It involves the effective processing of social information, as well as an adequate position in relation to his own person (sense of confidence in their forces) and the environment. Emotional social competence It is manifested in the dynamics of feelings that correspond to a particular social situation. A set of verbal and non-verbal behavior tools (social qualifications) and their approaching combination when implementing the behavioral standard is characterized as behavioral social competence.
Thus, the constant changes in the social model of behavior require changes in cognitive processes ("Thinking determines the behavior"), and not only the assimilation of certain social skills. Concentrate attention on one component is clearly not enough. A wide approach is necessary for stimulating and developing social competence.
Subcompeation "Independence" is underestimated or even completely flies. Social competence, at least in everyday life and popular science literature, is often reduced to the ability and preparedness for cooperation. This aspect, beyond doubt, is the main thing for a hostel in the human community. However, excessive emphasis on the "Cooperation" parameter without the necessary counterway may have negative consequences. So, it may be that the fair interests of people will not be observed and many of them will remain unclaimed. The long-term positive transformation of social relations requires a balance between other people's own expectations, between self-realization and adaptation, as well as between such behavioral shares, as "play the role" and "take the role." This assumes the presence of ability and readiness to autonomous, self-sufficient actions. Hence the need to distinguish between the two main parameters of social competence - independence and cooperation.
Within the framework of social competence, the emphasis is often done on horizontal cooperation relations (for example, in teams, between organizational divisions or in relations with external interest groups). In many works on systematics, the concept of "competence" is carried out differentiation between managerial and social competence. Thereby, the vertical competences of influence (both "top down" and "bottom-up") are ignored.
Limited measurement features
and stimulating social competence
The abundance of information regarding identification and stimulating social competence does not give a reason for excessive optimism for the following reasons. First, the proposed tools and events concern very different aspects. Secondly, many proposals are not sufficiently substantiated. Thirdly, the possibilities of detecting and stimulating social competence in turn are encountered on various restrictions.
There are methods measurements of social competence, for example tests, various pollware, interviews, role-playing games that have proven themselves when identifying some of its faces. This includes speaking abilities, the ability to convince, the art of negotiating. However, much, what is the social competence, and that it predetermines the establishment of positive long-term relationships, manifests itself only or mainly in specific situations of everyday behavior. Thus, it is doubtful that such factors such as reliability, adequacy of confidence or integrity of nature, which are essential (especially during changes) for the construction and constructive formation of social relations, can be sufficiently reflected and measured using the actual diagnostic approaches.
Regarding the stimulation of social competence, it should primarily noted that its various faces are closely related to the stability of the nature of the personality (partially due to genetically, partially acquired earlier). Often, natural qualities of people are enhanced during socialization. Basis of social competence develops on the basis of positive self-determination. The main ones are independence in actions and attitude to control. If a person, due to the aggravated sense of self-preservation and excessive caution, perceives the world around him as uncontrollable, then he will experience significant restrictions in self-esteem.
In the medium term, social competence within certain limits is to be stimulated, not least by eliminating barriers with the help of group and intra-profit culture and organization. These limits in scientific papers are determined differently. So, according to a psychoanalytic point of view, the person is mainly formed in childhood and later affects only a slight degree, while on the basis of a behavior point of view, any change in personality is possible due to the surroundings. Preference, in our opinion, should be given to an interactive approach that is based on accounting for the mutual influence of the individual and the external environment. It takes into account both the results of education in childhood and the potential for the development of social competence at the later stages of life. At the same time, social skills (for example, speric abilities, executive technique) change easier than qualifications, the structure of values \u200b\u200band motifs that underlie social behavior. In addition, in terms of achieving success, the further development of the strengths is more promising than attempts to eliminate major drawbacks. The methodology-oriented method is also important.
In general, it can be stated that social competence, despite the growing recognition of its significance in almost all areas of public life, there is still a weakly developed scientific construction. It is often presented in the form of a "empty formula", which is trying to fill with positive content. This explains the abundance of its interpretations, although in theory, and in practice the approach to it is one-sided nature (mainly both to the ability and readiness for cooperation). The deeper studies of the phenomenon of social competence should be aimed at eliminating potential hazards (for example, neglect of economic efficiency, use in micropolitic purposes) and expanding its measurement and stimulation capabilities.
The end in the next issue.
The article is published with the kind permission of the Swiss Publishing House "Paul Hawpte"
Socio-psychological competence of the person and its development. Comprehensive psychological and pedagogical analysis of the category "Social competence" found its multi-term and lack of a single point of view on its maintenance (L.A. Petrovskaya). Social competence is considered in the context of social knowledge and skills that provide social adaptation, social awareness, allowing to find the optimal compliance between the identity and conditions of society,fixed in the concepts of "Social Intelligence" and "Social Thinking" (J.Gilford, K.A.Abulkhanova-Slavskaya, V.N. Calkyna, etc.). Social Intellectit is understood as an integral ability that determines the success of interpersonal interaction and social adaptation, which includes integrated social knowledge and developed mechanisms for their processing.
In foreign studies of social competence, the focus is on social Beneficiation System(A.Argeil, A.Goldstein, etc.) and social activities that determine the complex of social skills necessary for successful social activities, and the conditions for their manifestation. Special place in the studies of social competence are given by the behavior of the person in difficult life situations (M.Tyszkowa, W.Thomas, S.Rosenzweig, F.Vasilyuk, L.F.Bolchuk, E.Yu.korzhova, E.E. Danilova and Dr.), defined as a set of constructive ways to resolve them and fixed as the main sign of socially competent behavior.
Socio-psychological concepts of social competence are allocated in its structure communicative and personal potential as a complex of properties that facilitate interaction, And we consider social competence as a meta-temperature, emphasizing the role of the ego component (V.N. Calka).
Acmeological studies (A.A. Derkach, A.K.Markova) include in its composition knowledge, skills and skills spiritual and personal, motivational value component, involving social responsibility and the desire for self-realization in the profession and in society as a whole.
Social competence - Integrative Personal Education, which combines a person's knowledge of society and itself, the ability, skills of behavior in society, as well as relations manifested in human personal qualities, its motivations, value orientations to integrate internal and external resources to achieve socially significant goals. and solving problems.
Table 1
Components of social competence (SC) on specific age stages of personality development
|
Components SC. |
Compound |
Junior school age |
Teenage years |
Senior school age |
|
Cognitive behavioral component (knowledge, skills and skills) |
knowledge |
Knowledge of norms, rules of behavior and interaction of a schoolboy |
Knowledge of the norms and rules of interaction, communication and behavior in society |
Knowledge of means and methods of self-realization in society |
|
Knowledge of productive educational techniques |
Knowledge of productive ways of interaction in activities |
Differentiation of social scenarios |
||
|
Knowledge of the singularities of the self who contribute to success in activities |
Knowledge of own personal features contributing to the achievement of success in cooperation and activities |
Knowledge of own personal reserves providing social competence |
||
|
Skill skills and skills |
Forgetting productive training techniques |
Formation of general educational skills and methods of training activities |
Forming of self-education skills |
|
|
The formation of the skills of constructive interaction with peers and adults |
The ability to effectively communicate and constructive interaction in educational and extracurricular activities |
The ability to effectively interact and cooperate with adults and peers, the ability to perceive and understand the other |
||
|
Self-monitoring skills |
Emotional self-regulation skills, ownership of the organization of their behavior |
Skills of self-government |
||
|
Skills of constructive behavior in difficult situations |
Skills of problem-resolution behavior |
The skills of goaling and building a temporary perspective. Skills overcoming difficulties (life durability) |
||
|
Motivational and Ilnostile Component (Relationship) |
Relations expressed through motifs and values |
The desire to comply with the rules, guidelines in the behavior of conscious social norms and rules |
The desire to manifest itself in socially approved activities |
The desire for self-realization in society, the meaningfulness of life, the availability of life goals |
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Educational motivation formation |
Positive learning motivation, the prevalence of the motives of achieving success, the value of exercises |
Value attitude towards teaching and knowledge |
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Value attitude to another personality, desire for friendly contacts |
Value attitude towards himself and other personality, communication partners |
Taking values \u200b\u200b"I" and "Other" |
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Personal qualities |
High self-esteem, satisfaction by itself |
Adequate self-esteem, coordinated with the level of claims |
Self-esteem |
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Self-organization and self-regulation |
Responsibility, good international control |
Social responsibility, internal control towards life |
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Critical to yourself |
Empathy towards partner |
Egoident |
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Intellectual reflection |
Behavioral reflection |
Personal reflection |
In the structure of social competence, two formulations are allocated: Cognitive behavioral and motivational and personal. Cognitive-behavioral forming Includes: social intelligence (social knowledge, their structure, adequacy), social skills, social behavior skills, including productive techniques for the implementation of social and significant activities, the ability to effectively interact and skills of constructive behavior in difficult life situations. Motivational and Personal Forcerepresented by the motives and values \u200b\u200bof self-realization in society (the motives of achievement, self-realization in socially significant activities, the meaningfulness of life), as well as personal properties that ensure self-realization of the individual.
Psychological features and trends in social competence.Solving the problem of factors and conditions determining the development of social competence of schoolchildren, carried out on the basis of the conceptual provisions on the social situation of development and the leading activity of the subject (L.I. Borovich, L.S.Vugotsky, V.V. Dvalov, A.N. Leontyev, A.V.Petrovsky, D.I.Feldstein, D.B. Elkonin, O.A.Krabanova, etc.), macro- and microfactors of socialization of the student (VG Bocharova, I.S.Kon, A.V .Mudrik et al.), Human subjectivity (A.V. Brushlinsky, V.I. Sobodchikov), with a support on the ideas of an eopsychological approach (V.V. Drovtsov, V.I.Panov, V.A. S.R.) made it possible to determine The special role of the educational environment as a psychological and pedagogical reality, containing specially organized conditions for the formation of personality, as well as opportunities for its development included in the social environment. Analysis of approaches (L.N.Berezhnova, V.G. Vorontsova, V.A. Karakovsky, G.A. Kovlev, T.V.Nong, L.I.Novikova, V.A. Eorlov, V.I.Panov , V.V. Lubtsov, N.L. Selivanova, V.I. Sobodchikov, S.V. Tarasov, V.Ya. Solin et al.) To study the educational environment of teachers and psychologists allowed to allocate psychological factors in the educational environment defining Development of social competence. It has been established that in the development of social competence in the educational environment, the nature of the interaction of the subjects of the educational environment plays a leading role. To achieve the optimal result, there is not enough externally organized impact. It is necessary to awaken intrapersonal mechanisms.
Here, the pursuit of self-realization is crucial in the formation of social competence, a realization of the identity of their own goals and gaining abilities to overcome obstacles to their achievement. It is shown that the development of social competence of schoolchildren is feasible in a developing educational environment characterized by open, active, safe, dialogistic interaction of participants, where special psychological and pedagogical development programs are being implemented among social skillful schoolchildren.
The problem of allocating major landmarks in the development of social competence. In their definition, we are repelled from the concept of social competence as an integrative personal education, as well as on the conceptual provisions of the psychology of development (L.I. Borogovich, L.S.Vugotsky, A.N. Lyontiev, D. B. Elconin) according to which the condition and The means of forming mental neoplasms corresponding to a certain age-related stage of development is the leading activity, a basic mental neoplasm, "permeating" all stages of the schoolchild development are the arbitration and awareness of the regulation of their personal activity. Each stage of learning should solve specific psychological tasks (the initial stage - mastering educational activities, adolescent age - mastering the communication, senior school age - the mastering of the methods of self-realization as a condition for the formation of social competence.
This made it possible to allocate age components of social competence and fill them with a specific content for the three age groups: younger students, adolescents and senior schoolchildren (Table 1).
table 2
Socio-Communicative Personal Quality
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Quality of personality and its mental processes necessary for communication |
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Focus on others -other people are in the human valuables system |
Characteristics of cognitive processes |
Features of the emotional sphere |
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Humanism Tolerance Altruism Sociability Contact |
Thinking -the ability to analyze the actions of other people and anticipate their behavior in various situations Imagination -the ability to put yourself in place of another, see yourself and what is happening by his eyes Intuition -comprehension of the essence of other people and the ability to build communication without knowledge and evidence Attention -the ability to allocate a significant, retain a thread of the conversation, allocate the features of the condition and behavior of the interlocutor, observation Perception -accuracy, adequacy, positivity Memory -memory on face names, surnames, ability to hold information |
Development of higher emotions (love, empathy, sympathy) Emotional personality stability (stress-resistant) The predominance of positive emotional states Emotional stability |
Essential components of social competence are age-related neoplasms that ensure the success in leading socially significant activities, in social cooperation and related to the motivation of self-realization in society. The allocated age components of the social competence of schoolchildren asks the system of the most significant indicators, an adequate social situation of development and leading socio-significant activities.
First level It is characterized by a low degree of formation necessary for social adaptation of personal neoplasms.
Unstable level It is determined by the situation when individual indicators of social competence are formed at a sufficient level and can create a basis for success in social and significant activities or interaction, while others are lowered and make it difficult to social adaptation. At the same time, various combinations of the degree of formation of components of social competence may be observed; Of particular importance to level identification are most significant at each age.
Sustainable levelit involves the achievement of the sustainable development of all personal age assemmers that ensure success in social activity, that is, high rates of development of all the most important components of social competence for age
The ratio of levels with the age components of social competence, expressed in the measured personal manifestations, determines the systems of interrelated indicators for each age.
Socio-communicative competence of the person.Under it means the ability of an individual to effectively interact with the surrounding people in the system of interpersonal relations. This type of competence is formed during the development of communication and inclusion systems in the individual. It includes:
1) the ability to navigate social situations;
2) the ability to correctly identify personal features and emotional states of other people;
3) the ability to choose adequate ways to circulate them and implement them in the process of interaction;
4) The ability to put himself in a place of another person (identification), feel his feelings, empathize with him (empathy) and anticipate and predict the behavior of others and its own in the process of communication (social intuition and social reflection).
Communicative personality It is characterized by a set of individual properties and characteristics (sociability, charisma, empathy, etc.), which ensure the ability to choose the information transmission scheme in a particular situation and adequately perceive the information.
The communicative personality is characterized by motivational (motives and needs), cognitive (cognitive experience, linguistic consciousness) and functional (speech etiquette, the ability to vary by verbal and non-verbal means of communication) parameters.
