Ivan Sergeevich Bolotin: biography. Ivan Sergeevich Bolotin: biography Scientific and pedagogical activity



Plan:


Introduction

Ivan Sergeevich Bolotin(born May 20, 1940, the village of Petrovo, Belevsky district, Tula region, RSFSR) - Russian sociologist, teacher, doctor of sociological sciences, professor, head of the department "Sociology and personnel management" "MATI" - Russian State technological university them. K.E. Tsiolkovsky. Honored Worker high school Russian Federation.


1. Biography

1.1. Origin

A descendant of the state peasants of the Belevsky district of the Tula province. Grandfather, Alexei Vasilievich Bolotin (c. 1885-1946), an expert in carpentry, was almost repressed at the beginning of collectivization, since the family lived in abundance. The regional Soviet leadership, taking into account the shortage of trained personnel, nevertheless changed their anger to mercy and instructed an experienced master to organize a collective farm. A.V. Bolotin became the chairman of the collective farm and attracted his son to work. Ivan Sergeevich's father, Sergei Alekseevich Bolotin (1918-1941), before the war worked as a foreman of field farmers. At the beginning of the Great Patriotic War he died at the front. Mother, Vera Mikhailovna Bolotina (1913-1994), worked on a collective farm for many years.


1.2. Chronicle of creative life

  • May 20, 1940: I.S. Bolotin was born in the village of Petrovo, Belevsky district, Tula region, RSFSR;
  • 1957-1959: studied at the Railway School No. 2, Tula;
  • 1959-1960: senior track worker, track foreman - Tselinograd region, Kazakh SSR;
  • 1960-1961: worker, educator in trust No. 1 of Glavgaz of the USSR, Serpukhov, Moscow region;
  • 1961-1964: Service in Soviet army, sergeant;
  • 1964-1969: study at the Faculty of Philosophy of the Moscow State University. M.V. Lomonosov;
  • 1969-1971: Consultant of the Cabinet of Political Education of the Perovsky District Committee of the CPSU, Moscow;
  • 1971-1973: junior researcher at the Department of Scientific Communism of the natural faculties of Moscow State University. M.V. Lomonosov;
  • 1973-1975: Director of the branch of the University of Marxism-Leninism of the Moscow City Committee of the CPSU under the Party Committee of Moscow State University;
  • 1975: defended his thesis for competition degree candidate philosophical sciences on the topic: "Criticism of the clerical falsification of the solution of the national question in the USSR";
  • 1975-1979: senior researcher at the Research Institute for Higher Education Problems of the Ministry of Higher and Secondary special education THE USSR;
  • 1979-1985: Associate Professor of the Moscow Regional Pedagogical Institute them. N.K. Krupskaya;
  • 1985-1987: Head of the Department of the Problematic Research Laboratory of Student Youth of Moscow State University;
  • 1987-1994: leading researcher at Moscow State University;
  • 1993: defended his dissertation for the degree of Doctor of Sociological Sciences on the topic: "The Spiritual Foundations of the Continuity of Generations";
  • since 1994: head of the department "Sociology and personnel management" "MATI" - RGTU. K.E. Tsiolkovsky;
  • simultaneously with work at MATI I.S. Bolotin organized the department "History and Philosophy" in a non-state educational institution"Moscow Institute of Economics, Management and Law", which he led for a number of years;
  • 1995: Awarded academic title professor in the specialty "Sociology".

1.3. Scientific and pedagogical activity

I.S. Bolotin is a well-known scientist in Russia and abroad in the field of sociology of education and sociology of management, specializing in the field of social management technologies in educational systems. At present, the circle of his interests is concentrated around the training of specialists in personnel management, primarily its social and humanitarian component. Author of more than 100 scientific and methodical works including three monographs. Under the scientific guidance of I.S. Bolotin prepared 2 doctoral and 14 master's theses on the problems of education, he is a member of three dissertation councils.

In the 1980s, I.S. Bolotin was one of the initiators of the humanization of higher technical education. On his initiative, the following departments were created at MATI:

  • sociology and law,
  • state and municipal administration and jurisprudence,
  • sociology and personnel management,

training of specialists in the specialty "Personnel Management" is open.

I.S. Bolotin conducts active scientific and social work. In 1987-1994 he was co-chairman of the Committee on the problem of "brain drain from the USSR (Russia)". Conducted by I.S. Bolotin, the international conference "Brain Drain from Russia: Problems and Prospects" (Vatutinki, 1992) marked the beginning of a broad study of this problem. The materials of this international conference were submitted to the Administration of the President of Russia and published on official languages UNESCO. In 1993, on behalf of UNESCO under the leadership of I.S. Bolotin conducted a study “Brain drain from Russia: 93”, the results of which were discussed at a meeting of ROSTE (UNESCO Regional Office for Europe for Science and Technology).

Since 1992 I.S. Bolotin is a full member and a member of the Presidium of the International Pedagogical Academy, which unites scientists and teachers from Russia and the CIS. Head of the Interuniversity Center for Sociological Education, under the auspices of which conferences are held annually on the problems of social and humanitarian education of students. Member of the editorial board of the journal of the Ministry of Education and Science of the Russian Federation "Higher Education in Russia".

A significant contribution is made by I.S. Bolotin in the development of social technologies - a new direction in the management of social processes. On the initiative and with the participation of Professor Bolotin in the Belgorod state university, which is the main center for the study and implementation of social technologies in Russia, readings "Formation and development of a socio-technological culture of a specialist" are regularly held.


1.4. Family, leisure

Wife, Lyubov Alexandrovna Bolotina (born 1946) - Candidate of Pedagogical Sciences, Professor. The eldest daughter, Arina Ivanovna Merkulova (born 1969) is a journalist, graduated from Moscow State University. The youngest daughter, Daria Ivanovna Bolotina (born 1980) is a candidate of cultural studies, a literary editor of an Orthodox publishing house. Granddaughter, Anna Merkulova (born 1994) is a student at the College of Information Technology.

Ivan Sergeevich devotes a short free time from work to traveling and caring for the garden in the country.


1.5. Confession

  • Medal "For Valiant Labor. In commemoration of the 100th anniversary of the birth of V.I. Lenin", 1970.
  • Silver medal named after Ya.A. Comenius International Pedagogical Academy - for his contribution to the development of education, 2000.
  • Honored Worker of the Higher School of the Russian Federation, 2005.
  • Diploma of the award "The New Generation" of the Russian Orthodox Church, 2006.
  • Honorary Professor of the Moscow Institute of Economics, Management and Law, 2006.

2. List of the most famous scientific works

  1. I.S. Bolotin. The place of sociology in the system of social and humanitarian training of specialists. - Sociological education in Russia: results, problems, prospects. Abstracts of the All-Russian scientific conference dedicated to the 275th anniversary of St. Petersburg State University. St. Petersburg, 1998.
  2. I.S. Bolotin. Social technologies in the XXI century. - Abstracts of the 1st All-Russian Sociological Congress "Society and Sociology: New Realities and New Ideas". St. Petersburg, 2000.
  3. I.S. Bolotin. Elite and intelligentsia in the transforming Russia. - Life styles and practices of the intelligentsia. Digest of articles. Edited by Zh.T. Toshchenko. Moscow, 2002.
  4. I.S. Bolotin. Social functions of modern higher education in Russia. - Social functions of higher education: past and present. Collection of scientific papers. Edited by I.S. Bolotina. Moscow, MATI Publishing House, 2003.
  5. I.S. Bolotin, G.M. Jamaludinov. Sociology of education. Monograph. - Moscow, Economics and Finance, 2004.
  6. I.S. Bolotin, V.A. Zmeev, A.P. Petrov. MATI: Novosibirsk stage of life. - Journal "Higher Education in Russia", No. 5, 2005.
  7. I.S. Bolotin, A.Yu. Khovrin. Social partnership in youth policy. - Integration of Education, No. 2, 2005.
  8. I.S. Bolotin. Higher education today: problems of management. - Journal "Higher Education in Russia", No. 2, 2006.
  9. Introduction to the specialty "HR Manager". Tutorial. - Moscow, MATI Publishing House, 2008.
  10. Under the scientific editorship of I.S. Bolotina. Glossary of terms for personnel management. - Moscow, MATI Publishing House, 2009.
  11. S.I. Basalai, I.S. Bolotin, M.E. Nikolaev. Economics and sociology of labor. Tutorial. - Moscow, MATI Publishing House, 2010.
  12. I.S. Bolotin, N.A. Timoshkin. Psychology and pedagogy. Tutorial. - Moscow, MATI Publishing House, 2010.

Literature

  • History of MATI - Russian State Technological University named after K.E. Tsiolkovsky. Part two. 1961-2000. - Moscow, RIK Rusanova, 2007. ISBN 5-93443-711-9. Page 420, 463, 532.

Notes

  1. Decree of the President of the Russian Federation of September 23, 2005 No. 1116 "On conferring honorary titles of the Russian Federation" - www.rg.ru/2005/09/29/ukaz-doc.html
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Origin

A descendant of the state peasants of the Belevsky district of the Tula province. Grandfather, Alexei Vasilievich Bolotin (c. 1885-1946), an expert in carpentry, was almost repressed at the beginning of collectivization, since the family lived in abundance. The regional Soviet leadership, taking into account the shortage of trained personnel, nevertheless changed their anger to mercy and instructed an experienced master to organize a collective farm. A.V. Bolotin became the chairman of the collective farm and attracted his son to work. Ivan Sergeevich's father, Sergei Alekseevich Bolotin (1918-1941), before the war worked as a foreman of field farmers. At the beginning of the Great Patriotic War, he died at the front. Mother, Vera Mikhailovna Bolotina (1913-1994), worked on a collective farm for many years.

Chronicle of creative life

  • May 20, 1940: I.S. Bolotin was born in the village of Petrovo, Belevsky district, Tula region, RSFSR;
  • 1957-1959: studied at the Railway School No. 2, Tula;
  • 1959-1960: senior track worker, track foreman - Tselinograd region, Kazakh SSR;
  • 1960-1961: worker, educator in trust No. 1 of Glavgaz of the USSR, Serpukhov, Moscow region;
  • 1961-1964: service in the Soviet Army, sergeant;
  • 1964-1969: study at the Faculty of Philosophy of the Moscow State University. M.V. Lomonosov;
  • 1969-1971: Consultant for the Cabinet of Political Education of the Perovsky District Committee of the CPSU, Moscow;
  • 1971-1973: junior researcher at the Department of Scientific Communism of the natural faculties of Moscow State University. M.V. Lomonosov;
  • 1973-1975: Director of the branch of the University of Marxism-Leninism of the Moscow City Committee of the CPSU under the Party Committee of Moscow State University;
  • 1975: defended a dissertation for the degree of candidate of philosophical sciences on the topic: "Criticism of the clerical falsification of the solution of the national question in the USSR";
  • 1975-1979: senior researcher at the Research Institute for Higher School Problems of the Ministry of Higher and Secondary Specialized Education of the USSR;
  • 1979-1985: Associate Professor of the Moscow Regional Pedagogical Institute. N.K. Krupskaya;
  • 1985-1987: Head of the Department of the Problematic Research Laboratory of Student Youth of Moscow State University;
  • 1987-1994: leading researcher at Moscow State University;
  • 1993: defended his dissertation for the degree of Doctor of Sociological Sciences on the topic: "The Spiritual Foundations of the Continuity of Generations";
  • since 1994: head of the department "Sociology and personnel management" "MATI" - RGTU. K.E. Tsiolkovsky;
  • simultaneously with work at MATI I.S. Bolotin organized the department "History and Philosophy" in the non-state educational institution "Moscow Institute of Economics, Management and Law", which he led for a number of years;
  • 1995: awarded the academic title of professor in the specialty "Sociology".

Scientific and pedagogical activity

I.S. Bolotin is a well-known scientist in Russia and abroad in the field of sociology of education and sociology of management, specializing in the field of social management technologies in educational systems. At present, the circle of his interests is concentrated around the training of specialists in personnel management, primarily its social and humanitarian component. Author of more than 100 scientific and methodical works, including three monographs. Under the scientific guidance of I.S. Bolotin prepared 2 doctoral and 14 master's theses on the problems of education, he is a member of three dissertation councils.

In the 1980s, I.S. Bolotin was one of the initiators of the humanization of higher technical education. On his initiative, the following departments were created at MATI:

  • sociology and law,
  • state and municipal administration and jurisprudence,
  • sociology and personnel management,

Ivan Sergeevich Bolotin - Russian sociologist, teacher, Doctor of Sociology, Professor, Head of the Department of Sociology and Personnel Management, Russian State Technological University. K.E. Tsiolkovsky (MATI). Honored Worker of the Higher School of the Russian Federation.

Ivan Sergeevich was born on May 20, 1940 in the village of Petrovo, Tula Region. His father, Sergei Alekseevich Bolotin (1918-1941), worked as a foreman of field farmers before the war. During the Second World War he died at the front. Mother, Vera Mikhailovna Bolotina (1913-1994), worked on a collective farm for many years.

Ivan Sergeevich from 1957 to 1959 studied at the Railway School No. 2, in Tula.

In 1959-1960. he first worked as a senior track worker, and then as a track foreman in the Kazakh SSR.

In 1961-1964. Ivan Sergeevich serves in the Soviet Army, receives the rank of "sergeant".

After the army, in 1964, he entered the Faculty of Philosophy of the Moscow State University. M.V. Lomonosov. In 1971 he graduated.

In 1969-1971. he holds the position of consultant for the cabinet of political education of the Perovsky district committee of the CPSU in Moscow.

In 1971-1973. Bolotin becomes a junior researcher at the Department of Scientific Communism of the natural faculties of Moscow State University. M.V. Lomonosov.

In 1975, Ivan Sergeevich defended his thesis for the degree of candidate of philosophical sciences on the topic: "Criticism of the clerical falsification of the solution of the national question in the USSR."

In the same year, Bolotin became a senior researcher at the Research Institute for Higher Education Problems of the USSR Ministry of Higher and Secondary Specialized Education.

Since 1979 to 1985 - Associate Professor of the Moscow Regional Pedagogical Institute. N.K. Krupskaya.

In 1985, Bolotin became the head of the Department of the Problematic Research Laboratory of Student Youth of Moscow State University.

In 1987, Ivan Sergeevich holds the position of a leading researcher at Moscow State University.

In 1993, Bolotin defended his dissertation for the degree of Doctor of Sociological Sciences on the topic: "The Spiritual Foundations of the Continuity of Generations."

Since 1994, Ivan Sergeevich has become the head of the Department of Sociology and Personnel Management at MATI - RGTU. K.E. Tsiolkovsky.

In 1995, Bolotin was awarded the academic title of professor in the specialty "Sociology".

In addition, I.S. Bolotin conducts active scientific and social work. In 1987, he became co-chairman of the Committee on the problem of "Brain Drain from the USSR (Russia)", and the international conference he held "Brain Drain from Russia: Problems and Prospects" (Vatutinki, 1992) marked the beginning of a broad study of this problem.

Since 1992, Ivan Sergeevich is a member of the Presidium of the International Pedagogical Academy, which unites scientists and teachers from Russia and the CIS, Head of the Interuniversity Center for Sociological Education, member of the editorial board of the journal of the Ministry of Education and Science of the Russian Federation "Higher Education in Russia".

Ivan Sergeevich is married, has two daughters and a granddaughter.

IN free time Bolotin devotes himself to traveling and caring for the garden at his dacha.

"BOLOTIN Ivan Sergeevich - Doctor of Sociology, Professor, Head of the Department of Sociology and Law of the Moscow State Aviation Technology University. ..."

I.S. Bolotin, O.N. KOZLOVA

SOCIOLOGY AND EDUCATION

BOLOTIN Ivan Sergeevich - Doctor of Sociology, Professor, Head of Department

sociology and jurisprudence of the Moscow State Aviation Technology University

them. K.E. Tsiolkovsky. KOZLOVA Oksana Nikolaevna - doctor of sociological sciences, professor

specified department.

When reading the latest publications on issues related to



general sociology, and those devoted to the study of the role of education in the socio-cultural course, in the transfer of culture and knowledge - on the one hand, and in the course of teaching sociology courses to students - on the other, the authors came to the conclusion that educational studies need to transform sociological analysis, in the transition from simple “photography” of the situation, from various kinds of measurements of the social well-being of workers in secondary and higher education to a wider use of general sociological and interdisciplinary approaches; and that, secondly, we can expect that a new impetus for the development of Russian sociology will now come from studies of its "educational"

vision, looking at it through the study of processes educational activities.

One of the goals of the article is to update the question of the status of sociology in the education system and the place of sociological education in the development of sociological science.

Before proceeding to the consideration of the sociological characteristics of education, we, outlining the scope of our further reasoning, dwell a little on the characteristics of studies of the state of higher and general education schools Russia.

Our system of education, including higher education, is undergoing major changes, which basically coincide with the socio-economic and socio-cultural transformations of Russian society. These are the changes that are expected to contribute to significant changes in the short term in Russian society. Therefore, interest in the education system should be shown not only to sociologists who specialize in the development of these issues, but also to researchers who work on problems of general sociology.

Unfortunately, the new socio-educational situation in Russia has not yet become the subject of a special holistic analysis. The pages of "Sociological Research", as well as other scientific journals, are dominated by regional studies and consideration of individual issues. Often, only the attitude of students and teachers to the ongoing innovations of the highest and high school. Let us also note that significant difficulties in the analysis of social and other problems of this institution of society are connected with the fact that a number of phenomena inherent in the education system are not reflected in published statistical data, which is especially true for the activities of a non-state school. There are also difficulties with open access to the available statistical materials, primarily in connection with the introduction by the statistical departments of a fee for their receipt. The foregoing does not mean that such data are not available, but they are inaccessible and do not always provide the possibility of their comparison (for example, in interregional studies).

Analysis of statistical data characterizing the general dynamics of the development of higher education in Russia for the period from 1985 to 1995. shows that the change in most indicators reflects the general trend: a gradual decline - reaching the "bottom" - the beginning of a gradual rise. This period has now become customary to divide into two stages: "perestroika" and "post-perestroika". During these stages, many things in the guidelines and goals of the development of society objectively contradicted each other, which was also reflected in higher education.

In the last two years, there has been some improvement in the main indicators of the state of higher schools in Russia, indicating the creation of the prerequisites for the transition to a “recovery”, which, however, will not end soon. The trend towards improvement is confirmed by the overall growth in the number of students, graduate students and doctoral students in higher education.

If we consider the interval from 1985 to 1995, it turns out that Russian universities accepted students the least in 1992, namely 520.7 thousand students.

Human; after that, the number of applicants again began to increase, and in 1995 the enrollment of students by universities reached 600.5 thousand people, almost equaling the data for 1989. In 1995, universities admitted about 20 thousand graduate students, which is 25.3% exceeded 1994 enrollment. Doctoral enrollment in 1993 was 513; in 1994 - 575; in 1995 - 618. The total number of teaching staff Russian universities increased from 204.5 thousand people. in 1986 to 233.5 thousand people. in 1994, while the number of doctors of science increased from 9.8 thousand to 18.7 thousand people. .

Surveys conducted among high school students and their parents show that the value of education for them has been on the rise in recent years1. In our opinion, it would not be entirely correct to see the explanation of this fact solely in the desire to avoid being drafted into military service. On the other hand, it is obvious that in our time it would be naive to explain the awakening of interest in higher education and to science romantic moods. Let's not forget that not all of the young people recruited into science and higher education during their rapid growth (50s-70s) were guided by idealistic considerations.

Both for representatives of the authorities and for the general public, it is becoming more and more obvious that the preservation of the economic authors fund.

The cultural potential of the country largely depends on the work of the school, and on the results of educational activities. The viability of the education system is an important condition for overcoming the socio-economic crisis.

Self-regulation mechanisms are working in the Russian education system.

This, of course, does not mean that the old content of education is being reproduced, since it is being updated and developed.

Historically, the education system has been a quite traditional object of sociological analysis. In this regard, it is worth dwelling on the content of the works of N.I. Kareev, conducted at the beginning of the century and devoted to sociological research Russian university. This well-known domestic sociologist published the research data in the rules for admission of students published annually in Russia. In particular, on the pages of one of these publications, he reviewed the history of the development of the Western European idea of ​​the university and its implementation in Russia.

From the perspective of the history of socio-statistical studies of the state in education, the material of the article by V.F. Abramov, which covers in detail the work of the provincial statistical bureaus that existed in our country at the beginning of the century, as well as their reports on the state of schools. Compared with those Zemstvo reports, today's educational statistics are striking in their surprising stinginess, or perhaps lack of openness. In the report published by UNESCO, prepared by the secretariat of this organization "On the state of education in the world for 1993" in the summary tables of world status indicators by country in the line “ Russian Federation» instead of numbers almost everywhere there are dashes . The fact that Russia did not submit its education data to the UNESCO Statistics Division can be seen as something of food for thought.

There are many sociological publications based on the results of studies conducted in the central part of Russia and in the regions (some of them were commissioned by the departments of education), but they do not make up for the lack of publication of basic statistical data.

In the 60s - 80s, the Soviet sociology of education was an actively developed branch of sociological knowledge (here we can refer to the works of F.R. Filippov, V.N. Shubkin, M.N. Rutkevich, F.G. Ziyat Dinova, P. .G. Shchedrovitsky, L.Ya. Rubina and others). However, for all the value of these works, one cannot fail to say that we have developed a practice of conducting predominantly empirical research, which now acts as a knurled track. Until now, studies of the system are rare. Russian education in its social dynamics, focused on clarifying the logic of changes in its social functions, its relationship with the logic of the development of Soviet and post-Soviet society.

In addition, such a moment is not sufficiently taken into account that, in a certain sense, to the same extent that education as a socio-cultural institution “sets” the future through the formation of a culture of new generations of citizens, the forecast for the development of education turns out to be a forecast of the outlines of this future. Can we really assume, as the school teacher A. Tsiryulnikov put it, that “jumping over a civilized school, education, a civilized people will grow up?” .

But in the field of education research, as in education, the situation will change. As the director of the Institute of Sociology of the Russian Academy of Sciences V.A. Yadov, in theoretical sociology there is a "shift of attention from the study of social structures to social processes" . Such a turn seems significant, and in relation to the sociology of education, it means the need to rethink the role of educational activity in sociocultural processes. In essence, the question of the principles of the sociological approach to education is being reopened and belatedly reopened and requires non-classical solutions.

Here we want to use the data of M.K. Mamardashvili with the characteristics of the classical and non-classical ideals of rationality. He considers the classical ideal of rationality as based on the theory of universal evolution and characteristic of classical science, the ideal of universal knowledge, accessible to understanding by the scientific community, regardless of what culture it belongs to. At the same time, the social field was conceived as homogeneous, suggesting the possibility of a mechanical transfer of knowledge from one of its points to another, from one type of culture to another.

For sociology as a key science of modern times, as it was conceived and emerged, it is precisely classical rationality that is characteristic.

This style of thinking is quite consistent with the characteristics historical development XIX century, and therefore the project of a new science of society proposed by Comte is focused primarily on the consideration of social statics and on the establishment of unchanging functional laws of social life.

This trend also manifested itself in Comte's ultimate goal of sociology, which, in terms of modern language can be formulated as the knowledge of these laws for the sake of building a hierarchical and unshakable social system.

Thus, sociology itself initially arises largely as an attempt to compensate for the emerging, in Society XIX V. crisis of stability, sustainability. Sociology's in-depth development of the classical type of rationality really contributed to the reproduction of stability despite the rejection of traditionalism - by optimizing the structure. In this context, it is understandable why the domestic sociology of education included in the scope of its analysis almost exclusively its institutional forms, while studying the latter, it was focused on the problem of matching the structure of the education system to its main social function. This function, within the framework of a given paradigm of social development, acted as the formation of an individual's ability to be mobile, dynamic, acquiring stability, mainly not based on tradition, but in dynamic development and self-realization.

Society, which is primarily concerned with self-preservation, maintaining functional qualitative integrity, dynamically modernizes its structure for this. The individual must take care of himself.

However, society helps her in this by organizing a flexible education system, with the help of which a person socializes and adapts, acquires an image desirable for society. Such actions of the education system determine the equipping of the individual with a system of social roles, the so-called "external I". The latter depends on the ability acquired by a person to change his own behavior depending on the conditions dictated by the social environment, freely enter different environments and perform various social roles. In parallel, the problem arises of combining the “external I” and the “deep I” (N. Berdyaev) of the personality, i.e. her worldview.

If worldview problems are raised in the sociology of personality, then in the sociology of education it is still considered bad form, a violation of subject boundaries, provoking a surge of subjectivism and ideologization within science. But this must be done, given the fact that in recent years the system of educational activities that existed earlier has been practically destroyed in education.

The social world surrounding sociology is undergoing such significant changes that the science of society itself has to give up some principles that yesterday were considered unshakable, to restore its dependence on those roots of rationalism that until recently were assessed as anti-rational.

The non-classical type of rationality comes to the fore, in sociology more and more attention is paid to the "process image" (P. Sztompka). Obviously, this transition is caused by the exhaustion of the possibilities of science to contribute to the maintenance of social stability, guided by the old paradigm. The modern sociocultural process has reached a critical degree of destabilization, society is diligently overcoming its structuredness, and a person, implementing the strategy of stratified mobility and changing social roles worked out in the sociology of education, turns into a marginal, into a sociocultural homeless person, into a transformant (by analogy with favorite children's heroes-transformers) whose behavior is fundamentally aimless and therefore greatly increases social instability and riskiness. This entire world, which matured for a long time and quickly manifested itself, became a mass and everyday world, is now commonly called postmodernist. In fact, this is not a new quality, but only the ultimate expression of the reality that developed within the framework of the old modernist paradigm, i.e. the result of a violation of the structures of self-organization of society.

The purposefulness of the development of the modernistically oriented social world has dried up, dissolved in the aimlessness of the postmodernist orientation. However, this latter does not lead to stability. The threat to sustainability, the risk of self-destruction, comes from both pure purposefulness and complete aimlessness of social activity.

Analysis of the dynamics of modern social reality leads to the formation of a new (relatively) approach in the sociology of education. With this approach main function education is defined somewhat differently Sociological Research, No. 3 97 as the formation of an individual's ability to ensure social stability, stop risks, and restrain social dynamics.

So, to the role and socializing functions of education, such functions are added as the function of developing a worldview, a “deep self”

personality, educational function. This seems to be evidenced by the results of studies conducted in June 1994 by order of the Department of Education of the Sverdlovsk Region, and which are reported in the article by L.Ya. Rubina: “Teachers of a pedagogical university, as well as experts from the outside, put forward such goals as familiarization with culture, work on oneself, the ability to self-educate and tolerance, and the education of the foundations of legal consciousness. The same goal of the teacher, as the development of the student's adaptation to the functional roles existing in society through a minimum of knowledge necessary for life, fades into the background.

Some researchers state the end of the period of stable development of society. With regard to the education system, which took shape during the period of relative social stability, prof., and acad. Petrovsky Academy of Sciences A.I. Subetto uses the term: "classical system of education", the paradigm of which is enlightenment. The vector of the non-classical education system is aimed at the formation of a self-creating and self-changing personality living in a rapidly changing world.

Starting a conversation about upbringing in the sociology of education is an extremely difficult task in Russia today, since there is a risk that this will be misunderstood both by adherents of “scientific rigor” and by those who are fighting to reduce the ideologization of sociology. But not to start it means to keep silent about a really acute and urgent problem.

In the Soviet educational system our social scientists paid much more attention to the formation of the "deep self" than to the development of "external selves". In Soviet pedagogy, such an imbalance led to excessive educational pressure, bordering on the manipulation of the consciousness of an emerging personality. Education was focused on giving the personality an "image", on bringing it into line with the reference model, which was often accompanied by a lack of attention to polishing the "external I", to preparing the personality for functioning in various social environments. This "binding" was already carried out in practice, i.e. in the process of entering the labor force.

The last period in the history of Russian society was marked by important changes in both science and education. The meaning of these changes, their role in the development national culture polysemantic. They led to a reduction in subjectivity and an expansion of scientific character, to an increase in the accuracy of knowledge about social processes and to the curtailment of qualitative analysis. It is also impossible not to note what is clearly reflected at the level of everyday consciousness:

expanding the distance, weakening the emotional tension between the researcher and the object of analysis increases the objectivity of the results and at the same time reduces the level of responsibility for this object.

Serious overlaps arise as soon as the researcher moves from comprehending world sociology to teaching it to students, especially

Not a humanitarian profile. Here the teacher directly encounters all the negative effects of the student's rejection of what is alienated from him, i.e. not focused on the personality and interests of the student, education. In the last two years, students are increasingly in need of receiving not a mosaic education, but one that would allow them to bring into the system huge amounts of information falling on them, help them navigate it, contribute to the formation of a holistic worldview and lead them out of the impasse of self-knowledge . After all, today many students exhibit pessimism, loss of ideals, withdrawal into themselves, "self-will", alienation from society and the state, etc. The atmosphere of disappointment, moral disorientation contributes to the saturation of student consciousness with mysticism, occult superstitions, disbelief in the possibilities of science. Students feel the need for direct communication with teachers, in particular, for educational activities.

A sociological survey of students from five Russian universities showed that 67% of them are in favor of restoring educational work in higher educational institutions.

In the teaching environment, largely under the influence of students, there is a growing conviction that the discrediting of one image does not mean that the education system can fully function without a personality model as the core of this system.

Can the selection of this model, or rather, the image of personality, be excluded from the sociology of education? Answering this question in the negative, we are aware of the technical and methodological difficulties that this gives rise to. First of all, the problem of the relationship between science and ideology resurfaces.

The liberation of science and education from ideological dictate is rightly considered as a positive phenomenon in the national spiritual life. recent years. Science and ideology are now considered fundamentally different spheres of spiritual activity. The academic sociologist is quite satisfied with this approach.

K., he saves him from an annoying glance at ideology, which restrains a creative flight and violates the rational rigor of reasoning. However, the sociologist-teacher found himself in a completely different position. He cannot completely isolate the scientific and ideological spheres, he also needs to determine the principles of interaction between these two spheres. The teacher finds himself face to face with students whose interests and values ​​differ from those of teachers, and sometimes even contradict the latter, giving rise to conflict situations. In the latter case, the matter is not limited to a simple difference in role positions, but takes on a form close to an ideological confrontation. Let us make the reservation that we are not dramatizing the situation here, but only stating the fundamental possibility of such a variant. Think of the New Left movement and the student unrest that rocked most of the world's universities. Western Europe in 1967-1968, disrupting the entire educational process there.

However, the moment of ideology is always added to science itself in one way or another, which, however, does not mean that ideology must necessarily turn science "into a scientific-like apologetics of social interest."

The thesis that ideology should in no case influence “real” science, which seems correct to some from an intrascientific point of view (recall the well-known concept of “de-ideologization”), in our opinion, is completely unjustified from the point of view of scientific and educational. In such a case, education will find itself in a position between self-isolating scientificity and that militant ideological nature with which public life is saturated.

What is the teacher to do in such a situation? It seems that it would be easiest for him to overcome his own "remorse of professional conscience", his sense of responsibility for education and limit his activities to a simple transfer of information. This kind of overcoming has indeed become commonplace in recent years.

Moreover, the general disorder in universities creates a background corresponding to this. Unbalanced educational plans and programs in subjects that make up the basic complex of education, their humanitarian and educational saturation has been weakened. There is practically no unified state youth policy and concept of youth education in the country, incl. humanistic. If in the 80s the ratio between upbringing and training (in quantitative terms), according to experts, was at the level of 30-40% to 60-70%, then by now these proportions have decreased, respectively, to 10% to 90%. The required professional dedication of teachers is not favored by the fact that most of them have to work simultaneously in several jobs. Sometimes teachers themselves are in a state of apathy, do not see a way out of extreme situation extending over an indefinite time.

The process of aging of the teaching staff of universities continues, which complicates the problems of the continuity of the traditions of domestic education.

And yet, against the backdrop of all these difficulties, the education system was not allowed to accumulate a critical mass of instability. Such a system is being restored, and one of the manifestations of this is the preservation of loyalty by teachers to the principles of professional ethics, which does not allow them to get away from the educational function, thereby unbalancing the complementarity of training and education in the educational process.

In an effort to comprehend what the needs of society are and to formulate an idea of ​​the ideal of the individual, the teacher is faced with two socio-political stereotypes (also at the level of everyday consciousness and behavior): objectivist-scientist and Russophile, more ideologized in form. The second stereotype, rather heterogeneous (“Russian spirit”, “Slavic spirit”, “orientation towards the interests of the proletariat”, etc.) creates a real danger of extremism and fascisization of society.

However, overcoming this danger does not mean a complete departure from any ideology, because. access to the "international" level in practice can result in the other extreme so typical of us, namely, "Westernism".

In this context, it is especially important to consider the problem of the influence of national tradition in the study of society. The search for axiological landmarks in education stimulates scientific reflection. Science, spontaneously, albeit rather timidly, moves from purely "classical" sociology as a means of compensating for social instability and a method of analyzing mainly the consequences of social disharmony, gradually turning into "non-classical" sociology - into a means of reproducing the stability or stability of the sociocultural process, based on the study of and addressing the causes of instability and building social consensus.

The first step towards a new state of social science is the identification of the danger of utopian consciousness and an attempt to eliminate such danger on the basis of the principle of globality. However, globalism is fraught with monocentrism. "Removing" the multiplicity of multidirectional strategies of social development that can "shake" society, it itself turns into a utopia. The science of society, which has isolated itself from its own roots, from its own society, closed to dialogue with national self-consciousness, will inevitably provoke a crisis due to the rejection of ordinary consciousness, and hence the crisis of education.

It cannot be said that the situation connected with the current globalization has developed only now, that there has never been anything like it in history. Such states are in fact typical of transitional periods in general. These are, so to speak, the states of the “before”. This is the expectation of a new quality, a challenge that looks like a sentence within the old system of coordinates.

It gives hope, however, that in such cases humanity has more than once found a way out, overcome the "end of history", working out A New Look on themselves, on their ideas about themselves - carrying out a kind of sociological revolution. As events of this order, one can consider the creation of social theories that proved the inevitability of social inequality in the "axial time" (the way out of the impasse of primitive equality), the process of creating world religions, the unfolding of the intellectual potential of the Reformation, the explosion of avant-garde sociocultural activity at the end of the 19th and 20th centuries. In order to unblock the prospects for social development today, we need to overcome social stubbornness, the opposition of society to nature, which is rooted in the mass consciousness, to enter into a dialogue relationship between society and nature, to make the principle of conformity to nature a criterion of social development and, in accordance with it, restructure social relations. Both nature and society are characterized by diversity, relations based on the principle of complementarity should exist not only in nature, but also in society. Not because biological laws are applicable to social life, but because nature contains many prototypes of everything that becomes typical of the socio-cultural process. Including prototypes of crisis and harmonious states.

Thus, the real way out of the current crisis state of science is to reach a new level of consistency, the analysis of society not as an isolated system, but as one of the subsystems subordinated to common system reproduction of life itself and its maintenance. This does not diminish the importance of the internal problems of the organization of human life. On the contrary, they acquire a new significance, and the responsibility for each socio-cultural subject increases.

Dialogue of cultures contributes to overcoming self-imposedness. But such a dialogue lacks rationality. Dialogue cannot be conducted as a monologue, but it cannot be without monologues either. For mutual understanding of the subjects of the dialogue, each of them must be self-determined. This also applies to a large extent to Russian sociology, which enters into a dialogue with the sociological schools of other nations. Conducting a dialogue on behalf of one's own society presupposes deep inclusion, development of national self-consciousness, knowledge of the traditions of national culture. At the same time, one should keep in mind the specifics of Russian social science, its difference from Western European, which sometimes leads to thoughts about the unoriginality of Russian science, its provincialism.

For education, which is directly included in the mechanism of reproduction of the socio-cultural process, such a dialogue and such a sociological analysis are essential. In education, an “order” is being formed for sociology - more precisely, to work out and present the image of a specific Russian society, as well as the personality that this society needs, acceptable to this society. So far, this order remains unheeded.

This does not mean at all that sociology, as a field of science, does not reach sociological education at all. On the contrary, this movement is carried out very intensively, although it is mainly unidirectional:

only from science to education, and not vice versa. This is clearly seen in the preparation of educational literature on sociology.

As you know, the textbook represents classical knowledge. This is not the case in sociology: available textbooks and study guides are so diverse and contradictory that they cannot be accepted by all or at least by the majority of teachers. To a large extent, this is due to the fact that most of the textbooks published today are prepared not by teachers, but by researchers who do not take into account not only the methodological aspects of presentation in the educational process. sociological theory but also the real needs of the modern domestic education system. Not enough attention is paid to the fact that intrascientific, theoretical problems sociological knowledge - such as, for example, the problem of correlating the results of research obtained at the macro and micro levels - transferred to training course according to sociology, cause serious disruptions. Indeed, in the educational process it is not so easy to leave an unresolved question hanging as in the course of academic reasoning. De facto, a teacher of sociology is placed in a situation: either when giving a course to solve a problem whose solution has not been found in the silence of an academic office, or to “get out” in a different way, giving that part of knowledge that seems to be the most important and significant.

In the educational process, the epistemological aspect of the relationship between theoretical and empirical sociological knowledge arises and is solved by the teacher, primarily as a question of structure and content. academic discipline. In the real conditions of Russian education, this often means the problem: What to teach students? The available teaching staff in practice comes to two opposite decisions. The first is the focus on theoretical level. As a rule, former teachers of philosophy, who specialized in historical materialism, turn to him. Their knowledge and predilections correspond to this level, gravitate towards it and, consequently, are more related to social philosophy. The second direction is focused on applied, empirical level. The category of teachers realizing it includes those who are sincerely devoted to a particular sociology and for a long time did not have the opportunity to follow their inclinations. In addition, this includes a large number of specialists with very different basic training and, at times, of all sociology who know only this level.

But the current educational situation is such that it forces teachers of both the first and second directions to overcome this division, to bring their vision of the course of sociology closer together. student interests, educational standard And learning programs are the motives that move the teaching corps towards the development of a single, integral system of sociological knowledge. And, indeed, sometimes it is the involvement in pedagogical process helps to find solutions to scientific problems. The educational process restores the "purity of sound" in science, creates acoustics, and requires getting rid of "noises" under the control of the "advanced" development of youth culture.

It is taking into account the needs and capabilities of students that helps to systematize scientific knowledge.

However, the potential for mutual enrichment of education and science has long been known. In the history of higher education, it is not uncommon for scientists to think about ways to convey their ideas to students, leading these scientists to discoveries. The most striking example here is the creation of D.I. Mendeleev periodic table elements. And in the case of sociological science, this is of particular importance.

Today, when social relations are changing in Russia, the emerging reality makes demand for sociologically literate people who are able to adequately assess the sociocultural process and their role in it. An increasing number of specialists are needed who would have the necessary knowledge to solve social, managerial and other problems. Therefore, a resolute consolidation of the efforts of scientific and teaching staff, of all sociologists in Russia, is necessary to establish sociology as the basic one among the social sciences. This will require not only scientific activity in this direction, but also a change in the model of education, the solution of many important problems related to educational process: changes in the volume of hours devoted to the study of this discipline, the establishment of interdisciplinary connections, etc.

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