Formation of social dignity through the education system

Abstract

The article is devoted to the analysis of the problem of the formation of social dignity through the education system. The emphasis is placed on the fact that modern education is deeply imbued with concepts of individualism, which include the currently widespread belief, inspired by liberal thinkers, that education should be focused on the growth and development of the individual. In contrast to this thesis, the paper considers the paradigm of social solidarity and collectivism in education, proposed by E. Durkheim. This paradigm, according to the scientist, contributes to a more effective formation of social dignity. The paper attempts to consider various aspects of the formation of social dignity among young people: through the prism of value orientations, life position and in the context of deviant behavior through the prism of social norms. Based on the materials of long-term studies of various forms of deviant behavior among young people (results of surveys of schoolchildren, university students, minors the penitentiary system), conducted by the sector of sociology of deviant behavior of the IS FCTAS RAS, certain social patterns have been identified that contribute to the growth of deviant behavior of children and adolescents. It is shown the important components of social dignity are value-normative, legal, national consciousness. Adolescents with a deviant personality orientation show lower levels of development in these areas. The study allows us to conclude that, ultimately, a low level of formation of both internal and external (social) dignity leads to the development of various forms of deviant behavior in adolescents. The formation and development of social dignity among young people is possible through the reorientation of the school from the primacy of individualism education to the inclusion of oneself in the collective and service to society.