Definition of a healthy lifestyle. Human activity aimed at creating material and spiritual benefits useful to society is Human activity aimed at creating useful to society

Plan: 1. General concept of activity. External and internal activities and their relationship. 2. Structure of human activity. Actions and
movements.
3. Conscious and automated components
activities. Abilities, skills, habits and their
peculiarities. Skills, their structure and
production patterns.
4. Types of human activity. Concept
leading activities.

1. The domestic psychological school is based on activity theory. The creators and continuers of this theory are

A.N. Leontyev, L.S. Vygotsky, S.L. Rubinstein, B.G.
Ananyev, K.A. Abulkhanova-Slavskaya, E.A. Klimov and others.
In general terms, activity means
activity of a living organism aimed at
satisfaction of needs and adjustable
conscious goal.

Conscious human activity is fundamentally different from the behavior of animals: - not necessarily related to biological

motives,
- is not determined only by visual
impressions,
- formed by assimilation
social experience.

2. Structure of human activity. Action is a process aimed at realizing a goal. They are characterized by

Features:
1) acting as a necessary component
include an act of consciousness in the form of setting and holding
goals;
2) it is at the same time an act of behavior, and external
actions are inextricably linked with consciousness;
3) through the concept of “action” the principle is affirmed
activity;
4) actions can be external, attracted and
internal mental.
Objective actions are actions aimed at
to change the state or properties of objects
outside world. They are made up of certain
movements.

Any activity includes both internal and external components. Initially, objective actions are performed (external

component) and only then,
as experience accumulates, a person
acquires the ability to perform the same
actions in the mind (internal component)
(interiorization). Aimed at the end
externally, to transform the subject matter
in reality, they are exposed
inverse conversion
(exteriorization).

Internal
activity
External
activity
need
activity
motive
action
target
operation
task
movement
result
psychophysiological
functions

3. Conscious and automated components of activity. Abilities, skills, habits and their characteristics. Planning mechanism

control and regulation
actions were studied by domestic and foreign
physiologists and psychologists - P.K. Anokhin, P.A. Bernstein,
E.A. Afatyan, W. Ashby, etc. In their studies
it is shown that the purpose of any action is represented in
consciousness in the form of a psychological image -
a kind of neuropsychological model.
The mechanism for correcting actions through correlation with
in the manner of the expected result, as P.K. pointed out.
Anokhin, called the action acceptor.

P.A. Bernstein proposed a completely new
principle of motion control; he called it a principle
sensory correction, meaning corrections made to
impulses based on sensory information about the progress of movement.
In this connection, various structural elements are distinguished
activities - abilities, skills, habits.
Skills are ways of successfully performing an action,
corresponding to the goals and conditions of activity. Skills
always rely on knowledge.
A skill is a fully automated component
actions formed during the exercises.

10. Methods of execution, control and regulation of actions that a person uses in the process of activity are called techniques

this
activities
Skills and abilities, as methods of action, are always
included in specific activities.
For example:
- motor skills develop over time
physical labor, sports, educational
process;
- mental skills are developed in the process
observation, planning, production of oral and
written calculations, working with a book, etc.

11. Skill building

Skills are formed through exercise, i.e.
targeted and systematic repetitions
actions. As the exercise progresses, they change as
quantitative and qualitative indicators
work.
There are three main ones in the formation of a skill:
stages: analytical, synthetic and stage
automation.

12. Stages of skill formation

Analytical
1
2
3
isolation and mastery of individual
action elements
Synthetic
combining elements into a holistic action
Automation
exercise to give action
smoothness, desired speed, stress relief

13. Habits are a component of action, which is based on need and repeated repetition. They can to a certain extent

consciously controlled, but not always
are reasonable and useful (bad habits).
Ways to form habits:
- imitation;
- as a result of repeated repetition of the action;
- conscious, targeted efforts, e.g.
through positive reinforcement of what is desired
behavior through a material object, verbal
assessment or emotional image.

14. 4. Types of activities. The concept of leading activity. There are three types of activities: play, learning, work. They differ in

final results, organization and
features of motivation.
All the diversity of human
activities can be reduced to
three main types: work, learning,
a game.

15.

Main types of human activities and their background

16. Game is a form of activity in conditional situations aimed at recreating and assimilating social experience fixed in

socially assigned
ways to implement subject
actions, in subjects of science and culture.

17. Teaching It follows play and precedes work, drawing closer to labor in its general attitude: in learning, as in work, one must fulfill

assignments, maintain discipline,
Academic work is based on responsibilities.
The main purpose of the training is to prepare for the future
independent work activity, and the main
means - mastering the generalized results of
what was created by previous human labor.
Learning is impossible in animals. A person has it
possible only at the stage of conscious regulation
their behavior, i.e. by 6-7 years.

18. Labor This is historically the first type of human activity. K. Marx: labor is a conscious, purposeful activity that

sent for implementation
result and is regulated by the will in accordance with its
conscious goal.
Labor is also the main way of personality formation. IN
work develops human abilities,
his character is formed.
The purpose of activity lies not in itself, but in its
product. Labor is an activity aimed
to create a socially useful product.

19. Each type of activity is most characteristic of certain age stages of child development. Current view

activities as if
prepares the next one.
In this regard, in psychology there is a concept
leading type of activity.
The type of activity that is leading is called
which at this age stage
determines the main, most important changes in
the child’s psyche, in his mental processes and
mental properties of the individual, and not the one by which
the child is engaged more often.

20.

For preschoolers, VVDe is a game
although they are in accessible forms
are engaged in both educational and labor
activities;
for VVDe schoolchildren - teaching;
in adolescents – intimate and personal
communication;
in youth and adulthood - work.

A person in the process of his daily life must follow a number of rules (norms of behavior) to ensure personal physical, spiritual and social well-being and maintain health. These rules include:

the ability to maintain psychological balance in difficult life situations;
the ability to ensure a high level of physical fitness;
the ability to adequately respond to dangerous and emergency situations;
the ability to properly build relationships in society.

All this constitutes the basic norms of a healthy lifestyle. As a rule, this concept is based on motivated human behavior aimed at ensuring, strengthening and maintaining health.

It does not take into account that the freedom to choose behavior (lifestyle) in modern conditions often does not depend on a specific person, but depends on social conditions (ecological situation, cultural environment, financial capabilities, stressful influences).

Therefore, the concept of healthy lifestyle (healthy lifestyle) should be interpreted as “optimal quality of life”, determined by motivated human behavior aimed at creating, maintaining and strengthening health in real conditions of exposure to natural and social environmental factors.

The influence of natural factors (chemical, physical, biological) on a person’s lifestyle is largely determined by the environmental situation in a particular region and, as a rule, is associated not with their natural state, but with anthropogenic adverse impacts caused by human activity.

The main social circumstances that determine the way of life are work, life, and socio-economic structure. Among the factors of labor, the leading ones are its severity, intensity, regime, the nature of the connection between a person and a tool, and external working conditions.

Lifestyle may depend on living conditions, including environmental conditions (microclimate, air condition, lighting, ventilation, etc.), and the nature of nutrition, clothing, water quality, daily routine, including rest and sleep.

The socio-economic structure is characterized by the socio-legal status, level of education, culture and social activities.

It follows that the problem of healthy lifestyle can be solved by improving the quality of life in all of the above areas. Eliminating and overcoming factors that provoke health problems (risk factors) will help improve human health.

The main approaches to creating a healthy lifestyle are:

ensuring socio-economic conditions for the full functioning of people;
the activity of the person himself in establishing a lifestyle that meets health requirements.

A healthy lifestyle creates the best conditions for the occurrence of physiological and mental processes, which reduces the likelihood of various diseases and increases human life expectancy. Leading a different lifestyle, a person, by his behavior, damages his own health: the normal course of physiological processes is often disrupted, the vital forces of the body are mostly spent on compensating for the harm caused to health. At the same time, the likelihood of various diseases increases, accelerated wear and tear of the body occurs, and life expectancy is reduced.

In order to create a healthy lifestyle system, you need to know the factors that have a positive effect on health. These include following a daily routine, rational nutrition, hardening, physical education and sports, and good relationships with people around you.

Factors that negatively affect health should also be taken into account: smoking, alcohol and drug use, emotional and mental stress, unfavorable environmental conditions in places of residence.

To maintain a healthy lifestyle, a person needs to create a behavioral system based on knowledge of factors that contribute to maintaining health.

At the same time, it is necessary to constantly adjust your behavior taking into account the experience gained, age characteristics, changing conditions of the social environment and interaction with other people. This behavioral restructuring requires additional effort. Therefore, it is necessary to imagine the ultimate goal of the effort: what you want to achieve by leading a healthy lifestyle. Briefly, this goal can be formulated as follows: well-being for yourself, for your family and for the state.

Development of personal qualities necessary for maintaining a healthy lifestyle:

have a clearly formulated goal in life and have psychological stability in life situations;
know the forms of your behavior that contribute to the preservation and strengthening of health;
strive to be the master of your life; believe that the lifestyle you lead will produce positive results;
develop a positive attitude towards life, perceive every day as a small life, be able to enjoy life;
develop a sense of self-respect, the awareness that you are not living in vain, that you are able to solve all the tasks facing you and know how to do it;
constantly maintain a physical activity regime, since there are no other means that could replace movement;
observe food rules and hygiene;
observe the work and rest schedule, follow the rules of personal hygiene;
be an optimist, moving along the path of improving health, set achievable goals, do not dramatize failures, remember that perfection is, in principle, an unattainable thing;
rejoice in success in all human endeavors, knowing that success breeds success.

Materials for testing in social studies in grade 10 (major level)

Man differs from animals in that he

1) has natural instincts

2) has the most perfect hearing

3) does not depend on natural conditions

4) has articulate speech

Distinguishes man from animal

1) use of natural objects

2) the desire to understand the world around us

3) adaptation to environmental conditions

4) instinct of self-preservation

Man is a unity of three components: biological, mental, social. The social component includes

1) knowledge and skills

2) feelings and will

3) physical development

4) age characteristics

Specific traits inherent in a particular individual (organism) due to a combination of hereditary and acquired properties refer to characteristics

1) person

2) individual

3) personalities

4) individuality

What term is used to designate the unique originality, specific features inherent in a person?

1) individual

2) activist

4) individuality

The terms “uniqueness”, “distinctive features”, “otherness” are used to describe a person as

1) personalities

2) individual

3) individuality

4) citizen

The similarity between humans and animals is manifested in the fact that they have

1) various sensations

2) articulate speech

3) rational thinking

4) opportunities for self-development

Unlike animals, humans are capable of expressing

1) dependence on the environment

2) instinctive reactions to environmental influences

3) genetic determination of behavior

4) critical attitude towards oneself

Are the following statements about a person true?

A. Man is a being who participates in the creation of himself.

B. Any one person is enough to judge all people by him.

Are the following statements true?

A. What distinguishes humans from animals is the ability to create a sociocultural environment.

B. What distinguishes humans from animals is the ability to work together.

1) only A is true 3) both A and B are true

2) only B is true 4) both judgments are incorrect

11. Read the text below, each position of which is numbered.

“(1) Both humans and animals have a nervous system and are capable of sensing and perceiving the surrounding reality. (2) But unlike animals, man has abstract thinking and is able to realize the goals of his activity and foresee its results. (3) It can be stated that thanks to this, man rose above all living organisms and subjugated nature. (4) All human actions are thoughtful and aimed at further strengthening his position as the “king of nature.”

Determine which provisions are

A) factual nature

B) the nature of value judgments

A sign of the concept “human activity” is

1) dominance of biological needs

2) adaptive nature

3) focus

4) mandatory use of tools

13. Generalization of the properties of objects in concepts is typical for the activity:

2) socially transformative

3) spiritual and practical

4) spiritual-theoretical

Students study economic literature related to the creation and use of society's material resources. This is an example activity

1) material and production

2) educational and cognitive

3) value-oriented

4) socially transformative

Determining the possible consequences of changes in preferential payments to socially vulnerable citizens is an activity

1) practical

2) value-oriented

3) educational

4) prognostic

What distinguishes human activity from animal behavior is

1) creating an ideal image of the expected result

2) use of objects given by nature

3) appropriate activity

4) search for means to satisfy needs

Oceanologists study the life of the inhabitants of the seabed. What type of activity does this example illustrate?

1) material

2) spiritual

3) social

4) economic

The farmer cultivates the land using special equipment. The subject of this activity is

2) technology

3) cultivated crop

4) farmer

Unlike animal behavior, human activity is

1) transformative

2) adaptive

3) collective

4) gun

Older teenagers help their parents cultivate the cucumber beds at their dacha. The subjects of this activity are

2) beds with cucumbers

3) older teenagers

4) tools and garden equipment

College students undergo internships at a company that produces electronic equipment. Student activity is an example of activity

1) material and production

2) educational and cognitive

3) value-oriented

4) socially transformative

Textbooks, anthologies, collections of problems and exercises for university students are

1) objects of activity

2) subjects of activity

3) goals of activity

4) means of activity

Human activity aimed at creating material and spiritual benefits useful to society is

1) cognition

3) communication

4) forecasting

Work - Purposeful human activity aimed at creating material and spiritual values necessary for life; all mental and physical expenses made by people in the process of producing material and spiritual values; result of activity, work, work.

Labor is an activity aimed at creating a socially useful product that satisfies the material or spiritual needs of people. In labor activity, according to Marx, “human essential forces” are revealed. By participating in the creation of labor products, a person enters into the existing system of production relations, his attitude towards labor activity and labor motives are formed.

Full disclosure of individual abilities and qualities in work is possible only in a society free from exploitation. Labor under coercion (physical, legal, economic), characteristic of slave, feudal and capitalist modes of production, suppressed the natural human need to work. Freedom of labor from exploitation, mechanization of labor-intensive processes, blurring the line between mental and physical labor create in Soviet society the most favorable conditions for the full manifestation of human needs for creative work.

The motives that encourage a person to achieve high performance in work are directly dependent on existing production relations. In a society based on the exploitation of workers, these motives are associated primarily with the desire for personal well-being. The motives for the work of Soviet people include not only personal interest, but also social incentives. Work for the benefit of the Motherland, the awareness that in our society the well-being of the worker himself depends on the growth of social wealth increase the importance of the role of social motives in activity.

In work, a person’s abilities, his character, and personality as a whole are revealed and formed. Production confronts workers with a huge number of problematic situations, tasks that can only be solved with a creative approach to business. Thus, production stimulates the cognitive activity of the individual, forces the worker to improve knowledge, skills and abilities. Solving problems that arise in modern industrial and agricultural production often requires extensive general technical training.

The study of conditions affecting labor productivity showed that in the production process there are no indifferent factors for a person. The coloring of the premises, the organization of the workplace, the mode of tension and pauses in work, relationships with workmates - all this is directly related to labor productivity, creates a general mood for work and makes it easier or more difficult to demonstrate labor efforts.

The activity of a teacher (in terms of object, goals and means) is different from other types of work. The subject-object relationship, which is usual for work activity, acts in teaching as a subject-subject relationship. In pedagogical work, two types of activities collide: teaching - the activity of a teacher in organizing the process of transferring knowledge and monitoring its assimilation and teaching - the activity of a student associated with the active perception of knowledge, its processing and assimilation.

In the conditions of technical progress achieved by our country, the characteristics of a teacher’s work and the requirements for his knowledge, skills and abilities have changed significantly. The widespread use of mass media (the printed word, radio, cinema, television) has led to the fact that schoolchildren receive a large amount of information on all branches of knowledge outside of school. The teacher is no longer the only source of information that he was until recently. Higher demands on his work arose. Its tasks increasingly include psychological and pedagogical goals: the formation of the personality and cognitive activity of schoolchildren. The rapid replenishment of factual material in all areas of science forces teachers to constantly engage in self-education. A creative approach to educational and educational activities has become a necessary condition for the successful education of the younger generation.

Suspension of work activity for a long period of time, independent of the will of the employee, due to the impossibility of employment resulting from the termination of the agreement between the employee and the employer; unemployment can be temporary (a consequence of insufficient mobility or qualifications of the labor force); structural, technological (the result of changes in the structure of the economy); cyclical (consequence of serious economic crises); voluntary; part-time (reduced working hours and salary); seasonal, etc. Unemployment is a socio-economic phenomenon when part of the economically active population does not find work and becomes a “surplus” population. Differentiation and coexistence in society as a whole of various social functions, types of activities performed by certain groups of people and the identification in this regard of various spheres (industry, agriculture, science, education, army, etc.). The amount of labor that workers are willing to provide to an employer in a given period of time for a given wage rate. This is a system of related signs, properties of things, processes, phenomena, functions of both material and immaterial order. To realize his own professional activity, a specialist must change, transform the subject of work, or create something new that was previously absent or does not take place in reality. The ratio of output volume to labor input. One of the key concepts of political economy is the tools of production and the people who set these tools in motion and produce material goods. One of the important concepts of political economy is certain connections and relationships between people in the process of producing material goods. The type of work activity of a person who has certain general and special theoretical knowledge and practical skills acquired as a result of special training and work experience. The types and names of professions are determined by the nature and content of labor, as well as the specifics and conditions of various fields of activity. A special type of product, a product on the labor market; an economic category expressing the ability to work; the totality of physical and intellectual abilities, knowledge, skills and abilities that a person has and which he uses to produce the goods of life; the size of the population offering their labor on the labor market. Means of human influence on objects of labor for the purpose of producing material goods: machines, equipment, industrial buildings and structures. The part of the country's population that has the physical development, mental abilities and knowledge necessary to work in the national economy. Characteristics of the labor process, reflecting the load on the musculoskeletal system and functional systems (cardiovascular, respiratory, etc.) The emotional and evaluative attitude of an individual or group to the work being performed and the conditions for its progress.

Rene Descartes had a saying about how important it is to first determine the meaning of words in order to rid the world of its errors. Indeed, most often our misunderstanding and erroneous ideas about reality stem from ignorance of the true meaning and content of those concepts with the help of which we try to reflect its individual fragments. Therefore, we will also begin with the definition of the meaning of the word “education”.

Typically this word in Russian is used in two meanings. Firstly, education is the appearance, structure, creation, organization of something. For example, education, or organization, ethics commission, education, or emergence, of a cultural layer, education, or creation, of a new family, etc. Secondly, education is everything that is associated with the acquisition of knowledge.

It is in this sense that education is closely related to its root word “image”. By the way, in many languages the word “image” is a face, picture, display, representation of something or someone. In philosophy, an image is an ideal form of reflection or construction of objective reality (i.e., a certain idea, a concept about it). Essentially, this means that education is closely related to the formation (appearance, creation, arrangement) of an image or images - pictures, ideas, concepts about the world in the human mind, or, what is the same, education is the process of introducing a person to the universal, his entry into the universal. Actually, this is how Hegel defines education, emphasizing its meaning in the elevation to the spirit, to freedom, in bringing the individuality of man to universality. It is this approach to defining education that is used in scientific discourse today.

Education is considered the process of introducing a person to the universal - socially significant ideas, concepts, forms of behavior. At the same time, it is always noted that education is an ascent, the elevation of a person above his natural essence, his entry into the sphere of spirit (cultural values created by humanity throughout its history). At the same time, the essence of education lies not only in the assimilation of universal (socially significant) experience and knowledge of people, but also in the subjectivization (refraction) of this experience and knowledge into forms of comprehension and creation by each person of his own activities (changes in his self-awareness). In other words, education is also the formation, development (enrichment) of the personality itself as an individual (individual) person, when the universal in it acquires a unique, inimitable form.

That is why we can say that the essence of education lies in the formation of a person’s personality, in which two measures of its existence must be harmoniously combined: the socially significant in the individual and the individual in the socially significant. Actually, this means that education is a social phenomenon, since its meaning and purpose in the life of society is to organize and carry out specialized activities for the formation and development of individuals - “individual ensembles of all social relations” (E.V. Ilyenkov).

Education as an activity for the formation and development of personality is closely related to socialization - the process of a person’s entry into various parts of social life and his integration into the surrounding social order. More precisely, socialization is a necessary process of mastering by every human individual the norms, roles, attitudes accepted in given segments of a particular stage of development of society, through both his own activity and third-party (alien) influence, the influence of parents and friends on him , as well as schools and other public institutions.

A person lives in society, he is a social being, because outside of society, outside of relationships with other people, he cannot live. However, a person is not born a social being immediately, he becomes one in the process of socialization. This means that socialization is a natural process of a person acquiring his social essence, and therefore is a necessary process of existence of all people, since a person becomes such through adaptation to generally significant forms of life of people in society. In this regard, we can say that education solves the problems of human socialization, his entry into society and inclusion in it. Thus, socialization, like the education of an individual, is also associated with the expansion of his everyday world by increasing knowledge, experience about the worlds of other people and adapting his own world to their requirements.

Naturally, in the process of socialization of a person, his everyday world expands due to an increase in knowledge and the acquisition of experience in relationships with the world and with other people. All this means that education is immanently included in socialization, accompanies and directs the process of a person’s entry into the social order that surrounds him. Already with such a general comparison of socialization and education of people, it seems that in essence these processes are identical and interchangeable. However, upon closer examination, it turns out that they not only often do not coincide, but sometimes even oppose each other. All this requires paying close attention to the relationship between the processes of socialization and education of people, especially in the conditions of modern social development.

Socialization of a person is carried out both through a person’s own activity and third-party activity - the influence of family, school, other social institutions and people. True, the distribution of activity of the person himself and his environment in the processes of socialization largely depends and is determined both by the type of socialization and by the structure of social connections of people in society itself.

As for the types of socialization of people, they usually distinguish between primary and secondary socialization. Primary socialization refers to the processes of acquiring skills for living in a family and social environment during childhood. Secondary socialization - all subsequent forms of a person’s entry into various segments of social life - is possible only on the basis of the primary one. It deals with a socialized person (who has mastered elementary collective forms of life) who has become an adult and is now able to consciously and generally independently navigate the system of branched social connections and play responsible roles in them. In the process of secondary socialization, a person learns and reproduces various social practices, seeks and finds his place in society. It is clear that during primary socialization the activity of the person (child) himself is minimal; it is almost entirely directed by forces external to him: family, school, immediate environment. With secondary socialization, a person’s own activity, independent search for his place and role in social structures are maximized. However, this does not mean that the importance of education within the framework of secondary socialization is narrowed. In the context of modern processes of globalization and informatization of people's social life, the role of education in various forms of self-education is significantly increasing. The process of socialization of a person, his entry, adaptation to existing social relations is not always realized by him (especially at the initial stages of human development), it often takes place spontaneously, which means it is carried out with certain costs, and does not always lead to the desired result. In addition, the process of socialization is mainly aimed only at the formation of certain socially significant qualities of a person, because socialization limits and even largely impedes the development of what is individually special and unique in a person. All this explains why specialized pedagogical activity is also necessary in the social life of people, i.e. purposeful education and training, and why they play such an important role in people's lives.

Analyzing the relationship between the processes of socialization and education in modern society, it is important to note that each of them occurs both consciously and spontaneously. Consciously (purposefully) because they are carried out through setting individually significant goals in achieving a specific result. Spontaneously - because a person is not fully aware of how one or another of his actions may turn out in the future. However, even in the conditions of the spontaneous occurrence of these processes, a person also gains experience and knowledge of his actions in society. True, unlike socialization, the process of education is, of course, mainly purposeful. It is coordinated and regulated by society and its institutions. Although there is no doubt that a person can direct the process of his education himself. However, the content of his self-education, i.e. the very knowledge and attitudes of behavior in society in the form in which they exist cannot be constructed by the person himself. They can only be chosen or not chosen by the individual and, to one degree or another, transformed and adapted by him for himself. That is why a person, in his socialization through self-education, cannot always overcome the element (disorder) of knowledge and experience, their mosaic (fragmentation). After all, the process of socialization, especially at its secondary stage, is almost always an independent process of a person’s search for himself, his “I,” a process of trial and error. This is a process that, one might say, gives a person the opportunity to maintain a distance in relation to the prevailing system of norms and values in society. It allows him to be critical of certain institutions of the social environment, the forces that interfere with his self-affirmation, to do as he wants - and in this sense, to resist social pressure. Therefore, the modern German philosopher Jurgen Habermas is right when he says that the process of socialization does not cover the whole person, meaning that this process - to conform to society - covers only part of his personality. However, society wants a person to fit completely into its structure, to correspond to the existing relationships: to be a literate, social and moral citizen, a respectable family man, a worthy professional, etc. In other words, any society or state strives to achieve from each of its members that they meet some specific standard of its expectations and requirements. After all, no one wants so-called “losers” to rise in society - individuals who have lost themselves socially, embittered, unadapted to communication with other people, declassed elements with missing or lost socially significant skills.

At the same time, it is clear that approaching the achieved social (civilized) standard is a very complex process, and it requires more and more time (due to the dynamism of society and the increasing number of tasks facing it). That is why purposeful (target-rational and, naturally, value-rational, according to Max Weber) special activities of society are necessary, which projects and directs the processes of socialization of people. This special activity is certainly socially significant, i.e. adapted to the tasks of social development and, of course, therefore somewhat averaged training for young people to master the complex forms and functions of community life, activities in the various structures of social life. Undoubtedly, this activity, being preparatory and projective, is also more accelerated (outpacing the real process of socialization). It is in this - in the creation of spiritual support in life, the development of prudence and other useful properties of people's suitability in society - that, in essence, the purpose of education is manifested. In this sense, education is a necessary component of the purposeful, consciously directed and carried out by society of human socialization.

Without education, its orientation towards the universal, socially significant and at the same time its direction towards enriching the self-awareness of the individual, the development of his identity, there is no effective socialization, i.e. these two processes - education and socialization - are, as it were, “in one bottle.” We can say that, in essence, education is the most important means (tool) for regulating the processes of socialization of people. At the same time, education, being a social institution, a specialized activity of society for the formation and development of a person, directs, regulates and carries out the process of socialization - the process of people entering society and adapting to its structures.

Education allows you to build and carry out the socialization of people more quickly and more effectively, to shine to the fullest and limit its spontaneous moments associated with all kinds of trial and error of a person in his formation, development and search for his social food. After all, education presupposes the presence of some desirable generally or individually significant model or role model for a person’s assimilation of the transmitted experience of humanity. In education, the significant experience of people is compressed (by the way, this is also a certain difference between education), which is conveyed to a person in the process of his socialization. In addition, we emphasize that education, conveying the socially significant experience accumulated by humanity, is initially oriented and prepares people for the life of any, and not just any specific society. It (education) is intended, so to speak, to save a person from the need to go through all stages of social development, to prevent him from making those mistakes that took place in the experience of previous generations of people. Therefore, we can say that both socialization and education of a person occur throughout a person’s life and the importance of education in it is constantly increasing. This is the general trend in the development of socialization and education of modern society.

Speaking about the dependence of the processes of socialization and education on the structure of social ties of society, one cannot help but see that even in the modern era, some features of differentiation of methods of socialization of people depending on their belonging to one or another social group are preserved. At the same time, one cannot help but notice how social mobility and the current system of mass education contribute to the overall equalization of the ways in which people from different social groups undergo socialization. Consequently, education is an active process of purposeful, and often simultaneously value-rational, action of the educator, teacher (teacher) on the student. However, this does not mean that the student or student is only a passive element of pedagogical influences; he is not clay from which anything can be sculpted. Without them (students, pupils) the educational (pedagogical) process is generally impossible and will never be successful. They enter into the educational process, and therefore they themselves then actively participate in this educational, pedagogical process. They not only often correct the target and value rationality of the pedagogical process, but sometimes they can even determine the course and methods of implementing their education.

Education as the purposeful introduction of individuals into the life of society, during which the assimilation of social experience, cultural values and its (society's) development is carried out, includes two closely interconnected processes (sides): education and training (enlightenment). Education and training always interact, which means that it is impossible to separate or isolate one from the other.

The upbringing and training of people is a necessary and essential part of their socialization and education at the same time, a purposeful activity for the formation and development of certain personal qualities of a person as a social being. That is why education, in the unity of teaching and upbringing, is the most important social institution of any society. It is through the system of education and training that the social inheritance of cultural values occurs: experience, knowledge, skills and abilities are passed on from generation to generation. Education replicates, distributes these values, preserves (consolidates) and adapts them to the specific living conditions of people in society. It is almost everywhere considered as a necessary institution for the organization of people’s lives in society, since it declares and provides a system of various ideas and actions aimed at improving the social system and achieving the common good. This has always been the case and will continue to be so, for education truly strives to open people to the most effective ways of satisfying their needs and ensuring their well-being. It enables people to know and exercise their rights, understand and fulfill their responsibilities.

Although education and training are closely interrelated, they nevertheless (each of them) have their own purpose and a certain meaning in the educational process aimed at a person. Therefore, you need to be able to breed them.

Education is a purposeful activity for the formation and development of a person’s personality, his certain sociocultural and individual qualities as a member of society. This activity is identical to the pedagogical activity itself, because it is always aimed at solving, including specific tasks related to adjusting human behavior in society (being obedient, neat, polite, punctual, etc.). Naturally, here we must keep in mind that education is not just recommendations, advice and calls, but also a dynamic intervention in consciousness, as well as a person’s behavior, for any educational process is a change in his being and his cultivation. By the way, it is interesting that not all cultures interpret education in this way. In Buddhism, for example, it is believed that education does not cultivate or remake a person, but only reveals his nature.

Learning is also a purposeful activity through which the acquisition and assimilation (formation) of knowledge, abilities, skills, and the development of a person’s mental strength and abilities are carried out. Both education and training, being closely interrelated aspects of a person’s education, simultaneously act as types of spiritual production of his personality. Education is a cognitive-theoretical way of mastering the world, during which a person develops a certain picture of the world. Education is a spiritual and practical way of mastering reality, a way of behavior and human action in this world. This means that learning creates an object for a person (knowledge, an image of the world), and education forms a person as a subject for this object (for this knowledge, an image, a picture of the world). In other words, learning creates an object for a person (knowledge, an image of the world), while education forms the subject, that is, the person himself, conscious of himself, ready to consciously act for this object - the world around him and himself. It is clear that with all the differences in training and education, one does not exist without the other, as has already been noted. This circumstance is well illustrated by the example of art. After all, every work of art is a certain image of an object, its knowledge, a vision of the internal and external world of this object. However, a person does not just contemplate an object, there is an impact of this work on a person. A desire arises, a person’s desire to correspond, to resemble (or vice versa not to resemble) this image given by the work of art, i.e. purposefully develop the necessary qualities in yourself. The latter fits well with what Pablo Picasso once said when he painted a portrait of a lady at her request: “Madame, I have finished your portrait, now do everything to be like him.”

Any education, as well as the upbringing and training of people, is a two-way process. Essentially, this means that education is not valid unless there is a connection (counter movement towards each other) of the subject and object of education and training. It is usually said that Pestalozzi himself will be powerless, i.e. will not be able to realize its goals if the meaning of teaching and upbringing is not accepted by their object, if there is no counter-movement between the teacher and his pupils. This means that a person can become educated only when he himself is also formed, for education is also a “difficult and irritating struggle” (Hegel) of a person with himself.

So, training and education are interconnected and necessary parts of education both as a social institution and as the pedagogical activity of people in any society. It is difficult to separate them from each other, and they do not exist separately from each other. It has always been this way: by teaching, we educate, and by educating, we teach. Naturally, education (upbringing and training) as a social institution is not created by the will of an individual. Education and training are functions of society, conditioned by certain conditions that are always specific. Consequently, under certain specific conditions, only a very specific upbringing and training of people (education system) exists and can exist. This means that if society is totalitarian, then training and education are basically also totalitarian. In a theocratic society, religious indoctrination of people by the entire educational system existing in it is not excluded. If conformism flourishes in society, then manifestations of conformism will also dominate in the education system.

At the same time, one cannot help but see that living conditions, as well as the educational systems corresponding to them, are created by people themselves, their needs and interests, which are then formalized into goals, including their pedagogical activities. And therefore, people can break and transform these conditions, as well as not change anything in them, adapting to them, accordingly preserving the existing forms of organization and functioning of their educational institutions.

See: Hegel G. Philosophical propaedeutics // Hegel G. Works of different years: in 2 volumes. T. 2.M., 1973.
Mikeshina L. A. Hermeneutic meanings of education // Philosophy of Education. M., 1996. P. 44.
Berger Luckman T. Social construction of reality: a treatise on sociology. M., 1995. P. 213.