Orientation of the pedagogical process towards the values of the «human being» and the «unity of the community of adolescents and adults» as a pedagogical condition for fostering positive socialization of contemporary adolescents

Abstract

The normatively fixed priority of the value of the human being coexists in mass educational practice with a subject-object logic that keeps the adolescent in the role of an object of influence. The value of the «unity of the community of adolescents and adults» remains poorly operationalized and is often replaced by a set of disparate events, while the adult retains the position of an external regulator. The aim is to substantiate the orientation of the pedagogical process simultaneously towards the value of the «human being» and the value of the «unity of the community of adolescents and adults» as a condition for fostering the positive socialization of a contemporary adolescent. Conceptual-categorial and structural-functional analysis, a comparison of Russian researchers' approaches, a content analysis of the current normative documents and the author's modelling have been applied. An author's model is built in which the value of the «human being» sets the content of the pedagogical process through the recognition of the adolescent's dignity and subjectivity, whereas the value of «unity» sets its form, unfolded within a co-event adolescent-adult community. Positive socialization is achieved through the co-organization of value-semantic activity shared with adults; the two values are effective only in conjunction, since separately they reproduce the former deficits of upbringing. This interdependence shifts the question of socialization from the plane of pedagogical influence to the plane of the shared being of the growing person and a significant adult.