ISSN 0798 1015

Vol. 39 (Number 32) Year 2018 • Page 16

Personal integration into society in the age of globalization and information technologies

Integración personal en la sociedad en la era de la globalización y las tecnologías de la información

PRYAZHNIKOV Nikolay Sergeyevich 1; VILKOVA Alevtina Vladimirovna 2; LOSEVA Svetlana Nikolaevna 3; LOBACHEVA Lyudmila Petrovna 4; KHOLOPOVA Ekaterina Yurievna 5

Received: 26/02/2018 • Approved: 12/04/2018

Content

1. Introduction

2. Research methods

3. Research results

4. Discussion

5. Conclusion

References

1. Introduction

The modernization of the education system had as a consequence changes in the education content, forms, methods and technologies, which caused a necessity to estimate the results of the education system functioning. In the pedagogical science and practice, talks about the quality suggest analyzing graduates’ competences [Dmitrichenkova & Dolzhich, 2017; Milovanov et al., 2017; Sergeeva, Sinelnikov & Sukhodimtseva, 2018; Tatarinceva, Sokolova, Mrachenko et al., 2018]. Social competency is given special importance. It is considered to be one of the most significant indicators of specialists’ professional competency in the sphere of economic, labor and social relations. Modern society urgently needs socially competent members, able to show high adaptability, ready for new tasks and innovations, interested in developing their professional efficiency, planning their future and ready to take responsibility. There is a need in specialists who are ready to accept new development concepts that suggest active interaction of the society members [Sergeeva & Nikitina, 2016; Sergeyeva, Ippolitova et al., 2018; Sukhodimtseva et al., 2018]. The society wants its competitive citizens to be able to influence the system of management and develop this attitude as a part of social conscience.

Social competency implies that the person, first of all, considers him-/herself to be a society member; possesses the system of ethical and moral standards typical for the society; recognizes the necessity to orient all his/her activity on the benefit of the society; takes social responsibility for the consequences of his/her actions [Bourina & Dunaeva, 2017; Micheeva, Popova & Ignashina, 2017; Sergeeva, Komarovskaya et al., 2018]; interacts with other society members; is prepared for a flexible role shift; is ready for changes and able to influence the process of changes in interpersonal relationships; strives and is able to gain public interest in his/her professional and social activity [Mukhin et al., 2017; Wang et al., 2017; Sergeeva, Sokolova et al., 2018; Samokhin et al., 2018]; aspires to balance his/her professional and social status with individual characteristics.

2. Research methods

Literature analysis allowed defining competency as an integral personal-professional quality of an individual who has completed a certain level of education, which: 1) is expressed through the individual’s preparedness and ability for a successful, productive and effective activity, with its social significance and social risks taken into consideration, on the basis of the received education; 2) ensures efficient interaction with the surrounding world with the help of corresponding competences [Tatarinceva, Sergeeva et al., 2018; Neverkovich et al., 2018].

Most researchers agree that the content of any competency contains: a) knowledge about the activity; b) the skill of flexibility within the situations of this activity; c) the skill to estimate one’s own resources and the others’ resources, to set tasks and find their adequate solutions; d) the experience of operations with tools; e) developed intuition, reflection and empathy [Sergeeva, Flyagina et al., 2017].

Despite rather a short period of scientific interest in the social competency phenomenon, several approaches have been established in pedagogical literature by now, which allow determining key characteristics revealing the essence of this phenomenon and can help to build its model: а) a complex of social knowledge, skills, personal awareness of social processes; b) social interaction, personal ability and readiness for it, the skill to build relationships with other people and social organizations in the real life and work situations; c) a personality’s integral characteristic, which is formed in the process of education; d) the goal and the result of implementing special developing and educating programs in educational establishments [Tatarinceva, Sokolova, Sergeeva et al., 2018].

In Russia, assistance in the social competency development is still insufficient, despite the fact that in educational institutions, the infrastructure of support services has been actively developed in the past time, conceptual bases and variable models of their activity have been elaborated, a methodical base of pedagogical support has been accumulated and a special mechanism of interaction between the participants of the educational process – i.e. support aimed at students’ personal development – is being built.  The pedagogical support model of teenager social competency development has not been elaborated yet, the support services are not equipped with social technologies of educational environment enhancement focused on social competency development.

In foreign science, more attention is given to the problem of social competency. In their definitions, the range of components included in the structure of social competency is rather large: the ability of an individual to solve different problematic situations effectively and adequately; an individual’s everyday efficiency in his/her interaction with their environment; achieving certain social goals under specific social conditions, with appropriate means used and positive progress made, etc.

The German psychologists W. Pfingsten and R. Hintsch define social competency as a command of cognitive, emotional and motor behavior modes, which in certain situations lead to a long-term advantageous correlation of positive and negative consequences [Sergeeva, Bedenko et al., 2018].

H. Schröder and M. Vorwerg believe that the structure of social competency comprises four personal properties: 1) sociability – an individual’s communicative potential; 2) determination to create relationships – readiness for communication;  3) influence – the property including the ability to persuade (the power of influence); 4) “ego-conception” – cognitive-emotional image the center of which is self-esteem [Sergeeva, Bedenko et al., 2018].

In our research, we adhere to the position that social competency can be defined as social skills which allow a person to adequately follow the norms and rules of the society life. That is the reason why from the content point of view social competency is often seen as an active, self-motivated and constructive personal position in the society life, participation in the current events and personal responsibility for it, the desire to improve one’s personal life. Thus, social competency is a personal property which integrates personal social experience on a certain age level; cognitive, moral-ethic, personal characteristics which allow realizing an active life position and taking responsibility for the activity and behavior.

3. Research results

The comparative analysis of the notion social competency allowed us to establish the components of social competency: the personal component, the social component, the cognitive component, the axiological component.

The personal componentincludes the ability to gain knowledge about the world and oneself, to take care of oneself and of others, to build relations with the society and surrounding people. The social componentincludes social experience accumulated in the course of life while solving different conflict situations. The cognitive componentcomprises social knowledge (knowledge of other peoples’ behavioral peculiarities; understanding the core of peoples’ sayings and their problems; knowledge of the ways of gaining necessary information); social abilities (ability to address communication, offer help, attract the listener’s attention, show interest in the listener, empathize with the listener, get in contact with him/her and support them, understand the listener’s point of view, have a clear vision of the situation, argue in favor of one’s own point of view, prevent and handle with conflict situations, take responsibility for one’s own actions and sayings, be tolerant with people, prove one’s own opinion and hold one’s ground);   social skills (constructive interaction with different people, maintaining communication, sympathy in communication; understanding the psychological state of the other side; building communication considering the situation; being attentive to the listener; formulating one’s own ideas and speaking one’s own point of view; control over one’s own behavior). The axiological component is represented in personal axiological accents, in the ability to see and understand the surrounding reality and have a clear vision of it, to realize one’s own role and mission, to be able to choose goal and content attitudes for actions and behavior, to take decisions.

In our research, we take T.S. Kondratova’s opinion, who understands pedagogical support as: 1) professional interaction of teachers and other specialists (psychologists, doctors, etc.) which is aimed at a teenager’s personality with the purpose of pedagogical modification of the whole situation of development in order to enhance his/her personal resources necessary for social activity;  2) building relations which are reflected in personal qualities and axiological attitudes; 3) providing the possibility to receive experience of social interaction, which helps a person to become a subject of social actions and adequately follow the norms and rules of the society life [Sergeeva & Nikitina, 2016; Ju et. al., 2017].

Pedagogical support is based on creating personality oriented pedagogical situations that are connected with the projection of such a way of the individual’s life which is appropriate to the nature of his/her personal development and is based on the technologies of active social teaching (discussions, trainings, business games) with the purpose of developing a subject of social activity [Mikheeva, 2016; Mukhin, Mishatkina & Sokolova, 2017]. Interactive engagement provides new experience and its theoretical insight through usage, allows adopting ways of activity organization and receiving new communicational and emotional experience.

4. Discussion

The active teaching methods, which were proved to be the most relevant, are divided into non- operation (problem lecture, heuristic talk, teaching discussion, research laboratory work, etc.) and operation: non-simulation (the analysis ofreal situations, solving situational tasks, fulfilling action exercises in accordance with guidelines, etc.) and simulation (simulation activity on simulators, taking and playing roles, business game, moderation, etc.). 

The comparative analysis of operation teaching methods usage established their advantages (active teaching, collective thinking and action, teamwork as a tool of personal development, etc.) and disadvantages (ineffectiveness when used in large audiences; time-consuming; etc.). It allowed us to specify the usage of operation methods in developing economic competences: correlation with the graduate competency model, the necessity to develop teachers’ pedagogical mastery, the usage of the manual Simulated Company [Sergeeva, Komarovskaya et al., 2018; Sergeeva, Bedenko et al., 2018]. We consider the manual Simulated Company, which was tested in the course of the research on different educational levels, to be a systemized complex of operation methods and have all characteristics typical of the methods.

The algorithm of developing the operation manual Simulated Company fortifies the found correlation between pedagogical goals at each stage and the used pedagogical methods. The first two stages of the algorithm (creation of the Simulated Company and functioning of the Simulated Company) are invariant and common for all specialties of professional education. The third stage is variable and oriented on a competitive specialty.

The algorithm suggests the following stages:

– creation of the Simulated Company, which includes the presentation of the company (kinds of the company activity, name, logotype, moto, structure, etc.) and the analysis of the environment in which the company will function (the survey of goods demand and supply, competitive advantages, SWOT-analysis);

– functioning of the Simulated Company, which implies personnel recruitment (orders, personal files, etc.), control over professional activity (job descriptions, appraisals, staff turnover), building partnerships (bookkeeping documents on business trips expenses, agreements about collaboration);

– creating an automation-equipped working place.

5. Conclusion

In order to gain knowledge, abilities, skills and action patterns it is advisable to project real life and work situations, i.e. to use the context approach and the technology of project teaching and educating.  The projecting should go both from the side of a student (i.e. be realized by a student on his/her own) and a teacher (initiated, realized and supervised by a teacher). Combining the main principles of contextual teaching and elements of the technology of project teaching is the basis for the project-context approach usage in the teaching process of secondary school.

Projecting situations of social life and activity is possible to realize by means of role-play projecting based on situation modelling and behavior projecting in these situations. For successful projecting of social life and work situations, special pedagogical conditions must be created and developed in educational institutions, which match with the concept of the competency-based  approach and principles of contextual teaching.

The research perspectives in the field of social competency development involve the study of the influential capacity of wild socialization and pedagogical risks in the process of social competency development; the search of innovative forms and technologies for an effective interaction of social educating institutions in the studied process. 

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1. Doctor of pedagogical sciences (Grand PhD in Education), Professor, Lomonosov Moscow State University, Professor of the Department of Developmental Psychology, the Faculty of Psychology

2. Doctor of pedagogical Sciences, associate Professor Federal state institution "Scientific research Institute of Federal service of execution of sentences" (Moscow), senior researcher, Academy of law and management of Federal service of execution of punishment, Professor

3. Federal state institution "Scientific research Institute of Federal service of execution of sentences" (Moscow), senior researcher

4. Federal state institution "Scientific research Institute of Federal service of execution of sentences" (Moscow), researcher

5. Candidate of pedagogical Sciences Federal state institution "Academy of law and management of the Federal penitentiary service" (Ryazan), Deputy head of the Department